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Advancing accounting education using LEGO® Serious Play simulation technique.

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Title: Advancing accounting education using LEGO® Serious Play simulation technique.
Authors: ElKelish, Walaa Wahid1 welkelish@sharjah.ac.ae, Ahmed, Rafiuddin2
Source: Accounting Education. Apr2022, Vol. 31 Issue 2, p167-183. 17p. 4 Charts.
Subject Terms: *Accounting education, *Simulation methods in higher education, *Educational outcomes, *Accounting students, *Learning strategies, *Comprehension, *Teaching methods
Geographic Terms: United Arab Emirates
Abstract: This paper investigates the impact of the LEGO® Serious Play simulation technique on accounting students' learning outcomes. Data is from a stratified random sample of undergraduate accounting students at a leading higher education institution in the United Arab Emirates (UAE) emerging market. This paper uses parametric statistical analysis techniques to test the study hypothesis. The empirical findings indicate significant differences between LEGO® Serious Play simulation and traditional learning techniques on students' learning outcomes. More specifically, the use of LEGO® Serious Play simulation significantly improves accounting students' higher-level learning outcomes, such as Analysis skills. In comparison, the traditional teaching technique attains a significant positive impact on accounting students' lower-level learning outcomes such as Knowledge and Application skills. The Comprehension learning skills showed no significant difference between the two teaching methods. This paper highlights the importance of alternative instructional approaches to enhance accounting students' learning outcomes and support accounting educators teaching activities. [ABSTRACT FROM AUTHOR]
Copyright of Accounting Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Advancing accounting education using LEGO® Serious Play simulation technique.
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  Data: <searchLink fieldCode="JN" term="%22Accounting+Education%22">Accounting Education</searchLink>. Apr2022, Vol. 31 Issue 2, p167-183. 17p. 4 Charts.
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  Data: *<searchLink fieldCode="DE" term="%22Accounting+education%22">Accounting education</searchLink><br />*<searchLink fieldCode="DE" term="%22Simulation+methods+in+higher+education%22">Simulation methods in higher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+outcomes%22">Educational outcomes</searchLink><br />*<searchLink fieldCode="DE" term="%22Accounting+students%22">Accounting students</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning+strategies%22">Learning strategies</searchLink><br />*<searchLink fieldCode="DE" term="%22Comprehension%22">Comprehension</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22United+Arab+Emirates%22">United Arab Emirates</searchLink>
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  Data: This paper investigates the impact of the LEGO® Serious Play simulation technique on accounting students' learning outcomes. Data is from a stratified random sample of undergraduate accounting students at a leading higher education institution in the United Arab Emirates (UAE) emerging market. This paper uses parametric statistical analysis techniques to test the study hypothesis. The empirical findings indicate significant differences between LEGO® Serious Play simulation and traditional learning techniques on students' learning outcomes. More specifically, the use of LEGO® Serious Play simulation significantly improves accounting students' higher-level learning outcomes, such as Analysis skills. In comparison, the traditional teaching technique attains a significant positive impact on accounting students' lower-level learning outcomes such as Knowledge and Application skills. The Comprehension learning skills showed no significant difference between the two teaching methods. This paper highlights the importance of alternative instructional approaches to enhance accounting students' learning outcomes and support accounting educators teaching activities. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Accounting Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/09639284.2021.1905011
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      – Code: eng
        Text: English
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        PageCount: 17
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      – SubjectFull: Educational outcomes
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      – SubjectFull: Accounting students
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      – SubjectFull: Learning strategies
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      – SubjectFull: Teaching methods
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      – SubjectFull: United Arab Emirates
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      – TitleFull: Advancing accounting education using LEGO® Serious Play simulation technique.
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              Text: Apr2022
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