Gamification System Design for Promoting Heterophily in Accounting Education

Authors

  • Jewoong Moon The University of Alabama, Tuscaloosa, United States
  • Laura McNeill The University of Alabama, Tuscaloosa, United States
  • Christopher Edmonds University of Alabama at Birmingham, Birmingham, United States

Keywords:

Gamification, Heterophily, Accounting Education, Positional Paper

Abstract

This positional paper focuses on promoting heterophily in accounting education using the Classcred gamification system. The system incentivizes students to collaborate with peers from diverse cultural backgrounds, which fosters diversity and intercultural competence. This paper proposes future research goals to assess the effectiveness of the gamification system and its potential impact on promoting heterophily and diversity in accounting education.

References

O’Connell, B., De Lange, P., Freeman, M., Hancock, P., & Watty, K.: Closing the cultural intelligence skills gap in accounting students: An action research study. The International Journal of Management Education 19(3), 100466 (2021).

Bierman, L., & Thomas, D.: Diversity, Equity, and Inclusion in the Accounting Profession. The CPA Journal (2021).

ClassCred. (n.d.). Education gamified | ClassCred. https://www.classcred.com/.

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Published

2023-06-17

How to Cite

Moon, J., McNeill, L., & Edmonds, C. (2023). Gamification System Design for Promoting Heterophily in Accounting Education. Immersive Learning Research - Practitioner, 1(1), 112–113. Retrieved from https://publications.immersivelrn.org/index.php/practitioner/article/view/67

Issue

Practitioner Proceedings of the 9th International Conference of the Immersive Learning Research Network

Section

Conference Proceedings

Categories

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