Abstract This study examines and compares the effect of gamification, in the form of a mobile application (app) ‘Quitch’, on the behavioral engagement and academic performance of business students in two first-year courses in accounting (n = 500) and management (n = 469). Both courses are compulsory; however, prior to the gamification intervention, student engagement was varied. The results indicate that 169 (33.58%) accounting and 135 (28.5%) management students actively used Quitch. The results show that behavioral engagement explains a large proportion of the variation around academic success, even when controlling for students’ prior learning at high school. This study not only adds to the growing literature on gamification and engagement in business education, but also provides robust evidence for researchers arguing for more emphasis on the non-cognitive aspects of learning.

中文翻译：

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只需选择加入：如何选择与技术互动会影响商科学生的学习成绩

摘要本研究以移动应用程序（app）“ Quitch”的形式研究和比较了游戏化对两个会计（n = 500）和管理学第一年课程的商务学生的行为参与和学习成绩的影响。 （n = 469）。两种课程都是必修课；但是，在游戏化干预之前，学生的参与度是多种多样的。结果表明，有169（33.58％）个会计专业和135个（28.5％）的管理专业学生积极使用Quitch。结果表明，即使在控制学生在高中之前的学习能力时，行为参与也可以解释学术成就周围很大一部分变化。这项研究不仅增加了关于游戏化和参与商业教育的文献，