Students' perceptions about the influence of educational games on achievement and motivation, a study based on the Flow Theory
Autor(a) principal: | |
---|---|
Data de Publicação: | 2022 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Ambiente Contábil |
Texto Completo: | https://periodicos.ufrn.br/ambiente/article/view/23027 |
Resumo: | Purpose: The present study analyzed the influence of educational games on the perceptions of motivation and achievement of students in an Accounting and Cost Analysis course at a university in the South of Brazil. Methodology: The students played a game followed by a questionnaire was applied to 32 (thirty-two) students. The applied game is called Space Race. The questionnaire applied was based on the Theory of Flow in order to capture the students' perceptions regarding the flow experience lived during the application of the game. The Flow Theory analyzes the mental state characterized by concentration and focus on an activity resulting in achievement and motivation, based on the balance between skills and the challenge faced. Quantitative data were treated using descriptive statistics and Kruskal-Wallis test. Results: The results showed that the students felt a flow experience, with the dimensions of Clarity of Objective and Feedback being the ones that most contributed to this result. Other results were that: i) Immediate feedback motivated students who were marking right answers, but frustrated those who were wrong, ii) The competition from the game generated different reactions of anxiety to motivation in the students, and iii) Problems with the connection with the internet while performing the game reveal a technological barrier. Study Contributions: The study contributes by: i) presenting the Flow Theory and its dimensions, a tool that can be used to measure student motivation and achievement; ii) when analyzing the students' perceptions regarding the application of an educational game; iii) by introducing a free game appropriate to the context of teaching in accounting. |
id |
UFRN-3_4a9780ed8766f76f05827bc49ce27e66 |
---|---|
oai_identifier_str |
oai:periodicos.ufrn.br:article/23027 |
network_acronym_str |
UFRN-3 |
network_name_str |
Revista Ambiente Contábil |
repository_id_str |
|
spelling |
Students' perceptions about the influence of educational games on achievement and motivation, a study based on the Flow Theory Percepciones de los estudiantes sobre la influencia de los juegos educativos en el logro y la motivación, un estudio basado en la Teoría del FlujoPercepções discentes sobre a influência de jogos educacionais na realização e motivação, um estudo baseado na Teoria do Fluxo Flow Theory; Educational Games; Evaluation; Student Achievement; Student Motivation.Flow Theory; Educational Games; Evaluation; Student Achievement; Student Motivation.Teoría del flujo; Juegos educacionales; Evaluación; Logro estudiantil; Motivación del estudiante.Teoría del flujo; Juegos educacionales; Evaluación; Logro estudiantil; Motivación del estudiante.Teoria do Fluxo; Jogos Educacionais; Avaliação; Realização Discente; Motivação Discente.Teoria do Fluxo; Jogos Educacionais; Avaliação; Realização Discente; Motivação Discente.Purpose: The present study analyzed the influence of educational games on the perceptions of motivation and achievement of students in an Accounting and Cost Analysis course at a university in the South of Brazil. Methodology: The students played a game followed by a questionnaire was applied to 32 (thirty-two) students. The applied game is called Space Race. The questionnaire applied was based on the Theory of Flow in order to capture the students' perceptions regarding the flow experience lived during the application of the game. The Flow Theory analyzes the mental state characterized by concentration and focus on an activity resulting in achievement and motivation, based on the balance between skills and the challenge faced. Quantitative data were treated using descriptive statistics and Kruskal-Wallis test. Results: The results showed that the students felt a flow experience, with the dimensions of Clarity of Objective and Feedback being the ones that most contributed to this result. Other results were that: i) Immediate feedback motivated students who were marking right answers, but frustrated those who were wrong, ii) The competition from the game generated different reactions of anxiety to motivation in the students, and iii) Problems with the connection with the internet while performing the game reveal a technological barrier. Study Contributions: The study contributes by: i) presenting the Flow Theory and its dimensions, a tool that can be used to measure student motivation and achievement; ii) when analyzing the students' perceptions regarding the application of an educational game; iii) by introducing a free game appropriate to the context of teaching in accounting.Objetivo: El presente estudio tuvo como objetivo analizar la influencia de los juegos educativos en las percepciones de motivación y logro de los estudiantes en un curso de Contabilidad y Análisis de Costos en una IES del sur de Brasil. Metodología: Se aplicó un juego seguido de un cuestionario a 32 (treinta y dos) estudiantes. El juego aplicado se llama Space Race. El cuestionario aplicado se basó en la Teoría del Flujo con el fin de capturar las percepciones de los estudiantes sobre la experiencia de flujo vivida durante la aplicación del juego. La Teoría del Flujo analiza el estado mental caracterizado por la concentración y el enfoque en una actividad que resulta en el logro y la motivación, basado en el equilibrio entre las habilidades y el desafío enfrentado. Los datos cuantitativos se trataron mediante estadística descriptiva y Prueba de Kruskal-Wallis. Resultados: Los resultados mostraron que los estudiantes experimentaron una experiencia del flujo, siendo las dimensiones Claridad de Objetivo y Feedback las que más contribuyeron a este resultado. Otros resultados fueron que: i) Lo Feedback inmediata motivó a los estudiantes que respondían las preguntas correctamente, pero frustraron a los que estaban equivocados, ii) La competencia del juego generó diferentes reacciones de ansiedad a la motivación en los estudiantes, y iii) Los problemas con la conexión a Internet mientras se juega revelan una barrera tecnológica. Contribuciones al estudio: El estudio contribuye mediante: i) la presentación de la Teoría del Flujo y sus dimensiones, una herramienta que se puede utilizar para medir la motivación y el rendimiento de los estudiantes; ii) al analizar las percepciones de los estudiantes sobre la aplicación de un juego; iii) mediante la introducción de un juego libre adecuado al contexto de la docencia en contabilidad.Objetivo: O presente estudo teve como objetivo analisar a influência de jogos educacionais nas percepções de motivação e realização dos discentes de uma disciplina de Contabilidade e Análise de Custos de uma IES da região Sul do Brasil. Metodologia: Aplicou-se um jogo seguido de um questionário a 32 (trinta e dois) estudantes. O jogo aplicado chama-se Space Race. O questionário baseou-se na Teoria do Fluxo com intuito de captar as percepções dos alunos quanto à experiência de fluxo vivenciada durante a aplicação do jogo. A Teoria do Fluxo analisa o estado mental caracterizado pela concentração e foco em uma atividade, tendo como consequência a realização e a motivação, baseando-se no equilíbrio entre habilidades e o desafio enfrentado. Os dados quantitativos foram tratados por meio de estatística descritiva e Teste de Kruskal-Wallis. Resultados: Os resultados evidenciaram que os alunos vivenciaram uma experiência de fluxo, sendo as dimensões Clareza do Objetivo e o Feedback as que mais contribuíram para esse resultado. Outros resultados foram que: i) o Feedback imediato motivou os alunos que estavam acertando as questões, porém frustrou os que estavam errando; ii) a competição oriunda do jogo gerou reações diversas de ansiedade a motivação nos alunos e; iii) problemas com a conexão com a internet durante a realização do jogo revelam uma barreira tecnológica. Contribuições do Estudo: O estudo contribui ao: i) apresentar a Teoria do Fluxo e suas dimensões, ferramenta que pode ser utilizada para mensuração da motivação e realização discente; ii) analisar as percepções dos discentes diante da aplicação de um jogo educacional; iii) introduzir um jogo gratuito adequado ao contexto do ensino em contabilidade.Portal de Periódicos Eletrônicos da UFRN2022-07-04info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufrn.br/ambiente/article/view/2302710.21680/2176-9036.2022v14n2ID23027REVISTA AMBIENTE CONTÁBIL - Universidade Federal do Rio Grande do Norte; Vol. 14 No. 2 (2022): Jul./Dez.; 320-337REVISTA AMBIENTE CONTÁBIL - Universidade Federal do Rio Grande do Norte; Vol. 14 Núm. 2 (2022): Jul./Dez.; 320-337REVISTA AMBIENTE CONTÁBIL - Universidade Federal do Rio Grande do Norte - ISSN 2176-9036; v. 14 n. 2 (2022): Jul./Dez.; 320-3372176-903610.21680/2176-9036.2022v14n2reponame:Revista Ambiente Contábilinstname:Universidade Federal do Rio Grande do Norte (UFRN)instacron:UFRNporhttps://periodicos.ufrn.br/ambiente/article/view/23027/15852Copyright (c) 2022 REVISTA AMBIENTE CONTÁBIL - Universidade Federal do Rio Grande do Norte - ISSN 2176-9036http://creativecommons.org/licenses/by-nc-sa/4.0info:eu-repo/semantics/openAccess Telles, Rafael Scuizato Santos Mateo, LuanaMenezes da Fonseca Tonin, Joyce 2023-01-18T23:19:04Zoai:periodicos.ufrn.br:article/23027Revistahttps://periodicos.ufrn.br/ambientePUBhttps://periodicos.ufrn.br/ambiente/oai||prof.mauriciocsilva@gmail.com2176-90362176-9036opendoar:2023-01-18T23:19:04Revista Ambiente Contábil - Universidade Federal do Rio Grande do Norte (UFRN)false |
dc.title.none.fl_str_mv |
Students' perceptions about the influence of educational games on achievement and motivation, a study based on the Flow Theory Percepciones de los estudiantes sobre la influencia de los juegos educativos en el logro y la motivación, un estudio basado en la Teoría del Flujo Percepções discentes sobre a influência de jogos educacionais na realização e motivação, um estudo baseado na Teoria do Fluxo |
title |
Students' perceptions about the influence of educational games on achievement and motivation, a study based on the Flow Theory |
spellingShingle |
Students' perceptions about the influence of educational games on achievement and motivation, a study based on the Flow Theory Telles, Rafael Scuizato Flow Theory; Educational Games; Evaluation; Student Achievement; Student Motivation. Flow Theory; Educational Games; Evaluation; Student Achievement; Student Motivation. Teoría del flujo; Juegos educacionales; Evaluación; Logro estudiantil; Motivación del estudiante. Teoría del flujo; Juegos educacionales; Evaluación; Logro estudiantil; Motivación del estudiante. Teoria do Fluxo; Jogos Educacionais; Avaliação; Realização Discente; Motivação Discente. Teoria do Fluxo; Jogos Educacionais; Avaliação; Realização Discente; Motivação Discente. |
title_short |
Students' perceptions about the influence of educational games on achievement and motivation, a study based on the Flow Theory |
title_full |
Students' perceptions about the influence of educational games on achievement and motivation, a study based on the Flow Theory |
title_fullStr |
Students' perceptions about the influence of educational games on achievement and motivation, a study based on the Flow Theory |
title_full_unstemmed |
Students' perceptions about the influence of educational games on achievement and motivation, a study based on the Flow Theory |
title_sort |
Students' perceptions about the influence of educational games on achievement and motivation, a study based on the Flow Theory |
author |
Telles, Rafael Scuizato |
author_facet |
Telles, Rafael Scuizato Santos Mateo, Luana Menezes da Fonseca Tonin, Joyce |
author_role |
author |
author2 |
Santos Mateo, Luana Menezes da Fonseca Tonin, Joyce |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Telles, Rafael Scuizato Santos Mateo, Luana Menezes da Fonseca Tonin, Joyce |
dc.subject.por.fl_str_mv |
Flow Theory; Educational Games; Evaluation; Student Achievement; Student Motivation. Flow Theory; Educational Games; Evaluation; Student Achievement; Student Motivation. Teoría del flujo; Juegos educacionales; Evaluación; Logro estudiantil; Motivación del estudiante. Teoría del flujo; Juegos educacionales; Evaluación; Logro estudiantil; Motivación del estudiante. Teoria do Fluxo; Jogos Educacionais; Avaliação; Realização Discente; Motivação Discente. Teoria do Fluxo; Jogos Educacionais; Avaliação; Realização Discente; Motivação Discente. |
topic |
Flow Theory; Educational Games; Evaluation; Student Achievement; Student Motivation. Flow Theory; Educational Games; Evaluation; Student Achievement; Student Motivation. Teoría del flujo; Juegos educacionales; Evaluación; Logro estudiantil; Motivación del estudiante. Teoría del flujo; Juegos educacionales; Evaluación; Logro estudiantil; Motivación del estudiante. Teoria do Fluxo; Jogos Educacionais; Avaliação; Realização Discente; Motivação Discente. Teoria do Fluxo; Jogos Educacionais; Avaliação; Realização Discente; Motivação Discente. |
description |
Purpose: The present study analyzed the influence of educational games on the perceptions of motivation and achievement of students in an Accounting and Cost Analysis course at a university in the South of Brazil. Methodology: The students played a game followed by a questionnaire was applied to 32 (thirty-two) students. The applied game is called Space Race. The questionnaire applied was based on the Theory of Flow in order to capture the students' perceptions regarding the flow experience lived during the application of the game. The Flow Theory analyzes the mental state characterized by concentration and focus on an activity resulting in achievement and motivation, based on the balance between skills and the challenge faced. Quantitative data were treated using descriptive statistics and Kruskal-Wallis test. Results: The results showed that the students felt a flow experience, with the dimensions of Clarity of Objective and Feedback being the ones that most contributed to this result. Other results were that: i) Immediate feedback motivated students who were marking right answers, but frustrated those who were wrong, ii) The competition from the game generated different reactions of anxiety to motivation in the students, and iii) Problems with the connection with the internet while performing the game reveal a technological barrier. Study Contributions: The study contributes by: i) presenting the Flow Theory and its dimensions, a tool that can be used to measure student motivation and achievement; ii) when analyzing the students' perceptions regarding the application of an educational game; iii) by introducing a free game appropriate to the context of teaching in accounting. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-07-04 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.ufrn.br/ambiente/article/view/23027 10.21680/2176-9036.2022v14n2ID23027 |
url |
https://periodicos.ufrn.br/ambiente/article/view/23027 |
identifier_str_mv |
10.21680/2176-9036.2022v14n2ID23027 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.ufrn.br/ambiente/article/view/23027/15852 |
dc.rights.driver.fl_str_mv |
http://creativecommons.org/licenses/by-nc-sa/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
http://creativecommons.org/licenses/by-nc-sa/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Portal de Periódicos Eletrônicos da UFRN |
publisher.none.fl_str_mv |
Portal de Periódicos Eletrônicos da UFRN |
dc.source.none.fl_str_mv |
REVISTA AMBIENTE CONTÁBIL - Universidade Federal do Rio Grande do Norte; Vol. 14 No. 2 (2022): Jul./Dez.; 320-337 REVISTA AMBIENTE CONTÁBIL - Universidade Federal do Rio Grande do Norte; Vol. 14 Núm. 2 (2022): Jul./Dez.; 320-337 REVISTA AMBIENTE CONTÁBIL - Universidade Federal do Rio Grande do Norte - ISSN 2176-9036; v. 14 n. 2 (2022): Jul./Dez.; 320-337 2176-9036 10.21680/2176-9036.2022v14n2 reponame:Revista Ambiente Contábil instname:Universidade Federal do Rio Grande do Norte (UFRN) instacron:UFRN |
instname_str |
Universidade Federal do Rio Grande do Norte (UFRN) |
instacron_str |
UFRN |
institution |
UFRN |
reponame_str |
Revista Ambiente Contábil |
collection |
Revista Ambiente Contábil |
repository.name.fl_str_mv |
Revista Ambiente Contábil - Universidade Federal do Rio Grande do Norte (UFRN) |
repository.mail.fl_str_mv |
||prof.mauriciocsilva@gmail.com |
_version_ |
1799770189687947264 |