Abstract
The objective of this study was to verify the influence of digital videos, using the Edpuzzle tool, on the performance of accounting students. This technological resource was used in four subjects of the Accounting Science Course through the students cell phones. The research used a quantitative approach, with the participation of 164 students. The study consisted of a quasi-experiment, with two tests being applied, called pre-test and post-test, in order to compare the performance between the control and experimental groups. The statistical results indicated that there were no significant differences between the groups, similar information was obtained when crossing between the pre-test and post-test scores. The findings, despite not confirming the hypothesis of improvement in academic performance with the use of technology and, especially the videos conducted in Edpuzzle, suggest that there was significant motivation and satisfaction on the part of students in carrying out the requested tasks. Considering the limitations of the research, specifically in relation to the context and the period of application, it can be said that its main contribution was the perception that the use of a certain technology in the classroom, by itself, does not improve performance and that more studies are needed with different methodological approaches and in extended periods and samples.
Highlights
The use of technology has grown significantly, with emphasis on efforts to increase access to quality education, having a transformational impact on teaching and learning, through the integration of new mechanisms that endorse its use as an educational tool (Watty, Mckay & Ngo, 2016)
The Cox-Stuart test was carried out, which points out the independence of information for the pre-tests and post-tests conducted in all disciplines, both for the demonstrated control groups (CG) and for the experimental groups (EG) (p-value > 0.05)
A quasiexperimental study was carried out in order to observe the averages and average differences in grades obtained between classes that used technology, the experimental group, and those that did not, these being the control group
Summary
The use of technology has grown significantly, with emphasis on efforts to increase access to quality education, having a transformational impact on teaching and learning, through the integration of new mechanisms that endorse its use as an educational tool (Watty, Mckay & Ngo, 2016). The combination of technologies and teaching has been generating reflexes in learning, which serve as elements for the satisfaction and performance of students (Quintana, 2015) In this sense, such methods have been causing changes in the educational scenario, including accounting education, which has undergone changes regarding both the practices (both with regard to the practices) of the profession as well as academic learning methods (Lillie & Wygal, 2011). The objective became the search for balance between the labor market, interest of students and teachers and adaptations by educational institutions to new technological resources (Holtzblatt & Tschakert, 2011) Faced with this scenario, change initiatives on the part of universities began to occur. There is an expressive growth in the insertion of technological resources in the classrooms, being justified by the belief that it is more suitable to encourage learning among students (Nicol, Owens, Le Coze, MacIntyre & Eastwood, 2018)
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
