Accepted for/Published in: JMIR Medical Education
Date Submitted: Sep 1, 2025
Date Accepted: Jul 23, 2026
Warning: This is an author submission that is not peer-reviewed or edited. Preprints - unless they show as "accepted" - should not be relied on to guide clinical practice or health-related behavior and should not be reported in news media as established information.
Attitudes and Needs towards the utilization of Digital Game-Based Learning in Public Health study programs and Health Sciences: Results from an Online Student Survey
ABSTRACT
Background:
Digital game-based learning (DGBL) is gaining traction in medical and nursing education, but its integration into Public Health and Health Sciences curricula remains limited. This study address-es this research gap by exploring student perspectives, usage patterns, and expectations regarding DGBL within German Public Health study programs.
Objective:
The study investigates how Public Health and Health Sciences students perceive DGBL and identi-fies conditions that promote or hinder its integration into academic training for public health professionals.
Methods:
A cross-sectional online survey was conducted between January 2021 and December 2023. A total of 444 students participated, with 326 completing the questionnaire. The instrument com-bined closed- and open-ended questions on sociodemographics, digital media use, DGBL atti-tudes, and structural and pedagogical requirements. Quantitative data were analyzed descriptive-ly (SPSS); qualitative content was evaluated via MAXQDA using Kuckartz’s structured content analysis.
Results:
The sample consisted predominantly of full-time students in Bachelor's or Master's programs in Public Health and Health Communication. Digital media are widely used for communication (98.2%), information searches (89.3%), and entertainment (82.2%) in daily student routines. In contrast, video gaming and online shopping play a minor role. Students expressed a generally positive attitude toward DGBL, particularly in practical learning contexts such as exam prepara-tion, visualizing complex content, and knowledge checks. High agreement was found for using DGBL in modules like Prevention and Health Promotion (84.9%), Epidemiology and Statistics (83.2%), and Population Medicine (76.7%). Preferred devices include desktop PCs, tablets, and smartphones, while immersive technologies like VR/AR glasses or consoles are less favoured. Students highlighted specific prerequisites for DGBL integration: a functioning technical infra-structure (98.5%), media-literate teaching staff (95.4%), and compliance with data protection standards (93.0%). Further, students valued user-friendly design (78.2%), technical reliability (91.7%), clear feedback (72.4%), and flexibility regarding time and place of use (94.2%). Game elements like animations, multimedia, and reward systems were appreciated, whereas features like 3D graphics, avatars, and multiplayer modes were less important.
Conclusions:
The findings show a high willingness among students to engage with DGBL, especially when its design emphasizes clarity, usability, and relevance to course content. Emotional safety, flexible access, and pedagogical integration are more decisive than immersive game features. To effec-tively implement DGBL in Public Health education, developers and educators should co-create low-threshold, didactically sound applications that align with students’ preferences and study realities. Future research should assess learning outcomes and emotional effects longitudinally and explore scalable implementation strategies.
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