Game-based learning to enhance motivation and fundamental motor skills in elementary physical education: a quasi-experimental study
Keywords:
Game-based learning, motivation, fundamental motor skills, physical education, elementary schoolAbstract
Background: Game-based learning (GBL) is widely used in physical education to enhance student motivation and fundamental motor skills (FMS). However, evidence from elementary school contexts, particularly using quasi-experimental designs with intact classes, remains limited. Objectives: This study examined the effects of a 12-week game-based learning intervention on motivation and fundamental motor skills among elementary school students. Methods: A quasi-experimental one-group pretest–posttest design was employed involving 34 elementary school students selected through purposive sampling. The 12-week intervention consisted of weekly 105-minute sessions of dexterity-based game learning. Motivation was measured using a validated questionnaire, while fundamental motor skills were assessed through an age-appropriate motor skills test. Data were analyzed using descriptive statistics, normality and homogeneity tests, and paired-sample t-tests, with Cohen’s d calculated to estimate effect size. Finding/Results: The experimental group demonstrated significant increases in motivation and FMS from the pre-test to the post-test (p < 0.05). Although the effect size was small to medium, the observed increases reflect short-term positive changes following the intervention. Conclusion: The 12-week GBL intervention effectively enhanced motivation and FMS among elementary school students. While the findings support the use of GBL in physical education, the absence of a control group and potential class-level confounders limit causal interpretation. Future studies should employ randomized or controlled designs and include broader measures of engagement and motor competence.
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Author Biographies
Dennys Christovel Dese, Undergraduate Physical Education Program, Faculty of Health Sciences, Universitas Kristen Satya Wacana, Salatiga, Indonesia
Cahyo Wibowo, Undergraduate Physical Education Program, Faculty of Health Sciences, Universitas Kristen Satya Wacana, Salatiga, Indonesia
Rut Widyaningtyas, Undergraduate Physical Education Program, Faculty of Health Sciences, Universitas Kristen Satya Wacana, Salatiga, Indonesia
Yahya Eko Nopiyanto, Department of Physical Education, Faculty of Teacher Training and Education, Universitas Bengkulu, Bengkulu, Indonesia
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Accepted 2025-12-07
Published 2025-12-16
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