- Title
- Student perceptions of marker personality and intelligence: The effect of emoticons in online assignment feedback
- Creator
- Grieve, Rachel; Moffitt, Robyn; Padgett, Christine
- Date
- 2019
- Type
- Text; Journal article
- Identifier
- http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/190076
- Identifier
- vital:17560
- Identifier
-
https://doi.org/10.1016/j.lindif.2018.02.008
- Identifier
- ISSN:1041-6080
- Abstract
- Online marking is playing a growing role in universities, affording a new range of communicative opportunities through paralinguistic textual cues (such as emoticons). However, little is known of how the impression of a marker's personality might be formed using this extra-linguistic information provided in assignment feedback. In this study (N = 210 university students), the inclusion of emoticons in feedback on a faux assignment was manipulated between groups. For both groups, the assignment and the marker's feedback were identical, but for one group, three emoticons were embedded in feedback, as well as in the overall comments (in total: 4 ×
- Publisher
- Elsevier
- Relation
- Learning and individual differences Vol. 69, no. (2019), p. 232-238
- Rights
- All metadata describing materials held in, or linked to, the repository is freely available under a CC0 licence
- Rights
- Copyright Elsevier
- Rights
- Open Access
- Subject
- Assignment feedback; Educator personality; Elearning; Emoticons; Higher education; Marking online; Online impression formation; Paralinguistic cues; Personality; 39 Education; 52 Psychology
- Reviewed
- Hits: 319
- Visitors: 316
- Downloads: 0
| Thumbnail | File | Description | Size | Format |
|---|