ABSTRACT

As new technologies pave the way to increasingly sophisticated and academically relevant experiences, gamification of the learning process, regardless of the field of expertise, becomes more and more important. This study aims to express several constructs that explain how one can apply Game-Based Learning to education while granting motivational success, attitudes, flow and learning. In this sense, in the present article, several theories have been used and related to each other, namely Landers’ Theory of Gamified Learning, Self Determination Theory, Flow Theory, and Planned Behaviour. The aim was to understand how Motivation, Flow and Attitude dimensions, which were obtained by applying Games Based Learning resources to the teaching of Accounting, can influence Perceived Learning. These constructs were examined to see how they influenced the Perceived Learning of Accounting (N = 816) college undergraduates who used AccountinGame like a quiz with contents learned in the classes. This research contributes to the current body of literature on Game-Based Learning in Accounting Education. Results clearly showed there is a robust relationship between the proposed framework dimensions. In this sense, after students had used games in Accounting curricular units, it was observed that Motivation and Attitudes influenced Perceived Learning, unlike Flow, which had no statistical influence.

摘要

随着新技术为获得越来越复杂和与学术相关的经验铺平道路，无论专业知识领域如何，学习过程的游戏化变得越来越重要。这项研究旨在表达几种结构，这些结构可以解释如何将基于游戏的学习应用于教育，同时赋予成功的动机，态度，流动性和学习能力。从这个意义上讲，在本文中，已经使用了几种相互关联的理论，即兰德斯的游戏化学习理论，自决理论，流动理论和计划的行为。目的是了解通过将基于游戏的学习资源应用于会计教学而获得的动机，流量和态度维度如何影响感知学习。N  = 816）使用AccountinGame的大学本科生，就像测验一样，在课堂上学习了内容。这项研究为会计教育中基于游戏的学习的当前文献做出了贡献。结果清楚地表明，建议的框架尺寸之间存在牢固的关系。从这个意义上讲，在学生以会计课程单元使用游戏之后，可以发现动机和态度会影响感知学习，与Flow不同，Flow没有统计影响。