This study investigates how structured, timely and emotionally intelligent feedback can support both cognitive development and emotional regulation within a competition-based learning (CBL) framework in higher education. Specifically, it asks whether feedback-rich, low-stakes assessment models can reduce anxiety and enhance learner engagement in practice-based disciplines. Using longitudinal action research across four academic cycles (2021–2024), data were collected from 73 students and 19 educators via performance scores, surveys, learning analytics and reflective journals. Results showed consistent reductions in assessment-related anxiety, greater student motivation and improved self-regulation, with five key themes emerging. The model repositions feedback as a developmental mechanism, rather than a judgmental one, highlighting its role in fostering learner agency and wellbeing. These findings offer a scalable assessment approach that warrants further exploration across diverse disciplines and institutional settings.
M MCGUIRE (2025) studied this question.