Motivational Interviewing Transcript

This quasi-experimental pilot study examines the use of emoji-based feedback as a multimodal strategy to enhance student–instructor communication and engagement in an online, graduate-level occupational therapy course at a public university in Queens, New York. The cohort consisted of 40 students, 64% of whom identified English as a second language. Across alternating feedback conditions, students responded significantly more to emoji-based prompts than to verbal ones (p < .05). Post hoc analyses revealed sustained improvement in responsiveness during emoji-feedback phases. Two key functions emerged: emojis served as inclusive tools for immediate affective expression and as mechanisms for real-time engagement monitoring. The findings suggest that emoji-based feedback can support equitable, accessible, and culturally responsive pedagogy in diverse, digitally mediated learning environments. This study contributes to the field by offering practical insights for educators seeking to foster participation and connection in online instruction through multimodal communication tools. KEY WORDS: Emoji-based feedback, multimodal communication, online higher education, inclusive pedagogy, educational technology