Pub Date : 2023-09-21DOI: 10.1080/09639284.2023.2255994
Kayleen Wood
ABSTRACTThis paper traces the researcher’s development of, and reflection on, the experience of developing a gamified learning experience for the time value of money, as a pedagogical resource for student learning and engagement with threshold concepts. A constructivist methodology was adopted to support the social and collaborative activity of learning in gamified learning experiences. The gamified learning experience for the time value of money was created and deployed as the experiment treatment for a research project which examined student engagement in learning, self-efficacy, and learning outcomes through gamification of curriculum in accounting and finance. The checks and balances employed to ensure the reliability, rigour, trustworthiness, and credibility of the treatment, and the design considerations to facilitate replication and generalisability, are described and discussed. A roadmap for development, creation, and deployment of a gamified learning experience is provided to assist educators and learning designers who are seeking to include gamified learning experiences in their courses.KEYWORDS: Threshold conceptstime value of moneygamification of learninglearning design for student engagementgamified learning experienceaccounting education Disclosure statementNo potential conflict of interest was reported by the author(s).
{"title":"Creating a gamified learning experience for the threshold concept, the time value of money","authors":"Kayleen Wood","doi":"10.1080/09639284.2023.2255994","DOIUrl":"https://doi.org/10.1080/09639284.2023.2255994","url":null,"abstract":"ABSTRACTThis paper traces the researcher’s development of, and reflection on, the experience of developing a gamified learning experience for the time value of money, as a pedagogical resource for student learning and engagement with threshold concepts. A constructivist methodology was adopted to support the social and collaborative activity of learning in gamified learning experiences. The gamified learning experience for the time value of money was created and deployed as the experiment treatment for a research project which examined student engagement in learning, self-efficacy, and learning outcomes through gamification of curriculum in accounting and finance. The checks and balances employed to ensure the reliability, rigour, trustworthiness, and credibility of the treatment, and the design considerations to facilitate replication and generalisability, are described and discussed. A roadmap for development, creation, and deployment of a gamified learning experience is provided to assist educators and learning designers who are seeking to include gamified learning experiences in their courses.KEYWORDS: Threshold conceptstime value of moneygamification of learninglearning design for student engagementgamified learning experienceaccounting education Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":46934,"journal":{"name":"Accounting Education","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136153807","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-21DOI: 10.1080/09639284.2023.2257672
Dann G. Fisher, Amy M. Hageman, Ashley N. West
ABSTRACTAcademic burnout, a significant negative predictor of academic performance, appears to be increasing. We examine antecedents of academic burnout among accounting majors – cognitive test anxiety, maladaptive perfectionism, and self-compassion. Based on a survey of 159 accounting majors across three years, we find that more than 85% of accounting majors report modest to high levels of burnout. Cognitive test anxiety and maladaptive perfectionism are at higher levels than observed in earlier samples of college students. Academic burnout is higher among those with higher levels of cognitive test anxiety and somewhat lower among those with higher levels of self-compassion. Although maladaptive perfectionism is not found to be related to academic burnout, it does lead to higher levels of cognitive test anxiety. Higher levels of self-compassion lead to lower levels of both cognitive test anxiety and maladaptive perfectionism, and is particularly critical to alleviating academic burnout when examining the test anxiety subfactor for freezing up (i.e. when students are unable to organize thoughts during an exam due to anxiety). In all, our study provides a first step in unpacking the antecedents of academic burnout among accounting majors.KEYWORDS: Accounting educationacademic burnouttest anxietyself-compassion Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 See https://www.cpapracticeadvisor.com/2022/08/16/survey-shows-burnout-in-accounting-profession/69569/ (accessed 4 May 2023).2 University Institutional Review Board (IRB) approval was granted (IRB #8233). All participants provided appropriate informed consent by acknowledging their consent on the first screen of the online instrument.3 More details provided on https://self-compassion.org (accessed on 4 May 2023).
{"title":"Academic burnout among accounting majors: the roles of self-compassion, test anxiety, and maladaptive perfectionism","authors":"Dann G. Fisher, Amy M. Hageman, Ashley N. West","doi":"10.1080/09639284.2023.2257672","DOIUrl":"https://doi.org/10.1080/09639284.2023.2257672","url":null,"abstract":"ABSTRACTAcademic burnout, a significant negative predictor of academic performance, appears to be increasing. We examine antecedents of academic burnout among accounting majors – cognitive test anxiety, maladaptive perfectionism, and self-compassion. Based on a survey of 159 accounting majors across three years, we find that more than 85% of accounting majors report modest to high levels of burnout. Cognitive test anxiety and maladaptive perfectionism are at higher levels than observed in earlier samples of college students. Academic burnout is higher among those with higher levels of cognitive test anxiety and somewhat lower among those with higher levels of self-compassion. Although maladaptive perfectionism is not found to be related to academic burnout, it does lead to higher levels of cognitive test anxiety. Higher levels of self-compassion lead to lower levels of both cognitive test anxiety and maladaptive perfectionism, and is particularly critical to alleviating academic burnout when examining the test anxiety subfactor for freezing up (i.e. when students are unable to organize thoughts during an exam due to anxiety). In all, our study provides a first step in unpacking the antecedents of academic burnout among accounting majors.KEYWORDS: Accounting educationacademic burnouttest anxietyself-compassion Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 See https://www.cpapracticeadvisor.com/2022/08/16/survey-shows-burnout-in-accounting-profession/69569/ (accessed 4 May 2023).2 University Institutional Review Board (IRB) approval was granted (IRB #8233). All participants provided appropriate informed consent by acknowledging their consent on the first screen of the online instrument.3 More details provided on https://self-compassion.org (accessed on 4 May 2023).","PeriodicalId":46934,"journal":{"name":"Accounting Education","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136152288","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-13DOI: 10.1080/09639284.2023.2257676
Antonello Callimaci, Anne Fortin
The current study examines the impact of teacher video presence on student performance and satisfaction in a regular asynchronous online course required as part of an undergraduate accounting program. For a sample of 115 students registered in the course, the results indicate that ‘enhanced strategic’ teacher video presence does not lead to better learning outcomes than use of videos with no teacher video presence. However, it does increase the satisfaction of students who do not participate in separate Zoom meetings with the teacher. To our knowledge, this paper is the first to analyze the impact of teacher video presence in a regular 15-week asynchronous online course in an undergraduate program, including impact on student satisfaction. By comparing two extremes, ‘enhanced strategic’ teacher video presence and no teacher video presence, the experiment provides an acid test of the effect of teacher video presence in a regular undergraduate online course.
{"title":"The impact of teacher video presence on student performance and satisfaction in undergraduate accounting courses","authors":"Antonello Callimaci, Anne Fortin","doi":"10.1080/09639284.2023.2257676","DOIUrl":"https://doi.org/10.1080/09639284.2023.2257676","url":null,"abstract":"The current study examines the impact of teacher video presence on student performance and satisfaction in a regular asynchronous online course required as part of an undergraduate accounting program. For a sample of 115 students registered in the course, the results indicate that ‘enhanced strategic’ teacher video presence does not lead to better learning outcomes than use of videos with no teacher video presence. However, it does increase the satisfaction of students who do not participate in separate Zoom meetings with the teacher. To our knowledge, this paper is the first to analyze the impact of teacher video presence in a regular 15-week asynchronous online course in an undergraduate program, including impact on student satisfaction. By comparing two extremes, ‘enhanced strategic’ teacher video presence and no teacher video presence, the experiment provides an acid test of the effect of teacher video presence in a regular undergraduate online course.","PeriodicalId":46934,"journal":{"name":"Accounting Education","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135740433","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-12DOI: 10.1080/09639284.2023.2255980
Marina Sidorova, Tatyana Kopus, Irina Yurasova
{"title":"Digital transformation for teaching management accounting: training with a simulation in an authentic professional environment","authors":"Marina Sidorova, Tatyana Kopus, Irina Yurasova","doi":"10.1080/09639284.2023.2255980","DOIUrl":"https://doi.org/10.1080/09639284.2023.2255980","url":null,"abstract":"","PeriodicalId":46934,"journal":{"name":"Accounting Education","volume":"85 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135878552","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-30DOI: 10.1080/09639284.2023.2252809
Camillo Lento, S. Wick
{"title":"A pandemic era study of accounting doctoral students","authors":"Camillo Lento, S. Wick","doi":"10.1080/09639284.2023.2252809","DOIUrl":"https://doi.org/10.1080/09639284.2023.2252809","url":null,"abstract":"","PeriodicalId":46934,"journal":{"name":"Accounting Education","volume":" ","pages":""},"PeriodicalIF":3.2,"publicationDate":"2023-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49492938","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-28DOI: 10.1080/09639284.2023.2252398
R. Marley, M. Mellon, K. MacAulay
{"title":"Can an understanding of the accounting function assist with breaking stereotypes?","authors":"R. Marley, M. Mellon, K. MacAulay","doi":"10.1080/09639284.2023.2252398","DOIUrl":"https://doi.org/10.1080/09639284.2023.2252398","url":null,"abstract":"","PeriodicalId":46934,"journal":{"name":"Accounting Education","volume":" ","pages":""},"PeriodicalIF":3.2,"publicationDate":"2023-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43721128","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-24DOI: 10.1080/09639284.2023.2250768
E. Terblanche, I. Lubbe
{"title":"Assessments in accounting: experiences and perceptions of educators during COVID-19","authors":"E. Terblanche, I. Lubbe","doi":"10.1080/09639284.2023.2250768","DOIUrl":"https://doi.org/10.1080/09639284.2023.2250768","url":null,"abstract":"","PeriodicalId":46934,"journal":{"name":"Accounting Education","volume":" ","pages":""},"PeriodicalIF":3.2,"publicationDate":"2023-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45752598","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-11DOI: 10.1080/09639284.2023.2244947
Adelaide Martins, Sofia Gomes, Luís Pacheco, Helena Martins
{"title":"Higher education students’ perceptions of accounting online learning: the emergency context of the COVID-19 pandemic","authors":"Adelaide Martins, Sofia Gomes, Luís Pacheco, Helena Martins","doi":"10.1080/09639284.2023.2244947","DOIUrl":"https://doi.org/10.1080/09639284.2023.2244947","url":null,"abstract":"","PeriodicalId":46934,"journal":{"name":"Accounting Education","volume":" ","pages":""},"PeriodicalIF":3.2,"publicationDate":"2023-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48827913","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-29DOI: 10.1080/09639284.2023.2228291
Taryn Miller, G. Willows
{"title":"Preparing accounting students to be responsible leaders","authors":"Taryn Miller, G. Willows","doi":"10.1080/09639284.2023.2228291","DOIUrl":"https://doi.org/10.1080/09639284.2023.2228291","url":null,"abstract":"","PeriodicalId":46934,"journal":{"name":"Accounting Education","volume":" ","pages":""},"PeriodicalIF":3.2,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42173894","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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