This study investigates how video game-based didactics influences student engagement in a philosophy class, particularly among groups underrepresented in the traditionally masculine-coded discourse. Grounded in Luce Irigaray's feminist theory, two videogames, Something Something Soup SomethingandDemocratic Socialism Simulator, were incorporated into teaching. Results indicate a general increase in engagement across all groups, with a more pronounced effect observed in a female-dominated class, supporting Irigaray's perspective. However, isolating the impact of the games from external factors, such as novelty effects, social background, or individual preferences, remains challenging. While video games appear to foster engagement, they do not inherently ensure inclusivity or equality. Factors such as teacher expectations, classroom framing, and personalized adaptations play significant roles. Future research should involve larger samples, control groups, and extended observation periods to better understand the impact of videogame-based pedagogy on student engagement in general and non-normative groups in particular.