Motivational and Occupational Self-efficacy Outcomes of Students in a BPM Course: The Role of Industry Tools vs Digital Games

摘要

While past studies have considered the educational benefits of industry tools and simulated games within BPM courses, the relative efficacy of these interventions for student outcomes has not yet been established. In this study we sought to determine whether added exposure to industry tools would be more, or less, effective at influencing students' perceived competence, intrinsic motivation and occupational self-efficacy for BPM than exposure to a digital BPM game. An experimental study was carried out on 38 students and revealed that students exposed to additional industry tools reported increased levels of occupational self-efficacy, while those exposed to the digital game reported lower levels of perceived competence. Results have useful implications for BPM educators.