Providing online written feedback for assignments permits the inclusion of digital cues (e.g., emoticons, profile pictures, and informal tone of language) which may improve student perceptions of both feedback and instructor. Using a between groups experimental design, we conducted a series of 2 (Emoticons present/absent) x 2 (Profile pictures present/absent) x 2 (Language formal/informal) ANCOVAs to explore the effect of each cue on student perceptions of feedback and of the instructor (N = 188 university undergraduates). Including emoticons enhanced student perceptions of social presence within the feedback, as well as student ratings of instructor proficiency, accessibility, and personal characteristics. Language formality had no main effect, but interacted with emoticons, such that instructors were perceived to be most proficient when emoticons were embedded within formal language feedback. Our findings suggest that including emoticons in written feedback may improve student perceptions of instructors and feedback, without impacting on the integrity of feedback.

提供用于作业的在线书面反馈允许包含数字提示（例如，表情符号，个人资料图片和非正式的语言语调），这可以改善学生对反馈和指导者的理解。使用小组之间的实验设计，我们进行了一系列2次（存在/不存在的表情符号）x 2次（存在/不存在的头像图片）x 2次（语言的正式/非正式）ANCOVA，以探讨每种提示对学生对反馈和导师数（N = 188名大学本科生）。包括表情符号，可增强学生对反馈中社交存在的感知，以及学生对教师熟练程度，可及性和个人特征的评价。语言形式化没有主要作用，但与表情符号互动，因此，当表情符号嵌入正式语言反馈中时，教师被认为是最熟练的。我们的发现表明，在书面反馈中包含表情符号可能会改善学生对讲师和反馈的理解，而不会影响反馈的完整性。