Gamifying the curriculum: a strategy for enhancing student engagement, active and collaborative learning, and satisfaction

Roldan Ciudad, Elisa ORCID: https://orcid.org/0000-0002-7793-7542, Perfecto-Avalos, Yocanxóchitl and Hidalgo-Bastida, Araida (2025) Gamifying the curriculum: a strategy for enhancing student engagement, active and collaborative learning, and satisfaction. In: INTED2025 Proceedings, pp. 2418-2427. Presented at 19th International Technology, Education and Development Conference, 3 March 2025 - 5 March 2025, Valencia, Spain.

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Abstract

Gamification, the application of game elements in educational contexts, has demonstrated its efficacy in enhancing student motivation, fostering collaboration, and improving academic outcomes. This project investigated the impact of integrating gamified competition, student-created games, and an inclusive, collaborative environment on the academic performance, engagement, and satisfaction of Biomedical Engineering undergraduates. Three gamification activities (a digital escape room, an educational card game, and a digital snakes-and-ladders game) were developed and implemented for the 2024-2025 cohort. Enjoyment and perceptions of the games were assessed using a GAMEX-based survey, evaluating differences across games, genders, and ethnicities. The effectiveness of these techniques was further assessed through academic performance data, engagement metrics, and the End of Module Survey, which captured students’ satisfaction. Overall, the gamification activities were positively received, with students reporting high levels of engagement, creativity, and enjoyment. The 2024-2025 cohort showed marked improvements in student satisfaction, attendance, and academic performance, underscoring the value of gamification as a pedagogical strategy in higher education.