EXPLORING STUDENT PERCEPTIONS OF VIDEO FEEDBACK: A REVIEW OF THE LITERATURE T. Bahula, R. Kay University of Ontario Institute of Technology (CANADA) Abstract Feedback is an integral component of learning and attempts to provide students with information about a perceived gap between their performance and desired outcomes. The standard format, particularly in higher education, is text-based feedback, despite significant advances in the ease of recording and distributing video-based feedback in digital learning environments. While recent studies have investigated the experimental use of video-based feedback, the perceptions of students who have received video-based feedback are not well understood. The purpose of the current study, then, was to conduct a systematic literature review of research on the use of video-based feedback in higher education from 2009-2019. Sixty-seven peer-reviewed articles, selected from a systematic search of electronic databases, were organized and examined through the lenses of Diffusion of Innovation and Community of Inquiry theory. An area of research that emerged as common to many studies was how students perceived the video feedback they received and video feedback in general. Analysis of the literature revealed that students preferred this form of feedback over text-based feedback. Students perceived video-based feedback positively, seeing it as more detailed, clearer, and richer, noting that it improved higher-order thinking skills and prepared them for future work. Video-based feedback also had a positive influence on their perceptions of cognitive and social presence. When students perceived video-based feedback negatively, they cited accessibility problems, the linear nature of feedback, and the evocation of negative emotions as adverse effects of receiving video feedback. This paper concludes with some educational implications arising from the perceptions of students and a discussion of research opportunities. Keywords: video feedback; screencast feedback; assessment; higher education; systematic review. 1 INTRODUCTION Feedback is an integral component of learning and involves communication about a gap between actual performance and desired outcomes [1]. Narrowly construed, feedback provides a justification for an assigned grade, in which case student engagement with the comments becomes perfunctory [2], [3]. However, a broader conception is that feedback facilitates understanding and future performance through dialogue among participants in learning communities [4]. As such, the provision of feedback that engages students and encourages high-quality dialogue is one of the primary roles of instructors in higher education [4]. Research has confirmed the importance of feedback. A synthesis of over 500 meta-analyses identified feedback as one of the most critical factors in improving student achievement [5]. However, the study also found that feedback had a high degree of variance in the effect size, indicating that not all feedback had the same effect on learning [5]. Furthermore, some feedback interventions had a negative effect [6], highlighting the need for educators to think carefully about the quality and format of feedback. One-on-one tutorial instruction is thought of as the “gold standard” of education [7]. Similarly, face-to- face conferences appear to be one of the best methods to receive feedback [8], [9] and necessary to clarify written feedback [10]. However, text-based feedback has become the norm in higher education. Before using computers, instructors provided feedback as handwritten comments and codes on students’ written submissions [11]. The practice of writing extensive corrections and comments with a red pen has led to disappointment and discouragement [12]. The association of red ink with negative emotions led to the recommendation that instructors use a neutral colour of ink for marking [13]. However, the limitations of handwritten markup went beyond the colour of the ink. Students found much of the feedback they received to be unhelpful because the comments were not specific, lacked guidance, focused on the negative, or did not align with the learning goals for the assessment [14], [15]. With the advent of digital submissions, feedback shifted from a handwritten to a digital format with text typed in the digital margins [9], [16]. This change to digital markup helped students overcome the Proceedings of ICERI2020 Conference 9th-10th November 2020 ISBN: 978-84-09-24232-0 6535