skip to main content
US FlagAn official website of the United States government
dot gov icon
Official websites use .gov
A .gov website belongs to an official government organization in the United States.
https lock icon
Secure .gov websites use HTTPS
A lock ( lock ) or https:// means you've safely connected to the .gov website. Share sensitive information only on official, secure websites.

Explore Research Products in the PAR
It may take a few hours for recently added research products to appear in PAR search results.


Title: Peer Feedback Processes in the Game Industry
A wide variety of design strategies, tools, and processes are used across the game industry. Prior work has shown that these processes are often collaborative, with experts in different domains contributing to different parts of the whole. However, the ways in which these professionals give and receive peer feedback have not yet been studied in depth. In this paper we present results from interviews with industry professionals at two game studios, describing the ways they give feedback. We propose a new, six step process that describes the full feedback cycle from making plans to receive feedback to reflecting and acting upon that feedback. This process serves as a starting point for researchers studying peer feedback in games, and allows for comparison of processes across different types of studios. It will also help studios formalize their understanding of their own processes and consider alternative processes that might better fit their needs.  more » « less
Award ID(s):
1821590
PAR ID:
10205834
Author(s) / Creator(s):
; ; ; ; ;
Date Published:
Journal Name:
Proceedings of the Annual Symposium on Computer-Human Interaction in Play
Page Range / eLocation ID:
427 to 438
Format(s):
Medium: X
Sponsoring Org:
National Science Foundation
More Like this
  1. ; ; ; (, ASEE Annual Conference proceedings)
    The Additive Manufacturing Workforce Advancement Training Coalition and Hub (AM-WATCH) targets to address gaps in the current knowledge base of manufacturing professionals through the development of Massive Open Online Courses (MOOCs) based educational materials, delivery of professional development activities, support provided to 30+ instructors per year, and expanded outreach activities targeting K-12 and community college teachers and students. Tennessee Tech University is collaborating with the University of Louisville, Sinclair Community College, National Resource Center for Materials Technology Education, Oak Ridge National Laboratory, and industry in the development of cutting-edge and multi-dimensional educational modules and activities for instructors. Developed materials are presented to 30+ instructors through intensive two-day AM Studios every year. While instructors learn the latest trends and technologies in AM, they also grasp the ABET Student Outcomes and Continuous Improvement. This paper reports the current practices made in these studios and feedback received from the instructors. 
    more » « less
  2. ; ; ; ; (, Proceedings of the 2017 CHI Conference on Human Factors in Computing Systems)
    Peer feedback is a central activity for project-based design education. The prevalence of devices carried by students and the emergence of novel peer feedback systems enables the possibility of collecting and sharing feedback immediately between students during class. However, pen and paper is thought to be more familiar, less distracting for students, and easier for instructors to implement and manage. To evaluate the efficacy of in-class digital feedback systems, we conducted a within-subjects study with 73 students during two weeks of a game design course. After short student presentations, while instructors provided verbal feedback, peers provided feedback either on paper or through a device. The study found that both methods yielded comments of similar quality and quantity, but the digital approach provided additional ways for students to participate and required less effort from the instructors. While both methods produced similar behaviors, students held inaccurate perceptions about their behavior with each method. We discuss design implications for technologies to support in-class feedback exchange. 
    more » « less
  3. (, arXiv preprint arXiv:2403.15482)
    Realistic practice and tailored feedback are key processes for training peer counselors with clinical skills. However, existing mechanisms of providing feedback largely rely on human supervision. Peer counselors often lack mechanisms to receive detailed feedback from experienced mentors, making it difficult for them to support the large number of people with mental health issues who use peer counseling. Our work aims to leverage large language models to provide contextualized and multi-level feedback to empower peer counselors, especially novices, at scale. To achieve this, we co-design with a group of senior psychotherapy supervisors to develop a multi-level feedback taxonomy, and then construct a publicly available dataset with comprehensive feedback annotations of 400 emotional support conversations. We further design a self-improvement method on top of large language models to enhance the automatic generation of feedback. Via qualitative and quantitative evaluation with domain experts, we demonstrate that our method minimizes the risk of potentially harmful and low-quality feedback generation which is desirable in such high-stakes scenarios. 
    more » « less
  4. ; ; (, Assessing Writing)
    East, Martin; Slomp, David (Ed.)
    Studies examining peer review demonstrate that students can learn from giving feedback to and receiving feedback from their peers, especially when they utilize information gained from the review process to revise. However, much of the research on peer review is situated within the literature regarding how students learn to write. With an increasing use of writing-to-learn in STEM classrooms, it is important to study how students engage in peer review for these types of writing assignments. This study sought to better understand how peer review and revision can support student learning for writing-to-learn specifically, using the lenses of cognitive perspectives of writing and engagement with written corrective feedback. Using a case study approach, we provide a detailed analysis of six students’ written artifacts in response to a writing-to-learn assignment that incorporated peer review and revision implemented in an organic chemistry course. Students demonstrated a range in the types of revisions they made and the extent to which the peer review process informed their revisions. Additionally, students exhibited surface, midlevel, and active engagement with the peer review and revision process. Considering the different engagement levels can inform how we frame peer review to students when using it as an instructional practice. 
    more » « less
  5. ; ; ; (, The International Journal of Organizational Diversity)
    Historically, the African American female population has been underrepresented within the STEM workforce, creating non-inclusive environments. The metaphor of getting a seat at the table reflects the idea of inclusivity where Black women’s opinions are valued, and they can make decisions and create change within the workplace. Intersectionality poses several unique challenges for Black women pursuing careers in the video games industry. We motivate further research on this group through existing literature and insights from running a research group on the group design of human-centered data science games in a collaborative university setting. We take an autoethnographic perspective on the topic, with the first and second authors grounding their findings in their own experiences as Black women in STEM and higher education and with video game development studios. We outline tangible actions toward the recruitment, development, and retention of Black women in the video games industry in the future. 
    more » « less
  • Citation Formats
  • MLA
  • APA
  • Chicago
  • BibTeX
  • Save / Share this Record
  • Send to Email