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Improving retention while enhancing student engagement and learning outcomes using gamified mobile technology
James, Wendy Oates, Grainne Schonfeldt, Nikki
James, Wendy
Oates, Grainne
Schonfeldt, Nikki
Abstract
There is growing support to the argument that effective use of technology in blended learning initiatives, such as gamification, can influence student retention and combat low levels of student engagement as well as improve academic performance. The aim of this study is to investigate the effectiveness of a gamified mobile application (GMA) towards enhancing student engagement, improving student learning outcomes and increasing retention. Our study indicates significant improvement in student engagement and retention between users and non-users of a GMA for first year accounting students. Specifically, the study found users of GMA were more engaged with learning materials, their teachers, and their peers. The improved learning outcomes also motivated a greater number of students to persist and continue their studies. Furthermore, GMA-users provide feedback that its use increased their connectedness and propensity for engagement.
Keywords
accounting education, gamification, mobile application, student engagement, student academic performance, retention
Date
2025
Type
Journal article
Journal
Accounting Education
Book
Volume
34
Issue
3
Page Range
1-21
Article Number
ACU Department
Peter Faber Business School
Faculty of Law and Business
Faculty of Law and Business
Collections
Relation URI
Source URL
Event URL
Open Access Status
Published as ‘gold’ (paid) open access
License
CC BY-NC-ND 4.0
File Access
Controlled
Notes
© 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent.