Abstract:

Feedback is an integral component of learning and attempts to provide students with information about a perceived gap between their performance and desired outcomes. The standard format, particularly in higher education, is text-based feedback, despite significant advances in the ease of recording and distributing video-based feedback in digital learning environments. While recent studies have investigated the experimental use of video-based feedback, the perceptions of students who have received video-based feedback are not well understood. The purpose of the current study, then, was to conduct a systematic literature review of research on the use of video-based feedback in higher education from 2009-2019. Sixty-seven peer-reviewed articles, selected from a systematic search of electronic databases, were organized and examined through the lenses of Diffusion of Innovation and Community of Inquiry theory. An area of research that emerged as common to many of the studies was how students perceived the video feedback they received and video feedback in general. Analysis of the literature revealed that students preferred this form of feedback over text-based feedback. Students perceived video-based feedback positively, seeing it as more detailed, more precise, and richer, noting that it improved higher-order thinking skills and prepared them for future work. Video-based feedback also had a positive influence on their perceptions of cognitive and social presence. When students perceived video-based feedback negatively, they cited accessibility problems, the linear nature of feedback, and the evocation of negative emotions as adverse effects of receiving video feedback. This paper concludes with some educational implications arising from the perceptions of students and a discussion of research opportunities.

Keywords:

Video-based feedback, video feedback, screencast feedback, assessment, higher education, systematic review.