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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]

Copyright Statement

Copyright 2020 Elsevier Inc.

DOI: doi:10.1016/j.iheduc.2020.100789


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.

Item Details

Item Type:Refereed Article
Keywords:computer-mediated communication, evaluation methodologies, pedagogical issues, post-secondary education, teaching/learning strategies, online learning, digital cues, social presence, assignment feedback, media in education
Research Division:Psychology
Research Group:Applied and developmental psychology
Research Field:Educational psychology
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:142570
Year Published:2021
Deposited By:Psychology
Deposited On:2021-01-27
Last Modified:2021-02-10

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