The purpose of this study was to examine whether providing an active learning approach during game-based learning generates positive impacts on the learners. The effects of learning approaches (active exploration vs. tutorial) on eighth-graders' Scratch programming performance, motivation and flow experience were examined in this study. The differences between the active exploration group and the tutorial group included the sequence of game-play and game design activity and the supporting strategy. One hundred and twenty-five junior high school students participated in the study. The results showed that (1) the active exploration approach triggered higher learning motivation and flow experience than the tutorial approach did, (2) the sequence of game-play and game-design did not differentiate learners' project performance, and (3) the causes of why high motivation and flow experience did not bring about better project performance need to be further investigated.