Computer-based performance feedback: Effects of error message complexity on cognitive, metacognitive, and motivational outcomes

In computer-based assessments, immediate performance feedback on incorrect responses may have major cognitive and metacognitive benefits but it also be demotivating for students by mirroring task-related failure. This experiment investigated the impact of three different error clarification types. We systematically varied presence complexity messages (1 × 4 between-subjects design) analyzed effects with levels students' cognition, metacognition, motivational state. Our sample included 439 university who worked 12 constructed-response geometry tasks. The received either no or message complexities after (i.e., Knowledge Results [KR], Correct Response [KCR], Elaborated Feedback [EF]) paired confirmatory KCR correct responses. All types, namely KR, KCR, EF, significantly enhanced correction equally fostered calibration accuracy. Moreover, increased time spent error-related (even simple KR messages), which suggests that actively used additional to reflect their mistakes. Nevertheless, EF more effectively than KR. Students' state did not differ receiving compared feedback. After responses, we found a negative effect students’ detrimental was in contrast mitigated showed similar level as group.