Participants in this arm attend four 120-minute face-to-face simulation sessions where the gamified narrative is personalized based on their profile from the Player Personality and Dynamics Scale (PPDS): Tryhard, Coacher, Esthetic, Joker, or Toxic. While maintaining identical clinical objectives and difficulty to the control group, the intervention features AI-generated adaptations in four key dimensions: 1) Narrative Tone (e.g., "Epic/Heroic" for Tryhards, "Humorous" for Jokers); 2) Visual Aesthetics (e.g., "High-fantasy/Dark" for Esthetics); 3) Feedback Style (e.g., motivational challenges vs. empathetic support); and 4) Side Missions (e.g., hidden Easter eggs or speed puzzles). Participants access these specific narrative variations via differentiated login codes corresponding to their assigned personality profile.

Participants in this arm attend four 120-minute face-to-face simulation sessions managed via the Wix platform. The intervention utilizes a standardized, linear narrative script generated by AI but curated to maintain a neutral, academic tone. The visual aesthetics of the digital learning environment are uniform, adhering to standard medical imagery (clean, white/blue interface). Feedback provided upon completing clinical challenges (Google Forms) is strictly informational (Correct/Incorrect plus standard explanation). No specific side missions or profile-based adaptations are included. All participants access the platform using a single, uniform login credential.

The Experimental Group receives a personalized experience generated by AI and adjusted to five personality profiles (PPDS scale). This adaptation transforms the learning "wrapper" by offering specific narrative tones (such as heroic, humorous, or empathetic), differentiated visual aesthetics, feedback styles adjusted to the student's motivation, and exclusive side missions (such as puzzles or speed challenges), which are accessed via specific codes according to their role.

The main outcome variable will be academic performance, LG, understood to reflect new knowledge acquired on the subject under study. The degree of assimilation of the theoretical and practical concepts of pregnancy and childbirth in each of the four clinical cases will be evaluated. To this aim, an "ad hoc" questionnaire comprising 40 multi-ple-choice questions was designed by the PI, who is a certified Nurse Specialist in Obstetrics and Gynecology (Midwife) and the lecturer in charge of the class. The items were constructed to strictly align with the specific curricular contents and learning ob-jectives of the 'Reproductive Health' syllabus. To ensure external content validity prior to administration, this initial draft will be reviewed by an external panel of five experts (three academic midwives and two obstetricians). Regarding reliability, since this is a pilot study, internal consistency and item analysis will be calculated post hoc to validate the instrument for future trials.

The students' subjective perception of the usefulness, fun, and moti-vation generated by the activity will be evaluated using the Gameful Experience Scale (GAMEX). This validated 27-item instrument in Spanish is suitable for measuring game experience in nursing students' training. It uses Likert-type re-sponses to measure the multidimensional nature of the gamified experience in the educational context. The six dimensions include enjoyment, abstraction, creative thinking, activation, absence of negative effects, and mastery. This model demonstrated high overall reliability, with a Cronbach's alpha of 0.85. The scoring format uses a five-point Likert scale. In the proposed study, measurement will be con-ducted exclusively at the end of the intervention (Session 4) to capture the students' overall perception of the program. Prior to analysis, items with negative wording (reverse punctuation) will be recoded so that higher scores consistently reflect a more positive.

The students' psychological and behavioral predisposition to game dynamics and narratives will be assessed using the PPDS in its validated Spanish version. The PPDS is a psychometrically validated instrument composed of 21 items rated on a six-point Likert scale specifically designed to identify player pro-files in the context of educational gamification based on narratives to measure the frequency of certain behaviors, where 1 means "Never" and 6 means "Always". After a student completes the questionnaire, the system does place them in a single cat-egory but generates five independent scores, one for each profile, showing which of the following profiles they align with the most: Tryhard (achievement- and com-petency-oriented); Coacher (oriented toward leadership and help); Esthetic (narra-tive and visual beauty-oriented); Joker (oriented to humor and surprise); or Toxic (a technical gamification term referring to players oriented toward testing system limits, seeking loopholes).