The Different Metacognitive Effects of Peer-Generated Visual Feedback in Learning by Drawing

• In Event: Modeling and Supporting Self-Regulated and Metacognitive Learning

Abstract

This study addresses a research gap concerning the metacognitive effects of peer-generated visual feedback during learning by drawing—a topic underexplored compared to expert-generated visuals. 120 university students were randomly assigned to either the compare group (comparing drawings with peer feedback) or the control group (no feedback). Results revealed that visual comparison disrupted students’ metacognitive accuracy for drawings, leading to underconfidence, trapping students in a "criticism-doubt" cycle. In contrast, it improved recall calibration, aligning judgments more closely with actual performance. Despite no significant performance gains, the study suggests that different impact of peer-generated visual feedback on metacognition. It also highlights that the task type may influence the effectiveness of feedback strategies and the need for more structured and effective feedback mechanisms.

Authors

• Xiyu Chen, East China Normal University

• Zhe Wang, East China Normal University