Journal Name:
- Intangible Capital
Key Words:
| Author Name | University of Author |
|---|---|
Abstract (2. Language):
Purpose: This paper analyses new dynamics as teaching methodologies in the context
of the degrees adapted to the EHEA. The aim of this study is double: to assess whether
there is greater involvement in seminars with these new dynamics and to test if
learning also experienced changes.
Design/methodology/approach: To experiment with the introduction of innovative
dynamic games in an introductory course in accounting. These new dynamics are
applied during the academic year 2010-11 in the UPF. The design, implementation and
evaluation of the methodology devised have followed three stages: 1) Game Design and
adequate dynamic; 2) To test the games; 2) Implementation during the course.
Findings: The results show that students value positively those dynamics improving
their learning and creating greater involvement.
Research limitations/implications: There are some contradictory results regarding
the knowledge gained by the students. Another area to be explored relates to the skills
that the teacher must have in order to manage this type of dynamics.
Originality/value: In an introductory level of the Financial Accounting course the most
common dynamics is solving exercises. Due to the nature of matter, these are closed so
they not provoke discussion among students. However, you can use activities that allow
greater participation, especially through dynamics or games. This paper shows that.
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FULL TEXT (PDF):
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526-537