TOWARDS A TABLE-TOP BOARD GAME FOR SOUTH AFRICAN HIGHER EDUCATION ACCOUNTANCY STUDENTS

Abstract

A growing body of literature on undergraduate teaching and learning indicates that lecturers should constantly amend their teaching practices and pedagogical framework. Responses from the business world and the accounting profession indicate that lecturers should incorporate workplace skills, as well as the practical application of theory in their teaching practices. Teaching and learning research across disciplines suggests that the use of games in classrooms could not only address the skills required in practice, but also enhance students’ motivation to learn. The objective of this paper was to develop a table-top board game for accounting students to address the skills they require in the workplace, but also to apply theoretical concepts learnt by playing the game in order to motivate students to deepen their learning. This paper was designed as a locally bound case study. Accounting students, as research participants, played the custom-made table-top board game and later, by means of a questionnaire, reflected that they felt motivated to learn subject matter through playing the game. The game also inspired them to apply the theory they previously learnt in order to progress in and be successful in the game. The game was also conducive to developing other soft skills. The authors postulate that the use of a board game could change the way students learn, how students and lecturers interact with one another, as well as how lecturers adapt their approach to teaching and learning. The research indicates that using a board game for accountancy education could contribute towards the redesign of students’ classroom experiences.

Keywords

• Accountancy education, Teaching and Learning, Games for learning, Skills, Motivation