GAMES FOR LEARNING IN ACCOUNTANCY EDUCATION: A SYSTEMATIC LITERATURE REVIEW

Year 2017, Volume: 9 Issue: 2, 171 - 192, 01.06.2017

Veruschka Pelser-carstens Margaretha Johanna Preston A. Seugnet Blignaut

Abstract

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.

Keywords

Educational games, Games for learning, Higher education, Pedagogy, Active learning, Curiosity, Engagement, Skill