Abstract
Purposefully embedding feedback tasks in existing higher education courses can be one way to support students in developing feedback literacy. Courses that introduce students to Human-Centered Design (HCD) are optimal for engaging students in providing and receiving constructive feedback. This study explored how students engaged in providing constructive feedback to their peers as they worked on a design challenge in an 8-week introduction to HCD course. Students used a digital platform that allows the instructor to create feedback sessions and prompt students to answer questions or add hashtags that can foster their engagement in constructive feedback. In this course, 11 students provided 293 feedback inputs across four feedback sessions. The quality of the feedback improved over time and included hashtags that are relevant to the HCD processes. Potentially, feedback inputs can also be indicators of students’ understanding of the HCD processes in introduction to HCD courses.
DOI
https://doi.org/10.21606/drslxd.2025.156
Citation
Shehab, S., Henderson, A.,and Lewis, D.(2025) Practicing Constructive Feedback during Design Projects, in Clemente, V., Gomes, G., Reis, M., Félix, S., Ala, S., Jones, D. (eds.), Learn X Design 2025, 22-24 September 2025, Aveiro, Portugal. https://doi.org/10.21606/drslxd.2025.156
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Conference Track
Full Paper
Practicing Constructive Feedback during Design Projects
Purposefully embedding feedback tasks in existing higher education courses can be one way to support students in developing feedback literacy. Courses that introduce students to Human-Centered Design (HCD) are optimal for engaging students in providing and receiving constructive feedback. This study explored how students engaged in providing constructive feedback to their peers as they worked on a design challenge in an 8-week introduction to HCD course. Students used a digital platform that allows the instructor to create feedback sessions and prompt students to answer questions or add hashtags that can foster their engagement in constructive feedback. In this course, 11 students provided 293 feedback inputs across four feedback sessions. The quality of the feedback improved over time and included hashtags that are relevant to the HCD processes. Potentially, feedback inputs can also be indicators of students’ understanding of the HCD processes in introduction to HCD courses.