The subjects of this study were 98 college students, ages 18-52, in a California college. This test measured several variables, from their performance to learning and enjoyment. Conditions were based on if students chose to get feedback (either critical or confirmatory) or if they chose to automatically receive feedback (they would get critical or confirmatory feedback without being given a choice of which)

• Performance was determined based on how many rules of poster designing that were programmed were done correctly or not by the student.
• Learning was based on a test done after the poster-designing game in which students would answer questions to see if other posters were correctly designed or not.
• Enjoyment was based on a self-report by the students being tested.

Overall, when students chose to receive critical feedback, they were more likely to redo the posters in the next round and perform better in the game. They would also enjoy the task if they chose to receive feedback. In contrast, students who received feedback, especially critical feedback did worse in the task, especially in later rounds of poster-designing and enjoyed the task less.