The effect of video feedback implementation on perceived feedback quality, feedback use level and motivation

This study investigates the effect of video feedback implementation on students' perceived feedback quality, feedback use level and motivation. The study was carried out in the spring semester of the 2019/2020 academic year for 10 weeks within the "Information Ethics and Security" course with 43 undergraduate students in the Department of Computer Education and Instructional Technology of a public university. In the first 6 weeks of the study, the students in the video group received video feedback for the weekly assignments, and the students in the text group received text feedback. "Formative Feedback Perception Scale" was applied to the students after each week's assignment. The feedback use levels of the students were determined by a form developed by the researcher. At the end of the 6th week, "Motivation Scale" was applied. Between 6-8 weeks of the studies, the video and text groups were switched in terms of feedback format so that all students experience video and text feedback. After that, student opinions were collected about video feedback implementation. Quantitative findings of the study revealed that video feedback implementation had a significant effect on feedback use level and encouragement sub-factor of perceived feedback quality. Although the results appeared in favor of the video group for other variables, these differences were not statistically significant. The findings reached in the quantitative dimension of the study were also combined by qualitative findings. In this context, qualitative findings show that video feedback is more advantageous than text feedback in understandability, development and encouragement to revision.