GAMES FOR LEARNING IN ACCOUNTANCY EDUCATION:  A SYSTEMATIC LITERATURE REVIEW

Veruschka Pelser-Carstens; Margaretha Johanna Preston; A.  Seugnet BLİGNAUT

Makale detayları

GAMES FOR LEARNING IN ACCOUNTANCY EDUCATION: A SYSTEMATIC LITERATURE REVIEW

Yazarlar:

Veruschka Pelser-Carstens | Margaretha Johanna Preston | A. Seugnet BLİGNAUT

Yayıncı:

Sosyal Bilimler Araştırmaları Derneği

Dergi:

International Journal of Social Sciences and Humanity Studies 2017 Vol.9 Issue 2, pp.171-192

Belge Tipi:

Makale

Yayın Tarihi:

5/2017

Belge Dili:

Türkçe

Document ID (Org No.):

2000819817

Sıklık:

İki Yıllık

eISSN:

1309-8063

Özet:

 

Background: Games for learning (educational games) are viewed as instructional
 strategies requiring students to engage in competitive activities with
 predetermined rules and conditions. Various studies propose beneficial effects of
 games for learning and predict their increased future use. The elements of games
 for learning contribute towards making them pedagogically sound and teachers
 and higher education lecturers have increasingly become interested in using them
 to enhance traditional teaching and learning environments.
 Aim: This paper documents a systematic review of empirical and theoretical
 articles on the use of games for learning in teaching and learning in order to
 determine how games for learning could contribute towards Accountancy
 Education.
 Method: Articles listed in digital academic databases were systematically
 reviewed according to: (i) the timespan as 2011-2017; (ii) the document type as
 journal articles; (iii) the keywords as “educational games AND student curiosity;”
 “educational games AND engagement;” “educational games AND skills” and
 “educational games AND active learning.” Although the authors prefer the use of
 the construct of games for learning instead of educational games, the literature
 still related to educational games.
 Conclusions: The study concludes on: (i) how enjoyable do students experience
 games for learning; (ii) how games influence, shape, and enrich learning; (iii) how students gain, process and assimilate information from games for learning; (iv) the
 limited availability of information on how games for learning stimulate students’
 curiosity for learning; (v) how students engage with one another to develop skills
 while engaging with games for learning; and (vi) the need for further research to
 assess the effectiveness of games for learning.
 Recommendations: (i) The decision to use games for learning in teaching and
 learning should be based on a well-grounded theory of learning, as well as on the
 skills required for the learning area; and (ii) games for learning should be
 employed as learning tools, and not as stand-alone instruction.

Makale detayları

GAMES FOR LEARNING IN ACCOUNTANCY EDUCATION: A SYSTEMATIC LITERATURE REVIEW

Yazarlar: Veruschka Pelser-Carstens | Margaretha Johanna Preston | A. Seugnet BLİGNAUT

Yayıncı: Sosyal Bilimler Araştırmaları Derneği

Dergi: International Journal of Social Sciences and Humanity Studies 2017 Vol.9 Issue 2, pp.171-192

Belge Tipi: Makale

Yayın Tarihi: 5/2017

Belge Dili: Türkçe

Document ID (Org No.): 2000819817

Sıklık: İki Yıllık

eISSN: 1309-8063

Sayı

Yazarlar:

Veruschka Pelser-Carstens | Margaretha Johanna Preston | A. Seugnet BLİGNAUT

Yayıncı:

Sosyal Bilimler Araştırmaları Derneği

Dergi:

International Journal of Social Sciences and Humanity Studies 2017 Vol.9 Issue 2, pp.171-192

Belge Tipi:

Makale

Yayın Tarihi:

5/2017

Belge Dili:

Türkçe

Document ID (Org No.):

2000819817

Sıklık:

İki Yıllık

eISSN:

1309-8063