The research paper adopts a stimulus-response theory to research into the merging of board game design and storytelling as innovative pedagogical tools that enhance educational engagement and health awareness among primary school students. The main objective is to design board games that educated basic health concepts like vitamin C benefits, embedding storytellers to engage learners at an emotional and cognitive level. The research investigates the efficacy of the board games whereby participants respond to the way the games were played with elements of storytelling embedded into it to promote health literacy. Data for this study was gathered through observations on 16 primary school participants and interviews on 4 educators. The observation was to test the students’ prior knowledge of health topics. This was immediately followed by the interaction with the designed board games. After the games were played, the students offered descriptions of their experiences with the board games in terms of content and storytelling. The results indicate that embedding storytelling into the board game makes it more motivating for the participants and theirs is a deeper understanding of health-related concepts when learning experiences are truly immersive and relatable. The games’ bright colors, simpler rules, and a more engaging plot did help immensely induce proper reactions from the participants. This particular study expands the game-based learning literature concerned with how the integration of stimulus-response theory, board game mechanics, and storytelling can pronounce with impactful flair educational engagement and enhance educational engagement and health literacy among participant. The results suggest that the integration of narrative elements into educational games provides a dynamic approach to promoting health awareness in early childhood education, offering both cognitive stimulation and emotional engagement.