Exploring verbal, interpersonal, and visual intelligences in accounting education: Effects on student learning and performance

• The theory of Multiple Intelligence (MI) propounds nine dimensions of intelligence contrary to the two dimensions traditionally assessed (i.e. verbal and mathematical) • MI theory has been widely adopted globally in teaching and learning but has only been used in accounting education in a limited form. • The present study adopts two non-traditional dimensions (i.e. interpersonal and visual) of intelligence in assessing accounting students. • The adoption of interpersonal and visual intelligences enhanced student performance. • The study qualitatively analyzes student comments and observes three themes namely adaptable, enjoyable, and experiential. We examine the relationship between three dimensions of Multiple Intelligence (MI) and student performance using two assignments. Utilizing mixed research design, we not only confirm the existing relationship between selected MIs and student performance, but also unfold three themes (adaptable, enjoyable, and experiential) of learning experiences informed by student reflections that explain this relationship. These patterns illustrate challenges faced, excitement experienced, and experiential learning gained by students. We find that incorporating MI in teaching and assessing accounting students is likely to hone their soft skills in addition to the logical or mathematical skills that are engaged in most accounting courses.