Intermediate accounting courses are designed as gateways to upper-level accounting courses, with a heavy learning load that can prove challenging for both students and instructors. As a result, DFW rates (which reflect the percentage of students who receive a D, receive an F, or Withdraw) are often above 40 percent.
Shari Fowler
Assistant Professor of Accounting
Director of Accounting, IU East
To improve student engagement and performance, Dr. Shari Fowler worked with Dr. Chongning Sun, an online instructional designer from UITS eLearning Design & Services, to incorporate gaming elements into intermediate accounting courses at IU East. (The new design is part of ongoing research into the effectiveness of gamification, especially related to student motivation.)
The evidence-based course design includes three key features:
1. Incentive system
Badges (at the module and course levels) and a course scoreboard help students track progress, set goals, and celebrate milestones—plus, they encourage students to spend more time engaging with course material.
2. Customizable learning pathways
Students choose from low-, medium-, and high-point activities, moving through progressively harder levels at their own pace (limits on low- and medium- level activities ensure that they complete work at each level).
3. Additive grading system
Students earn points toward a badge as they progress through course activities, giving them a greater sense of control—everyone starts at zero and works toward a target badge, with no penalty for poor performance on an assignment.
Having now taught the gamified course several times, Fowler is able to see a clear impact on student motivation and engagement. Here are some student comments from her post-test surveys:
"The structure of this class made it enjoyable and made me work harder… to try out different levels and take on new challenges."
"I really liked that I was able to choose the assignments that helped me learn best and that I was able to have more opportunities to earn points if I struggled with any assignments."
"I liked the badging system the most. [It] was like an anonymous competition in a way and it pushed you to work harder."
"I am not a very good test taker, so having the ability to show I know what I am learning without taking a test and doing extra work made the course much more enjoyable."
"This was by far my favorite class I've ever taken and I wish all my classes were structured this way. Thank you, professor!"