Computer technology provides a plethora of tools to engage students and make the classroom more interesting. Much research has been conducted on the impact of educational technology regarding instruction but little has been done on students' preferences for the type of instructor feedback (Watts, 2007). Mayer (2005) has developed an integrative, cognitive theory of multimedia learning (CTML) stipulating a principle that deeper learning occurs with words and pictures rather than words alone. This multimedia principle may be relative to not just instruction but also feedback. Does multimedia feedback using screencast video with audio increase the motivation of the learner over text based email feedback? This study will compare the impact of text based email feedback defined as instructor comments via email with no pictures, graphics, or animation versus multimedia based feedback using video screencasts with audio. In addition, this study will look at the impact of learning preference on student perceptions for the two different feedback types. After comparing two groups of students each receiving different feedback treatments, the results indicate support for a higher rating by students regarding the clarity of instructor's comments, retention of information, motivation for the subject and motivation for the class with the multimedia based feedback. This result is in alignment with the cognitive theory of multimedia learning. However, there was limited evidence for the interaction between learning preference and type of feedback. Findings are discussed in regards to the study, the literature and practice. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]