Повідомлення, що надісла(ла)в Matt Bury

Re: "○ In-person learning settings are more effective than unsupervised online settings." - At least on the affective dimension, there's an interesting workaround for asynchronous feedback on students' work; The teacher makes a video screen recording of themselves reviewing the work & narrating their assessment of it as they go. Any notes that the teacher makes on the document during the recording can also be viewed by the student when the document is returned as part of the feedback, e.g. in the Assignment module.

Students reported that they felt it was like having their teacher leaning over their shoulder & speaking to them while giving the formative assessment. Studies have also shown greater uptake of feedback, e.g. more likely to redraft & resubmit, & more engaged in subsequent assignments. However, few studies measured the difference in effect from screen recorded feedback vs traditional written feedback (Typical written corrective feedback has many issues & that's another important topic for discussion*). Those that did returned barely significant effects so, in short, great for engagement but little evidence of effects on grades.

*I suspect that if combined with more evidence-informed (i.e. effective) formative assessment practices, there could be a measurable, perhaps even worthwhile, effect size on students' learning & therefore future academic performance.

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For anyone who might find this interesting or useful:

Zhang, Y., Zhao, F., & Mayer, R. E. (2025). Effects of Feedback Providers’ Positive Emotional Tone and Gender on Learning From a Multimedia Lesson. Journal of Computer Assisted Learning, 41(3), e70052. https://doi.org/10.1111/jcal.70052

Abstract

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 tone and gender, on multimedia learning.

Method: In this between-subject study, 160 college students received a five-section video lesson on human vision, with two practice questions inserted after each section. After each question, students received explanatory feedback videos presented by either a male or female feedback provider who displayed either positive or neutral emotion through gesture and voice.

Results: Students who received feedback from providers with a positive emotional tone rated the provider higher on perceived positive emotion, supportiveness and competence, as well as on their own feelings of positivity. However, the emotional tone of the feedback provider did not impact posttest scores. Additionally, female feedback providers were perceived to be more negative, less supportive and less competent than male feedback providers, but the gender of feedback providers had no effect on posttest scores.

Conclusion: This study expands the positivity principle (Horovitz and Mayer 2021) and the cognitive-affective model of elearning (Lawson et al. 2021a) by showing that positive emotional cues from feedback providers enhance learning, similar to the impact of the instructor's emotional cues in presenting the main lesson. These findings highlight the broader role of positivity in creating engaging and supportive multimedia learning environments across contexts.

Summary

What is already known about this topic

○ Feedback is one of the most powerful influences on learning and achievement.

○ The instructor's emotions impact learners' learning experiences and outcomes.

○ The instructor's gender can affect how students perceive and evaluate instructors.

What this paper adds

○ This paper examines how feedback providers' emotional tone and gender affect learning.

○ The emotional tone strongly influences students' emotions and connection with providers.

○ The gender type affects students' negative emotions and connections with providers.

Implications for practice and/or policy

○ Positive instructors are viewed as more supportive and competent.

○ More strategies are required to address gender biases related to female instructors.*

○ In-person learning settings are more effective than unsupervised online settings.

* This has already been shown in multiple studies to be an issue for organisations that attempt to evaluate teacher quality via student opinion polls. They discriminate strongly in depressingly predictable ways!

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Hi Moodlers,

We've seen a dramatic change for the worse in diplomatic & trade relations between the USA & EU. Now, the talk of digital sovereignty is intensifying & gaining traction among member states of the EU. The time-old arguments against being too dependent on US providers of software & digital services may finally be pushing more govts into adopting &/or accelerating their transitions to open protocols, formats, & software.

I curious to know what's happening in EU countries & around the world with regards to changes in national policies & attitudes towards fee & open source software (FOSS) & building out more digital infrastructure within countries instead of outsourcing them to the USA.

Where I live & work, Spain, there's been a strong commitment to "openness" for at least a couple of decades. The last time I looked, Spain has one of the highest Moodle adoption rates in the world (See: https://stats.moodle.org/ ). The current US administration's policies & attitudes may be a boon for openness. What do you think? Will that translate into actual action, investment, & commitments?

Please let me/us know!

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I started with Moodle in 2006 so that's... 19 years!? I've tried out many LMS/VLE's over the years but have always preferred Moodle, at least for language learning.

And of course, the Moodle community is unbeatable!

(Please feel free to put that in Moodle marketing!)

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I'll second that.

At the moment, the results from LLMs are "variable" at best which in assessment is a critical issue, see: https://en.wikipedia.org/wiki/Inter-rater_reliability Although LLMs may help to reduce graders' workload, we still need expert graders in the process to ensure relevance, accuracy, & consistency.

Re: prompting, yes, the more generic the prompts, the more generic the responses. An expert can write specific prompts for specific criteria & get more or less decent results, whereas someone with less expertise may find an LLM more hindrance than help. The same goes for formative assessment, AKA feedback, i.e. using trial & error to find prompts that get OK results & then having to edit them extensively rather than understanding the underlying subject matter, common issues that students tend to have with it, & the more effective feedback & follow-up activities that help to move learning forward (AKA, "pedagogical content knowledge").

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Matt Bury