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Impact of Gamified Accounting Learning on Students’ Retention of Financial Accounting Concepts in Nigerian Universities

Abstract

Gamified accounting learning is an emerging instructional approach that incorporates game elements such as points, challenges, rewards, quizzes, competition, levels, and immediate feedback into the learning process. In financial accounting education, the approach can make lessons more interactive and encourage students to participate actively in learning activities. Since students may experience difficulties retaining accounting concepts when instruction relies heavily on conventional teaching methods, the use of gamified learning may provide an alternative approach for improving knowledge retention. This study therefore examines the impact of gamified accounting learning on students’ retention of financial accounting concepts in Nigerian universities. Gamified accounting learning involves the integration of game-based features into accounting lessons and learning activities. These may include interactive accounting quizzes, point-based exercises, digital challenges, achievement levels, rewards, leaderboards, and competitive classroom activities. Such features can encourage students to repeatedly engage with accounting concepts while receiving immediate feedback on their performance. Repeated exposure and active participation may help students reinforce previously learned concepts and improve their ability to recall accounting knowledge. Students’ retention of financial accounting concepts refers to their ability to remember, recall, and apply accounting knowledge after the initial learning process. Retention is important because financial accounting involves interconnected concepts that students need to remember and apply across different topics and transactions. Gamified learning may support retention by encouraging repeated practice, active participation, attention, motivation, and immediate correction of errors, thereby helping students consolidate their understanding of financial accounting concepts. The study will adopt a survey research design. The population will comprise Accounting Education students in selected universities in Nigeria. A structured questionnaire will be used as the major instrument for data collection and will be subjected to appropriate validation procedures. The reliability of the instrument will also be established before administration. Data collected will be analyzed using descriptive and inferential statistics, while the hypothesis will be tested at the 0.05 level of significance. The study is expected to establish that gamified accounting learning has a significant positive impact on students’ retention of financial accounting concepts. Students exposed to gamified learning activities are expected to demonstrate better recall and understanding of previously taught accounting concepts due to increased engagement, repeated practice, and active participation in the learning process. The findings are expected to have important implications for the teaching and learning of financial accounting in universities. Accounting lecturers may need to incorporate appropriate gamification techniques into accounting instruction to make learning more interactive and engaging. Interactive quizzes, accounting challenges, reward systems, and competitive learning activities may provide students with additional opportunities to review and reinforce accounting concepts. The study will be beneficial to Accounting Education students, accounting lecturers, curriculum planners, educational technology practitioners, and university administrators. Students may benefit from improved engagement and retention of accounting knowledge, while lecturers may gain useful information for developing more interactive instructional strategies. Curriculum planners and university administrators may also use the findings to encourage the integration of appropriate digital and game-based learning approaches into accounting education. The study recommends greater use of carefully designed gamified learning activities in financial accounting instruction. Lecturers should incorporate interactive quizzes, accounting challenges, practice competitions, feedback mechanisms, and other suitable game elements while ensuring that the activities remain focused on learning objectives. The study concludes that gamified accounting learning can enhance students’ engagement with financial accounting concepts and potentially improve their ability to retain and recall accounting knowledge.

Keywords: Gamified Accounting Learning, Financial Accounting, Concept Retention, Accounting Education, Accounting Students, Gamification, Interactive Learning, Game-Based Learning, Knowledge Retention, Accounting Concepts, Learning Engagement, Repeated Practice, Interactive Quizzes, Learning Motivation, Accounting Instruction