Using FarmVille in an Introductory Managerial Accounting Course to Engage Students, Enhance Comprehension, and Develop Social Networking Skills

Krom, Cynthia L.

doi:10.1177/1052562912459029

Cited by 29 publications

(25 citation statements)

References 19 publications

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“…As a result encouraged independent and active learning as well as encouraged students to form a different perception about the Accounting course in general. This is also validated through other studies that explain game-based learning has a positive impact on accounting education (Krom, 2012) as it impacts students' perceptions of accounting and accounting education, which in turn may influence their performance.…”

Section: Resultssupporting

confidence: 60%

Gamifying a Flipped First Year Accounting Classroom Using Kahoot!

Nkhoma¹,

Nkhoma²,

Thomas³

et al. 2018

IJISE

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Accounting is often perceived as boring, difficult, methodical and being all about number crunching by a lot of students and society in general. These negative perceptions impact on students' learning and their approach to the study of accounting. Additionally, studying accounting in English as a second language as well as in the first year of university compounds the amount of problems students may face, adversely affecting their performance. In a bid to address these problems, the flipped classroom approach was employed and its benefits complemented and enhanced by gamification using Kahoot! The aim of this paper is to share with accounting educators and other educators dealing with similar issues on how to engage students in a large lecture setting, in a flipped classroom model. Whilst a lot of studies have been conducted and much has been written on the use of Kahoot! in the classroom, not much has been done in the context of using the tool in a flipped accounting lecture. The benefits of gamification, flipped classroom, quizzes and feedback have been validated in the literature and have been reviewed in this paper. Kahoot! offered several benefits to

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Section: Resultssupporting

confidence: 60%

Gamifying a Flipped First Year Accounting Classroom Using Kahoot!

Nkhoma¹,

Nkhoma²,

Thomas³

et al. 2018

IJISE

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“…Yet, there are also studies that point to the opposite conclusion as regards this type of educational resource, highlighting that, in Accounting, they do not improve learning (Krom, 2012;Tao, Cheng, & Sun, 2009), and stressing the need for more research that can test their usefulness beyond doubt (Carenys et al, 2017). We also mention studies on Management education, where the application of gamification is very rare and still lacks significant empirical evidence (Moncada & Moncada, 2014).…”

Section: Gamification In Management Educationmentioning

confidence: 99%

Gamification in Management Education: A Systematic Literature Review

Hounsell

Rodrigues

Marques

2019

BAR, Braz. Adm. Rev.

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Quality of teaching is increasingly important for the success of educational institutions. In this context, gamification is a tool often used to improve the teaching-learning process by helping both teachers and students reach their goals in the short, medium and long term. Given the importance of the topic both in academia and society, this article presents a systematic review of the literature on the use of gamification as a tool to enhance the quality of the teaching process in general, and, in particular, the teaching of management. The study searches the most relevant literature on the application of gamification to educational contexts and describes gamification's main themes and constructs based on a systematic literature review of scholarly articles available in ISI Web of Science and Scopus databases. One of the main results of this study is to describe theoretical approaches to gamification and provide a conceptual model that gathers the contribution of various studies and paves the way for future research.

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“…With a specific focus on the pedagogical reasons that motivated the choice of Facebook as an informal tool in a formal learning setting, a number of arguments were reported. One of the most frequent was the possibility of providing subject matter content in an informal way (Basitere & Ivala, ; Birkeland, Danbolt Drange, & Tønnessen, ; Daher, ; da Silva de Vargas et al, ; Gray & Howard, ; Ho, ; Jaffar, ; Krom, ; Lantz‐Andersson, Vigmo, & Bowen, ; Magogwe, Ntereke, & Phetlhe, ; Pektas & Gürel, ; Razak, Saeed, & Ahmad, ; Reinhardt & Ryu, ; Tsovaltzi et al, ; Tsovaltzi et al, ; Yuksel, ). Another one was to enhance transversal skills (Asterhan & Hever, ; Sun & Yang, ).…”

Section: Informal Use Of Facebook In Formal Settings Of Learningmentioning

confidence: 99%

“…With reference to Facebook affordances, more than half of the studies ( N = 36, 52.9%) exploited the combination of instructional material with information and knowledge sources produced elsewhere and available through several channels (Alexander & Sapra, ; Arouri, ; Asterhan & Hever, ; Barden, ; Baya'a & Daher, ; Birkeland et al, ; Brewer et al, ; Clements, ; da Silva de Vargas et al, ; Daher, , ; Deng & Tavares, ; Dougherty & Andercheck, ; Dyson et al, ; Ekoç, ; Esteves, ; Gabarre et al, ; Gray & Howard, ; Hall & Maughan, ; Harvey et al, ; Ho, ; Jaffar, ; Kim, ; Kinchin & Bryant, ; Kostka‐Rokosz et al, ; Krom, ; Lantz‐Andersson et al, ; Lieberman, ; Magogwe et al, ; McCarthy, , ; Rashid & Rahman, ; Razak et al, ; Román & Martín, ; Sincar, ; Whittaker et al, ).…”

Section: Informal Use Of Facebook In Formal Settings Of Learningmentioning

confidence: 99%

“…Twenty‐four (35.3%) studies exploited the possibility of mixing the context of learning with issues relating to social and personal lives, by means of personal reflections provided by students' real‐life and personal experiences (Barden, ; Baya'a & Daher, ; Birkeland et al, ; Brewer et al, ; Daher, , ; Deng & Tavares, ; Dougherty & Andercheck, ; Dyson et al, ; Ekoç, ; Gray & Howard, ; Hall & Maughan, ; Kim, ; Kostka‐Rokosz et al, ; Krom, ; Lantz‐Andersson, ; Lantz‐Andersson et al, ; Lieberman, ; McCarthy, ; Rashid & Rahman, ; Razak et al, ; Román & Martín, ; Sincar, ; Whittaker et al, ).…”

Section: Informal Use Of Facebook In Formal Settings Of Learningmentioning

confidence: 99%

See 1 more Smart Citation

Is Facebook still a suitable technology‐enhanced learning environment? An updated critical review of the literature from 2012 to 2015

Manca

Ranieri

2016

Computer Assisted Learning

159

117

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This study provides an updated critical review of the literature on Facebook as a technologyenhanced learning environment based on papers published between 2012 and 2015. It adopts a revised classification of the categories identified in a previous study, which emphasized three main Facebook affordancesmixing information and learning resources, hybridization of expertise and widening context of learning. The aim is to investigate to what extent studies using Facebook as a learning environment exploited these affordances. Literature has been also analysed according to three types of educational use of Facebookformal use in formal learning settings (FUF), informal use in formal learning settings (IUF) and use in informal learning settings (UI)to highlight if and how Facebook affordances have been exploited in these learning settings. Literature search identified 147 articles published in peer-reviewed journals. The results show that most of the articles can be classified as dealing with FUF (N = 69; 46.9%) or as IUF (N = 68; 46.3%); only a minority concerns the UI (N = 10; 6.8%). Overall, the study found that Facebook pedagogical affordances are still partially implemented, although different types of educational use of Facebook exploit these affordances to different degrees. It also provides indications for future research.

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Using FarmVille in an Introductory Managerial Accounting Course to Engage Students, Enhance Comprehension, and Develop Social Networking Skills

Cited by 29 publications

References 19 publications

Gamifying a Flipped First Year Accounting Classroom Using Kahoot!

Gamifying a Flipped First Year Accounting Classroom Using Kahoot!

Gamification in Management Education: A Systematic Literature Review

Is Facebook still a suitable technology‐enhanced learning environment? An updated critical review of the literature from 2012 to 2015

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