Abstract:

Feedback is an integral component of learning and pedagogic practice in higher education. However, it often relies on more traditional written and face-to-face methods of communication. With the current student populace being immersed in a digital society, it is important to continually evaluate whether these feedback methods remain the most appropriate and engaging for this demographic.

This paper discusses the findings of a pilot study into the use of screencast feedback on visual assessment within a digital design undergraduate curriculum. In particular, it reports on perceptions and attitudes towards both written and screencast feedback methods on a substantive design and development assessment amongst 59 undergraduate students. The findings reveal how students feel screencast feedback is more personal and more useful in their learning and development process. Furthermore, the study demonstrates how this feedback mechanism can be beneficial to any visual assessment on undergraduate digital design courses.

Keywords:

Digital design, pedagogy, higher education, feedback.