Game-Based Learning through Programming: Impact on Preservice Teachers’ Learning Motivation
This research investigated how integrating programming into game-based learning influences preservice teachers’ motivation. It specifically examined motivational changes through the Attention, Relevance, Confidence, and Satisfaction (ARCS) model. The study aimed to guide more effective implementations of game-based learning by highlighting instructional design strategies.
Game-based learning has been increasingly recognized for its potential to engage learners through interactive and immersive experiences. This research builds on Dewey’s Four Impulses and game-based learning frameworks to deepen understanding of motivational outcomes.
An eight-week intervention was conducted with 11 preservice teachers enrolled in a Physical Computing course. The intervention featured the MakeCode Arcade programming platform and a structured four-stage model. Data were collected using Keller’s Course Interest Survey before and after the intervention.
This study provides insights into how the systematic integration of game-based learning and programming can enhance preservice teachers’ motivation. It offers practical implications for preparing them to design and implement engaging game-based lessons in future classrooms.
The results showed significant increases in preservice teachers’ attention and satisfaction after participating in game-based programming. While relevance and confidence did not show statistically significant gains, they still exhibited a positive trend. Overall, these findings suggest that immersing learners in game-based learning within a programming curriculum effectively fosters engagement and key aspects of learning motivation.
Teachers could integrate game-based programming projects that actively engage learners through iterative design and peer collaboration. Providing frequent opportunities for feedback and redesign can sustain high levels of engagement. Additionally, incorporating tangible hardware tools can make the learning process more immersive and satisfying.
Researchers should design interventions that connect programming tasks to learners’ real-world teaching contexts, complement quantitative findings with qualitative insights, and explore motivational factors beyond the ARCS model. Employing larger sample sizes and fostering cross-institutional collaborations would further enhance the generalizability of future studies.
Equipping future teachers with innovative instructional methods can enhance the overall quality of education, especially in increasingly digital and diverse learning environments. By fostering both motivation and competence, game-based learning approaches may lead to more engaging and equitable classrooms. In turn, society benefits from teachers who can creatively integrate technology into learning experiences.
Given the small sample size in this study, future research should involve a larger group of participants to enhance generalizability. It would also be valuable to extend the intervention period to observe longer-term motivational changes, particularly in relevance and confidence. Comparative studies across different game-based platforms may further inform effective integration strategies in teacher education.
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