  [Background] Hackathons are increasingly gaining prominence in Software
Engineering (SE) education, lauded for their ability to elevate students' skill
sets. [Objective] This paper investigates whether hackathons can impact the
motivation of SE students. [Method] We conducted an evaluative case study
assessing students' motivations before and after a hackathon, combining
quantitative analysis using the Academic Motivation Scale (AMS) and qualitative
coding of open-ended responses. [Results] Pre-hackathon findings reveal a
diverse range of motivations with an overall acceptance, while post-hackathon
responses highlight no statistically significant shift in participants'
perceptions. Qualitative findings uncovered themes related to networking, team
dynamics, and skill development. From a practical perspective, our findings
highlight the potential of hackathons to impact participants' motivation.
[Conclusion] While our study enhances the comprehension of hackathons as a
motivational tool, it also underscores the need for further exploration of
psychometric dimensions in SE educational research.
