Introduction:

Simulation-based gamified learning is emerging as a pedagogical proposal to meet the needs of contemporary students, who develop themselves in settings of continuous technological advancement. Moreover, they favor the acquisition and development of clinical reasoning and skills, which improves patient safety.

Objective:

To evaluate the perception of fourth-year Phonoaudiology students on the simulation and gamification proposal applied in the otoneurology and labyrinthology clinic at the National University of Córdoba, Argentina.

Methods:

In this cross-sectional, descriptive and correlational research, the participants (n=89) completed three assessment questionnaires: for the eye movement simulation activity, for the gamification activity in audiological clinic, and about general aspects of the subject. Descriptive and multivariate statistics were used for data analysis. The multivariate associations between questionnaire items were studied by means of principal component analysis.

Results:

A high percentage was obtained regarding acceptance of both activities. Multivariate analysis permitted to explain 59 % of the variability, and revealed a positive association between simulation and gamification. Moreover, these pedagogical proposals were positively correlated with meaningful learning indicators, the curriculum objectives, the evaluation methods and the didactic resources applied.

Conclusions:

These tools generate organizational and facilitating settings for the teaching-learning process, especially in otoneurological subjects. The results increase the applicability of simulation and gamification in university education.

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