COMBINING ACCOUNTING AND SERIOUS GAME: EXPLORING ALTERNATIVES IN MOBILE LEARNING AND ANALYZING STUDENT EXPERIENCE

Abstract

Changes in social dynamics require efforts to search for alternatives to improve teaching and learning processes in technological education. In this context, the objective of this research was to evaluate students' experience in using Serious Games in teaching practical accounting content, with a particular focus on mobile devices, using Flow Theory as a theoretical lens. The study was conducted at the Federal Institute of Education, Science, and Technology in Rio Grande do Sul. The Design Science Research research method was adopted. The data collection procedure used the Model for the Evaluation of Educational GAmes (MEEGA+) questionnaire. The analysis used the Likert scale to determine medians for participants' responses. The failure to reach the "Flow State", which is the core of the theory used, stands out among the findings. That can be explained, in part, by the limited availability of Serious Games and reported operational glitches. However, it is important to mention that the students evaluated the experience positively, highlighting the relevance of the content and the perception of learning provided by the Serious Game. This research suggests that, despite the criticisms described, Serious Games are a viable alternative for teaching accounting, highlighting the importance of adapting pedagogical practices to the demands of hyperconnected students. This research contributes threefold. First, it provides new evidence about technology education students' acceptance of new learning technologies. Second, it fills a gap at the national level since no similar research was found in the country. Third, it differs from international studies by adopting Flow Theory as a theoretical lens, going beyond the description of cases and results, as analyzed in previous studies.