Ignacio Máñez, Noemi Skrobiszewska, Adela Descals, María José Cantero, Raquel Cerdán, Óscar Fernando García, Rafael García-Ros
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This may be because instructors provide feedback in written format instead of using more engaging channels (e.g., audiovisual).</p>\n </section>\n \n <section>\n \n <h3> Objectives</h3>\n \n <p>This quasi-experimental study examines the extent to which feedback format (video vs. written) influences students' perceptions of feedback, their decision to access EF messages related to high-stakes assignments in digital environments, and its impact on academic performance, while considering the effect of their academic engagement.</p>\n </section>\n \n <section>\n \n <h3> Methods</h3>\n \n <p>A total of 171 undergraduate students received generic EF messages through a learning platform the day after submitting each course assignment. 78 students received EF in written format and 93 in video format.</p>\n </section>\n \n <section>\n \n <h3> Results and Conclusions</h3>\n \n <p>Our results showed that feedback format influenced students' decision to access EF and their academic performance, but not their feedback perceptions. Students in the written-feedback group accessed EF messages more often, but students who received video-feedback performed better than their counterparts in the written-feedback group. Moderation analysis showed that the relationship between the feedback format and students' academic performance was moderated by their academic engagement, suggesting that students with lower levels of academic engagement may benefit from video-feedback.</p>\n </section>\n \n <section>\n \n <h3> Takeaways</h3>\n \n <p>The results reveal that using video feedback in digital environments may influence students' decisions to process EF and their academic achievement, especially when it comes to students with lower levels of academic engagement.</p>\n </section>\n </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 4","pages":"1886-1897"},"PeriodicalIF":5.1000,"publicationDate":"2024-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.12993","citationCount":"0","resultStr":"{\"title\":\"Channelling feedback through audiovisual presentations: Do higher education students perceive, use and benefit from video feedback compared to written feedback?\",\"authors\":\"Ignacio Máñez, Noemi Skrobiszewska, Adela Descals, María José Cantero, Raquel Cerdán, Óscar Fernando García, Rafael García-Ros\",\"doi\":\"10.1111/jcal.12993\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div>\\n \\n \\n <section>\\n \\n <h3> Background</h3>\\n \\n <p>Delivering effective feedback to large groups of students represents a challenge for the academic staff at universities. Research suggests that undergraduate students often ignore the Elaborated Feedback (EF) received via digital learning environments. 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Students in the written-feedback group accessed EF messages more often, but students who received video-feedback performed better than their counterparts in the written-feedback group. Moderation analysis showed that the relationship between the feedback format and students' academic performance was moderated by their academic engagement, suggesting that students with lower levels of academic engagement may benefit from video-feedback.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Takeaways</h3>\\n \\n <p>The results reveal that using video feedback in digital environments may influence students' decisions to process EF and their academic achievement, especially when it comes to students with lower levels of academic engagement.</p>\\n </section>\\n </div>\",\"PeriodicalId\":48071,\"journal\":{\"name\":\"Journal of Computer Assisted Learning\",\"volume\":\"40 4\",\"pages\":\"1886-1897\"},\"PeriodicalIF\":5.1000,\"publicationDate\":\"2024-04-26\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.12993\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Computer Assisted Learning\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1111/jcal.12993\",\"RegionNum\":2,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Computer Assisted Learning","FirstCategoryId":"95","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/jcal.12993","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
摘要
背景向大批学生提供有效的反馈是大学学术人员面临的一项挑战。研究表明，本科生往往忽视通过数字学习环境收到的详细反馈（EF）。这项准实验研究探讨了反馈形式（视频与书面）在多大程度上影响了学生对反馈的看法、他们在数字环境中获取与高风险作业相关的 EF 信息的决定及其对学习成绩的影响，同时还考虑了他们的学术参与度的影响。方法共有 171 名本科生在提交每门课程作业的第二天通过学习平台接收了通用 EF 信息。结果与结论我们的研究结果表明，反馈形式影响了学生获取英孚的决定和他们的学业成绩，但不影响他们对反馈的看法。书面反馈组的学生访问英孚信息的频率更高，但接受视频反馈的学生比书面反馈组的学生成绩更好。调节分析表明，反馈形式与学生学业成绩之间的关系受学业参与度的调节，这表明学业参与度较低的学生可能会从视频反馈中受益。
Channelling feedback through audiovisual presentations: Do higher education students perceive, use and benefit from video feedback compared to written feedback?
Background
Delivering effective feedback to large groups of students represents a challenge for the academic staff at universities. Research suggests that undergraduate students often ignore the Elaborated Feedback (EF) received via digital learning environments. This may be because instructors provide feedback in written format instead of using more engaging channels (e.g., audiovisual).
Objectives
This quasi-experimental study examines the extent to which feedback format (video vs. written) influences students' perceptions of feedback, their decision to access EF messages related to high-stakes assignments in digital environments, and its impact on academic performance, while considering the effect of their academic engagement.
Methods
A total of 171 undergraduate students received generic EF messages through a learning platform the day after submitting each course assignment. 78 students received EF in written format and 93 in video format.
Results and Conclusions
Our results showed that feedback format influenced students' decision to access EF and their academic performance, but not their feedback perceptions. Students in the written-feedback group accessed EF messages more often, but students who received video-feedback performed better than their counterparts in the written-feedback group. Moderation analysis showed that the relationship between the feedback format and students' academic performance was moderated by their academic engagement, suggesting that students with lower levels of academic engagement may benefit from video-feedback.
Takeaways
The results reveal that using video feedback in digital environments may influence students' decisions to process EF and their academic achievement, especially when it comes to students with lower levels of academic engagement.
期刊介绍：
The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope
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