Author Identifier (ORCID)
Lara Molendijk: https://orcid.org/0000-0001-6926-4694
Abstract
Experiential learning activities (ELAs) are student-centered activities, such as case studies, that have benefits derived by students being active. Although the literature contains advice on which characteristics enhance ELAs, empirical evidence measuring the impact of these characteristics on engagement is scarce. This paper aims to fill this gap by comparing student engagement from 34 ELAs with varying levels of six characteristics the literature claims are beneficial. Data from a student questionnaire are analyzed with regression and content analyses. The results suggest engagement is most effectively improved when ELAs are authentic and contain the right level of detail and, to a lesser extent, are personally relevant, incorporate the learning cycle, and incorporate critical thinking. Although not emphasized in the current ELA literature, the data also suggested method of facilitation affects engagement. Implications for evidence-based design of engaging ELAs and future research are discussed.
Document Type
Journal Article
Date of Publication
5-1-2025
Volume
40
Issue
2
Publisher
American Accounting Association
School
School of Business and Law
RAS ID
76647
Creative Commons License
This work is licensed under a Creative Commons Attribution-No Derivative Works 4.0 License.
First Page
67
Last Page
82
Comments
This is an Author's Accepted Manuscript of:
Molendijk, L., Taplin, R. H., & Brennan, A. J. (2024). Empirical evidence of factors to improve student engagement from experiential learning activities. Issues in Accounting Education, 40(2), 67-82. https://doi.org/10.2308/ISSUES-2023-100