Outcomes and Observations of an Extended Accounting Board Game

Abstract

This paper reports on the outcomes and observations of an exploratory study that aimed to determine the educational benefits of an accounting simulation game. Thirty-one students participated in an introductory financial accounting course, which was taught using a board game similar to Monopoly™. Students were evaluated using questionnaires at various points in the study. A control group was used to compare the responses of students participating in the game. The study made three observations. First, the treatment group enjoyed the course more than the control group did. Second, the learning that occurred in the game was mainly non-cognitive. Third, playing the game over a longer period of time resulted in noticeable behavioral and attitudinal changes that were not observed in the interim evaluation.