Motivaciones de aprendizaje de los estudiantes en el ámbito de la gestión con (y sin) gamificación
DOI:
https://doi.org/10.35564/jmbe.2020.0005Palabras clave:
motivación, gamificación, contabilidad, marketing, estudiantesResumen
Este estudio aplicó la Escala de Motivación Académica (AMS) de Vallerand et al. (1992), adaptado para la Escala de Motivación Académica de Contabilidad y Marketing (AMAMS) con el fin de analizar cuál es el nivel de motivación de los estudiantes de pregrado portugueses que asistían a las Unidades Curriculares (CU) de Contabilidad y Marketing, a comienzos y a finales del año académico 2017/2018. Este estudio empírico longitudinal muestra el nivel de evolución de la motivación de los estudiantes que estudiaron áreas de conocimiento de contabilidad y marketing en dos momentos temporales diferentes, con y sin recurso de enseñanza gamificado. El objetivo final de este estudio es analizar la evolución de la motivación con y sin la aplicación de los recursos gamificados en el proceso de enseñanza. El estudio incluyó una muestra total de 1923 estudiantes divididos en dos grupos: el Grupo Gamified (GG) y el Grupo de Control (CG) con sus motivaciones sujetas a evaluación antes del comienzo de las clases (Momento 1 - M1) y al final de las clases programadas (Momento 2 - M2). Los resultados permiten verificar que los estudiantes de GG experimentaron un aumento en su Motivación para Aprender (IMTK) entre M1 y M2 mayor que los estudiantes de CG.
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