Engagement in educational games was conceptualized as four dimensions but few studies have examined the four dimensions together. Additionally, game features vary greatly in different game genres that demand different engagement dimensions. However, engaging game features were studied in general and did not inquire specific game genres in extant literature. This study aimed at filling in this gap by examining students' engagement patterns as well as what and how game features provided engagement opportunities in a personalized computerized role-playing game environment through the lens of the four-dimension engagement framework. Results showed the instability of engagement and certain engagement dimensions would predominate in different gameplay stages. Students exhibited cognitive engagement both "during" and "after" gameplay. Behavioral engagement dominated during gameplay while affective engagement dominated "after" gameplay. This study also found that gender, age, employment status, and gameplay experience affected engagement "during" gameplay. All features of personalized computerized role-playing game could engage students but manipulating a fictional world and portraying game characters could best engage students. Implications and future research were also discussed in the study.