Information and communication technologies (ICTs) have been integrated in teaching activities to
develop new learning environments. Within ICTs, the use of multimedia, such as instructional
videos, has attracted significant academic attention. Nevertheless, the use of these technologies in
teaching economics has generally lagged behind other disciplines. This paper adds empirical
evidence to show the effectiveness of the use of instructional videos in the field of economics.
Firstly, videos illustrating dynamic graphical representations of macroeconomic processes have
been developed and used in the class of one student group at the University of Seville (Spain), as
complementary teaching materials in the macroeconomics curriculum. Secondly, the effectiveness
of these videos has been tested by carrying out an inferential analysis on experimental and
control groups. Potentially significant variables such as gender, prior knowledge and ability levels
of students have been considered in the analysis. Additionally, probit and multinomial probabilistic
regressions have been estimated in order to assess the impact of these materials on the
probability of achieving higher test scores. The findings confirm the superiority of using
instructional video-clips to achieve higher test scores.