Addressing the AICPA core competencies through the usage of the monopoly™ board game

Abstract

Purpose The purpose of this paper is to examine the learning outcomes of students enrolled in an introductory financial accounting course through their experience of playing the Monopoly™ board game and map those outcomes to a selected number of individual competency types addressed in the AICPA Core Competency Framework. Design/methodology/approach A longitudinal qualitative analysis was performed to analyze self-reported learning outcomes collected from undergraduate students enrolled in an introductory financial accounting course. Content analysis and participant observations were utilized to inform the analysis process and derive research findings. Findings The findings reveal a connection between the learning outcomes and a selected number of individual competency types addressed in the AICPA Framework. The findings also reemphasize the importance of utilizing some of the basic functions and features of Excel to augment foundational financial accounting knowledge and enhance professional skills. Originality/value Although the use of board games in accounting education was examined in prior research, this paper provides an empirical evidence on the alignment of self-reported learning outcomes of a popular board game to a notable profession-driven framework. In addition to bridging a potential gap between the accounting education and profession, this study informs academics as to the implications of engaging students in a class activity that applies basic financial accounting and computer knowledge.

The study on designed gamified mobile learning model to assess students’ learning outcome of accounting education

“…Mobile learning has been widely used and has become a prominent study in educational research at home and abroad [ 35 ]. A summary of previous research points out that mobile learning is based on mobile products, learning with mobile network support, and other conditions [ 15 , 16 , 36 ]. Learning is not limited by time and space and can be continued anytime, anywhere.…”

“…Game-based learning has flourished in recent years. Most research results directly support that game-based learning can improve learning motivation and effectiveness [ [13] , [14] , [15] , [16] , [17] , [18] , [19] ]. However, the application of research in accounting education is still very lacking [ 19 ].…”

“…Refs. [ 12 , [14] , [15] , [16] , 18 , 20 ]). Yet, it is not fully applied in the higher education for accounting curricula.…”

Pengaruh Model Pembelajaran Kontekstual Berbantuan Media Monopoli Terhadap Hasil Belajar IPS Kelas V SD 3 Padurenan

“…Jurnal Penelitian dan Pendidikan IPS (JPPI) 17 (2): 93-100, 2023 http://ejournal.unikama.ac.id/index.php/JPPI belajar. Mousa (2019) Media monopoli memiliki kelebihan, diantaranya adalah memberikan pengalaman belajar yang menyenangkan dan dapat menjadikan siswa lebih berpartisipasi aktif dalam pembelajaran serta dapat membuat siswa aktif selama pembelajaran sehingga dapat membangun interaksi antara siswa. Dalam konteks ini, siswa diharapkan dapat menjawab pertanyaan-pertanyaan yang muncul pada bidak permainan monopoli, sehingga mereka dapat belajar sambil bermain.…”

Using an Online Bidding Game to Teach Costing in Management Accounting

“…Board games and simulation games are popular types of game-based learning. Mousa (2019) applied the Monopoly game in accounting classes and reported that students pick up soft skills such as problem solving, collaboration, communication, and critical thinking while playing the game. Tan et al (2021) modified the Monopoly game and demonstrated that the modified game produces higher-order thinking skills for students.…”