Effect of Game-based Instructional on Learning Engagement and Game Performance of Students in Physical Education
Effect of Game-based Instructional on Learning Engagement and Game Performance of Students in Physical Education

Summary/Abstract: Background: The implementation of integrated learning models in physical education (PE) increased significantly, but there were limited sources which applied teaching games for understanding-sports education (TGfU-SE) to improve learning engagement (LE) and game performance (GP) among students at university level. Purpose: This study aims to determine the effect of TGfU-SE towards LE and GP among students for 12 weeks. Methods: A true experimental study with a randomized controlled trial (RCT) design for 12 weeks was adopted in this study. Participants were 54 students from Physical Education and Recreation Health at Singaperbangsa University Karawang (Indonesia) who were equally allocated into experimental (TGfU-SE, n = 27, 18.4 ± 0.88 year) and control groups (TGfU, n = 27, 19.0 ± 1.06 year). The self-report scales Utrecht Work Engagement Scale for Students and the Game Performance Assessment Instrument were used. Student's t Paired Samples T-Test and 2 × 2 repeated measures ANOVA test were used to analyze the data. Results: The results of this study show that the TGfU-SE model had a greater effect on increasing LE (p < 0.05) and GP (p < 0.05) compared to the TGfU model. Repeated measures ANOVA shows a significant effect of time, teaching and interaction time x teaching in LE and GP (p < 0.05). Conclusion: We highlight the benefit in implementing TGfU-SE for 12 weeks which induce a positive improvement in all components of LE and GP demonstrate a positive improvement as a result of the 12-week implementation of TGfU-SE.

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