Play it again: how game-based learning improves flow in Accounting and Marketing education

Detalhes bibliográficos
Autor(a) principal: Silva, Rui Jorge Rodrigues da
Data de Publicação: 2019
Outros Autores: Rodrigues, Ricardo, Leal, Carmem
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: http://hdl.handle.net/10400.6/8199
Resumo: Flow theory is used in this article [Csikszentmihalyi, M. (1990). The domain of creativity] to determine whether gamified resources, named Accountingame and Marketingame, possess certain characteristics which, in the form of educational games, increase the performance of Portuguese undergraduate students attending Accounting (N= 816) and Marketing (N= 195) curricular units for the first time. A structural equation model was used to look into the direct effects of the characteristics of the game, such as Concentration, Clarity, Feedback, Challenge, Autonomy, Social Interaction, and Perceived Learning, on students’ learning Flow. Results clearly show that, with the exception of Feedback, all the other dimensions were Flow predictors. Overall, by introducing games into the curriculum, students’ motivation and interest increased and demonstrates that games can be an effective way for students to learn.
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spelling Play it again: how game-based learning improves flow in Accounting and Marketing educationGamificationFlowGame flow elementsGame-based learningFlow theory is used in this article [Csikszentmihalyi, M. (1990). The domain of creativity] to determine whether gamified resources, named Accountingame and Marketingame, possess certain characteristics which, in the form of educational games, increase the performance of Portuguese undergraduate students attending Accounting (N= 816) and Marketing (N= 195) curricular units for the first time. A structural equation model was used to look into the direct effects of the characteristics of the game, such as Concentration, Clarity, Feedback, Challenge, Autonomy, Social Interaction, and Perceived Learning, on students’ learning Flow. Results clearly show that, with the exception of Feedback, all the other dimensions were Flow predictors. Overall, by introducing games into the curriculum, students’ motivation and interest increased and demonstrates that games can be an effective way for students to learn.uBibliorumSilva, Rui Jorge Rodrigues daRodrigues, RicardoLeal, Carmem2020-01-10T11:08:09Z20192019-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10400.6/8199engRui Silva, Ricardo Rodrigues & Carmem Leal (2019): Play it again: how gamebased learning improves flow in Accounting and Marketing education, Accounting Education, DOI: 10.1080/09639284.2019.164785910.1080/09639284.2019.1647859metadata only accessinfo:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-12-15T09:48:00Zoai:ubibliorum.ubi.pt:10400.6/8199Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-20T00:48:35.230080Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse
dc.title.none.fl_str_mv Play it again: how game-based learning improves flow in Accounting and Marketing education
title Play it again: how game-based learning improves flow in Accounting and Marketing education
spellingShingle Play it again: how game-based learning improves flow in Accounting and Marketing education
Silva, Rui Jorge Rodrigues da
Gamification
Flow
Game flow elements
Game-based learning
title_short Play it again: how game-based learning improves flow in Accounting and Marketing education
title_full Play it again: how game-based learning improves flow in Accounting and Marketing education
title_fullStr Play it again: how game-based learning improves flow in Accounting and Marketing education
title_full_unstemmed Play it again: how game-based learning improves flow in Accounting and Marketing education
title_sort Play it again: how game-based learning improves flow in Accounting and Marketing education
author Silva, Rui Jorge Rodrigues da
author_facet Silva, Rui Jorge Rodrigues da
Rodrigues, Ricardo
Leal, Carmem
author_role author
author2 Rodrigues, Ricardo
Leal, Carmem
author2_role author
author
dc.contributor.none.fl_str_mv uBibliorum
dc.contributor.author.fl_str_mv Silva, Rui Jorge Rodrigues da
Rodrigues, Ricardo
Leal, Carmem
dc.subject.por.fl_str_mv Gamification
Flow
Game flow elements
Game-based learning
topic Gamification
Flow
Game flow elements
Game-based learning
description Flow theory is used in this article [Csikszentmihalyi, M. (1990). The domain of creativity] to determine whether gamified resources, named Accountingame and Marketingame, possess certain characteristics which, in the form of educational games, increase the performance of Portuguese undergraduate students attending Accounting (N= 816) and Marketing (N= 195) curricular units for the first time. A structural equation model was used to look into the direct effects of the characteristics of the game, such as Concentration, Clarity, Feedback, Challenge, Autonomy, Social Interaction, and Perceived Learning, on students’ learning Flow. Results clearly show that, with the exception of Feedback, all the other dimensions were Flow predictors. Overall, by introducing games into the curriculum, students’ motivation and interest increased and demonstrates that games can be an effective way for students to learn.
publishDate 2019
dc.date.none.fl_str_mv 2019
2019-01-01T00:00:00Z
2020-01-10T11:08:09Z
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dc.identifier.uri.fl_str_mv http://hdl.handle.net/10400.6/8199
url http://hdl.handle.net/10400.6/8199
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv Rui Silva, Ricardo Rodrigues & Carmem Leal (2019): Play it again: how gamebased learning improves flow in Accounting and Marketing education, Accounting Education, DOI: 10.1080/09639284.2019.1647859
10.1080/09639284.2019.1647859
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instacron_str RCAAP
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reponame_str Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
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