https://ogma.newcastle.edu.au/vital/access/ /manager/Index ${session.getAttribute("locale")} 5 Face yourself! - learning progress and shame in different approaches of video feedback: a comparative study https://ogma.newcastle.edu.au/vital/access/ /manager/Repository/uon:42035 n = 64 students could be included. Video feedback was in hindsight rated significantly less shameful than before. Subjectively, there was no significant difference between the four approaches regarding effectiveness or the potential to arise shame. Objective learning success showed CL to be significantly less effective than the other approaches; additionally, T showed a trend towards being more effective than G or ST. Conclusions: There was no superior approach as such. But CL could be shown to be less effective than G, ST and T. Feelings of shame were higher before watching one’s video feedback than in hindsight. There was no significant difference regarding the different approaches. It does not seem to make any differences as to who is delivering the video feedback as long as it is a real person. This opens possibilities to adapt curricula to local standards, preferences, and resource limitations. 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