Gamification as a Tool for Enhancing Student Understanding in Business Processes: an Experimental Research

Abstract

The aim of this study is to investigate the effect of gamification on the improvement of students’ knowledge in business processes. Special consideration is given to the modulation effect of task complexity on knowledge in business processes. A total of 96 undergraduate students majoring in management information systems at a large public university in Thailand participated in the experiment. This research is based on one-short design to gather the data. The data were analyzed by using a paired-samples t-test and multiple regression. The results of this study are that students’ perceptions of enjoyment in learning, reality of business processes in daily life, engagement in learning, and knowledge in business processes from gamification are higher at posttest stage than pretest stage. In addition, students’ perception of engagement in learning is positively correlated with perceived knowledge in business processes. Furthermore, students’ perceived knowledge in business processes is slightly negatively affected by the modulation effect of perceived task complexity on perceived engagement in learning. However, the perceived enjoyment in learning, reality of business processes in daily life, and the modulation effect of task complexity do not affect perceived knowledge in business processes. This study will help teachers and companies, often facing challenges in business process training, by showing them how to design and use gamification.