Photovoice (PV) is an innovative learning methodology that is gaining relevance in higher education, but research about it is still scarce. Case-based Learning (CBL), for its part, has proven to generate a higher level of student engagement and significant learning. Therefore, due to the lack of evidence related to PV learning, the main aim of this study is to analyse and compare a CBL activity and a PV activity regarding academic performance and undergraduate students' satisfaction in relation to self-efficacy perception. A cross-sectional study was developed. A total of 107 students did a CBL and a PV activity. The order of the activities was randomised. The collected variables were activity score, satisfaction with each activity and self-efficacy perception. A descriptive, correlational and comparative analysis using T-Student of related samples was performed. The results showed a significant difference in the activities' scores, with higher marks in the PV activity. There was a good level of satisfaction with both activities and no significant differences across all items asked, except for 'It encouraged new knowledge acquisition'. This item was evaluated more favourably in the CBL activity. The relation between the marks of both activities and self-efficacy perception were not significant but in the case of PV, the mark is almost significant. In conclusion, CBL and PV activities are effective in order to achieve a good academic performance and the students 'satisfaction with the activities assessed is high.