Digitized Simulation and Gamified Pedagogy in a First Year Accounting Core Subject

Viktor Arity; Gillian Vesty; Belinda Moloney

doi:10.1007/978-981-19-4460-4_16

Digitized Simulation and Gamified Pedagogy in a First Year Accounting Core Subject

Viktor Arity
, Gillian Vesty
, Belinda Moloney

Research and Innovation Office

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

3 Citations (Scopus)

Abstract

The idea of technologically enhanced pedagogy, such as digitized simulation and gamified authentic assessments, in higher education is relatively new but offers the potential to revolutionize classroom delivery. This paper is designed to provide insights into curriculum designs and student responses to the use of innovative assessment in accounting education. This research examines how digitized simulation and serious games can enhance student engagement and help to address cognitive load challenges experienced by students. This paper also provides a case of detailed, practical insights for academics interested in digitizing and gamifying pedagogy for learning, while citing the benefits of serious game use in verifying assessment authenticity.

Original language	English
Title of host publication	Handbook of Big Data and Analytics in Accounting and Auditing
Publisher	Springer Nature
Pages	361-393
Number of pages	33
ISBN (Electronic)	9789811944604
ISBN (Print)	9789811944598
DOIs	https://doi.org/10.1007/978-981-19-4460-4_16
Publication status	Published - 1 Jan 2023

Keywords

Authentic assessment
Cognitive load
Discovery-based learning
Serious games

Access to Document

10.1007/978-981-19-4460-4_16

Cite this

@inbook{3b810a5acbe44d14a346f2b1c590d2fe,

title = "Digitized Simulation and Gamified Pedagogy in a First Year Accounting Core Subject",

abstract = "The idea of technologically enhanced pedagogy, such as digitized simulation and gamified authentic assessments, in higher education is relatively new but offers the potential to revolutionize classroom delivery. This paper is designed to provide insights into curriculum designs and student responses to the use of innovative assessment in accounting education. This research examines how digitized simulation and serious games can enhance student engagement and help to address cognitive load challenges experienced by students. This paper also provides a case of detailed, practical insights for academics interested in digitizing and gamifying pedagogy for learning, while citing the benefits of serious game use in verifying assessment authenticity.",

keywords = "Authentic assessment, Cognitive load, Discovery-based learning, Serious games",

author = "Viktor Arity and Gillian Vesty and Belinda Moloney",

note = "Publisher Copyright: {\textcopyright} The Editor(s) (if applicable) and The Author(s), under exclusive licence to Springer Nature Singapore Pte Ltd. 2023.",

year = "2023",

month = jan,

day = "1",

doi = "10.1007/978-981-19-4460-4\_16",

language = "English",

isbn = "9789811944598",

pages = "361--393",

booktitle = "Handbook of Big Data and Analytics in Accounting and Auditing",

publisher = "Springer Nature",

}

TY - CHAP

T1 - Digitized Simulation and Gamified Pedagogy in a First Year Accounting Core Subject

AU - Arity, Viktor

AU - Vesty, Gillian

AU - Moloney, Belinda

N1 - Publisher Copyright: © The Editor(s) (if applicable) and The Author(s), under exclusive licence to Springer Nature Singapore Pte Ltd. 2023.

PY - 2023/1/1

Y1 - 2023/1/1

N2 - The idea of technologically enhanced pedagogy, such as digitized simulation and gamified authentic assessments, in higher education is relatively new but offers the potential to revolutionize classroom delivery. This paper is designed to provide insights into curriculum designs and student responses to the use of innovative assessment in accounting education. This research examines how digitized simulation and serious games can enhance student engagement and help to address cognitive load challenges experienced by students. This paper also provides a case of detailed, practical insights for academics interested in digitizing and gamifying pedagogy for learning, while citing the benefits of serious game use in verifying assessment authenticity.

AB - The idea of technologically enhanced pedagogy, such as digitized simulation and gamified authentic assessments, in higher education is relatively new but offers the potential to revolutionize classroom delivery. This paper is designed to provide insights into curriculum designs and student responses to the use of innovative assessment in accounting education. This research examines how digitized simulation and serious games can enhance student engagement and help to address cognitive load challenges experienced by students. This paper also provides a case of detailed, practical insights for academics interested in digitizing and gamifying pedagogy for learning, while citing the benefits of serious game use in verifying assessment authenticity.

KW - Authentic assessment

KW - Cognitive load

KW - Discovery-based learning

KW - Serious games

UR - https://www.scopus.com/pages/publications/85160803548

U2 - 10.1007/978-981-19-4460-4_16

DO - 10.1007/978-981-19-4460-4_16

M3 - Chapter

AN - SCOPUS:85160803548

SN - 9789811944598

SP - 361

EP - 393

BT - Handbook of Big Data and Analytics in Accounting and Auditing

PB - Springer Nature

ER -

Digitized Simulation and Gamified Pedagogy in a First Year Accounting Core Subject

Abstract

Keywords

Access to Document

Other files and links

Fingerprint

Cite this