Textbooks for the YouTube generation? A case study on the shift from text to video

References

• Anonymous. (2018). Why 2017 was the year that cable dies. Mediakix. Retrieved on August 21, 2019, from https://mediakix.com/blog/is-cable-tv-dying-statistics-trends/.
   Google Scholar
• Anonymous. (2020). Online learning report: COVID-19 Pulse Survey. Harvard Business School Publishing, Education. Retrieved from https://s3.amazonaws.com/he-product-images/docs/Higher_Education_Online_Learning_Report_Aug2020.pdf.
   Google Scholar
• Appleton-Knapp, S., & Krentler, K. A. (2006). Measuring student expectations and their effects on satisfaction: The importance of managing student expectations. Journal of Marketing Education, 28(3), 254–264. doi:10.1177/0273475306293359
   Google Scholar
• Baker-Eveleth, L., & Stone, R. W. (2015). Usability, expectation, confirmation, and continuance intentions to use electronic textbooks. Behavior & Information Technology, 34(10), 992–1004.
   Web of Science ®Google Scholar
• Baron, J. (2019). The key to Gen Z is video content. Forbes. Retrieved from https://www.forbes.com/sites/jessicabaron/2019/07/03/the-key-to-gen-z-is-video-content/#5bc9d7fa3484.
   Google Scholar
• Cauley, F. G., Aiken, D., & Whitney, L. K. (2009). Technologies across our curriculum: A study of technology integration in the classroom. Journal of Education for Business, 85(2), 114–118. doi:10.1080/08832320903258600
   Google Scholar
• Chebat, J.-C., Zuccaro, C., & Filiatrault, P. (1992). Locus of control as a moderator variable for the attribution and learning processes of marketing. The Journal of Social Psychology, 132(5), 597–608. doi:10.1080/00224545.1992.9713899
   Web of Science ®Google Scholar
• Chowdhry, A. (2018). Study, relevant video content drives more engagement and revenue. Forbes. Retrieved from https://www.forbes.com/sites/amitchowdhry/2018/09/18/study-relevant-video-content-drives-more-engagement-and-revenue/#73a39f856b7f.
   Google Scholar
• Chulkov, D. V., & VanAlstine, J. (2013). College student choice among electronic and printed textbook options. Journal of Education for Business, 88(4), 216–222. doi:10.1080/08832323.2012.672936
   Google Scholar
• Crittenden, W. F., Biel, I. K., & Lovely, I. I. I. (2019). Embracing digitization: Student learning & new technologies. Journal of Marketing Education, 41(1), 5–69. doi:10.1177/0273475318820895
   Web of Science ®Google Scholar
• Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319–340. doi:10.2307/249008
   Web of Science ®Google Scholar
• Dimock, M. (2019). Defining generations: Where Millennials end and Generation Z begins. Pew Research Center. Retrieved from https://www.pewresearch.org/fact-tank/2019/01/17/where-millennials-end-and-generation-z-begins/.
   Google Scholar
• Draus, P. J., Curran, M. J., & Trempus, M. S. (2014). The influence of instructor generated video content on student satisfaction with and engagement in asynchronous online classes. Journal of Online Learning and Teaching, 10(2), 240–254.
   Google Scholar
• Everhart, D. E., Shucard, J. L., Quatrin, T., & Shucard, D. W. (2001). Sex-related differences in event-related potentials, face recognition, and facial affect processing in prepubertal children. Neuropsychology, 15(3), 329–341. doi:10.1037/0894-4105.15.3.329
   PubMed Web of Science ®Google Scholar
• Farnan, J. M., Paro, J., Higa, J. T., Reddy, S. T., Humphrey, H. J., & Arora, V. M. (2009). Commentary: The relationship syayus of digital media and professionalism: It’s complicated. Academic Medicine, 84(11), 1479–1481.
   PubMed Web of Science ®Google Scholar
• Fill, K., & Ottewill, R. (2006). Sink or swim: Taking advantage of developments in video streaming. Innovations in Education and Teaching International, 43(4), 397–408. doi:10.1080/14703290600974008
   Web of Science ®Google Scholar
• Fyfield, M., Henderson, M., Heinrich, E., & Redmond, P. (2019). Videos in higher education: Making the most of a good thing. Australasian Journal of Educational Technology, 35(5), 1–7. doi:10.14742/ajet.5930
   Web of Science ®Google Scholar
• Gray, J. A., & DiLoreto, M. (2016). The effects of student engagement, student satisfaction, and perceived learning in online learning environments. International Journal of Educational Leadership Preparation, 11(1), 98–119.
   Google Scholar
• Halliday, M. (2019). 65% of student skip required textbook purchases. Tophat Blog. Retrieved from https://tophat.com/blog/65-of-students-skip-required-textbook/.
   Google Scholar
• Hao, Y., & Jackson, K. (2014). Student satisfaction toward e-textbooks in higher education. Journal of Science and Technology Policy Management, 5(3), 231–246. doi:10.1108/JSTPM-04-2014-0016
   Google Scholar
• Hunt, K. H. (1977). CS/D – Overview and future directions. In K. H. Hunt (Ed.), Conceptualization and measurement of consumer satisfaction and dissatisfaction. Cambridge, MA: Marketing Science Institute.
   Google Scholar
• Ingraham, C. (2019). Leisure reading in the U.S. is at an all-time low. Washington Post. Retrieved June 21 from https://www.washingtonpost.com/news/wonk/wp/2018/06/29/leisure-reading-in-the-u-s-is-at-an-all-time-low/.
   Google Scholar
• Juban, R. L., & Burnthorne-Lopez, T. (2013). An exploration of textbook reading behaviors. Journal of Education for Business, 88(6), 325–331. doi:10.1080/08832323.2012.721023
   Google Scholar
• Kay, R., & Kletskin, I. (2012). Evaluating the use of problem-based video podcasts to teach mathematics in higher education. Computers & Education, 59(2), 619–627.
   Web of Science ®Google Scholar
• Kedra, J., & Zakeviciute, R. (2019). Visual literacy practices in higher education: What, why and how? Journal of Visual Literacy, 38, 1–7.
   Google Scholar
• King, W. R., & He, J. (2006). A meta-analysis of the technology acceptance model. Information & Management, 43(6), 740–755.
   Web of Science ®Google Scholar
• Lancellotti, M., Thomas, S., & Kohli, C. (2016). Online video modules for improvement in student learning. Journal of Education for Business, 91(1), 19–22. doi:10.1080/08832323.2015.1108281
   Web of Science ®Google Scholar
• Mantei, E. J. (2000). Using Internet class notes and PowerPoint in the physical geology lecture. Journal of College Science Teaching, 29(5), 301–305.
   Google Scholar
• Mayer, R. E. (2009). Multimedia learning (2nd ed.). Cambridge: Cambridge University.
   Google Scholar
• Mayer, R. E. (2014). The Cambridge handbook of multimedia learning (2nd ed.). Cambridge: Cambridge University Press.
   Google Scholar
• Mousavi, S. Y., Low, R., & Sweller, J. (1995). Reducing cognitive load by mixing auditory and visual presentation modes. Journal of Educational Psychology, 87(2), 319–334. doi:10.1037/0022-0663.87.2.319
   Web of Science ®Google Scholar
• Murray, J. P., & Dacin, P. A. (1996). Cognitive moderators of negative-emotion effects: Implications for understanding media context. Journal of Consumer Research, 22, 439–447.
   Web of Science ®Google Scholar
• Ramlogan, S., Raman, V., & Sweet, J. (2014). A comparison of two forms of teaching instruction: Video vs. live lecture for education in clinical periodontology. European Journal of Dental Education, 18(1), 31–38. doi:10.1111/eje.12053
   PubMed Web of Science ®Google Scholar
• Rich, D. L., Powers, T. L., & Powell, J. D. (1988). Textbook satisfaction: A preliminary examination of the student perspective. Journal of Marketing Education, 10(2), 29–33. doi:10.1177/027347538801000206
   Google Scholar
• Richardson, P. (2004). Reading and writing from textbooks in higher education: A case study from Economics. Studies in Higher Education, 29, 505–521.
   Web of Science ®Google Scholar
• Rohm, A. J., Stefl, M., & Saint Clair, J. (2019). Time for a marketing curriculum overhaul: Developing digital-first approach. Journal of Marketing Education, 41(1), 47–59. doi:10.1177/0273475318798086
   Web of Science ®Google Scholar
• Sarkar, N., Ford, W., & Manzo, C. (2019). To flip or not to flip: What evidence suggests. Journal of Education for Business, 95(2), 81–87. doi:10.1080/08832323.2019.1606771
   Web of Science ®Google Scholar
• Seemiller, C., & Grace, M. (2017). Generation Z: Educating and engaging the next generation of students. About Campus, 22(3), 21–26. doi:10.1002/abc.21293
   Google Scholar
• Sorgenfrei, C., & Smolnik, S. (2016). The effectiveness of e‐learning systems: A review of the empirical literature on learner control. Decision Sciences Journal of Innovative Education, 14(2), 154–184. doi:10.1111/dsji.12095
   Web of Science ®Google Scholar
• Steele, J. P., & Fullagar, C. J. (2009). Facilitators and outcomes of student engagement in a college setting. The Journal of Psychology, 143(1), 5–27. doi:10.3200/JRLP.143.1.5-27
   PubMed Web of Science ®Google Scholar
• Szymanski, D., & Henard, D. (2001). Customer satisfaction: A meta-analysis of the empirical evidence. Journal of the Academy of Marketing Science, 29(1), 16–35. doi:10.1177/009207030102900102
   Web of Science ®Google Scholar
• Terpend, R., Gattiker, T. F., & Lowe, S. (2014). Electronic textbooks: Antecedent of students’ adoption and learning outcomes. Decision Sciences, 12(2), 149–173.
   Google Scholar
• Twenge, J. M. (2017). IGen: Why today’s super-connected kids are growing up less rebellious, more tolerant, less happy—and completely unprepared for adulthood (and what this means for the rest of us). New York: Atria Books.
   Google Scholar
• Unni, R. (2005). Value perceptions and retention of textbooks among Marketing and other Business Majors. Marketing Education Review, 15(2), 71–79. doi:10.1080/10528008.2005.11488909
   Google Scholar
• Vafeas, M. (2013). Attitudes toward, and use of, textbooks among marketing undergraduates: An exploratory study. Journal of Marketing Education, 35(3), 245–258. doi:10.1177/0273475313482927
   Google Scholar
• Webber, K. L., Krylow, R. B., & Zhang, Q. (2013). Does involvement really matter? Indicators of college student success and satisfaction. Journal of College Student Development, 54(6), 591–611. doi:10.1353/csd.2013.0090
   Web of Science ®Google Scholar
• Wiley, J., Sarmento, D., Griffin, T. D., & Hinze, S. R. (2017). Biology textbook graphics and their impact on expectations and understanding. Discourse Processes, 54(5, 6), 463–478.
   Web of Science ®Google Scholar
• Yonker, J., & Cummins-Sebree, S. (2009). To read or not to read: How student characteristics relate to textbook reading. Association for University Regional Campuses of Ohio, 15, 163–172.
   Google Scholar
• Zhang, T., Low, L., & Seow, P. (2019). Using online tutorials to teach the accounting cycle. Journal of Education for Business, 95(4), 263–274. doi:10.1080/08832323.2019.1636755
   Web of Science ®Google Scholar