Gamification as a Form of Active and Digital Learning in Accounting Education (2019 – 2024)

Research in gamification has significantly increased over the last five years. Many have proved the positive effects of gamification usage in education, especially in fostering students' motivation and learning outcomes. However, gamification research done in the context of accounting education remains limited than research done in other similar fields. This paper uses bibliometric analysis to explore the current state of gamification research in accounting education using data gathered from Scopus and Google Scholar. Initial extraction using specified query and publication year limitation of 2019 - 2024 in Harzing's Publish or Perish yielded a grand total of 1,045 papers. The search was done on 27th of May 2024. The papers are then manually reviewed based on their language and their relevance to the topic of the paper. From the initial number of papers, only 138 papers are written in English and are actually discussing gamification usage in the context of accounting education. The metadata of these papers are then visualized using VOSviewer. While gamification in general education research has flourished, research in gamification in accounting education specifically has only been increasing by little up to 2022 before reaching the peak in 2023. Some of the keywords that have high occurrences are game-based learning, serious games, learning, higher education, and teaching. Using the density visualization from VOSviewer, research gaps were found on terms such as academic achievements, technology acceptance model, and financial accounting.