2022
Aura, Isabella; Hassan, Lobna; Hamari, Juho
Gameful Civic Education: A Systematic Literature Review of Empirical Research Proceedings Article
In: Bujić, Mila; Koivisto, Jonna; Hamari, Juho (Ed.): Proceedings of the 6th International GamiFIN Conference 2022 (GamiFIN 2022), Gamification Group, Tampere University, Finland, 2022, (April 26-29, 2022 (Organized as an online conference).).
Abstract | Links | Tags: Civic education, Game-based approaches, Game-based learning, Gamification, Systematic literature review
@inproceedings{Aura2022,
title = {Gameful Civic Education: A Systematic Literature Review of Empirical Research},
author = {Isabella Aura and Lobna Hassan and Juho Hamari},
editor = {Mila Bujić and Jonna Koivisto and Juho Hamari},
url = {https://trepo.tuni.fi/bitstream/handle/10024/141230/2022_Aura_et_al_civic_education_review.pdf?sequence=1&isAllowed=y},
year = {2022},
date = {2022-04-29},
urldate = {2022-04-29},
booktitle = {Proceedings of the 6th International GamiFIN Conference 2022 (GamiFIN 2022)},
publisher = {Gamification Group, Tampere University, Finland},
series = {CEUR Workship Proceedings},
abstract = {Gameful approaches to learning have gradually been established as the go-to rhetoric when attempting to increase engagement with learning. This has especially been the case in educational activities that have long-term missions or teach abstract concepts, such as life skills, communal tolerance, or civic education at large, where there exist several pedagogical challenges in making the context meaningful to the youth. However, currently there is no clear overall view on what kind of gameful affordances are utilized in teaching these subjects and what are their reported impacts. To investigate the state-of-the-art of this corpus, 36 empirical papers were identified and systematically reviewed. The current literature, overall, draws quite an optimistic image of the benefits of game-based approaches in civic education. Most of the reported gamification designs included characters and roleplay, social aspects such as co-op and chat functions, as well as 3D worlds and game maps for students to navigate in. Furthermore, the corpus reported positive impact of gamification on learning in the context of civic education as well as positive impact on cognitive, emotional, motivational and social experiences and motivation. However, the lack of detailed descriptions of the exact attributes that facilitated these favorable shifts indicates a need for more systematic research to identify the long-term and transferable influence game-based approaches have on formal civic education and students’ civic skills.},
note = {April 26-29, 2022 (Organized as an online conference).},
keywords = {Civic education, Game-based approaches, Game-based learning, Gamification, Systematic literature review},
pubstate = {published},
tppubtype = {inproceedings}
}
Gameful approaches to learning have gradually been established as the go-to rhetoric when attempting to increase engagement with learning. This has especially been the case in educational activities that have long-term missions or teach abstract concepts, such as life skills, communal tolerance, or civic education at large, where there exist several pedagogical challenges in making the context meaningful to the youth. However, currently there is no clear overall view on what kind of gameful affordances are utilized in teaching these subjects and what are their reported impacts. To investigate the state-of-the-art of this corpus, 36 empirical papers were identified and systematically reviewed. The current literature, overall, draws quite an optimistic image of the benefits of game-based approaches in civic education. Most of the reported gamification designs included characters and roleplay, social aspects such as co-op and chat functions, as well as 3D worlds and game maps for students to navigate in. Furthermore, the corpus reported positive impact of gamification on learning in the context of civic education as well as positive impact on cognitive, emotional, motivational and social experiences and motivation. However, the lack of detailed descriptions of the exact attributes that facilitated these favorable shifts indicates a need for more systematic research to identify the long-term and transferable influence game-based approaches have on formal civic education and students’ civic skills.
2020
Aurava, Riikka; Meriläinen, Mikko; Stenros, Jaakko
Teacher Views on Game Jamming in Formal General Education Proceedings Article
In: Fotaris, Panagiotis (Ed.): Proceedings of the 14th European Conference on Games Based Learning, pp. 31-38, ACI, 2020, ISBN: 978-1-912764-70-9.
Abstract | Links | Tags: Education, Game jam, Game pedagogy, Game-based learning, Game-based pedagogy, Pedagogy, Teacher attitudes
@inproceedings{Aurava2020,
title = {Teacher Views on Game Jamming in Formal General Education},
author = {Riikka Aurava and Mikko Meriläinen and Jaakko Stenros},
editor = {Panagiotis Fotaris},
doi = {10.34190/GBL.20.073},
isbn = {978-1-912764-70-9},
year = {2020},
date = {2020-09-24},
booktitle = {Proceedings of the 14th European Conference on Games Based Learning},
pages = {31-38},
publisher = {ACI},
abstract = {In game jam events games are created in collaboration and within design constraints, e.g. time limits and themes. Game jamming is a relatively novel pedagogical method, comparable to hackathons and other accelerated collaborative creation events. Earlier research suggests that game jams have a wide range of potential positive outcomes, such as learning in STEAM skills, working skills, and collaboration, as well as increasing participants' learning motivation and self-efficacy (Meriläinen et al. 2020). Still, game jams have not been widely used in general formal education. In general education jamming faces a variety of challenges, stemming from limitations in curricula, rigid school structures, assessment difficulties as well as potentially negative attitudes. Adoption depends largely on teachers: they are unlikely to use or endorse a method they do not view as valuable or practical. In this qualitative survey study of Finnish expert teachers, we map the pedagogical soundness of organizing game jam events in schools and the practical possibilities and obstacles to wider adoption of game jams in formal learning. The respondents, who had no previous game jam experience, participated in a pedagogical and reflective two-day game jam and completed a survey afterwards. This paper explores their views on both the pedagogical and the practical aspects of game jamming in classrooms as expressed in the survey. In an educational system where teachers choose their own methods and materials, as is usual in Finland, teacher views are especially important when introducing a new method. Game jamming was seen as a pedagogically suitable tool for teaching several 21st century skills, of which co-operational and communication skills were seen as most prominent. Most participants saw game jams as compatible with everyday school routines, albeit with caveats. The most important obstacle the teachers identified related to actual praxis: time restrictions regarding daily schedules. As with any new method, game jams require extra effort, and the practicalities related to the organization of jams add to the workload of teachers. As a solution, several participants suggested organizing game jams in conjunction with special themed days or weeks, as parts of learning projects or as a voluntary course or club.},
keywords = {Education, Game jam, Game pedagogy, Game-based learning, Game-based pedagogy, Pedagogy, Teacher attitudes},
pubstate = {published},
tppubtype = {inproceedings}
}
In game jam events games are created in collaboration and within design constraints, e.g. time limits and themes. Game jamming is a relatively novel pedagogical method, comparable to hackathons and other accelerated collaborative creation events. Earlier research suggests that game jams have a wide range of potential positive outcomes, such as learning in STEAM skills, working skills, and collaboration, as well as increasing participants' learning motivation and self-efficacy (Meriläinen et al. 2020). Still, game jams have not been widely used in general formal education. In general education jamming faces a variety of challenges, stemming from limitations in curricula, rigid school structures, assessment difficulties as well as potentially negative attitudes. Adoption depends largely on teachers: they are unlikely to use or endorse a method they do not view as valuable or practical. In this qualitative survey study of Finnish expert teachers, we map the pedagogical soundness of organizing game jam events in schools and the practical possibilities and obstacles to wider adoption of game jams in formal learning. The respondents, who had no previous game jam experience, participated in a pedagogical and reflective two-day game jam and completed a survey afterwards. This paper explores their views on both the pedagogical and the practical aspects of game jamming in classrooms as expressed in the survey. In an educational system where teachers choose their own methods and materials, as is usual in Finland, teacher views are especially important when introducing a new method. Game jamming was seen as a pedagogically suitable tool for teaching several 21st century skills, of which co-operational and communication skills were seen as most prominent. Most participants saw game jams as compatible with everyday school routines, albeit with caveats. The most important obstacle the teachers identified related to actual praxis: time restrictions regarding daily schedules. As with any new method, game jams require extra effort, and the practicalities related to the organization of jams add to the workload of teachers. As a solution, several participants suggested organizing game jams in conjunction with special themed days or weeks, as parts of learning projects or as a voluntary course or club.
2019
Meriläinen, Mikko
First-Timer Learning Experiences in Global Game Jam Journal Article
In: International Journal of Game-Based Learning, vol. 9, iss. 1, pp. 30-41, 2019, ISSN: 2155-6857.
Abstract | Links | Tags: Game jam, Game-based learning, Intrinsic motivation, Self-determination theory
@article{Meriläinen2019,
title = {First-Timer Learning Experiences in Global Game Jam},
author = {Mikko Meriläinen},
doi = {10.4018/IJGBL.2019010103},
issn = {2155-6857},
year = {2019},
date = {2019-01-01},
journal = {International Journal of Game-Based Learning},
volume = {9},
issue = {1},
pages = {30-41},
abstract = {Game jams are accelerated game creation events usually taking place over the course of a short time period. A variety of learning outcomes from game jamming has been discussed in previous research, with learning being a common motivation for attending game jams. Despite this, there has been little research into the psychological mechanisms driving learning and participation. In this article, the learning experiences of four first-time participants in the Global Game Jam are examined through self-determination theory. Results suggest that a wide spectrum of learning is experienced during a game jam, and game jams offer at least a temporary heightened sense of creativity and competence. Assessment remains an issue, however, and learning benefits may be contingent on the jam setting. All three basic psychological needs listed in self-determination theory are potentially fulfilled by game jam attendance, suggesting the relevance of self-determination theory in further jam research.},
keywords = {Game jam, Game-based learning, Intrinsic motivation, Self-determination theory},
pubstate = {published},
tppubtype = {article}
}
Game jams are accelerated game creation events usually taking place over the course of a short time period. A variety of learning outcomes from game jamming has been discussed in previous research, with learning being a common motivation for attending game jams. Despite this, there has been little research into the psychological mechanisms driving learning and participation. In this article, the learning experiences of four first-time participants in the Global Game Jam are examined through self-determination theory. Results suggest that a wide spectrum of learning is experienced during a game jam, and game jams offer at least a temporary heightened sense of creativity and competence. Assessment remains an issue, however, and learning benefits may be contingent on the jam setting. All three basic psychological needs listed in self-determination theory are potentially fulfilled by game jam attendance, suggesting the relevance of self-determination theory in further jam research.
2018
Heljakka, Katriina; Ihamäki, Pirita
Smart Toys for Game-based and Toy-based Learning: A Study of Toy Marketers', Preschool teachers' and Parents' Perspectives on Play Proceedings Article
In: CENTRIC 2018 : The Eleventh International Conference on Advances in Human-oriented and Personalized Mechanisms, Technologies, and Services, pp. 48–57, 2018, ISBN: 978-1-61208-670-5.
Abstract | Links | Tags: Game-based learning, Internet of toys, Preschool-children, Smart toys, Toys
@inproceedings{Heljakka2018g,
title = {Smart Toys for Game-based and Toy-based Learning: A Study of Toy Marketers', Preschool teachers' and Parents' Perspectives on Play},
author = {Katriina Heljakka and Pirita Ihamäki},
url = {https://www.thinkmind.org/index.php?view=article&articleid=centric_2018_3_10_38001},
isbn = {978-1-61208-670-5},
year = {2018},
date = {2018-10-14},
urldate = {2018-10-14},
booktitle = {CENTRIC 2018 : The Eleventh International Conference on Advances in Human-oriented and Personalized Mechanisms, Technologies, and Services},
pages = {48–57},
abstract = {Over the next years smart Internet-connected toys are expected to grow significantly in numbers. Our study explores smart toys’ potential to deliver experiences related to playful learning. One key aspect of toys, such as the CogniToys Dino, Fisher-Price’s Smart Toy Bear and Wonder Workshop’s Dash Robot are their game-based and toy-based features and functions, which are suggested to have educational outcomes when used in play. Through a comparative investigation of toy marketers’, preschool teachers’ and the parents’ of preschoolaged children’s perspectives of smart toys potential—and a comparison to the actual play experiences of preschoolers discovered in earlier stages of research, we demonstrate how the educational potential of contemporary smart toys may be categorized into game-based and toy-based affordances that may be employed for specific educational goals in playful learning.},
keywords = {Game-based learning, Internet of toys, Preschool-children, Smart toys, Toys},
pubstate = {published},
tppubtype = {inproceedings}
}
Over the next years smart Internet-connected toys are expected to grow significantly in numbers. Our study explores smart toys’ potential to deliver experiences related to playful learning. One key aspect of toys, such as the CogniToys Dino, Fisher-Price’s Smart Toy Bear and Wonder Workshop’s Dash Robot are their game-based and toy-based features and functions, which are suggested to have educational outcomes when used in play. Through a comparative investigation of toy marketers’, preschool teachers’ and the parents’ of preschoolaged children’s perspectives of smart toys potential—and a comparison to the actual play experiences of preschoolers discovered in earlier stages of research, we demonstrate how the educational potential of contemporary smart toys may be categorized into game-based and toy-based affordances that may be employed for specific educational goals in playful learning.