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In response to the less satisfied National Student Survey, UK universities have committed to transform assessment and feedback experience. This paper aims to explore how the diversity of online assessment and feedback offer a better learning experience for international students.

By using the action research method, the research investigated academic and international students' first experience on audio feedback and online text. Video interviews and online questionnaires were carried out.

All research participants would like to receive assessment feedback in audio form. This reflects the learning experience of students and suggests that the support of a higher educational institution or a tutor could provide for assessment and feedback enhancement in the digital world is mandatory. Other than the technological and instrumental advantage, the “human element” of audio feedback makes it unique and interesting to listen to in contrast to online written feedback.

It is recognised that the number of student participants was small but the qualitative findings demonstrate some key issues in relation to international student experience and the effectiveness and engagement of assessment feedback that may inspire future empirical research.

Some conditions under which feedback is likely to be effective are not met as frequently as originally believed, audio feedback can be thoughtfully considered as an alternative assessment feedback mechanism for international students.

The “‘human element’ of audio assessment feedback” defeats online written text for international students. They appreciate the effort spent by the tutor to provide them assessment and feedback personally by “talking to them”.

This quasi-experimental study examined the effectiveness of audio-visual and written feedback (AVF + WF) on undergraduate students versus only receiving WF in the context of an English as a Foreign Language (EFL) online classroom during the coronavirus disease 2019 (COVID-19) lockdown.

The study used the estimator Difference in Difference (DID) to compare a treated and control group in a pre-and post-test under the application of six treatment sessions, plus a student's perception survey at the end of the treatment. The treated group that received the multimodal feedback showed higher improvement rates in the paragraph content between the first and final drafts than students in the control group.

Results indicated that receiving a combination of AVF + WF had a statistically significant effect on mechanics (p < 0.001) and the use of transition words (p = 0.003).

These findings will benefit educational agents, professors and stakeholders for social and economic development.

While previous studies have only used student perceptions of the feedback, this study contributes with empirical data through quasi-experimental analysis and measures the effectiveness of feedback in online learning environments.

It is widely agreed that amputees have to rely on visual input to monitor and control the position of the prosthesis while reaching and grasping because of the lack of proprioceptive feedback. Therefore, visual information has been a prerequisite for prosthetic hand biofeedback studies. This is why, the underlying characteristics of other artificial feedback methods used to this day, such as auditive, electro‐tactile, or vibro‐tactile feedback, has not been clearly explored. The purpose of this paper is to explore whether it is possible to use audio feedback alone to convey more than one independent variable (multichannel) simultaneously, without relying on the vision, to improve the learning of a new perceptions, in this case, to learn and understand the artificial proprioception of a prosthetic hand while reaching.

Experiments are conducted to determine whether the audio signals could be used as a multi‐variable dynamical sensory substitution in reaching movements without relying on the visual input. Two different groups are tested, the first one uses only audio information and the second one uses only visual information to convey computer‐simulated trajectories of two fingers.

The results show that it is possible to use auditive feedback to convey artificial proprioceptive information instead of vision as a guide, thus assist users by internalizing new perceptions.

This way, the strong and weak points of auditive feedback can be observed and can be used to improve future feedback systems or schemes, which can integrate different feedback methods to provide more information to the user.

In this chapter, we explore how new technologies, namely, video essays, audio-based feedback, and electronic portfolios, can transform traditional composition curriculum and deepen student learning. We begin by discussing how new technologies connect and enhance learning experiences, especially within writing-intensive courses. For each of the three technologies, we provide a brief literature review, give a local case study, and conclude with suggested applications and related resources.

VirtuNav is a haptic-, audio-enabled virtual reality simulator that facilitates persons with visual impairment to explore a 3D computer model of a real-life indoor location, such as a room or building. The purpose of this paper is to aid in pre-planning and spatial awareness, for a user to become more familiar with the environment prior to experiencing it in reality.

The system offers two unique interfaces: a free-roam interface where the user can navigate, and an edit mode where the administrator can manage test users, maps and retrieve test data.

System testing reveals that spatial awareness and memory mapping improve with user iterations within VirtuNav.

VirtuNav is a research tool for investigation of user familiarity developed after repeated exposure to the simulator, to determine the extent to which haptic and/or sound cues improve a visually impaired user’s ability to navigate a room or building with or without occlusion.

The application may prove useful for greater real world engagement: to build confidence in real world experiences, enabling persons with sight impairment to more comfortably and readily explore and interact with environments formerly unfamiliar or unattainable to them.

VirtuNav is developed as a practical application offering several unique features including map design, semi-automatic 3D map reconstruction and object classification from 2D map data. Visual and haptic rendering of real-time 3D map navigation are provided as well as automated administrative functions for shortest path determination, actual path comparison, and performance indicator assessment: exploration time taken and collision data.

The purpose of this paper is to explore screencasting as a computer-mediated feedback approach for Arabic native (L1) speakers taking an English as a foreign language (EFL) college remedial writing class.

This case study focused on an EFL remedial writing class consisting of eight Lebanese, Arabic L1 students at a private university in Lebanon. Students received screencast feedback through Jing® for one essay intended to assist them with subsequent revision. The multimodal screencast videos included indirect corrections, annotations, and oral commentary guided by a rubric. Students then completed a perspectives survey on screencast feedback. The instructor also led an informal group discussion to allow for further elaboration of students’ responses.

Students reported that screencasting’s multimodality provided for better engagement and support of learning preferences. They also perceived screencast feedback to be clearer and more useful than traditional written feedback.

This study applied screencasting to address feedback challenges pertaining to clarity, learning preferences, and engagement. As this was a classroom case study, further research using a larger sample is recommended.

The aim of research into computer-mediated human feedback is to address such challenges as increasing student engagement, improving clarity, and responding to students’ preferences. Studies of screencast feedback have been few, particularly for EFL writing students. A survey of the literature indicates the need to explore contextualized classroom feedback case studies and approaches to enhance feedback.

The aim of the study is to explore perceptions of the impact of assessment feedback by international undergraduate nursing students. Research to date indicates that summative assessment feedback may impact significantly on student achievement but if it is undertaken sub optimally or does not provide students with the opportunity to engage with the process and reflexively respond, it can also be exceptionally damaging to the learning experience.

A scoping exercise of overall student feedback experience was initially collated via the adoption of an Interpretive Phenomenological Approach (IPA). Participants were recruited via purposive sampling and the LEGO® Serious Play® method was used to collect data. Analysis with Quirkos software was used to examine the salience as well as commonality of findings as an integral part of a recognised five-step thematic analytical approach.

Feedback was perceived, by students, as significantly impacting factor in relation to their overall progression, attainment and retention rates. Themes generated from the findings evidenced student perceptions that summative feedback is a positive driver and source of motivation for academic success and progression. It was perceived that levels of attainment were related to the clarity, quality and individualised nature of feedback that students received and that this was perceived to be evident in their final grades. These were accompanied by perceptions that feedback clarity also determined the potential of breaking down perceived student barriers to learning, their perceived capacity for effective assignment planning and preparation and the likelihood of them having any positive collective or individual interpersonal relationships with their tutors. Summarised, students perceived that feedback ought to lead to student empowerment in managing their studies and as such it ought to be clear, straightforward and non-ambiguous.

The methodological design of the study means that generalisability from its findings was never intended or possible. However, there may be the potential transferability of findings to similar institutions and contexts of nurse education with students who have similar demographic profiling. The study was also a means of providing an insight into the lived experience of students which could be used in the prospective adaptation of feedback mechanisms for staff at a local level within Higher Education.

The study reveals the perceived impact of gamification as a mechanism of summative assessment as conveyed by a designated group of students. Whilst specific recommendations for change can only be made within the context specificity of the research, there may be aspects of the findings which are potentially transferable to other similar contexts of Higher Education delivery whose pedagogical approaches mirror those in operation at the institution where the research was undertaken. It became apparent that the standardisation of feedback approaches offered many opportunities to improve existing systems. The issue of monitoring workloads is also of significance in terms of the level and degree of summative assessment and feedback that academic staff can undertake.

The study revealed the perceived magnitude of assessment feedback on progression, attainment and retention rates, alongside the perceived need for a universal feedback template and the opportunity to provide audio-video feedback. This study adds to existing knowledge in the field of pedagogic practice about both the execution of LEGO® Serious Play® as a research methodology and why the perceptions of feedback as articulated and illuminated by a group of contemporary nursing students ought to matter in the context of Higher Education.

This research aims to explore digital feedback needs/preferences in online education during lockdown and the implications for post-pandemic education.

An empirical study approach was used to explore feedback needs and experiences from educational institutions in the Netherlands and Germany (N = 247) using a survey method.

The results showed that instruments supporting features for effortless interactivity are among the highly preferred options for giving/receiving feedback in online/hybrid classrooms, which are in addition also opted for post-pandemic education. The analysis also showed that, when communicating feedback digitally, more inclusive formats are preferred, e.g. informing learners about how they perform compared to peers. The increased need for comparative performance-oriented feedback, however, may affect students' goal orientations. In general, the results of this study suggest that while interactivity features of online instruments are key to ensuring social presence when using digital forms of feedback, balancing online with offline approaches should be recommended.

This research contributes to the gap in the scientific literature on feedback digitalization. Most of the existing research are in the domain of automated feedback generated by various learning environments, while literature on digital feedback in online classrooms, e.g. empirical studies on preferences for typology, formats and communication channels for digital feedback, to the best of the authors’ knowledge is largely lacking. The findings and recommendations of this study extend their relevance to post-pandemic education for which hybrid classroom is opted among the highly preferred formats by survey respondents.

This study introduces the concept of audiovisual alerts and warnings as a way to reduce phishing susceptibility on mobile devices.

This study has three phases. The first phase included 32 subject matter experts that provided feedback toward a phishing alert and warning system. The second phase included development and a pilot study to validate a phishing alert and warning system prototype. The third phase included delivery of the Phishing Alert and Warning System (PAWS^TM mobile app) to 205 participants. This study designed, developed, as well as empirically tested the PAWS^TM mobile app that alerted and warned participants to the signs of phishing in emails on mobile devices.

The results of this study indicated audio alerts and visual warnings potentially lower phishing susceptibility in emails. Audiovisual warnings appeared to assist study participants in noticing phishing emails more easily and in less time than without audiovisual warnings.

This study's implications to mitigation of phishing emails are key, as it appears that alerts and warnings added to email applications may play a significant role in the reduction of phishing susceptibility.

This study extends the existing information security body of knowledge on phishing prevention and awareness by using audiovisual alerts and warnings to email recipients tested in real-life applications.