Document Type

Conference Proceeding

Abstract

This paper reports a mixed-methods evaluation of how feedback/project source (faculty-led versus client-led) shapes student outcomes in a two-course undergraduate game and simulation development sequence (N = 29 across two academic years). Quantitative measures (enjoyment, intrinsic motivation, self-efficacy) were collected with a six-point Likert survey and analyzed, but due to small sample sizes were not used to empirically evaluate the constructs. Instead, qualitative data comprised of de-identified focus-group transcripts and open-ended survey responses were analyzed with a keyword-assisted codebook and manual validation. Year 1 (faculty feedback) exhibited more consistent post-course gains, especially in self-efficacy, while Year 2 (client feedback) produced more variable outcomes tied to feedback quality and autonomy constraints. Triangulated findings yield practical design recommendations for implementing client-based project work (structured client orientation, feedback rubrics, and autonomy-preserving scaffolds). Automated analysis artifacts and scripts are archived for reproducibility.

First Page

1

Last Page

24

Publication Date

2-27-2026

Comments

This work was supported in part by the National Science Foundation under Award Number 2427766 (support for the Year 2 client project), the University of South Alabama SoTL Fellowship, and a small technology grant from University of South Alabama's Innovations in Learning Center. Year 1 findings were presented at a regional meeting hosted by University of South Alabama as required by the fellowship. This full study was presented at Georgia Southern’s International SoTL Commons conference on February 27, 2026. Open Educational Materials (OER) employed in the experiment of the study was published in ACM’s EngageCSEdu Open Journal at https://doi.org/10.1145/3786353.    

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