Investigating the impact of gamification to encourage learning motivation among undergraduate accounting students

Gamification has gained widespread recognition in recent years, representing a dynamic and innovative approach to engaging individuals in various aspects of life including education. This approach can be regarded as a useful tool to motivate users to utilize educational systems. However, motivation differs among individuals, and diverse elements can inspire various people in distinct ways. Therefore, this study aims to discover the significant determinants that explain the use of gamification in motivating students to learn. This study used the survey method of research, and data was gathered through the use of online questionnaires. A total of 137 undergraduate students from UiTM Tapah, a public university in Malaysia participated in the survey. The findings of this study show that the two constructs of ARCS model which are attention (AT) and relevance (RV) factors have a significant relationship with student learning motivation through gamification. All the hypotheses are supported which aligns with the findings of previous studies. Findings of this study have implications for policymakers and university administrators who have a keen interest in enhancing the choice and application of suitable technology to increase students’ engagement in learning.