The integration of technology into higher education, especially in accounting education, has become increasingly significant for improving student learning outcomes. With rapid advancements in tools like artificial intelligence (AI), educational platforms have emerged that cater to diverse learning preferences and motivations. This study explores the impact of Quizlet, an AI-powered educational tool, on accounting education. Specifically, it evaluates Quizlet’s influence on academic performance and motivation compared to traditional face-to-face teaching methods.

This research addresses the growing need for technology-enhanced learning strategies in accounting education. Quizlet, as a technology-based active response tool, was employed to teach the "Current Assets" topic in a General Accounting course. The primary objective was to assess its impact on comprehension and motivation among undergraduate students. By incorporating the Motivated Strategies for Learning Questionnaire (MSLQ), the study examined changes in intrinsic and extrinsic motivation, self-efficacy, task value beliefs, time management, and peer learning. The study was conducted during the Spring 2023-2024 semester at Osmaniye Korkut Ata University, involving students from the Business Administration, Economics, and International Trade and Logistics departments. The research design included a comparative approach: students first attended face-to-face lectures on the Current Assets topic, followed by a Quizlet-based learning session on the same content. Surveys collected feedback after both instructional methods, and the MSLQ was used to measure motivation levels before and after the Quizlet integration.

The results highlight significant positive effects of Quizlet on student learning outcomes and motivation. Intrinsic motivation, self-efficacy, and peer learning scores improved notably. Students reported greater interest in learning, increased confidence in their abilities, and enhanced collaboration with peers. These findings indicate that Quizlet’s interactive features fostered a deeper understanding and retention of accounting concepts. Academic performance, as reflected in success rates, was higher in the Quizlet-based sessions compared to traditional methods. Students also expressed positive attitudes toward Quizlet, appreciating its user-friendly interface and engaging features. The platform’s gamified approach to learning made the subject matter more accessible and enjoyable. However, not all results were uniformly positive. While intrinsic motivation and peer learning improved, external motivational factors, such as grades and rewards, showed no significant change. Additionally, a slight decline was observed in students’ perceptions of task importance and utility, possibly because Quizlet emphasises technological interactivity over contextual significance. Another concern was the reduced effort regulation and help-seeking behaviors among some students, suggesting an over-reliance on technology for independent learning.

These findings underscore the transformative potential of technology in education while also highlighting its limitations. Quizlet’s ability to make complex accounting topics more engaging and its impact on intrinsic motivation and peer collaboration position it as a valuable tool for modern classrooms. Nonetheless, the slight declines in task value beliefs and effort regulation point to the importance of a balanced approach. Educators should integrate technology thoughtfully, ensuring that it complements rather than replaces traditional teaching methods. To address the observed limitations, educators might incorporate complementary strategies, such as contextual discussions to emphasise task importance or activities that encourage self-regulation and help-seeking behaviors. Faculty training is also essential to optimize the use of tools like Quizlet, equipping instructors with skills to balance technologydriven and conventional methods effectively. This study offers practical implications for educators and institutions aiming to meet the evolving needs of students in the digital age. Interactive tools like Quizlet can enhance engagement, cater to diverse learning preferences, and promote deeper comprehension of complex topics. Institutions should consider long-term evaluations of such tools to refine strategies and ensure sustainable improvements in learning outcomes. Additionally, future research could investigate Quizlet’s scalability across other disciplines and its potential to develop professional competencies over time. 

In conclusion, the integration of Quizlet into accounting education demonstrates its potential to revolutionize traditional teaching methods. By enhancing student motivation, confidence, and collaboration, it contributes to improved learning outcomes. However, the findings emphasise the importance of a balanced and strategic approach to technology integration, ensuring that students remain actively engaged in their learning journey while developing essential self-regulation and critical thinking skills. This study provides valuable insights for leveraging AI-powered tools to create more effective and inclusive educational environments.