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Outcomes and perceptions of annotated video feedback following psychomotor skill laboratories
Author(s) -
Truskowski S.,
VanderMolen J.
Publication year - 2017
Publication title -
journal of computer assisted learning
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.583
H-Index - 93
eISSN - 1365-2729
pISSN - 0266-4909
DOI - 10.1111/jcal.12167
Subject(s) - psychomotor learning , video feedback , perception , transfer of training , transfer of learning , interactive video , computer science , psychology , medical education , multimedia , significant difference , medicine , cognitive psychology , artificial intelligence , cognition , physics , neuroscience , optics
This study sought to explore the effectiveness of annotated video technology for providing feedback to occupational therapy students learning transfers, range of motion and manual muscle testing. Fifty‐seven first‐year occupational therapy students were split into two groups. One received annotated video feedback during a transfer lab and traditional feedback during an upper extremity assessment lab. The second group received the opposite forms of feedback during the same labs. Students completed an online survey regarding their perceptions of learning based on the type of feedback received, including both numerical and open‐ended questions. Students receiving annotated feedback scored significantly higher on the transfer practical. There was no statistically significant difference in the outcomes of the upper extremity practical. Annotated video feedback appears to significantly improve student learning when video content and feedback matches the skill to be assessed. Despite these findings, students have mixed perceptions of this form of feedback.