TEACHING RESOURCE Using MONOPOLY TM and Teams-GamesTournaments in accounting education: a cooperative learning teaching resource

Tanner, Margaret; Lindquist, Tim M.

doi:10.1080/096392898331225

Cited by 59 publications

(28 citation statements)

References 18 publications

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“…Consistent with the investigation by Tanner and Lindquist (1998), this study indicates that computer-based gaming within Teams-Games-Tournament cooperative goal structure facilitated students' attitudes toward learning. This finding confirms Johnson and Johnson's (1996) and Slavin's (1995) claim that cooperative experiences promoted higher self-esteem than competitive or individualistic experiences did.…”

Section: The Effect Of Alternative Game-based Learning Situations On supporting

confidence: 88%

“…Despite the large number of studies about the use of classroom goal structure alone and computer games alone, few empirical studies examine the interaction between the two variables (Cavalier and Klein 1998;Tanner and Lindquist 1998). Closely related to the current study is Bahr and Rieth's (1989) investigation of a computer-based arithmetic drilland-practice game designed to increase single-digit computation fluency.…”

Section: Individual Differences In Game-based Learningmentioning

confidence: 88%

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Alternative goal structures for computer game-based learning

2008

Computer Supported Learning

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This field study investigated the application of cooperative, competitive, and individualistic goal structures in classroom use of computer math games and its impact on students' math performance and math learning attitudes. One hundred and sixty 5th-grade students were recruited and randomly assigned to Teams-Games-Tournament cooperative gaming, interpersonal competitive gaming, individualistic gaming, and the control group. A state-standards-based math exam and an inventory on attitudes toward mathematics were used in pretest and posttest. Students' gender and socioeconomic status were examined as the moderating variables. Results indicated that even though there was not a significant effect of classroom goal structure in reinforcing computer gaming for math test performance, gamebased learning in cooperative goal structure was most effective in promoting positive math attitudes. It was also found that students with different socioeconomic statuses were influenced differently by gaming within alternative goal structures.

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Section: The Effect Of Alternative Game-based Learning Situations On supporting

confidence: 88%

Section: Individual Differences In Game-based Learningmentioning

confidence: 88%

Alternative goal structures for computer game-based learning

2008

Computer Supported Learning

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“…Classroom goal structures for computer games Consistent with the investigation by Tanner and Lindquist (1998), this study indicates that Teams-Games-Tournament cooperative goal structure is most helpful in sustaining the motivational effects of computer games. This finding also supports the speculation based on cognitive evaluation theory (Deci et al 1999) that the intrinsic motivation appeal of computer-based games is mediated by the external reward structures (in this case, classroom goal structures).…”

Section: Computer Games Application 553supporting

confidence: 84%

“…A recent review revealed only a few comparative studies conducted years ago (e.g., Bahr and Rieth 1989;Strommen 1993;Tanner and Lindquist 1998).…”

Section: Empirical Research On Classroom Goal Structures For Gamingmentioning

confidence: 99%

“…Researchers (Johnson and Johnson 1996;Slavin 1995) stated that cooperative learning has its greatest effect on student learning when group rewards and individual accountability exist. In addition, TGT has been applied in empirical game-based learning research and produced positive outcomes (Tanner and Lindquist 1998). Group 2-Games in competitive goal structure…”

Section: Experimental Groupsmentioning

confidence: 99%

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Computer games application within alternative classroom goal structures: cognitive, metacognitive, and affective evaluation

2008

Education Tech Research Dev

192

105

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This article reports findings on a study of educational computer games used within various classroom situations. Employing an across-stage, mixed method model, the study examined whether educational computer games, in comparison to traditional paperand-pencil drills, would be more effective in facilitating comprehensive math learning outcomes, and whether alternative classroom goal structures would enhance or reduce the effects of computer games. The findings indicated that computer games, compared with paper-and-pencil drills, were significantly more effective in promoting learning motivation but not significantly different in facilitating cognitive math test performance and metacognitive awareness. Additionally, this study established that alternative classroom goal structures mediated the effects of computer games on mathematical learning outcomes. Cooperative goal structure, as opposed to competitive and individualistic structures, significantly enhanced the effects of computer games on attitudes toward math learning.Keywords Instructional gaming Á Media in education Á Classroom goal structures For more than two decades, educationalists have discussed the potential that exists for the application of computer games to learning (e.g.spite of a growing body of literature highlighting the educational potential of computer games, this enthusiasm is tempered by the recognition that the empirical evidence does not clearly establish improved learning outcomes for game-based activities. Major reviews on instructional computer games (Dempsey et al.well-specified and implemented in-situ research that examines what happens in real contexts over time (Fletcher and Tobias 2006).Another common skepticism expressed about using computer games for learning lies in the lack of empirically-grounded methods of integrating computer games into classroom and lesson time. The majority of games and learning research has been concerned with learning conceptually that does not demand knowledge of subject area, hence lack connection to curriculum in school (Egenfeldt-Nielsen 2005, Unpublished doctoral dissertation). The research question remains to be studied empirically: When and how will computer games facilitate purposeful learning in school? Miller et al. (1999) and Papert (1998) suggested that the investigation into computer games for learning should focus on how games can be carefully aligned with sound pedagogical strategies to be beneficial. Kaptelinin and Cole (2002) further argued that learning outcomes achieved through educational games depend largely on the external instructional activities context that structures the way students use and interact with computer games. However, research on game-based pedagogy is especially sparse. Research on the use of computer games within different classroom goal structurescooperative, competitive, or individualistic goal structure (Johnson and Johnson 1996) is needed and would be valuable to educationalists. Classroom goal structures and computer games applicationClassroom goal structure i...

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Enhancing Awareness on the Benefits of Supply Chain Visibility Through Serious Gaming

Muller¹,

Müller

Zedel

et al. 2015

Open and Big Data Management and Innovation

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Improving both efficiency and security in international supply chains requires a new approach in data sharing and control measures. Instead of managing supply chain risks individually, supply chain partners need to collaborate in order to exchange cargo information and implement control measures on the level of the entire supply chain. Governmental agencies, having access to this up-to-date and complete information, can implement alternative risk assessment policies, resulting in less disruptive ways of supervising entire trade lanes. However, this paradigm shift requires awareness of these supply chain visibility concepts and increased collaboration between partners in a value chain. In order to disseminate these new concepts and initiate cooperation between key stakeholders, a serious game called 'The Chain Game' was designed, implemented and evaluated.

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TEACHING RESOURCE Using MONOPOLY TM and Teams-GamesTournaments in accounting education: a cooperative learning teaching resource

Cited by 59 publications

References 18 publications

Alternative goal structures for computer game-based learning

Alternative goal structures for computer game-based learning

Computer games application within alternative classroom goal structures: cognitive, metacognitive, and affective evaluation

Enhancing Awareness on the Benefits of Supply Chain Visibility Through Serious Gaming

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