This study aimed to analyze the expectations and motivations of students regarding their participation in the APNOR Digit’All Hackathon — an extracurricular educational initiative focused on developing transversal, technological, and collaborative skills. Employing a quantitative methodology, the results revealed that 76% of participants had no prior familiarity with the concept of a Hackathon. Nonetheless, 80% expressed positive or very positive expectations about their participation in the event. Regarding proficiency with technological and digital tools, 62% reported a moderate level, while 36% indicated a high level. Concerning the experience of presenting the final project, 52% demonstrated positive or very positive expectations, whereas 47% reported moderate expectations.

The three main motivations identified from a list of eight options were: the scholarship awarded, the development of personal skills, and socializing with classmates. Correlation analyses revealed statistically significant and moderately strong associations between expectations about participation and expectations regarding the final project presentation; between participation expectations and the perceived influence of continuous engagement on the outcome; and between presentation expectations and proficiency with technological tools. Additionally, it was found that higher education levels are associated with lower expectations regarding participation.

These findings contribute to understanding the motivational dynamics associated with student participation in innovative learning contexts, offering practical implications for the design of pedagogical strategies aimed at fostering engagement in technology-based extracurricular activities.

Keywords: Hackathon, Expectations, motivations, higher education, entrepreneurship, pedagogical innovation.