Introductory C programming challenges novice learners because abstract concepts and syntax-intensive structures can hinder comprehension. This study developed and preliminarily evaluated an educational game for C programming. The game was designed using the Analyse, Design, Development, Implementation, and Evaluation (ADDIE) framework and implemented in RPG Maker MV as a two-dimensional action role-playing game integrating exploration, non-player-character instruction, achievement tracking, and question-based battles across seven programming topics. Functional conformity was examined through 16 predefined Black-Box scenarios, short-term learning change through a single-group pre-test–post-test design, and user perceptions through an adapted 14-item questionnaire informed by GUESS-18, including added Education and Battle System dimensions. Twenty-five participants, comprising first-year Informatics students and members of the public, completed the evaluation. All tested scenarios produced the expected outputs, yielding 100% conformity within the specified cases rather than evidence of comprehensive software reliability. Mean comprehension scores increased from 56.6% to 78.9%, corresponding to a Normalised Gain of 0.513 and indicating moderate improvement. The adapted questionnaire produced an overall mean of 5.48 out of 7.00, with the Battle System and Education dimensions receiving the highest descriptive ratings. The findings indicate that the game operated as specified in the evaluated scenarios and was favourably perceived as a supplementary learning medium. However, the score increase cannot be attributed exclusively to the game because the study lacked a control group, random assignment, and delayed retention measurement; participant heterogeneity and the unvalidated questionnaire adaptation also constrain interpretation.