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Accessibility and emotionality of online assessment feedback: Using emoticons to enhance student perceptions of marker competence and warmth

Citation

Moffitt, RL and Padgett, C and Grieve, R, Accessibility and emotionality of online assessment feedback: Using emoticons to enhance student perceptions of marker competence and warmth, Computers and Education, 143 Article 103654. ISSN 0360-1315 (2020) [Refereed Article]

Copyright Statement

Copyright 2019 Elsevier Ltd.

DOI: doi:10.1016/j.compedu.2019.103654

Abstract

Assessment feedback is one of the most powerful learning tools, and in higher education this feedback is increasingly being provided online. The current study investigated the inclusion of emoticons as a method through which to enhance student perceptions of the accessibility and emotionality of written online assessment feedback. Undergraduate students (N= 241) were presented with an online faux essay along with associated written feedback typical of the comments students would receive in the higher education context. The feedback was identical except for the inclusion of emoticons. Using a between-groups design, emoticons were manipulated in two ways: frequency (none, 1, 3, or 6) and valence (happy, sad, or confused). The use of happy emoticons produced significantly higher perceptions of marker warmth when compared to no emoticons, or when negatively valenced emoticons were included. Furthermore, marker competence was significantly higher when 3 happy face emoticons were presented in the feedback than when 3 sad or confused faces were included. Student perceptions of feedback quality and marker professionalism were not affected by emoticon use. Thus, the results suggest that instructors can use positively valenced emoticons to inject some fun, warmth, and emotionality in written online assessment feedback without sacrificing feedback quality or professional integrity.

Item Details

Item Type:Refereed Article
Keywords:computer-mediated communication, evaluation methodologies, pedagogical issues, post-secondary education, teaching/learning strategies
Research Division:Psychology and Cognitive Sciences
Research Group:Psychology
Research Field:Educational Psychology
Objective Division:Education and Training
Objective Group:Teaching and Instruction
Objective Field:Pedagogy
UTAS Author:Padgett, C (Dr Christine Padgett)
UTAS Author:Grieve, R (Dr Rachel Grieve)
ID Code:134805
Year Published:2020
Web of Science® Times Cited:1
Deposited By:Psychology
Deposited On:2019-09-05
Last Modified:2019-10-15
Downloads:0

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