000096044 001__ 96044
000096044 005__ 20230921135425.0
000096044 0247_ $$2doi$$a10.1016/j.ijme.2019.02.002
000096044 0248_ $$2sideral$$a112561
000096044 037__ $$aART-2019-112561
000096044 041__ $$aeng
000096044 100__ $$0(orcid)0000-0001-6631-8909$$aBuil, Isabel$$uUniversidad de Zaragoza
000096044 245__ $$aEncouraging intrinsic motivation in management training: The use of business simulation games
000096044 260__ $$c2019
000096044 5060_ $$aAccess copy available to the general public$$fUnrestricted
000096044 5203_ $$aBusiness simulation games are one of the most effective tools for motivating and engaging players actively in the learning experience. In this context, understanding which factors promote the intrinsic motivation of players is of primary importance. Self-determination theory (a theory of human motivation) postulates that contexts that support satisfaction of the three innate psychological needs for competence, autonomy, and relatedness allow individuals to maintain intrinsic motivation. However, no previous research has applied this theory to explain motivation while playing business simulation games. To address this gap, we propose that satisfaction of the needs for competence, autonomy, and relatedness influences players’ intrinsic motivation, which in turn facilitates engagement. This study also explores the impact of intrinsic motivation and engagement on the development of generic skills and perceived learning. Based on a survey of 360 undergraduate business students who used a business simulation game, the findings provide support for most of the hypothesized relationships.
000096044 536__ $$9info:eu-repo/grantAgreement/ES/DGA-FSE/S54-17R-GENERES Group$$9info:eu-repo/grantAgreement/ES/MINECO/ECO2013-41257-P$$9info:eu-repo/grantAgreement/ES/MINECO-FEDER/ECO2017-82103-P
000096044 540__ $$9info:eu-repo/semantics/openAccess$$aby-nc-nd$$uhttp://creativecommons.org/licenses/by-nc-nd/3.0/es/
000096044 590__ $$a2.354$$b2019
000096044 591__ $$aEDUCATION & EDUCATIONAL RESEARCH$$b54 / 263 = 0.205$$c2019$$dQ1$$eT1
000096044 591__ $$aMANAGEMENT$$b120 / 226 = 0.531$$c2019$$dQ3$$eT2
000096044 591__ $$aBUSINESS$$b86 / 152 = 0.566$$c2019$$dQ3$$eT2
000096044 592__ $$a0.758$$b2019
000096044 593__ $$aEducation$$c2019$$dQ1
000096044 593__ $$aStrategy and Management$$c2019$$dQ2
000096044 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/acceptedVersion
000096044 700__ $$0(orcid)0000-0001-5268-1723$$aCatalán, Sara$$uUniversidad de Zaragoza
000096044 700__ $$0(orcid)0000-0001-9307-5359$$aMartínez, Eva$$uUniversidad de Zaragoza
000096044 7102_ $$14011$$2095$$aUniversidad de Zaragoza$$bDpto. Direc.Mark.Inves.Mercad.$$cÁrea Comerci.Investig.Mercados
000096044 773__ $$g17, 2 (2019), 162-171$$tInternational Journal of Management Education$$x1472-8117
000096044 8564_ $$s265995$$uhttps://zaguan.unizar.es/record/96044/files/texto_completo.pdf$$yPostprint
000096044 8564_ $$s163520$$uhttps://zaguan.unizar.es/record/96044/files/texto_completo.jpg?subformat=icon$$xicon$$yPostprint
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000096044 951__ $$a2023-09-21-13:29:16
000096044 980__ $$aARTICLE