Éducation à l’entrepreneuriat numérique et ludification : une étude à méthodes mixtes sur la motivation intrinsèque et l’engagement des étudiants
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INTRODUCTION. Les progrès rapides de la technologie et l’évolution de l’économie numérique ont mis en évidence l’importance des systèmes d’apprentissage dans le cadre de l’éducation à l’entrepreneuriat numérique. Cette étude explore l’effet modérateur de la ludification sur la motivation intrinsèque et l’engagement des étudiants dans le cadre de cette édu-
cation, afin de pallier le manque de compréhension concernant l’influence de la ludification dans ce contexte d’apprentissage. METHODES. Une approche séquentielle explicative à méthodes mixtes a été employée. La phase quantitative, menée auprès de 630 étudiants, a utilisé la modélisation par équations structurelles avec la méthode des moindres carrés partiels (SEM-PLS) pour examiner les relations entre l’éducation à l’entrepreneuriat numérique, la motivation intrinsèque et l’engagement des étudiants. La phase qualitative, menée auprès de 15 participants, a consisté en des entretiens semi-structurés et analysés à l’aide d’une analyse thématique afin d’approfondir les résultats quantitatifs. RESULTATS. L’analyse quantitative a révélé des relations significatives entre l’éducation à l’entrepreneuriat numérique et, d’une part, la motivation intrinsèque et, d’autre part, l’engagement des étudiants. Cependant, l’effet modérateur de la ludification s’est avéré considérablement affaibli. La phase qualitative a par ailleurs mis en évidence que certains éléments de ludification, tels que les récompenses extérieures, la compétition et la réduction de l’autonomie, peuvent avoir un effet négatif sur la motivation intrinsèque. DISCUSSION. Les résultats remettent en question l’idée reçue selon laquelle la ludification améliore intrinsèquement la motivation. Si la ludification peut accroître l’engagement des étudiants, elle peut également réduire involontairement la motivation intrinsèque en s’appuyant de manière excessive sur les récompenses extérieures et la compétition. Ces résultats ne remettent pas seulement en question l’hypothèse courante selon
laquelle la ludification renforcerait intrinsèquement la motivation, mais ils contribuent également à la compréhension théorique de son impact sur la motivation intrinsèque et l’engagement. Sur le plan pratique, ces résultats suggèrent que les enseignants devraient adopter une approche plus équilibrée de la gamification, en intégrant avec soin les récompenses extrinsèques et la compétition afin de favoriser à la fois la motivation intrinsèque et l’engagement des élèves.
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