2020
Meriläinen, Mikko; Aurava, Riikka; Kultima, Annakaisa; Stenros, Jaakko
Game Jams for Learning and Teaching: A Review Journal Article
In: International Journal of Game-Based Learning, vol. 10, iss. 2, pp. 54-71, 2020, ISSN: 2155-6849.
Abstract | Links | Tags: Co-creation, Collaborative learning, Design research, Game creation, Game development, Game pedagogy, Game studies, Multidisciplinary, STEAM skills
@article{Meriläinen2020b,
title = {Game Jams for Learning and Teaching: A Review},
author = {Mikko Meriläinen and Riikka Aurava and Annakaisa Kultima and Jaakko Stenros},
url = {https://research.aalto.fi/en/publications/game-jams-for-learning-and-teaching-a-review},
doi = {10.4018/IJGBL.2020040104},
issn = {2155-6849},
year = {2020},
date = {2020-04-01},
journal = {International Journal of Game-Based Learning},
volume = {10},
issue = {2},
pages = {54-71},
abstract = {Game jams are intensive events focusing on creation. Their popularity and visibility have soared in recent years. The phenomenon has attracted the attention of scholars interested in education and learning, and the potential of game jams has been studied in various ways. Increasingly, game jams have come to be viewed as a site for learning. They are seen as activities for developing technical skills needed for digital game development, developing so-called soft skills such as collaboration and communication skills and as a way to teach and learn science, technology, engineering, arts, mathematics (STEAM) skills. In this article, the educational aspects of game jams are explored from multidisciplinary points of view. Combining education science, design research, and game studies, the authors position game jamming at the intersection of these disciplines to explore its various learning dimensions. This positioning provides a starting point for future studies of game jamming in the context of learning and teaching and invites discussion from diverse fields of study.},
keywords = {Co-creation, Collaborative learning, Design research, Game creation, Game development, Game pedagogy, Game studies, Multidisciplinary, STEAM skills},
pubstate = {published},
tppubtype = {article}
}
Game jams are intensive events focusing on creation. Their popularity and visibility have soared in recent years. The phenomenon has attracted the attention of scholars interested in education and learning, and the potential of game jams has been studied in various ways. Increasingly, game jams have come to be viewed as a site for learning. They are seen as activities for developing technical skills needed for digital game development, developing so-called soft skills such as collaboration and communication skills and as a way to teach and learn science, technology, engineering, arts, mathematics (STEAM) skills. In this article, the educational aspects of game jams are explored from multidisciplinary points of view. Combining education science, design research, and game studies, the authors position game jamming at the intersection of these disciplines to explore its various learning dimensions. This positioning provides a starting point for future studies of game jamming in the context of learning and teaching and invites discussion from diverse fields of study.
2018
Stenros, Jaakko; Kultima, Annakaisa
On the Expanding Ludosphere Journal Article
In: Simulation & Gaming, vol. 49, no. 3, pp. 338–355, 2018, ISSN: 1552826X.
Abstract | Links | Tags: Design research, Game research, Game science, Game studies, Interdisciplinarity, Ludology, Ludosphere
@article{Stenros2018,
title = {On the Expanding Ludosphere},
author = {Jaakko Stenros and Annakaisa Kultima},
doi = {10.1177/1046878118779640},
issn = {1552826X},
year = {2018},
date = {2018-01-01},
urldate = {2018-01-01},
booktitle = {Simulation and Gaming},
journal = {Simulation & Gaming},
volume = {49},
number = {3},
pages = {338–355},
publisher = {SAGE Publications},
address = {Los Angeles, CA},
abstract = {Background. Taking Klabbers' call for a coherent game science as a starting point, we argue for an alternative way to approach the multidisciplinarity of research into games. Aim. Building on game studies and design research, this article reviews the history and forecasts the future of studying games. Application. All scholars of games could benefit from an awareness of the works of other game scholars in different traditions. The plurality of approaches towards games is an intellectual strength, even if it is difficult for a single scholar to maintain a holistic grasp on research relating to ‘games'. The multitude not only describes the disciplinary traditions reflecting the wider phenomenon of games and play, but also games as creative practice. Demonstration. While the article is theoretical in nature, we use real-world examples to illustrate and ground the argumentation. For example, a key challenge identified here is that the realm of games and their influence, the ludosphere, is expanding too rapidly for any single researcher to keep up with it. Conclusions. We invite game scholars to cultivate a stronger awareness of the multitude of research into games to better position their own work in a larger context.},
keywords = {Design research, Game research, Game science, Game studies, Interdisciplinarity, Ludology, Ludosphere},
pubstate = {published},
tppubtype = {article}
}
Background. Taking Klabbers' call for a coherent game science as a starting point, we argue for an alternative way to approach the multidisciplinarity of research into games. Aim. Building on game studies and design research, this article reviews the history and forecasts the future of studying games. Application. All scholars of games could benefit from an awareness of the works of other game scholars in different traditions. The plurality of approaches towards games is an intellectual strength, even if it is difficult for a single scholar to maintain a holistic grasp on research relating to ‘games'. The multitude not only describes the disciplinary traditions reflecting the wider phenomenon of games and play, but also games as creative practice. Demonstration. While the article is theoretical in nature, we use real-world examples to illustrate and ground the argumentation. For example, a key challenge identified here is that the realm of games and their influence, the ludosphere, is expanding too rapidly for any single researcher to keep up with it. Conclusions. We invite game scholars to cultivate a stronger awareness of the multitude of research into games to better position their own work in a larger context.