Empirical evidence of factors to improve student engagement from experiential learning activities

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

Comments

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

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