Leveraging interactive digital tools for online business education: Improving academic performances

Abstract

Business education researchers have counseled that to stimulate student engagement in online spaces, using interactive educational resources was suggested, given its efficacy. Nonetheless, the research identified numerous challenges regarding its use. Also, research acknowledges the slow adoption of these resources, given the challenges of digital literacy and other difficulties. Prior studies maintained that the major limitation of their studies was the negligence of using interactive resources in a blended form. On this premise, this study investigates the efficacy of blended interactive educational resources in improving business education student learning outcomes. The study used a convergent mixed-method research design with an experimental approach to investigate the efficacy of blended interactive educational resources. The study collected data from 90 participants through posttest and interviews on this objective. The data collected was analyzed using descriptive statistics. Given the abnormal distribution, the Wisconsin sign ranked test, a non-parametric test, was administered. After collecting and analyzing the data, the study found that although business education students using blended interactive educational resources performed better, others performed below the average.