A research and development study of a game-based learning model: Effects on basketball skills and engagement in physical education
Abstract
Background: Traditional basketball instruction often emphasises isolated technical drills with limited game-based participation, which may reduce student engagement and hinder skill development. Despite growing interest in game-based learning (GBL), there is limited evidence on structured GBL models in higher education contexts, particularly in Indonesia. Objectives: This study aimed to develop and evaluate a game-based learning model to improve basketball skills and student engagement in physical education. Methods: A research and development (R&D) approach, adapted from Borg and Gall’s model, was employed, encompassing needs analysis, model design, expert validation, and field trials. The model’s effectiveness was assessed using a one-group pretest–posttest design with purposively sampled physical education students. Data were collected through standardised basketball skill tests (dribbling, passing, shooting), questionnaires, and interviews. Quantitative data were analysed using paired-sample t-tests (p < .05), while qualitative data were examined using thematic analysis. Results: In the small-scale trial (n = 30), students’ performance improved by 23.9% from pretest to posttest, with statistically significant differences and large effect sizes. The large-scale trial (n = 60) further confirmed the model’s effectiveness, showing significant improvements in basketball skills (t = 12.44, p < .001). Students also reported highly positive perceptions (M = 4.68, SD = 0.41), indicating strong engagement and acceptance of the GBL approach. Conclusion: The developed GBL model effectively enhances basketball skills, engagement, and learning experiences among physical education students. These findings support the integration of game-based approaches in sports instruction and highlight their potential for broader application in physical education contexts. Future research should examine long-term effects and applicability across different sports settings.
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Author Biographies
Feby Elra Perdima, Department of Physical Education, Faculty of Teacher Training and Education, Universitas Dehasen Bengkulu, Bengkulu, Indonesia
Davi Sofyan, Department of Physical Education, Faculty of Teacher Training and Education, Universitas Majalengka, Majalengka, Indonesia
Agus Sulastio, Department of Sport Education, Faculty of Teacher Training and Education, Universitas Riau, Pekanbaru, Indonesia
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Accepted 2026-03-04
Published 2026-04-16
