This qualitative study examines how playing levels of a fraction-themed videogame impacts students' thinking. The research question answered is: What do students' gestures reveal about the degree to which their thinking is embodied as they play a videogame that is constructed via a grounded metaphor for mathematical knowledge. Four soon-to-be first-year university students played Mario Maker 2 levels built around three key fraction actions. The levels were linked to a pre-game mathematics worksheet to encourage connections. The researcher analyzed students' gameplay and interviews. Transcripts were coded and grouped into major themes. Three different categories of gestures emerged. These are: one hand on the controller using the free hand to gesture, no hands on the controller and gesturing with both hands, and two hands on the controller and using the avatar to gesture within the game. This study extends the Gesture as Simulated Action framework to the gamespace to help us make sense of the different gestures students used. Using the extended framework, players who were gesturing only in the physical context were found to be less connected to the gamespace. Further research is needed to identify which of physical and digital gesturing is better at revealing learning in a gamespace, as well as why players may become inhibited in the gamespace. Designers of educational games need to consider the player's avatar movement in their design. Designers should allow for an expressive avatar or space so that the avatar can be used to reflect player thinking. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]