This study aimed to explore the pedagogical dimension of multichannel multimodal learning (MML) and its association with student engagement. Forty-three students from Shanghai Open University participated in the study and their behavioural, emotional, cognitive learning engagement were investigated. Although teaching in the same space, the three instructors developed different MML-integrated pedagogies and delivered different levels of MML experience (i.e., different numbers of modes and channels used and incorporated). A one-factor-three-level ANOVA with a Tukey HSD test was conducted to examine whether students' behavioural, emotional, or cognitive learning engagement on three different levels of MML experience were different. The results showed behavioural and emotional engagement was significantly positively correlated (p = 0.020 and 0.026 respectively) to different MML-integrated pedagogies, and students' perception of levels of MML experience was significantly correlated (p = 0.048) to the levels the present study identified. The present study pointed out the importance of instructors' integrating pedagogies into MML environments. More modes and channels used and incorporated by instructors can better teaching quality by increasing learners' behavioural and emotional engagement.