Implications of student-generated screencasts on final examination performance

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

doi: 10.1111/acfi.12256


Enhancing Lecture Presentation through Tablet Technology

The pedagogical problem addressed in this paper relates to how student engagement can be increased by improving the content and the way the lecture is communicated through the use of technology.Paper presents an innovative way to deliver lectures in the higher education setting through the use of an iPad and a unique presentation application, called Explain Everything.

Dr Mirela Malin is a lecturer in the department of accounting, finance and economics within Griffith Business School. She has a research interest in how technology has influenced teaching in higher education and how blended learning techniques have been used to enhance student learning outcomes.

Mirela Malin , (2014),”Enhancing lecture presentation through tablet technology”, Accounting Research Journal, Vol. 27 Iss 3 pp. –

What Does Doodling Do?

Participants monitored a monotonous mock telephone message. Half of the group was randomly assigned to a ‘doodling’ condition where they shaded printed shapes while listening to the telephone call. The doodling group performed better on the monitoring task and recalled 29% more information on a surprise memory test.

Appl. Cognit. Psychol. 24: 100–106 (2010)
Published online 27 February 2009 in Wiley InterScience ( DOI: 10.1002/acp.1561