This study tracked the eye movements of n = 24 undergraduate students while they played an assessment game, Posterlet. Students designed digital posters and then they received three pieces of constructive critical (negative) or confirmatory (positive) feedback on each of the posters. Total eye gaze duration analyses revealed that students spent significantly more time attending to the critical rather than to the confirmatory feedback they received. They also dwelled more on each word and letter

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... of critical rather than confirmatory feedback. Finally, they also revisited critical feedback more often than confirmatory feedback. Implications of these results and future research directions are discussed.