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

Jill M. D'Aquila, Daphne Wang () and Angela Mattia

Journal of Accounting Education, 2019, vol. 47, issue C, 63-74

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.

Keywords: Accounting; Engagement; Hybrid; Motivation; Performance; Teaching; YouTube videos (search for similar items in EconPapers)
Date: 2019
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (6)

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Persistent link: https://EconPapers.repec.org/RePEc:eee:joaced:v:47:y:2019:i:c:p:63-74

DOI: 10.1016/j.jaccedu.2019.02.002

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