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Are instructor generated YouTube videos effective in accounting classes? A study of student performance, engagement, motivation, and perception

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  • D'Aquila, Jill M.
  • Wang, Daphne
  • Mattia, Angela

Abstract

We examine whether instructor generated YouTube videos improve student performance in a principles of accounting class. We also gather information about student engagement, motivation, and perception. The instructor designed the videos to help students in traditional and hybrid classes to work through financial oriented problems. The instructor also created lecture videos and information videos. We find evidence that video usage improves student performance. This finding is noteworthy since learning is the foremost goal of any instructional method. Students viewed the videos primarily for exam review. Students watched the videos and believed they were helpful and should be used in class. However, students do not necessarily want video classes to replace traditional classes. We make an important contribution by providing information about the usefulness of instructor generated videos to deliver course content.

Suggested Citation

  • D'Aquila, Jill M. & Wang, Daphne & Mattia, Angela, 2019. "Are instructor generated YouTube videos effective in accounting classes? A study of student performance, engagement, motivation, and perception," Journal of Accounting Education, Elsevier, vol. 47(C), pages 63-74.
    • Handle: RePEc:eee:joaced:v:47:y:2019:i:c:p:63-74
    DOI: 10.1016/j.jaccedu.2019.02.002
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    References listed on IDEAS

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    1. Holtzblatt, Mark & Tschakert, Norbert, 2011. "Expanding your accounting classroom with digital video technology," Journal of Accounting Education, Elsevier, vol. 29(2), pages 100-121.
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    Cited by:

    1. Cristina Venera Tartavulea & Catalin Nicolae Albu & Nadia Albu & Ramona Iulia Dieaconescu & Silvia Petre, 2020. "Online Teaching Practices and the Effectiveness of the Educational Process in the Wake of the COVID-19 Pandemic," The AMFITEATRU ECONOMIC journal, Academy of Economic Studies - Bucharest, Romania, vol. 22(55), pages 920-920, August.
    2. Pilar Colás-Bravo & Iván Quintero-Rodríguez, 2023. "YouTube as a Digital Resource for Sustainable Education," Sustainability, MDPI, vol. 15(7), pages 1-12, March.
    3. Deni Adha Akbari & Eti Rochaety, 2023. "Analyzing the Impact of YouTube Watch Time on Higher Education Institution Promotions and Admissions," Technium Social Sciences Journal, Technium Science, vol. 42(1), pages 123-132, April.
    4. Mohamed Ahmed Mady & Said Baadel, 2020. "Technology-Enabled Learning (TEL): YouTube as a Ubiquitous Learning Aid," Journal of Information & Knowledge Management (JIKM), World Scientific Publishing Co. Pte. Ltd., vol. 19(01), pages 1-16, March.
    5. Apostolou, Barbara & Dorminey, Jack W. & Hassell, John M., 2020. "Accounting education literature review (2019)," Journal of Accounting Education, Elsevier, vol. 51(C).

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