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Other issues are underacknowledged or merit further investigation. These include sociocultural aspects which may shape the design and implementation of video-based feedback, the ways students use technology to engage in feedback, and the processes through technology may transform learning. This study investigates the design and implementation of a video-annotated peer feedback activity to develop students\u2019 presentation skills and knowledge of climate science. It explores how their use of a video annotation tool re-mediated established feedback practices and how the systematic analysis of contradictions in emerging practices informed the subsequent redesign and reimplementation of the approach. Employing a formative intervention design, the researchers intervened in the activity system of a first-year undergraduate education module to facilitate two cycles of expansive learning with an instructor and two groups of Hong Kong Chinese students (<jats:italic>n<\/jats:italic>\u2009=\u200997, <jats:italic>n<\/jats:italic>\u2009=\u200994) across two semesters. Instructor interviews, student surveys, and video annotation and system data were analysed using Activity Theory-derived criteria to highlight contradictions in each system and suggest how these could be overcome. The findings highlight the critical importance of active instructor facilitation; building student motivation by embedding social-affective support and positioning peer feedback as an integrated, formative process; and supporting students\u2019 use of appropriate cognitive scaffolding to encourage their interactive, efficient use of the annotation tool. Conclusions: In a field dominated by experimental and quasi-experimental studies, this study reveals how an Activity Theory-derived research design and framework can be used to systemically analyse cycles of design and implementation of video-annotated peer feedback. It also suggests how the new activity system might be consolidated and generalised.<\/jats:p>","DOI":"10.1007\/s10639-024-12934-2","type":"journal-article","created":{"date-parts":[[2024,8,6]],"date-time":"2024-08-06T10:03:39Z","timestamp":1722938619000},"page":"2999-3033","update-policy":"https:\/\/doi.org\/10.1007\/springer_crossmark_policy","source":"Crossref","is-referenced-by-count":5,"title":["Using expansive learning to design and implement video-annotated peer feedback in an undergraduate general education module"],"prefix":"10.1007","volume":"30","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-5982-2274","authenticated-orcid":false,"given":"Dave","family":"Gatrell","sequence":"first","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"KaiPan","family":"Mark","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Cypher","family":"Au-Yeung","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Ka Yee","family":"Leung","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"297","published-online":{"date-parts":[[2024,8,6]]},"reference":[{"issue":"4","key":"12934_CR1","doi-asserted-by":"publisher","first-page":"491","DOI":"10.1080\/1475939X.2013.813403","volume":"23","author":"W Admiraal","year":"2014","unstructured":"Admiraal, W. 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The authors have no conflicts of interest to declare that are relevant to the content of this article. All authors certify that they have no affiliations with or involvement in any organisation or entity with any financial interest or non-financial interest in the subject matter or materials discussed in this manuscript. The authors have no financial or proprietary interests in any material discussed in this article. The data that support the findings of this study are available on request from the corresponding author. The data are not publicly available due to privacy or ethical restrictions.","order":1,"name":"Ethics","group":{"name":"EthicsHeading","label":"Declarations"}}]}}