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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 pp. 1-11. ISSN 0360-1315 (2020) [Refereed Article]
Copyright Statement
Copyright 2019 Elsevier
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: | Education |
| Research Group: | Curriculum and pedagogy |
| Research Field: | Curriculum and pedagogy theory and development |
| Objective Division: | Education and Training |
| Objective Group: | Teaching and curriculum |
| Objective Field: | Pedagogy |
| UTAS Author: | Padgett, C (Dr Christine Padgett) |
| UTAS Author: | Grieve, R (Dr Rachel Grieve) |
| ID Code: | 141697 |
| Year Published: | 2020 |
| Web of Science® Times Cited: | 3 |
| Deposited By: | Psychology |
| Deposited On: | 2020-11-11 |
| Last Modified: | 2021-02-15 |
| Downloads: | 0 |
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