“It makes you feel like they’ve actually put effort into it.” Students’ perceptions of screen-capture video feedback on assignments on a social science course

This article is the first to examine use of screen-capture video feedback on student assignments a social science degree at British university. It based qualitative, focus group, research with students who received one or more recordings their academic work over period 2019–2021. The places in wider context subject. Our literature review suggests that whilst does not herald pedagogic revolution, it considerable advance orthodox written feedback. findings are prefer because they provide (1) an interpersonal aspect feedback; (2) extensive, detailed, nuanced and directed coverage than comments; (3) credible appreciation grade. discussion ends summary our breakdown benefits constraints