Campbell, Daniel, Rose, Chae, and Krause, Amanda (2026) Clarity in the Margins: Experiences and Expectations of Social Annotation in Assessment Guides. In: [Presented at the Online Conference for Undergraduate Research in Australasia]. From: OCURA 2026: Online Conference for Undergraduate Research in Australasia, 24-25 September 2026, Brisbane, QLD, Australia and online.

PDF (Abstract only) - Published Version Restricted to Repository staff only

Abstract

Background: Undergraduate psychology students often experience anxiety, avoidance and uncertainty in research subjects. These challenges can extend beyond content to assessment expectations: students need to know what is required, where to ask questions and how to use clarification. Embedding social annotation into assessment materials may address this challenge. Social annotation involves adding comments, questions or responses within a shared digital document, creating a live, interactive space for discussing assessment information that is usually presented statically. Aims: This study explores how students imagined the value, risks, and conditions for using annotated assessment guides. Method: This qualitative case study used design fiction, a methodology that uses fictional scenarios for exploring possible futures. We introduced seven undergraduate psychology students to how social annotation could be used within an assessment guide and then engaged them in semi-structured interviews exploring their opinions about the process, including how they might use annotated guides, how the guides could shape student-staff, student-peer and student-resource interaction, and what might help or hinder participation. Interview transcripts were analysed using reflexive thematic analysis. Results: Participants expressed they would value clarification located at the point of confusion, particularly when assessment requirements were complex or ambiguous. They also emphasised that the tool would only work if staff answered clearly, promptly and consistently, albeit within their work hours. Finally, participants valued choice in usage, including reading without commenting, asking anonymously, using emoji reactions, following links, and that questions could still be asked in class and in online forums. Students also anticipated barriers including uncertainty about the reliability of peer responses, inappropriate or excessive comments, and inconsistent implementation by staff. Conclusion: Findings have practical implications for implementing social annotation. While useful for clarifying assessment components and supporting student-staff connection, they must be implemented with clear routines, lecturer presence and flexible participation options.

Item ID:	94055
Item Type:	Conference Item (Abstract / Summary)
Keywords:	scholarship of learning and teaching, scholarship of teaching and learning, SoLT, SoTL, annotated guidelines, social annotation, research methods and statistics, statistics anxiety, community, visible cognition,
Date Deposited:	29 Sep 2026 23:23
FoR Codes:	52 PSYCHOLOGY > 5201 Applied and developmental psychology > 520102 Educational psychology @ 100%
SEO Codes:	16 EDUCATION AND TRAINING > 1601 Learner and learning > 160102 Higher education @ 50% 28 EXPANDING KNOWLEDGE > 2801 Expanding knowledge > 280121 Expanding knowledge in psychology @ 50%
	More Statistics