Enhancing Marketing Education Through Gamification: Learners’ Characteristics and Motivation in Gamification Strategies

Abstract

The study investigates how the personality traits of marketing students influence their engagement with gamification elements and the resulting learning outcomes. Additionally, it explores how gamification, guided by Self-Determination Theory, enhances these outcomes, and motivates university marketing students. One hundred eleven respondents participated, testing eight hypotheses: seven examined the Big Five traits' influence on attitudes and engagement. At the same time, the final used the self-determination framework to analyze motivation in gamification. Respondents with openness and extraversion favored using gamified learning materials, with no gender differences observed. The study found that gamified learning elements, such as rewards, feedback, levels, challenges, and gamified simulation as educational technology, enhanced student engagement and understanding of marketing theories and concepts. Consistent with the Self-Determination Theory, autonomy, competence, and relatedness were crucial for maintaining motivation through gamification. These findings demonstrate the value of integrating gamified elements to optimize learning outcomes, bridge gaps in traditional teaching, and prepare marketing students for the world's new business challenges of the competitive marketing industry.