Student perceptions of the pedagogical features of a computer-aided learning program in introductory accounting

Abstract

Computer usage in accounting education is increasing, with computer-aided learning (CAL) packages becoming readily available. A consequent challenge facing accounting educators is to ensure that the increased use of computers occurs in a way that maximises its contribution to student learning. Some studies have examined whether CAL packages produce performance benefits for students. Few studies, however, have investigated the pedagogical features of these packages.This study identifies such features and measures student perceptions about the features used in a particular package, and their perceived value in meeting stated educational outcomes. Data was gathered by way of a questionnaire, and the responses analysed using the Analytic Hierarchy Process. The results indicate that the package was regarded as a highly beneficial learning resource, with the content and available support mechanisms rated as the two most useful pedagogical features.