2024 ASEE Annual Conference & Exposition

Feedback on student work has been shown to be essential to student improvement and achievement. At the same time, not all feedback is effective. The mode and manner of feedback directly impacts student outcomes. Recorded video feedback (VF) has been explored as a potential method to give specific and detailed feedback to students especially on non-written work, like student presentations. Here we explore the use of VF on solid models (CAD) models. We retrospectively examine the results of four semesters of CAD for Biomedical Engineers, one using traditional written feedback (n=9) and three using VF (n=4/11/20 = 35 total). Our data suggests that students have better ability to create complex solid models with VF (improvement in mean and median for all VF cohorts vs traditional feedback cohorts). Error rate and use of tools not covered by the instructor were similar in both cohorts. The effort required by the instructor was correlated with the time required for each video. 83% of videos were viewed at least once suggesting that students used the feedback. The average length of each feedback video was 7.5 minutes indicating that it is feasible to use VF in classes at least 20 students. Future work will focus on student perception, and how to implement VF in larger classes.