Exploring students’ perceptions and emotional responses to video and written feedback

Abstract

Effective feedback is crucial to foster student motivation, clarify expectations and promote self-reflection and accountability. Although evidence from research findings show that video feedback is effective, written feedback remains the dominant method used. This research uses a between-group design to examine students’ perceptions of video and written feedback and their emotion on the feedback. A sample of 389 first-year undergraduate management students participated in a survey evaluating feedback for relevance, clarity, and helpfulness. Overall, all students were positive about the feedback they received with those who received video feedback giving higher ratings on the three areas. Comparisons between recipients of video and written feedback on positive emotions yielded significant differences that were not present when comparing on negative emotions.