Student perceptions of video feedback

Preliminary Findings

Abstract

One key challenge with feedback is designing it to ensure that students engage and act on it, which implies that the effect of feedback is as important as the feedback itself. In this paper, we explore students’ perceptions of video feedback in comparison to written feedback and report the preliminary findings of our pilot study. We conducted interviews on nine students who received video feedback in their marketing capstone unit. After conducting a thematic analysis on the interview data, we found that students preferred video feedback over written feedback because of the following – it provides more detailed, clearer, and more understandable feedback; and it also creates better connection with the marker because it feels more authentic and personalized. Both positive and negative emotions are generated by the video feedback. The findings will help us identify areas we can focus on in an upcoming large-scale study.