Enhancing Student Engagement and Tennis Skill Acquisition through a Game-Based Learning Approach: A Quasi-Experimental Study in Physical Education

DOI

10.2991/978-2-38476-591-1_29How to use a DOI?

Keywords

Game-based learning; tennis education; student engagement; skill acquisition; physical education; sport pedagogy; quasi-experimental design

Abstract

This study investigates the effectiveness of a game-based learning (GBL) approach in improving student engagement and tennis skill acquisition within physical education contexts. Grounded in constructivist learning theory and sport pedagogy frameworks, GBL emphasizes active participation, contextualized practice, and decision-making processes that are essential for motor skill development [1], [2]. A quasi-experimental design employing a one-group pretest–posttest model was utilized, involving 30 undergraduate students enrolled in a physical education program. The intervention was implemented across six structured training sessions integrating modified game scenarios targeting fundamental tennis techniques, including forehand, backhand, and service execution. Student engagement was assessed using a validated observational checklist focusing on behavioral, emotional, and cognitive dimensions, while skill mastery was evaluated through standardized performance tests aligned with tennis competency indicators. Data analysis involved paired sample t-tests to determine statistical significance and normalized gain (N-gain) analysis to assess learning improvement magnitude. The findings demonstrate a statistically significant enhancement in both engagement and skill performance (p < 0.05). Mean engagement scores increased from 62.40 (moderate) to 82.75 (high), while tennis performance scores improved from 60.85 to 78.90. The N-gain value of 0.47 indicates a moderate level of effectiveness, suggesting meaningful pedagogical impact. These results align with recent evidence highlighting the role of game-based approaches in fostering intrinsic motivation, improving motor learning efficiency, and enhancing tactical understanding in sports education [3], [4]. From a sport science perspective, the integration of game-based activities facilitates perceptual-motor coupling and contextual interference, which contribute to improved skill retention and transfer [5]. Furthermore, the interactive and student-centered nature of GBL promotes higher engagement levels, thereby supporting more effective learning environments. In conclusion, the game-based approach represents a viable and effective instructional strategy for tennis education, offering both pedagogical and performance benefits. It is recommended that educators incorporate GBL frameworks into physical education curricula to optimize student engagement and skill development outcomes.

Copyright

© 2026 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Nurkadri Nurkadri
AU  - Budi Valianto
AU  - Albadi Sinullingga
AU  - Amir Supriadi
AU  - Suharjo Suharjo
AU  - Argubi Silwan
AU  - Muhammad Reza Destya
AU  - Sinung Nugroho
AU  - Bangun Setia Hasibuan
PY  - 2026
DA  - 2026/06/24
TI  - Enhancing Student Engagement and Tennis Skill Acquisition through a Game-Based Learning Approach: A Quasi-Experimental Study in Physical Education
BT  - Proceedings of the 2nd International Conference of Sport Science, Sport Coaching Science, and Physical Education, and Recreation 2025 (ICOSSCOPER 2025)
PB  - Atlantis Press
SP  - 299
EP  - 309
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-591-1_29
DO  - 10.2991/978-2-38476-591-1_29
ID  - Nurkadri2026
ER  -