Perceptions of Game-Based Learning of Accounting among Gen Z Undergraduates

2021 ◽  
Vol 12 (3) ◽  
pp. 727-733
Author(s):  
Hazianti Abdul Halim Et.al
Keyword(s):  
Critical Thinking ◽  
Significant Relationship ◽  
Financial Accounting ◽  
Accounting Students ◽  
Learning Method ◽  
Perceived Effectiveness ◽  
Game Based Learning ◽  
Generation Z ◽  
Factors Influencing ◽  
The Difference

The purpose of this study is to investigate the perceived effectiveness of game-based learning methods for Generation Z undergraduates. This research aims to determine the perceptions of accounting students undertaking a financial accounting course and subsequently examine the factors influencing the effectiveness of game-based learning of accounting course. A questionnaire is used to measure the perception of game-based learning after the students completed the game-based learning method. Based on the analysis, we find that majority of the students perceived game-based learning as an effective method of instruction.They agree that game-based learning motivates them to do better and at the same time encourages critical thinking and teamwork. We also find that factors such as gender and number of times taking the course are not statistically significant in explaining the difference in the perception. Besides, we also find that there is a significant relationship between perception and examination scores of the students. The findings of this study provide valuable insights for educators, especially on the learner’s learning perception and factors influencing the effectiveness of game-based learning.

scholarly journals ACCOUNTING STUDENTS’ ACADEMIC MISCONDUCT AS THE CORRUPTIVE BEHAVIOR: WHAT ACADEMIC FACTORS INFLUENCING?

2020 ◽  
Vol 3 (1) ◽  
pp. 33-55
Author(s):  
Suwaldiman Suwaldiman ◽  
Irlya Noerofi Tyas
Keyword(s):  
Academic Performance ◽  
Grade Point Average ◽  
Academic Misconduct ◽  
Financial Accounting ◽  
Accounting Students ◽  
Grade Point ◽  
Academic Factors ◽  
Factors Influencing ◽  
Economics Faculty ◽  
The Impact

This research was conducted because the consideration of the widespread of students’ corruptive behavior in term of academic misconducts. This research examines the impact of students’ academic performance on their corruptive behavior perception. The data samples are the accounting students of Economics Faculty of Universitas Islam Indonesia. The corruptive behavior is defined as the academic misconducts that are usually done by students. It is measured by their tolerance perception of the academic misconducts. The academic performance is defined and measured as the students’ achievements on the subjects undertaken. These are represented by grade point average (GPA), grade of financial accounting and auditing subjects. A regression analysis is employed to test whether those academic performance have significant impact to the corruptive behavior perception. Based on the analysis, it is found that the GPA and the grade of financial accounting subjects have a positive and significant impact on the corruptive behavior perception. It is suggested that the better performance achieved by students on GPA and these subjects, the better their perception of corruptive behavior. However, this research does not prove that the grades of auditing subjects have a significant impact on the corruptive behavior perceive.

scholarly journals Improving the Critical Thinking Skills of Accounting Students Using the Framework-Based Teaching Approach

2018 ◽  
pp. 116-121
Keyword(s):  
Critical Thinking ◽  
Teaching And Learning ◽  
Tertiary Education ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Financial Accounting ◽  
Accounting Students ◽  
Inquiry Based Learning ◽  
Critical Thinking Ability ◽  
Thinking Ability

The purpose of this paper is to examine how the Framework-based Teaching (FBT) approach improves the critical thinking skill among accounting students at tertiary education level. This qualitative study is conducted using the Scholarship of Teaching and Learning (SOTL) approach, where reflections from lecturers ‘experience in teaching and learning process are gathered. Data are collected from both accounting lecturers and students who implemented the FBT approach using the inquiry-based learning technique in the financial accounting course. Data are analysed using content analysis. The results from the study indicate that, based on lecturers’ reflection, students are pushed to think in depth in classes using the inquiry based learning of the FBT approach. This is supported by students’ feedback on their own critical thinking ability. Thus, the FBT approach improves the critical thinking skills among accounting students. The implication of this study is the practicability of the FBT approach in teaching financial accounting course at university level in encouraging critical thinking skills.

scholarly journals A Digital Game-Based Learning Method to Improve Students’ Critical Thinking Skills in Elementary Science

IEEE Access ◽  
2019 ◽  
Vol 7 ◽  
pp. 96309-96318 ◽  
Author(s):  
Mahmood H. Hussein ◽  
Siew Hock Ow ◽  
Loh Sau Cheong ◽  
Meow-Keong Thong
Keyword(s):  
Critical Thinking ◽  
Elementary Science ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Method ◽  
Digital Game ◽  
Game Based Learning

scholarly journals ACCOUNTING STUDENTS’ ACADEMIC MISCONDUCT AS THE CORRUPTIVE BEHAVIOR: WHAT ACADEMIC FACTORS INFLUENCING?

2019 ◽  
Vol 3 (1) ◽  
pp. 33-55
Author(s):  
Suwaldiman Suwaldiman ◽  
Irlya Noerofi Tyas
Keyword(s):  
Regression Analysis ◽  
Academic Performance ◽  
Grade Point Average ◽  
Academic Misconduct ◽  
Financial Accounting ◽  
Accounting Students ◽  
Grade Point ◽  
Academic Factors ◽  
Factors Influencing ◽  
The Impact

This research was conducted because the consideration of the widespread of students’ corruptivebehavior in term of academic misconducts. This research examines the impact of students’ academicperformance on their corruptive behavior perception. The data samples are the accounting students ofEconomics Faculty of Universitas Islam Indonesia. The corruptive behavior is defined as the academicmisconducts that are usually done by students. It is measured by their tolerance perception of theacademic misconducts. The academic performance is defined and measured as the students’achievements on the subjects undertaken. These are represented by grade point average (GPA), gradeof financial accounting and auditing subjects. A regression analysis is employed to test whether thoseacademic performance have significant impact to the corruptive behavior perception. Based on theanalysis, it is found that the GPA and the grade of financial accounting subjects have a positive andsignificant impact on the corruptive behavior perception. It is suggested that the better performanceachieved by students on GPA and these subjects, the better their perception of corruptive behavior.However, this research does not prove that the grades of auditing subjects have a significant impacton the corruptive behavior perceive.Keywords: academic misconduct, academic performance, corruptive behavior

scholarly journals THE INFLUENCE OF EMOTIONAL INTELLIGENCE ON THE ACCOUNTING COMPREHENSION: GENDER BASED STUDY

2019 ◽  
Vol 1 (1) ◽  
pp. 30-36
Author(s):  
Sinarti Sinarti ◽  
Ulfa Dwi Mustika Sari
Keyword(s):  
Emotional Intelligence ◽  
Self Regulation ◽  
Financial Accounting ◽  
Accounting Students ◽  
Future Research ◽  
Self Awareness ◽  
Male And Female ◽  
Analysis Technique ◽  
The Difference ◽  
Gender Based

The purpose of this research is to examine the influence of emotional intelligence on the level of accounting comprehension and to examine the difference of emotional intelligence and accounting comprehension between male and female accounting students. Emotional intelligence is measured by five components which is self-awareness, self-regulation, motivation, empathy, and social skills. Accounting comprehension is measured by accounting subject grade, consist of accounting principles, intermediate accounting, advanced financial accounting, auditing and accounting theory. Sampling method in this research using purposive sampling. Linier analysis and t-test independent are used as a data analysis technique. The results show that emotional intelligence has an effect on accounting comprehension, and there is no difference of emotional intelligence and a difference of accounting comprehension between male and female students. This research only using emotional intelligence in measuring accounting comprehension and there is a different number of male and female respondents. The future research may added more variable such as learning behavior.

scholarly journals Everyone Is A Teacher Here Effect on Science Learning Achievement Based on Critical Thinking Skills

2018 ◽  
Vol 8 (3) ◽  
Author(s):  
Riska Oktalia ◽  
Astuti Wijayanti ◽  
Tias Ernawati
Keyword(s):  
Critical Thinking ◽  
Science Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Method ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Learning Achievement ◽  
Significant Difference ◽  
The Difference

This research is a quasi-experiment that aims to know: (1) the difference of science learning achievement between the learning method of everyone is a teacher here with the method of discussion learning (2) the difference of science learning achievement for high and low critical thinking skill (3) the interaction between learning method and the critical thinking skill of the learning achievement of science. Design research using factorial design 2x2. Data collection techniques using test techniques, observation techniques, questionnaires, and documentation. Data analysis techniques for hypothesis testing using a two-way ANOVA test. Based on the results of this research, it can be concluded that: (1) there is a very significant difference the learning outcomes of science between the learning method of everyone is a teacher here with the method of discussion learning (p = 0,000) (2) there is a very significant difference of science learning achievement for high and low critical thinking skills (p = 0,000) and (3) there is a significant interaction between the learning method and the critical thinking skill of the learning achievement (p = 0,040).

scholarly journals Preliminary Study on Educational Game-based Learning Approach in Financial Accounting Course: Bicycle Accounting Classification Game

2021 ◽  
Vol 11 (2) ◽  
pp. 491-509
Author(s):  
Maisarah Abd Rahim
Keyword(s):  
Quantitative Methods ◽  
Psychological Needs ◽  
Learning Motivation ◽  
Financial Accounting ◽  
Educational Game ◽  
Accounting Students ◽  
Game Based Learning ◽  
Learning And Teaching ◽  
Accounting Courses ◽  
Gaming Environment

The study has designed an educational game-based learning through the introduction of an interactive game called “bicycle accounting classification game”. The game was created to stimulate interest in learning basic financial accounting courses that are normally portrayed as a serious subject. The bicycle accounting classification game tool kit has been developed as a learning and teaching aid to enable students to collaborate and engage in the financial accounting course. The main purpose of the study is to identify the effectiveness of the tool as a mechanism to enhance students’ learning motivation investigated through individual psychological needs of autonomy, competence and relatedness in a financial accounting course. The sampling was implemented to 4 accounting lecturers and one computer science lecturer in a small group tryout and 30 non accounting students in field tryout. Questionnaires were used for data collection and analyzed using quantitative methods. From the experimental results, it is discovered that the bicycle accounting classification game has contributed to the positive learning motivation, in terms of promoting their learning participation and improving their learning excitement and understanding in the financial accounting course given that knowledge organizing, and sharing is embedded in the collaborative gaming environment.

The Effectiveness of Usage of Online Multiple Choice Questions on Student Performance in Introductory Accounting

2017 ◽  
Vol 32 (4) ◽  
pp. 1-17 ◽  
Author(s):  
Dianne Massoudi ◽  
SzeKee Koh ◽  
Phillip J. Hancock ◽  
Lucia Fung
Keyword(s):  
Online Learning ◽  
Student Performance ◽  
International Student ◽  
Multiple Choice ◽  
Financial Accounting ◽  
Accounting Students ◽  
Multiple Choice Questions ◽  
Learning Resource ◽  
Examination Performance ◽  
Introductory Accounting

ABSTRACT In this paper we investigate the effectiveness of an online learning resource for introductory financial accounting students using a suite of online multiple choice questions (MCQ) for summative and formative purposes. We found that the availability and use of an online resource resulted in improved examination performance for those students who actively used the online learning resource. Further, we found a positive relationship between formative MCQ and unit content related to challenging financial accounting concepts. However, better examination performance was also linked to other factors, such as prior academic performance, tutorial participation, and demographics, including gender and attending university as an international student. JEL Classifications: I20; M41.

scholarly journals Facilitating Group Analysis of Two Case Studies Utilising Peer Tutoring: Comparison of Tasks and Outcomes

2016 ◽  
Vol 2 (2) ◽  
pp. 90
Author(s):  
Lin Siew Fong
Keyword(s):  
Case Studies ◽  
Peer Tutoring ◽  
Group Process ◽  
Teaching And Learning ◽  
Group Analysis ◽  
Financial Accounting ◽  
Accounting Students ◽  
Effective Learning ◽  
Video Recordings

<p>Peer-tutoring sessions of two groups of advanced diploma in financial accounting students with mixed proficiency were analysed thoroughly in this study. Numerous studies in peer tutoring have produced favourable results to both tutors and tutees due to the scaffolding process which promotes effective learning. However, there is a lack of studies conducted using case study as a group task in peer tutoring. Therefore, in this study, the analysis of this type of task in the course of peer tutoring is given much prominence. Video recordings of the peer-tutoring sessions were made and informants were interviewed and wrote journals in order to obtain data to be analysed. The researcher’s observation notes were useful in increasing understanding of the group process. The findings revealed that there were similarities and differences pertaining to the teaching and learning experiences encountered by both tutors and tutees when analysing the two case studies. Therefore, appropriate case studies which match students’ abilities are recommended to be used in peer tutoring. Furthermore, regular guidance provided by instructors for tutors is crucial in developing their confidence in playing their role.<strong> </strong></p>

scholarly journals Teaching With Computers: A Cautionary Finding In An Accounting Class

2011 ◽  
Vol 1 (1) ◽  
pp. 79 ◽  
Author(s):  
Stuart H. Jones ◽  
Michael Wright
Keyword(s):  
Financial Accounting ◽  
Exam Performance ◽  
Full Version ◽  
Learning Aids ◽  
The Difference ◽  
Better Than

The study assesses the effects of a hypertext learning aid and GPA on performance in advanced financial accounting. Results indicate that the type of learning aid and GPA significantly affect performance. High GPA students performed better than did the low GPA students. In the study, two versions of the hypertext learning aid were utilized by two different groups of students and compared to a third group of students who had no hypertext learning aid. Use of the full version of the hypertext learning aid results in the lowest performance while students using a modified version of the hypertext learning aid attained the highest exam performance. These differences were found to be statistically significant. Differences in performance between those students who used the modified version and those who used no program were not significant, however. The difference between the full version of the learning aid and the modified version of the learning aid is the degree of information provided to the students; the full version providing the most detailed information. The results suggest that instructors must be careful in the design and use of learning aids.

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