Game Jams for Learning and Teaching

Meriläinen, Mikko; Aurava, Riikka; Kultima, Annakaisa; Stenros, Jaakko

doi:10.4018/ijgbl.2020040104

Cited by 41 publications

(47 citation statements)

References 57 publications

(11 reference statements)

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“…Such as technical skills which they insist are essential for information technology roles such as digital game development. Besides that, SGs encourage the acquisition of soft skills such as collaboration and communication which Merilainen et al 70 argue facilitate teaching and learning and expedites the development of skills in science, technology, engineering, arts, mathematics. This is significant as it suggests that SGs education methods such as TTXs have the potential to facilitate learning across a broad spectrum of subject.…”

Section: Results Of Commercial Ttx Training Exercise Products Searchmentioning

confidence: 99%

“…From this analysis there are clear indications that SGs and GBL methods such as TTX training programs are gaining traction in recent years. This is evident in a recent study by Merilainen et al 70 which noted that SGs are attracting the attention of scholars interested in education and learning because they encourage participants and trainees to learn new things as part of the process. They insist that due to their increasing popularity, GBL programs are now seen as activities for skills development.…”

Section: Cyber Incident Simulationmentioning

confidence: 96%

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Game‐based learning: A review of tabletop exercises for cybersecurity incident response training

Angafor

Yevseyeva

2020

Security and Privacy

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The surge in cyber security breaches including the shortage of skilled cyber incident response (CSIR) professionals and the ever-changing cyber threat landscape is a big concern for the security industry. As a result, training providers are seeking innovative ways to tackle current security challenges. Businesses in public and private sectors recognize the importance of implementing effective cyber security measures, one of which is training their employees. Many are taking active steps to ensure that employees and cyber security incident response teams (CSIRTs) can identify and respond to breaches through state-of-the-art training. There are indications that pioneering training programs like serious games (SGs), including tabletop exercises (TTXs), can play a role in CSIR training. This paper reviewed TTX related SGs literature, analyzed existing CSIR training exercises and reported how TTXs are currently being used in CSIR training. It also discussed why TTXs are increasingly becoming a popular tool for CSIR and emergency response (ER) training, analyzed the strengths and weaknesses of the current research and identified areas for future research. The findings suggest that TTX training improves the awareness, understanding, and preparation levels of CSIRTs. That TTXs enhance their strategic decision-making, enabling CSIRTs to be better prepared when dealing with security incidents. It observed that TTX related training improved the skills and aptitudes of CSIRTs and security operative center personnel. TTXs assist trainees to acquire and demonstrate both technical and nontechnical skills, including soft skills which are essential but often observed to be lacking in new graduates and some experienced technically minded personnel. TTX training augments traditional methods like classroom lectures by providing opportunities for experiential learning and practice-based approaches in dealing with real-life problems. K E Y W O R D S cybersecurity, cybersecurity training, incident response, serious games, tabletop exercises This is an open access article under the terms of the Creative Commons Attribution-NonCommercial-NoDerivs License, which permits use and distribution in any medium, provided the original work is properly cited, the use is non-commercial and no modifications or adaptations are made.

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Section: Results Of Commercial Ttx Training Exercise Products Searchmentioning

confidence: 99%

Section: Cyber Incident Simulationmentioning

confidence: 96%

Game‐based learning: A review of tabletop exercises for cybersecurity incident response training

Angafor

Yevseyeva

2020

Security and Privacy

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“…The experience fosters learning through interacting with others, [ 20 ] an essential aspect of transformative learning [ 21 ]. Game jams have a positive impact on the performance of computing students, [ 19 , 20 ] personal, interpersonal, and STEAM (science, technology, engineering, arts, and mathematics) skills, and game development skills [ 22 ].…”

Section: Introductionmentioning

confidence: 99%

“…The educational dimension of game jams is promising, but this research is still in its infancy [ 22 ]. To the best of our knowledge, the current literature reflects no game jam learning initiative with medical students, and no RCT has explored cultural safety in medical education.…”

Section: Introductionmentioning

confidence: 99%

Impact of game jam learning about cultural safety in Colombian medical education: a randomised controlled trial

2021

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Background Cultural safety, whereby health professionals respect and promote the cultural identity of patients, could reduce intercultural tensions that hinder patient access to effective health services in Colombia. Game jams are participatory events to create educational games, a potentially engaging learning environment for Millennial medical students. We set out to determine whether medical student participation in a game jam on cultural safety is more effective than more conventional education in changing self-reported intended patient-oriented behavior and confidence in transcultural skills. Methods We conducted a parallel-group, two-arm randomized controlled trial with 1:1 allocation. Colombian medical students and medical interns at University of La Sabana participated in the trial. The intervention was a game jam to create an educational game on cultural safety, and the reference was a standard lesson plus an interactive workshop on cultural safety. Both sessions lasted eight hours. Stratified randomization allocated the participants to the intervention and control groups, with masked allocation until commencement. Results 531 students completed the baseline survey, 347 completed the survey immediately after the intervention, and 336 completed the survey after 6 months. After the intervention, game jam participants did not have better intentions of culturally safe behaviour than did participants in the reference group (difference in means: 0.08 95% CI − 0.05 to 0.23); both groups had an improvement in this outcome. Multivariate analysis adjusted by clusters confirmed that game jam learning was associated with higher transcultural self-efficacy immediately after the intervention (wt OR 2.03 cl adj 95% CI 1.25–3.30). Conclusions Game jam learning improved cultural safety intentions of Colombian medical students to a similar degree as did a carefully designed lecture and interactive workshop. The game jam was also associated with positive change in participant transcultural self-efficacy. We encourage further research to explore the impact of cultural safety training on patient-related outcomes. Our experience could inform initiatives to introduce cultural safety training in other multicultural settings. Trial registration Registered on ISRCTN registry on July 18th 2019. Registration number: ISRCTN14261595.

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“…Libraries, in particular, have focused on the benefits of civic engagement, life-long learning, and critical engagement with information as key drivers in hosting hacking, making, and coding-related events in library spaces [18], [19]. For those that focus on learning rather than just competing, some hackathons, makeathons, and other coding contests prioritize peer-to-peer learning or skill improvement as outcomes rather than the competitive aspects [18], [20], [21]. Kos details that individuals attending hackathons have four motivations for event attendance: competition, exploration, dabbling, and observing.…”

Section: Introductionmentioning

confidence: 99%

An Informal Learning Program as a Replicable Model for Student-Led, Industry-Supported Experiential Learning

Armstrong

Longmeier

2020 ASEE Virtual Annual Conference Content Access Proceedings

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(OSU). She combines engineering (BS ECE), public teaching of gifted education (M.Ed.) and industry experience (PMP, CSM) to grow the offerings and strength of the program and build rapport with the industry partners. She uses her diverse interests and skills to bridge the gap between curricular education and skills of the working professional. In 2018, Armstrong was part of a multidisciplinary team from Ohio State to receive a 3-year NSF award for Advancing Informal STEM Learning. In her three years at Ohio State, Armstrong designed and partnered on a wide variety of educational events for students to explore through active learning experiences. She focuses on current trends and connecting students to industry representatives, emphasizing open-ended problem-based learning, encouraging students to continue exploration of topics and challenges of interest. Armstrong has grown the OHI/O Informal Learning Program from a few events to two dozen, now serving over 1,500 students annually, including several K12 outreach events.

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Game Jams for Learning and Teaching

Cited by 41 publications

References 57 publications

Game‐based learning: A review of tabletop exercises for cybersecurity incident response training

Game‐based learning: A review of tabletop exercises for cybersecurity incident response training

Impact of game jam learning about cultural safety in Colombian medical education: a randomised controlled trial

An Informal Learning Program as a Replicable Model for Student-Led, Industry-Supported Experiential Learning

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