Towards Using Mobile Technologies to Digitise a Table-Top Game for Accountancy Students
Article No.: 26, Pages 1 - 5
Abstract
Literature on teaching and learning indicates that lecturers should constantly amend their teaching methodologies. Responses from the accounting profession indicate that lecturers should absorb the teaching of skills and practical application of theory in their teaching methodologies. Research on teaching methodologies suggests that the use of games in classrooms could address these needs from the accounting profession by actively engaging students with the learning content. The authors of this paper developed a table-top game and consequently assimilated a pilot study on the use of the table-top game as an instrument that amplifies and supplements their existing teaching methodology. The authors previously conducted a pilot study of the table-top game which indicated that by playing the game, students developed skills and actively applied their theoretical knowledge to advance in the game. The pilot study was designed as a locally bound case study. The authors therefore postulate that the use of the table-top game could change the way students learn. The results from the pilot study held that the students would favour a digital component for the next phase of development of the table-top game. This paper therefore address how mobile technology could further the benefits of the table-top game in terms of social aspects, virtually playing the game, and the random generation of game elements with mobile technology.
References
[1]
Boyce, G., Critical accounting education: teaching and learning outside the circle. Critical perspectives on Accounting, 2004. 15(4): p. 565--586.
[2]
Gramsci, A., On education. Selections from the prison notebooks, 1971: p. 26--43.
[3]
Weil, S., et al., A study of students' perceptions of the usefulness of case studies for the development of finance and accounting-related skills and knowledge. Accounting Education, 2001. 10(2): p. 123--146.
[4]
Tucker, B.P. and A.D. Lowe, Practitioners are from Mars; academics are from Venus? An investigation of the research-practice gap in management accounting. Accounting, Auditing & Accountability Journal, 2014. 27(3): p. 394--425.
[5]
Fouché, J.P., Programme development for first year accounting in South African higher education. 2006, North-West University.
[6]
Moizer, J., et al., Simulations and games overcoming the barriers to their use in higher education. Active Learning in Higher Education, 2009. 10(3): p. 207--224.
[7]
Ramani, G.B., R.S. Siegler, and A. Hitti, Taking it to the classroom: Number board games as a small group learning activity. Journal of educational psychology, 2012. 104(3): p. 661.
[8]
Kumar, R. and R. Lightner, Games as an interactive classroom technique: Perceptions of corporate trainers, college instructors and students. International Journal of Teaching and Learning in Higher Education, 2007. 19(1): p. 53--63.
[9]
Ruben, B.D., Simulations, games, and experience-based learning: The quest for a new paradigm for teaching and learning. Simulation & Gaming, 1999. 30(4): p. 498--505.
[10]
Vygotsky, L.S., Thought and word. 1962.
[11]
Pike, B., R.W. Pike, and C. Busse, 101 games for trainers: A collection of the best activities from creative training techniques newsletter. 1995: Human Resource Development.
[12]
Wenzler, I. and D. Chartier, Why do we bother with games and simulations: An organizational learning perspective. Simulation & Gaming, 1999. 30(3): p. 375--384.
[13]
Stirling, D. Games as Educational Tools: Teaching Skills, Transforming Thoughts. 2013 [cited 2014 April 23]; Available from: https://infospace.ischool.syr.edu/2013/06/27/games-as-educational-tools-teaching-skills-transforming-thoughts/.
[14]
Johnson, L., et al. NMC Horizon Report: 2015 Higher Education Edition. 2015 [cited 2015 August 1,]; Available from: http://www.nmc.org/publication/nmc-horizon-report-2015-higher-education-edition/.
[15]
Gerber, B.L., A.M. Cavallo, and E.A. Marek, Relationships among informal learning environments, teaching procedures and scientific reasoning ability. International Journal of Science Education, 2001. 23(5): p. 535--549.
[16]
Gee, J.P. What would a state of the art instructional video game look like. Innovate Journal of Online Education 2005 [cited 2015 August 3]; Available from: http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.374.8429&rep=rep1&type=pdf.
[17]
McGrath, J.R. and G. MacEwan, Linking pedagogical practices of activity-based teaching. The International Journal of Interdisciplinary Social Sciences, 2011. 6(3): p. 261--274.
[18]
Bakker, S., et al. Tangible interaction in tabletop games: studying iconic and symbolic play pieces. in Proceedings of the international conference on Advances in computer entertainment technology. 2007. ACM.
[19]
Antle, A.N., et al. Futura: design for collaborative learning and game play on a multi-touch digital tabletop. in Proceedings of the fifth international conference on Tangible, embedded, and embodied interaction. 2011. ACM.
[20]
Mazalek, A., Media Tables: An extensible method for developing multi-user media interaction platforms for shared spaces. 2005, Massachusetts Institute of Technology.
[21]
Magerkurth, C., et al., Pervasive games: bringing computer entertainment back to the real world. Computers in Entertainment (CIE), 2005. 3(3): p. 4--4.
[22]
Huizenga, J., et al., Mobile game-based learning in secondary education: engagement, motivation and learning in a mobile city game. Journal of Computer Assisted Learning, 2009. 25(4): p. 332--344.
[23]
Klopfer, E. and K. Squire, Environmental Detectives---the development of an augmented reality platform for environmental simulations. Educational Technology Research and Development, 2008. 56(2): p. 203--228.
[24]
Bracy, C., S. Bevill, and T.D. Roach. The millennial generation: Recommendations for overcoming teaching challenges. in Allied Academies International Conference. Academy of Educational Leadership. Proceedings. 2010. Jordan Whitney Enterprises, Inc.
[25]
Aggerholm, B., Educating the New Wave; Today's techno-savvy students are a challenge, but universities haven't seen anything yet. Kitchener-Waterloo Record. Retrieved May, 2006. 7: p. 2006.
[26]
Oblinger, D., Boomers gen-xers millennials. EDUCAUSE review, 2003. 500(4): p. 37--47.
[27]
Bonwell, C.C. and T.E. Sutherland, The active learning continuum: Choosing activities to engage students in the classroom. New directions for teaching and learning, 1996. 1996(67): p. 3--16.
[28]
Bonwell, C.C. and J.A. Eison, Active Learning: Creating Excitement in the Classroom. 1991 ASHE-ERIC Higher Education Reports. 1991: ERIC.
[29]
Minifie, J.R. and K. Davis, Ensuring gen y students come prepared for class; then leveraging active learning techniques to most effectively engage them. American Journal of Business and Management, 2013. 2(1): p. 13--19.
[30]
Zemke, R., Here come the millennials. Training, 2001. 38(7): p. 44--49.
[31]
Gros, B., Digital games in education: The design of games-based learning environments. Journal of research on technology in education, 2007. 40(1): p. 23--38.
[32]
Mehdipour, Y. and H. Zerehkafi, Mobile learning for education: Benefits and challenges. International Journal of Computational Engineering Research, 2013. 3(6): p. 93--101.
[33]
Kolb, L., Toys to tools: Connecting student cell phones to education. 2008: International Society for Technology in educ.
[34]
Pence, H.E., Smartphones, smart objects, and augmented reality. The Reference Librarian, 2010. 52(1-2): p. 136--145.
[35]
Bimber, O. and R. Raskar, Spatial augmented reality: merging real and virtual worlds. 2005: CRC press.
[36]
Milgram, P. and F. Kishino, A taxonomy of mixed reality visual displays. IEICE TRANSACTIONS on Information and Systems, 1994. 77(12): p. 1321--1329.
[37]
Tiwari, A.K. and A. Gupta, QArt-new Generation of Visual Appearing QR Code.
[38]
Zigomitros, A. and C. Patsakis, Cross format embedding of metadata in images using QR codes, in Intelligent Interactive Multimedia Systems and Services. 2011, Springer. p. 113--121.
[39]
Rouillard, J. Contextual QR codes. in Computing in the Global Information Technology, 2008. ICCGI'08. The Third International Multi-Conference on. 2008. IEEE.
[40]
Letzgro, How does augmented reality work in real life. 2016.
[41]
Carmigniani, J., et al., Augmented reality technologies, systems and applications. Multimedia Tools and Applications, 2011. 51(1): p. 341--377.
[42]
Lee, K., Augmented reality in education and training. TechTrends, 2012. 56(2): p. 13--21.
[43]
Booth, M., Combining games and speech recognition in a multilingual educational environment. 2014, North-West University.
[44]
Hendrikx, M., et al., Procedural content generation for games: A survey. ACM Transactions on Multimedia Computing, Communications, and Applications (TOMM), 2013. 9(1): p. 1.
[45]
Random.org. What's this fuss about true randomness? 2017 [cited 2017 8 September]; Available from: https://www.random.org/.
[46]
Black, A., Gen Y: Who they are and how they learn. Educational Horizons, 2010. 88(2): p. 92--101.
[47]
Chee, Y.S., Embodiment, embeddedness, and experience: Game-based learning and the construction of identity. Research and Practice in Technology Enhanced Learning, 2007. 2(01): p. 3--30.
[48]
Reilly, P. Understanding and Teaching Generation Y. in English teaching forum. 2012. ERIC.
[49]
Brigham, T.J., An introduction to gamification: adding game elements for engagement. Medical reference services quarterly, 2015. 34(4): p. 471--480.
Index Terms
- Towards Using Mobile Technologies to Digitise a Table-Top Game for Accountancy Students
Recommendations
Mobile educational game: adventure anywhere
MobileHCI '09: Proceedings of the 11th International Conference on Human-Computer Interaction with Mobile Devices and ServicesMain topic of this work is development of educational games that can be used on mobile devices. Paper describes a novel approach to educational game defining and interpretation. Idea is based on extracting knowledge, game rules and scenarios outside the ...
Knowledge to go: using mobile technologies for mobile learning inside and outside university and school
This article presents the first experiences in utilising palm sized computers (PDAs) in university and school projects in Muenster, Germany. PDAs were used in combination with wireless transmission techniques, to be able to run web-based and offline ...
Inventive problem-solving puzzle game design and development
This paper depicts the production of a game for learning theory of inventive problem solving or TRIZ. The theory is meant for resolving engineering contradiction and forecasting trends and evolution of technologies. Despite being an effective invention ...
Comments
Please enable JavaScript to view thecomments powered by Disqus.Information & Contributors
Information
Published In
October 2017
203 pages
Copyright © 2017 ACM.
Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than ACM must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected]
In-Cooperation
- SIGAPP: ACM Special Interest Group on Applied Computing
- University of Cyprus
Publisher
Association for Computing Machinery
New York, NY, United States
Publication History
Published: 30 October 2017
Check for updates
Author Tags
Qualifiers
- Research-article
- Research
- Refereed limited
Funding Sources
- National Research Foundation South Africa
Conference
mLearn 2017
mLearn 2017: 16th World Conference on Mobile and Contextual Learning
October 30 - November 1, 2017
Larnaca, Cyprus
Contributors
Other Metrics
Bibliometrics & Citations
Bibliometrics
Article Metrics
- 0Total Citations
- 109Total Downloads
- Downloads (Last 12 months)5
- Downloads (Last 6 weeks)0
Reflects downloads up to 19 Dec 2024
Other Metrics
Citations
View Options
Login options
Check if you have access through your login credentials or your institution to get full access on this article.
Sign in