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Physiotherapy education and game-based learning: developing the SPINE framework
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Orientador(es)
Resumo(s)
Innovative pedagogical approaches are increasingly essential in
physiotherapy education to foster engagement and competency development.
This multicenter cross-sectional study explored physiotherapy students’
perceptions of game-based learning (GBL) across six Portuguese higher
education institutions. A total of 208 students completed a structured
questionnaire assessing attitudes toward GBL in teaching–learning contexts
and competency development. Results indicated generally positive
perceptions of GBL, emphasizing its value for motivation, engagement, and
integration of theoretical and practical learning. Transversal competencies—
such as teamwork, communication, and empathy—were consistently
recognized across academic years, while perceived benefits for technical skills
increased with clinical exposure. Female students and those with prior health-
related experience reported more favorable attitudes. However, students also
highlighted limited curricular implementation and the need for clearer
alignment between game activities and learning objectives, suggesting
barriers at the institutional and pedagogical levels. These insights point to a
gap between students’ enthusiasm and current educational practices,
underlining the importance of structured guidance for integrating GBL
effectively. Building on these findings, the student-perceived integration for
novel education (SPINE) framework is proposed as a decision-making model
to guide the pedagogically grounded GBL in physiotherapy curricula,
emphasizing evidence-informed, context-sensitive, and sustainable
implementation.
Descrição
Palavras-chave
Game-based learning Physical therapy education Undergraduate students
Contexto Educativo
Citação
Bernardo, Diana; Paquete, , Manuel Joaquim da Silva P. G.; Rosa, Marlene Cristina Neves (2026). Physiotherapy education and game-based learning: developing the SPINE framework. International Journal of Evaluation and Research in Education. ISSN 2252-8822. 15:2, p. 1388-1397
Editora
Institute of Advanced Engineering and Science (IAES)