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<p>This study examined how perceptions of engaging learning, satisfaction, and perceived effectiveness relate to active participation in gamified online courses among health sciences students. A cross-sectional observational study was conducted with 196 Peruvian university students enrolled in Ethics, Health Prevention and Promotion, and Health Management courses during the 2023–2024 academic semesters. Data were collected through a structured digital questionnaire and analyzed using descriptive statistics, chi-square tests, t-tests, and multiple regression analysis. Students reported high levels of active participation (M = 4.30, SD = 0.67) with no significant demographic differences. Regression analysis showed that perceived engaging learning was the strongest predictor of active participation (β = 0.398, 95% CI 0.265–0.532, <i>p</i> = 0.001), followed by general satisfaction (β = 0.128, 95% CI 0.032–0.223, <i>p</i> = 0.009). Participation was also associated with perceived improvements in knowledge retention (<i>p</i> = 0.001) and problem-solving (<i>p</i> = 0.032). Grounded in motivational and engagement theories, including Self-Determination Theory, these findings suggest that intrinsically engaging and satisfying learning experiences may play a central role in fostering behavioral engagement in gamified online environments, highlighting the importance of designing activities that support students’ motivational and experiential needs in health sciences education.</p>

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Student perceptions of effectiveness, satisfaction, and active participation with online gamification in health sciences education

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年3月17日

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  • Jorge Alfredo Cordero Valera,
  • Martín Tantaleán Del Águila,
  • Yordanis Enríquez Canto

摘要

This study examined how perceptions of engaging learning, satisfaction, and perceived effectiveness relate to active participation in gamified online courses among health sciences students. A cross-sectional observational study was conducted with 196 Peruvian university students enrolled in Ethics, Health Prevention and Promotion, and Health Management courses during the 2023–2024 academic semesters. Data were collected through a structured digital questionnaire and analyzed using descriptive statistics, chi-square tests, t-tests, and multiple regression analysis. Students reported high levels of active participation (M = 4.30, SD = 0.67) with no significant demographic differences. Regression analysis showed that perceived engaging learning was the strongest predictor of active participation (β = 0.398, 95% CI 0.265–0.532, p = 0.001), followed by general satisfaction (β = 0.128, 95% CI 0.032–0.223, p = 0.009). Participation was also associated with perceived improvements in knowledge retention (p = 0.001) and problem-solving (p = 0.032). Grounded in motivational and engagement theories, including Self-Determination Theory, these findings suggest that intrinsically engaging and satisfying learning experiences may play a central role in fostering behavioral engagement in gamified online environments, highlighting the importance of designing activities that support students’ motivational and experiential needs in health sciences education.