Purpose: Video-based feedback presents a unique approach characterised by a conversational narrative and instructor screen captures, enriching students' learning experiences and fostering stronger instructor-student connections. While this innovative methodology has the potential to revolutionise feedback practices in higher education, its full…

Background and Objective: The positivity principle states that students learn better from instructors who display positive rather than negative or neutral emotions in multimedia lessons (Lawson et al. 2021a). This study extends this work by exploring the role of affective and social cues displayed by feedback providers, such as their emotional…

Reflection is an important tool to help preservice teachers (PSTs) develop the skills and competence needed for effective teaching. Written and verbal reflections offer opportunities for novices to look back on their lesson implementation, but video allows them to step back "into the moment" to review their actions as they occurred in…

Preschool teachers can become attachment figures that complement the children's families of origin, becoming relevant actors in their early development. This article presents the results of a group video feedback program on early childhood teachers in public centers. The model, which focuses on promoting "educational sensitivity",…

Video-based teacher online learning enables teachers to engage in reflective practice by watching others' classroom videos, providing peer feedback (PF) and reviewing others' work. However, the quality and reliability of PF often suffer due to variations in teaching proficiency among providers, which limits its usefulness for reviewers. To improve…

Modern medical training consists largely of lecture-based instruction and in vivo or video modeling of specific skills. Other instructional methods, such as teaching with acoustical guidance (TAGteach), have rarely been evaluated. In this study, we compared teaching with tactile guidance, or tactile TAGteach in which a vibratory stimulus is…

This study examined video and screenshot microlesson formats as a technology professional development for enhancing educators' technology skills. As educators face increasing demands for technology proficiency in the twenty-first century classroom, this study was conducted to help address a need for further investigation into whether screenshot or…

Background: Today, active video games, in which players' own body movements are used to control the avatar, can be used to teach students motor skills by providing concurrent feedback. The purpose of this study is to investigate the effectiveness of concurrent and delayed feedback on basketball free throw learning. Methods: Thirty female students…

Screencast feedback has advantages over written feedback for supporting engagement and enactment, yet the potential of peer screencast feedback remains underexplored. This study took a small-scale (N = 8), in-depth, triangulated, qualitative approach to addressing this gap, adopting a socio-material lens to investigate the use of dialogic peer…

Video technology has the potential to improve opportunities for students to benefit from feedback that is essential for learning. However, previous studies have all dealt with videos of tutors, rather than videos of students' performances. This study explores whether video technology contributes to the quality of feedback on students' oral…

This study evaluated the effectiveness of behavioral skills training (BST) to teach peer-trainers to implement video feedback (Study 1) and evaluated the effectiveness of peer-implemented video feedback to increase proper deadlifting form across 3 participants (Study 2). A nonconcurrent, multiple baseline design across participants was employed to…

This study compared the effects of video feedback (VF) as a stand-alone intervention and video modeling plus video feedback (VMVF) for improving soccer players' static ball control skills. Research has suggested that VF alone and VMVF produce substantial improvements for young athlete's skills, though no studies have compared the two. Therefore,…

Technology enhanced feedback methods such as video feedback are increasingly employed with a notable shift towards embracing remote means of communication during and after the COVID-19 pandemic. Greater use of distance and electronic learning can result in a lack of personalisation which students find challenging. Feedback which uses the spoken…

Motivations for commenting on social media vary greatly and are driven by multiple factors including personal interests, political leaning, and algorithmic influence. This study used a thematic content analysis of comments on the TikTok platform to explore how users respond to videos created by former teachers sharing their stories of leaving the…

Background: Online video-based learning often leads to fatigue, which detracts from engagement and learning outcomes. Previous studies have examined monitoring mental states like attention through electroencephalography (EEG) headsets, but limitations such as high costs, discomfort, and limited scalability persist. Objectives: This study evaluates…