Brain jam

Pollock, Ian; Murray, James A.; Yeager, Beth

doi:10.1145/3055116.3055122

Cited by 13 publications

(9 citation statements)

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“…A observação participante, no âmbito da etnografia, registrou exemplos da existência integrada desses vários métodos e estratégias educativas, da forma como a valorização de métodos práticos e experienciais parece facilitar a experiência educativa dos/as participantes (POLLOCK; MURRAY; YEAGER, 2017;FOWLER et al, 2016). Além disso, mostrou que os métodos mais vezes identificados e valorizados se revelam como aqueles com mais forte pendor relacional, como a troca e partilha entre participantes, bem como as experiências de mentoria.…”

Section: Percepções Sobre Métodos Estratégias E Recursos Educativosunclassified

“…Pela sua natureza multi e interdisciplinar, que cria condições para uma relação colaborativa entre várias áreas disciplinares, científicas, sociais e artísticas, as GJ revelam-se como importantes na aproximação entre diferentes conhecimentos, aplicando-os a uma questão ou problema prático (POLLOCK;MURRAY;YEAGER, 2017;KULTIMA et al, 2016). Assim, as GJ podem ter um papel nos processos de democratização do saber, permitindo que as pessoas acedam e se relacionem com diferentes áreas de estudo, de uma forma não hierárquica e não especializada, e pela oportunidade de relação com uma diversidade de pessoas profissionais e amadoras (MYERS; PICCOLO; COLLINS, 2019).…”

Section: Introductionunclassified

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Game Jams: novos lugares educativos? ,

2023

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Resumo A existência de vários lugares para o educativo está sendo reconhecida na sociedade contemporânea. As game jams (GJ), contextos de criação de videojogos, vêm sendo estudadas como lugares onde o educativo pode ser emergente. Este artigo apresenta uma revisão da literatura, que integra estudos acerca das relações entre game jams e educação. Poucos estudos têm sido realizados, mobilizando métodos qualitativos e explorando as percepções e perspectivas das pessoas participantes sobre a forma como esse educativo desenvolve-se e concretiza-se. Este artigo recorre a dados de um estudo etnográfico multissituado e focado, desenvolvido no contexto de 5 GJ, e dados de 8 grupos de discussão focalizada, realizados de forma síncrona on-line, com participantes em GJ. Os resultados da análise revelam a emergência de quatro dimensões analíticas, que identificam as motivações educativas para a participação nas GJ e as características da experiência educativa vivida; as percepções sobre os resultados e efeitos educativos da experiência; os métodos, as estratégias e recursos educativos percebidos; e as percepções sobre o clima relacional e social vivido nas GJ. Essas dimensões analíticas permitiram explorar uma compreensão das GJ como novos lugares educativos, que concretizam a procura da integração ativa e dinâmica do lúdico, do tecnológico com e no educativo. As GJ, portanto, são reconhecidas e valorizadas pelas pessoas participantes como lugares educativos emergentes no panorama educativo contemporâneo, que integram dimensões facilitadoras da vivência de uma experiência educativa.

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Section: Percepções Sobre Métodos Estratégias E Recursos Educativosunclassified

Section: Introductionunclassified

Game Jams: novos lugares educativos? ,

2023

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“…Fowler & Schreiber [38] created a game jam summer camp framework designed to encourage people from under-represented and minority backgrounds to get a STEM education. Similarly, Pollock et al [107] combined game making and neuroscience into after school programs to entice young people to get a STEAM education. The Indie Galactic Space Jam [62] is an annual game jam about space travel.…”

Section: Teaching and Learningmentioning

confidence: 99%

Two Decades of Game Jams

Lai

Kultima

Khosmood

et al. 2021

Sixth Annual International Conference on Game Jams, Hackathons, and Game Creation Events

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In less than a year's time, March 2022 will mark the twentieth anniversary of the first documented game jam, the Indie Game Jam, which took place in Oakland, California in 2002. Initially, game jams were widely seen as frivolous activities. Since then, they have taken the world by storm. Game jams have not only become part of the day-to-day process of many game developers, but jams are also used for activist purposes, for learning and teaching, as part of the experience economy, for making commercial prototypes that gamers can vote on, and more. Beyond only surveying game jams and the relevant published scientific literature from the last two decades, this paper has several additional contributions. It builds a history of game jams, and proposes two different taxonomies of game jams -a historical and a categorical. In addition, it discusses the definition of game jam and identifies the most active research areas within the game jam community such as the interplay and development with local communities, the study and analysis of game jammers and organisers, and works that bring a critical look on game jams. CCS CONCEPTS• Human-centered computing → Interaction design; • Software and its engineering → Interactive games.

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“…A game jam is an event where knowledge is shared by organizing multidisciplinary teams that create a video game, and its purpose is to explore the conceptualization process, the development, and the skills that students developed thereafter. Game jams offer opportunities to improve the skills necessary to develop video games [1], improve skills in STEAM [2], develop interpersonal and intrapersonal skills, and heighten participant self-efficacy [3] or learning motivation [1]. In addition, through game jam experience, participants become more skilled in video-game design, as creativity is highly promoted [4].…”

Section: Introductionmentioning

confidence: 99%

“…The OECD proposed an approach developed over two initiatives: the Definition and Selection of Competencies Program (DeSeCo) and the Program for International Student Assessment (PISA) [13]. DeSeCo's main objective is to provide a framework that can guide the long-term extension of assessments into new competence domains and uses three groups of key competencies: (1) using tools interactively, (2) interacting in socially heterogeneous groups, and (3) acting autonomously. The individuals' ability to think for themselves and assume responsibility in their own learning processes and activities is at the center of the DeSeCo initiative [15].…”

Section: Introductionmentioning

confidence: 99%

Game Jams as Valuable Tools for the Development of 21st-Century Skills

Espinosa

2022

Sustainability

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The concept of 21st-century skills refers to the knowledge, skills, and emotions that are critical to successfully navigating today’s world. Game jams can act as spaces to develop these skills and thus boost cooperative learning, problem-based learning, or co-creation. Additionally, game jams offer opportunities to improve collaboration and creativity skills, among others. This paper summarizes three years of activities designing and studying game jams to develop 21st-century skills, focused on Mexican students aged 12–16 years old. Data were compiled through direct observation, open-ended questionnaires, and interviews and were subject to thematic analysis in order to construct new knowledge on a previously underexplored topic. The results suggest that game jams are valuable tools to develop 21st-century skills, and, although the outcomes of skill evaluation may vary and may be difficult to verify, the participants reported increased skills, such as creativity or collaboration. Finally, this paper provides recommendations based on the research and practice conducted by the authors on how to use game jams to develop 21st-century skills and different ways to organize game jams, along with the resources needed.

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Brain jam

Cited by 13 publications

References 4 publications

Game Jams: novos lugares educativos? ,

Game Jams: novos lugares educativos? ,

Two Decades of Game Jams

Game Jams as Valuable Tools for the Development of 21st-Century Skills

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