EcoBytes: Enhancing Teaching and Learning in Economics through Short-Form Microlearning Videos
Abstract
The fast pace of the digital revolution in education and the changing learning habits of Generation Z learners have presented challenges to the traditional methods of teaching economics. Students accustomed to concise, visual and mobile content may be less receptive to lecture-based instruction when faced with abstract and conceptually demanding topics. This research examines EcoBytes, a microlearning platform that offers short videos on economics through TikTok and YouTube Shorts, connecting to additional learning resources such as QR-coded links to full lectures, quizzes, case studies on Universiti Teknologi MARA’s UFuture learning management system, PowerPoint summaries and printable worksheets. A quasi-experimental pre-test/post-test design was used in which undergraduate students completed structured assessments before and after use of EcoBytes. Descriptive statistics were employed to contrast item-level error percentages and overall score distributions. The results show a reduction in the number of errors in the selected items and an upward shift in the distribution of scores on the post-test. This indicates an improvement in conceptual performance as a consequence of the intervention. Student engagement was not directly measured and is discussed as a possible benefit. The study is based on the Cognitive Load Theory, Microlearning Theory, Constructivist Learning Theory and Technology Acceptance Model and presents EcoBytes as a flexible supplementary approach to support economics learning with short-form digital content.
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