Games Based Learning in Accounting Education -- Which Dimensions Are the Most Relevant?

Autor/inn/en	Silva, Rui; Rodrigues, Ricardo; Leal, Carmem
Titel	Games Based Learning in Accounting Education -- Which Dimensions Are the Most Relevant?
Quelle	In: Accounting Education, 30 (2021) 2, S.159-187 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Silva, Rui) ORCID (Rodrigues, Ricardo) ORCID (Leal, Carmem)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0963-9284
DOI	10.1080/09639284.2021.1891107
Schlagwörter	Game Based Learning; Accounting; Business Administration Education; Undergraduate Students; Student Motivation; Student Attitudes; Attention Control; Foreign Countries; Predictor Variables; Portugal + Suchen Sie Ihr Suchwort? Abrechnung; Buchführung; Buchhaltung; Schulische Motivation; Schülerverhalten; Aufmerksamkeitstest; Ausland; Prädiktor
Abstract	As new technologies pave the way to increasingly sophisticated and academically relevant experiences, gamification of the learning process, regardless of the field of expertise, becomes more and more important. This study aims to express several constructs that explain how one can apply Game-Based Learning to education while granting motivational success, attitudes, flow and learning. In this sense, in the present article, several theories have been used and related to each other, namely Landers' Theory of Gamified Learning, Self Determination Theory, Flow Theory, and Planned Behaviour. The aim was to understand how Motivation, Flow and Attitude dimensions, which were obtained by applying Games Based Learning resources to the teaching of Accounting, can influence Perceived Learning. These constructs were examined to see how they influenced the Perceived Learning of Accounting (N = 816) college undergraduates who used AccountinGame like a quiz with contents learned in the classes. This research contributes to the current body of literature on Game-Based Learning in Accounting Education. Results clearly showed there is a robust relationship between the proposed framework dimensions. In this sense, after students had used games in Accounting curricular units, it was observed that Motivation and Attitudes influenced Perceived Learning, unlike Flow, which had no statistical influence. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01