Peer feedback is an essential part of the iterative game design process. Peer feedback requires students to develop a range of skills, both to provide high quality feedback to others and to reflect on the feedback they receive. Students also often engage in reflection activities as a team, requiring even more skill development for effective peer feedback exchange to occur. Students often struggle to develop the skills necessary for giving and receiving feedback effectively. This paper presents the EOTA method, a pedagogical approach designed to elicit formative feedback during in-class playtests of student games. We discuss our experiences using the EOTA method in university-level game design classes and identify how the EOTA method can help address issues that often arise in peer feedback exchange, such as supporting student engagement, improving quality of student feedback, and helping students reflect on feedback received.
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