The promise of using games for learning is that play‐ and learning‐engagement would occur cohesively as a whole to compose a highly motivated learning experience. Yet the conceptualization of such an integrative process in the development of play‐based learning engagement is lacking. In this analytical paper, we explored and conceptualized the nature and development of game‐based learning engagement via an iterative, two‐stage analytical process. The first stage was theory driven. The literatures on motives of play, game and cognitive engagement, and game‐based learning were reviewed and analyzed. Theoretical discussions on how learning engagement is activated and sustained during gameplay were distilled. The second stage was data driven. An in situ, multiple‐case study was conducted to further examine affective and cognitive facets of learning engagement in gaming. The finding suggested that game‐based learning engagement is an integrated and continuing process that advances from affective engagement driven by optimal challenge, cognitive engagement situated in playfulness, to potentially game‐action‐based content engagement.