abstract

This paper both documents and assesses the use of a role play simulation exercise that can easily be incorporated into the first week of the first course in accounting. The exercise actively involves students by having them assume roles and simulate transactions to start a business. In addition, the students also perform a record-keeping role. Both the medium of exchange and record-keeping are accomplished by using white, red and blue poker chips. A primary focus of the exercise is to learn how transactions affect the fundamental accounting equation (assets=liabilities+owners’ equity). In addition, several other fundamental accounting concepts are introduced. To assess if the exercise enhances student learning, other sections of the same accounting course learned identical subject matter with a lecture format. An assessment instrument was administered to both student groups. The results indicate that role play simulation enhances students’ transfer problem solving, but there is no evidence that it enhances conceptual recall beyond that which can be attained via a traditional lecture. In addition, there is evidence that the role play simulation exercise helps student better retain problem solving learning over a four week period.

links to article

This page has been visited times since June 1, 2002.

© 2000-2003 Board of Trustees of Indiana University
Terms of Use