In-video quizzes are common in many distance learning platforms, including those from Coursera and EdX. However the effectiveness of in-video quizzes has not previously been assessed. In this paper we describe the construction and instrumentation of an Interactive Video Lecture Platform to measure student engagement with in-video quizzes. We also investigate the use of in-video quizzes as an approach to mitigate the lack of feedback available to students and lecturers in videos and traditional lectures. Finally, we evaluate the effectiveness of augmenting video with the ability to answer and receive feedback to quiz questions embedded directly within the video. We observed that student engagement with in-video questions was consistently high (71-86%) across two cohorts (N 1 =81, N 2 =84) with a rate of 1 question per 8.7 minutes of video. We identified three broad levels of engagement with the quiz questions and four motivations, including challenge seeking and completionism, which explain some of the observed behaviour. The results from this investigation demonstrate that in-video quizzes were successful in creating an engaging and interactive mode of content delivery. We recommend that in-video quizzes be used to increase the interactivity of video content as well as supporting formative assessment within a flipped classroom environment.

This paper reports the findings of a preliminary investigation into whether feedback generated by annotating source code with tags is considered useful by undergraduate students. These types of annotations facilitate a new approach to presenting assessment feedback to students in the form of a Web 2.0 tagging environment. This paper highlights the benefits and limitations of this approach as well as details of student reaction and behavior. This investigation focuses on assessment and feedback for an undergraduate Software Engineering Group Project. The preliminary results collected encourage further investigation of this approach.

The full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. Investigating sharable feedback tags for programming assignmentsThis paper presents an investigation into the usage of sharable feedback tags as a way of delivering feedback to three different cohorts of programming students. A series of research questions are investigated which include investigating any perceived benefit from students using feedback tags and investigating how students interact with their feedback. Results indicate that students with both the lower and higher marks in a cohort are more likely to opt to share their feedback and programming work than students with mid-ranged marks. A variety of reasons for and against sharing given by students are discussed. Six categories of student behaviour exhibited during interaction with their feedback have been identified in this paper. This paper has shown that feedback tags can be used successfully as a form of sharable feedback and that a number of future research possibilities exist that can extend this topic.

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