Feedback is an integral aspect of developing self-regulated learning in that it enables the student an opportunity for reflection, making changes, and learning. The computer-based feedback system supports this systematic review in exploring how improvement in academic performance, metacognitive reasoning, and emotional resilience has taken place in the cognitive and affective dimensions of feedback. Using the PRISMA standards and the PICOS framework, we synthesized findings from 22 studies to assess the effectiveness of these compared with more traditional methods of providing feedback. Results have demonstrated that there is a great enhancement in learning outcomes with personalized real-time feedback, which also reduces frustration, particularly in high-stress environments. Such systems adapt to meet the needs of each learner, developing critical thinking and emotional resilience with continued motivation. While computer-based feedback has shown strengths in terms of scalability and precision, limitations regarding creativity and a human touch raise the need for hybrid models that combine technological efficiency with educator support. This review places cognitive and affective feedback as major drivers of transformative learning in bridging the gap between the learner's aspiration and achievement.