Abstract:

Gamification involves the use of game elements in non-game contexts to enhance participants’ engagement and motivation. Previous research has shown the positive impact of gamification on the teaching and learning process; however, the effects of immersive gamification activities on student satisfaction and subjective well-being remain underexplored.

This study analyzes the influence of perceived immersion during gamification activities, as well as the emotional engagement and well-being experienced during the gamified learning process, on students’ satisfaction with the course, recommendation intentions, and behavioural engagement with the subject. In addition, the study examines the moderating role of gamification frequency by comparing courses in which the gamified activity was implemented only once with those in which it was used in every session.

A gamified activity was developed during the 2025/2026 academic year using online interactive quizzes Kahoot and Wooclap. The empirical study was conducted with a sample of students from the University of Valencia enrolled in the Master’s in Marketing and Market Research the International Master in Business Administration and in three degrees in: Tourism, International Business, and Business Intelligence and Analytics. Preliminary results indicate that immersive gamification activities positively influence student satisfaction, engagement, and well-being, with the frequency of gamification use moderating these effects.

The findings contribute to the literature on gamified learning by providing insights into how the intensity of gamification implementation can influence students’ learning experiences and outcomes in higher education.

Keywords:

Immersion, subjective well-being, emotional engagement, behavioural engagement, student satisfaction, recommendation intention.