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This paper presents the results of an educational innovation project based on learner-generated videos. The videos were created for a YouTube channel specifically developed for a marketing course. Despite the potential of YouTube as a learning tool in education, its use as a learning instrument for learner-generated content is scarce. In this project, students could voluntarily participate in the creation of videos, which were then uploaded to the channel by the professors. At the end of the course, students completed a questionnaire assessing learning outcomes and satisfaction. The findings showed that active participation had a direct influence on the perceived acquisition of cross-curricular competencies and on academic performance. While participation did not directly increase subjective learning or satisfaction with the course, it had an indirect influence through cross-curricular competencies. This research …