This study explored the impact of Digital Game-Based Learning (DGBL) on focus, engagement, and time-on-task learning behaviors among 8- to 10-year-old students. Grounded in Csikszentmihalyi's Theory of Flow, the study utilized a quantitative experimental design to compare DGBL experiences with alternative instructional strategies through learner observations and digital exit surveys across eight experimental trials. The results of the study supported two of the three research hypotheses. The findings demonstrated a significant increase in time-on-task behavior, with DGBL participants exhibiting, on average, 16.36 seconds more than the control group (t=3.37, p=0.012) and a notable increase in engagement levels, with a statistical significance (t=3.24, p=0.014), supporting higher engagement in DGBL experiences. However, no significant difference in learner focus was observed between groups during the study. These results contribute empirical evidence to the educational technology field, highlighting DGBL's potential to foster an engaging learning atmosphere and support its integration into K-12 learning environments. [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.]