What Do We Know About Hackathon Outcomes and How to Support Them? – A Systematic Literature Review

Angarita, Maria Angelica Medina; Nolte, Alexander

doi:10.1007/978-3-030-58157-2_4

Cited by 48 publications

(30 citation statements)

References 35 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Hackathons are considered as means to overcome organisational challenges and expedite innovation (Frey and Luks, 2016). As a result, a range of both tangible and intangible outputs are expected from hackathons including new prototypes (Medina Angarita and Nolte, 2020). Participants can be motivated to participate in hackathons for a range of reasons including building skills not related to their day to day work and to demonstrate their capabilities to help with career progression (Nolte et al, 2018).…”

Section: Hackathons and Their Applications In Design Researchmentioning

confidence: 99%

Virtually Hosted Hackathons for Design Research: Lessons Learned from the International Design Engineering Annual (IDEA) Challenge 2021

et al. 2022

View full text Add to dashboard Cite

This paper provides an overview and appraisal of the International Design Engineering Annual (IDEA) challenge - a virtually hosted design hackathon run with the aim of generating a design research dataset that can provide insights into design activities at virtually hosted hackathons. The resulting dataset consists of 200+ prototypes with over 1300 connections providing insights into the products, processes and people involved in the design process. The paper also provides recommendations for future deployments of virtual hackathons for design research.

show abstract

Section: Hackathons and Their Applications In Design Researchmentioning

confidence: 99%

Virtually Hosted Hackathons for Design Research: Lessons Learned from the International Design Engineering Annual (IDEA) Challenge 2021

et al. 2022

View full text Add to dashboard Cite

show abstract

“…Other hackathon events stress ideation and knowledge discovery and less so the production of a software solution (or "hack") for a particular challenge. Hackathons can be categorized as non-technical or technical with outcomes that can be tangible or intangible [12].…”

Section: Hackathonsmentioning

confidence: 99%

Hack the Experience: Scaffolding Codesign Processes for Organizational Innovation in Language Learning

Medina¹,

Tschudi²

2022

Proceedings of the Annual Hawaii International Conference on System Sciences

View full text Add to dashboard Cite

Hackathons are collaborative gatherings where participants address a challenge that touches on a shared concern or problem. The hackathon event model is increasingly adopted by diverse types of organizations that involve an equally diverse set of participants. In this case study, we report on an online hackathon event that was adapted for an educational organization. The event was offered as an opportunity to build community and enhance innovation skills for a group of undergraduate language students from across the United States. In contrast to technology focused outcomes, participants in the event focused on designing and prototyping experiences common in language learning. The case study presents the elements and dynamics of the hackathon through the lens of codesign to illustrate how specific stakeholder design activity can be scaffolded and facilitated to produce actionable design artifacts. These artifacts capture the design process that subsequently informs organizational innovations and product discovery.

show abstract

“…The topic of hackathons is reflected in the papers of Falk Olesen and Halskov [8], Frey and Luks [10], Gama et al [11], Medina Angarita and Nolte [20], Pe-Than et al [26]. Nolte, Chounta and Herbsleb [23] note the importance of hackathons as an educational environment for the formation of students' skills in developing software products as a course project.…”

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

What Do We Know About Hackathon Outcomes and How to Support Them? – A Systematic Literature Review

Cited by 48 publications

References 35 publications

Virtually Hosted Hackathons for Design Research: Lessons Learned from the International Design Engineering Annual (IDEA) Challenge 2021

Virtually Hosted Hackathons for Design Research: Lessons Learned from the International Design Engineering Annual (IDEA) Challenge 2021

Hack the Experience: Scaffolding Codesign Processes for Organizational Innovation in Language Learning

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

Contact Info

Product

Resources

About