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This study provides a systematic review of the research on higher education students' perceptions of the benefits and challenges of video-based feedback. Fifty-eight peer-reviewed articles from 2009-2019 were selected using the PRISMA framework and analyzed employing a constant comparative method. Overall, students preferred video-based over text-based feedback. Benefits cited for using video-based feedback included a more detailed, clearer, and richer quality of feedback, increased understanding and higher-order thinking skills, more personal, authentic and supportive communication, and making the feedback process more interactive. Challenges included decreased accessibility, the linear nature of video-based feedback and evoking negative emotions.
Keywords: video feedback, assessment, higher education
INTRODUCTION
Feedback is critical to learning and typically offers communication about a gap between actual performance and desired outcomes (Carless, 2006; Hattie & Timperley, 2007). An evaluation of over 500 meta-analyses identified feedback as an essential contributor to student achievement (Hattie & Timperley, 2007). However, the study also reported a high degree of variance regarding the impact of feedback, suggesting that not all feedback positively impacted learning (Hattie & Timperley, 2007). Some feedback negatively affects learning (Kluger & DeNisi, 1996), highlighting the need for educators to think carefully about the quality and format of feedback.
Teacher-student conferences appear to be one of the best methods to receive feedback (Anson et al., 2016; Ryan et al., 2019) and clarify written comments (Sommers, 1989). Nonetheless, text-based feedback is the norm in higher education. Before widespread computer use, instructors offered handwritten comments on students' assignments and tests (Sommers, 1982). However, many students found this feedback unhelpful because comments were illegible, vague, limited in providing guidance, excessively focussed on errors and omissions, or inconsistent with the assignment learning goals (Glover & Brown, 2006; Weaver, 2006).
With the advent of computers came digital submissions and digital feedback (Parkin et al., 2019). This shift in format helped overcome the challenge of deciphering illegible scratches (Glover et al., 2015; Hepplestone et al., 2011; Price et al., 2010). However, other problems remained, including lack of detail (Pitt & Norton, 2017), the absence of pedagogical training for instructors (Richards et al., 2017), student difficulty in making connections between grades, feedback, and assessment criteria (Glover et al., 2015), and negative emotional responses elicited from feedback (Shields, 2015).
Li & De Luca's (2014)...