Digital game-based learning in accounting and business education

Carenys, Jordi; Moya, Soledad Prats

doi:10.1080/09639284.2016.1241951

Cited by 86 publications

(73 citation statements)

References 65 publications

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“…Most of the pre-existing evidence is compatible with the findings of this systematic review (Sitzmann, 2011;Connolly et al, 2012;Ritzhaupt et al, 2014;Gegenfurtner et al, 2014;Shin et al, 2015;Lameras et al, 2016;Carenys & Moya, 2016;Fu et al, 2016;Warren et al, 2016). Nevertheless, one study indicates that the overall positive perception of students depends on the different forms of games (Riemer & Schader, 2015), namely, simulations promote a less positive effect compared to quizzes and adventures.…”

Section: Discussionsupporting

confidence: 68%

“…Overall, digital games and simulations urge students to interact not only with the game, but with their instructors and co-players as well. These results have been extensively covered in the literature review, with the majority of researchers agreeing with the current study's results, confirming the positive effects of games and simulations on the behavioural level of learning outcomes (Bellotti et al, 2013;Tsekleves et al, 2014;Fu et al, 2016;Carenys & Moya, 2016).…”

Section: Discussionsupporting

confidence: 62%

“…After studying the previous reviews, it is evident that the most commonly referred games in past reviews are digital and computerized games (Sitzmann, 2011;Young et al, 2012;Smetana & Bell, 2012;Girard et al, 2013;Merchant et al, 2014;Clark et al, 2015;Carenys & Moya, 2016;Warren et al, 2016). The technological revolution and the invasion of Internet in Higher Education urge students to build digital and collaborative skills for the twenty-first century through gaming.…”

Section: Synthesis Of Previous Reviews/meta-analysesmentioning

confidence: 99%

“…Another substantial impact emerged is the effectiveness of games not only in the cognitive domain but also in the affective and behavioural domains (Ritzhaupt et al, 2014;Shin et al, 2015;Tsekleves et al, 2014;Fu et al, 2016;Carenys & Moya, 2016). The affective domain is thoroughly discussed by the reviewers.…”

Section: Synthesis Of Previous Reviews/meta-analysesmentioning

confidence: 99%

“…Hsu et al (2012) provide a cross-analysed content analysis agreeing with the previous researchers that topics such as "Motivation, Perceptions and Attitudes" are of utmost importance. (2017) 14:22In a recent review of business literature, Carenys and Moya (2016) discuss the impact of digital game-based learning (DGBL) on students. They examine DGBL both from a theoretical point of view and on a practical basis through three stages: a) the evaluation of digital games in the preparatory stage, b) specifying which research has been deemed appropriate for DGBL deployment, and c) the learning outcomes (cognitive, behavioural, affective, and multi-dimensional) that can be attained through digital games.…”

Section: Gamesmentioning

confidence: 99%

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The effect of games and simulations on higher education: a systematic literature review

Vlachopoulos

Makri

2017

Int J Educ Technol High Educ

492

265

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The focus of higher education institutions is the preparation of future professionals. To achieve this aim, innovative teaching methods are often deployed, including games and simulations, which form the subject of this paper. As the field of digital games and simulations is ever maturing, this paper attempts to systematically review the literature relevant to games and simulation pedagogy in higher education. Two researchers collaborate to apply a qualitative method, coding and synthesizing the results using multiple criteria. The main objective is to study the impact of games and simulations with regard to achieving specific learning objectives. On balance, results indicate that games and/or simulations have a positive impact on learning goals. The researchers identify three learning outcomes when integrating games into the learning process: cognitive, behavioural, and affective. As a final step, the authors consolidate evidence for the benefit of academics and practitioners in higher education interested in the efficient use of games and simulations for pedagogical purposes. Such evidence also provides potential options and pathways for future research.

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Section: Discussionsupporting

confidence: 68%

Section: Discussionsupporting

confidence: 62%

Section: Synthesis Of Previous Reviews/meta-analysesmentioning

confidence: 99%

Section: Synthesis Of Previous Reviews/meta-analysesmentioning

confidence: 99%

Section: Gamesmentioning

confidence: 99%

See 3 more Smart Citations

The effect of games and simulations on higher education: a systematic literature review

Vlachopoulos

Makri

2017

Int J Educ Technol High Educ

492

265

View full text Add to dashboard Cite

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Serious games in future skills development: A systematic review of the design approaches

Gurbuz

Celik

2022

Comp Applic In Engineering

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Serious games offer a magnificent potential for developing future skills along with the 21st-century learning ecosystem. A close nexus between the design and effectiveness of serious games is still argued. In this regard, the current study provides a systematic literature review on serious game design approaches with a special focus on future skill development. A systematic review protocol, including planning, conducting, and reporting stages, is followed to comprehensively interpret the existing studies. Applying quality controls, 32 serious game studies which include a practical serious game design approach are selected. For providing a more systematic analysis, these approaches are then categorized based on the intended outcome of the serious game that the approach aims to facilitate. It is found that 8 (25%) of these design approaches support at least one future skills, among which problemsolving as well as collaboration and teamwork are the most commonly supported ones. It is also discovered that clear goals and interactivity, used in 6 (75%) and 5 (63%) of the 8 design approaches respectively, are the most commonly implemented game design elements. Considering the significant literature gap on the implementation of serious games for future skills development, this study consequently provides valuable insights for the game designers, software developers, educational technology researchers, and engineering educators in various domains.

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