Effects of performance feedback valence on perceptions of invested mental effort |
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| Institution: | 1. Department of Education, Utrecht University, The Netherlands;2. Department of Psychology, Education and Child Studies, Erasmus University Rotterdam, The Netherlands;3. Learning and Innovation Centre, Avans University of Applied Sciences, Breda, The Netherlands;4. Early Start Research Institute, University of Wollongong, Australia;1. Department of Curriculum, Foundations, & Reading, Georgia Southern University, P.O. Box 8144, Statesboro, GA 30460-8144, USA;2. Department of Educational Psychology, University of Nevada, Las Vegas, 4505 Maryland Parkway, Box 453003, Las Vegas, NV 89154-3003, USA;3. Department of Psychology, Metropolitan State University of Denver, 890 Auraria Parkway, Denver, CO 80204, USA;1. University of Groningen, Groningen Institute for Educational Research, The Netherlands;2. Department of Psychology, Education, and Child Studies, Erasmus School of Social and Behavioral Sciences, Erasmus University Rotterdam, The Netherlands;1. Technical University of Munich, TUM School of Education, Teaching and Learning with Digital Media, Arcisstraße 21, 80333 Munich, Germany;2. University of Wuerzburg, Institute of Human Computer Media, Instructional Media, Oswald-Külpe-Weg 82, 97074 Wuerzburg, Germany;1. University of Bern, Institute of Psychology, Department of Developmental Psychology and Swiss Graduate School for Learning, Memory, & Cognition, Fabrikstrasse 8, CH-3012 Bern, Switzerland;2. Maastricht University, Department of Educational Development & Research and Graduate School of Health Professions Education, Universiteitssingel 60, PO Box 616, 6200 MD Maastricht, The Netherlands |
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| Abstract: | We investigated whether the valence of performance feedback provided after a task, would affect participants’ perceptions of how much mental effort they invested in that same task. In three experiments, we presented participants with problem-solving tasks and manipulated the presence and valence of feedback between conditions (no, positive, or negative feedback valence), prior to asking them to rate how much mental effort they invested in solving that problem. Across the three experiments–with different problem-solving tasks and participant populations–we found that subjective ratings of effort investment were significantly higher after negative than after positive feedback; ratings given without feedback fell in between. These findings show that feedback valence alters perceived effort investment (possibly via task perceptions or affect), which can be problematic when effort is measured as an indicator of cognitive load. Therefore, it seems advisable to measure mental effort directly after each task, before giving feedback on performance. |
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| Keywords: | Mental effort Feedback valence Problem solving Cognitive load measurement |
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