Abstract
Technology shapes how many of us design and deliver meaningful student learning experiences (Courts & Tucker, 2012; Khan, 2009; Lee & Tseng, 2008; Phillips & Sheehan, 2013). Research has supported the idea that multiple approaches in the classroom, including those that are technology based, can enhance critical thinking (e.g., Behar-Horenstein & Niu, 2011). The rapid pace of innovation, however, challenges us to continually experiment and reflect on the potential implications of technology use. Recent developments in animated text-to-video software present an opportunity to alter how students engage with course material, share ideas, solve problems, and demonstrate competencies. In 2011, Xtranormal.com emerged as a popular tool to create brief video clips using simple drag-and-drop techniques and to share via social media. With the recent departure of Xtranormal from this niche market (Stratton & Julien, 2013), GoAnimate.com has become the leading software for individuals, organizations, and educational users to develop and disseminate animated video. For management educators who value active learning, we believe that GoAnimate is a unique technology to complement existing pedagogical methods. It is our intent to detail the features and functionalities of GoAnimate, with special attention given to how it can be used by instructors and students alike. In addition, given advances in text-to-video software and recent literature on the topic (Phillips & Sheehan 2013; Stratton & Julien, 2013), we will offer a constructive analysis of the advantages and foremost limitations of GoAnimate web software in contrast to its now defunct competitor Xtranormal.