¿Merece la pena considerar los videojuegos en la enseñanza de contabilidad? Comparación de una simulación y un videojuego respecto a atributos, motivación y resultados de aprendizaje
Is it worth it to consider videogames in accounting education? A comparison of a simulation and a videogame in attributes, motivation and learning outcomes
Resumen
El objetivo de este estudio es evaluar la eficacia de los videojuegos en comparación con las simulaciones en un ambiente de educación superior por lo que respecta a sus atributos, motivación y resultados de aprendizaje como 3 de las principales dimensiones que desempeñan un papel clave en la eficacia del aprendizaje basado en juegos digitales. Los resultados revelan diferencias significativas entre los atributos y las dimensiones de la motivación, si bien no se encontraron diferencias para los resultados de aprendizaje. Esto implicaría que, aunque ambas herramientas instructivas dirigen a los estudiantes al nivel deseado de adquisición de conocimientos, la motivación generada junto con las características que facilitan los juegos se complementan entre sí, lo que permite una experiencia de aprendizaje superior. Estos resultados respaldan la inclusión de los videojuegos como un complemento a las simulaciones en estudios superiores de contabilidad y entornos empresariales y permiten que se proponga un enfoque mixto que provee al aprendiz con «lo mejor de ambos mundos».
Descargas
Citas
Amory, 2007: Game object model version II: A theoretical model for educational game development Educational Technology Research and Development, 55 (2007), pp. 55-77
Ang et al., 2007: A model of cognitive loads in massively online role playing games Interacting with Computers, 19 (2007), pp. 167-179
Azriel et al., 2005: Answers, questions, and deceptions: What is the role of games in business education? Journal of Education for Business, 81 (2005), pp. 9-13
Bayart et al., 2014: Serious games: Leverage for knowledge management TQM Journal, 26 (2014), pp. 235-252
Bedwell et al., 2012: Toward a taxonomy linking game attributes to learning: An empirical study Simulation & Gaming, 43 (2012), pp. 729-760 http://dx.doi.org/10.1115/1.4037150
Bloom et al., 1956: Taxonomy of educational objectives: The classification of educational goals Handbook I: Cognitive Domain, David Mc Kay, (1956)
Brophy, 2013: Motivating students to learn Routledge, (2013)
Buckless et al., 2014: Using virtual worlds to simulate real-world audit procedures Issues in Accounting Education, 29 (2014), pp. 389-417
Buckley and Doyle, 2014: Gamification and student motivation. Interactive learning environments, ahead of print (2014)pp. 1-14 http://dx.doi.org/10.1080/10494820.2014.964263
Bulander, 2010: A conceptual framework of serious games for higher education-conceptual framework of the game Innov8 to train students in business process modelling: ICE-B 2010 Paper presented at the Proceedings of the International Conference on e-Business, (2010)
Calabor et al., 2015: Learning accounting through serious games: Attributes and motivation Paper presented at the 38th European Accounting Association Annual Congress, (2015)
Carenys and Moya, 2015: Digital game based learning in accounting and business education: A literature review Paper presented at the BAFA SIG Accounting Education Conference, (2015)
Chen and Law, 2015: Scaffolding individual and collaborative game-based learning in learning performance and intrinsic motivation Comput. Hum. Behav., (2015), (ahead of print)
Csikszentmihalyi, 1975: Play and intrinsic rewards Journal of Humanistic Psychology, 8 (1975), pp. 41-63
de Felix and Johnson, 1993: Learning from video games Computers in the Schools, 9 (1993), pp. 119-134
de Freitas, 2006: Using games and simulations for supporting learning Learning, Media and Technology, 31 (2006), pp. 343-358
de Freitas and Oliver, 2006: How can exploratory learning with games and simulations within the curriculum be most effectively evaluated? Computers & Education, 46 (2006), pp. 249-264 http://dx.doi.org/10.1186/s12913-017-2377-y
Dickey, 2007: Game design and learning: A conjectural analysis of how massive multiple online role-playing games (MMORPGs) Foster intrinsic motivation Educational Technology Research and Development, 55 (2007), pp. 253-273
Douglas et al., 2015: Understanding student satisfaction and dissatisfaction: An interpretive study in the UK higher education context Studies in Higher Education, 40 (2015), pp. 329-349
Faria et al., 2009: Developments in business gaming a review of the past 40 years Simulation & Gaming, 40 (2009), pp. 464-487 http://dx.doi.org/10.1115/1.4037150
Faria and Wellington, 2004: A survey of simulation game users, former-users, and never-users Simulation & Gaming, 35 (2004), pp. 178-207 http://dx.doi.org/10.1115/1.4037150
Faria, 2001: The changing nature of business simulation/gaming research: A brief history Simulation and Gaming, 34 (2001), pp. 97-110
Fitó et al., 2014: Comparing student competences in face-to-face and online business game CHB, 30 (2014), pp. 452-459
Garris et al., 2002: Games, motivation, and learning: A research and practice model Simulation & Gaming, 33 (2002), pp. 441-467 http://dx.doi.org/10.1115/1.4037150
George and Mallery, 2003: SPSS for windows step by step: A simple guide and reference 11.0 update 4th ed., Allyn & Bacon, (2003)
Girard et al., 2012: Serious games as a new educational tools: How effective are they? A meta-analysis of recent studies Journal of Computer Assisted Learning, 29 (2012), pp. 207-219
Gosen and Washbush, 2004: A review of scholarship on assessing experiential learning effectiveness Simulation & Gaming, 35 (2004), pp. 270-293 http://dx.doi.org/10.1115/1.4037150
Guillén and Aleson, 2012: Serious games and learning effectiveness: The case of it's a deal! Computers & Education, 58 (2012), pp. 435-448 http://dx.doi.org/10.1186/s12913-017-2377-y
Hays, 2005: The effectiveness of instructional games: A literature review and discussion Naval Air Warfare Center Training System Division, (2005)
Henderson et al., 2015: What works and why? Student perceptions of useful digital technology in university teaching and learning Studies in Higher Education, (2015), http://dx.doi.org/10.1080/03075079.2015.1007946
Hoover and Whitehead, 1975: An experiential-cognitive methodology in the first course in management: Some preliminary results Simulation Games and Experiential Learning in Action, 2 (1975), pp. 23-25
Huang et al., 2012: What type of learning style leads to online participation in the mixed-mode e-learning environment? A study of software usage instruction Computers & Education, 58 (2012), pp. 338-349 http://dx.doi.org/10.1186/s12913-017-2377-y
Huang et al., 2013: Impact of online instructional game features on college students’ perceived motivational support and cognitive investment: A structural equation modeling study Internet and Higher Education, 17 (2013), pp. 58-68
Huang et al., 2010: Sustaining iterative game playing processes in DGBL: The relationship between motivational processing and outcome processing Computers & Education, 55 (2010), pp. 789-797 http://dx.doi.org/10.1186/s12913-017-2377-y
Huebscher and Lendner, 2010: Effects of entrepreneurship simulation game seminars on entrepreneurs’ and students’ learning Journal of Small Business and Entrepreneurship, 23 (2010), pp. 543-554
Kapp, 2012: The gamification of learning and instruction, game-based methods, and strategies for training and education John Wiley & Sons, (2012)
Keller, 1987: Development and use of the ARCS model of instructional design Journal of Instructional Development, 10 (1987), pp. 2-10
Keller, 2008: An integrative theory of motivation, volition and performance Technology, Instruction, Cognition and Learning, 6 (2008), pp. 79-104
Kline, 2000: The handbook of psychological testing 2nd ed., Routledge, (2000)pp. 13
Kraiger et al., 1993: Application of cognitive, skill-based, and affective theories of learning outcomes to new methods of training evaluation Journal of Applied Psychology, 78 (1993), pp. 311-328
Lepper, 1988: Motivational considerations in the study of instruction Cognition and Instruction, (1988), pp. 289-309
Loiacono et al., 2002: Loiacono, E. T., Watson, R., Goodhue, D. L. (2002) WEBQUAL: A measure of website quality. In: K. Evans & L. Scheer (Eds.), 2002 Marketing educators’ conference: Marketing theory and applications, 13, 432–437.
Maehr and Meyer, 1997: Understanding motivation and schooling: Where we’ve been, where we are and where we need to go Educational Psychology Review, 9 (1997), pp. 371-409
Malone, 1981: Toward a theory of intrinsically motivating instruction Cognitive Science, 4 (1981), pp. 333-369
Malone and Lepper, 1987: Making learning fun: A taxonomy of intrinsic motivations for learning Aptitude, Learning and Instruction, 3 (1987), pp. 223-253
Mayer et al., 2014: The research and evaluation of serious games: Toward a comprehensive methodology British Journal of Educational Technology, 45 (2014), pp. 502-527
Merchant et al., 2014: Effectiveness of virtual reality-based instruction on students’ learning outcomes in K-12 and higher education: A meta-analysis Computers & Education, 70 (2014), pp. 29-40 http://dx.doi.org/10.1186/s12913-017-2377-y
MIT, 2014: Institute-wide Task Force on the future of MIT education. Final Report Massachusetts Institute of Technology, (2014) Available at: http://web.mit.edu/future-report/TaskForceFinal_July28.pdf
Montagud and Gandía, 2014: Entorno virtual de aprendizaje y resultados académicos: Evidencia empírica para la enseñanza de la Contabilidad de Gestión Revista de Contabilidad, 17 (2014), pp. 108-115
Moreno-Ger et al., 2008: Educational game design for online education CHB, 24 (2008), pp. 2530-2540
Prensky, 2007: Digital game-based learning Paragon House, (2007)
Pons et al., 2012: Distance learning and academic performance in accounting: A comparative study of the effect of the use of videoconferencing Revista de Contabilidad, 15 (2012), pp. 195-209
Ranchhod et al., 2014: Evaluating the educational effectiveness of simulation games: A value generation model Information Sciences, 264 (2014), pp. 75-90
Rieber and Noah, 2008: WGames, simulations and visual metaphors in education: Antagonism between enjoyment and learning Educational Media International, 45 (2008), pp. 77-79
Rieber and Matzko, 2001: Serious design of serious play in physics Educational Technology Research and Development, 41 (2001), pp. 14-24
Ryan and Deci, 2000: Intrinsic and extrinsic motivations: Classic definitions and new directions Contemporary Educational Psychology, 25 (2000), pp. 54-67 http://dx.doi.org/10.1006/ceps.1999.1020
Sitzmann, 2011: A meta-analytic examination of the instructional effectiveness of computer-based simulation games Personnel Psychology, 64 (2011), pp. 489-528
Stainton et al., 2010: Educational validity of business gaming simulation: A research methodology framework Simulation & Gaming, 4 (2010), pp. 705-723 http://dx.doi.org/10.1115/1.4037150
Tao et al., 2009: What influences college students to continue using business simulation games? The Taiwan experience Computers & Education, 53 (2009), pp. 929-939 http://dx.doi.org/10.1186/s12913-017-2377-y
Tao et al., 2012: Alignment of teacher and student perceptions on the continued use of business simulation games Educational Technology & Society, 15 (2012), pp. 177-189 http://dx.doi.org/10.1371/journal.pone.0179969
Tobias and Fletcher, 2012: Reflections on a review of trends in serious gaming Review of Education Research, 82 (2012), pp. 233-237
Visauta, 1998: Análisis estadístico con SPSS para windows. Estadística multivariante (II) McGraw Hill, (1998)
Vos and Brennan, 2010: Marketing simulation games: Student and lecturer perspectives Marketing Intelligence & Planning, 28 (2010), pp. 882-897 http://dx.doi.org/10.1080/08870446.2017.1293055
Westera et al., 2008: Serious games for higher education: A framework for reducing design complexity Journal of Computer Assisted Learning, 24 (2008), pp. 420-432
Whitton, 2010: Learning with digital games: A practical guide for engaging students in higher education Routledge, (2010)
Wilson et al., 2009: Relationships between game attributes and learning outcomes Simulation & Gaming, 40 (2009), pp. 217-266 http://dx.doi.org/10.1115/1.4037150
Wynder, 2004: Facilitating creativity in management accounting: A computerized business simulation Accounting Education, 13 (2004), pp. 231-250
Yalabik et al., 2012: The innovation game: Lessons in strategy and managing operations International Journal of Operations & Production Management, 32 (2012), pp. 1441-1459 http://dx.doi.org/10.1016/j.ptsp.2017.05.004
Yusoff et al., 2009: A conceptual framework for serious games Paper presented at the 9th IEEE International Conference on Advanced Learning Technologies, Riga, (2009)pp. 21-23
Las obras que se publican en esta revista están sujetas a los siguientes términos:
1. Ediciones de la Universidad de Murcia (EDITUM) y ASEPUC conservan los derechos patrimoniales (copyright) de las obras publicadas, y favorece y permite la reutilización de las mismas bajo la licencia de uso indicada en el punto 2.
2. Las obras se publican en la edición electrónica de la revista bajo una licencia de Creative Commons Reconocimiento-NoComercial-SinObraDerivada 4.0 Internacional. Permite copiar, distribuir e incluir el artículo en un trabajo colectivo (por ejemplo, una antología), siempre y cuando no exista una finalidad comercial, no se altere ni modifique el artículo y se cite apropiadamente el trabajo original. Esta revista no tiene tarifa por la publicación Open Access. ASEPUC y EDITUM financian los costes de producción y publicación de los manuscritos.
3. Condiciones de auto-archivo. Se permite y se anima a los autores a difundir electrónicamente la versión publicada de sus obras, ya que favorece su circulación y difusión y con ello un posible aumento en su citación y alcance entre la comunidad académica.
