<![CDATA[General Background Computational thinking and basic programming logic are essential components of modern primary education informatics. Specific Background Elementary students frequently perceive coding concepts as highly abstract and difficult when instructions are delivered solely through theoretical explanations without practical application. Knowledge Gap Traditional pedagogical approaches lack immediate visual feedback mechanisms required to sustain young learners' motivation during complex algorithmic problem-solving tasks. Aims This study investigates the application of game-based project learning using the visual block programming environment Scratch to stimulate learning interest among fifth-grade students. Results The implementation of pair programming and guided debugging activities resulted in an 85 percent increase in student engagement and active participation. Learners successfully constructed movement and scoring variables by manipulating colored blocks and receiving immediate system responses. Novelty This research demonstrates that transforming isolated coding exercises into collaborative, interactive gaming missions significantly demystifies computational complexity for early-stage learners. Implications Informatics curricula should integrate visual programming tools and peer collaboration to establish concrete, project-oriented computing education in elementary schools. Highlights: The visual block programming environment stimulated an 85 percent active participation rate among fifth-grade learners. Pair programming application successfully reduced technical barriers during complex algorithm structuring and debugging sessions. Immediate system feedback accelerated learner comprehension regarding the correlation between algorithmic instructions and object movements. Keywords: Visual Programming Environment, Primary Education Informatics, Game Based Learning, Computational Thinking, Pair Programming]]>
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