Abstract:

Feedback is essential for learning and identifies perceived gaps between students’ observed performance and desired outcomes. In higher education, feedback is often text-based, despite significant advances in the ease of recording and distributing video in digital learning environments. While recent studies have investigated student and instructor perceptions of video-based feedback, the characteristics of the videos created are only beginning to be understood. The purpose of this study was to conduct a systematic literature review (2009-2019) of research on the qualities of videos created to provide feedback to higher education students. Sixty-seven peer-reviewed articles on the use of video-based feedback, selected from a systematic search of electronic databases, were organized and examined. While most articles described the video feedback provided, only seven systematically researched the content of videos received by students. Analysis of the literature revealed that video-based feedback included more comments on thesis development, structure, and conceptual engagement. Language choices tended toward praise, growth, and relationship building. Further, the feedback was more conversational and featured more expanding language, fewer imperatives, and less proclaiming language. This paper concludes with recommendations for the provision of video-based feedback arising from the analysis of feedback artefacts and a discussion of research opportunities.

Keywords:

Video feedback, screencast feedback, assessment, higher education, systematic review.