Atfield-Cutts, S., Ollis, G., Coles, M. and Mayes, H., 2016. Blended Feedback II: Video feedback for individual students is the norm, on an undergraduate computer programming unit. In: 27th Annual Workshop of the Psychology of Programming Interest Group - PPIG 2016, 7-10 September 2016, St. Catharine's College, University of Cambridge, UK.
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The use of video feedback is popular, even usual, in fields involving social behaviour and interaction or physical performance. In other academic subject areas, the use of video as feedback is, as yet, uncommon. The work of others in this field covers group work, generic feedback, small numbers of students, samples and trials. We believe this may be one of the first studies on returning individual personalised feedback to a sizeable number of first year undergraduate students taking Computer Programming, or any other academic subject, for every assessment submitted on the unit. Student engagement with feedback is often lacking and in that case, a valuable learning opportunity is missed. Previous work using audio as feedback showed 80% of students would prefer audio to written feedback. However, the separation of submitted programming code from audio comments still limits ease of reference to the work. The next natural step was to use video screen capture to augment the student experience by improving easy reference to work by simultaneously providing contextually relevant narrative and visually referring to elements of the work.
|Item Type:||Conference or Workshop Item (Paper)|
|Uncontrolled Keywords:||Screen cast; Video; Feedback; Assessment; Programming|
|Group:||Faculty of Science & Technology|
|Deposited By:||Unnamed user with email symplectic@symplectic|
|Deposited On:||13 Jun 2016 13:26|
|Last Modified:||23 Nov 2016 15:05|
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