Table 1 A summary of the forms of critique that were enacted in the classroom that were teacher-initiated (columns 2–4) or student-initiated (columns 5–7)
From: “I Broke Your Game!”: critique among middle schoolers designing computer games about climate change
Curriculum/teacher-initiated | Student-initiated | |||||
|---|---|---|---|---|---|---|
Participant structure | Critic of games made outside of the class | Feedback on games made by peers | Presentations with feedback | Peer spontaneously giving advice after choosing to play a game | Soliciting peer opinion/advice | Offering opinion while giving help |
Artifacts | Prompts and writing | Face to face—worksheets; online—short comments | Posters overhead projection | Online comments | None | None |
Multi-modality | Oral, written on paper | Oral, written on paper/online | Oral | Oral | While playing | Oral |
Triadic game design dimensions | Play, meaning, reality | Meaning | Play, meaning | |||
Consequences from critique | Inspiration for own game | Debugging | None | Debugging, playability | ||