Exploring Gamification Approaches in Accounting Courses: A Systematic Review
Keywords:
accounting, finance, gamification, accounting education, active learning, student engagement, digital pedagogyAbstract
This systematic review synthesizes recent research about gamification in accounting education, where student disengagement and motivational obstacles frequently hinder learning. This analysis synthesizes empirical research demonstrating how gamified elements can improve student motivation, engagement, and, in numerous instances, learning results. Self-Determination Theory and Problem-Based Learning frameworks explain gamification's ability to meet students' demands for autonomy, competence, and relatedness within accounting contexts. Although most research indicates favorable effects on exam scores, problem-solving abilities, and enjoyment, conflicting results highlight the necessity for meticulous design and alignment with learning objectives. Additionally, resource limitations, technical obstacles, and student diversity present tangible impediments to the efficient implementation of gamification. This paper outlines the primary advantages of gamified accounting education, specifies circumstances in which gamification may not enhance performance, and offers suggestions to implement or improve game-based methodologies. This study identifies critical deficiencies, providing a framework to direct future research and improve the educational efficacy of gamification in accounting instruction.
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