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Gamification can lead to better learning when properly applied in educational settings. However, In Libyan education context, gamification is not applying in many institutions. Therefore, this study aims to identify effects of gamification on accounting students' motivation, enjoyment and academic performance in learning introductory accounting at Libyan universities. A sample of 154 students (77 students per each group: Control group and experimental group) which study introductory accounting course was participated from two public Libyan universities: University of Benghazi and University of Tripoli, which are the first two universities in Libya, in the classification for the year 2023, according to the website: https: \. webometrics. The University of Benghazi's students were the control group. Whereas, the University of Tripoli's students were the experimental group. A questionnaire was distributed to both groups on their motivation, enjoyment and academic performance in learning introductory accounting. As for the control group, it had been spend this month explaining lectures in a traditional and usual way. On the other hand, the experimental group was applying Kahoot! game at the end of each lecture to enhance their understanding of the lecture's topic through gamification "once a week a full month". After the month has passed, a questionnaire was distributed again to both groups. By comparing the results of their two answers on the questionnaire was find out the effects of using gamification on accounting students' motivation, enjoyment and their academic performance in learning accounting at Libyan universities. Suitable statistical tool had been used for data analysis which is (SPSS) by extracting Cronbach's? , Percentage and Frequency and Descriptive statistics, Arithmetic Mean and Standard Deviation and T- Test. Simple Linear and Multiple Regression, Correlation test.
Almuntsr et al. (Mon,) studied this question.