This study examines the association between several motivation, distraction, effort, and prior-ability factors and student performance in an undergraduate Accounting Information Systems (AIS) course. The paper suggests directions on implementation of visualization in accounting reporting and accounting education and provides recommendations for researchers in those areas. The paper also contributes to the education literature by extending the project-based approach to analyse visualization environment as a cognitive tool in accounting education. The paper extends the information technology literature on visualization and demonstrates the use of dashboards and data visualizations in the domain of accounting education. The model is evaluated using a survey and a focus group with accounting academics, graduates and industry representatives. The proposed model is instantiated in the undergraduate and postgraduate accounting courses. Approaching visualization as a cognitive tool, the study develops a model aligning conceptual blocks in the accounting domain with the dashboard visualization environment. The paper addresses this gap by introducing dashboards and data visualizations in teaching accounting units.
Accounting has a growing demand for data analytics and visualization and current graduates usually lack understanding and skills in this area. The paper investigates the use of dashboards and data visualizations as a teaching tools in accounting units.
Therefore, in the future, we looked forward to bringing our results to higher education levels and workplace training to enhance the Excel skills. We compared the Learning Effectiveness, Flow Status, and Technology Acceptance Model with 187 college students between two tools, and found that: (1) The game reached a high Technology Acceptance Model (2) Both groups of learners had significant improvements in learning effectiveness and were engaged in the activity (3) On learning effectiveness, learners in game-based learning groups achieved higher than learners in textbook groups (4) Learners in game-based learning groups engaged better in the activity than learners in textbook groups. The game we designed integrated the role-play with cognitive scaffolding to help learners learn Excel skills, whereas the textbook we used was “Excel Expert” in the Microsoft Office Specialist. In the study, we designed the digital game “Legendary Wizard Excel” and took a certified Excel textbook as the research tool. The current axle of the Excel curriculum mainly relies on self-directed learning.
In higher education, many universities in Taiwan let college students learn excel in a self-directed way.
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