Although written feedback has several advantages, it lacks being able to convey spoken emotions (e.g., Mehrabian's communication studies). Despite the importance of emotions and feedback in learning, written feedback is currently a primary mode of feedback.

Research shows that students were dissatisfied with written feedback predominantly because of its lack of clarity, making it hard to use it for future assessments. In online learning, opaqueness can increase the challenges including lowering the sense of personal touch and belongingness. This is crucial in clinical subjects as human interaction is at the heart of them.

In this presentation, Yasuhiro Kotera from the University of Derby describes how in-the-moment video feedback was implemented for a role-play counselling video formative assessment. Despite being non-graded and a demanding submission, 70% of students participated. Their satisfaction with the feedback was high, with students responding that multimedia feedback enabled to: understand the feedback clearly; accept negative feedback; and feel more connected with the tutor.