Communication Beyond Languages Realized by International Game Jams

White, Jeremy; Piumarta, Ian; Yamanishi, Ryosuke; Jacobs, Stephen; Simkins, David

doi:10.1145/3316287.3316291

Cited by 3 publications

(1 citation statement)

References 5 publications

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“…Thepotentialofgamejamstoaddresssensitiveissuesandcomplextopics(e.g.Kultima&Laiti, 2019;Myers,Piccolo&Collins2019),providetransformativeandempoweringpersonalexperiences (e.g.Kultima&Laiti,2019;Meriläinen,2019)andfostercross-culturalcollaboration(e.g. Pirker, Economou & Gütl, 2016;White et al, 2019) has been pointed out in existing research. As our knowledgeofthesubjectincreases,itallowsustoreachbeyondimmediatelyobservedlearning, andconsiderthewidereducationalandtransformativepotentialofcombiningclosecollaboration, democratisationofknowledge,andaplayfulmindset.…”

Section: Challenges and Issuesmentioning

confidence: 99%

Game Jams for Learning and Teaching

Meriläinen

Aurava

Kultima

et al. 2020

International Journal of Game-Based Learning

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Game jams are intensive events focusing on creation. Their popularity and visibility have soared in recent years. The phenomenon has attracted the attention of scholars interested in education and learning, and the potential of game jams has been studied in various ways. Increasingly, game jams have come to be viewed as a site for learning. They are seen as activities for developing technical skills needed for digital game development, developing so-called soft skills such as collaboration and communication skills and as a way to teach and learn science, technology, engineering, arts, mathematics (STEAM) skills. In this article, the educational aspects of game jams are explored from multidisciplinary points of view. Combining education science, design research, and game studies, the authors position game jamming at the intersection of these disciplines to explore its various learning dimensions. This positioning provides a starting point for future studies of game jamming in the context of learning and teaching and invites discussion from diverse fields of study.

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Section: Challenges and Issuesmentioning

confidence: 99%