Just opt in: How choosing to engage with technology impacts business students’ academic performance

Nicola Beatson, Cle-Anne Gabriel, Angela Howell, Stephen Scott, Jacques van der Meer and Lincoln C. Wood

Journal of Accounting Education, 2020, vol. 50, issue C

Abstract: This study examines and compares the effect of gamification, in the form of a mobile application (app) ‘Quitch’, on the behavioral engagement and academic performance of business students in two first-year courses in accounting (n = 500) and management (n = 469). Both courses are compulsory; however, prior to the gamification intervention, student engagement was varied. The results indicate that 169 (33.58%) accounting and 135 (28.5%) management students actively used Quitch. The results show that behavioral engagement explains a large proportion of the variation around academic success, even when controlling for students’ prior learning at high school. This study not only adds to the growing literature on gamification and engagement in business education, but also provides robust evidence for researchers arguing for more emphasis on the non-cognitive aspects of learning.

Keywords: Engagement; Gamification; Technology; Business; Education; Student success (search for similar items in EconPapers)
Date: 2020
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (2)

Downloads: (external link)
http://www.sciencedirect.com/science/article/pii/S0748575119300296
Full text for ScienceDirect subscribers only

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:eee:joaced:v:50:y:2020:i:c:s0748575119300296

DOI: 10.1016/j.jaccedu.2019.100641

Access Statistics for this article

Journal of Accounting Education is currently edited by Natalie Tatiana Churyk

More articles in Journal of Accounting Education from Elsevier
Bibliographic data for series maintained by Catherine Liu ().