If learners have a choice! A systematic literature review on feedback choice in computer-based learning

To date, extensive research has been conducted on the effects of computer-based feedback on learning. However, most research in this field has focused on feedback that is assigned to learners. Considering recent calls to focus more on the central role of the learner and to foster an active engagement with feedback, giving learners a choice over their feedback could be an option for addressing this desideratum. Therefore, this systematic review aims to summarize the existing empirical literature on learners' self-chosen feedback in the context of computer-based learning to provide a comprehensive overview of factors influencing learners’ feedback choices and the effects of giving learners a choice over their feedback. Our extensive literature search yielded a total of 33 studies to form the basis for the review. The analysis indicates that, when given a choice, most learners actively choose computer-based feedback rather than not selecting it; this choice is influenced by a variety of factors, including cognitive, motivational, as well as task-related characteristics (e.g., difficulty, response correctness). Furthermore, several cognitive, affective, and behavioral effects of feedback choice have been identified, whereby a strong focus on the cognitive effects is evident. Although beneficial effects on performance outcomes could not be observed, offering a feedback choice option to learners may be worth implementing in computer-based learning environments. However, further research is needed to investigate when and for whom a feedback choice option might be beneficial.