Redefining Accounting Pedagogy: Evaluating Propertyquest’s Impact on MFRS 140 Learning in Higher Education

Mohd Taufik Mohd Suffian, Norliana Omar, Masetah Ahmad Tarmizi, Mohd Zulfikri Abd Rashid and Noor Saatila Mohd Isa
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Mohd Taufik Mohd Suffian: Faculty of Accountancy, Universiti Teknologi MARA, Cawangan Perak, Kampus Tapah, Malaysia
Norliana Omar: Faculty of Accountancy, Universiti Teknologi MARA, Cawangan Perak, Kampus Tapah, Malaysia
Masetah Ahmad Tarmizi: Faculty of Accountancy, Universiti Teknologi MARA, Cawangan Perak, Kampus Tapah, Malaysia
Mohd Zulfikri Abd Rashid: Faculty of Accountancy, Universiti Teknologi MARA, Cawangan Perak, Kampus Tapah, Malaysia
Noor Saatila Mohd Isa: Faculty of Accountancy, Universiti Teknologi MARA, Cawangan Selangor, Kampus Puncak Alam, Malaysia

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 3s, 3604-3612

Abstract: This study investigates the use of gamification and video-based learning as a novel pedagogical strategy for improving university students’ knowledge of MFRS 140: Investment Property. The research uses the PropertyQuest game app in conjunction with video tutorials to provide a multimodal learning experience aimed at addressing the difficulties of accounting principles. A survey was performed to gather students’ perspectives on the blended learning technique. The results show that combining gamification with video material dramatically increased students’ understanding of MFRS 140, with video lessons explaining complicated themes and the game reinforcing knowledge through an interactive application. Students reported a clear preference for the multimedia method, citing its ability to make learning more interesting and meaningful. The study emphasizes the importance of perceived meaningfulness in keeping students engaged and obtaining higher learning results. Based on the findings, future research should investigate the impact of personalized video content, as well as the long-term effects of multimedia learning tools across other financial reporting standards and accounting subjects, to support diverse learning styles in higher education.

Date: 2025
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