First draft of the questionnaire. Created on Microsoft forms, to create a cohesiveness with the software (Microsoft outlook) that students already use, which will hopefully mean that it is easier to navigate.
Effectiveness and accessibility of instructional video guides – Fill out form
When I designed the questionnaire for the Photoshop video guides [Link to video], my main goal was to understand how students actually use and experience the videos. I wanted to know not just whether the videos were effective, but also if they were accessible and useful for everyone. After my tutor’s feedback, I focused on making the questions balanced, so they collect meaningful data without being overwhelming, and on including a mix of structured and open-ended questions to get both numbers and stories. As Denscombe (2010) highlights, careful question design is crucial to ensure that research captures meaningful insights while remaining manageable for participants.
I included rating questions (Likert scales) to measure key aspects like clarity, pacing, visuals, captions, and confidence. These seemed like the best way to see patterns across the group and find out which parts of the video really help students learn. For example, I wanted to know if students found the step-by-step instructions clear, if the zoom-ins and highlights were helpful, and whether captions made a difference. Using a consistent scale makes it easier to spot trends and see what works and what might need improvement.
Following my tutor’s suggestion, I also added a ranking question asking students to prioritise different elements of the video. This helps me understand what students value most. I might think that narration is the most important part, but students might actually find captions or visual cues more useful. It’s always interesting to see how student priorities sometimes don’t match what I assumed as a teacher. This information is really useful when thinking about what to focus on in future videos and what’s less essential.
The open-ended questions were another key part of the design. Asking things like “How would you use a resource like this?” lets students explain in their own words how they interact with the videos. They might say they use them for revision, while working on a task, to recap something they missed, or just to read the captions at their own pace. Another open question, “What is the biggest barrier for you when using technical spaces?” goes a little beyond the video itself but gives insight into challenges that might affect learning more broadly. These responses can highlight areas to improve in the workshop or future resources.
I also included a couple of optional background questions about neurodivergence and language. The idea here is to explore whether the videos are especially helpful for neurodivergent students or those for whom English is an additional language. I made sure these questions are optional and clearly explained that students don’t have to answer. This way, I can test my hypothesis sensitively without putting anyone on the spot.
Ethics were really important throughout the design. I made it clear that responses are confidential and participation is voluntary, and students can skip any question they’re not comfortable with. I also included a small £1 printing discount as a thank-you, which hopefully makes students feel appreciated without being coercive.
Overall, the mix of structured rating questions, a ranking question, and open-ended prompts feels like a good balance. The ratings give clear, measurable insights into what works, while the open responses provide context and reveal unexpected ways students use the videos. This approach also reflects inclusive teaching principles: providing structure while valuing individual differences and preferences.
Creating this questionnaire has been a really useful exercise. It’s made me think carefully about what’s important to measure, what students really value, and how feedback can directly influence teaching practice. I’m looking forward to seeing the results and using them to improve the videos. I also think it will be interesting to see whether inclusive design features benefit everyone, or if certain groups gain particular advantages. Either way, listening to students’ voices feels like the most important part of the process, and it’s exciting to know their feedback will help shape future learning resources.
References:
Denscombe, M. (2010). The Good Research Guide: For Small-Scale Social Research Projects Martyn Denscombe The Good Research Guide: For Small-Scale Social Research Projects Open University PressEdition: Third360£18.9903352202230335220223. Nurse Researcher, 15(2), pp.88–88. doi:https://doi.org/10.7748/nr.15.2.88.s4.