A Cross-Cultural Evaluation of Digital Game-Based Learning’s Impact on Accounting Students’ Motivation
Jordi Carenys and Xavier Sales
EADA Business School, Barcelona, Spain
Volume 20: 2025, pp. 185-216; ABSTRACT
This study investigates whether differences in students’ cultural backgrounds affect their
motivation in a digital game-based learning (DGBL) experience. The research involved two
culturally distinct groups of business students from China and Spain, who were surveyed after three
months of DGBL. The data revealed that the Spanish group experienced a significantly higher
motivation level. A multi-group analysis of a structural equation model identified common patterns
in the relationship between the studied cultural dimensions and motivation, suggesting a certain
level of consistency in the motivational effects of DGBL. However, the strength of the correlations
between cultural dimensions and motivation varied significantly across the studied cultures,
accounting for the observed difference in motivation between the two groups. Taken together, these
findings, while acknowledging the cross-cultural potential of DGBL, suggest the convenience of
culturally tailored DGBL strategies.
Keywords: culture, learning, motivation, digital games, accounting.
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