Open access
Oct 2026
The Engagement–Learning Paradox: A Mixed-Methods Study Toward Reflective Gamified Learning in Medical Education
Background: Although gamification can enhance learner motivation and engagement, increased engagement does not consistently translate into improved conceptual learning. This discrepancy may be particularly relevant for novice medical learners processing conceptually demanding biomedical content within limited instructi...
M. Díaz-López, Lina Andrea Gómez Restrepo, Paola Dolores Ordonez et al.
· Computers · 0 citations