In the design classroom, peer feedback is when students give and receive feedback on one another’s work. This type of feedback is valuable for the feedback receivers, since they get more copious and diverse feedback than they would from the instructor alone. It’s also valuable for the feedback providers, since they learn to internalize the standards of the discipline. Finally, peer feedback can give instructors insight into what their students do and don’t understand.

Unfortunately, peer feedback faces issues with engagement (students can check out if they don’t see the value), quality (it’s hard to give great feedback), and reflection (students don’t know how to make sense of the feedback they get). Fortunately, we have created PeerPresents in response. PeerPresents is a web-based peer feedback system that helps learners with all three of these challenge.

To hear more about the project, you can watch the video from the 2017 GDC Education Summit, starting at 21:00:


Cook, A., Hammer, J., Elsayed-Ali, S., & Dow, S. (2019). How guiding questions facilitate feedback exchange in project-based learning. Proceedings of the 2019 ACM conference on computer-human interaction. [pdf]

Cook, A., Sciuto, A., Hu, D., Dow, S. P., & Hammer, J. (2017). Better organization or a source of distraction? Introducing digital peer feedback to a paper-based classroom. Proceedings of the 2017 ACM conference on computer-human interaction. [pdf]

Shannon, A., Hammer, J., Thurston, H., Diehl, N., & Dow, S. (2016). PeerPresents : A web-based system for in-class peer feedback during student presentations. Proceedings of the 2016 ACM conference on designing interactive systems. [pdf]



Project Staff


Amy Cook (University of Memphis)
Stephen Dow (UCSD)

Gal Fleissig
Bryan Learn

Natalie Diehl
Salma Elsayed-Ali
So Young Han
Danielle Hu
Alex Sciuto
Hassler Thurston
Yuanfei Zhao


NSF grants #1122206 and #1122320 funded this research. The research was also supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305B150008 to Carnegie Mellon University.