This document describes a study introducing personalized feedback for students in an undergraduate automatic identification course. Students had previously indicated slow feedback was an issue. The implemented solution provided individualized feedback on lecture objectives using clickers before labs. Quiz and exam scores were compared between semesters with and without feedback. For higher-level modules, scores were significantly higher with personalized feedback, suggesting it helped student learning and performance. The feedback system was refined over iterations to best provide targeted, individualized guidance to students.