Using multimedia feedback to enhance cognitive, affective and psychomotor learning

Abstract

Providing high-quality assessment feedback for learners is one of the most important activities faculty can do to positively affect learning. Recent advancements in information, communication, and multimedia technologies present opportunities for us to examine how, when, and where we provide assessment feedback. Yet, a scan of the academic research literature shows that technologies are used widely for teaching in higher education, but not necessarily for assessment. This exploratory study utilized an inductive, naturalistic inquiry approach to investigate student perceptions of receiving assessment feedback in digital multimedia format. Findings revealed that students reported positive effects on their cognitive, affective, and psychomotor learning through what they perceived as regularly occurring student-faculty interaction. Although this study had a relatively small and homogeneous sample, these findings indicate that providing digital multimedia assessment feedback asynchronously, online, has the potential to enhance faculty-student interactions, while contributing to student learning, satisfaction, and motivation.