Permanent record · RIR–2071
Video-Based Learning Impacts on Undergraduate Business Numeracy Achievement: A Longitudinal Longitudinal Analysis
A longitudinal study evaluating the efficacy of video-based learning (VBL) in improving business statistics performance among first-year undergraduate students.
To what extent does video-based learning improve academic achievement in undergraduate business numeracy courses?
Knowledge gap
What remains worth asking
Evidence regarding the long-term efficacy of specific digital pedagogical interventions in business numeracy remains limited.
Potential contribution
Why it may matter
Informs evidence-based curriculum design for business schools integrating digital learning tools.
Academic placement
OECD fields and topic tags
Scope: UK undergraduate business numeracy education. · Method signals: Longitudinal Study, Quantitative Analysis
Possible study pathways
One question, different levels
Evaluating digital pedagogical tools in professional training environments.
Optimizing organizational training and knowledge transfer through digital media.
Qualification signal
78/100
- Longitudinal data provides strong evidence.
- Applicable to corporate training contexts.
- Open-access scholarly source and DOI metadata verified
Provenance
Research Idea Registry curation
- DOI and bibliographic metadata independently resolved
- Open-access status verified
- The research direction is transparently marked as AI-inferred
APA 7 source
Lewis, N., Lewis, R., & Luca, C. (2023). Impact of video-based learning in business statistics: a longitudinal study. Humanities and Social Sciences Communications, 10(1), Article 146. https://doi.org/10.1057/s41599-023-01634-w
Paper abstract and discussion context; AI-inferred direction
Open source ↗