English Full Article Citation Award
Best Paper Award on Business Education - Fundación Camilo Prado
SLEEE 2019 - Seminario Luso-Espanhol de Economía Empresarial


Rui Silva , University of Trás-os-Montes e Alto Douro (CETRAD), Portugal
Ricardo Rodrigues , University of Beira Interior (NECE), Portugal
Carmem Leal , University of Trás-os-Montes e Alto Douro (CETRAD), Portugal


This study applied the Academic Motivation Scale (AMS) by Vallerand et al. (1992), adapted for the Accounting and Marketing Academic Motivation Scale (AMAMS) in order to analyse who is the motivation level of Portuguese undergraduate students who were attending the Curricular Units (CUs) of Accounting and Marketing, in the beginning, and in the end of 2017/2018 academic year. This longitudinal empirical study reports motivation evolution level of students who studied Accounting and Marketing knowledge areas at two different temporal moments, with and without gamified teaching resource, during the classes. The final goal of this study is to analyse the motivation evolution with and without application of the gamified resources in the teaching process.The study included a total sample of 1923 students divided into two groups: the Gamified Group (GG) and the Control Group (CG) and with their motivations subject to evaluation prior to the beginning of classes (Moment 1 – M1) and at the end of the scheduled classes (Moment 2 – M2). The results enable the verification that the GG students experienced an increase in their Motivation to Learn (IMTK) between M1 and M2 greater than the CG students.

motivation, gamification, accounting, marketing, students


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.

Palabras clave
motivación, gamificación, contabilidad, marketing, estudiantes

26 November 2019

19 January 2020

This is an open access article under the CC BY-NC license.


Silva, R.; Rodrigues, R.; & Leal, C. (2020). Student learning motivations in the field of management with (and without) gamification. Journal of Management and Business Education, 3(1), 47-71.


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