Video podcast and illustrated text feedback in a web‐based formative assessment environment

Abstract

It is well known that computer‐based formative assessment and timely feedback enhance effective student learning but there is still a debate about what type of feedback should be given, being the text‐based the most used feedback in practice. Although the use of video content as a learning resource has recently increased in both educational and non‐educational contexts, there is very little research on its effectiveness as assessment feedback and the existing results are contradictory. For that reason, we have combined in this work the use of a web‐based formative assessment system (Siette) where we have integrated a specific type of video podcast (“modular teaching mini‐videos”: MTMs) and equivalent illustrated text. We have carried out two experiments with a twofold purpose, first to compare the effect of video feedback versus correct response feedback alone and secondly to compare the effect of video feedback versus equivalent illustrated text feedback. In the context of our research, a Statistic Course at university level, our results show, as expected, that there is a statistically significant positive effect in favor of video feedback over correct response feedback alone. Surprisingly, in contrast to our expectations, based on our context of acquisition of procedural knowledge, there is a statistically non‐significant effect of video feedback versus equivalent illustrated text feedback. From the students’ satisfaction survey, there is not statistically significant differences in the overall score of the activity based on video podcast feedback or equivalent illustrated text, which is an indication that we have really obtained equivalent feedback materials.

Formative assessment and feedback for learning in higher education: A systematic review

“…A final study in this section reports two experiments involving video‐based feedback (Leton et al., 2018). The first experiment tested the impact of providing knowledge of correct responses (KCR) (i.e.…”

Understanding student perceptions of worked example videos through the technology acceptance model

“…Pinder-Grover et al [35] further revealed that those students who had the least prior knowledge benefited most from WEVs in terms of academic performance, while Belski and Belski [7] revealed that WEV users were better at transferring knowledge to complex and unfamiliar questions. Some studies have compared the impact of equivalent worked examples provided in written and video form [6,26]. Studies have also probed WEV engagement motivators, finding assessment as the most significant driver [4,6,23].…”

Team assembly approach based in social modelling

“…Another modification of this edition was related to the criteria preferences that will be described below. The rest of the experience was the same: conducting an OPA task around the recording of a modular teaching mini-video or MTM (see Letón and Molanes-López, 2014;Luzón and Letón, 2015;Letón et al, 2018;Rodríguez-Ascaso et al, 2018 for a detailed description of the characteristics of an MTM and their benefits in learning).…”