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Feedback is a key element of project-based learning, but only if students reflect on and learn from the feedback they receive. Students often struggle to deeply engage with feedback, whether due to lack of confidence, time, or skill. This work seeks to identify challenges that make reflecting on feedback difficult for students, and to design possible solutions for supporting reflection. Through observing two university game design courses, our research found that without concrete reflection strategies, students tended to be attracted to feedback that looks useful, but does not necessarily them move forward. When we introduced three different reflection scaffolds to support students, we found that the most effective approach promoted interactive learning by allowing time for self-reflection before team reflection, offering time limits, providing activities for feedback prioritization, helping teams align their goals, and equalizing team member participation. We present design guidelines for future systems to support reflection on feedback. 

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.