Online learning has become a popular form of education, particularly accelerated by the COVID19 pandemic, providing flexibility but posing challenges like reduced collaboration, limited student-faculty interactions, and decreased engagement. Therefore, there is a pressing need to implement effective instructional modalities, designs, and strategies to enhance online engagement. This study investigated the effectiveness of the Good Behavior Game (GBG), rooted in applied behavioral analysis, in promoting academically relevant behavior among nursing students engaged in online learning. Using a quasi-experimental pre-test, post-test design, 95 nursing students from a public university in Jordan were divided into groups exposed to different GBG conditions. Data on participation were collected over 11 weeks, and statistical analyses revealed a significant positive impact of the GBG on student engagement. When the GBG initially targeted the quantity of participation, there was a significant improvement in students' participation quality, but not the quality. On the contrary, when only the quality was targeted, the improvement was significant in the participation quality but not quantity. Combining quality and quantity contingencies in one condition produced the most significant improvement, suggesting the GBG's adaptability and potential as a comprehensive engagement strategy in online learning. The study result suggests that many drawbacks associated with online learning can be addressed through designing effective educational strategy. This research highlights the GBG's potential for enhancing online education, addressing its limitations by fostering students engagement . Further exploration of its applicability in diverse educational settings is recommended, solidifying its place as an effective strategy in the evolving education landscape. [Note: The page range (347-364) shown on the PDF is incorrect. The correct page range is 347-365.]