Video feedback for individual students is the norm, on an undergraduate computer programming unit — Suzy Atfield-Cutts

Suzy is teaching a course with 150 students, where students had to submit assignment three times a week, and they are graded overnight. This is a lot of work, and, students to not look at the feedback, as demonstrated by students not looking at it and teachers giving the same feedback every time. The problem summarized in terms of existing research:

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So, how to make this better? An option could be audio feedback, with which Suzy experimented in 2013. It worked nicely, because in audio there are more subtle clues, and you can make it more personal by using the name of a student,a and teachers can do more assessments in a shorter amount of time. Most would like it in the future, and perceived it as friendly, but, they wanted written too.

After this, Suzy started exploring video feedback. There is some related work (Crook et al, 2012), but, this was not individualized, but for the whole class. There was 1 experiment with individual feedback, but that was the teacher talking about the work, not a view _of_ the work.

An example of the feedback:

Students liked the _a lot_!

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Over 90% of all groups would like to see video feedback again next year which is very promising. There is lots of explore still, to see if students indeed learn (do they take the feedback into account?), should we show the graders face? How do students watch the videos, alone or in a group, once or more often?