Informace o publikaci
Teaching and Learning with Audiovisual Media: Empirical Analysis of the Effectiveness of Podcasts in Financial Literacy
| Autoři | |
|---|---|
| Rok publikování | 2019 |
| Druh | Článek ve sborníku |
| Konference | European Financial Systems 2019 Proceedings of the 16th International Scientific Conference |
| Fakulta / Pracoviště MU | |
| Citace | |
| Klíčová slova | Financial literacy; financial education; e-learning; podcasting; digitization |
| Popis | The more differentiated we explore learning materials in terms of financial literacy, the more diverse are the ways to remember and retain. The reminder rate increases significantly the more senses are involved in the learning process. Audio recordings can be useful in addition to classroom teaching and can be used at any time, any place, and any pace. While other studies considered the implications of digitization, and eventually e-learning, or the knowledge gap regarding to student-generated podcasts in language learning, this paper examines the impact of podcasting in financial literacy. As part of the primary data collection, a questionnaire was conducted with students from both, Bachelor's and Master's degree programs at FOM University of Applied Sciences in Germany. Within the survey, the general handling and attitude to podcasts was examined, as well as the evaluation of defined contributions to the topic of financial literacy. From the questionnaire results (n = 86) the method of logistic regression is used to answer some important hypotheses in this paper. The outcomes present binary insights with respect to the usage of podcasts in the field of financial literacy and education. Firstly, the study derives, that configuration of podcasts affects the transfer of knowledge in financial literacy. With respect to the length of formats, cross connection to recent findings in human psychology are depicted. Furthermore, in terms of learners' perspective, the study reveals limited dependency of the acceptance of podcasts with respect to age, gender and prior education. |