<![CDATA[Anti-corruption education at the elementary school level often encounters challenges in fostering students’ affective internalization due to the predominance of conventional teacher-centered instructional approaches. This study aims to explore and provide an in-depth analysis of students’ emotional engagement through the implementation of Mandar EduMotion Game-Based Learning (GBL), an instructional approach that integrates Pappasang, the traditional wisdom of the Mandar community, into anti-corruption education. A descriptive qualitative design supported by descriptive quantitative data was employed to strengthen methodological triangulation. The study involved 62 fifth-grade elementary school students, with 10 participants purposively selected as key informants for semi-structured interviews. Data were collected using an emotional engagement questionnaire and an interview protocol focusing on positive emotions, psychological comfort, learning enthusiasm, situational interest, and intrinsic motivation. Qualitative data were analyzed using an interactive model consisting of data condensation, data display, and conclusion drawing and verification. The findings demonstrate that the implementation of culturally integrated Game-Based Learning effectively fostered students’ emotional engagement. Students reported greater enjoyment, reduced learning anxiety, and heightened interest in anti-corruption topics. They also expressed strong learning satisfaction and a willingness to participate in similar learning activities in the future. The integration of Pappasang functioned as a cultural anchor that transformed abstract moral values into meaningful and contextually relevant learning experiences.]]>
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