This study investigated whether emoji and multimedia delivery in online assessment feedback influenced student perceptions of the marker. Undergraduate students (N = 296) read a faux essay and viewed associated feedback emulating the comments students might receive in higher education. Feedback was manipulated using a 2 (emoji: no, yes) × 3 (medium: written-only, written plus audio, and written plus audio-visual) between-groups design. There were no main effects for the emoji manipulation. However, audio-visual feedback produced higher perceptions of marker intelligence and honesty-humility. In addition, the effect of emoji depended upon medium such that in feedback without emoji, perceptions of marker emotional stability and conscientiousness were lowest for audio feedback and highest for audio-visual feedback. Overall, results revealed that feedback medium and paralinguistic emotional cues interact to influence perceptions of the marker. Educators should consider how this interconnection may affect student engagement with the feedback process when delivering assessment feedback online.

本研究调查了在线评估反馈中的表情符号和多媒体传递是否影响了学生对标记的看法。本科生（N = 296) 阅读一篇伪论文并查看相关反馈，模拟学生在高等教育中可能收到的评论。反馈使用 2（表情符号：否，是）×3（媒介：仅书面、书面加音频和书面加视听）组间设计进行处理。表情符号操作没有主要影响。然而，视听反馈产生了对标记智力和诚实谦逊的更高看法。此外，表情符号的效果取决于媒介，因此在没有表情符号的反馈中，标记情绪稳定性和尽责性的感知对于音频反馈最低，对于视听反馈最高。总体而言，结果显示反馈媒介和副语言情感线索相互作用以影响对标记的感知。