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RIR-2071 · Logged 13 July 2026

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.

Open to researchMBA suitableQuality 78/100Prior-standard auditP4 provenance
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In plain words

Do teaching videos help first-year business students in the UK do better at numbers and statistics? This study would follow students over time to see whether learning by video improves their results.

Primary research question

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

Academic fields and topic tags

5.2Economics and business
EducationBusiness Management

Study frame: UK undergraduate business numeracy education. · Method signals: Longitudinal Study, Quantitative Analysis

Possible study pathways

One question, different levels

Postgraduate diploma

Evaluating digital pedagogical tools in professional training environments.

Professional master’s / MBA

Optimizing organizational training and knowledge transfer through digital media.

originality
Accessible
methodology
Moderate
Data access
Accessible
ethics
Accessible

Quality and audit

78/100 quality

Safeguard-based audit was not recorded under the prior standard.

  • Longitudinal data provides strong evidence.
  • Applicable to corporate training contexts.
  • Open-access scholarly source and DOI metadata verified
Current safeguards were not recorded

This older record can be checked against the current standard on request. It changes only if every academic gate and independent safeguard passes.

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Provenance

Research Idea curation

  • DOI and bibliographic metadata independently resolved
  • Open-access status verified
  • The research direction is transparently marked as AI-inferred

The public contributor code contains no name or account email.

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

This is an AI-inferred direction. The source authors did not state it as a recommendation.

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