"It makes you feel like they've actually put effort into it." Students' perceptions of screen-capture video feedback on assignments on a social science course

This article is the first to examine the use of screen-capture video feedback on student assignments on a social science degree at a British university. It is based on qualitative, focus group, research with students who received one or more video recordings on their academic work over the period 20...

Full description

Saved in:
Bibliographic Details
Published inInteractive learning environments Vol. 32; no. 7; pp. 3125 - 3135
Main Authors Pryke, Sam, Rees, Michael, Witton, Gemma
Format Journal Article
LanguageEnglish
Published Abingdon Routledge 08.08.2024
Taylor & Francis Ltd
Subjects
academic experiences
assessment feedback
capture technologies
Colleges & universities
Educational evaluation
Educational technology
feed forward
Feedback
Focus Groups
Literature reviews
panopto
Science Curriculum
screen-capture
Social sciences
Student attitudes
student perceptions
Students
video feedback
Video Technology
Online AccessGet full text

Cover

Abstract This article is the first to examine the use of screen-capture video feedback on student assignments on a social science degree at a British university. It is based on qualitative, focus group, research with students who received one or more video recordings on their academic work over the period 2019-2021. The article first places video feedback in the wider context of research on the subject. Our literature review suggests that whilst video does not herald a pedagogic revolution, it is a considerable advance on orthodox written feedback. Our findings are that students prefer video recordings because they provide (1) an interpersonal aspect to feedback; (2) more extensive, detailed, nuanced and directed coverage of their work than with written comments; (3) a more credible appreciation of their grade. Our discussion ends with a summary of our findings and a breakdown of the benefits and constraints of video feedback.
AbstractList This article is the first to examine the use of screen-capture video feedback on student assignments on a social science degree at a British university. It is based on qualitative, focus group, research with students who received one or more video recordings on their academic work over the period 2019–2021. The article first places video feedback in the wider context of research on the subject. Our literature review suggests that whilst video does not herald a pedagogic revolution, it is a considerable advance on orthodox written feedback. Our findings are that students prefer video recordings because they provide (1) an interpersonal aspect to feedback; (2) more extensive, detailed, nuanced and directed coverage of their work than with written comments; (3) a more credible appreciation of their grade. Our discussion ends with a summary of our findings and a breakdown of the benefits and constraints of video feedback.
Author Pryke, Sam
Witton, Gemma
Rees, Michael
Author_xml – sequence: 1
  givenname: Sam
  orcidid: 0000-0003-3742-0407
  surname: Pryke
  fullname: Pryke, Sam
  organization: University of Wolverhampton
– sequence: 2
  givenname: Michael
  orcidid: 0000-0002-9749-1998
  surname: Rees
  fullname: Rees, Michael
  organization: University of Wolverhampton
– sequence: 3
  givenname: Gemma
  orcidid: 0000-0003-2488-0412
  surname: Witton
  fullname: Witton, Gemma
  email: gemma.witton@wlv.ac.uk
  organization: University of Wolverhampton
BookMark eNp9UU1v1DAQtVCRaBd-AtKoHHrKYsexk9xAFZRKlTgAZ8txxuBu1g62U5Q_w2-t0y1XTjMjvQ_NexfkzAePhLxldM9oR98z2vRNV9N9TWu-r5lsO96_IOesbZpKsJ6dlb1gqg30ilykdE8pa7hszsnfy9sMR33ABGtYwCJOMLkDQv6F69UDgjZ50dO0wrxkQGtDzOB8DuDy_hK-5WVEn9MVzBgNztkFnyBYSCYi-sroOS8R4cGNGDb1cdDmAMGDTsn99MeN_HRCCsbpqRAdeoNgwhITviYvrZ4SvnmeO_Lj86fv11-qu683t9cf7yrDOc9V21ohBK8ZZTh2sqGdxvKwbgX2nWDaDHyQRstG6E5aOXbI-EiZFEwOLdUD35F3J905ht8Lpqzui78vlooz2tOa8pLtjogTysSQUkSr5uiOOq6KUbVVof5VobYq1HMVhffhxHO-5HfUf0KcRpX1OoVoo_bGPdn8T-IR_wuTBQ
Cites_doi 10.1080/13562511003620019
10.1080/13562517.2018.1471457
10.1177/1469787403004001003
10.1111/bjet.12536
10.3102/00346543053004445
10.1080/02602938.2018.1434128
10.1016/j.nedt.2019.104237
10.1111/meta.12155
10.1080/09639284.2012.725637
10.1080/13562510120045230
10.19173/irrodl.v15i3.1821
10.1080/23752696.2019.1669480
10.1080/13562517.2020.1725879
10.1080/03075071003642449
10.1016/j.compedu.2016.03.009
10.1111/1468-5949.00109
10.3102/003465430298487
10.1016/j.compedu.2011.08.025
10.1007/s10734-012-9514-7
10.1080/14703297.2014.1003954
ContentType Journal Article
Copyright 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group 2023
2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This work is licensed under the Creative Commons Attribution – Non-Commercial – No Derivatives License http://creativecommons.org/licenses/by-nc-nd/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License.
Copyright_xml – notice: 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group 2023
– notice: 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This work is licensed under the Creative Commons Attribution – Non-Commercial – No Derivatives License http://creativecommons.org/licenses/by-nc-nd/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License.
DBID 0YH
AAYXX
CITATION
AHOVV
DOI 10.1080/10494820.2023.2167839
DatabaseName Taylor & Francis Open Access
CrossRef
Education Research Index
DatabaseTitle CrossRef
DatabaseTitleList

Database_xml – sequence: 1
  dbid: 0YH
  name: Taylor & Francis - open access journals
  url: https://www.tandfonline.com
  sourceTypes: Publisher
DeliveryMethod fulltext_linktorsrc
Discipline Education
EISSN 1744-5191
EndPage 3135
ExternalDocumentID 10_1080_10494820_2023_2167839
2167839
Genre Research Article
GrantInformation_xml – fundername: University of Wolverhampton
GroupedDBID .7I
.DC
.QK
0BK
0R~
0YH
29J
4.4
5VS
AAGZJ
AAMFJ
AAMIU
AAPUL
AATTQ
AAZJI
AAZMC
ABCCY
ABFIM
ABIVO
ABJNI
ABLIJ
ABPEM
ABTAI
ABXUL
ABXYU
ABZLS
ACGFS
ACHQT
ACTIO
ACTOA
ADAHI
ADCVX
ADKVQ
ADLRE
ADXPE
AECIN
AEISY
AEKEX
AEMXT
AEOZL
AEPSL
AEYOC
AEZRU
AGDLA
AGMYJ
AGRBW
AHDZW
AIJEM
AJWEG
AKBVH
ALMA_UNASSIGNED_HOLDINGS
ALQZU
AVBZW
AWYRJ
BEJHT
BLEHA
BMOTO
BOHLJ
CCCUG
CQ1
CS3
DGFLZ
DKSSO
DU5
EBS
E~B
E~C
G-F
GTTXZ
H13
HF~
HZ~
IPNFZ
J.O
KYCEM
LJTGL
M4Z
NA5
NX.
O9-
P2P
PQQKQ
RIG
RNANH
ROSJB
RSYQP
S-F
STATR
TBQAZ
TDBHL
TED
TFH
TFL
TFW
TNTFI
TRJHH
TUROJ
UT5
UT9
VAE
~01
~S~
.GO
AAGDL
AAHIA
AAHSB
AAYXX
ADMLS
ADYSH
AEFOU
AFRVT
AIYEW
AMPGV
CITATION
AHOVV
TASJS
ID FETCH-LOGICAL-c333t-77f55532101ed86408ae049a75e9851acb3b6ca645a86f6d8e13d016516b70ab3
IEDL.DBID 0YH
ISSN 1049-4820
IngestDate Tue Aug 12 12:10:49 EDT 2025
Tue Jul 01 03:15:32 EDT 2025
Wed Dec 25 09:06:27 EST 2024
IsDoiOpenAccess true
IsOpenAccess true
IsPeerReviewed true
IsScholarly true
Issue 7
Language English
License open-access: http://creativecommons.org/licenses/by-nc-nd/4.0/: This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent.
LinkModel DirectLink
MergedId FETCHMERGED-LOGICAL-c333t-77f55532101ed86408ae049a75e9851acb3b6ca645a86f6d8e13d016516b70ab3
Notes ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
ORCID 0000-0003-2488-0412
0000-0003-3742-0407
0000-0002-9749-1998
OpenAccessLink https://www.tandfonline.com/doi/abs/10.1080/10494820.2023.2167839
PQID 3109020302
PQPubID 436408
PageCount 11
ParticipantIDs crossref_primary_10_1080_10494820_2023_2167839
proquest_journals_3109020302
informaworld_taylorfrancis_310_1080_10494820_2023_2167839
ProviderPackageCode CITATION
AAYXX
PublicationCentury 2000
PublicationDate 2024-08-08
PublicationDateYYYYMMDD 2024-08-08
PublicationDate_xml – month: 08
  year: 2024
  text: 2024-08-08
  day: 08
PublicationDecade 2020
PublicationPlace Abingdon
PublicationPlace_xml – name: Abingdon
PublicationTitle Interactive learning environments
PublicationYear 2024
Publisher Routledge
Taylor & Francis Ltd
Publisher_xml – name: Routledge
– name: Taylor & Francis Ltd
References Bryman A. (CIT0005) 2015
CIT0012
CIT0014
CIT0013
CIT0016
CIT0015
CIT0018
CIT0017
CIT0019
CIT0021
CIT0020
CIT0001
CIT0023
West J. (CIT0026) 2013; 25
McCarthy J. (CIT0022) 2015; 25
Debuse J. (CIT0010) 2007; 18
Gibbs G. (CIT0011) 2004; 1
CIT0003
CIT0025
CIT0002
CIT0024
CIT0027
CIT0004
CIT0007
CIT0006
CIT0028
CIT0009
CIT0008
References_xml – ident: CIT0003
  doi: 10.1080/13562511003620019
– volume: 18
  start-page: 491
  issue: 4
  year: 2007
  ident: CIT0010
  publication-title: Journal of Information Systems Education
– ident: CIT0019
  doi: 10.1080/13562517.2018.1471457
– ident: CIT0023
  doi: 10.1177/1469787403004001003
– ident: CIT0025
  doi: 10.1111/bjet.12536
– ident: CIT0007
  doi: 10.3102/00346543053004445
– ident: CIT0001
  doi: 10.1080/02602938.2018.1434128
– ident: CIT0017
  doi: 10.1016/j.nedt.2019.104237
– ident: CIT0018
  doi: 10.1111/meta.12155
– ident: CIT0002
– ident: CIT0020
  doi: 10.1080/09639284.2012.725637
– ident: CIT0013
  doi: 10.1080/13562510120045230
– volume: 25
  start-page: 153
  issue: 2
  year: 2015
  ident: CIT0022
  publication-title: Issues in Educational Research
– volume: 1
  start-page: 3
  issue: 1
  year: 2004
  ident: CIT0011
  publication-title: Learning and Teaching in Higher Education
– ident: CIT0004
  doi: 10.19173/irrodl.v15i3.1821
– ident: CIT0016
– volume-title: Social Research Methods
  year: 2015
  ident: CIT0005
– ident: CIT0021
  doi: 10.1080/23752696.2019.1669480
– volume: 25
  start-page: 288
  issue: 3
  year: 2013
  ident: CIT0026
  publication-title: International Journal of Teaching and Learning in Higher Education
– ident: CIT0028
  doi: 10.1080/13562517.2020.1725879
– ident: CIT0006
  doi: 10.1080/03075071003642449
– ident: CIT0014
  doi: 10.1016/j.compedu.2016.03.009
– ident: CIT0009
  doi: 10.1111/1468-5949.00109
– ident: CIT0012
  doi: 10.3102/003465430298487
– ident: CIT0008
  doi: 10.1016/j.compedu.2011.08.025
– ident: CIT0024
– ident: CIT0015
  doi: 10.1007/s10734-012-9514-7
– ident: CIT0027
  doi: 10.1080/14703297.2014.1003954
SSID ssj0014364
Score 2.3303237
Snippet This article is the first to examine the use of screen-capture video feedback on student assignments on a social science degree at a British university. It is...
SourceID proquest
crossref
informaworld
SourceType Aggregation Database
Index Database
Publisher
StartPage 3125
SubjectTerms academic experiences
assessment feedback
capture technologies
Colleges & universities
Educational evaluation
Educational technology
feed forward
Feedback
Focus Groups
Literature reviews
panopto
Science Curriculum
screen-capture
Social sciences
Student attitudes
student perceptions
Students
video feedback
Video Technology
Title "It makes you feel like they've actually put effort into it." Students' perceptions of screen-capture video feedback on assignments on a social science course
URI https://www.tandfonline.com/doi/abs/10.1080/10494820.2023.2167839
https://www.proquest.com/docview/3109020302
Volume 32
hasFullText 1
inHoldings 1
isFullTextHit
isPrint
link http://utb.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwpV1La9tAEF5S59JLSZOWunXDEAI-yUjeXVk6lpCgGJJDHpCcxD6LsSuJel3wn8lv7c5KamNKyKEnsYJZwY525tudmW8IOc0ZtUJZGjGuecQM15GwcR5J5FYXaWxs4O68uk6LezZ_4H024bpLq8QztG2JIoKtxs0t5LrPiPNP5DSZxhNs_T2ZJt7e0vwN2feeOMYmBvFj8SeQwGhgkEKRCGX6Ip6XptlxTzvkpf8Y6-CBLg7Iuw46wrdW1-_JnqkOsetyl6FxRJ5OLh38EEuzhm29AWvMClaLpQEP8rbjXwZEqBZZbaHZODDWf9XBonI1LNzkBG5bmsv1GJq_2S5QW_CWxZ92IyUaDDcAVu7VOLuWQi2hrsAD8MX3tlguDKG9iYfOvYKqMVXkA7m_OL87K6Ku_0KkKKXOA2_LOccin8ToLGVxJoxfMzHjJvdATShJZapEyrjIUpvqzCRUY3lUkspZLCT9SAZVXZlPBITVSme5kpoy5kGBoGZG8fqJZ1b6N0My6Ze9bFqajTLp2Et7PZWop7LT05Dkz5VTunC_YdtmJCV9RXbUa7LsdmwQyTEqG08__8fUX8hbP2QhQzAbkYH7uTFfPWpx8jj8l8dk_-5mXhS_AWCx5II
linkProvider Taylor & Francis
linkToHtml http://utb.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwpV1NT9wwELXKcigXoBRUWmhHqBKnRMnaziZHVBUFChzKInGL_IlWu01W4K20_TH9rfU4SYEi1AOnKInGiSfOeDx-84aQzwWjVihLI8Y1j5jhOhI2KSKJ3OoiS4wN3J3nF1l5xU6v-fWDXBiEVeIa2rZEEcFW48-NwegeEuePSGoyTGKs_R0PU29wabFCVrl_cj4gq-Pvp2X5dy-B0UAihUIRSvV5PM819GiGesRf-sReh0noeIOo_vVb7Mk0XjgZq1__MDu-rH-bZL3zUeGoHVRvyCtTb2F55w4K8pb8Pjhx8ENMzR0smwVYY2Ywm0wNeG9yefjTgAhpKbMlzBcOjPV9czCpXQMTFx_AZcuneXcI83tYDTQWvAnzy-pIiTnuawCmCDbYupZCTaGpwXv6k5s2Ky-cQhvyh24eB9UgJmWbXB1_HX8po67QQ6Qopc57-JZzjtlEqdF5xpJcGK8CMeKm8B6hUJLKTImMcZFnNtO5SanGPKw0k6NESLpDBnVTm3cEhNVK54WSmjLmvQ9BzYhinIvnVvoruyTuP241b_k8qrSjSe3VXqHaq07tu6R4OAQqFwIptq16UtH_yO7146XqTEMQKXD7Nxm-f0HTn8jrcnx-Vp2dXHz7QNb8LRZgifkeGbjbhdn3rpKTH7t_4Q8wVggO
linkToPdf http://utb.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwpV3di9QwEA-6B-KL3-LpqcMh3FNLu_nY9lHUZe_UQ_QOfCv5lGXXtrhZYf1j_FvNpKl6ivhwT6UtE5ppMplMfvMbQp7VjDqpHc0YNzxjlptMuqLOFHKrS1FYF7k7356KxTk7-chHNOEmwSpxD-0Goohoq3Fy98aNiLhwRU6TaZFj6e98WgZ7S-urZE8gHd6E7J29P1ksfh4lMBo5pFAoQ6kxjedfDV1YoC7Ql_5lruMaNL9J1Pj1A_RklW-9yvW3P4gdL9W9W-RG8lDh-TCkbpMrtr2DxZ0TEOQu-X547OGzXNkN7LotOGvXsF6uLARfcnf01YKMSSnrHfRbD9aFrnlYtr6Dpc8P4cPAprk5gv4XqAY6B8GAhU11pmWPpxqACYIdtm6U1CvoWgh-_vLTkJMXb2EI-ENaxUF3iEi5R87nr85eLLJU5iHTlFIf_HvHOcdcotKaSrCikjaoQM64rYM_KLWiSmgpGJeVcMJUtqQGs7BKoWaFVPQ-mbRdax8QkM5oU9VaGcpY8D0ktTOKUS5eORWe7JN8_LdNP7B5NGUiSR3V3qDam6T2fVL_PgIaH8Mobqh50tD_yB6Mw6VJhiGK1Hj4W0wfXqLpp-Tau5fz5s3x6etH5Hp4wyImsTogE_9lax8HP8mrJ2km_ADmWQay
openUrl ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info%3Asid%2Fsummon.serialssolutions.com&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.atitle=%E2%80%9CIt+makes+you+feel+like+they%E2%80%99ve+actually+put+effort+into+it.%E2%80%9D+Students%E2%80%99+perceptions+of+screen-capture+video+feedback+on+assignments+on+a+social+science+course&rft.jtitle=Interactive+learning+environments&rft.au=Pryke%2C+Sam&rft.au=Rees%2C+Michael&rft.au=Witton%2C+Gemma&rft.date=2024-08-08&rft.issn=1049-4820&rft.eissn=1744-5191&rft.spage=1&rft.epage=11&rft_id=info:doi/10.1080%2F10494820.2023.2167839&rft.externalDBID=n%2Fa&rft.externalDocID=10_1080_10494820_2023_2167839
thumbnail_l http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/lc.gif&issn=1049-4820&client=summon
thumbnail_m http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/mc.gif&issn=1049-4820&client=summon
thumbnail_s http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/sc.gif&issn=1049-4820&client=summon