| Sumario: | The aim of the present study (n = 113) was to examine how (objective and subjective) information on peers' preparation, confidence, and past performance can support students in answering correctly in audience response systems (aka clickers). The result analysis shows that in the "challenging" questions, in which answers diverged, students who received additional information about peers' self‐reported preparation and/or confidence outperformed students who were only given the objective percentage with or without past performance feedback. In addition, students expressed a positive attitude towards the activity, commenting its usefulness in better understanding course material and identifying misconceptions. Lay Description: What is already known about this topic: Audience response systems (ARS) typically provide anonymous feedback (i.e., percentage)Information on how much a partner knows is important for peer answer evaluationSystematic research of such metacognitive information on peers in ARS is missing What this paper adds: This study explores the use of objective and subjective feedback metrics in ARSThese metrics are percentage, preparation, confidence, and past performanceIt also analyses how such metrics may impact student attitudes and performance Implications for practice and/or policy: Main effect for preparation and confidence metrics in "challenging" questionsPositive student evaluation of ARS for deeper understanding and clarifying misconceptions
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