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Class Room Session Milan

Class Room Session – Play and Visualize !

Wednesday, 30th May 2018  –  17:00–18:30
Bocconi University, Room N04, Piazza Sraffa 13

Co-chairs: Patricia Everaert & Evelien Opdecam
                Ghent University, Faculty of Economics and Business Administration


In higher education, there has been a huge interest in the development and use of games, as games provide an interesting approach to the acquisition of knowledge in the context of active learning. Games and playing in general include many characteristics, e.g. problem solving, anticipation on an unknown outcome, higher-order reasoning, creativity, collaboration in the case of multiple players,… and they add the elements of competition and luck. Therefore, the current workshop will consist of two parts: board games and use of visualizations.

Play board games in Accounting! 

by Patricia Everaert and Evelien Opdecam (Ghent University, Belgium)

Board games usually involve a series of simple and innovative game mechanics that together allow depth of play, requiring the players to think, plan and shift tactics in a competitive and pleasant environment. By using board games players can develop higher order thinking skills in an accounting context. In this workshop we present and discuss two board games (Monoply and 30 seconds), in which game elements were carefully chosen to merge with the accounting content and therefore create an engaging and fun learning experience. All necessary material will be shared to participants and innovative ideas will be discussed on how to integrate these board games into your own course of financial accounting, management accounting, tax or audit.

Monopoly, available in more than 37 languages, is a board game where players roll a dice to move around the game board, buying properties, in order to build houses and hotels. Players collect rent from their opponents. In this interactive workshop, we show how the Chance and Community Chest cards, and some of the rules, can be easily adapted, to use the game to record the transactions in a bookkeeping system.  The objective of this accounting version of monopoly is to become the “richest” player and to present an accurate balance sheet and income statement at the end of the year.

30 Seconds is a fast-paced general knowledge game, where players generally play in teams of two to five. One team must guess a word from their teammate's description and explanation, with the aim to guess as many possible answers in 30 seconds. The main restriction is that the team mate cannot use the actual word itself. We developed “30 seconds around the accounting world”, where the rules and terms were adopted to the accounting content. We show how this game can be adapted to use during class, as an innovative learning approach.

Developing Creative Accountants – Making Sense of Accounting through Visualization

by Nick McGuigan (Monash Business School, Melbourne, Australia)

This workshop will begin to explore the use of visual metaphor and visual tools creatively in accounting curricula design. Participants will be presented with the latest in constructivist educational thinking in order to equip them to take on the challenge of visually conceptualizing their teaching and learning material in a way that actively engages the learner. Working in small groups, workshop participants will be tasked with collectively analyzing their own teaching practice and contexts through various visual resources. Using these visual tools as questions participants will be afforded the opportunity to design learning experiences in accounting that place the student directly in the center of their own learning. This workshop will provide participants with a practical means of facilitating creative and integrated learning and assessment design. 

Dr. Evelien Opdecam is doctor in Business Economics and has a Master degree in Pedagogical Sciences.  She has done research on team learning in large units, at the bachelor level, for courses such as financial accounting or intermediate accounting.  She has published her work in journals such as Research in Higher Education, Issues in Accounting Education, Asian Review of Accounting, etc.   With the gamification team at Ghent University, she is currently interested in gamification as an approach to stimulate learning.

Prof. dr. Patricia Everaert is associate professor at Ghent University in financial and management accounting.  She has done research on target costing, time-driven activity-based costing, the role of the accountant as business advisor for SME’s and has numerous publications in international journals such as Small Business Economics, Journal of Business Finance and Accounting, Qualitative Research in Accounting and Management, Issues in Accounting Education, Accounting Education, Journal of Accounting Education, Australian Accounting Review, etc.  She is also Associate Editor at Accounting Education.   Her latest research highlights her interest in innovations in Accounting Education, with focus on active learning and gaming.

Prof. dr. Nick McGuigan is associate Professor and Director of Education (Accounting) within the Monash Business School and Co-Founder of The Accountability Institute. His research interests include student conceptions of learning, integrated thinking and creativity, innovation, systems design and regenerative economics. He has published widely in international accounting and education journals, presented at numerous conferences and been invited to present his work at research centers and professional organizations in Europe, Australia and New Zealand. Nick co-founded The Accountability Institute as a progressive platform that aims to foster collaborations between art, science, technology and economics, bringing these fields into conversation to create a new sustainable language of business – a language of accountability. Nick is the Co-Chair of the Accounting and Finance Association of Australia and New Zealand (AFAANZ) Accounting Education Special Interest Group, an Associate Editor of Accounting Education, Issues in Accounting Education and Higher Education, Research Development (HERD) journal.