Evaluation of embedded audio feedback on writing assignments

Area of Science:

• Health Informatics
• Educational Technology

Background:

• Effective feedback is crucial for student learning in academic writing.
• Traditional written feedback (WF) has limitations in conveying nuance and tone.
• Emerging technologies offer new avenues for delivering educational feedback.

Purpose of the Study:

• To compare embedded audio feedback (EAF) with written feedback (WF) for student writing assignments.
• To evaluate the utility of EAF in providing guidance and fostering student-faculty connectedness.
• To assess the efficiency and acceptance of EAF as a grading tool for nursing faculty.

Main Methods:

• A quasi-experimental, cross-over, posttest-only design was employed.
• Faculty alternated EAF and WF methods on student writing assignments in an Informatics in Health Care course.
• Surveys and focus groups were used to gather student and faculty perceptions.

Main Results:

• Student preferences for EAF versus WF were equally divided (35% each), with 28% undecided.
• Both students and faculty reported mixed feelings regarding the use of EAF technology.
• Faculty acceptance and efficiency as a grading tool showed varied responses.

Conclusions:

• Embedded audio feedback (EAF) presents a viable alternative to traditional written feedback (WF), though not universally preferred.
• Further research is needed to optimize EAF implementation and address faculty and student concerns.
• Technology integration in academic feedback requires careful consideration of user experience and pedagogical effectiveness.