Abstract
The main purpose of this study is to provide the comprehensive literature review in the nexus of accounting games (manual and digital). Students’ expectation for learning concepts is rapidly changing and their concentration levels are decreasing drastically. Students are exposed to various levels of games and activities right from childhood and their expectation of games extended to the education as well. Now, it is the turn of educators to adopt the various concepts of teaching and learning in the mode of activities rather traditional method/s. The discipline of accounting is not an exception to this radical change. Accounting students wants to learn concepts with the help of games, activities either manual or digital. Some researchers developed and executed games in accounting education. Unfortunately, most of the games are not popular and predictable to the accounting educators. It may not be possible to an educator to invent a game for all the concepts all the time to present in the class. The current study explores all articles on Accounting games pedagogy (manual and digital) published in prominent A*, A and B category Accounting journals of ABDC (2019) list (53 Accounting Journals) during 15-year period i.e. from 2005-2019. Articles from these journals are categorized into five sections corresponding to traditional knowledge bases: (1) Curriculum and instruction (2) Instruction by content area (3) Educational Technology (4) Students (5) Faculty. We aim to support the Accounting educators to take a quick reference of our article to get an insight on available games before going to the class. We tried our best to present the details of games & activities as much deeper as possible for the ready reference but in case educators look for more information, they can always refer the original published paper.
Highlights
The present millennial generation of students are technology-driven and expect to learn through technology than traditional models of teaching and learning
We explored all articles on Accounting games pedagogy published in prominent A*, A and B category Accounting journals of Australian Business Deans Council (ABDC), 2019 list (53 Accounting Journals, Annexure 1) ( Source: retrieved from webpage of ABDC) during 15-year period i.e. from 2005-2019
Results showed that the use of Virtual Learning Environment (VLE) was a rewarding experience for the students and its usage and integration into learning process aided and enhanced student learning
Summary
The present millennial generation of students are technology-driven and expect to learn through technology than traditional models of teaching and learning. A game is a fun activity which challenges the students mentally (Kinzie and Joseph, 2008). Games encourage the student‟s inquiry which helps to engage the students constructively. The use of games in teaching and learning pedagogy, enhances the involvement and engagement of students (Carenys and Moya, 2016). Game-based activities in teaching and learning have become very popular among school children and adolescents compared to university students (Tao, Cheng, & Sun, 2009). Some disciplines in the university level, such as engineering, mathematics, computer science and languages have prevalent data base on game-based pedagogy compared to business management in general and accounting in particular. The literature on game-based pedagogy is increasing (Annetta, Minogue, Holmes, & Cheng, 2009) but still we lack in many disciplines including accounting
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