The Role of Gamification Elements in Enhancing Learning Motivation: Insights from Malaysian Accounting Students

The Role of Gamification Elements in Enhancing Learning Motivation: Insights from Malaysian Accounting Students

Norliana Omar^1*, Noor Saatila Mohd Isa², Sunarti Halid³, Norhayati Sulaiman⁴, PM Dr. Rahayu Abdul Rahman⁵

^1,3,4,5 Faculty of Accountancy, Universiti Technology MARA, Perak Branch, Tapah Campus, 35400, Tapah Road, Perak, Malaysia

²Faculty of Accountancy, Universiti Technology MARA, Selangor Branch, Puncak Alam Campus, 42300, Puncak Alam, Selangor, Malaysia

*Corresponding author

DOI: https://dx.doi.org/10.47772/IJRISS.2025.90600028

Received: 27 January 2025; Accepted: 08 February 2025; Published: 27 June 2025

ABSTRACT

Gamification has emerged in recent years as a dynamic and innovative strategy for engaging individuals across various fields, including accounting education. It serves as a powerful tool for motivating users to interact with educational systems. However, motivation is highly subjective, with different factors influencing individuals in distinct ways. Therefore, the objective of this study seeks to identify the key elements that explain how gamification drives accounting students’ motivation to learn. Employing a survey research method, data was gathered via online questionnaires from 137 undergraduate accounting students at UiTM Tapah, which represents a large population of accountancy diploma students as compared to other Private Finance Initiative (PFI) campuses. In terms of selection of accounting students to be included as a sample of this study, a simple random sampling technique was used. As the respondents are randomly selected from the sampling frame, all students have an equivalent chance to participate in the study. The findings indicate that two constructs of the ARCS model, attention (AT) and relevance (RV), significantly and positively influence students’ learning motivation through gamification. This study underscores the importance of students’ attention to focus their efforts before effective learning can occur and necessity for activities to be relevant, allowing students to recognize the present and future value of a course to motivate their participation in learning activities. All hypotheses were supported which consistent with prior research. This study is also expected to contribute valuable implications for policymakers and university administrators aiming to use technology to enhance student engagement and improve learning outcomes.

Keywords: Education, Gamification, Attention, Relevance and Learning Motivation

Paper type Research paper

INTRODUCTION

Gamification has emerged as a popular approach recently not only in education but also in industries such as production (Warmelink et al., 2018), business and management (Vesa et al., 2017) and even government communication (Harviainen & Hassan, 2019). From the perspectives of education, gamification is widely applied in the economics and business field, such as public economics management (Sierra & Rodríguez Conde, 2023) and financial accounting (Ortiz et al., 2022). While in developing countries, research on gamification (Al-Hosni et al., 2023; Aljraiwi, 2019) primarily focused on the application of gamification in teaching and learning, as well as its effects on acquiring scientific concepts, academic achievement, creative thinking and motivation. These studies have demonstrated that gamification positively influences these skills and enhances the learning experience.

Utilizing an engaging approach like gamification can enhance classroom management while promoting student engagement and appreciation for the learning environment. Therefore, it is essential to assess various gamification designs that cater to diverse learners particularly in developing countries (Gasland, 2011). Ritzhaupt et al. (2021) highlighted a positive and significant impact of gamification on students’ affective outcomes. Similarly, Alsawaier (2018) suggests that integrating gamification into higher education curriculum and course content could bring significant benefits to university learning environments. By incorporating game elements into learning activities, gamified education has the potential to enhance students’ motivation by making the learning process more enjoyable and rewarding (Koivisto & Hamari, 2019).

Gamification in educational settings mainly involves integrating game elements with various teaching methods to enhance teaching and learning, with the primary aim of boosting motivation (Boudadi, 2020). Motivation is a critical driver of behavior and a key factor in facilitating meaningful learning (Kriegbaum et al., 2018). Since motivation varies among individuals, different elements may inspire people in unique ways. Consequently, interactions within gamified environments can affect individuals differently based on their motivational factors (Botte et al., 2020). Recent research by Saleem et al. (2022) highlights the significant positive impact of gamification on motivation in educational settings, emphasizing its growing recognition as a tool for creating more engaging learning experiences. Similarly, another study suggests that gamification effectively promotes the use of educational systems, enhancing user interaction and engagement (Bouchrika et al., 2021; Li et al., 2022). In nursing education, gamification elements help maintain student engagement and motivation, ultimately lowering dropout rates (Castro & Gonçalves, 2018).

Rajendran and Shah (2020) suggest that gamification elements in education address students’ needs and boost their motivation, fostering a healthy competitive learning environment. Hashim et al. (2019) highlights that students’ interest in games positively influences their self-esteem and confidence in learning. Correspondingly, Anisa et al. (2020) emphasize that gamification enhances both intrinsic and extrinsic motivation in autonomous learning, leading to greater participation and independence in the learning process. Lee (2016) further points out that incorporating games in the classroom can yield benefits when considering learners’ cultural contexts. Ortega-Dela Cruz (2020) notes that introducing new gamification elements facilitates self-evaluation and autonomy, helping learners develop a deeper understanding of the learning process. Matsumoto (2016) agrees that game-based content sustains motivation and encourages creativity. In summary, gamification in education meets students’ needs, enhances motivation, promotes autonomy, and creates an engaging learning experience. It supports self-evaluation, creativity, and fosters positive perceptions and active participation among learners.

While the benefits of gamification have been widely recognized in the educational settings, Ofosu-Ampong et al. (2019) indicated that incorporating game elements does not automatically improve learning outcomes. To understand how game features can lead to meaningful student involvement, it is essential to establish connections between gamification and students’ interactions and behavioral intentions, particularly motivation. While many studies have explored how gamification enhances student motivation, limited research investigating the influence of gamification on the factors that determine motivation. This study aims to discover the primary factors responsible for the influence of gamification on students’ motivation to engage in studying.

The structure of the paper is as follows. The next section reviews the relevant literature on student learning motivation in the context of gamification. The third section details the research methodology. The fourth section presents the findings and empirical results. Finally, the last section concludes the study.

LITERATURE REVIEW

Gamification is expanding its influence beyond education into various sectors, including business and healthcare, and has recently garnered significant attention from both industry professionals and academics (Behl et al., 2022). Many companies are adopting or exploring gamification in different aspects of their operations due to its potential benefits, particularly in areas such as human resource management, medicine, marketing and sales (Karakas & Alperen, 2012; Yamabe & Nakajima, 2013). In these fields, gamification is leveraged to train and motivate employees, enhance consumer engagement with brands, and even encourage behavioral change (Wünderlich et al., 2020). According to Noorbehbahani et al. (2019), gamification holds great potential for e-marketing, as a primary objective of marketing is to increase customer loyalty and engagement by persuading and motivating individuals to participate. The use of ICT, particularly gamification, has played a crucial role in promoting healthy lifestyles (Wattanasoontorn et al., 2013). Furthermore, Rajani et al. (2021) have demonstrated that gamification positively influences cognitive aspects of behavioral change, such as self-efficacy and motivation, which have been effective in reducing smoking.

From an education perspective, gamification is used in the Ukrainian learning process in order to expand the teacher’s opportunities in presenting educational material, adapting it to the needs of learners, create an atmosphere of ease and to motivate students in acquiring quality knowledge (Tymoshenko et al., 2024). According to Saleem et al. (2022) and Zahedi, (2019), gamification is becoming increasingly popular as a means to enhance student engagement, motivation and performance. In learning environments on computer science students, gamification and the application of game aspects are the most important engagement techniques (Zahedi, 2019). To improve student motivation in higher education, particularly in non-STEM programs (science, technology, engineering, and mathematics), gamification serves as an effective strategy (Gil-Doménech & Berbegal-Mirabent, 2019).

Thus, this study seeks to adapt a research framework based on two important attributes of the ARCS motivational model (attention and relevance). In this study, we only focused attention and relevance attributes since our primary focus is to investigate the influence of gamification on the factors that determine motivation, suitably in the higher education learning environments. Confidence and satisfaction currently were excluded in the research since we believe that in the era of online teaching and hybrid teaching modes, most of the university’s students already gain sufficient confidence to go through educational activities which have a significant level of challenge since they are experienced in various innovative learning methods after the COVID-19 pandemic. Students in higher education are also widely exposed to the presence of technology such as smartphones and applications in everyday lives, thus bring to a strong belief to implement it in the learning process.  On the other hand, students naturally will be satisfied with the educational activities as long as the course is convincing and able to provide relevance elements.

According to Kapp (2012), utilizing the ARCS model helps identify the essential prerequisites for successfully implementing gamification. Although gamification in education has been widely researched, the strategies for incorporating gamification elements in the classroom remain a subject of debate among academic scholars and practitioners (Huang et al., 2020). Figure 1 illustrates the proposed model outlining the determinants of motivation in the context of gamified learning.

Figure 1. Research Model

Hypotheses Development

The Influence of Gamification on Attention (AT)

Attention refers to the importance of ensuring that students find the content they interact with captivating, enabling them to focus effectively. This can be achieved through various approaches, including encouraging active participation, using visual demonstrations, and incorporating role-playing activities. Keller (2010) stated that capturing learners’ attention is a prerequisite for effective learning. Without sustained attention, even the most well-designed motivational strategies become ineffective, as students may lose focus and disengage. Engaging learning materials that capture attention spark curiosity and interest, thereby enhancing motivation. To achieve this, strategies such as perceptual arousal, inquiry arousal, and variability are critical. Perceptual arousal occurs when changes in the learning environment create novelty (Cobb, 2013). Inquiry arousal involves prompting learners to ask questions and solve problems, stimulating their curiosity. Variability, essential for sustaining attention, ensures that learners remain engaged by preventing monotony. Keller (2010) notes that learners can lose focus if stimuli become too repetitive, emphasizing the need for variability to maintain interest after initial engagement. Although existing literature does not explicitly link attention to gamification and motivation, several studies highlight the role of motivation in supporting gamification (Orji et al., 2019; Ozdamli, 2018). Based on these insights, the following hypothesis was developed:

• H1: Through gamification, attention (AT) positively impacts students’ motivation to learn (MO).

The Influence of Gamification on Relevance (RV)

Relevance refers to students recognizing the present and future value of a course, ensuring it aligns with their interests and goals. This involves understanding learners’ expectations and needs while clearly explaining the importance and applicability of learning outcomes. When students comprehend the significance of these outcomes and how they can be applied, their motivation increases (Keller, 2010). Relevance can be broken down into three key aspects: familiarity, aligning motives, and goal orientation. Familiarity involves connecting new information to learners’ existing knowledge in a meaningful way. Goal orientation focuses on guiding students toward specific objectives by clearly defining instructional goals. Motive matching entails using strategies that resonate with students’ individual needs and interests. In essence, relevance in learning refers to creating meaningful and beneficial learning experiences. Research on goal-setting, expectancy-value theory, and self-determination theory emphasizes that students are motivated to engage in learning activities when these activities help them achieve their goals, highlighting the role of perceived value in fostering motivation (Ryan & Deci, 2000; Wigfield & Eccles, 2000). Similarly, van der Meij et al. (2018) observed a positive effect on students’ self-efficacy when they used a motivational tool based on the ARCS model to enhance their appreciation of the material’s relevance. Based on these findings, the following hypothesis was formulated:

• H2: Through gamification, relevance (RV) positively impacts students’ motivation to learn (MO).

METHODOLOGY

Sample of the study

This study collected data using questionnaires designed to examine the factors of attention and relevance influencing students’ motivation to learn through gamification. The online questionnaires were distributed to undergraduate accounting students at UiTM Tapah during the second semester of the 2023 academic year with the total population number of students was 525 students. The population of this study is accounting students in UiTM Tapah which represent a large population of accountancy diploma students as compared to other Private Finance Initiative (PFI) campuses. In terms of selection of accounting students to be included as a sample of this study, a simple random sampling technique was used. As the respondents are randomly selected from the sampling frame, all students have an equivalent chance to participate in the study. Overall, 137 valid responses were accepted, which represented a response rate of 26%. According to Aaker, Kumar and Day (2001), the effective response rate was approximately 24%. Thus, the response rate of this study is sufficient. To encourage voluntary participation and ensure honest responses, students were assured that their responses would remain confidential and used exclusively for research purposes.

The questionnaire comprised two sections: demographics and antecedents of motivation constructs. The first section gathered demographic information about the respondents, including gender, age, and academic performance (CGPA). The second section focused on measuring the attributes of attention and relevance in relation to students’ motivation to learn through gamification. Responses were recorded on a 5-point Likert scale, ranging from 1 (Strongly Disagree) to 5 (Strongly Agree). The constructs for attention (AT) and relevance (RV) were adapted from well-established instruments, fairly tested for validity and reliability which from Keller’s (1987) 12-scale Reduced Instructional Materials Motivation Survey (RIMM).

RESULTS AND DISCUSSION

Descriptive analysis

The respondents for this study were accounting students from UiTM Tapah, a public university in Malaysia. Table 1 presents the demographic profile of the 137 participants. The sample comprised 34 male students (24.82%) and 103 female students (75.18%). The majority of respondents, 125 (91.24%), were aged 20 years and above. Regarding academic performance, most students, 68 (49.64%), achieved a CGPA of 3.50 and above.

Table 1: Demographic Characteristics of Respondents

Assessment of the Measurement Model

The questionnaire data were analyzed using Smart PLS, following a two-step process that included evaluating both the measurement and structural models. The measurement model assesses the relationship between items and their respective constructs, while the structural model examines the relationships between exogenous and endogenous constructs within the research framework. Table 2 presents the measurement model, which was evaluated for internal consistency reliability, convergent validity, and discriminant validity. Internal consistency reliability ensures consistent results across items, while convergent validity verifies that multiple items measuring the same construct align. To assess these, the loadings, composite reliability (CR), and average variance extracted (AVE) were analyzed. According to Hair et al. (2017), acceptable thresholds are a loading of at least 0.6, AVE of 0.5, and CR of 0.7. Table 2 demonstrates that these criteria were met, confirming the reliability and convergent validity of the constructs. The loadings ranged from 0.877 to 0.958, AVE values from 0.794 to 0.908, and CR values from 0.920 to 0.952, indicating strong convergent validity.

Discriminant validity was assessed using Fornell and Larcker’s method, which evaluates whether constructs (attention, motivation, and relevance) are distinct and free from unidimensionality. Table 3 shows that the square root of the AVE for attention (0.953) exceeded the correlations between all constructs, demonstrating clear distinctions and confirming discriminant validity for all constructs in the study.Top of FormBottom of Form

Table 2: The Measurement Model Assessment

Table 3: Discriminant Validity of Measurement Model Using Fornell and Larcker

Assessment of the Structural Model

Following the validation of the measurement model, a structural model analysis was conducted to test the two proposed hypotheses. The analysis evaluated the direction of the beta values, significance levels of the t-values, and p-values, as recommended by Hair et al. (2017). A bootstrapping procedure with 5,000 resamples was performed to test the direct effects. Table 4 presents the structural model results and hypothesis testing outcomes. For H1, it was hypothesized that attention would positively impact students’ motivation to learn through gamification. The findings supported this hypothesis, showing a positive and significant relationship (β = 0.29, t = 2.155, p < 0.05). Similarly, for H2, which hypothesized that relevance would positively influence students’ motivation to learn through gamification, the results confirmed a significant positive effect (β = 0.568, t = 4.515, p < 0.05). These findings suggest that the research model effectively predicts the role of gamification in enhancing students’ motivation to learn.

Table 5 displays the coefficient of determination (R²) and the effect size (f²) of the exogenous variables on the endogenous variable. The R² value indicates the proportion of variance in the endogenous construct explained by the exogenous constructs. The results show an R² of 0.689, meaning that attention and relevance together explain 68.9% of the variance in the motivation construct.

Regarding effect size (f²), it reflects the change in R² when a specific construct is excluded from the model. Based on Cohen’s (1988) criteria, an effect size is considered small at 0.02, medium at 0.15, and large at 0.35. The results in Table 5 indicate that attention had a small effect size (f² = 0.074), while relevance had a medium effect size (f² = 0.291) on students’ motivation.

Table 4: Structural Model Assessment and Hypothesis Testing

Table 5: Result of R²  and f²

CONCLUSION

This study aimed to identify the key factors influencing the impact of gamification on students’ motivation to learn. The hypothesis testing results revealed that attention (AT) and relevance (RV) significantly contribute to motivating students through gamification. These findings align with Keller (2010), who emphasized the importance of capturing students’ attention to focus their efforts before effective learning can occur. Without sustained attention, even the most effective motivational strategies may fail to keep students engaged. Similarly, as highlighted by van der Meij et al. (2018), this study underscores the necessity for activities to be relevant, allowing students to recognize the present and future value of a course to motivate their participation in learning activities. Identifying the factors that drive student motivation can also inform the selection and use of appropriate technologies to enhance engagement in the learning process. The significance of each variable examined in this study offers practical recommendations for administrators and instructors when implementing new educational strategies in their institutions including:

• The institution capable to foster a supportive environment for the integration of gamification.
• University’s management able to enhance lecturers’ awareness by offering training on the potential applications and benefits of the technology.
• Administrators able to encourage instructors to explore gamification in order acquire the essential skills and knowledge for effective implementation in teaching.
• Instructors able to evaluate students’ motivational needs before incorporating gamification into their course.

However, the study faced several limitations. First, the sample was restricted to accounting students from UiTM Tapah, which may limit the generalizability of the findings. Future research should consider including a more diverse sample from various higher education institutions to provide a more representative view of the broader population. A more detailed exploration of additional motivational constructs, cross-cultural comparisons, interdisciplinary lenses and the creation of tailored assessment tools to address the unique challenges and opportunities presented by gamified learning environments would add significant value. Expanding the scope in this way would offer a deeper and more comprehensive understanding of gamification’s role in education. Long-term impacts of gamification and examine its use in diverse educational environments to gain a comprehensive understanding of its potential and limitations should be further considered in the future since there is a need to investigate whether these effects are sustainable over time.

ACKNOWLEDGEMENT

We would like to express our special thanks of gratitude to our students who participated in the survey.

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