Enhancing Student Learning Through Video Feedback and Structured Reflection

Abstract

Enhancing Student Learning Through Video Feedback and Structured Reflection

Thomas J. Murphy^a, Liam R. J. Scarratt^a., Jeffrey Black ^b, Pierre Naeyaert^c, Henry Matovu^c

Presenting Authors: Thomas J. Murphy ([email protected]), Liam R. J. Scarratt ([email protected])

^aUNSW College, The University of New South Wales, Sydney NSW 2052, Australia

^bThe University of New South Wales, Sydney NSW 2052, Australia

^cThe University of Sydney, Sydney NSW 2050, Australia

Formative assessment plays a critical role in promoting learning by providing students with timely, actionable insights into their performance (Hattie & Timperley, 2007). Developing feedback literacy, i.e. the ability to understand, interpret, and use feedback, is essential to fostering self-regulated learning (Carless & Boud, 2018; Nicol & Mackfarlane-Dick, 2006). Yet, many students struggle to act on feedback meaningfully, often engaging with it superficially, particularly in the context of automatically marked online MCQ quizzes (Henderson et al., 2019).

To address this challenge, this study evaluates a formative feedback and reflection cycle for asynchronous online MCQ quizzes in a first-year chemistry course, designed to enhance students’ feedback literacy and learning outcomes. Following an incorrect response, students watch a concise, instructor recorded lightboard video explaining the underlying misconception, complete a structured reflection, and then attempt a similar question. The study assesses the impact of this cycle on student performance and, through a thematic analysis of their reflections, investigates how students engage with the feedback. We will also examine student perceptions of the intervention’s usefulness to provide practical guidance for educators.

REFERENCES

Henderson, M., Ryan, T., & Phillips, M. (2019). The challenge of feedback in higher education. Assessment & Evaluation in Higher Education, 44(8), 1230-1239.
Carless, D., & Boud, D. (2018). The development of student feedback literacy: Enabling uptake of feedback. Assessment & Evaluation in Higher Education, 43(8), 1315–1325.

Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112.

Nicol, D. J., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199–218.

Proceedings of the Australian Conference on Science and Mathematics Education, The University of Melbourne, 30 September – 2 October 2025, page X, ISSN Number 2653-0481.