Abstract
Digital technological advancements diversify pedagogical resources from traditional text-based to multimedia digital sources, such as feature films, YouTube videos, podcasts, and Online simulations in business management. To effectively meet the learning needs of the new generation of students, who are “digital natives,” educators must provide students with active learning opportunities through visual and multimedia sources to help them understand and interpret the world they are conversant with. Films can provide a nuanced understanding of complex subjects. Films as visual media for case studies are also gaining popularity in business leadership and organizational behavior courses, and visual cases are being created over texts to engage more visually oriented students. Hence, the movie format of a case can motivate students to provide more in-depth information about an organization and its problems than written cases. We study the effectiveness of using feature films in teaching organizational behavior courses at a Midwestern university in the US. Our model included the impact of ‘feature film analysis’ on students’ learning outcomes and cognitive and affective changes. Necessary Condition Analysis (NCA) and Structural equation modeling using partial least squares were employed to test the effectiveness of films in students’ cognitive and affective learning. NCA indicates that all the latent variables influence student learning, student personal involvement is a necessary condition, and teacher clarity becomes necessary when a very high level of learning is expected. This study is the first empirical study assessing the effectiveness of films as a pedagogical tool for management courses.
Author Information
Janakiraman Moorthy, S. P. Jain Institute of Management and Research, India
Sheena Choi, Purdue University, United States
Prasad Bingi, Purdue University, United States
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