Emprendimiento digital y gamificación: un estudio de métodos mixtos sobre la motivación intrínseca y la participación de los estudiantes
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INTRODUCCIÓN. El rápido avance de la tecnología y la evolución de la economía digital han puesto de relieve la importancia de los sistemas de aprendizaje en la educación para el emprendimiento digital. Este estudio explora el efecto moderador de la gamificación en la motivación intrínseca y la participación de los estudiantes en la educación para el emprendimiento digital, con el objetivo de abordar la laguna existente en la comprensión de cómo la gamificación influye en los resultados del aprendizaje de los estudiantes. MÉTODOS. Se empleó un enfoque secuencial explicativo de métodos mixtos. La fase cuantitativa contó con la participación de 630 estudiantes y utilizó el modelo de ecuaciones estructurales-mínimos cuadrados parciales (SEM-PLS) para examinar las relaciones entre la educación en emprendimiento digital, la motivación intrínseca y la participación de los estudiantes. La fase cualitativa contó con la participación de 15 personas, a las que se realizaron entrevistas semiestructuradas que se analizaron mediante un análisis temático para obtener una visión más profunda de los resultados cuantitativos. RESULTADOS. El análisis cuantitativo reveló una relación significativa entre la educación empresarial digital y la motivación intrínseca y la participación de los estudiantes. Sin embargo, se observó que el efecto moderador de la gamificación se veía significativamente debilitado. La fase cualitativa indicó además que los elementos de gamificación, como las recompensas extrínsecas, la competencia y la reducción de la autonomía, pueden socavar la motivación intrínseca. DISCUSIÓN. Los resultados cuestionan la hipótesis predominante de que la gamificación mejora intrínsecamente la motivación. Si bien la gamificación puede mejorar la participación de los estudiantes, también puede reducir inadvertidamente la motivación intrínseca al depender excesivamente de las recompensas extrínsecas y la competencia. Estos resultados no solo cuestionan la suposición predominante de que la gamificación mejora inherentemente la motivación, sino que también contribuyen a la comprensión teórica del impacto de la gamificación en la motivación intrínseca y la participación. En la práctica, los resultados sugieren que los educadores deben adoptar un enfoque más equilibrado de la gamificación, integrando cuidadosamente las recompensas extrínsecas y la competencia para fomentar mejor la motivación intrínseca junto con la participación de los estudiantes.
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