Students’ perceptions and practices of multimodal peer feedback in oral presentations: a cognitive multimedia learning approach

While previous research has explored the impacts of multimodal feedback – including textual, audio, and video formats in writing, limited attention has been paid to examining students’ perceptions and practices in multimodal peer feedback on oral presentational skills based on the Cognitive Theory of Multimedia Learning (CTML). The study involved 52 associate’s degree students majoring in Business from two classes at a Hong Kong higher education institution. Data sources included peer feedback interaction records in Microsoft TEAMS, peer evaluations on oral presentations, and post-intervention semi-structured interviews. The findings revealed that there are affordances and limitations of multimodal peer feedback in students’ perceptions. Three distinct practices and performances were observed, namely high, moderate, and low, based on the CTML principles. These findings highlight the potential of well-designed multimodal peer feedback to enhance collaborative learning, improve presentation quality, and foster self-reflection and judgement. The study underscores the importance of optimising feedback formats to support cognitive engagement and positive feedback interaction.