Effects of Manipulated Feedback on Adolescent Learning: An EEG Study

The purpose of this study was to investigate the effects of manipulated feedback on adolescents' learning through changes in brainwaves.This study aimed to examine the changes in learners' brain activity according to manipulated feedback after task performance and to relate these changes to learning motivation.A total of 60 adolescents between the ages of 13 and 15 were randomly assigned to a positive feedback group (20 participants), a negative feedback group (20 participants), and a control group (20 participants).EEG measurements were taken before and after task performance, and either positive, negative, or no feedback was artificially provided based on task performance.The results showed no significant main effect of group or time on brainwave changes.However, a significant interaction effect between group and time was found in the activation of the right hemisphere.Specifically, the positive feedback group showed decreased right hemisphere activation after the task, while the negative and control groups showed increased activation.Based on these results and prior studies, positive manipulated feedback may reduce right hemisphere activation in adolescents, thereby promoting positive emotions and enhancing learning motivation.Future research should further explore the long-term effects of such feedback on adolescent cognitive and emotional development in educational settings.