This research aims to explore the effects of the BINGO learning game on the three dimensions of student engagement—behavioral, emotional, and cognitive—during subtraction lessons in Grade 3. To conduct this study, the researcher used a qualitative research methodology, employing two qualitative tools: a classroom observation checklist and semi-structured interviews. The study included 25 participants, from which 5 students were selected through purposive sampling for observation and interviews. The results showed noticeable and positive changes over the three weeks of the study. Behavioral engagement increased from 82% to 98%, emotional engagement rose from 76% to 99%, and cognitive engagement remained consistently high, increasing from 91% to 99%. The interviews
revealed that students had positive feelings toward BINGO, describing the learning game as enjoyable, motivating, and helpful for understanding subtraction in mathematics. The study found that the BINGO learning game is an effective teaching strategy that enhances engagement, motivation, and understanding. The researcher recommends using game-based learning methods to create classroom interaction, support student-centered approaches, and
conduct further research to explore the long-term effects of learning games in primary education.

Key words: Engagement, Mathematic, Educational game, Method, Strategy