Abstract
Millennial students often possess characteristics at odds with typical lecture-based approaches to introductory accounting courses. The author introduces an approach for reaching millennial students early in introductory accounting courses in ways that fit millennials’ characteristics. This article describes the use of the board game Monopoly® to motivate demand for accounting information, and the use of LEGO® blocks to demonstrate cost concepts. These approaches allow students to begin the semester by engaging in experiential and social learning, and to discover for themselves the demand for accounting information and basic cost concepts.
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