Building finnish game jam community through positive social facilitation

Kultima, Annakaisa; Alha, Kati; Nummenmaa, Timo

doi:10.1145/2994310.2994363

Cited by 20 publications

(13 citation statements)

References 7 publications

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“…Group dynamics in a game jam setting are very important (Kultima, Alha, & Nummenmaa, 2016), especially for first-time jammers (Meriläinen, 2019). As the students had worked in the same groups throughout the whole course, they did not need to spend time to get to know each other, which may have otherwise hindered the process within such a limited time scale.…”

Section: Discussionmentioning

confidence: 99%

“…These experiences suggest that even when technological barriers to entry are lowered, personal and interpersonal dynamics play a considerable part in the jam experience (see Meriläinen & Aurava, 2018). The sub-themes underline the importance of both social facilitation (see Kultima, Alha & Nummenmaa, 2016) and group preparation for a successful and enjoyable game jam experience. Consider these two rather negative experiences:…”

Section: Diverging Experiencesmentioning

confidence: 99%

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Jamming the assessment: The viability of a Twine game jam as a learning evaluation tool in higher education

Roine

Meriläinen

Kankainen

2021

The Journal of Play in Adulthood

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While game jams, rapid game co-creation events, have seen increased interest in learning contexts, their potential is still largely untapped. In this paper, we examine game jams as a form of playful assessment. We evaluate the potential of game jams to serve as a tool for assessing learning processes and goals of higher education students.The study is built around two instances of a university course focusing on the analysis of storytelling in digital media, taught during the autumn terms of 2018 and 2019 at the University of Helsinki. Both instances included a Twine game jam with the idea of giving the students a hands-oninsight into highly abstract topics. In our qualitative study, we examined game jam experiences of the students through their written reports. Following research questions were formulated: Is game jamming with Twine a viable tool for assessing student learning on a university course? What limitations and requirements are there in the use of game jamming in assessment?Through thematic analysis, we identified categories related to student learning and their experience of the game jam in the data. Categories were examined against the learning goals to discern how students were applying knowledge and concepts obtained during the courses.Our results suggest that the game jam format encourages reflection of the course content as well as its application. Game jams potentially complement existing, more conventional assessment methods as they strongly encourage the jammers to engage with and apply knowledge they have acquired.

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Section: Discussionmentioning

confidence: 99%

Section: Diverging Experiencesmentioning

confidence: 99%

Jamming the assessment: The viability of a Twine game jam as a learning evaluation tool in higher education

Roine

Meriläinen

Kankainen

2021

The Journal of Play in Adulthood

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“…Fowler et al [37] list a number of regional game jams: "Global Game Jam [46], Nordic Game Jam [82], ToJam [89], Scottish Game Jam [86], Finnish Game Jam [79], Kiwi Jam [73]". Here we will add Slavic Game Jam [108] and No More Sweden [123] to that list.…”

Section: Regional Affiliationmentioning

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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“…Além disso, parecem ter efeitos multiplicadores nas competências desenvolvidas em contextos mais formais e que podem ter como consequência a melhoria do rendimento acadêmico em estudantes de design de jogos (PIRKER; KULTIMA; GÜTL, 2016;PRESTON et al, 2012), mas também em estudantes de outras áreas (ARYA et al, 2013). Nessa linha, as GJ têm vindo a ser apontadas com potencial para estimular competências, tais como um pensamento divergente e o encontrar novas soluções para problemas diferentes (GAUDL et al, 2018;KULTIMA;ALHA;NUMMENMAA, 2016), facilitando a criatividade e a inovação (LOCKE et al, 2015;MUSIL et al, 2010).…”

Section: Introductionunclassified

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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Building finnish game jam community through positive social facilitation

Cited by 20 publications

References 7 publications

Jamming the assessment: The viability of a Twine game jam as a learning evaluation tool in higher education

Jamming the assessment: The viability of a Twine game jam as a learning evaluation tool in higher education

Two Decades of Game Jams

Game Jams: novos lugares educativos? ,

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