Experiential Learning, Movement, and University Well-being: An Exploratory Study among Students in Italy and Spain
DOI:
https://doi.org/10.7346/-fei-XXIII-03-25_14Keywords:
Student Well-being, Engagement, Experiential Learning, Gamification, Higher EducationAbstract
This exploratory–descriptive comparative study examines the relationship between leisure time, physical activity, and university well-being in Italy and Spain, exploring whether these dimensions can serve as indirect indicators of student engagement and non-formal learning. An anonymous self-report questionnaire was administered to 279 university students, followed by descriptive quantitative analysis (IBM SPSS 28) and qualitative exploration of responses to an open-ended question (word cloud). Findings show cultural and structural differences: in Italy, leisure time is mainly individual and perceived as recovery, likely influenced by working students and longer commuting times; in Spain, it assumes a more relational and community-oriented meaning, associated with greater social participation. Open-ended responses reveal a clear preference for motor, creative, and collaborative activities, aligned with experiential learning, gamification, and Serious Games. The study proposes viewing the university as an extended educational ecosystem, where informal dimensions can be leveraged for educational design and student well-being.
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