More than words: Using digital cues to enhance student perceptions of online assignment feedback

IF 6.4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Internet and Higher Education Pub Date : 2021-04-01 DOI:10.1016/j.iheduc.2020.100789

Christine Padgett , Robyn Louise Moffitt , Rachel Grieve

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引用次数: 8

Abstract

Providing online written feedback for assignments permits the inclusion of digital cues (e.g., emoticons, profile pictures, and informal tone of language) which may improve student perceptions of both feedback and instructor. Using a between groups experimental design, we conducted a series of 2 (Emoticons present/absent) x 2 (Profile pictures present/absent) x 2 (Language formal/informal) ANCOVAs to explore the effect of each cue on student perceptions of feedback and of the instructor (N = 188 university undergraduates). Including emoticons enhanced student perceptions of social presence within the feedback, as well as student ratings of instructor proficiency, accessibility, and personal characteristics. Language formality had no main effect, but interacted with emoticons, such that instructors were perceived to be most proficient when emoticons were embedded within formal language feedback. Our findings suggest that including emoticons in written feedback may improve student perceptions of instructors and feedback, without impacting on the integrity of feedback.

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不仅仅是文字:使用数字线索来增强学生对在线作业反馈的感知

为作业提供在线书面反馈允许包含数字提示(例如，表情符号、头像和非正式的语言语气)，这可能会提高学生对反馈和教师的看法。采用组间实验设计，我们进行了一系列2(表情符号出现/缺席)x 2(个人资料图片出现/缺席)x 2(语言正式/非正式)的ANCOVAs，以探索每个线索对学生对反馈和教师感知的影响(N = 188名大学本科生)。包括表情符号增强了学生对反馈中社会存在的感知，以及学生对教师熟练程度、可访问性和个人特征的评分。语言形式没有主要影响，但与表情符号相互作用，因此当表情符号嵌入正式语言反馈中时，教师被认为是最熟练的。我们的研究结果表明，在书面反馈中使用表情符号可以提高学生对教师和反馈的看法，而不会影响反馈的完整性。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Internet and Higher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

19.30

自引率

4.70%

发文量

审稿时长

40 days

期刊介绍： The Internet and Higher Education is a quarterly peer-reviewed journal focused on contemporary issues and future trends in online learning, teaching, and administration within post-secondary education. It welcomes contributions from diverse academic disciplines worldwide and provides a platform for theory papers, research studies, critical essays, editorials, reviews, case studies, and social commentary.