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DOES USING VR IMPROVE STUDENT ASSESSMENT GRADES?

Terry Filer, Marc Holmes

ICERI2018 Proceedings, Pages: 9227 - 9231

Swansea University Authors: Terry Filer, Marc Holmes

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DOI (Published version): 10.21125/iceri.2018.0706

Abstract

axation students were introduced to the practical uses of taxation through a problem-based learning (PBL) approach, where they visited their “clients” premises through VR (Virtual Reality) to identify eligible assets that they could claim capital allowances. Asset values were available during the vi...

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Published in: ICERI2018 Proceedings
ISSN: 2340-1095
Published: IATED 2018
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URI: https://cronfa.swan.ac.uk/Record/cronfa64298
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first_indexed 2023-09-01T13:12:05Z
last_indexed 2023-09-01T13:12:05Z
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spelling v2 64298 2023-09-01 DOES USING VR IMPROVE STUDENT ASSESSMENT GRADES? 6936caa99ab208f4ee91ff11dba757e2 Terry Filer Terry Filer true false 7d9f7bea373751cae6575e3e22d83fe7 Marc Holmes Marc Holmes true false 2023-09-01 BAF axation students were introduced to the practical uses of taxation through a problem-based learning (PBL) approach, where they visited their “clients” premises through VR (Virtual Reality) to identify eligible assets that they could claim capital allowances. Asset values were available during the visit and students subsequently completed a maximum value capital allowances claim.Students thoroughly enjoyed their VR taxation experience and feedback comments requested its further use in accounting learning. Pedagogic literature supports the view that if learning is fun then it is more likely to be memorable and will be easier for students to recall when needed for assessment purposes, but does it improve their grades? This research compared student grades for this specific assessment question and their overall grade on the final examination for a module of 200 final year undergraduate taxation students. Results support the question that VR does indeed improve student grades and hence its wider use in accounting education is to be encouraged. Conference Paper/Proceeding/Abstract ICERI2018 Proceedings 9227 9231 IATED 2340-1095 Virtual Reality, VR, Taxation, Assessment, Student grades, Capital Allowances. 30 11 2018 2018-11-30 10.21125/iceri.2018.0706 http://dx.doi.org/10.21125/iceri.2018.0706 COLLEGE NANME Accounting and Finance COLLEGE CODE BAF Swansea University 2023-10-09T15:11:29.1184559 2023-09-01T14:10:05.9352532 School of Management Accounting and Finance Terry Filer 1 Marc Holmes 2
title DOES USING VR IMPROVE STUDENT ASSESSMENT GRADES?
spellingShingle DOES USING VR IMPROVE STUDENT ASSESSMENT GRADES?
Terry Filer
Marc Holmes
title_short DOES USING VR IMPROVE STUDENT ASSESSMENT GRADES?
title_full DOES USING VR IMPROVE STUDENT ASSESSMENT GRADES?
title_fullStr DOES USING VR IMPROVE STUDENT ASSESSMENT GRADES?
title_full_unstemmed DOES USING VR IMPROVE STUDENT ASSESSMENT GRADES?
title_sort DOES USING VR IMPROVE STUDENT ASSESSMENT GRADES?
author_id_str_mv 6936caa99ab208f4ee91ff11dba757e2
7d9f7bea373751cae6575e3e22d83fe7
author_id_fullname_str_mv 6936caa99ab208f4ee91ff11dba757e2_***_Terry Filer
7d9f7bea373751cae6575e3e22d83fe7_***_Marc Holmes
author Terry Filer
Marc Holmes
author2 Terry Filer
Marc Holmes
format Conference Paper/Proceeding/Abstract
container_title ICERI2018 Proceedings
container_start_page 9227
publishDate 2018
institution Swansea University
issn 2340-1095
doi_str_mv 10.21125/iceri.2018.0706
publisher IATED
college_str School of Management
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hierarchy_top_id schoolofmanagement
hierarchy_top_title School of Management
hierarchy_parent_id schoolofmanagement
hierarchy_parent_title School of Management
department_str Accounting and Finance{{{_:::_}}}School of Management{{{_:::_}}}Accounting and Finance
url http://dx.doi.org/10.21125/iceri.2018.0706
document_store_str 0
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description axation students were introduced to the practical uses of taxation through a problem-based learning (PBL) approach, where they visited their “clients” premises through VR (Virtual Reality) to identify eligible assets that they could claim capital allowances. Asset values were available during the visit and students subsequently completed a maximum value capital allowances claim.Students thoroughly enjoyed their VR taxation experience and feedback comments requested its further use in accounting learning. Pedagogic literature supports the view that if learning is fun then it is more likely to be memorable and will be easier for students to recall when needed for assessment purposes, but does it improve their grades? This research compared student grades for this specific assessment question and their overall grade on the final examination for a module of 200 final year undergraduate taxation students. Results support the question that VR does indeed improve student grades and hence its wider use in accounting education is to be encouraged.
published_date 2018-11-30T15:11:30Z
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