Design reviews are common educational practice in domains engaged in project-based learning approaches. This is the ‘learning space’ where students meet with instructors, their peers and other stakeholders to discuss the progress of their work. A number of research studies have looked into various phenomena taking place during design reviews. In this study, we adopt an inquiry-driven framework to investigate how questions might facilitate critical and creative thinking processes during problem framing and idea shaping. We are particularly interested in how question-asking influences the quality of the feedback exchanged between peers working in different teams during design review meetings. Building on previous work, specifically in design research, we extend previous contributions not only on the role of questions as influencing the design thinking process, but also on their perceived value (by the respondents) and thus their general benefit for constructing valuable feedback in design reviews.