- Title
- More than words: Using digital cues to enhance student perceptions of online assignment feedback
- Creator
- Padgett, Christine; Moffitt, Robyn Louise; Grieve, Rachel
- Date
- 2021
- Type
- Text; Journal article
- Identifier
- http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/190071
- Identifier
- vital:17568
- Identifier
-
https://doi.org/10.1016/j.iheduc.2020.100789
- Identifier
- ISSN:1096-7516
- 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. •Emoticons enhanced student perception of markers.•Emoticon use did not influence perceptions of feedback quality.•Emoticons were more effective in influencing student reactions to feedback than profile pictures.•Formal language with emoticons produced the highest ratings of marker proficiency.•Including emoticons is an effective way to enhance student reactions to assignment feedback.
- Publisher
- Elsevier
- Relation
- The Internet and higher education Vol. 49, no. (2021), p. 100789
- Rights
- All metadata describing materials held in, or linked to, the repository is freely available under a CC0 licence
- Rights
- Copyright Elsevier
- Subject
- Assignment feedback; College students; Digital cues; Educational technology; Media in education; Online learning; Social presence; Teachers; 3903 Education systems; 3904 Specialist studies in education
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