The Impact of Game-Based Instruction on Student Engagement in Track and Field Courses: A Case Study at Jiaying University

Abstract

Physical education is an important component of higher education because it supports both physical development and learning-related motivation. However, track and field classes are still often taught through repetitive, teacher-centred drills that may not sustain students’ engagement. This study examined whether game-based instruction could improve student engagement in a university track and field course. A quasi-experimental design was employed with 60 students from the School of Physical Education at Jiaying University, including 30 students in an experimental group and 30 in a control group. Over a 12-week intervention, the experimental group participated in structured game-based sprint, relay, and jumping activities, whereas the control group received conventional instruction. Student engagement was assessed using a five-point Likert questionnaire adapted from validated higher-education engagement instruments and organized around interest, participation, and motivation. Descriptive statistics, paired-samples t tests, independent-samples t tests, and effect sizes were reported. The experimental group improved from 3.15 ± 0.42 to 4.42 ± 0.38, t(29) = 5.87, p < .001, Cohen’s dz = 1.07, whereas the control group changed only from 3.12 ± 0.45 to 3.35 ± 0.40, t(29) = 1.21, p = .236, Cohen’s dz = 0.22. Post-test comparisons also favoured the experimental group in overall engagement and in the dimensions of interest, participation, and motivation, all p < .001, with large between-group effects. These findings suggest that well-structured game-based instruction can substantially enhance student engagement in track and field courses.