In the context of student learning, investigating effective feedback mechanisms within augmented reality (AR) learning systems is crucial for better understanding and optimizing study behaviors. This study examines the influence of metacognitive monitoring feedback within an AR setting. Our hypothesis suggests that regularly providing students with feedback on their metacognitive monitoring within an AR learning environment has a beneficial effect on their metacognitive state. The results of the study confirm that frequent exposure to such feedback significantly improves scores on the Metacognitive Awareness Inventory. Essentially, there was a marked increase in the inventory scores of participants who received ongoing feedback, in contrast to those who were only given metacognitive monitoring feedback once after the lecture, particularly in the areas of planning, monitoring comprehension, and debugging strategies. This enhancement is achieved by influencing student calibration by directly impacting their metacognitive state.