Student Engagement and Sports Skills Enhancement Through Game-Based Learning Activities

Game-Based Learning (GBL) has emerged as an innovative instructional approach that promotes active participation, experiential learning, and collaborative engagement in Physical Education. This study investigated the effectiveness of GBL in improving students’ sports skills, engagement, and teamwork among college students enrolled in Physical Education courses at Biliran Province State University during the Academic Year 2025–2026. The study employed a quasi-experimental non-equivalent control group pretest–posttest design within an explanatory sequential mixed-methods framework. A total of 160 first- and second-year college students participated in the study, with 80 students assigned to the experimental group and 80 students assigned to the control group. Quantitative data were collected using the Game Performance Assessment Instrument (GPAI), Sport Engagement Questionnaire (SEQ), and Engagement and Teamwork Survey. Statistical analyses included descriptive statistics, paired-samples t-tests, independent-samples t-tests, ANCOVA, and Cohen’s d effect size analysis. Results revealed significant improvements in the experimental group across sports skills (t = 5.73, p < .001), teamwork (t = 3.94, p < .001), vigor (t = 4.62, p < .001), and overall engagement (t = 5.28, p < .001). ANCOVA findings further confirmed that the GBL intervention remained statistically significant after controlling for pretest scores. Effect size analysis indicated small-to-medium practical effects, particularly in sports skills (d = 0.49) and peer teamwork (d = 0.58). Qualitative findings revealed themes related to increased motivation, active participation, collaboration, enjoyment, and skill application. The integration of quantitative and qualitative findings demonstrated that GBL effectively enhances students’ physical performance, engagement, and social interaction in Physical Education.