‘I finally understand my mistakes’ – the benefits of screencast feedback

ABSTRACT

This study explores the impact of screencast feedback on maths tests for junior and high school students. While prior research emphasises the influence of feedback on learning, its effectiveness varies with type and delivery. Although studies in higher education observe improved precision and emotional connections through screencast feedback, its applicability in secondary education remains understudied. The authors surveyed 99 students, collecting responses via an 11-item questionnaire after the students had received feedback. Through thematic analysis, they found 72% favoured video feedback due to its clarity, depth and personal touch. Conversely, 17% preferred written feedback for efficiency. These findings underscore the benefits of screencasting feedback, highlighting its comprehensibility and individualised nature. Given the rise of digital learning, educators are encouraged to adopt screencasting as a valuable tool for enhancing feedback in academic settings.

KEYWORDS:

• Screencast
• video
• feedback
• mathematics
• learning

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Anne-Line Bjerknes

Anne-Line Bjerknes works as an associate professor (Dr, PhD) at the Department of Mathematics and Science Education of the University of South-Eastern Norway. Her research field is interdisciplinary pedagogy in teacher education, urban planning with young children’s involvement, and STEM pedagogy in teacher education within early childhood education and school. She is the head of the research group ‘Holistic Learning in Early Childhood Education’.

Lars Opdal

Lars Opdal works as associate professor at the Department of Educational Science of the University of South-Eastern Norway. He is co-leading the research group ‘Mentoring in Profession and Education’. His research focuses on mentoring and teacher training, including use of technology in mentoring. He teaches pedagogy in teacher education and is head of a mentoring programme for continuing education.

Esther T. Canrinus

Esther T. Canrinus works as a professor at the Department of Education of the University of Agder where she is the head of the research group ‘Professions and Professionals in Cooperation’. Previously, she worked at the Knowledge Centre for Education as a part of the Research Council of Norway, where she collaborated on writing review studies commissioned by the Norwegian Government. Her research focuses on the coherence and quality of teacher education, teachers’ professional development and their professional identity. She is, furthermore, interested in teachers’ social networks, classroom behaviour, and teachers’ and students’ motivation.