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More than words: using digital cues to enhance student perceptions of online assignment feedback
journal contribution
posted on 2023-05-20, 20:31 authored by Christine PadgettChristine Padgett, Moffitt, RL, Rachel GrieveProviding 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.
History
Publication title
The Internet and Higher EducationVolume
49Article number
100789Number
100789ISSN
1096-7516Department/School
School of Psychological SciencesPublisher
Elsevier LtdPlace of publication
United KingdomRights statement
Copyright 2020 Elsevier Inc.Repository Status
- Restricted