Reflection on the adoption of Quizlet in gamifying teaching to reinforce accounting content in initial teacher education training in one comprehensive University, South Africa
Zikhona Seleke 
Issue: Vol.7 No.1 2026 Article 13 pp. 169 -181
DOI: https://doi.org/10.38159/ehass.20267113 | Published online 27th February 2026
© 2026 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
The study examined how Quizlet functions as a gamification tool to improve Accounting content learning among initial teacher education students at a comprehensive university in South Africa. The research employed student feedback, along with instructor observations, to collect data on the implementation process through a qualitative approach. The research demonstrated that gamification techniques enabled students to actively learn while strengthening their memory of essential Accounting, and creating an environment where students worked together. The study encountered two main obstacles during implementation because the students faced different levels of proficiency in digital tools and encountered technological system. The research established that Quizlet functions as an effective additional resource for Accounting education within teacher training programs despite certain implementation constraints. The research suggested recommendations to maximize Quizlet’s effectiveness by providing structured orientation programs and ensuring alignment with educational learning objectives. The research fills an existing knowledge gap about how gamification tools such as Quizlet work in limited resource teacher training environments when teaching Accounting subjects. The study added to scholarship discussions about technology-based learning approaches in teacher education, especially for institutions with limited resources.
Keywords: Gamification, Quizlet, Accounting Education
Almuntsr, M., L. Smith, and A. Kamal. “Gamification in Accounting Education: A Systematic Review of Effects and Implementation Challenges.” Journal of Accounting Education, 35(2), Pp. 123-139. 35, no. 2 (2024): 123–39.
Benitt, M., M. Schmidt, and C. Wagner. “Digital Competencies in Teacher Education: Developing Learning Platforms for Collaboration.” Computers & Education 126 (2018): 317–30.
Chapman, R., A. Gomez, and M. Vargas. “ Gamification and Learning Outcomes: An Empirical Analysis Using SDT and Flow Theory.” Education and Information Technologies 28, no. 1 (2023): 55–72.
Chinyamurindi, T. W., and H. Shava. “ Foundations of Human Resources Management.” In Introduction to Business Functions, edited by S. Rudansky-Kloppers and P. Bester. Cape Town: Oxford University Press Southern Africa, 2021.
Chitra, K. “ EdTech Innovations in Gamification: A Comparative Study of Quizlet, Kahoot! And Duolingo.” International Journal of Educational Technology 17, no. 3 (2020): 97–110.
Chityala, M., R. Patel, and A. Desai. “Gamification in Learning: Enhancing Learner Motivation through Digital Platforms.” Journal of Educational Research and Technology 12, no. 1 (2025): 15–27.
Dhal, G. “ Digital Pedagogy in Teacher Training: Prospects and Pitfalls.” South African Journal of Education 41, no. 3 (2021): 207–21.
Dizon, G. “ Quizlet in the EFL Classroom: Enhancing Academic Vocabulary Acquisition through Digital Flashcards.” TESL-EJ 20, no. 2 (2016): 1–14.
Fowler, L. “ Active Learning and Student Engagement in Accounting: An Exploratory Study.” Issues in Accounting Education 21, no. 1 (2006): 31–50.
He, T., S. Song, and Y. Lin. “Gamified Learning with Quizlet: Vocabulary Acquisition and Writing Proficiency in Engineering Education.” Journal of Technical Education 29, no. 4 (2023): 342–58.
Irwanto, A., and A. Yulia. “ Gamification in ESP Teaching: Opportunities and Barriers in Indonesian Classrooms.” English Language Teaching Journal 12, no. 1 (2025): 45–60.
Jamaluddin, N., S. Ahmad, and M., Saad. “Gamification in Accounting Education: The Use of ‘Accounting on the Block’ to Increase Student Motivation.” International Journal of Educational Management 34, no. 7 (2020): 1323–38.
Kivunja, C. “TPACK Framework for Preparing Pre-Service Teachers in a Digital Age.” Journal of Learning and Teaching in Digital Age 1, no. 1 (2013): 10–17.
Lander, B. “Students’ Perceptions of Quizlet as a Vocabulary Learning Tool: A Study in EFL Contexts.” Journal of Language Teaching and Research 7, no. 5 (2016): 887–95.
Lim, C.P., C.S. Chai, and D. Churchill. “Designing ICT-Supported Learning Environments: A Framework for Developing TPACK.” Australasian Journal of Educational Technology 27, no. 6 (2011): 1055–72.
Lompoliu, A. “Enhancing Accounting Students’ Motivation and Participation through Game-Based Learning.” Journal of Accounting Pedagogy 13, no. 2 (2020): 88–101.
Loughrey, T., and D. O’Broin. “Gamification and Self-Determination Theory: A Critical Review of Motivation in Educational Games.” Irish Journal of Technology in Education 3, no. 1 (2018): 19–32.
Mallat, N., and J. Merikivi. “Gamified Learning Applications in Higher Education: Motivation and Engagement in Kahoot and Quizizz.” Journal of Educational Multimedia and Hypermedia 27, no. 3 (2018): 235–49.
Matallaoui, A., J. Koivisto, J. Hamari, and R. Zarnekow. “How Effective Is Gamification? A Review of Empirical Evidence on Gamification and Serious Games in Education and Work.” In Gamification in Education and Business, edited by J. Koivisto and R. Zarnekow, 27–41. Cham.: Springer International Publishing, 2017.
Mehdi, S., and M.S. Andarab. “Efficacy of Quizlet versus Traditional Flashcards in EFL Vocabulary Acquisition.” International Journal of Instructional Technology 9, no. 1 (n.d.): 43–59.
Moncada, S., T. Moncada, and M. Wilson. “ Game-Based Learning Strategies in Accounting Education.” Journal of Accounting Education 32, no. 2 (2014): 122–31.
Moore-Beyioku, E. “ Quizlet Live as a Catalyst for Student Engagement during Remote Teaching.” International Journal of Digital Pedagogy 6, no. 4 (2021): 190–204.
Mykytka, N. “Student Attitudes towards Quizlet in Language and Content Courses.” TESOL Quarterly 57, no. 1 (2023): 57–75.
Nkhoma, M., N. Sriratanaviriyakul, and H. Quang. “Using Kahoot! To Reduce Accounting Anxiety and Language Barriers.” Education + Training 60, no. 5 (2018): 409–24.
Park, S., J. Lee, and M. Lee. “ Simulated Learning and Gamified Approaches in Accounting Education: Enhancing Student Motivation and Performance.” Accounting Education Review 24, no. 3 (2019): 230–48.
Robertson, C.E. “ Digital Tools in Language Instruction: Benefits of Quizlet in ESL Classrooms.” Computer-Assisted Language Learning Journal 28, no. 2 (2015): 123–39.
Rukadikar, A., and P. Khandelwal. “Revisiting Gamification Theories: Integrating Goal-Setting and Constructivist Learning Models.” Educational Review 77, no. 2 (2025): 256–72.
Saravanakumar, A.R., S. Gopal, and R. Ganesan. “ Transforming Teacher Education through Technology-Enhanced Learning.” Journal of Teacher Education and Practice 20, no. 3 (2023): 102–19.
Schlebusch, G., T. Mahlambi, and P., Dlamini. “ Digital Divide in South African Higher Education: Realities and Recommendations.” South African Journal of Higher Education 38, no.1 (2024): 77–93.
Senior, M. “Gamification in EAP: Retention and Autonomy with Quizlet.” Journal of English for Academic Purposes 15, no. 2 (2022): 68–81.
Shadrina, T., Y. Kim, and I. Sorokin. “Gamified Tools and Student Independence in Vocabulary Learning: Evidence from ESP Courses.” Educational Technology & Society 27, no. 1 (2024): 122–34.
Silva, P., and V. Ramos. “ Digital Competency Frameworks and Curriculum Reform in Teacher Education.” Technology and Education Review 18, no. 1 (2023): 74–91.
Silva, R., C. Pinto, and F. Machado. “ Gamification in Accounting: The Interplay of Flow, Motivation, and Attitudes.” Journal of Accounting and Educational Research 15, no. 4 (2021): 275–90.
Thi Thu, H., D. Nguyen, and T. Doan. “ Comparative Effectiveness of Quizlet and Paper Flashcards for Vocabulary Learning.” Journal of Language and Education 7, no. 3 (2021): 55–70.
Valentino, S. “ Motivational Factors and Engagement in Gamified Learning Environments.” Journal of Educational Innovation 29, no. 1 (2024): 45–58.
West, R., and K. Malatji. “ Website Design Pedagogy in Teacher Education: Digital Competency through Authentic Projects.” South African Journal of Teacher Education 25, no. 2 (2021): 132–48.
Wood, C.M. “Student Ownership in Group Work: Enhancing Learning through Autonomy and Choice.” Journal of Educational Psychology 95, no. 3 (2003): 617–26.
Zeitlin, V., and R. Sadhak. “Quizlet in Healthcare Education: Perceptions and Practice.” Medical Education Today 12, no. 3 (2022): 78–84.
Zhao, Y. “Gamifying Accounting Education: Effects of Quizizz on Student Performance and Engagement.” Journal of Interactive Learning Research 30, no. 4 (2019): 415–32.
Zhou, M., and P. Lamberton. “ Reducing Cognitive Load in Accounting Education through Simplified Scaffolding.” Issues in Accounting Education 35, no. 1 (2020): 45–63.
Zikhona Seleke is currently employed as an Accounting lecturer at Walter Sisulu University, Eastern Cape, South Africa. She is currently the Head of the Department of Business Management and Education at Walter Sisulu University under the Faculty of Education. She is a researcher specializing in the integration of technology in education. Zikhona Seleke has conducted extensive research on topics such as Technology Enhanced Learning In The Teaching And Learning Of Accounting In Secondary Schools, South Africa; Chronicling Information Communication Technology into Teaching and Learning in the Eastern Cape Province, South Africa; ICT Enhanced Approaches for Student-Centred Learning: A Case of Accounting Education Pedagogy Implementation at a Selected University in South Africa; Integrating YouTube as a Pedagogical Tool to Enhance Research Writing Skills in an Initial Teacher Education Program in a Compressive University, Eastern Cape, South Africa; Multilingualism in the Teaching and Learning of Accounting in Chris Hani West District, South Africa, Digital Transformation in Higher Education: Leadership Strategies for Ensuring Equity and Inclusion in Digital Learning Environments, Integration of Information and Communication Technology [ICT] in the accounting classroom in Chris Hani West District, Eastern Cape Province; Application of Problem-Based Learning in Accounting to Improve Learner Performance, O.R Tambo District, Eastern; Effect of Educational Technology on Learning Accounting in the OR Tambo District, Eastern Cape, South Africa; An Assessment of Secondary School Learners’ Performance in Economics in the OR Tambo Inland District, Eastern Cape Province South Africa, and Utilizing Information And Communication Technologies To Enhance Teaching And Learning: The Case Of Alfred Nzo East District, South Africa. Her work aims to bridge the digital divide and empower educators and learners through effective use of technology. Zikhona Seleke is committed to sharing expertise and insights to drive positive change in education and the higher education landscape and contribute to the advancement of knowledge in the field.
Seleke, Zikhona. “Reflection on the adoption of Quizlet in gamifying teaching to reinforce accounting content in initial teacher education training in one comprehensive University, South Africa.” E-Journal of Humanities, Arts and Social Sciences 7, no.1 (2026): 169 – 181. https://doi.org/10.38159/ehass.20267113
© 2026 The Author(s). Published and Maintained by Noyam Journals. This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
