Motivation theories are an important part of management and human resource education, but many students

find them difficult to understand and remember when taught through traditional methods. This concept paper

introduces the Motivation Theories Crossword Puzzle as a creative gamified learning tool to make these

Hierarchy of Needs, Herzberg’s Two-Factor Theory, McClelland’s Theory of Needs, and Vroom’s Expectancy

Theory. Built on the principles of active learning and gamification, the puzzle encourages student participation,

problem-solving, and teamwork. This paper explains the design, educational purpose, and possible classroom

Maslow’s Hierarchy of Needs (Maslow, 1943), Herzberg’s Two-Factor Theory (Herzberg, Mausner, &

(Vroom, 1964). Students often struggle to grasp these theories through traditional lecture-based methods

(Armstrong & Taylor, 2020).

Active learning strategies, particularly gamification, enhance engagement, retention, and practical application

of abstract concepts (Bicen & Kocakoyun, 2018; Dichev & Dicheva, 2017). Gamification uses game elements

in non-game contexts to create interactive and participatory learning experiences (Hamari, Koivisto, & Sarsa,

comprehension and application of motivation theories in management education.

Gamification introduces elements like challenges, points, rewards, and collaboration to promote motivation,

engagement, and retention (Hamari, Koivisto, & Sarsa, 2014; Subhash & Cudney, 2018). It encourages

students to construct knowledge through problem-solving, discussion, and application.

The Motivation Theories Crossword Puzzle converts abstract theories into an interactive activity. The core

theories covered include Maslow, Herzberg, McClelland, and Vroom, which are central to understanding

workplace motivation (Maslow, 1943; Herzberg et al., 1959; McClelland, 1961; Vroom, 1964). Key

engagement with content (Biggs & Tang, 2011). Gamified elements such as points, timed challenges, and

collaborative solving are integrated to make learning more engaging, consistent with findings that gamification

The crossword puzzle addresses teaching challenges by engaging students actively. Gamified problem-solving

encourages intrinsic motivation, promotes collaborative learning, and reinforces long-term memory.

The potential applications of this tool are diverse. It can be used in courses such as organizational behavior,

human resource management, and leadership. In corporate training, it serves as a practical approach to

teaching employee motivation principles. Additionally, it is adaptable to remote platforms, making it suitable

for online or blended learning environments.

Gamified tools like this puzzle demonstrate the feasibility of integrating low-cost, interactive methods into

existing curricula, bridging the gap between theory and practice.

To reinforce understanding of key concepts, a crossword puzzle was designed based on four major motivation

theories: Maslow’s hierarchy of needs, Herzberg’s two-factor theory, McClelland’s acquired needs theory, and

Across

5

Vroom’s theory is also called

Across

7

Lowest level in Maslow’s hierarchy

Down

1

Victor Vroom developed this theory linking effort, performance, and reward

(Note. The completed version of the crossword puzzle is available upon request for instructional use.)

Crossword puzzles offer an engaging way to reinforce theoretical concepts through active recall and problem-

solving. By integrating gamification into learning, students are encouraged to interact with material in a more

meaningful and memorable way (Dichev & Dicheva, 2017). Such activities not only enhance motivation but

also support deeper understanding by linking abstract theories to practical application (Subhash & Cudney,

2018). In the context of motivation theories, the crossword puzzle promotes learner participation, collaboration,

may also highlight the added value of interactive learning tools in management education.

management concepts into a memorable and interactive experience. It improves engagement, comprehension,

retention, and application of motivation theories while offering educators an innovative pedagogical tool.

Future research can empirically test its effectiveness and explore expansion to other management topics or

digital platforms.

The author gratefully acknowledges Universiti Teknologi MARA (UiTM) for its support, and extends heartfelt

thanks to colleagues and family for their encouragement and inspiration.

1. Armstrong, M., & Taylor, S. (2020). Armstrong’s handbook of human resource management practice (15th

Environments (pp. 9–15). ACM. https://doi.org/10.1145/2181037.2181040

5. Dichev, C., & Dicheva, D. (2017). Gamifying education: What is known, what is believed, and what

remains uncertain. International Journal of Educational Technology in Higher Education, 14(1), 9.

https://doi.org/10.1186/s41239-017-0042-5

6. Gee, J. P. (2012). What video games have to teach us about learning and literacy. Palgrave Macmillan.

7. Hamari, J., Koivisto, J., & Sarsa, H. (2014). Does gamification work? —A literature review of empirical

studies on gamification. In Proceedings of the 47th Hawaii International Conference on System Sciences

(HICSS) (pp. 3025–3034). IEEE. https://doi.org/10.1109/HICSS.2014.377

8. Herzberg, F., Mausner, B., & Snyderman, B. (1959). The motivation to work (2nd ed.). Wiley.