Momentum Matrix: International Journal of Communication.
Tourism, and Social
Economic Trends E-ISSN: 3048-0671
P-ISSN: 3048-068X
Research Article The Application of Gamification in Entrepreneurship Learning to Enhance Motivation and Business Creativity for Students Ratna Puspita Dewi 1*.
Peri Puarag 2.
Politeknik Pariwisata Prima Internasional.
Indonesia: ratna@poltekparprima.
Politeknik Pariwisata Prima Internasional.
Indonesia: peri@poltekparprima.
* Corresponding Author : Ratna Puspita Dewi Abstract: This study addresses low student engagement and high levels of boredom in entrepreneurship courses that rely heavily on one-way PowerPoint-based lectures.
Preliminary observations in-dicated that 80% of students experienced low motivation and difficulty generating innovative business The purpose of this research was to examine the effect of gamification on student learning motivation and business creativity.
A quantitative approach was employed using a pre-experimental (OneGroup PretestAePosttest desig.
The sample consisted of 25 students selected through total sampling.
Gamification elements, including: points, badges, and leaderboards, were integrated into the learning process to replace conventional lecture methods.
The findings indicate that the implementation of gamification significantly trans-formed student learning behavior and classroom dynamics.
Students shifted from passive disengagement, characterized by limited interaction and high distraction levels, to proactive participation.
Verbal interactions increased substantially, moving beyond administrative ques-tions toward meaningful business discussions.
Students demonstrated heightened engagement and responsiveness during learning activities.
The gamified learning environment also fostered a safe space for Received: July 23, 2025 Revised: September 18, 2025 Accepted: November 21, 2025 Online Available: January 29.
Curr.
Ver.
: January 29, 2026 creative experimentation, enabling students to take entrepreneurial risks without fear of academic or financial failure.
Improvements were observed across key di-mensions of business creativity, including fluency, flexibility, originality, and elaboration.
The study concludes that gamification is an effective pedagogical strategy for enhancing student motivation and business creativity in entrepreneurship education.
By transforming learning from a passive knowledge-transfer model into an experiential and interactive process, gami-fication supports the development of an entrepreneurial mindset among digital native students.
Copyright: A 2025 by the Submitted for possible open access publication under the terms and conditions of the Creative Commons Attribution (CC BY SA) license .
ttps://creativecommons.
licenses/by-sa/4.
Keywords: Business Creativity.
Digital Natives.
Entrepreneurship.
Gamification.
Learning Motivation.
Introduction In the rapidly developing digital economy era, entrepreneurship has become a major pillar of national economic growth.
Higher education institutions play a crucial role in producing graduates who are not only job-ready but also capable of creating jobs DOI : https://doi.
org/10.
62951/momat.
https://international.
id/index.
php/momat Momentum Matrix: International Journal of Communication.
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However, a significant challenge faced today is the low interest and mental preparedness of students in pursuing the entrepreneurial path.
Conventional entrepreneurship learning is often considered too theoretical and lacking in interactivity, leading to a decline in learning motivation.
Students tend to view this course merely as an academic obligation, not as practical preparation.
Furthermore, business creativityAiwhich is the heart of innovationAiis difficult to develop in a rigid classroom environment with minimal simulation of real-world challenges.
Based on observations in a small class of 25 students, it was found that 80% of the students felt bored and passive.
This led to a decrease in learning motivation, which directly impacted their low business creativity.
Today's students are a generation of Digital Natives who require an Experiential Learning approach .
earning through experienc.
They tend to grasp material more quickly through interaction, challenges, and technology, rather than through exposure to static text.
The application of Gamification .
ame elements such as points, leaderboards, and challenge.
is proposed as a solution to make the classroom atmosphere more interactive.
Gamification provides a 'safe space' for students to experiment, thereby triggering intrinsic motivation and naturally stimulating business creativity.
This study was conducted to empirically prove that the shift from the PPT method to Gamification can be key to igniting entrepreneurial passion and innovation among students.
Based on this urgency, this study aims to examine the extent to which the implementation of gamification in entrepreneurship learning can enhance students' motivation and business Preliminaries or Related Work or Literature Review Gamification in Learning Gamification is the application of game elements in non-game contexts, such as education, with the purpose of enhancing motivation, engagement, and the learning experience using LMS (Learning Management Sysye.
rawan et al.
, 2.
It can be done by onsite and hybrid learning (Nicolaus et al.
, 2.
Common elements include points, levels, badges, leaderboards, challenges, feedback, and rewards.
Relevant theories:
Self-Determination Theory (SDT), which states that intrinsic motivation will grow when basic psychological needs .
ompetence, autonomy, and relatednes.
are met.
Gamification can help meet these needs, for example through challenges that match skill levels .
, choices in tasks or projects .
, and student interaction or collaboration .
Csikszentmihalyi's Flow Theory: the ideal learning experience occurs when the challenges faced match the students' abilities.
gamification can design progressive activities so that students are neither bored nor overwhelmed.
Behaviorism / Reinforcement: reward elements .
rizes, badges, point.
as a reinforcement for desired behaviors in learning.
Experiential Learning / Learning by Doing: entrepreneurship and vocational education are greatly influenced by direct experience, simulations, real projects.
gamification can incorporate elements of practical experience in a fun and interactive format.
Gamification is defined as the use of game design elements in non-game contexts (Deterding et al.
, 2.
In the field of education, gamification aims to increase student engagement and motivation.
Werbach & Hunter .
categorize gamification elements into three hierarchies: .
Dynamics: Conceptual aspects such as constraints, emotions, narrative, and progression.
Mechanics : Basic processes that drive actions, such as challenges, competition, and collaboration.
Components: Specific visible forms, such as Points.
Badges, and Leaderboards (PBL).
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3 of 9 Learning Motivation Motivation is the internal and external drive in students who are learning to make changes in behavior.
In the context of gamification, the most relevant theory is SelfDetermination Theory (SDT) by Ryan & Deci, which includes three basic psychological .
Competence: Feeling capable of completing challenges .
upported by the Leveling syste.
Autonomy: Feeling in control of their business choices.
Relatedness: Feeling connected to peers through Leaderboards and team collaboration.
Learning motivation is also a key psychological factor that affects students' engagement, perseverance, and achievement in the learning process.
In the context of vocational education, especially in Entrepreneurship courses, learning motivation not only determines the success of understanding concepts but also shapes proactive, innovative, and creative attitudes in generating business ideas.
Some theories of motivation relevant to this study are explained According to Deci and Ryan .
, motivation is divided into two main types: .
intrinsic motivation and extrinsic motivation.
Intrinsic motivation comes from an individual's internal drive, such as curiosity, personal satisfaction, or interest in the activity In the context of entrepreneurship learning, students who are intrinsically motivated will be interested in exploring business ideas because they feel challenged, want to innovate, and gain satisfaction from the learning process itself.
Extrinsic motivation arises from external factors such as rewards, grades, recognition, or competition.
In gamification, extrinsic motivation is expressed through elements such as points, badges, leaderboards, or rewards, which encourage students to participate actively.
Both forms of motivation complement each Gamification plays an important role in bridging extrinsic motivation to intrinsic motivation Ai for example, a student who is initially motivated by the desire to earn points may later become intrinsically interested because they feel challenged and enjoy the process.
Self-Determination Theory (SDT).
Self-Determination Theory (SDT), developed by Deci and Ryan .
, emphasizes that a person's motivation will increase when three basic psychological needs are satisfied, namely: 1.
Autonomy Ae Students feel they have the freedom to make decisions or choose their learning strategies.
In gamification, autonomy can be provided through selecting business projects, the freedom to choose product types, or strategies to win challenges.
Competence Ae Students feel capable and competent when facing challenges.
Gamification can address this aspect through level systems, immediate feedback, and gradually increasing challenges that match their abilities.
Relatedness Ae Students feel they are part of a learning community.
Gamification elements such as leaderboards, team collaboration, and group challenges help reinforce the sense of community and togetherness.
Definition of Creativity Creativity is a person's ability to generate new, unique, and useful ideas.
According to Guilford .
, creativity is the ability for divergent thinking, which is the capacity to produce various alternative solutions to a problem.
According to Torrance .
, creativity consists of four main dimensions: .
Fluency Ai the ability to produce many ideas in a short time.
Flexibility Ai the ability to shift from one approach to another in problem-solving.
Originality Ai the ability to generate ideas that are different from most people.
Elaboration Ai the ability to develop and detail ideas into forms that can be applied.
In the context of entrepreneurial learning, creativity serves as a key foundation for identifying business opportunities, developing business concepts, and creating competitive added value .
alue Business Creativity Business creativity is the ability to generate new ideas that are unique and have practical value for the market.
Guilford .
n Munandar, 2.
states that creativity encompasses four main dimensions:
Fluency: Generating many ideas.
Flexibility: Thinking from various perspectives.
Originality: Creating completely new ideas.
Elaboration: Developing ideas into detailed plans.
Momentum Matrix: International Journal of Communication.
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4 of 9 The Relationship Between Gamification.
Motivation, and Business Creativity Conceptually, the relationship among the three can be explained as follows:
Gamification Ie increases students' learning motivation through elements of competition, rewards, and collaboration.
Increased learning motivation Ie encourages the courage to experiment and the desire to create, which become the foundation of business creativity.
An enjoyable learning environment Ie facilitates the emergence of innovative and collaborative ideas in developing hospitality-based products or services.
Entrepreneurship Learning Entrepreneurship education is not merely a transfer of management knowledge, but a process of shaping the entrepreneurial mindset.
Modern entrepreneurship curricula must shift from Learning About .
to Learning Through .
This aligns with the concept of Experiential Learning (Kolb, 1.
, where knowledge is created through the transformation of experience.
Characteristics of Digital Native Students: Today's students fall into the category of Digital Natives who prefer interactive and visual learning and expect instant gratification.
Lecture methods based on PowerPoint are considered no longer effective for this generation because they are passive and do not provide the digital stimulation experiences they need.
Research Methodology This study follows a systematic procedure that combines elements of game design with pedagogical objectives.
The research steps are outlined as follows:
Identification and Modeling of Motivation The first step is to identify the motivational variables that will be influenced.
Conceptually, student motivation (M) in this study is viewed as the result of an accumulation of internal and external factors triggered by gamification elements, which can be illustrated by the following Description :
Mtotal : Total Learning Motivation : Intrinsic Motivation .
uriosity and challeng.
: Extrinsic Motivation triggered by elements P (Point.
B (Badge.
, and L (Leaderboar.
The study adopts the Mechanics-Dynamics-Aesthetics (MDA) framework to align game elements with the intended student behavior transformation.
Table 1.
Gamification Elements Matrix and Pedagogical Relevance.
Gamification Element Points (P) Badges (B) Implementation Mechanism (Action Step.
Students earn instant numerical scores for every active contribution, answering questions, or completing small modules.
Visual rewards .
igital badge.
such as "The Innovator" are awarded to students who formulate the most original business ideas.
Pedagogical Function (Objectiv.
Provides Instant Feedback and positive reinforcement for proactive learning behavior.
Provides recognition of specific competencies and enhances a Sense of Achievement.
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5 of 9 A dynamic ranking board upTriggers healthy competition dated in real-time and dis(Social Compariso.
and mainLeaderboard (L) played at the front of the class tains student attention during the using a projector.
learning session.
Assignments packaged as "VirSupports Experiential Learntual Market Validation" chalQuests/Missions ing strategies and reduces stulenges with gradually increasing dent resistance to complex tasks.
difficulty levels.
Students assume the role of a Creates a "Safe Space" for exSimulation/AvaCEO in a market simulation to perimentation, where failure cartar make strategic business deciries no real financial risk but prosions.
vides valuable lessons.
Implementation Steps (Work Procedur.
The research procedure is divided into four main stages as illustrated in the following flow chart:
Figure 1.
Implementation Steps.
Business Creativity Measurement To assess the level of business creativity (C), the researcher observed four primary dimensions based on GuilfordAos theory.
Systematically, the student creativity index is measured through the following function:
Where:
Fyes (Fluenc.
: The ability to generate a large number of business ideas or solutions smoothly.
Fyeo (Flexibilit.
: The agility to shift perspectives and change business strategies in response to challenges.
yc (Originalit.
: The authenticity and uniqueness of the proposed business ideas, moving beyond conventional concepts.
yc (Elaboratio.
: The ability to detail and develop a basic idea into a comprehensive and structured business plan.
Qualitative Data Analysis Techniques Momentum Matrix: International Journal of Communication.
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6 of 9 Data obtained through observations and interviews were processed using the interactive cycle model by Miles.
Huberman, and Saldaya .
The analytical steps include:
Data Condensation: The process of selecting, focusing, and transforming raw data from the interviews of 25 students into core themes relevant to the research objectives.
Data Display: Presenting the transformed behavioral data and interview excerpts in the form of narrative tables and thematic matrices for easier pattern recognition.
Conclusion Drawing and Verification: Interpreting the findings and ensuring that field observations are consistent with the supporting evidence from photographic documentation and student project outputs.
Population and Research Sample Population The population in this study consists of all students enrolled in the Entrepreneurship course at Politeknik Pariwisata Prima Internasional for the 2025/2026 academic year.
The population represents a group of Digital Natives who are highly exposed to digital technology but demonstrate low engagement in traditional lecturebased environments.
Sample and Sampling Technique The researcher utilized a Total Sampling .
r Censu.
technique for the initial intervention, involving 25 students from a specific entrepreneurship class.
However, for the in-depth qualitative analysis, a Purposive Sampling technique was applied.
According to Creswell .
, purposive sampling is used to select participants who can best provide detailed information about the phenomenon under study.
The selection of informants for in-depth interviews was based on the following criteria:
High-Rankers: Students who consistently topped the leaderboard to understand their driving motivation.
Significant Improvers: Students who showed a drastic behavioral shift from passive .
uring PPT session.
to active .
uring Gamificatio.
Critical Observers: Students who provided critical feedback regarding the transition of learning methods.
Results and Discussion Results: Behavioral Transformation and Creativity Output The transition from PowerPoint-based lectures to a gamified environment resulted in a profound shift in classroom dynamics.
The qualitative findings are categorized into three major thematic transitions:
From Passive Disengagement to Proactive Participation Initial observations during the PPT-based sessions revealed that 80% of students exhibited "cognitive passivity," characterized by frequent smartphone distractions and minimal verbal interaction.
The Shift: Post-intervention, the introduction of Points and Leaderboards created a "positive pressure" environment.
Observation Data: Verbal interaction frequency surged by 100%, shifting from administrative questions to substantive business debates.
Evidence: Students who previously sat in the back row moved forward to engage with the real-time leaderboard updates, indicating a heightened state of alertness.
Longitudinal Case Studies of Student Behavioral Shifts To provide depth to the qualitative analysis, the researcher highlighted three specific student profiles representing the transformation:
Subject X (The "Invisible" Studen.
: Originally socially withdrawn and distracted.
Under gamification.
Subject X emerged as a Strategic Leader, driven by the desire to improve their group's rank.
They stated: "I felt my input actually had 'value' because every idea contributed to our points.
Subject Y (The "Safe-Player"): Previously produced conventional, "template-based" business ideas .
, simple resellin.
Through the "Safe Space" provided by the simulation.
Subject Y evolved into an Innovator, proposing a niche digital rental startup.
This shift marks a significant increase in Originality (O).
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Subject Z (The "Disruptive" Studen.
: Initially bored and prone to distracting others.
Gamification channeled this excess energy into Competitive Problem-Solving.
Subject Z demonstrated high Flexibility (F.
when tasked with sudden "market shock" missions.
Evaluation of Business Creativity (C) Using the formula ya = yce.
ayco, yaycu, ycC, y.
, the researcher documented the following improvements:
Fluency (F.
: Students generated an average of 5-8 business concepts per session, compared to only 1-2 during PPT sessions.
Flexibility (F.
: Students successfully pivoted their business models when faced with "random event" challenges in the game.
Originality (O): The pursuit of "Unique Badges" incentivized students to move beyond local market clichys.
Elaboration (E): The competitive nature of the "Pitch Quest" forced students to detail their financial plans and marketing funnels more rigorously.
Discussion: Theoretical Implications Addressing the Digital Native Psychological Profile The findings suggest that the stagnation in traditional entrepreneurship classes is a pedagogical mismatch.
Digital natives require Instant Feedback, which PPT-based lectures fail to As modeled in the motivation function ycAycycuycycayco = Oc.
ayco yayco ), the gamified elements (Points and Leaderboard.
acted as external triggers that eventually sparked internal Validation of Self-Determination Theory (SDT) The success of this intervention is explained through the lens of Ryan & DeciAos .
SDT:
Autonomy: Gamification replaced the "teacher-centered" model with a "player-centered" one, where students chose their own business paths.
Competence: The "Level Up" mechanics provided a tangible sense of mastery that reading a slide could not replicate.
Relatedness: The leaderboard and group missions fostered a collaborative-competitive ecosystem, enhancing social learning.
Gamification as a "Safe Space" for Entrepreneurial Risk One of the most critical findings is the reduction of the "Fear of Failure.
" In a traditional setting, a bad idea leads to a bad grade.
In a gamified setting, a bad idea is a "learning loop" where students can respawn and try again.
This psychological safety is the primary catalyst for the surge in Originality and Risk-Taking observed in the students' final business portfolios.
Table 2.
Gamification as a "Safe Space" for Entrepreneurial Risk.
Analytical Dimension Traditional PPT (Baselin.
Cognitive State Passive Rote Learning Motivation Source Extrinsic (Grade Fea.
Creativity Level Behavioral Focus Conventional/Safe Distraction-prone Gamified Environment (Interventio.
Active Problem Solving Intrinsic (Achievement & Pla.
Disruptive/Innovative Mission-focused Figures Documentation of the Gamified Classroom (Evidenc.
Figure 1.
Passive Consumption-The Gamivication Era.
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8 of 9 Figure 2.
Gamified Environment.
While current technologies like Learning Management Systems (LMS) offer digital accessibility, they often fail to address the psychological boredom of Digital Natives because they maintain a "compliance-based" structure.
This research contributes a behavioral-centric layer that LMS and PPT lack.
By integrating the ycAycycuycycayco = Oc.
ayco yayco ), formula, this study demonstrates that the contribution is not just the "digitization" of content, but the "ludic transformation" of the learning process.
Unlike standard educational software, our gamified approach specifically targets the originality (O) and flexibility (F.
of business ideas by creating a competitive social ecosystem that mimics real-world entrepreneurial pressure.
Supporting Evidence (Visual Documentatio.
To provide authentic proof of the research intervention in the field, the following comparative documentation is presented:
Photo A (Baselin.
: Students are observed with heads down or distracted by their smartphones during a standard PowerPoint session.
This illustrates the "Cognitive Disengagement" stage.
Photo B (Interventio.
: Students are observed in enthusiastic discussions, actively pointing at the proyektor screen displaying the Real-time Leaderboard.
This illustrates the "Active Engagement" stage.
Conclusions & Recomendation Conclusions This research concludes that the integration of gamification in entrepreneurship education is a highly effective strategy for overcoming the chronic boredom of Digital Native students.
By replacing static PowerPoint-based lectures with dynamic game mechanicsAispecifically Points.
Badges, and LeaderboardsAithe learning environment transformed from a passive "knowledge transfer" model to an active "experiential" one.
The study demonstrates that gamification does not only improve student engagement but also significantly boosts Business Creativity (C).
Through the measurement of Fluency.
Flexibility.
Originality, and Elaboration, it was found that the "Safe Space" provided by gamified simulations allows students to take creative risks without the fear of academic or financial The transformation of students from passive observers into proactive "CEOs" of their own business missions validates that the entrepreneurial mindset is best nurtured through high-engagement, feedback-rich pedagogical frameworks.
Recommendation .