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.
Meriläinen, Mikko; Aurava, Riikka; Kultima, Annakaisa; Stenros, Jaakko
Game Jams for Learning and Teaching: A Review
In: International Journal of Game-Based Learning, vol. 10, iss. 2, pp. 54-71, 2020, ISSN: 2155-6849.
Journal article Open access
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
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.