| Sumario: | Background: Prior studies in computer‐based feedback predominantly concentrated on feedback assigned by the program to learners, in which case learners only received feedback passively, without consideration for their preferences or autonomy. It remains unclear whether allowing learners to choose feedback types of varying complexity can improve learning. Objectives: The current study examined the effects of self‐selected feedback on emotions, motivation, and learning performance. Methods: We implemented a single‐factor between‐subjects design, involving 310 middle school students tasked with completing 10 multiple‐choice items on the topic of quadratic radicals. Learners either passively received program‐provided feedback with different complexities (Knowledge of Correct Response [KCR], Cue Feedback, and Explanation Feedback) or chose between any of these three feedback types after responses. Results and Conclusions: The results showed that: (a) learners in self‐selected feedback condition reported higher decisional autonomy than those in the program‐provided feedback conditions; (b) learners in self‐selected feedback condition experienced more positive emotions than those in the program‐provided KCR or cue feedback conditions, and reported stronger motivation than those in the program‐provided KCR; (c) learners in self‐selected feedback condition also outperformed those in the program‐provided KCR condition; (d) in the program‐provided feedback condition, more detailed information resulted in better learning performance (explanation > cue > KCR). Implications: These findings underscored the significance of allowing learners to choose feedback type to improve learning in computer‐based learning environments and provided empirical evidence to support more learner‐centered approaches to feedback design. Summary: What Is Currently Known About This Topic ○Computer‐based feedback could increase positive emotions, enhance motivation, and improve retention or transfer performance.○Knowledge of Correct Response (KCR) feedback, cue feedback, and explanation feedback are the three most common feedback types.○Different learners may necessitate distinct types of feedback information.○Recognising the need to focus on learners' willingness and autonomy in learner‐centered computer‐based learning, providing opportunities for learners to choose different feedback may be a promising approach to promote learning.What Does This Paper Add ○Self‐selected feedback was found to be superior to program‐provided KCR feedback and cue feedback in promoting positive emotions, and learners in the self‐selected feedback condition reported stronger motivation than those in the program‐provided KCR.○Self‐selected feedback could enhance learning performance compared to program‐provided KCR feedback.○When designing computer‐based feedback, the value of granting choice itself is no less than that of directly providing the most detailed feedback content.Implications for Practice and/or Policy ○When optimising the design of computer‐based feedback, we should not only focus on feedback characteristics but also consider learners' agency and preferences.○This study introduced a novel perspective on optimising feedback design, advocating for educators to view learners as active participants in feedback learning and to grant learners the autonomy to choose feedback type, thereby achieving personalised learning.
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