The field of training has been changing rapidly due to advances in technology such as videogame-based adaptive training. Videogame-based adaptive training has provided flexibility and adaptability for training in cost-effective ways. Although this method of training may have many benefits for the trainee, current research has not kept up to pace with its implementation. This study seeks to close this gap by testing four competing feedback and training theories. The ACT-R theory and the feedback intervention theory provide different recommendations for the frequency (frequent or infrequent) that feedback should be provided during training. Self-efficacy theory and the control theory provide different recommendations for the appropriate feedback sign (positive or negative) that should be provided during training. A laboratory study was conducted in which the frequency of feedback and feedback sign were manipulated in a videogame-based adaptive training environment. MANOVA results indicate that frequent negative feedback and infrequent positive feedback were beneficial to trainee performance. The role of feedback orientation was also examined as a moderator of the relationship between feedback and performance, but was not supported. The findings serve as a framework for practitioners in determining the necessary type of feedback needed when designing trainings in the emerging field of videogame-based adaptive training. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]