Determinantes de la aceptación de la gamificación en la educación superior: un modelo empírico
DOI:
https://doi.org/10.5944/ried.28.1.41565Palabras clave:
gamificación, educación contable, teoría de la autodeterminación, Modelo de Aceptación de la Tecnología, SEM, simuladorResumen
En los últimos años, la literatura académica sugiere la necesidad de innovar en los enfoques pedagógicos, especialmente en la enseñanza superior, con el objetivo de mejorar los resultados de aprendizaje de las generaciones más jóvenes. En este sentido, la gamificación, que combina motivación intrínseca y extrínseca, surge como una herramienta con el potencial de satisfacer las expectativas de los estudiantes más jóvenes. Este estudio se centra en analizar los factores que influyen en la aceptación de la gamificación por parte de los estudiantes universitarios, empleando la teoría de la autodeterminación y el modelo de aceptación de la tecnológica. La combinación de ambas teorías ha permitido proponer y testar un modelo explicativo utilizando ecuaciones estructurales para analizar las relaciones de causalidad entre los constructos, proporcionando una comprensión más robusta y detallada de los factores que influyen en la aceptación de la gamificación en el contexto de aplicación. Los resultados del estudio sugieren que el aprendizaje colaborativo mejora la facilidad de uso percibida, la utilidad percibida, la actitud y la intención de uso de los estudiantes. Además, la competencia percibida aumenta la utilidad percibida y la autonomía mejora la facilidad de uso. Estos hallazgos proporcionan una perspectiva valiosa al objetivo de estudio debido a la metodología empleada y subrayan la importancia de entender los factores que afectan la aceptación de la gamificación. Comprender estos factores permitirá a los educadores y desarrolladores de juegos diseñar estrategias más efectivas, no solo en contabilidad, sino también en otras disciplinas de la educación superior.
Descargas
Citas
Abd-Mutalib, H., Mustapa, I. R., & Salleh, D. (2019). Enhancing Students Class Participation through Gamification: Creating Motivational Affordance, Psychological and Behavioral Outcomes. Universal Journal of Educational Research, 7(9), 25-35. https://doi.org/10.13189/ujer.2019.071604
Abd Rahim, M., Afthanorhan, A., Ilias, N. F., Zin, N. M., Abdullah, N. A., & Ahmad, J. I. (2021). Preliminary Study on Educational Game-based Learning Approach in Financial Accounting Course: Bicycle Accounting Classification Game. Revista Gestão Inovação e Tecnologias, 11(2), 491-509. https://doi.org/10.47059/revistageintec
Abdullah, F., Ward, R., & Ahmed, E. (2016). Investigating the influence of the most commonly used external variables of TAM on students’ Perceived Ease of Use (PEOU) and Perceived Usefulness (PU) of e-portfolios. Computers in Human Behavior, 63, 75-90. https://doi.org/10.1016/j.chb.2016.05.014
Ajzen I., & Fishben M. (1980). Understanding attitudes and predicting social behaviour. Englewood Cliffs. Prentice-Hall.
Armenia S., Barnabè F., Nonino F., & Pompei A. (2024). Improving project management skills by integrating a boardgame into educational paths. The International Journal of Management Education, 22(2) 100969. https://doi.org/10.1016/j.ijme.2024.100969
Atker, S., D’Ambra, J., & Ray, P. (2011). Trustworthiness in mHealth information services: an assessment of a hierarchical model with mediating and moderating effects using PLS. Journal of the Association for Information Science and Technology, 62(1), 100-116. https://doi.org/10.1002/asi.21442
Barr, M. (2018). Student attitudes to games-based skills development: Learning from video games in higher education. Computers in Human Behavior, 80, 283-294. https://doi.org/10.1016/j.chb.2017.11.030
Bitrián, P., Buil, I., & Catalán, S. (2021). Making finance fun: the gamification of personal financial management apps. International Journal of Bank Marketing, 39(7), 1310-1332. https://doi.org/10.1108/IJBM-02-2021-0074
Bourgonjon, J., De Grove, F., De Smet, C., Van Looy, J., Soetaert, R., & Valcke, M. (2013). Acceptance of game-based learning by secondary school teachers. Computers & Education, 67, 21-35. https://doi.org/10.1016/j.compedu.2013.02.010
Bourgonjon, J., Valcke, M., Soetaert, R., & Schellens, T. (2010). Students’ perceptions about the use of video games in the classroom. Computers & Education, 54(4), 1145-1156. https://doi.org/10.1016/j.compedu.2009.10.022
Buil, I., Catalán, S., & Martínez, E. (2020). Understanding applicants’ reactions to gamified recruitment. Journal of Business Research, 110, 41-50. https://doi.org/10.1016/j.jbusres.2019.12.041
Carenys, J., Matt, D., & Carter, M. (2022). Increased Learning Perceptions and Intrinsic Motivation to Learn with Educational Apps.: A South African Experience. Journal of International Business Education, 17, 29-58.
Carenys, J., Moya, S., & Perramon, J. (2017). Is it worth it to consider videogames in accounting education? A comparison of a simulation and a videogame in attributes, motivation and learning outcomes. Revista de Contabilidad-Spanish Accounting Review, 20(2), 118–130. https://doi.org/10.1016/j.rcsar.2016.07.003
Carvalho, L. B. de, & Neto, J. D. de O. (2023). Serious games may shape the future of accounting education by exploring hybrid skills. Accounting Education, 32(6), 670-693. https://doi.org/10.1080/09639284.2022.2088241
Chahal J., & Rani N. (2022). Exploring the acceptance for e‑learning among higher education students in India: combining technology acceptance model with external variables. Journal of Computing in Higher Education, 34, 844-867. https://doi.org/10.1007/s12528-022-09327-0
Chan, S. H., Song, Q., Trongmateerut, P., & Rivera, L. H. (2021). Will game-based learning enhance performance? International Journal of Accounting & Information Management, 29(4), 651-668. https://doi.org/10.1108/IJAIM-07-2021-0136
Chen, Y., & Zhao, S. (2022). Understanding Chinese EFL Learners’ Acceptance of Gamified Vocabulary Learning Apps: An Integration of Self-Determination Theory and Technology Acceptance Model. Sustainability (Switzerland), 14(18). https://doi.org/10.3390/su141811288
Chin, W. W. (1998). The partial least squares approach for structural equation modeling. In G. A. Marcoulides (Ed.), Modern Methods for Business Research, 295-336. Lawrence Erlbaum Associates Publishers.
Creel, T., Paz, V., & OLear, C. (2021). Kahoot! Gamification in an Accounting Class. Journal of Higher Education Theory and Practice, 21(16). https://doi.org/10.33423/jhetp.v21i16.4910
Cronbach, L. J. (1951). Coefficient alpha and the internal structure of tests. Psychometrika, 16(3) 297-334. https://doi.org/10.1007/BF02310555
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319-340. https://doi.org/10.2307/249008
Davis, R., & Lang, B. (2012). Modelling game usage, purchase behaviour and ease of use. Entertainment Computing, 3(2), 27-36. https://doi.org/10.1016/j.entcom.2011.11.001
Deci, E. L., & Ryan, R. M. (1985). The general causality orientations scale: Self-determination in personality. Journal of Research in Personality, 19, 109-134. https://doi.org/10.1016/0092-6566(85)90023-6
Deterding, S., Khaled, R., Nacke, L., & Dixon D. (2011). Gamification: Toward a Definition. In CHI 2011 Workshop Gamification: Using Game Design Elements in Non-Game Contexts (pp. 12-15). https://doi.org/10.1145/1979742.1979575
Dicheva, D., Irwin, K., & Dichev, C. (2019). Gamifying with OneUp: For learning, grades or fun? Lecture Notes in Computer Science (Including Subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), 11385, LNCS, 343-353. https://doi.org/10.1007/978-3-030-11548-7_32
Dimitrijevic, S., & Devedzic, V. (2021). Utilitarian and experiential aspects in acceptance models for learning technology. Educational Technology Research and Development, 69(2), 627-654. https://doi.org/10.1007/s11423-021-09970-x
Elkelish, W. W., & Ahmed, R. (2021). Advancing accounting education using LEGO® Serious Play simulation technique. Accounting Education, 31(2), 167-183. https://doi.org/10.1080/09639284.2021.1905011
European Commission. (2015). Informe conjunto de 2015 del Consejo y de la Comisión sobre la aplicación del marco estratégico para la cooperación europea en el ámbito de la educación y la formación (ET 2020) Nuevas prioridades para la cooperación europea en educación y formación. https://eur-lex.europa.eu/legal-content/ES/TXT/PDF/?uri=CELEX:52015XG1215(02)
European Commission. (2020). Comunicación de la Comisión al Parlamento, al Consejo, al Comité Económico y Social Europeo y al Comité de Regiones relativa a la consecución del Espacio Europeo de Educación de aquí al 2025. https://eur-lex.europa.eu/legal-content/ES/TXT/?uri=CELEX%3A52020DC0625
European Union. (2021). Resolución del Consejo relativa a un marco estratégico para la cooperación europea en el ámbito de la educación y la formación con miras al Espacio Europeo de Educación y más allá (2021-2030). Diario Oficial de La Unión Europea, 1-21. https://www.boe.es/doue/2021/066/Z00001-00021.pdf
Falk, R. F., & Miller, N. B. (1992). A primer for soft modelling. University of Akron Press.
Fathali, S., & Okada, T. (2018). Technology acceptance model in technology enhanced OCLL contexts: A self-determination theory approach. Australasian Journal of Educational Technology, 34(4), 138-154. https://doi.org/10.14742/ajet.3629
Ferreira, A., & Santoso, A. (2008). Do students’ perceptions matter? A study of the effect of students’ perceptions on academic performance. Accounting and Finance, 48(2), 209-231. https://doi.org/10.1111/j.1467-629X.2007.00239.x
Filippou, J., Cheong, C., & Cheong, F. (2018). A Model to Investigate Preference for Use of Gamification in a Learning Activity. Australasian Journal of Information Systems, 22, 1-23. https://doi.org/10.3127/ajis.v22i0.1397
Fu, F.-L., Su, R.-C., & Yu, S.-C. (2009). EGameFlow: A scale to measure learners’ enjoyment of e-learning games. Computers & Education, 52(1), 101-112. https://doi.org/10.1016/j.compedu.2008.07.004
Gayao, K. D., Aben, J. P. D., Remiendo, J. Y., & Palaoag, T. D. (2021). Gamified Reviewer Based on the EFM Model for An Effective Learning Environment. In 2021 1st International Conference in Information and Computing Research (iCORE), (pp. 193-197). Manila, Philippines, https://doi.org/10.1109/iCORE54267.2021.00053
Grávalos-Gastaminza, M. A., Hernández-Garrido, R., & Pérez-Calañas, C. (2022). La herramienta tecnológica kahoot como medio para fomentar el aprendizaje activo: un análisis sobre su impacto en la docencia en el Grado de Administración y Dirección de Empresas. Campus Virtuales, 11(1), 115. https://doi.org/10.54988/cv.2022.1.970
Ha, I., Yoon, Y., & Choi, M. (2007). Determinants of adoption of mobile games under mobile broadband wireless access environment. Information & Management, 44, 276-286. https://doi.org/10.1016/j.im.2007.01.001
Hair, J., Black, W., Babin, B., & Anderson, R. (2010). Multivariate data analysis (7th ed.). Prentice-Hall.
Hanus, M. D., & Fox, J. (2015). Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. Computers & Education, 80, 152-161. https://doi.org/10.1016/j.compedu.2014.08.019
He, L., & Li, C. (2023). Continuance intention to use mobile learning for second language acquisition based on the technology acceptance model and self-determination theory. Frontiers in Psychology, 14, 1-11. https://doi.org/10.3389/fpsyg.2023.1185851
Henseler, J., Ringle, C. M., & Sarstedt, M. (2015). A new criterion for assessing discriminant validity in variance-based structural equation modelling. Journal of the Academy of Marketing Science, 43(1), 115-135. https://doi.org/10.1007/s11747-014-0403-8
Himang, M. M., Himang, C. M., Ceniza, A. M., & Ocampo, L. (2021). Using an extended technology acceptance model for online strategic video games: a case of Multiplayer online Battle Arena (MoBA). International Journal of Technology and Human Interaction, 17(1), 32-58. https://doi.org/10.4018/IJTHI.2021010103
Hu, X., Xu, X., & Chen, C. (2023). Investigating the Effects of Perceived Autonomy in Chatbot Advertising. Journal of Interactive Advertising, 23(4), 323-338. https://doi.org/10.1080/15252019.2023.2262456
Kapp, K. M. (2012). The Gamification of Learning and Instruction: Game-based Methods and Strategies for Training and Education. John Wiley & Sons. https://doi.org/10.1145/2207270.2211316
Korcsmaros, E., Machova, R., Godany, Z., & Feher, L. (2019). Streamlining managerial skills of generation z and y by gamification. ICERI2019 Proceedings (pp. 1454-1464). https://doi.org/10.21125/iceri.2019.0423
Kuang, T. M., Adler, R. W., & Pandey, R. (2021). Creating a modified monopoly game for promoting students’ higher-order thinking skills and knowledge retention. Issues in Accounting Education, 36(3), 49-74. https://doi.org/10.2308/ISSUES-2020-097
Kuang, T. M., Agustina, L., & Monalisa, Y. (2023). Acceptance of digital game-based learning by accounting and business lecturers: empirical evidence from Indonesia based on the extended Technology Acceptance Model. Accounting Education, 1-23. https://doi.org/10.1080/09639284.2023.2207174
Lee, M. C. (2009). Understanding the behavioural intention to play online games: an extension of the theory of planned behaviour. Online Information Review, 33, 849-872. https://doi.org/10.1108/14684520911001873
Lee, Y., Lee, J., & Hwang, Y. (2015). Relating motivation to information and communication technology acceptance: Self-determination theory perspective. Computers in Human Behavior, 51, 418-428. https://doi.org/10.1016/j.chb.2015.05.021
Li, L., Hew, K. F., & Du, J. (2024). Gamification enhances student intrinsic motivation, perceptions of autonomy and relatedness, but minimal impact on competency: a meta-analysis and systematic review. Educational Technology Research and Development, 72, 765-796. https://doi.org/10.1007/s11423-023-10337-7
López-Hernández, C., Lizarraga-Álvarez, G. I., & Soto-Pérez, M. (2023). Enhancing learning of accounting principles through experiential learning in a board game. Accounting Education, 32(3), 300-331. https://doi.org/10.1080/09639284.2022.2059770
Luarn, P., Chen, C. C., & Chiu, Y. P. (2023). Enhancing intrinsic learning motivation through gamification: a self-determination theory perspective. International Journal of Information and Learning Technology, 40(5), 413-424. https://doi.org/10.1108/IJILT-07-2022-0145
Malaquias, R. F., Malaquias, F. F. O., & Hwang, Y. (2018). Understanding technology acceptance features in learning through a serious game. Computers in Human Behavior, 87, 395-402. https://doi.org/10.1016/j.chb.2018.06.008
Matute-Vallejo, J., & Melero-Polo, I. (2019). Understanding online business simulation games: The role of flow experience, perceived enjoyment and personal innovativeness. Australasian Journal of Educational Technology, 35(3), 71-85. https://doi.org/10.14742/ajet.3862
Moradkhani, H. H., Mashayekh, S., & Khodabandelou, R. (2023). Digital Game-Based Learning in an Introductory Accounting Course: Design and Development of an Instructional Game. International Journal of Game-Based Learning, 13(1). https://doi.org/10.4018/IJGBL.324073
Nandi, A., & Mehendale S. (2022). E-learning in formal education under forced conditions using SDT and TAM. Cardiometry, 22, 268-276. https://doi.org/10.18137/cardiometry.2022.22.268276
Nikou, S. A., & Economides, A. A. (2017). Mobile-Based Assessment: Integrating acceptance and motivational factors into a combined model of Self-Determination Theory and Technology Acceptance. Computers in Human Behavior, 68, 83-95. https://doi.org/10.1016/j.chb.2016.11.020
Nunnally, J. C. (1978). Psychometric theory. McGraw Hill.
Ortiz-Martínez, E., Santos-Jaén, J.-M., & Marín-Hernández, S. (2023). Kahoot! and its effect on financial accounting marks at the university. Education and Information Technologies, 28, 12671-12686. https://doi.org/10.1007/s10639-023-11612-z
Ortiz-Martínez, E., Santos-Jaén, J.-M., & Palacios-Manzano, M. (2022). Games in the classroom? Analysis of their effects on financial accounting marks in higher education. The International Journal of Management Education, 20(1), 100584. https://doi.org/10.1016/j.ijme.2021.100584
Paharia, R. (2010). Who Coined the Term Gamification? Quora. Recuperado en julio de 2022.
Pathways Commissioners. (2012). The Pathways Commission (pp. 1-140).
Putz, L. M., & Treiblmaier, H. (2015). Creating a theory-based research agenda for gamification. In 2015 Americas Conference on Information Systems, AMCIS 2015.
Racero, F. J., Bueno, S., & Gallego, M. D. (2020). Predicting students’ behavioral intention to use open source software: A combined view of the technology acceptance model and self-determination theory. Applied Sciences, 10(8), 2711. https://doi.org/10.3390/app10082711
Ramírez-Correa, P., Mariano, A. M., & Salazar, E A. (2014). Propuesta Metodológica para aplicar modelos de ecuaciones estructurales con PLS: El caso del uso de las bases de datos científicas en estudiantes universitarios. Journal ADMPG, 7(2). 133-139.
Rosli, K., Khairudin, N., & Saat, R. M. (2019). Gamification in entrepreneurship and accounting education. Academy of Entrepreneurship Journal, 25(3).
Şahin, F., & Yıldız, G. (2024). Understanding mobile learning acceptance among university students with special needs: An exploration through the lens of self-determination theory. Journal of Computer Assisted Learning, 40(4),1838-1851. https://doi.org/10.1111/jcal.12986
Sathe, R., & Yu, W. (2021). Experiential learning in the classroom: An accounting cycle simulation project. Journal of Higher Education Theory and Practice, 21(7), 193-210. https://doi.org/10.33423/jhetp.v21i7.4496
Selamat, A. I., & Ngalim, S. M. (2022). Putra Salamanis board game: the game of bookkeeping for fundamental financial accounting learning. Accounting Education, 31(5), 596-614. https://doi.org/10.1080/09639284.2021.2015408
Sercemeli, M., & Baydas Onlu, O. (2023). Prediction of students’ learning outcomes by various variables in gamified online accounting courses. Education and Information Technologies, 28(12), 1-29. https://doi.org/10.1007/s10639-023-11873-8
Sergis, S., Sampson, D. G., & Pelliccione, L. (2018). Investigating the impact of Flipped Classroom on students’ learning experiences: A Self-Determination Theory approach. Computers in Human Behavior, 78, 368-378. https://doi.org/10.1016/j.chb.2017.08.011
Sidorova, M., Kopus, T., & Yurasova, I. (2023). Digital transformation for teaching management accounting: training with a simulation in an authentic professional environment. Accounting Education, 1-28. https://doi.org/10.1080/09639284.2023.2255980
Silva, R., Rodrigues, R., & Leal, C. (2021). Games based learning in accounting education–which dimensions are the most relevant? Accounting Education, 30(2), 159-187. https://doi.org/10.1080/09639284.2021.1891107
Su, C.-Y., & Chen, C.-H. (2022). Investigating university students’ attitude and intention to use a learning management system from a self-determination perspective. Innovations in Education and Teaching International, 59(3), 306-315. https://doi.org/10.1080/14703297.2020.1835688
Suckake, V. (2019). Towards extending the original Technology Acceptance Model (TAM) for a better understanding of educational technology adoption. In Society. Integration. Education. Proceedings of the International Scientific Conference, 5, pp. 525-549. https://doi.org/10.17770/sie2019vol5.3798
Tandiono, R. (2021). The Significance of Technology and Digital Game-Based Learning in Accounting Education: A Narrative Literature Review. In 2021 International Conference on Information Management and Technology (ICIMTech), Jakarta, Indonesia, pp. 228-233, https://doi.org/10.1109/ICIMTech53080.2021.9534920
Taylor, S., & Todd, P. A. (1995). Understanding information technology usage: A test of competing models. Information Systems Research, 6(2), pp. 144-176. https://doi.org/10.1287/isre.6.2.144
Telles, R. S., Santos Mateo, L., & Menezes da Fonseca Tonin, J. (2022). Percepções discentes sobre a influência de jogos educacionais na realização e motivação, um estudo baseado na Teoria do Fluxo. Revista Ambiente Contábil - Universidade Federal Do Rio Grande Do Norte, 14(2), 320-337. https://doi.org/10.21680/2176-9036.2022v14n2ID23027
Tenenhaus, M., Vinzi V. E, Chatelin Y. M., & Lauro C. (2005). PLS path modelling. Computational Statistics & Data Analysis, 48(1), 159-205. https://doi.org/10.1016/j.csda.2004.03.005
Tenenhaus, M., & Vinzi, V. E. (2004). A global goodness-of-fit index for PLS structural equation modelling. Proceedings of the XLII SIS Scientific Meeting. 739-742.
Tyack, A., & Mekler, E. D. (2020). Self-Determination Theory in HCI Games Research: Current Uses and Open Questions. Conference on Human Factors in Computing Systems - Proceedings, 2020-Janua. https://doi.org/10.1145/3313831.3376723
Ugrin, J. C., Odom, M. D., Honn, D. D., & Rose, A. M. (2021). The Effects of Collaborative Simulation on the Development of Students’ Confidence in Managerial Accounting Skills. Issues in Accounting Education, 36(2), 43-63. https://doi.org/10.2308/ISSUES-19-112
Vasconcellos, D., Parker, P. D., Hilland, T., Cinelli, R., Owen, K. B., Kapsal, N., & Ryan, R. M. (2020). Self-determination theory applied to physical education: a systematic review and metaanalysis. Journal of Educational Psychology, 112(7), 1444. https://doi.org/10.1037/edu0000420
Venkatesh, V., & Bala, H. (2008). Technology acceptance model 3 and a research agenda on interventions. Decision Sciences, 39(2), 273-315. https://doi.org/10.1111/j.1540-5915.2008.00192.x
World Forum on Education. (2016). New vision for education: Fostering social and emotional learning through technology. World Economic Forum. https://www.weforum.org/agenda/2016/05/5-charts-that-explain-the-future-of-education
Xu, J., Lio, A., Dhaliwal, H., Andrei, S., Balakrishnan, S., Nagani, U., & Samadder, S. (2021). Psychological interventions of virtual gamification within academic intrinsic motivation: A systematic review. Journal of Affective Disorders, 293(May), 444-465. https://doi.org/10.1016/j.jad.2021.06.070
Yoon, G., Duff, B. R., & Ryu, S. (2013). Gamers just want to have fun? Toward an understanding of the online game acceptance. Journal of Applied Social Psychology, 43, 1814-1826. https://doi.org/10.1111/jasp.12133
