Monday, June 20
11:30-11:55 AM
EDT
Virtual Room 2

Towards a Theoretical Serious Game Design Framework for Accountancy Education

F2F Full Paper: Research Based ID: 60830
  1. aaa
    Veruschka Pelser-Carstens
    North West University, South Africa
  2. aaa
    Verona Leendertz
    North West University, South Africa

Abstract: Commercial games can provide an engaging, motivating and ‘fun’ experience for students. However, an entertaining game does not necessarily constitute a curriculum outcomes-based learning experience. For this reason, experts advocate the importance of developing serious games with a sound theoretical framework, which integrates and balances pedagogy with game design. Attributes for such a theoretical framework include curriculum, game elements, game mechanics, and game dynamics. With the recent rise of sophisticated, immersive technologies and the increasing interest in the teaching and learning opportunities offered by these technologies, the merging of digital components with curriculum, game elements, game mechanics, and game dynamics becomes necessary. It is imperative that a theoretical framework for serious game design and development must be propounded. This paper presents an iterative approach to serious game design in accountancy education. This approach elucidates on the analysis of game design literature, game characteristics, and the enactment of game design principles. The authors conducted a systematic review of articles listed in the digital academic databases Web of Science and ProQuest. Articles were systematically reviewed according to (i) the timespan as 2015-2020; (ii) the document type as journal articles; and (iii) the keywords as “framework AND serious games”. In conclusion a theoretical framework for serious game design is proposed and explained.

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