TY - JOUR

T1 - The voice, text, and the visual as semiotic companions

T2 - an analysis of the materiality and meaning potential of multimodal screen feedback

AU - Tyrer, C.

PY - 2021/7/31

Y1 - 2021/7/31

N2 - The gap between how learners interpret and act upon feedback has been widely documented in the research literature. What is less certain is the extent to which the modality and materiality of the feedback influence students’ and teachers’ perceptions. This article explores the semiotic potential of multimodal screen feedback to enhance written feedback. Guided by an “Inquiry Graphics” approach, situated within a semiotic theory of learning edusemiotic conceptual framework, constructions of meaning in relation to screencasting feedback were analysed to determine how and whether it could be incorporated into existing feedback practices. Semi-structured video elicitation interviews with student teachers were used to incorporate both micro and macro levels of analysis. The findings suggested that the relationship between the auditory, visual and textual elements in multimodal screen feedback enriched the feedback process, highlighting the importance of form in addition to content to aid understanding of written feedback. The constitutive role of design and material artefacts in feedback practices in initial teacher training pertinent to these findings is also discussed. © 2021, The Author(s).

AB - The gap between how learners interpret and act upon feedback has been widely documented in the research literature. What is less certain is the extent to which the modality and materiality of the feedback influence students’ and teachers’ perceptions. This article explores the semiotic potential of multimodal screen feedback to enhance written feedback. Guided by an “Inquiry Graphics” approach, situated within a semiotic theory of learning edusemiotic conceptual framework, constructions of meaning in relation to screencasting feedback were analysed to determine how and whether it could be incorporated into existing feedback practices. Semi-structured video elicitation interviews with student teachers were used to incorporate both micro and macro levels of analysis. The findings suggested that the relationship between the auditory, visual and textual elements in multimodal screen feedback enriched the feedback process, highlighting the importance of form in addition to content to aid understanding of written feedback. The constitutive role of design and material artefacts in feedback practices in initial teacher training pertinent to these findings is also discussed. © 2021, The Author(s).

KW - Design

KW - Digital artefacts

KW - Inquiry graphics

KW - Multimodal feedback

KW - Semiotics

KW - Sociomaterial

U2 - 10.1007/s10639-021-10455-w

DO - 10.1007/s10639-021-10455-w

M3 - Journal article

VL - 21

SP - 4241

EP - 4260

JO - Education and Information Technologies

JF - Education and Information Technologies

SN - 1360-2357

IS - 4

ER -