This study examined the effects of gamified distance learning on the satisfaction of psychological needs for competence among undergraduate physical education students. Grounded in self-determination theory, the research aimed to determine whether integrating game-based elements into an online course could enhance students’ perceived competence in a remote learning environment, which is often associated with reduced motivation and engagement. A quasi-experimental design was employed involving 120 undergraduate physical education students enrolled in a compulsory distance learning course. Participants were divided into a gamified learning group and a non-gamified control group. The gamified course incorporated elements such as points, levels, progress badges, leaderboards, and performance feedback aligned with course objectives, while the control group followed a conventional online instructional format. Data were collected over a 12-week semester using a validated competence need satisfaction questionnaire administered before and after the intervention.

The results revealed a statistically significant improvement in competence need satisfaction among students in the gamified group compared to the control group. Mean competence scores increased notably in the gamified condition, indicating that students perceived greater mastery, effectiveness, and skill development throughout the course. In contrast, the control group showed only marginal changes over time. Additional analysis suggested that structured feedback and progressive task challenges were key contributors to the observed improvements. Students in the gamified group also demonstrated higher task completion rates and reported greater confidence in applying theoretical knowledge to practical physical education contexts.