Perceptions of Accounting student-teachers on gamified peer tutoring: A case study of a South African University

Perceptions of Accounting student-teachers on gamified peer tutoring: A case study of a South African University

Sinovuyo Nyanga , Berington Zanoxolo Gobingca & Avela Ngqunguza

Issue: Vol. 7 No. 7 2026 Article 7 pp. 786 – 798
DOI : https://doi.org/10.38159/jelt.2026777 Published online 21st September 2026.

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ABSTRACT

The thrust of this research was to explore the perceptions of Bachelor of Education Accounting student-teachers on gamified peer tutoring on student engagement and motivation at a selected South African university. Despite being recognised as an important component of student success within higher education institutions, student engagement is acknowledged as a challenging and complex construct. Guided by an interpretative research paradigm, this qualitative study followed a case study research design, investigating a real-life phenomenon and capturing participants’ lived experiences. Data were collected through semi-structured interviews conducted face-to-face with eight purposefully selected second-year accounting student-teachers. The researchers also used Classroom observation as an additional data collection tool. It emerged that gamified peer tutoring greatly improved engagement, motivation, confidence, and the willingness to attend tutorial classes, providing practical insights to improve tutorials within teacher education programmes. Although the study reported challenges such as internet and device access, they did not outweigh the benefits reported by participants. It is recommended that gamification be extended beyond accounting and to tutorship programmes to encourage the use of gamification, and tutors should be trained in designing and facilitating gamification in peer tutoring. The research contributes to the body of literature on innovative pedagogical approaches in higher education and shows the potential of gamification in peer tutoring.

Keywords: Student-Teachers, Gamified Peer Tutoring, Motivation, Student Engagement

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AUTHOR(S)

Sinovuyo Nyanga is a qualified educator and an emerging researcher, currently working in the Faculty of Education at Walter Sisulu University. His scholarly interests centre on curriculum studies, higher education and commerce, with a particular focus on accounting. He is also drawn to initial teacher education and the integration of digital tools into teaching and learning.

Dr. Berington Zanoxolo Gobingca holds a Doctor of Philosophy (PhD) in Education, Master of Education(MEd), Bachelor of Education (BEd), Bachelor of Commerce in Education (B. Com Educ), and a Diploma in Agriculture. Currently, he is a senior lecturer in the Business and Management Education Department (BME Dep.) in the Faculty of Education (FE) at Walter Sisulu University (WSU), geographically located in the Eastern Cape Province of South Africa. His research focuses on Curriculum development, Governance, Leadership, and Management, and specialises in the Commerce stream.

Avela Ngqunguza is currently employed as an Economics and Management Science lecturer at Walter Sisulu University, Eastern Cape, South Africa. He is a dedicated researcher with a Master’s degree in Education from Walter Sisulu University, focusing on finding solutions or measures that could be implemented to decrease the phasing out of commerce streams, especially Accounting, in secondary schools in the Eastern Cape, South Africa. With a passion for exploring the reasons, perspectives, and impacts of educational policy changes, Avela Ngqunguza is committed to understanding the broader implications for learners, teachers, and communities. He aims to contribute valuable insights to the discourse on curriculum development and its role in shaping South Africa’s education landscape.

TO CITE ARTICLE

Nyanga, Sinovuyo, Berington Zanoxolo Gobingca, and Avela Ngqunguza. “Perceptions of Accounting Student-Teachers on Gamified Peer Tutoring: A Case Study of a South African University.” Journal of Education and Learning Technology 7, no.7 (2026): 786 – 798. https://doi.org/10.38159/jelt.2026777