Podcasting is a relatively new and yet unproven technology, especially when pertaining to higher education. The goal of this research was to address the issue of the educational significance of podcasting review sessions in Principles of Accounting I, by systematically conducting experimental embedded design research to build a case for its efficacy in higher education. The purpose of this study was to determine if podcasted review sessions aided students' examination achievement. Although the results were not statistically significant, data collected in the form of student questionnaires, indicated greater student engagement in the experimental groups than in the control group. Another result of the experiment yielded that students in the experimental groups did achieve higher exam averages than those in the control group. Findings also indicated that students from the digital generation enjoyed the mobile nature of podcasts, enabling them to access information at their leisure. These results should serve as a catalyst for those in education to adopt podcasting as a viable instructional medium. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]