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Silvia Maria González Fernández, University of Oviedo, SpainAbstract
This study explores the potential of gamification in enhancing motivation and competitiveness among Spanish engineering students, with a specific focus on its relationship to entrepreneurship education. A comparative literature review was conducted, analyzing gamification in educational contexts across Spain and Japan. The research combined theoretical and empirical methodologies, using a survey as the primary instrument to assess student attitudes towards gamification and its role in fostering motivation and learning. An empirical case study followed, using a survey to collect data from 101 engineering students at the University of Oviedo. The survey focused on student motivation and competitiveness. Content and thematic analysis were used to interpret the responses. Preliminary findings suggest that students generally perceive gamification as a positive influence on their engagement and learning. Gamified elements such as rewards, challenges, and competitiveness appear to foster greater interest in class participation. However, the effectiveness of gamification varies based on individual preferences and the specific design of the gamified activities. Students have expressed varying levels of interest in entrepreneurship, with some stating that gamification could aid in improving problem-solving and creative thinking skills, which are vital for entrepreneurial endeavors. The study concludes that gamification can have a significant effect on student motivation and competitiveness, but its success is not guaranteed and depend on how carefully the learning environment is designed.
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