Learning From Balance Sheet Visualization* (original) (raw)

Learning preferences in accounting education: a focus on the role of visualization

Meditari Accountancy Research, 2019

PurposeIn accounting education studies, there is increasing interest in using teaching visual tools and contents. However, research about the pedagogical benefits of visual in education is still limited. This paper aims to contribute to the debate by providing evidence on the extent to which the visual represents a relevant learning preference of accounting students.Design/methodology/approachThe paper adopted the visual, aural, read/write, and kinesthetic questionnaire as a tested means to study the learning preferences of accounting students. The empirical study is based on a survey conducted with undergraduate and postgraduate accounting students.FindingsThe results show that visualization appears to be the less-relevant learning preference of students. This result is not in line with the emergent discussion in accounting education literature, which examines how visual tools can improve the presentation of accounting information. This opens the debate about the potential use of v...

The Impact of Visualization Tools on the Learning Engagement of Accounting Students

2019

In the big data era it is necessary for the financial-accounting education environment to redefine itself. Recently, the relevance of visualization in both pedagogical and business environments has increased, as it can support a clearer and more effective representation of information. In this context, the current paper presents a prototype course that introduces tools to visualize financial accounting concepts and was developed jointly by IT and financial teachers. The study starts with the review of specialist literature, based on which a course scenario is proposed, where processes, models and financial-accounting methods are presented with tools of modern visualization techniques developed on real-time data sets. It continues with the statistical study, which analyzes whether students’ engagement increases as compared to a traditional course. The results of the statistical study confirm that visualization tools increase the degree of understanding and engagement of the financial...

Learning accounting through visual representations

Accounting Research Journal, 2021

Purpose-The purpose of this study is to investigate the effectiveness of diagrammatic visualisation techniques versus sentential learning contexts in an accounting subject using the theoretical lens of cognitive load theory (CLT). Design/methodology/approach-The present study used four groups of students; two groups completed a task using diagrammatic visualisation learning materials, with one of the groups undertaking their leaning activities collaboratively and another on an individual basis, whereas two comparison groups were given a sentential learning context without diagrams, with one group undertaking their leaning activities collaboratively and the other individually. In addition to performance grades, cognitive load selfreport scores were also elicited from participants. Findings-The findings of this study indicate support for diagrammatic visualisation techniques for students working collaboratively. Compared with sentential learners, the authors find significantly improved test performance for students who work collaboratively in a diagrammatic visualisation environment. Students in the visualisation environments obtained higher grades than those in the sentential group. In terms of mental effort, students in the visualisation conditions reported the lowest cognitive load. Practical implications-The authors conclude that diagrammatic visualisation learning techniques enhance student performance outcomes, particularly for those who work collaboratively. CLT assists in the understanding of the mental processes involved in learning. Instructional designers need to consider CLT when developing diagrammatic visualisation material to enable students to obtain the best possible learning outcomes. Originality/value-This study addresses a gap in the literature by examining the use of diagrammatic visualisation materials as an alternative to text when learning accounting. The study explores the effect of visualisation material on students' cognitive load by analysing their mental effort. The study contributes useful findings on visualisation as a conduit to enhancing the understanding of accounting using CLT principles.

Interactive data visualisation for accounting information: a three-fit perspective

The volume of freely available accounting information is rapidly becoming overwhelming. To be useful, information needs to be delivered to users in a suitable, relevant, and understandable form. Interactive data visualisation (IDV) can help address this need for useful information by organising accounting information, especially financial reports, into forms with these qualities. Given both their prevalence and their likelihood of being future users of IDV, the purpose of this research is to examine the appropriateness of IDV for non-professional investors' use when they access accounting information. This research uses a 2 × 2 experimental approach involving 404 participants representing non-professional investors from diverse demographic backgrounds. This research suggests that IDV mitigates non-professional investors' restricted investment capabilities by presenting information that is more salient, thus reducing non-professional investors' cognitive effort. This combination allows such investors to better perform both simple and multipart investment tasks. By integrating three information systems' fit perspectives (i.e. task technology, information quality, and cognitive), this research explains IDV's suitability and fit within the accounting domain. We also discuss how the findings can inform practice and span interdisciplinary research into data and information visualisation.

Chapter 13 Graphical and Textual Presentations in Financial Reports

2017

The use of separate graphs and texts to disclose information is a frequent occurrence in corporate annual reports. Multiple sources of information does not enhance understanding of users of financial statements. This chapter compares spatially separated text and graphs with integrated presentations that aim at bringing text and graphs as close as possible to each other. The chapter begins by illustrating the concept of split attention. Cognitive load arises when disparate sources of accounting information need to be mentally integrated by users. An experiment using separate text and diagrams is then presented to demonstrate how participants can deal with cognitive overload when reading split-attention material. Using two instructional design formats, the split-attention format and the integrated format, first-year accounting students were used as surrogates for financial report user groups such as employees and shareholders. The presence of the split-attention effect in the financia...

Quaderno DEM 9/2015 May 2015 Accounting learning preferences: the role of visualisation

2015

The accounting education environment is changing rapidly due to the increasing attention paid by public and private University and Institutions to the efficacy of course delivery and design. The learning preferences and attitudes of students represent an important starting point to develop an efficient and effective educational programme. Learning theories suggest that learning styles and preferences influence the effectiveness with which individuals learn. The success of educational programmes depends to some degree on students‟ acceptance and ability to adapt their learning to the new technologies (Richardson et al , 2013). Learning preferences may include also the visualization as educational tools. In recent years the relevance of visualisation has increased, since it may support a clearer and more efficient representations of accounting information (Libby, 1981; Smith and Taffler. The visualization could stimulate and enhance the engagement of the student in the process of lear...

Developing Computer-Based Cognitive Tools That Assist Learners To Interpret Graphs and Tables

1999

This paper reports on the development and evaluation of cognitive tools used by learners to interpret graphs and tables. The development of these tools was informed by research about how learners interpreted graphs and tables. A prototype of the cognitive tools was trialed with a small sample of preservice teachers. This prototype was then improved and used again with a larger sample. Data from individual audit trails of software use, journal entries and interviews with a small sample of preservice teachers were used to evaluate-the cognitive tools. The findings showed that the simple, context-specific cognitive tools developed helped to reduce the cognitive load associated with the interpretation of graphs and tables. (Contains 32 references.) (Author/ASK) Reproductions supplied by EDRS are the best that can be made from the original document.

USEFULNESS OF MIXED REALITY VISUALS IN THE LEARNING AND ASSESSMENT OF FINANCIAL DATA

This paper presents the use of Mixed Reality (MR) visualization software titled as "InnovViz 3.0" to present a firm's financial performance. The study integrates Cognitive Load Theory (CLT) and Unified Theory of Acceptance and Use of Technology (UTAUT) model to investigate the usefulness of visuals introduced in software namely; circle, cube and tetrahedron. Each visual provides different type of company data and industry information. MR visuals are expected to reduce complexity and complication in analyzing firm performance. The MR visuals were developed using data from firms in financial service industry. Four banks were selected and confirmed with industrial experts regarding their variations in innovativeness and performance. A two by two matrix of size and innovativeness is used to allot these banks into individual quadrants. Experimental data were collected from two groups of 95 young executive MBA students. The first group was in the first semester and the second in the last. Among three types of visuals, circle was found to be most useful and tetrahedron least. Subjects found MR visuals to be quite complex but somewhat easy to use. They found the InnovViz 3.0 system to be useful but not very easy to use. The two groups did not differ in term of their prior experience with financial data assessment, self-perceived learning experience, attitude towards MR visuals, and effort expectancy in system use processes. They differed slightly in the years of experience with financial data and business operation assessment. For System Use Process, the less experienced subjects found the MR system to be more useful. Both groups had similar patterns of assessment accuracy. The analysis model showed that the relationship between the System Use Process and the Self-Perceived Learning was strongest. Minimal relationships and sometimes none were found between Assessment Accuracy and other study constructs.

A Comparison of Three Visual Representations of Complex Multidimensional Accounting Information

Journal of Information Systems, 1999

This study investigates the relationship between three visual representations (two-dimensional, three-dimensional fixed, and three-dimensional rotatable) of multidimensional data, and the subjects' ability to make predictions based on the data. Output of a momentum accounting system was simulated and graphics were rendered based on that information. An interactive computer program was developed and used to administer the laboratory experiment and collect results.Subjects made prediction decisions based on the graphics produced for four companies. Each subject made predictions for one type of graphics representation for each of the four companies. Subjects using three-dimensional data that could be rotated provided the most accurate predictions. This finding is significant in a systems environment where visualizations and graphics are steadily increasing. The results should be considered when developing systems to provide accounting system users with information for making decisi...

Guidelines for Understanding and Using Visuals in Business Texts

The business field depends on disseminating information through formal and informal presentations to managers, clients, and stakeholders. Visual representations, such as tables, graphs, and charts, are recurrent tools in business texts. Such elements have gained more momentum in the act of communication in today's global business world. Consequently, business students ought to know what type of visuals to use and should attain mastery over visual representations in order to demonstrate professional communication skills in both oral and written communication contexts. Therefore, business students need to be taught about visuals in order to acquire the necessary skills to comprehend and interpret visuals included in business textbooks. Because of the absence of clear guidelines and the lack of detailed instructions on visuals, business college students have difficulty utilizing, interpreting, and explaining the information presented in graphs, tables, etc. To develop and enhance business students' competency in utilizing and interpreting visuals, this paper presents the basics of utilizing and interpreting visuals in business texts. More specifically, it aims to introduce business instructors and students to essential knowledge concerning the use and implementation of visuals in business texts and reports and enable English for Specific Purposes (ESP) instructors to help develop students' linguistic and communicative competency in mastering this important skill.