Does it matter why we hack? – Exploring the impact of goal alignment in hackathons

Angarita, Maria Angelica Medina; Nolte, Alexander

doi:10.18420/ecscw2019_ep01

Cited by 3 publications

(3 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Recently more research has been done about hackathon outcomes and participant motivations for these techrelated events (Falk Olesen and Halskov, 2020). Researchers have examined how the theme affects product output (Medina Angarita and Nolte, 2019;Pe-Than et al, 2022). Specifically, when exploring goal alignment between hackathon planners and participants, researchers found that some goals were shared (such as networking and learning) whereas prize attainment was not (Medina Angarita and Nolte, 2019).…”

Section: Background and Pedagogical Frameworkmentioning

confidence: 99%

“…Researchers have examined how the theme affects product output (Medina Angarita and Nolte, 2019;Pe-Than et al, 2022). Specifically, when exploring goal alignment between hackathon planners and participants, researchers found that some goals were shared (such as networking and learning) whereas prize attainment was not (Medina Angarita and Nolte, 2019). Additionally, participants were more likely to achieve the goals of the hackathon when they were clearly stated to participants.…”

Section: Background and Pedagogical Frameworkmentioning

confidence: 99%

See 1 more Smart Citation

Consider “HACKS” when designing hackathon challenges: Hook, action, collaborative knowledge sharing

Wallwey

Longmeier²,

Hayde³

et al. 2022

Front. Educ.

View full text Add to dashboard Cite

Our world’s complex challenges increase the need for those entering STEAM (Science, Technology, Engineering, Arts, and Math) disciplines to be able to creatively approach and collaboratively address wicked problems – complex problems with no “right” answer that span disciplines. Hackathons are environments that leverage problem-based learning practices so student teams can solve problems creatively and collaboratively by developing a solution to given challenges using engineering and computer science knowledge, skills, and abilities. The purpose of this paper is to offer a framework for interdisciplinary hackathon challenge development, as well as provide resources to aid interdisciplinary teams in better understanding the context and needs of a hackathon to evaluate and refine hackathon challenges. Three cohorts of interdisciplinary STEAM researchers were observed and interviewed as they collaboratively created a hackathon challenge incorporating all cohort-member disciplines for an online high school hackathon. The observation data and interview transcripts were analyzed using thematic analysis to distill the processes cohorts underwent and resources that were necessary for successfully creating a hackathon challenge. Through this research we found that the cohorts worked through four sequential stages as they collaborated to create a hackathon challenge. We detail the stages and offer them as a framework for future teams who seek to develop an interdisciplinary hackathon challenge. Additionally, we found that all cohorts lacked the knowledge and experience with hackathons to make fully informed decisions related to the challenge’s topic, scope, outcomes, etc. In response, this manuscript offers five hackathon quality considerations and three guiding principles for challenge developers to best meet the needs and goals of hackathon sponsors and participants.

show abstract

Section: Background and Pedagogical Frameworkmentioning

confidence: 99%

Section: Background and Pedagogical Frameworkmentioning

confidence: 99%

Consider “HACKS” when designing hackathon challenges: Hook, action, collaborative knowledge sharing

Wallwey

Longmeier²,

Hayde³

et al. 2022

Front. Educ.

View full text Add to dashboard Cite

show abstract

“…Briscoe and Mulligan [4] describes a hackathon as a digital innovation that can be used to teach computer science concepts. Falk, Kannabiran and Hansen [7], Kollwitz and Dinter [17], Medina Angarita and Nolte [19], Nolte et al [24] discuss the important aspects of hackathon organization, an approach to the business environment involving experts from companies.…”

Section: Introductionmentioning

confidence: 99%

Hackathons in computer science education: monitoring and evaluation of programming projects

Seidametova¹,

Abduramanov²,

Seydametov³

2022

Educ. Technol. Q.

View full text Add to dashboard Cite

There are several ways in making learning activities more engaging and interesting to computer science students. In addition to traditional higher education (curriculum, project-based approaches, lectures, labs), we consider competitive approaches such as hackathons to develop hard and soft skills. Computer science education needs to change requirements for hard and soft skills. In order hard skills university CS education has to capture the changes behind the trends, such as big data, artificial intelligence, cloud computing, etc. Developing soft skills is important teamwork, end-user awareness, collaboration, etc. This study aims to present the various ways to implement hackathons in the context of CS education. We also present a taxonomy of hackathons based on our experiences and observations from 2016 to the present. We aim to share our lessons learned on the following issues: (1) How can hackathons be designed in CS education to teach students necessary skills and competencies; (2) what kinds of programming projects monitoring and evaluation we need during hackathons.

show abstract

Entrepreneurship Competence Using Educational Hackathons in Finland

Jussila

Suominen

Rainio

2020

Journal of Finnish Studies

View full text Add to dashboard Cite

This article addresses the educational hackathon as an innovation pedagogy method for developing entrepreneurship competence. Specifically, it focuses on the design and execution of the hackathon. This study is based on the ideas that entrepreneurship competence can be learned and taught, and educational hackathons are a specific type of innovation contest, which as a practical method can be used to induce practical entrepreneurial experiences. The paper reports a case study in the teaching of a higher education institution. We present both the hackathon process description along with students' outcome according to Entrepreneurship Competence Framework, EntreComp, and feedback, that is, suggestions for developing the method. By presenting conclusions for both academic use and the practical design of hackathons in entrepreneurship education, the paper clarifies the literature of innovation pedagogy as an intertwined part of entrepreneurship education, as well as hackathons as a type of innovation pedagogy method for developing entrepreneurship competence in university-industry collaboration in Finland.

show abstract

Does it matter why we hack? – Exploring the impact of goal alignment in hackathons

Cited by 3 publications

References 0 publications

Consider “HACKS” when designing hackathon challenges: Hook, action, collaborative knowledge sharing

Consider “HACKS” when designing hackathon challenges: Hook, action, collaborative knowledge sharing

Hackathons in computer science education: monitoring and evaluation of programming projects

Entrepreneurship Competence Using Educational Hackathons in Finland

Contact Info

Product

Resources

About