Creating a Modified Monopoly Game for Promoting Students' Higher-Order Thinking Skills and Knowledge Retention

Abstract

This study modifies a popular business simulation game, Monopoly, to assess its effectiveness as a learning and teaching tool for helping high school accounting students acquire and apply foundational accounting concepts. The study compares an accounting-focused, Modified Monopoly with two other instructional methods. Using a quasi-experimental approach involving three learning groups, with random assignment of treatments based on school/class, a sample of 144 accounting students was obtained. This study found students using Modified Monopoly showed significantly greater improvement between their pre-test and the post-test scores than students in Computer-assisted instruction (CAI) but significantly less improvement than a paper-based extended accounting problem (EAP). However, students using Modified Monopoly, similar to the students in CAI, did not suffer the same significant decay in knowledge as students in EAP. These results offer evidence for the significant and more enduring learning benefits Modified Monopoly can produce in students’ higher order thinking skills.

The Development of MONOTIKA (Monopoly Mathematics) Learning Media in Algebraic Material for Junior High School Students in Grade VII

“…Based on the description of the previous research, there are several developments of monopoly media in IPA material (Firmansyah & Indana, 2018;Firdaus et al, 2015;Ramadani et al, 2016;Ulfaeni et al, 2017;Vikagustanti et al, 2014;Susanto & Prastiwi, 2012), geography (Siskawati et al, 2016), Javanese script (Zahro, 2015), batik arts (Hidayat & Muhajir, 2015), food (Suprapto, 2013), social sciences (Ashari & Purwanti, 2017), basic accounting concepts (Kuang, 2018;Tanner & Lindquist, 1998), hotel and lodging development concepts (O'halloran & Deale, 2010).…”

“…Monopoly learning media has been pretty much developed by researchers (O'halloran & Deale, 2010;Kuang, 2018;Ansoms & Geenen, 2012;Herdani et al, 2015;Fadlillah, 2016;Firmansyah & Indana, 2018;Deviana & Prihatnani, 2018;Firdaus et al, 2015;2015: 2015-2015Isnaini & Rahmawati, 2016Rahaju & Hartono, 2017;Ramadani et al, 2016;Siskawati et al, 2016;Suprapto, 2013;Susanto & Prastiwi, 2012;Ulfaeni et al, 2017;Vikagustanti et al, 2014;Zahro, 2015). Research results in a state that monopoly media is effectively used as a learning medium to practice the problem (Deviana & Prihatnani, 2018;Firdaus et al, 2015;2015: 2015-2015N.…”

“…Ramadhani et al, 2016. Learning using monopoly media positively influences students' thinking abilities (Vikagustanti et al, 2014;Kuang, 2018;Syalfi et al, 2019). Learning media in the form of monopoly games effectively improves students' learning motivation (Hidayat & Muhajir, 2015;Siskawati et al, 2016;Agustiya et al, 2017).…”

Variáveis institucionais explicativas do desempenho de estudantes de Ciências Contábeis e Administração

“…No CDO também estão incluídas as estratégias de ensino utilizadas pelos professores. A esse respeito, pesquisas têm testado múltiplas técnicas pedagógicas visando aumentar a performance discente, tais como jogos e gamificação (Beatson et al, 2020;ElKelish & Ahmed, 2021;Kuang, Adler, & Pandey, 2021), tecnologia (Francescucci, Kellershohn, & Pyle, 2021;Namin, Ketron, Kaltcheva, & Winsor, 2021), estudo de caso instrucional (Cheng, Sapkota, & Yurko, 2021), narrativas (Grimm, 2021;Taylor, Marrone, Tayar, & Mueller, 2017), tipo, frequência e políticas de avaliação (Miglietti, 2021;Nakos & Whiting, 2018;Nsor-Ambala, 2020) e assim por diante. No caso do grupo IES, o propósito é verificar como variáveis das instituições de ensino estão associadas ao desempenho acadêmico.…”

Institutional variables explaining the performance of accounting and administration students

“…The TS also includes the teaching strategies used by teachers. In this regard, research has tested multiple pedagogical techniques aimed at increasing student performance, such as games and gamification (Beatson et al, 2020;ElKelish & Ahmed, 2021;Kuang, Adler, & Pandey, 2021), technology (Francescucci, Kellershohn, & Pyle, 2021;Namin, Ketron, Kaltcheva, & Winsor, 2021), instructional case study (Cheng, Sapkota, & Yurko, 2021), narratives (Grimm, 2021;Taylor, Marrone, Tayar, & Mueller, 2017), type, frequency and evaluation policies (Miglietti, 2021;Nakos & Whiting, 2018;Nsor-Ambala, 2020) and so on. In the case of the HEI group, the purpose is to verify how variables of educational institutions are associated with academic performance.…”