Bridging learning gaps through Discord: peer-to-peer learning in computer graphics education

Purpose This study examines how Discord facilitates peer-to-peer learning in a university-level computer graphics course. It explores how the platform supports student engagement, peer feedback and mentorship in a technical, project-based setting. By analyzing survey responses and server engagement metrics, the study highlights Discord’s role in enhancing collaboration and academic outcomes through interactive peer learning. Design/methodology/approach This study adopts a mixed-methods approach, combining quantitative and qualitative data. An anonymous survey was conducted with 111 students to assess their experiences with peer learning on Discord, focusing on engagement, feedback and mentorship. Server engagement metrics, including message counts and channel activity, were analyzed to measure participation patterns. Open-ended survey responses were thematically analyzed to identify recurring themes related to collaboration and challenges. Data collection occurred over four weeks, and statistical analysis was performed to summarize the findings. Findings The study found that Discord significantly enhances peer-to-peer learning by fostering collaboration, mentorship and constructive feedback in a university-level computer graphics course. Students frequently sought and provided assistance through the platform, with senior peers playing a vital mentorship role. Engagement metrics revealed high activity levels in academic channels, emphasizing Discord’s utility in technical, project-based tasks. Peer feedback was rated as valuable and complementary to instructor input. However, challenges included managing the volume of content and maintaining academic focus within Discord’s informal environment. These findings highlight Discord’s potential for fostering effective peer learning when used with clear structure and moderation. Practical implications Educators can leverage Discord to enhance peer-to-peer learning and collaboration in technical, project-based courses. By integrating Discord into their teaching strategies, they can foster real-time interaction, mentorship and constructive feedback among students. To maximize its effectiveness, it is important to provide structure and moderation—such as setting clear guidelines and dedicating specific channels for academic discussions—to manage content volume and maintain academic focus. Institutions should consider training faculty on effectively implementing Discord or similar platforms, not only recognizing the potential challenges but also the significant benefits in student engagement and learning outcomes. Originality/value This study offers unique insights into the use of Discord as a peer-to-peer learning tool in a university-level computer graphics course. By combining survey data with engagement metrics, it provides a comprehensive analysis of how Discord’s features support mentorship, collaboration and feedback in technical, project-based education. The findings emphasize Discord’s potential to address diverse skill levels and foster interactive learning environments. This research contributes to the growing literature on digital platforms in education, showcasing practical strategies for integrating Discord to enhance student engagement and learning outcomes in similar academic settings.