Durability of metacognitive-feedback benefits

Determine whether the immediate improvement in unaided fraction-arithmetic test performance produced by metacognitive feedback translates into durable skill acquisition over extended practice periods and delayed assessments.

Background

The experiment measured unaided performance immediately after a brief practice session. Although metacognitive feedback improved this immediate outcome, the study does not establish whether the benefit persists over time or reflects durable learning. The authors identify longitudinal studies with extended practice and delayed assessments as necessary to determine the robustness of the effect.