Conceptual Framework Of Gamification Effects On The Motivation, Enjoyment And Academic Performance Of Accounting Students In Learning Introductory Accounting At Libyan Universities

Abstract

Although gamification leads to better learning experience when properly applied in the educational setting, it is however, not applied in many institutions in the Libyan education context. Therefore, this study aims to identify the effects of gamification on accounting students' motivation, enjoyment and academic performance in learning introductory accounting at Libyan universities. This conceptual framework aims to utilize the current literature to present a discussion on using gamification in learning introductory accounting in these universities. The conceptual framework is discussed based on the Theory of Gamified Learning and Competency Theory. The conceptual framework emphasizes on the need for identifying the positive effect of gamification on students' motivation, enjoyment and academic performance in learning introductory accounting at Libyan universities.