Abstract
Background: Gamified teaching strategies are increasingly employed in nursing education to enhance student engagement and improve academic performance. This study examines the effect of such strategies on both engagement (behavioral, cognitive, emotional) and academic outcomes among undergraduate nursing students.
Methods: Using a descriptive-correlational design, data were collected from 210 Bachelor of Science in Nursing students at the University of Modern Sciences who were exposed to gamified teaching. Engagement was measured via a validated researcher-developed questionnaire (Cronbach’s α = 0.82), and academic performance was assessed through students' official General Weighted Average (GWA). Data analysis employed descriptive statistics, Pearson correlation, and multiple regression.
Results: Students demonstrated a very high overall engagement level (M=3.20). Behavioral engagement was highest (M=3.35), followed by cognitive (M=3.21) and emotional engagement (M=3.05). Academic performance was "Very Good" (Overall GWA=2.15). A significant positive correlation was found between overall engagement and academic performance (*r*=.452, *p*=.000). Regression analysis indicated that teacher, school, and family factors significantly predicted 18.6% of the variance in engagement, with the teacher factor being the strongest predictor.
Conclusion: Gamified teaching strategies are associated with high levels of student engagement and favorable academic performance among nursing students. Teacher-related factors are particularly influential. The findings support the integration of gamification into nursing curricula and highlight the need for institutional support and faculty training to optimize these innovative pedagogical approaches.