While educational technologies can play a vital role in students’ active participation in introductory accounting subjects, learning outcome implica-tions are less clear. We believe this is the first accounting education study examining the implications of student-generated screencast assignments. We find benefits in developing the graduate attributes of communication, creativity and multimedia skills, consistent with calls by the profession. Additionally, we find improvement in final examination performance related to the assignment topic, notably in lower performing students. The screencast assignment was optional, and the findings suggest a tailored approach to assignment design related to students’ developmental needs is appropriate.
Key words: Assessment; Introductory accounting; Learner-centred pedagogy; Student-generated multimedia; Student performance
JEL classification: A22