This study modifies a popular business simulation game, Monopoly, to assess its effectiveness as a learning and teaching tool for helping high school accounting students acquire and apply foundational accounting concepts. The study compares an accounting-focused, Modified Monopoly simulation game with two other instructional methods. Using a quasi-experimental approach that involves three learning groups with random assignment of treatments based on school/class, a sample of 144 accounting students was obtained. This study found students using Modified Monopoly showed significantly greater improvement between their pre- and post-test scores than students in Computer-assisted instruction (CAI), but significantly less improvement than a paper-based extended accounting problem (EAP). However, students using Modified Monopoly, similar to CAI students, did not suffer the same significant decay in knowledge as students in EAP. These results offer evidence for the significant and more enduring learning benefits that Modified Monopoly can produce in students' higher-order thinking skills

Item Type:	Refereed Article
Keywords:	simulation games, higher-order thinking skills, knowledge retention, active learning
Research Division:	Commerce, Management, Tourism and Services
Research Group:	Accounting, auditing and accountability
Research Field:	Accounting, auditing and accountability not elsewhere classified
Objective Division:	Education and Training
Objective Group:	Learner and learning
Objective Field:	Secondary education
UTAS Author:	Pandey, R (Associate Professor Rakesh Pandey)
ID Code:	149257
Year Published:	2021
Web of Science® Times Cited:	2
Deposited By:	Accounting
Deposited On:	2022-03-22
Last Modified:	2022-04-14
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