More than words: using digital cues to enhance student perceptions of online assignment feedback
Padgett, C and Moffitt, RL and Grieve, R, More than words: using digital cues to enhance student perceptions of online assignment feedback, The Internet and Higher Education, 49 Article 100789. ISSN 1096-7516 (2021) [Refereed Article]
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.
computer-mediated communication, evaluation methodologies, pedagogical issues, post-secondary education, teaching/learning strategies, online learning, digital cues, social presence, assignment feedback, media in education