Accounting with Digital Game Based Learning in IT Sligo - an educators perspective so far

Introduction;Gasto is a virtual business simulation game developed by IT Sligo lecturers Neil Gannon and Gary Reynolds. The game was developed in IT Sligo for use in undergraduate Business programmes; The game was developed as... [ view full abstract ]

Introduction;

Gasto is a virtual business simulation game developed by IT Sligo lecturers Neil Gannon and Gary Reynolds. The game was developed in IT Sligo for use in undergraduate Business programmes; The game was developed as a collaborative project between the Department of Business and Department of Computing lecturers.

The name is taken from the Spanish word Gasto, which means ‘spend’ or ‘expense.

The innovative game enables students to experience a real-life simulation of an engaging business environment in 3D. The simulation allows students to gain a deeper understanding as they contextualise all the main accounting concepts and key financial indicators of the business in a real life scenario.

The game focuses on the development of skills and knowledge in the field of financial accounting and business. The players (students) acquire and improve skills through a virtual business simulation layered with varying game play elements of increasing complexity targeted at multiple age demographics.

The game creates a live business environment. The user can walk through and browse the coffee shop, helping them to gain full insight into the key financial indicators of the business as they play. Student assessment is an integral part of the game.

Method

An initial prototype of the game was developed and shown to students initially to gauge feedback and comments on the overall look and functionality of the game. Following the user feedback stage modifications were made to the application before rolling the game out on the Android and iOS platforms for a trial period. Students had the opportunity to play the game over a number of days outside of their standard class hours. The game recorded data on the players as they played to track their progression and to allow insight into how they were running their business. Students completed a survey at the end of the trial period to gauge feedback.

Students expressed high rate of satisfaction with playing a game in a virtual environment. Students also would welcome further use of DGBL tools in a learning environment.