77 5.5 Validity and reliability of the research
7. ACKNOWLEDGEMENTS
This work is based on the research support in part by Scholarship of Teaching and Learning (SoTL). Opinions, findings and conclusions or recommendations expressed in this material are those of the authors and the SoTL grant givers do not accept any liability in regard thereto. The authors wish to thank Prof Jaco Fouché for permission to use and adapt his questionnaire.
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ARTICLE III
Pelser-Carstens, V., & Blignaut, A. S. (2017). Towards using mobile technologies to digitise a table-top game for accountancy students. Article presented at the 16th World Conference on Mobile and Contextual Learning.
mLearn 2017: Proceedings of the 16th World Conference on Mobile and Contextual Learning. Article No.: 26 Pages 1–5. ACM Digital Library.
https://dl.acm.org/doi/abs/10.1145/3136907.3136932
Printed with the kind permission of the International Association for Mobile Learning.
Towards Using Mobile Technologies to Digitise a Table-Top Game for Accountancy Students
Veruschka Pelser-Carstens TELIT-SA, Faculty of Natural Sciences
and Agriculture, NWU P.O. Box 1174
South Africa
Veruschka.PelserCarstens@nwu.ac.za
A. Seugnet Blignaut TELIT-SA, Faculty of Natural Sciences
and Agriculture, NWU P.O. Box 1174
South Africa Seugnet.Blignaut@nwu.ac.za
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. !e 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.
!e 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. !e pilot study was designed as a locally bound case study. !e authors therefore postulate that the use of the table-top game could change the way students learn. !e 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. !is 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.
CCS Concepts: Computer-assisted instruction, Interactive learning environments, Mobile computing and Interactive games General Terms: Table-Top Games
Additional Key Words and Phrases: Games for Learning, Digitalization, Table-top Games, Mobile Devices
ACM Reference format:
2017. Towards Using Mobile Technologies to Digitise a Table-Top Game for Accountancy Students. In Proceedings of mLearn 2017, Larnaca, Cyprus, October 2017 (mLearn 2017), 9 pages.
DOI: 10.1145/3136907.3136932
mLearn 2017, October 30-November 1, 2017, Larnaca, Cyprus
© 2017 Association for Computing Machinery.
ACM ISBN 978-1-4503-5255-0/17/10…$15.00 https://doi.org/10.1145/3136907.3136932
1 INTRODUCTION
Lecturers retain considerable influence over setting course and subject structure, syllabus and curriculum design, selection of texts and materials, and implementation of teaching and assessment strategies including the setting and assessment of students’ work [1]. To implement practical application, as part of a lecturers’ teaching method, the lecture should effectuate a practise related to real life [2, 3]. Within the accountancy education environment, this means that students should be given the opportunity for skill development that relates to their ability to articulate clearly different perspectives, views, ideas, and concepts. Current accountancy teaching practices do not fulfil the needs of the profession [4].
When thinking creatively about accountancy education, a methodology whereby students’ interests are enhanced in a stimulating environment should be applied. It is necessary, for a lecturer, to develop a teaching methodology that can address the needs of the profession [5]. Games, especially table-top games, could creatively address the needs of the profession [5]. Teaching with games can be used successfully across various subject areas [6] as students remain engaged in table-top games, even when played after multiple sessions [7]. Teaching methods that embrace the use of games in the classroom, can be a useful tool to involve and engage students with their learning [8].