Abstract
The COVID-19 pandemic has brought education redesign that massively converted towards online learning. Yet, the success is still a black box in
the post-pandemic phase. This study sets out to examine the outcomes of transformation efforts of a first-year accounting unit. The two key design
conversions are e-learning modules via the Guroo platform and gaming-oriented online quizzes. The weekly e-learning modules complement prerecorded lectures and engage students interactively as consultants to resolve various accounting scenarios and mini-accounting challenges. The
online quizzes build on students' accounting knowledge gained from Moodle resources and have a gaming orientation with performance indicators
(accounting knowledge scores) and rewards of badges and accounting fees. Besides the typical convenience factor, the qualitative analysis of 122
learning reflection essays reveals that students felt they were in a physical class (from home) and could stay on course despite self-learning. This
is given the interactive, organized and entertaining nature of e-modules with an animated figure that resembles the unit leader that could provide
immediate feedback on how well students solved accounting issues. It shows a drastic shift from the misconception that only on-campus learning
can be effective. The capability to relive the actual classroom experience via the e-platform helped students to manage cognitive learning and stress.
Astonishingly, while the online quizzes were never designed fully to replicate gaming, students expressed fun, excitement, competition and motivation
to proactively study before attempting them. These two transformative designs make e-learning effective so students can take ownership of their
learning journey during disruption.
the post-pandemic phase. This study sets out to examine the outcomes of transformation efforts of a first-year accounting unit. The two key design
conversions are e-learning modules via the Guroo platform and gaming-oriented online quizzes. The weekly e-learning modules complement prerecorded lectures and engage students interactively as consultants to resolve various accounting scenarios and mini-accounting challenges. The
online quizzes build on students' accounting knowledge gained from Moodle resources and have a gaming orientation with performance indicators
(accounting knowledge scores) and rewards of badges and accounting fees. Besides the typical convenience factor, the qualitative analysis of 122
learning reflection essays reveals that students felt they were in a physical class (from home) and could stay on course despite self-learning. This
is given the interactive, organized and entertaining nature of e-modules with an animated figure that resembles the unit leader that could provide
immediate feedback on how well students solved accounting issues. It shows a drastic shift from the misconception that only on-campus learning
can be effective. The capability to relive the actual classroom experience via the e-platform helped students to manage cognitive learning and stress.
Astonishingly, while the online quizzes were never designed fully to replicate gaming, students expressed fun, excitement, competition and motivation
to proactively study before attempting them. These two transformative designs make e-learning effective so students can take ownership of their
learning journey during disruption.
| Original language | English |
|---|---|
| Pages | 40 |
| Number of pages | 1 |
| Publication status | Published - 28 Nov 2022 |
| Event | Asian Conference on Education 2022 - Tokyo, Japan Duration: 28 Nov 2022 → 2 Dec 2022 Conference number: 14th https://papers.iafor.org/proceedings/conference-proceedings-ace2022/ (Proceedings) |
Conference
| Conference | Asian Conference on Education 2022 |
|---|---|
| Abbreviated title | ACE 2022 |
| Country/Territory | Japan |
| City | Tokyo |
| Period | 28/11/22 → 2/12/22 |
| Internet address |