ISSN: 2222-6990
Open access
Gamification can lead to better learning when properly applied in educational settings. However, In Libyan education context, gamification is not applying in many institutions. Therefore, this study aims to identify effects of gamification on accounting students' motivation, enjoyment and academic performance in learning introductory accounting at Libyan universities. A sample of 154 students (77 students per each group: Control group and experimental group) which study introductory accounting course was participated from two public Libyan universities: University of Benghazi and University of Tripoli, which are the first two universities in Libya, in the classification for the year 2023, according to the website: https:\\www.webometrics. The University of Benghazi’s students were the control group. Whereas, the University of Tripoli’s students were the experimental group. A questionnaire was distributed to both groups on their motivation, enjoyment and academic performance in learning introductory accounting. As for the control group, it had been spend this month explaining lectures in a traditional and usual way. On the other hand, the experimental group was applying Kahoot! game at the end of each lecture to enhance their understanding of the lecture’s topic through gamification "once a week a full month". After the month has passed, a questionnaire was distributed again to both groups. By comparing the results of their two answers on the questionnaire was find out the effects of using gamification on accounting students' motivation, enjoyment and their academic performance in learning accounting at Libyan universities. Suitable statistical tool had been used for data analysis which is (SPSS) by extracting Cronbach’s ?, Percentage and Frequency and Descriptive statistics, Arithmetic Mean and Standard Deviation and T- Test. Simple Linear and Multiple Regression, Correlation test.
Acosta-Medina, J. K., Torres-Barreto, M. L., & Alvarez-Melgarejo, M. (2020). Literature mapping about gamification in the teaching and learning processes. Revista ESPACIOS, 41(11), 26. https://www.revistaespacios.com/a20v41n11/a20v41n11p26.pdf
Acosta-Medina, J. K., Torres-Barreto, M. L., & Cárdenas-Parga, A. F. (2021). Students’ preference for the use of gamification in virtual learning environments. Australasian Journal of Educational Technology, 37(4), 145–158. https://doi.org/10.14742/ajet.6512
Aji, T. P., & Napitupulu, T. A. (2018). EFFECT OF GAMIFICATION ON E-LEARNING TO SUPPORT LEARNING ACHIEVEMENT AND LEARNING MOTIVATION.
B.N., S., E.M., K., & T.C., N. (2014). Effect of PTSD on psychosocial and functional outcomes in younger versus older veterans: Findings from the mind your heart study. Psychosomatic Medicine, 76(3), A-85. https://doi.org/10.1097/PSY.0000000000000057
Bourgonjon, J., Valcke, M., Soetaert, R., & Schellens, T. (2010). Students’ perceptions about the use of video games in the classroom. Computers and Education, 54(4), 1145–1156. https://doi.org/10.1016/j.compedu.2009.10.022
Buckley, P., & Doyle, E. (2016). Gamification and student motivation. Interactive Learning Environments, 24(6), 1162–1175. https://doi.org/10.1080/10494820.2014.964263
Chaiyo, Y., & Nokham, R. (2017). The effect of Kahoot, Quizizz and Google Forms on the student’s perception in the classrooms response system. 2nd Joint International Conference on Digital Arts, Media and Technology 2017: Digital Economy for Sustainable Growth, ICDAMT 2017, 178–182. https://doi.org/10.1109/ICDAMT.2017.7904957
Chen, C. M., & Kuo, C. H. (2019). An optimized group formation scheme to promote collaborative problem-based learning. Computers and Education, 133(64), 94–115. https://doi.org/10.1016/j.compedu.2019.01.011
Chung, C. J., Hwang, G. J., & Lai, C. L. (2019). A review of experimental mobile learning research in 2010–2016 based on the activity theory framework. Computers and Education, 129, 1–13. https://doi.org/10.1016/j.compedu.2018.10.010
Dichev, C., & Dicheva, D. (2017). Gamifying education: what is known, what is believed and what remains uncertain: a critical review. In International Journal of Educational Technology in Higher Education (Vol. 14, Issue 1). International Journal of Educational Technology in Higher Education. https://doi.org/10.1186/s41239-017-0042-5
Ed, X. F., Conference, F. I., & Hutchison, D. (2019). HCI in Games. 1(August), 391–403. https://doi.org/10.1007/978-3-030-22602-2
Erhel, S., & Jamet, E. (2019). Improving instructions in educational computer games: Exploring the relations between goal specificity, flow experience and learning outcomes. Computers in Human Behavior, 91, 106–114. https://doi.org/10.1016/j.chb.2018.09.020
Gómez-Carrasco, C. J., Monteagudo-Fernández, J., Moreno-Vera, J. R., & Sainz-Gómez, M. (2020). Evaluation of a gamification and flipped-classroom program used in teacher training: Perception of learning and outcome. PLoS ONE, 15(7 July), 1–19. https://doi.org/10.1371/journal.pone.0236083
Halim, H. A., Basri, M. F., Jaafar, H., Al, R., & Saad, J. (2021). Perceptions of Game-Based Learning of Accounting among Gen Z Undergraduates. 12(3), 727–733.
Hamari, J., Koivisto, J., & Sarsa, H. (2014). Does gamification work? - A literature review of empirical studies on gamification. Proceedings of the Annual Hawaii International Conference on System Sciences, 3025–3034. https://doi.org/10.1109/HICSS.2014.377
Hamilton-Hankins, O. J. (2018). The impact of technology integration on the engagement levels of ten second grade students in an english language arts classroom. Dissertation Abstracts International Section A: Humanities and Social Sciences.
Handoko, W., Mizkat, E., Nasution, A., & Eska, J. (2021). Gamification in Learning using Quizizz Application as Assessment Tools Gamification in Learning using Quizizz Application as Assessment Tools. https://doi.org/10.1088/1742-6596/1783/1/012111
Hanus, M. D., & Fox, J. (2015). Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. Computers and Education,80,152–161. https://doi.org/10.1016/j.compedu.2014.08.019
Huang, B., Hew, K. F., & Lo, C. K. (2019). Investigating the effects of gamification-enhanced flipped learning on undergraduate students’ behavioral and cognitive engagement. Interactive Learning Environments, 27(8), 1106–1126. https://doi.org/10.1080/10494820.2018.1495653
Hursen, C., & Bas, C. (2019). Use of gamification applications in science education. International Journal of Emerging Technologies in Learning,14(1),4–23. https://doi.org/10.3991/ijet.v14i01.8894
Hussin, A. H., Muda, S., Musman, M., Daud, D., & ... (2017). The Feedback of Gamification and Student’s Perception of Game Based Learning in Accounting Course. … and Learning …, http://www.mnnfpublisher.com
Jagušt, T., Boti?ki, I., & So, H. J. (2018). Examining competitive, collaborative and adaptive gamification in young learners’ math learning. Computers and Education, 125, 444–457. https://doi.org/10.1016/j.compedu.2018.06.022
Krisanti, E. I., Vally, R., & Harapan, U. P. (2021). Effectiveness of Gamification on Students ’ Online Activity in a Distance Learning Class. https://doi.org/10.4108/eai.16-10-2019.2304300
Licorish, S. A., Owen, H. E., Daniel, B., & George, J. L. (2018). Student perception Kahoot. Research and Practice in Technology Enhanced Learning, 13(9), 1–24. https://doi.org/10.1186/s41039-018-0078-8
Mardyatul, W., & Wan, M. (2018). Towards Interactive Learning Style in Accounting?: The Game Approach. Academic Journal of Business and Social Sciences, 2(October 2018), 1–8.
Masli, A. M. (2020). ?February.
Micarelli, A., Stamper, J., & Panourgia, K. (2016). Preface. Lecture Notes in Computer Science (Including Subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), 9684, v–vi. https://doi.org/10.1007/978-3-319-39583-8
Nabhani, S., Harrap, N., Ishtiaq, S., Ling, V., Dudzinski, M., Greenhill, D., Caton, H., Philip, N., Wells, J., & Kayyali, R. (2020). Development and evaluation of an educational game to support pharmacy students. Currents in Pharmacy Teaching and Learning, 12(7), 786–803. https://doi.org/10.1016/j.cptl.2020.02.006
Nitkin, Mi. R. (2011). Game of Business?: a Game for Use in Introductory Accounting Mindell Reiss Nitkin. The Accounting Educators’s Journal, XXI, 131–152.
Özdener, N. (2018). Gamification for enhancing Web 2.0 based educational activities: The case of pre-service grade school teachers using educational Wiki pages. Telematics and Informatics, 35(3), 564–578. https://doi.org/10.1016/j.tele.2017.04.003
Panis, I. C., Setyosari, P., Kuswandi, D., & Yuliati, L. (2020). Design gamification models in higher education: A study in Indonesia. International Journal of Emerging Technologies in Learning, 15(12), 244–255. https://doi.org/10.3991/ijet.v15i12.13965
Park, J., De Liu, Yi, M. Y., & Santhanam, R. (2019). GAMESIT: A gamified system for information technology training. Computers and Education, 142, 103643. https://doi.org/10.1016/j.compedu.2019.103643
Pechenkina, E., Laurence, D., Oates, G., Eldridge, D., & Hunter, D. (2017). Using a gamified mobile app to increase student engagement, retention and academic achievement. International Journal of Educational Technology in Higher Education, 14(1). https://doi.org/10.1186/s41239-017-0069-7
Qu, C., Li, H., Hao, S., Zhang, X., & Yang, W. (2017). The effects of the vegetable prices insurance on the fluctuation of price: Based on Shanghai evidences. AIP Conference Proceedings, 1890, 72–93. https://doi.org/10.1063/1.5005217
Rosali, E. S. (2021). PARTICIPANTS ’ RESPONSES TO TRAINING ON THE UTILIZATION OF ONLINE GAMIFICATION FEATURES IN PRIMARY SCHOOL LEARNING IN GARUT REGENCY. 7(4), 184–190.
Rosli, K., Saat, R. M., & Khairudin, N. (2018). Simulating Teaching and Learning of Accounting Subject through Gamification Approach. August.
Roy, R. Van, & Zaman, B. (2018). SC. Computers & Education. https://doi.org/10.1016/j.compedu.2018.08.018
Sailer, M., Hense, J. U., Mayr, S. K., & Mandl, H. (2017). How gamification motivates: An experimental study of the effects of specific game design elements on psychological need satisfaction. Computers in Human Behavior, 69, 371–380. https://doi.org/10.1016/j.chb.2016.12.033
Sailer, M., & Sailer, M. (2021). Gamification of in-class activities in flipped classroom lectures. British Journal of Educational Technology, 52(1), 75–90. https://doi.org/10.1111/bjet.12948
Sánchez-Martín, J., Cañada-Cañada, F., & Dávila-Acedo, M. A. (2017). Just a game? Gamifying a general science class at university: Collaborative and competitive work implications. Thinking Skills and Creativity, 26(June), 51–59. https://doi.org/10.1016/j.tsc.2017.05.003
Sánchez-Martín, J., Corrales-Serrano, M., Luque-Sendra, A., & Zamora-Polo, F. (2020). Exit for success. Gamifying science and technology for university students using escape-room. A preliminary approach. Heliyon, 6(7). https://doi.org/10.1016/j.heliyon.2020.e04340
Shah, K. A. (2017). Game-based accounting learning: The impact of games in learning introductory accounting. International Journal of Information Systems in the Service Sector, 9(4), 21–29. https://doi.org/10.4018/IJISSS.2017100102
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
Stott, A., & Neustaedter, C. (2013). Analysis of Gamification in Education. In Carmster.Com (pp. 1–8). http://carmster.com/clab/uploads/Main/Stott-Gamification.pdf
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
Tanaka, Y., Uwano, H., Ichinose, T., & Takehara, S. (2016). Effects of Gamified Quiz to Student ’ s Motivation and Score.
Toda, A. M., do Carmo, R. M. C., da Silva, A. P., Bittencourt, I. I., & Isotani, S. (2019). An approach for planning and deploying gamification concepts with social networks within educational contexts. International Journal of Information Management, 46(October), 294–303. https://doi.org/10.1016/j.ijinfomgt.2018.10.001
Toda, A. M., Valle, P. H. D., & Isotani, S. (2018). The dark side of gamification: An overview of negative effects of gamification in education. In Communications in Computer and Information Science (Vol. 832, Issue Icmc). Springer International Publishing. https://doi.org/10.1007/978-3-319-97934-2_9
Tsay, C. H. H., Kofinas, A., & Luo, J. (2018). Enhancing student learning experience with technology-mediated gamification: An empirical study. Computers and Education, 121, 1–17. https://doi.org/10.1016/j.compedu.2018.01.009
Velasco, R. M., Studies, M., & Studies, M. (2019). Factors Associated with Failure in Accounting?: A Case Study of the Omani Students. 8(6), 157–170. https://doi.org/10.5430/ijhe.v8n6p157
Yildirim, I. (2017). The effects of gamification-based teaching practices on student achievement and students’ attitudes toward lessons. Internet and Higher Education, 33(2016), 86–92. https://doi.org/10.1016/j.iheduc.2017.02.002
Zatarain Cabada, R., Barrón Estrada, M. L., Ríos Félix, J. M., & Alor Hernández, G. (2018). A virtual environment for learning computer coding using gamification and emotion recognition. Interactive Learning Environments, 0(0), 1–16. https://doi.org/10.1080/10494820.2018.1558256
Zhao, F. (2019). Using quizizz to integrate fun multiplayer activity in the accounting classroom. International Journal of Higher Education, 8(1), 37–43. https://doi.org/10.5430/ijhe.v8n1p37
Zhonggen, Y. (2019). A Meta-Analysis of Use of Serious Games in Education over a Decade. International Journal of Computer Games Technology, 2019(3). https://doi.org/10.1155/2019/4797032
(Almuntsr et al., 2024)
Almuntsr, N. M., Muhamad, H. B., San, O. T., & Shah, S. M. (2024). Effects of Using Gamification on Accounting Students’ Motivation, Enjoyment and Academic Performance in learning Introductory Accounting at Libyan Universities. International Journal of Academic Research in Business and Social Sciences, 14(5), 245–257.
Copyright: © 2024 The Author(s)
Published by HRMARS (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode