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.
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.
2019
Koskimaa, Raine; Kauraoja, Valtteri; Karhulahti, Veli-Matti
In: Reitman, Jason G.; Anderson, Craig G.; Deppe, Mark; Steinkuehler, Constance (Ed.): Proceedings of the 2019 Esports Research Conference, pp. 228-229, ETC Press, 2019.
In proceedings Open access
Abstract | Links | Tags: Adolescents, Children, Competitive gaming, Electronic sports, Exercise
@inproceedings{Koskimaa2019b,
title = {Competitive Play, Physical Exercise and School Performance: Case Study among Pre-teens and Teens Attending Esports Summer Camp in Finland},
author = {Raine Koskimaa and Valtteri Kauraoja and Veli-Matti Karhulahti},
editor = {Jason G. Reitman and Craig G. Anderson and Mark Deppe and Constance Steinkuehler},
url = {https://press.etc.cmu.edu/index.php/product/proceedings-of-the-2019-esports-research-conference/},
doi = {10.1184/R1/12217766},
year = {2019},
date = {2019-10-10},
booktitle = {Proceedings of the 2019 Esports Research Conference},
pages = {228-229},
publisher = {ETC Press},
abstract = {Digital games have been considered harmful for the youth in many ways. One of these concerns is the reduced time left for school and healthy physical activities in return for non-ergonomic crouching over gaming controls and staying up late. On the other hand, the evolving esports scene has given rise to more organized and systematic training and playing, with an added emphasis on player wellbeing. So far, to our knowledge, the relationship between competitive gaming, physical exercise, and school performance among the youth has not been studied scientifically. Some research among high-level and professional esport players, however, has indicated that players on this level spend approximately 1 hour daily on physical exercise, and more than half of them (56%) believe that integrating physical exercise in training programs improves their competitive performance (Kari & Karhulahti2016; Kari et al. 2019).
The present work-in-progress is based on mixed method data collected from an Esports Summer Camp in Jyväskylä, Finland (June 3–7,2019). The attendees were 10-15 years old and partaking in two groups, one playing Overwatch and the other Fortnite. Local esports coaching company InCoach was responsible for the contents and running of the camp, and they had coaches for both teams with experience as professional players in the respective games. Questionnaires were given to the attendees (n=22) and half the respondents were interviewed with a semi-structured approach as well(n=10). The results of the above serve two further aims in the future: we will conduct a longitudinal multi-year study with these and other young players aspiring to competitive esports careers, and a bi-annual national sports and physical exercise survey (n=4000) will be extended with gaming and esports related questions in the next round during Spring 2020. The respondents were, as expected, avid players and online streaming spectators. At the same time, however, they also practiced many traditional sports and physical exercise. Their school performance was good. Esports and traditional sports were not mutually exclusive, but high interest in esports also indicated higher interest in traditional sports.},
keywords = {Adolescents, Children, Competitive gaming, Electronic sports, Exercise},
pubstate = {published},
tppubtype = {inproceedings}
}
Digital games have been considered harmful for the youth in many ways. One of these concerns is the reduced time left for school and healthy physical activities in return for non-ergonomic crouching over gaming controls and staying up late. On the other hand, the evolving esports scene has given rise to more organized and systematic training and playing, with an added emphasis on player wellbeing. So far, to our knowledge, the relationship between competitive gaming, physical exercise, and school performance among the youth has not been studied scientifically. Some research among high-level and professional esport players, however, has indicated that players on this level spend approximately 1 hour daily on physical exercise, and more than half of them (56%) believe that integrating physical exercise in training programs improves their competitive performance (Kari & Karhulahti2016; Kari et al. 2019).
The present work-in-progress is based on mixed method data collected from an Esports Summer Camp in Jyväskylä, Finland (June 3–7,2019). The attendees were 10-15 years old and partaking in two groups, one playing Overwatch and the other Fortnite. Local esports coaching company InCoach was responsible for the contents and running of the camp, and they had coaches for both teams with experience as professional players in the respective games. Questionnaires were given to the attendees (n=22) and half the respondents were interviewed with a semi-structured approach as well(n=10). The results of the above serve two further aims in the future: we will conduct a longitudinal multi-year study with these and other young players aspiring to competitive esports careers, and a bi-annual national sports and physical exercise survey (n=4000) will be extended with gaming and esports related questions in the next round during Spring 2020. The respondents were, as expected, avid players and online streaming spectators. At the same time, however, they also practiced many traditional sports and physical exercise. Their school performance was good. Esports and traditional sports were not mutually exclusive, but high interest in esports also indicated higher interest in traditional sports.
The present work-in-progress is based on mixed method data collected from an Esports Summer Camp in Jyväskylä, Finland (June 3–7,2019). The attendees were 10-15 years old and partaking in two groups, one playing Overwatch and the other Fortnite. Local esports coaching company InCoach was responsible for the contents and running of the camp, and they had coaches for both teams with experience as professional players in the respective games. Questionnaires were given to the attendees (n=22) and half the respondents were interviewed with a semi-structured approach as well(n=10). The results of the above serve two further aims in the future: we will conduct a longitudinal multi-year study with these and other young players aspiring to competitive esports careers, and a bi-annual national sports and physical exercise survey (n=4000) will be extended with gaming and esports related questions in the next round during Spring 2020. The respondents were, as expected, avid players and online streaming spectators. At the same time, however, they also practiced many traditional sports and physical exercise. Their school performance was good. Esports and traditional sports were not mutually exclusive, but high interest in esports also indicated higher interest in traditional sports.
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.
2018
Scolari, Carlos A.; Buckingham, David; Pereira, S.; Moura, Pedro; Koskimaa, Raine; Pérez, Ó.; Contreras, R.; Gaspard, I.; Horst, H.; Guerrero-Pico, M.; Lugo, N.; Masanet, M. J.; Establés, M. J.; Gutiérrez, E.; Rey, E.; Melo, L.; Tirocchi, S.; Márquez, I.; Lanzeni, D.; Winocur, R.; Morales, S.; Pink, S.; Ardévol, E.; Amici, S.; Taddeo, G.
Teens, Media and Collaborative Cultures: Exploiting Teens' Transmedia Skills in the Classroom
In: Universitat Pompeu Fabra, 2018, ISBN: 978-84-697-9843-0.
Publication for professional or general audience Open access
Links | Tags: Adolescents, Classroom, Culture, Teens, Transmedia, Transmedia skills
@other{Scolari2018,
title = {Teens, Media and Collaborative Cultures: Exploiting Teens' Transmedia Skills in the Classroom},
author = {Carlos A. Scolari and David Buckingham and S. Pereira and Pedro Moura and Raine Koskimaa and Ó. Pérez and R. Contreras and I. Gaspard and H. Horst and M. Guerrero-Pico and N. Lugo and M. J. Masanet and M. J. Establés and E. Gutiérrez and E. Rey and L. Melo and S. Tirocchi and I. Márquez and D. Lanzeni and R. Winocur and S. Morales and S. Pink and E. Ardévol and S. Amici and G. Taddeo},
url = {http://urn.fi/URN:NBN:fi:jyu-201901291348},
isbn = {978-84-697-9843-0},
year = {2018},
date = {2018-03-01},
publisher = {Universitat Pompeu Fabra},
keywords = {Adolescents, Classroom, Culture, Teens, Transmedia, Transmedia skills},
pubstate = {published},
tppubtype = {other}
}