2021
Roine, Hanna-Riikka; Meriläinen, Mikko; Kankainen, Ville
Jamming the Assessment: The Viability of a Twine Game Jam as a Learning Evaluation Tool in Higher Education Journal Article
In: The Journal of Play in Adulthood, vol. 3, iss. 2, pp. 96-112, 2021, ISSN: 2632-1254.
Abstract | Links | Tags: Assessment, Game jam, Higher education, Playful learning, Twine
@article{Roine2021,
title = {Jamming the Assessment: The Viability of a Twine Game Jam as a Learning Evaluation Tool in Higher Education},
author = {Hanna-Riikka Roine and Mikko Meriläinen and Ville Kankainen},
url = {https://urn.fi/URN:NBN:fi:tuni-202110047383
},
doi = {10.5920/jpa.846},
issn = {2632-1254},
year = {2021},
date = {2021-10-04},
journal = {The Journal of Play in Adulthood},
volume = {3},
issue = {2},
pages = {96-112},
abstract = {While game jams, rapid game co-creation events, have seen increased interest in learning contexts, their potential is still largely untapped. In this paper, we examine game jams as a form of playful assessment. We evaluate the potential of game jams to serve as a tool for assessing learning processes and goals of higher education students.
The study is built around two instances of a university course focusing on the analysis of storytelling in digital media, taught during the autumn terms of 2018 and 2019 at the University of Helsinki. Both instances included a Twine game jam with the idea of giving the students a hands-oninsight into highly abstract topics. In our qualitative study, we examined game jam experiences of the students through their written reports. Following research questions were formulated: Is game jamming with Twine a viable tool for assessing student learning on a university course? What limitations and requirements are there in the use of game jamming in assessment?
Through thematic analysis, we identified categories related to student learning and their experience of the game jam in the data. Categories were examined against the learning goals to discern how students were applying knowledge and concepts obtained during the courses.
Our results suggest that the game jam format encourages reflection of the course content as well as its application. Game jams potentially complement existing, more conventional assessment methods as they strongly encourage the jammers to engage with and apply knowledge they have acquired.
},
keywords = {Assessment, Game jam, Higher education, Playful learning, Twine},
pubstate = {published},
tppubtype = {article}
}
While game jams, rapid game co-creation events, have seen increased interest in learning contexts, their potential is still largely untapped. In this paper, we examine game jams as a form of playful assessment. We evaluate the potential of game jams to serve as a tool for assessing learning processes and goals of higher education students.
The study is built around two instances of a university course focusing on the analysis of storytelling in digital media, taught during the autumn terms of 2018 and 2019 at the University of Helsinki. Both instances included a Twine game jam with the idea of giving the students a hands-oninsight into highly abstract topics. In our qualitative study, we examined game jam experiences of the students through their written reports. Following research questions were formulated: Is game jamming with Twine a viable tool for assessing student learning on a university course? What limitations and requirements are there in the use of game jamming in assessment?
Through thematic analysis, we identified categories related to student learning and their experience of the game jam in the data. Categories were examined against the learning goals to discern how students were applying knowledge and concepts obtained during the courses.
Our results suggest that the game jam format encourages reflection of the course content as well as its application. Game jams potentially complement existing, more conventional assessment methods as they strongly encourage the jammers to engage with and apply knowledge they have acquired.
The study is built around two instances of a university course focusing on the analysis of storytelling in digital media, taught during the autumn terms of 2018 and 2019 at the University of Helsinki. Both instances included a Twine game jam with the idea of giving the students a hands-oninsight into highly abstract topics. In our qualitative study, we examined game jam experiences of the students through their written reports. Following research questions were formulated: Is game jamming with Twine a viable tool for assessing student learning on a university course? What limitations and requirements are there in the use of game jamming in assessment?
Through thematic analysis, we identified categories related to student learning and their experience of the game jam in the data. Categories were examined against the learning goals to discern how students were applying knowledge and concepts obtained during the courses.
Our results suggest that the game jam format encourages reflection of the course content as well as its application. Game jams potentially complement existing, more conventional assessment methods as they strongly encourage the jammers to engage with and apply knowledge they have acquired.
Aurava, Riikka; Meriläinen, Mikko; Kankainen, Ville; Stenros, Jaakko
Game Jams in General Formal Education Journal Article
In: International Journal of Child-Computer Interaction, vol. 28, 2021, ISSN: 2212-8689.
Abstract | Links | Tags: Adolescents, Co-creation, Collaborative learning, Formal education, Game jam, Playful learning
@article{Aurava2021b,
title = {Game Jams in General Formal Education},
author = {Riikka Aurava and Mikko Meriläinen and Ville Kankainen and Jaakko Stenros},
url = {https://urn.fi/URN:NBN:fi:tuni-202104142972
},
doi = {10.1016/j.ijcci.2021.100274},
issn = {2212-8689},
year = {2021},
date = {2021-06-01},
journal = {International Journal of Child-Computer Interaction},
volume = {28},
abstract = {This article summarizes three years of studying game jams. Rooted in extensive field work — participating, organising, studying and discussing game jams — and multiple methods, we have explored different digital and non-digital jamming formats to apply in educational settings, especially in the Finnish context of general formal teaching for 16-19 year olds. This paper sums up our main findings arranged thematically. We claim that game jamming is a viable method in general formal education, and that although the learning outcomes vary and can be difficult to verify, the participants themselves report perceived learning and increased motivation. We also discuss the values present in our research project and the inclusivity of game jams. We describe various ways to organise game jams in classrooms, along with teacher competencies and resources needed. Based on these viewpoints we provide recommendations, grounded in both research and practice, on how to use game jamming in schools to teach, for example, STEAM and other 21st century skills.
},
keywords = {Adolescents, Co-creation, Collaborative learning, Formal education, Game jam, Playful learning},
pubstate = {published},
tppubtype = {article}
}
This article summarizes three years of studying game jams. Rooted in extensive field work — participating, organising, studying and discussing game jams — and multiple methods, we have explored different digital and non-digital jamming formats to apply in educational settings, especially in the Finnish context of general formal teaching for 16-19 year olds. This paper sums up our main findings arranged thematically. We claim that game jamming is a viable method in general formal education, and that although the learning outcomes vary and can be difficult to verify, the participants themselves report perceived learning and increased motivation. We also discuss the values present in our research project and the inclusivity of game jams. We describe various ways to organise game jams in classrooms, along with teacher competencies and resources needed. Based on these viewpoints we provide recommendations, grounded in both research and practice, on how to use game jamming in schools to teach, for example, STEAM and other 21st century skills.
2018
Heljakka, Katriina; Ihamäki, Pirita
Out of the Classroom, into the Park: Gamified Art Experiences and Learning through Play in Urban Playscapes Proceedings Article
In: Hawaii International Conference on Arts & Humanities – 2018 Conference Proceedings, 2018.
Abstract | Links | Tags: Art experience, Educational implementations, Educational setting, Geocaching, Mobile learning, Playful learning
@inproceedings{Heljakka2018f,
title = {Out of the Classroom, into the Park: Gamified Art Experiences and Learning through Play in Urban Playscapes},
author = {Katriina Heljakka and Pirita Ihamäki},
url = {http://hichumanities.org/wp-content/uploads/2019/01/AH2018.pdf},
year = {2018},
date = {2018-01-01},
urldate = {2018-01-01},
booktitle = {Hawaii International Conference on Arts & Humanities – 2018 Conference Proceedings},
abstract = {According to the current curricular plan, learning outside of the traditional educational setting e.g. in outdoor environments, is encouraged. There is a focused movement from the traditional classroom paradigm to a trend driven by the influence of innovative learning approaches. Changing school culture is one of Finland’s four curriculum reform areas, and one of them is learning environments. One direction of the reform is to foster innovative school models that link the subject matter to the real world by engaging school children in learning activities outside of the classroom (NMC Horizon Project Regional Report 2017).
This study explores the educational potential of an urban gamified art experience based in Finland, which provides physical, mental and social well-being through play in a park environment. The goal of this study is to investigate the opportunities for education and learning by a visually and digitally enriched geocaching trail offers.
Based on previous research, the gamified art experience, Sigrid-Secrets geocaching trail presented in the paper, provides experiences of physical, mental and social well-being through play in a park environment. The purpose of the paper at hand is to develop understandings of the capacities of convergent urban experiences like the geocaching trail introduced here, by an exploration of its educational implementations.},
keywords = {Art experience, Educational implementations, Educational setting, Geocaching, Mobile learning, Playful learning},
pubstate = {published},
tppubtype = {inproceedings}
}
According to the current curricular plan, learning outside of the traditional educational setting e.g. in outdoor environments, is encouraged. There is a focused movement from the traditional classroom paradigm to a trend driven by the influence of innovative learning approaches. Changing school culture is one of Finland’s four curriculum reform areas, and one of them is learning environments. One direction of the reform is to foster innovative school models that link the subject matter to the real world by engaging school children in learning activities outside of the classroom (NMC Horizon Project Regional Report 2017).
This study explores the educational potential of an urban gamified art experience based in Finland, which provides physical, mental and social well-being through play in a park environment. The goal of this study is to investigate the opportunities for education and learning by a visually and digitally enriched geocaching trail offers.
Based on previous research, the gamified art experience, Sigrid-Secrets geocaching trail presented in the paper, provides experiences of physical, mental and social well-being through play in a park environment. The purpose of the paper at hand is to develop understandings of the capacities of convergent urban experiences like the geocaching trail introduced here, by an exploration of its educational implementations.
This study explores the educational potential of an urban gamified art experience based in Finland, which provides physical, mental and social well-being through play in a park environment. The goal of this study is to investigate the opportunities for education and learning by a visually and digitally enriched geocaching trail offers.
Based on previous research, the gamified art experience, Sigrid-Secrets geocaching trail presented in the paper, provides experiences of physical, mental and social well-being through play in a park environment. The purpose of the paper at hand is to develop understandings of the capacities of convergent urban experiences like the geocaching trail introduced here, by an exploration of its educational implementations.