Systematic review of literature on gamification in higher education in administration and accounting sciences

Authors

DOI:

https://doi.org/10.33448/rsd-v11i10.32277

Keywords:

Gamification; Education; University education; Management; Accounting sciences.

Abstract

This paper is a Systematic Literature Review (RSL) on the gamification technique applied in higher education in Administration and Accounting Sciences, a practice that can contribute to the teaching-learning process by providing students with greater commitment to knowledge construction. The research was carried out in the Web of Science and Science Direct databases and, although an initial year for the searches was not established, these were limited to the month of April of the year 2022, using the keywords 'gamification' and 'accounting education'; 'gamification' and 'business education'; 'gamification' and 'accounting'; ‘gamification’ and ‘management’. In line with the inclusion criteria, 18 studies were selected because they met the objective proposed in this study. Among other results, it is highlighted that gamification is a methodological practice that can be used in the classroom in higher education of Administration and Accounting, with positive results. However, it is pointed out as a technique that should be better observed by higher education professors, taking into account that improving teaching practice is an imminent necessity.

References

Bacich, L., & Moran, J. (2018). Metodologias Ativas para uma Educação Inovadora: Uma Abordagem Teórico-Prática. Penso Editora.

Bauman, A., & Lucy, C. (2021). Enhancing entrepreneurial education: Developing competencies for success. The International Journal of Management Education, 19(1), 100293. https://doi.org/10.1016/j.ijme.2019.03.005

Beatson, N., Gabriel, C. A., Howell, A., Scott, S., van der Meer, J., & Wood, L. C. (2020). Just opt in: How choosing to engage with technology impacts business students’ academic performance. Journal of Accounting Education, 50, 100641. https://doi.org/10.1016/j.jaccedu.2019.100641

Beranic, T., & Hericko, M. (2022). The Impact of Serious Games in Economic and Business Education: A Case of ERP Business Simulation. Sustainability, 14(2), 683. https://doi.org/10.3390/su14020683

Buss, C. da S., & Mackedanz, L. F. (2017). O ensino através de projetos como metodologia ativa de ensino e de aprendizagem. Revista Thema, 14(3), 122–131. https://doi.org/10.15536/thema.14.2017.122-131.481

Carenys, J., Moya, S., & Perramon, J. (2017). Is it worth it to consider videogames in accounting education? A comparison of a simulation and a videogame in attributes, motivation and learning outcomes: Merece la pena considerar los videojuegos en la enseñanza de contabilidad? Comparación de una simulación y un videojuego respecto a atributos, motivación y resultados de aprendizaje. Revista de Contabilidad - Spanish Accounting Review, 20(2), 118–130. https://doi.org/10.1016/j.rcsar.2016.07.003

Dias, J. (2017). Teaching operations research to undergraduate management students: The role of gamification. The International Journal of Management Education, 15(1), 98–111. https://doi.org/10.1016/j.ijme.2017.01.002

Durrani, U. K., Al Naymat, G., Ayoubi, R. M., Kamal, M. M., & Hussain, H. (2022). Gamified flipped classroom versus traditional classroom learning: Which approach is more efficient in business education? The International Journal of Management Education, 20(1), 100595. https://doi.org/10.1016/j.ijme.2021.100595

Fardo, M. L. (2013). A gamificação aplicada em ambientes de aprendizagem. Renote, 11(1), 1. https://doi.org/10.22456/1679-1916.41629

Figueiredo, M., Paz, T., & Junqueira, E. (2015). Gamificação e educação: Um estado da arte das pesquisas realizadas no Brasil. 1154. https://doi.org/10.5753/cbie.wcbie.2015.1154

Fini, M. I. (2018). Inovações no ensino superior, metodologias inovadoras de aprendizagem e suas relações com o mundo do trabalho: desafios para a transformação de uma cultura. Gale OneFile: Informe Académico, 19(1),176. https://go.gale.com/ps/i.do?id=GALE%7CA537404779&sid=googleScholar&v=2.1&it=r&linkaccess=abs&issn=21776083&p=IFME&sw=w&userGroupName=anon%7Ea45793d6

Gainor, M., Bline, D., & Zheng, X. (2014). Teaching internal control through active learning. Journal of Accounting Education, 32(2), 200–221. https://doi.org/10.1016/j.jaccedu.2014.03.003

Gatti, L., Ulrich, M., & Seele, P. (2019). Education for sustainable development through business simulation games: An exploratory study of sustainability gamification and its effects on students’ learning outcomes. Journal of Cleaner Production, 207, 667–678. https://doi.org/10.1016/j.jclepro.2018.09.130

Krath, J., Schürmann, L., & von Korflesch, H. F. O. (2021). Revealing the theoretical basis of gamification: A systematic review and analysis of theory in research on gamification, serious games and game-based learning. Computers in Human Behavior, 125, 106963. https://doi.org/10.1016/j.chb.2021.106963

Landers, R. N., & Callan, R. C. (2014). An Experiment on Anonymity and Multi-User Virtual Environments: Manipulating Identity to Increase Learning from Online Collaborative Discussion. International Journal of Gaming and Computer-Mediated Simulations (IJGCMS), 6(2), 53–64. https://doi.org/10.4018/ijgcms.2014040105

Lee, L., Shifflett, E., & Downen, T. (2019). Teaching excel shortcuts: A visualization and game-based approach. Journal of Accounting Education, 48, 22–32. https://doi.org/10.1016/j.jaccedu.2019.06.004

Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G., Altman, D., Antes, G., Atkins, D., Barbour, V., Barrowman, N., Berlin, J. A., Clark, J., Clarke, M., Cook, D., D’Amico, R., Deeks, J. J., Devereaux, P. J., Dickersin, K., Egger, M., Ernst, E., … Tugwell, P. (2009). Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement (Chinese edition). Journal of Chinese Integrative Medicine, 7(9), 889–896. https://doi.org/10.3736/jcim20090918

Monteiro, J. J., & Cittadin, A. (2020). Metodologias ativas de ensino-aprendizagem na construção dos saberes contábeis. Educação, Cultura e Comunicação, 11(22), Article 22. http://publicacoes.unifatea.edu.br/index.php/ECCOM/article/view/1207

Pashkov, A., Mikhailova, A., Gryaznukhin, A., Movchun, V., Dvoryankin, O., & Ivanova, N. (2020). The Use of Innovative Learning Methods in the System of Modern Economic Education in the Russian Federation. TEM Journal, 9(1), 304-308. https://doi.org/10.18421 / TEM91-42

Rosli, K., Malaysia, U., & Khairudin, N. (2019). Gamification in Entrepreneurship and Accounting Education. Academy of Entrepreneurship Journal, 25.

Silva, R., Rodrigues, R., & Leal, C. (2019). Play it again: How game-based learning improves flow in Accounting and Marketing education. Accounting Education, 28(5), 484–507. https://doi.org/10.1080/09639284.2019.1647859

Silva, R., Rodrigues, R., & Leal, C. (2021). Games based learning in accounting education – which dimensions are the most relevant? Accounting Education, 30(2), 159–187. https://doi.org/10.1080/09639284.2021.1891107

Siqueira, L. M. R. de C. (2021). Tecnologias digitais e o desenvolvimento da tomada de decisão na contabilidade: A importância das metodologias ativas na aprendizagem da Administração Financeira. http://www.repositorio.ufc.br/handle/riufc/59759

Souza, A. N. M., Meurer, A. M., Costa, F., & Musial, N. T. K. (2020). Utilização de metodologias ativas e elementos de gamificação no processo de ensino-aprendizagem da contabilidade: experiência com alunos da graduação. Desafio Online, 8(3), Article 3. https://desafioonline.ufms.br/index.php/deson/article/view/10317

Subhash, S., & Cudney, E. A. (2018). Gamified learning in higher education: A systematic review of the literature. Computers in Human Behavior, 87, 192–206. https://doi.org/10.1016/j.chb.2018.05.028

Toda, A. M., Silva, Y. R. O., Cruz, W., Xavier, L., & Isotani, S. (2016). Um processo de Gamificação para o ensino superior: Experiências em um módulo de Bioquímica. Anais do Workshop de Informática na Escola, 495–504. https://doi.org/10.5753/cbie.wie.2016.495

Vargas, S. B. de, Scherer, A. P. Z., & Garcia, L. S. (2020). As metodologias ativas no ensino da contabilidade: Relato de experiências na sala de aula/ The active methodologies in accounting education: report of experiences in the classroom. Brazilian Journal of Development, 6(1), 3885–3905. https://doi.org/10.34117/bjdv6n1-275

Vieira, A. de S., Saibert, A. P., Neto, M. J. R., Costa, T. M. da, & Paiva, N. de S. (2018). O estado da arte das práticas de gamificação no processo de ensino e aprendizagem no ensino superior. Revista Brasileira de Ensino Superior, 4(1), 5–23. https://doi.org/10.18256/2447-3944.2018.v4i1.2185.

Published

11/08/2022

How to Cite

CAVALCANTE, V. F. do R. .; REINALDI, M. A. de A. .; GIORDANI, A. T. . Systematic review of literature on gamification in higher education in administration and accounting sciences. Research, Society and Development, [S. l.], v. 11, n. 10, p. e590111032277, 2022. DOI: 10.33448/rsd-v11i10.32277. Disponível em: https://rsdjournal.org/index.php/rsd/article/view/32277. Acesso em: 13 nov. 2024.

Issue

Section

Review Article