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Effect of Gamified Accounting Quizzes on Students’ Motivation to Learn Financial Accounting in Nigerian Polytechnics

Abstract

Gamified accounting quizzes integrate game-based elements such as points, badges, levels, leaderboards, challenges, rewards, progress indicators, and immediate feedback into accounting assessment and learning activities. Financial accounting students are expected to develop sustained interest, active participation, persistence, and willingness to engage with accounting concepts and problem-solving activities. However, students may experience reduced motivation when financial accounting instruction relies heavily on conventional lectures, repetitive exercises, and assessment practices that provide limited opportunities for interaction or immediate feedback. Gamified Accounting Quizzes provide an interactive approach that may make accounting practice more engaging while encouraging students to participate actively, monitor their progress, and persist in completing learning tasks. Against this background, this study investigates the effect of gamified accounting quizzes on students' motivation to learn financial accounting in Nigerian polytechnics. The study will be anchored on Self-Determination Theory, Behaviourist Learning Theory, and Flow Theory. Self-Determination Theory emphasizes autonomy, competence, and relatedness as important factors influencing students' intrinsic and sustained motivation to learn. Behaviourist Learning Theory explains how rewards, reinforcement, feedback, and consequences may influence learning behaviours and participation. Flow Theory emphasizes deep engagement that may occur when learners experience an appropriate balance between challenge and skill, clear goals, immediate feedback, and focused attention during learning activities. Collectively, these theoretical perspectives provide a suitable framework for explaining how gamified accounting quizzes may influence students' motivation to learn financial accounting. The study will adopt a quantitative quasi-experimental research design. The study population will comprise accounting education students enrolled in selected public polytechnics across Nigeria. A multistage sampling technique will be used to select geopolitical zones, states, polytechnics, departments, levels of study, classes, and eligible accounting education students. Gamified accounting quizzes will be assessed using indicators such as quiz points, badges, levels, leaderboards, progress bars, achievement rewards, challenges, timed questions, difficulty levels, streaks, rankings, bonus points, immediate feedback, retry opportunities, question variety, scenario-based questions, accounting problem-solving challenges, individual quizzes, team quizzes, competitive activities, collaborative challenges, digital quiz platforms, mobile-based quizzes, performance tracking, personalized progress indicators, achievement milestones, quiz frequency, duration of quiz activities, alignment with course objectives, increasing task difficulty, opportunities for repeated practice, and availability of corrective explanations. Students' motivation to learn financial accounting will be assessed using indicators such as interest in financial accounting, willingness to participate in accounting activities, enjoyment of accounting learning tasks, persistence when solving difficult accounting problems, willingness to complete accounting assignments, attention during financial accounting lessons, effort invested in accounting activities, willingness to practise accounting problems independently, confidence in learning financial accounting, perceived value of accounting knowledge, desire to improve accounting performance, willingness to attempt challenging accounting tasks, participation in classroom discussions, readiness to seek additional accounting learning resources, consistency in studying financial accounting, willingness to continue learning after unsuccessful attempts, goal orientation, learning initiative, engagement with accounting quizzes, and intention to devote additional time to financial accounting learning. Data will be collected using structured questionnaires, standardized academic motivation scales, gamified accounting quiz records, student participation records, observation checklists, engagement measures, accounting learning activity logs, and pre-test and post-test assessments. Descriptive statistics will be used to summarize students' demographic and academic characteristics, exposure to gamified accounting quizzes, learning experiences, and levels of motivation to learn financial accounting. Inferential statistical techniques, including paired and independent t-tests, analysis of covariance (ANCOVA), correlation analysis, and multiple regression analysis where appropriate, will be used to determine the effect of gamified accounting quizzes on students' motivation to learn financial accounting. Where a quasi-experimental design is adopted, students' motivation scores before and after exposure to gamified accounting quizzes may be compared with those of a control group receiving conventional accounting quizzes or assessment activities to determine changes associated with the intervention. Diagnostic tests will also be conducted to assess the reliability, validity, and robustness of the findings. The study is expected to find that gamified accounting quizzes have a significant positive effect on students' motivation to learn financial accounting in Nigerian polytechnics. Students exposed to well-designed gamified quizzes are expected to demonstrate greater interest, participation, persistence, and willingness to engage in financial accounting learning activities than students exposed to conventional quiz practices. Points and achievement rewards may provide immediate recognition of students' effort and progress, while badges and levels may give students clear short-term learning goals. Progress indicators may help students monitor their development and identify areas requiring further practice. Immediate feedback may allow students to recognize errors and understand correct accounting treatments without waiting for later assessments. Timed challenges may increase attention and encourage students to retrieve accounting knowledge efficiently, while progressively difficult questions may provide appropriate challenges as students' competence develops. Leaderboards may stimulate competition and encourage some students to increase their effort, although their effectiveness may depend on students' attitudes toward competition. Team-based quizzes may promote peer interaction and create a sense of relatedness, while individual challenges may support personal achievement and autonomy. Retry opportunities may encourage persistence by allowing students to learn from mistakes rather than perceive incorrect answers as final failure. Scenario-based and practical accounting questions may increase perceived relevance by connecting financial accounting concepts with realistic business situations. Digital and mobile-based quizzes may provide students with flexible opportunities for repeated practice beyond scheduled classroom activities. However, excessive competition, poorly designed rewards, public ranking of low-performing students, technical difficulties, limited access to digital devices or internet services, unstable electricity supply, quiz anxiety, and students' tendency to focus on points rather than meaningful learning may reduce the effectiveness of gamified accounting quizzes. The study therefore expects appropriately designed, inclusive, curriculum-aligned, feedback-supported, and balanced gamified accounting quizzes to contribute significantly to improved motivation to learn financial accounting among students in Nigerian polytechnics. The study is expected to contribute to the literature on gamified accounting quizzes, student motivation, financial accounting education, gamification, Self-Determination Theory, Behaviourist Learning Theory, Flow Theory, learner engagement, active learning, digital learning, educational technology, accounting pedagogy, student-centred instruction, practical accounting education, accounting skills development, and polytechnic education in Nigeria. The findings will provide useful information to the National Board for Technical Education, polytechnics, accounting education departments, accounting educators, curriculum developers, educational technology practitioners, professional accounting bodies, and policymakers regarding strategies for improving students' motivation to learn financial accounting. The study will also provide evidence-based recommendations for integrating gamified quizzes into financial accounting instruction, developing curriculum-aligned digital accounting quiz activities, using points and rewards appropriately, providing immediate corrective feedback, designing progressive accounting challenges, incorporating team-based and individual quiz formats, ensuring accessibility for students with limited digital resources, training accounting educators in gamification strategies, monitoring students' engagement beyond competition, and developing balanced assessment practices that use gamification to strengthen sustained motivation and meaningful learning in Nigerian polytechnics.

Keywords: Gamified accounting quizzes, student motivation, financial accounting, gamification, accounting education students, Self-Determination Theory, Behaviourist Learning Theory, Flow Theory, learner engagement, digital learning, educational technology, active learning, accounting pedagogy, Nigerian polytechnics, Nigeria.