2021
Aurava, Riikka; Meriläinen, Mikko
Expectations and Realities: Examining Adolescent Students' Game Jam Experiences
In: Education and Information Technologies, vol. Pre-print, 2021, ISBN: 1360-2357.
Journal article Open access
Abstract | Links | Tags: Adolescents, Co-creation, Creativity, Game jam, Gender inclusivity, STEAM learning
@article{Aurava2021,
title = {Expectations and Realities: Examining Adolescent Students' Game Jam Experiences},
author = {Riikka Aurava and Mikko Meriläinen},
url = {https://urn.fi/URN:NBN:fi:tuni-202110277858
},
doi = {10.1007/s10639-021-10782-y},
isbn = {1360-2357},
year = {2021},
date = {2021-10-25},
journal = {Education and Information Technologies},
volume = {Pre-print},
abstract = {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 afect 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 efects 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.
},
keywords = {Adolescents, Co-creation, Creativity, Game jam, Gender inclusivity, STEAM learning},
pubstate = {published},
tppubtype = {article}
}
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 afect 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 efects 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.
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 afect 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 efects 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.
Roine, Hanna-Riikka; Meriläinen, Mikko; Kankainen, Ville
In: The Journal of Play in Adulthood, vol. 3, iss. 2, pp. 96-112, 2021, ISSN: 2632-1254.
Journal article Open access
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.
Koskinen, Elina
Pizza and Coffee Make a Game Jam – Learnings from Organizing an Online Game Development Event
In: Proceedings of the 6th International Conference on Game Jams, Hackathons and Game Creation Events, ICGJ 2021, pp. 74-77, ACM, 2021, ISBN: 978-1-4503-8417-9.
In proceedings Open access
Abstract | Links | Tags: Game development, Game jam, Games, Global Game Jam, Online events
@inproceedings{Koskinen2021b,
title = {Pizza and Coffee Make a Game Jam – Learnings from Organizing an Online Game Development Event},
author = {Elina Koskinen},
url = {https://urn.fi/URN:NBN:fi:tuni-202108236697},
doi = {doi:10.1145/3472688.3472699},
isbn = {978-1-4503-8417-9},
year = {2021},
date = {2021-08-02},
booktitle = {Proceedings of the 6th International Conference on Game Jams, Hackathons and Game Creation Events, ICGJ 2021},
pages = {74-77},
publisher = {ACM},
abstract = {Global Game Jam was organized fully online for the first time in 2021. This event report presents a walkthrough of the Global Game Jam weekend for the FGJ Tampere Online site, and proposes guidelines for online game jams based on what was learned from organizing the event.},
keywords = {Game development, Game jam, Games, Global Game Jam, Online events},
pubstate = {published},
tppubtype = {inproceedings}
}
Global Game Jam was organized fully online for the first time in 2021. This event report presents a walkthrough of the Global Game Jam weekend for the FGJ Tampere Online site, and proposes guidelines for online game jams based on what was learned from organizing the event.
Aurava, Riikka; Meriläinen, Mikko; Kankainen, Ville; Stenros, Jaakko
Game Jams in General Formal Education
In: International Journal of Child-Computer Interaction, vol. 28, 2021, ISSN: 2212-8689.
Journal article Open access
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.
Laiti, Outi; Harrer, Sabine; Uusiautti, Satu; Kultima, Annakaisa
Sustaining Intangible Heritage Through Video Game Storytelling: The Case of the Sami Game Jam
In: International Journal of Heritage Studies: IJHS, vol. 3, iss. 4, pp. 296-311, 2021, ISSN: 1352-7258.
Journal article Open access
Abstract | Links | Tags: Game jam, Indigenous studies, Intangible heritage, Revitalisation, Sámi, Video games
@article{Laiti2021,
title = {Sustaining Intangible Heritage Through Video Game Storytelling: The Case of the Sami Game Jam},
author = {Outi Laiti and Sabine Harrer and Satu Uusiautti and Annakaisa Kultima},
url = {https://urn.fi/URN:NBN:fi:tuni-202006055927},
doi = {10.1080/13527258.2020.1747103},
issn = {1352-7258},
year = {2021},
date = {2021-03-04},
journal = {International Journal of Heritage Studies: IJHS},
volume = {3},
issue = {4},
pages = {296-311},
abstract = {This article explores how game jams, a rapid collaborative game production format, can work to support the revitalisation of Indigenous self-narratives in the context of Sámi culture. The study focuses on the Sami Game Jam, an event designed and carried out in the Northern Finish Sámi community in Utsjoki, in February 2018. Using an ethnographic method including participatory observation, video interviews with Sámi participants, and textual video game analysis, the study first discusses the event design, and how the creation of Sámi themes and priorities created constraints for game design. The variety of themes selected for the jam reflects the diversity of concerns present in contemporary Sámi society, and the need to reflect them in media. Secondly, we address the process of collaborative game development to explore current Sámi experience in a dialogic, open-ended way. Finally, we discuss the games created during the game jam, and how their design translate Sámi themes into playable artefacts. Based on the findings, we conclude how game jamming as a cultural practice can be appropriated for the purpose of sustaining intangible cultural heritage.},
keywords = {Game jam, Indigenous studies, Intangible heritage, Revitalisation, Sámi, Video games},
pubstate = {published},
tppubtype = {article}
}
This article explores how game jams, a rapid collaborative game production format, can work to support the revitalisation of Indigenous self-narratives in the context of Sámi culture. The study focuses on the Sami Game Jam, an event designed and carried out in the Northern Finish Sámi community in Utsjoki, in February 2018. Using an ethnographic method including participatory observation, video interviews with Sámi participants, and textual video game analysis, the study first discusses the event design, and how the creation of Sámi themes and priorities created constraints for game design. The variety of themes selected for the jam reflects the diversity of concerns present in contemporary Sámi society, and the need to reflect them in media. Secondly, we address the process of collaborative game development to explore current Sámi experience in a dialogic, open-ended way. Finally, we discuss the games created during the game jam, and how their design translate Sámi themes into playable artefacts. Based on the findings, we conclude how game jamming as a cultural practice can be appropriated for the purpose of sustaining intangible cultural heritage.
2020
Aurava, Riikka; Meriläinen, Mikko; Stenros, Jaakko
Teacher Views on Game Jamming in Formal General Education
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.
In proceedings
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.
Toft, Ida Marie; Harrer, Sabine
Design Bleed: A Standpoint Methodology for Game Design
In: DiGRA ’20: Proceedings of the 2020 DiGRA International Conference: Play Everywhere, DiGRA, 2020, ISSN: 2342-9666.
In proceedings Open access
Abstract | Links | Tags: Design bleed, Game design, Game jam, Hegemony of play, Larp, Live-action role playing, Standpoint feminism
@inproceedings{Toft2020,
title = {Design Bleed: A Standpoint Methodology for Game Design},
author = {Ida Marie Toft and Sabine Harrer},
url = {http://www.digra.org/digital-library/publications/design-bleed-a-standpoint-methodology-for-game-design/},
issn = {2342-9666},
year = {2020},
date = {2020-06-02},
booktitle = {DiGRA ’20: Proceedings of the 2020 DiGRA International Conference: Play Everywhere},
publisher = {DiGRA},
abstract = {In this paper we develop the concept of design bleed, a standpoint approach to game design. We adopt the terminology of bleed from the Nordic community around live- action role-playing games and use it as a lens on game development. Based on our own experiences in developing two game jam games, Lovebirds and Get Your Rocks On, we identify four ‘ingredients’ for bleed-inspired game design. We develop design bleed as a community affirming design practice which can be used as a tool for carving out shared standpoints. We suggest that this is particularly productive for game designers at the margins, as it has potential to be creatively and emotionally healing but can also invite expressions for political resistance to normative game culture.},
keywords = {Design bleed, Game design, Game jam, Hegemony of play, Larp, Live-action role playing, Standpoint feminism},
pubstate = {published},
tppubtype = {inproceedings}
}
In this paper we develop the concept of design bleed, a standpoint approach to game design. We adopt the terminology of bleed from the Nordic community around live- action role-playing games and use it as a lens on game development. Based on our own experiences in developing two game jam games, Lovebirds and Get Your Rocks On, we identify four ‘ingredients’ for bleed-inspired game design. We develop design bleed as a community affirming design practice which can be used as a tool for carving out shared standpoints. We suggest that this is particularly productive for game designers at the margins, as it has potential to be creatively and emotionally healing but can also invite expressions for political resistance to normative game culture.
2019
Kankainen, Ville; Kultima, Annakaisa; Meriläinen, Mikko
Motivations of Game Jam Organizers: Case of Finnish Game Jam Community
In: Proceedings of the 14th International Conference on the Foundations of Digital Games, pp. 1-8, ACM, 2019, ISBN: 2153-1633.
In proceedings Open access
Abstract | Links | Tags: Game design, Game jam, Game jam organizers, Games, Intermediaries, Motivations, Volunteering
@inproceedings{Kankainen2019b,
title = {Motivations of Game Jam Organizers: Case of Finnish Game Jam Community},
author = {Ville Kankainen and Annakaisa Kultima and Mikko Meriläinen},
url = {https://urn.fi/URN:NBN:fi:tuni-201910013611},
doi = {10.1145/3337722.3341840},
isbn = {2153-1633},
year = {2019},
date = {2019-08-26},
booktitle = {Proceedings of the 14th International Conference on the Foundations of Digital Games},
pages = {1-8},
publisher = {ACM},
abstract = {In this paper, we examine the motivations and experiences of game jam organizers in Finland. For the purpose of the study, 13 game jam organizers were interviewed in 2018 - 2019. We found that motivations for organizing game jams are diverse but interlinked and can be roughly divided into six categories: Community Building, Community Driven, Education, Passion for Organizing, Supporting Creative Culture and Work Driven. Further, we noted that many organizers end up in their position through happenstance rather than actively looking for the role.},
keywords = {Game design, Game jam, Game jam organizers, Games, Intermediaries, Motivations, Volunteering},
pubstate = {published},
tppubtype = {inproceedings}
}
In this paper, we examine the motivations and experiences of game jam organizers in Finland. For the purpose of the study, 13 game jam organizers were interviewed in 2018 - 2019. We found that motivations for organizing game jams are diverse but interlinked and can be roughly divided into six categories: Community Building, Community Driven, Education, Passion for Organizing, Supporting Creative Culture and Work Driven. Further, we noted that many organizers end up in their position through happenstance rather than actively looking for the role.
Aurava, Riikka; Murray, John; Kankainen, Ville
In: Felicia, Patrick (Ed.): Proceedings of the 9th irish Conference on Game-Based Learning: iGBL2019, pp. 26-36, iGBL, 2019, ISBN: 9798649025898.
In proceedings Open access
Abstract | Links | Tags: Adolescents, Attendance, Education, Game jam, General education, Non-attendance
@inproceedings{Aurava2019,
title = {Why Won’t They Jam?: The Reasons for General Upper Secondary School Students for Not Attending a Game Jam},
author = {Riikka Aurava and John Murray and Ville Kankainen},
editor = {Patrick Felicia},
url = {https://urn.fi/URN:NBN:fi:tuni-202102091985},
isbn = {9798649025898},
year = {2019},
date = {2019-06-27},
booktitle = {Proceedings of the 9th irish Conference on Game-Based Learning: iGBL2019},
pages = {26-36},
publisher = {iGBL},
abstract = {This short paper charts why potential participants decide not to participate in game jams. Specifically, we aim at finding reasons for adolescents, specifically Finnish general upper secondary school students, for not attending game jam events. In November 2018, we arranged a game jam in Tampere, at the University of Tampere, where the participants were students from three schools. From the possible pool of over 800 pupils, we had measly twelve registrations and due to cancellations, we only had eight participants, aged 17 and 18, in the jam. Although the jam event itself was successful, we wanted to know why only a fraction of invitees participated. Furthermore, we wanted to map the possible barriers to entry that prevented students from getting involved. To address this we conducted an online survey of all invitees in December 2018. Of the all possible participants 218 replied. This paper analyzes those results and discusses the implications of the results to future educational use of game jamming in formal education. Educators have in recent years tried to better teach the so called 21st century skills and competencies, which have been deemed essential for the new era (see e.g. Dede, 2007; Ananiadou & Claro, 2009). An increasing number of studies has shown that the skills acquired in game jam events closely resemble the 21st century skills: STEAM/STEM related and inter- and intrapersonal skills. Thus, it is also important to see if the game jam method could be applied to formal learning in schools. With this end in mind, we have organized several game jams in Finnish schools, namely in general upper secondary schools. The results are promising, showing that the benefits of game jams can indeed be transferred to formal learning. The number of the involved students has been small, which affects both the research and the goal we are trying to reach: spreading the benefits of game jamming to a larger audience. In this article, we aim at finding reasons for non-attendance.},
keywords = {Adolescents, Attendance, Education, Game jam, General education, Non-attendance},
pubstate = {published},
tppubtype = {inproceedings}
}
This short paper charts why potential participants decide not to participate in game jams. Specifically, we aim at finding reasons for adolescents, specifically Finnish general upper secondary school students, for not attending game jam events. In November 2018, we arranged a game jam in Tampere, at the University of Tampere, where the participants were students from three schools. From the possible pool of over 800 pupils, we had measly twelve registrations and due to cancellations, we only had eight participants, aged 17 and 18, in the jam. Although the jam event itself was successful, we wanted to know why only a fraction of invitees participated. Furthermore, we wanted to map the possible barriers to entry that prevented students from getting involved. To address this we conducted an online survey of all invitees in December 2018. Of the all possible participants 218 replied. This paper analyzes those results and discusses the implications of the results to future educational use of game jamming in formal education. Educators have in recent years tried to better teach the so called 21st century skills and competencies, which have been deemed essential for the new era (see e.g. Dede, 2007; Ananiadou & Claro, 2009). An increasing number of studies has shown that the skills acquired in game jam events closely resemble the 21st century skills: STEAM/STEM related and inter- and intrapersonal skills. Thus, it is also important to see if the game jam method could be applied to formal learning in schools. With this end in mind, we have organized several game jams in Finnish schools, namely in general upper secondary schools. The results are promising, showing that the benefits of game jams can indeed be transferred to formal learning. The number of the involved students has been small, which affects both the research and the goal we are trying to reach: spreading the benefits of game jamming to a larger audience. In this article, we aim at finding reasons for non-attendance.
Meriläinen, Mikko
First-Timer Learning Experiences in Global Game Jam
In: International Journal of Game-Based Learning, vol. 9, iss. 1, pp. 30-41, 2019, ISSN: 2155-6857.
Journal article
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
Meriläinen, Mikko; Aurava, Riikka
Internal Barriers to Entry for First-time Participants in the Global Game Jam
In: ECGBL 2018 PDF – Proceedings of the 12th European Conference on Game-Based Learning, pp. 414–421, Reading, 2018, ISSN: 20490992.
In proceedings
Abstract | Tags: Barriers to entry, Co-creation, Game jam, Game pedagogy, Hackathon, Learning
@inproceedings{Merilainen2018,
title = {Internal Barriers to Entry for First-time Participants in the Global Game Jam},
author = {Mikko Meriläinen and Riikka Aurava},
issn = {20490992},
year = {2018},
date = {2018-10-01},
urldate = {2018-01-01},
booktitle = {ECGBL 2018 PDF – Proceedings of the 12th European Conference on Game-Based Learning},
pages = {414–421},
address = {Reading},
abstract = {Game jams are a type of co-creation event, in which a game is created in a limited timeframe. They are attended for recreational as well as educational purposes and have gained popularity as a learning environment by combining elements of both informal and formal learning. Participation is typically voluntary, and external and internal issues can influence participation. In this paper internal barriers to entry are discussed based on interviews and observations from four first-time participants in the Global Game Jam, the world's largest on-site game jam event. Results suggest that participant expectations affect attendance. Identifying and acknowledging these expectations may help promote attendance.},
keywords = {Barriers to entry, Co-creation, Game jam, Game pedagogy, Hackathon, Learning},
pubstate = {published},
tppubtype = {inproceedings}
}
Game jams are a type of co-creation event, in which a game is created in a limited timeframe. They are attended for recreational as well as educational purposes and have gained popularity as a learning environment by combining elements of both informal and formal learning. Participation is typically voluntary, and external and internal issues can influence participation. In this paper internal barriers to entry are discussed based on interviews and observations from four first-time participants in the Global Game Jam, the world's largest on-site game jam event. Results suggest that participant expectations affect attendance. Identifying and acknowledging these expectations may help promote attendance.