Game jams in general formal education

Aurava, Riikka; Meriläinen, Mikko; Kankainen, Ville; Stenros, Jaakko

doi:10.1016/j.ijcci.2021.100274

Cited by 24 publications

(43 citation statements)

References 38 publications

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“…Table 6.7 showed that various forms of learning happened during the workshop that can be categorized as "learning by making games," which can be grouped into general and social adjustment. These results align with the literature that demonstrates game jams can lead to general formal education, can provide learning experiences and increase motivation and self-efficacy (Arya et al, 2013;Aurava, Meriläinen, Kankainen, & Stenros, 2021) and that game development workshops can have general and specific learning outcomes beyond making games (Harrer, 2019;Jin & Xu, 2019;Xu & Jin, 2021).…”

Section: Summary Of Analysis and Findings For Research Questionsupporting

confidence: 87%

Game-based Learning and Co-Design with and for Newcomer Children’s Social Adjustment

Bani-Taha¹

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Section: Summary Of Analysis and Findings For Research Questionsupporting

confidence: 87%

Game-based Learning and Co-Design with and for Newcomer Children’s Social Adjustment

Bani-Taha¹

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“…This potentially means that game jams can increase girls' and nonbinary youth's participation in IT-related STEAM activities (see Fowler & Schreiber, 2017), or at least lower the barriers to participation. For more specific information on how to organise more gender inclusive game jams, see (Aurava et al, 2021;.…”

Section: Discussionmentioning

confidence: 99%

“…If all students have learned to use the software, they can ask each other for help, and the organisers do not have to be proficient with multiple game making software. As our main goal has been to introduce game jamming to general education, we have also had to consider how to make jam events easy for teachers to organise (Aurava et al, 2021). We tried a variety of game development tools in our game jams, and found Twine and Construct 3 to be the best for our needs.…”

Section: Discussionmentioning

confidence: 99%

Expectations and realities: Examining adolescent students’ game jam experiences

Aurava

Meriläinen

2021

Educ Inf Technol

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This article describes the expectations and experiences of young (16 to 19 year old) digital game jam participants (N = 34) who attend Finnish general upper secondary schools. Game jams are a form of game creation: events where games are made in co-operation. They are widely used in game design education and in addition, when participated voluntarily, learning has been reported as an important motivation. The existing literature mostly concentrates on game jams for adults, and informal or non-formal learning. This article is adding to the literature by examining learning in formal education for adolescents. As part of our research, we have organised game jams in formal general education, and this article is based on the pre-event and post-event surveys of three game jam events. The article maps 1) the motivations to attend a school related game jam, 2) the expectations and apprehensions the would-be participants have, 3) what kind of learning game jams promote, and 4) how does attending a game jam affect participants’ attitudes and apprehensions regarding learning, STEAM and information technology, and their own skills. Our results indicate the creative side of digital game making, desire to learn new skills and make new friends to be the main motivations for participation, and the lack of confidence in technical skills to cause most anxiety before the jam event. The effects of attending a game jam are mostly positive, with the participants reporting learning experiences in several soft and technical skills and increased motivation to take part in creative and co-creative projects. A gendered result can be seen in the participants’ altered stance on technology and programming: girls and non-binary students report technology and programming being easier and more fun than they had thought before attending a game jam event, which is well in line with previous research on STEM/STEAM education and gender.

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“…Within video game development, there are informal accelerators known as game jams -"a rapid prototyping strategy to deliver innovation and new ideas" (Kennedy, 2018, p. 709). These special events can produce the skeleton of a game in as little as a few hours (Aurava, Meriläinen, Kankainen, & Stenros, 2021). This empirical setting makes clear what constitutes acceleration.…”

Section: Introductionmentioning

confidence: 95%

The impact of video game prototyping in an accelerator as viewed via spatial, temporal, and product scales

Gidley

Palmer

2022

Int. J. Innov.

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Objective of the study: We seek to understand two aspects of a business accelerator: first, how an accelerator influences early product development, and second, how an accelerator impacts participants during and after acceleration.Methodology/approach: We conducted an ethnography of a rapid prototyping program in video game development. Methods included 810 hours of participant observation, 58 interviews, and hundreds of analyzed material artifacts.Originality/Relevance: We add insight into the impact and outcomes of an accelerator program across multiple scales: spatial, temporal, and product. Our study is one of the first to examine a formal video game development accelerator.Main Results: Accelerator participants created 42 prototype games, two companies received additional funding, but no games were released within one year of the program. Product scales changed over time from expectations, to prototypes, to final games. The spatial-temporal scale of the accelerator was open to interpretation. Participants and observers held two main spatial-temporal perspectives (present-local and future-global) that changed over a one year time period.Theoretical/methodological contributions: First, we conceptualize an accelerator as a dual competitive place where participants and observers engage in dueling and evolving spatial-temporal perspectives over time. Second, we develop the concept of an accelerated digital product scale to explain the process of evolvement from an accelerator product to a potential final product.Social/Management contributions: We conclude the impact of an accelerator is more complex than the structure or the output. The accelerator may rapidly generate ideas or prototypes, but this does not guarantee a quicker final product release.

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Game jams in general formal education

Cited by 24 publications

References 38 publications

Game-based Learning and Co-Design with and for Newcomer Children’s Social Adjustment

Game-based Learning and Co-Design with and for Newcomer Children’s Social Adjustment

Expectations and realities: Examining adolescent students’ game jam experiences

The impact of video game prototyping in an accelerator as viewed via spatial, temporal, and product scales

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