Students in higher education struggle with engaging in meaningful learning. This thesis focuses on how a student might increase their disposition towards critical thinking by experiencing gameplay structured to promote said disposition through constructivist learning. This thesis does not focus on replacing the lecture-style model of teaching but rather to provide additional utility alongside traditional learning methods. Using the methodology behind the creation and assessment of traditional constructivist educational objectives to design gameplay systems, students are actively engaged in cognitive processing during leisure gameplay. Through Lorin W. Anderson and David R. Krathwohl’s “Taxonomy for Learning, Teaching and Assessing,” gameplay mechanics can instantiate the 19 cognitive processes to improve disposition toward critical thinking in the knowledge dimension. This thesis shows how mechanics and levels can function as a system that serves as a form of knowledge construction leading to improved critical thinking disposition through engaging students in active cognitive processing.