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dc.contributor.authorBjerknes, Anne-Line
dc.contributor.authorOpdal, Lars
dc.contributor.authorCanrinus, Esther Tamara
dc.date.accessioned2023-11-02T10:32:05Z
dc.date.available2023-11-02T10:32:05Z
dc.date.created2023-09-21T07:22:50Z
dc.date.issued2023
dc.identifier.citationBjerknes, A-L., Opdal, L. & Canrinus, E. T. (2023). ‘I finally understand my mistakes’–the benefits of screencast feedback. Technology, Pedagogy and Education, 1-13.en_US
dc.identifier.issn1747-5139
dc.identifier.urihttps://hdl.handle.net/11250/3100229
dc.description.abstractThis study explores the impact of screencast feedback on maths tests for junior and high school students. While prior research emphasises the influence of feedback on learning, its effectiveness varies with type and delivery. Although studies in higher education observe improved precision and emotional connections through screencast feedback, its applicability in secondary education remains understudied. The authors surveyed 99 students, collecting responses via an 11-item questionnaire after the students had received feedback. Through thematic analysis, they found 72% favoured video feedback due to its clarity, depth and personal touch. Conversely, 17% preferred written feedback for efficiency. These findings underscore the benefits of screencasting feedback, highlighting its comprehensibility and individualised nature. Given the rise of digital learning, educators are encouraged to adopt screencasting as a valuable tool for enhancing feedback in academic settings.en_US
dc.language.isoengen_US
dc.publisherAssociation of Information Technology in Teacher Education (ITTE)en_US
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/deed.no*
dc.title‘I finally understand my mistakes’–the benefits of screencast feedbacken_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.description.versionpublishedVersionen_US
dc.rights.holder© 2023 The Author(s)en_US
dc.subject.nsiVDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280en_US
dc.source.pagenumber13en_US
dc.source.journalTechnology, Pedagogy and Educationen_US
dc.identifier.doihttps://doi.org/10.1080/1475939X.2023.2258134
dc.identifier.cristin2177353
dc.description.localcodePaid open accessen_US
cristin.qualitycode1


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Attribution-NonCommercial-NoDerivatives 4.0 Internasjonal
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