Accessibility and emotionality of online assessment feedback: Using emoticons to enhance student perceptions of marker competence and warmth

Assessment feedback is one of the most powerful learning tools, and in higher education thisfeedback is increasingly being provided online. The current study investigated the inclusion ofemoticons as a method through which to enhance student perceptions of the accessibility andemotionality of written online assessment feedback. Undergraduate students (N = 241) werepresented with an online faux essay along with associated written feedback typical of the comments students would receive in the higher education context. The feedback was identical exceptfor the inclusion of emoticons. Using a between-groups design, emoticons were manipulated intwo ways: frequency (none, 1, 3, or 6) and valence (happy, sad, or confused). The use of happyemoticons produced significantly higher perceptions of marker warmth when compared to noemoticons, or when negatively valenced emoticons were included. Furthermore, marker competence was significantly higher when 3 happy face emoticons were presented in the feedbackthan when 3 sad or confused faces were included. Student perceptions of feedback quality andmarker professionalism were not affected by emoticon use. Thus, the results suggest that instructors can use positively valenced emoticons to inject some fun, warmth, and emotionality inwritten online assessment feedback without sacrificing feedback quality or professional integrity