Feedback for self-evaluation and learning performance
Abstract: The study aimed to investigate the impact of visual feedback on engagement in self-evaluation (time spent on visual feedback) and learning performance (scores on informal learning tasks). The study also examined the association between engagement in self-evaluation and learning performance. A total of 124 participants from a university in the Northeastern US were randomly assigned to one of the three study groups receiving different degrees of social comparison information visually (social comparison with a top comparison target, social comparison with an average comparison target, and no social comparison). During the experiment, participants completed two sets of informal learning activities. The study found significant differences in the engagement in self-evaluation among the groups; however, no difference in learning performance was observed. The study also revealed a positive association between the engagement in self-evaluation and learning performance. This finding of association provides empirical support for the importance of self-monitoring one’s effort in learning performance. The study is unique in its focus on engagement in self-evaluation, assessed by an objectively measurable unit of time.