2021
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.
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.