Adquisición de competencias a través de juegos serios en el área contable: un análisis empírico

María Sol Calabor, Araceli Mora, S. Moya

Producción científica: Artículo en revista indizadaArtículorevisión exhaustiva

31 Citas (Scopus)

Resumen

Higher Education is currently based on learning processes where students play an active role and that are focused on the development of generic and specific competencies. In this context, many authors support the use of simulations that promote this active learning and, the serious games (SG) concurs with this challenge. However, the development that would be expected of these tools due to technology and to the incoming digital natives into the classroom is not consistent with its implementation degree or with the scarce research on the subject. The objectives of this study are to describe a teaching experience based on the use of a SG in a Management Control course in higher education and assess the level of previously defined acquisition of competencies, both generic and specific, based on students’ perception. Pre and post-activity questionnaires are employed and we conclude that there are no prior technological or demographic barriers to SGs’ use. Students perceive that SGs contribute significantly to their acquisition of competencies and additional fostering of collaborative work is also observed. This research contributes to the scarce empirical research on the use and potential of SGs as effective learning tools, in particular for management education in higher education environments.

Título traducido de la contribuciónAcquisition of competencies with serious games in the accounting field: an empirical analysis
Idioma originalEspañol
Páginas (desde-hasta)38-47
Número de páginas10
PublicaciónRevista de Contabilidad-Spanish Accounting Review
Volumen21
N.º1
DOI
EstadoPublicada - 1 ene 2018
Publicado de forma externa

Palabras clave

  • Active learning
  • Competencies
  • Digital generation
  • Higher education
  • Innovation
  • Serious games
  • Simulation

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