Engaging minds in motion: The role of interactive animation sites in health education

Abstract

This study investigates the impact of the interactive platform Mentimeter on the academic motivation and engagement of nursing students at ISPITS Meknès, within the framework of innovative digital pedagogy. Using a quantitative case-control design, 87 students were randomly assigned to two groups: the experimental group experienced classes enhanced with Mentimeter, while the control group followed traditional teaching methods. The results showed a statistically significant improvement in motivation (4.02 vs. 3.48; p < 0.001) and engagement (4.10 vs. 3.62; p < 0.001) among students exposed to Mentimeter, particularly in terms of intrinsic motivation and behavioral and emotional engagement. Interpreted through the lens of Self-Determination Theory, these findings suggest that Mentimeter meets key psychological needs autonomy, competence, and relatedness by offering a participatory and responsive learning environment. This environment fosters a stronger sense of involvement and motivation among students. However, the platform’s limited impact on cognitive engagement suggests that while it effectively stimulates participation and affective investment, it does not alone promote deep intellectual engagement. Therefore, the integration of such interactive tools should be complemented by pedagogical strategies that challenge students’ critical thinking and knowledge construction. Despite the encouraging outcomes, the study’s limitations namely its single-institution scope and short-term assessment call for further research to explore the long-term and generalizable effects of Mentimeter in nursing education and beyond.