IDEAS home Printed from https://ideas.repec.org/a/taf/accted/v28y2019i5p484-507.html
   My bibliography  Save this article

Play it again: how game-based learning improves flow in Accounting and Marketing education

Author

Listed:
  • Rui Silva
  • Ricardo Rodrigues
  • Carmem Leal

Abstract

Flow theory is used in this article [Csikszentmihalyi, M. (1990). The domain of creativity ] to determine whether gamified resources, named Accountingame and Marketingame, possess certain characteristics which, in the form of educational games, increase the performance of Portuguese undergraduate students attending Accounting (N = 816) and Marketing (N = 195) curricular units for the first time. A structural equation model was used to look into the direct effects of the characteristics of the game, such as Concentration, Clarity, Feedback, Challenge, Autonomy, Social Interaction, and Perceived Learning, on students’ learning Flow. Results clearly show that, with the exception of Feedback, all the other dimensions were Flow predictors. Overall, by introducing games into the curriculum, students’ motivation and interest increased and demonstrates that games can be an effective way for students to learn.

Suggested Citation

  • Rui Silva & Ricardo Rodrigues & Carmem Leal, 2019. "Play it again: how game-based learning improves flow in Accounting and Marketing education," Accounting Education, Taylor & Francis Journals, vol. 28(5), pages 484-507, September.
    • Handle: RePEc:taf:accted:v:28:y:2019:i:5:p:484-507
    DOI: 10.1080/09639284.2019.1647859
    as

    Download full text from publisher

    File URL: http://hdl.handle.net/10.1080/09639284.2019.1647859
    Download Restriction: Access to full text is restricted to subscribers.
    File URL: https://libkey.io/10.1080/09639284.2019.1647859?utm_source=ideas
    LibKey link: if access is restricted and if your library uses this service, LibKey will redirect you to where you can use your library subscription to access this item
    ---><---

    As the access to this document is restricted, you may want to search for a different version of it.

    Citations

    Citations are extracted by the CitEc Project, subscribe to its RSS feed for this item.
    as


    Cited by:

    1. Lucía Hilario & Marta Covadonga Mora & Nicolás Montés & Pantaleón David Romero & Sara Barquero, 2022. "Gamification for Maths and Physics in University Degrees through a Transportation Challenge," Mathematics, MDPI, vol. 10(21), pages 1-20, November.
    2. Teresa C. Herrador-Alcaide & Montserrat Hernández-Solís & J. Fortunato Hontoria, 2020. "Online Learning Tools in the Era of m-Learning: Utility and Attitudes in Accounting College Students," Sustainability, MDPI, vol. 12(12), pages 1-22, June.
    3. Carla Carvalho & Ana Carlos Almeida, 2022. "The Adequacy of Accounting Education in the Development of Transversal Skills Needed to Meet Market Demands," Sustainability, MDPI, vol. 14(10), pages 1-18, May.
    4. Grijalvo, Mercedes & Segura, Alejandro & Núñez, Yilsy, 2022. "Computer-based business games in higher education: A proposal of a gamified learning framework," Technological Forecasting and Social Change, Elsevier, vol. 178(C).
    5. Chao-Ming Wang & Bo-Ting Lee & Ting-Yun Lo, 2023. "The Design of a Novel Digital Puzzle Gaming System for Young Children’s Learning by Interactive Multi-Sensing and Tangible User Interfacing Techniques," Sustainability, MDPI, vol. 15(4), pages 1-43, February.
    6. Apostolou, Barbara & Dorminey, Jack W. & Hassell, John M., 2020. "Accounting education literature review (2019)," Journal of Accounting Education, Elsevier, vol. 51(C).
    7. Chao Gu & Tingting Huang & Wei Wei & Chun Yang & Jiangjie Chen & Wei Miao & Shuyuan Lin & Hanchu Sun & Jie Sun, 2023. "The Effect of Using Augmented Reality Technology in Takeaway Food Packaging to Improve Young Consumers’ Negative Evaluations," Agriculture, MDPI, vol. 13(2), pages 1-35, January.
    8. José M. Rodríguez-Ferrer & Ana Manzano-León & José M. Aguilar-Parra, 2023. "Game-Based Learning and Service-Learning to Teach Inclusive Education in Higher Education," IJERPH, MDPI, vol. 20(4), pages 1-9, February.

    More about this item

    Statistics

    Access and download statistics

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:taf:accted:v:28:y:2019:i:5:p:484-507. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    We have no bibliographic references for this item. You can help adding them by using this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: Chris Longhurst (email available below). General contact details of provider: http://www.tandfonline.com/RAED20 .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.