The study shows that critical feedback and revision were strongly correlated, and students improved their poster design performance as they played the game. This illustrates the importance of choosing critical feedback because the more students chose critical feedback and revised their posters, the better they performed on the poster design task. The study also reveals that the more students were assigned to critical feedback, the worse they performed on the post-test. This shows how critical feedback can aid performance, depending on the amount of assigned critical feedback. Overall, critical feedback is associated with better performance when students choose their feedback valence, but worse performance when they are assigned their feedback valence. One possible reason for this is that choice can be a source of motivation, which may lead to more engagement with their learning. Another important aspect to consider is that students in the choose condition enjoyed designing posters significantly more than students in the receive condition. This implies that choices can promote a sense of autonomy that is associated with higher levels of enjoyment and intrinsic motivation. The finding that enjoyment correlates with the time the students took to design the posters, only in the choose condition, supports this motivational hypothesis and is consistent with prior research.