Evaluating Preference for Graphic Feedback on Correct Versus Incorrect Performance

Feedback is an effective strategy for improving performance and consists of multiple characteristics. One characteristic that can influence feedback efficacy is its nature (whether feedback is positive or corrective) and little is known about the conditions under which individuals may prefer corrective over positive feedback. Thus, the purpose of this study was to assess the efficacy of and preference for positive and corrective feedback during the acquisition of novel tasks. In the first phase, participants received either positive, corrective, or no feedback across three novel tasks. Participants only mastered the task in which they received corrective feedback. In the second phase, participants chose to receive either positive or corrective feedback after completing trials of the previous phase's control task. All participants chose to receive corrective feedback more frequently than positive feedback. We discuss the implications of the results for feedback delivery in the workplace and provide suggestions for future research.

Section: Discussioncontrasting

confidence: 88%

mentioning

confidence: 99%

Assessing the efficacy of and preference for positive and corrective feedback

Simonian

Brand

2022

“…Therefore, we obtained data reflecting how task novelty and mastery might contribute to feedback timing selections. Obtaining data on stability and changes in feedback timing preference is a noteworthy contribution as prior research has typically only included one opportunity to report feedback preference (e.g., Sigurdsson & Ring, 2013). Thus, we identified conditions under which these types of preferences might vary, and possibly systematically, within a short time of participation.…”

Section: Selectionsmentioning

confidence: 99%

Identifying the relation between feedback preferences and performance

Bacotti

Grauerholz‐Fisher

Morris

et al. 2021

Performance feedback is a common organizational behavior management intervention (Gravina et al., 2018) that typically yields consistent effects when combined with other procedures (Alvero et al., 2001). A noteworthy characteristic that might affect feedback effectiveness is timing (Lechermeier & Fassnacht, 2018). Given the frequent use and practical utility of feedback, we assessed feedback preference across three feedback timing options: after step, after trial, and after session. We used a direct-choice paradigm to assess feedback timing preferences with undergraduate students completing two multistep computerized tasks. The data obtained suggest that most participants shifted their preference from relatively proximal (e.g., after step) to distal feedback (e.g., after session) as they acquired the tasks. A few participants' preferences varied despite increases in performance. We discuss implications based on the current findings and future directions for research.

A further investigation regarding the efficacy of and preference for positive and corrective feedback

Godinez,

Brand,

Miguel

et al. 2024

Although feedback is a widely used intervention for improving performance, it is unclear what characteristics individuals prefer and what is necessary for it to be effective. The purpose of this study was to systematically extend Simonian and Brand (2022) by addressing the limitations of the study and adding a best‐treatment phase. During an acquisition phase, participants received either positive, corrective, or no feedback upon task completion. Nine of 10 participants mastered the task that was associated with corrective feedback, and one participant mastered the task with no feedback. Eight participants completed a preference phase in which they were provided a choice of either positive or corrective feedback when learning to play a novel game. Half of the eight participants showed a preference for corrective feedback, and the remaining participants had mixed preferences. Overall, corrective feedback was more efficacious and more preferred than positive feedback.