پارس پروژه پرتال خدمات دانشگاهی
این مقاله علمی پژوهشی (ISI) به زبان انگلیسی از نشریه الزویر مربوط به سال ۲۰۲۲ دارای ۸ صفحه انگلیسی با فرمت PDF می باشد در ادامه این صفحه لینک دانلود رایگان مقاله انگلیسی و بخشی از ترجمه فارسی مقاله موجود می باشد.
کد محصول: H768
سال نشر: ۲۰۲۲
نام ناشر (پایگاه داده): الزویر
نام مجله: The International Journal of Management Education
نوع مقاله: علمی پژوهشی (Research articles)
تعداد صفحه انگلیسی: ۸ صفحه PDF
عنوان کامل فارسی:
مقاله انگلیسی ۲۰۲۲ : بازی ها در کلاس درس؟ آنالیز اثرات بازی بر نمره های حسابداری مالی در آموزش عالی
عنوان کامل انگلیسی:
Games in the classroom? Analysis of their effects on financial accounting marks in higher education
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Abstract
The purpose of this study is to examine Kahoot! in higher education, specifically in subjects of financial accounting, and explore if its use means higher marks. We analyze the marks of 232 students of Financial Accounting of the Business and Management Degree of the University of Murcia (Spain). The sample comprises two groups of students, depending on whether or not games are used in the classroom, and the marks of the continuous assessment exercises, the final exam, and the final mark in the subject are compared to check if there are differences between groups. This means that we finally analyze a database of 794 marks. The results indicate that students who played get better academic results than those who did not use Kahoot! The current pandemic situation has changed the way of teaching and at university, it is mainly virtual, which can make teaching and learning more tedious and less motivating. For this reason, the use of gamification can be easily implemented in order to avoid all these inconveniences and positively affect the students’ marks.
Keywords: Higher education, Learning technologies, Educational technology, Quantitative research, Gamification
۱.Introduction
Gamification is a methodology that refers to the use of games as learning activities (Faiella & Ricciardi, 2015). The use of game elements and techniques in non-game settings facilitates learning and increases the speed and efficiency of its use because gamification is effective for learning (Sailer & Homner, 2020). Several authors have shown that gamification can be a powerful motivator (Tan Ai Lin, Gonapathy & Manjet, 2018; Wang, 2015; Zainuddin et al., 2020) and a technique to increase the students’ engagement (Hanus & Fox, 2015; Kuo & Chuang, 2016). Game-based learning (GBL) uses gameplay to enrich the acquisition of skills and knowledge (Kirriemuir & McFarlane, 2004; McFarlane et al., 2002; Nkhoma, Hkhoma & Thomas, 2018; Prensky, 2003). Furthermore, GBL enhances classroom dynamics and improves students’ interactions with their teachers (Rosas et al., 2003).
The use of technology can help learners to better understand the materials and to increase motivation and participation in class, and also can help teachers to evaluate students’ comprehension and development (Denham, 2015; Gee, 2003; Habgood & Ainsworth, 2011; Tan Ai Lin et al., 2018). There are some studies that discuss the online gamification platform in the form of students’ response systems (Sawang, O’Connor & Ali, 2017; Wang, 2015; Wang & Lieberoth, 2016). However, it is not clear whether GBL improves student learning and retention, and how much can improve learning beyond traditional methods because it is mainly linked to the use of new technologies (Licorish et al., 2018)…
۵.Discussion and conclusions
After studying the effects of using Kahoot! on the different marks, we can conclude that Kahoot! in higher education, specifically in subjects of financial accounting, leads to better academic results than other students who do not use games like Kahoot! Although based on other platforms or game methodologies and subjects, our results are similar to the ones obtained by authors such as Jurgelaitis et al. (2019), M´endez and Slisko (2013), Ortiz-Rojas, Chiluiza & Valcke (2019), Plump and LaRosa (2017), Randel et al. (1992), S´anchez-Martín et al. (2017), and Tüysüz’s (2009). Concretely based on the study of the use of Kahoot! and its effects on the marks of the partial and final exam, Ares et al. (2018) also check that students who play Kahoot! get better marks…
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