Provider versus recipient: Peer feedback roles effect on task performance, perceptions of learning, trust, and epistemic emotions

When participating in peer feedback, students typically act as either providers or recipients. While existing research indicates these roles may influence learning in different ways, evidence on their specific effects remains scarce. This study investigated the impact of peer feedback roles on task performance, perceptions of learning and trust, and emotions. Using a repeated-measures quasi-experimental design, 95 undergraduate Physical Education students completed a task, were randomly assigned to the provider or recipient role, and then completed a second task. The results showed no significant differences between roles in improvements in task performance or perceived learning, although both roles significantly improved over time. Role assignment also did not affect trust in oneself or peers, nor the intensity of epistemic emotions. Overall, these findings suggest that, in the short term, taking the role of provider or recipient leads to similar learning outcomes. ● This study compares provider and recipient roles in peer feedback. ● No role-based differences in task performance improvement found. ● Both providers and recipients reported increased perceptions of learning. ● Trust in self and peers remained stable across both roles. ● No significant differences in epistemic emotions between roles.