This experimental study examines the effect of choosing versus receiving feedback on learning and performance of 98 college students from California, using a digital poster design activity called Posterlet. Participants were randomly assigned to either the choose feedback condition; where the participants chose confirmatory or critical feedback for the posters they designed, or they were assigned to the receive feedback condition; where participants were assigned confirmatory or critical feedback on their posters, using the same feedback valence that the students in the choose condition chose. The mean age for participants in the study was 22.71 years old, the participants consisted of about half males and half females, and data collection occurred between spring 2015 and spring 2016. In both conditions, participants designed two posters in two separate rounds, and after the two rounds, participants in both conditions took the same online post-test that measured their knowledge of graphic design principles, as well as a questionnaire regarding their enjoyment of designing the posters.