Recent years have witnessed a rise in Game Jamsorganized events to create playable prototypes in a very short time frame. Game Jams offer a unique and quick way to prototype games. Beyond that, we believe Game Jams can also be seen as a design research method, situated in the research-through-design tradition, to create knowledge in a fast-paced, collaborative environment. The goal of this Game Jam is thus twofold: first, participants will use the Game Jam approach to investigate a research question; second, participants can, through actual practice, identify advantages and disadvantages of Game Jams as a research method. Hereby the Game Jam workshop provides a unique opportunity for HCI practitioners and researchers to gain experience in applying gameoriented methods for research.

Game Jams -energized, fast-paced get-togethers of developers and artists to make digital games -have recently emerged as a way to generate and inspire novel game ideas and new ways of thinking. We intend to introduce the CHI community to this collaborative, fast-paced method of design by holding a game jam with an emphasis on developing novel user inputs as a way to explore HCI and to connect participants from diverse backgrounds. This game jam will introduce a successful model from a related field to the HCI agenda while developing collaborations between the two growing areas.

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Two trends can be witnessed in educational game design: Problem-Based Learning and Drill & Practice Training approach. The general assumption appears to favor Problem-Based approach above Drill & Practice, in regard to players' motivation. However, the differences between the approaches are seldom studied. The authors examined the motivational impact of one game consisting of a Problem-Based-, and a Drill & Practice learning mode. The first presents players with an ill-defined problem and offers various solutions to a challenge. In the Drill & Practice mode, there is only one correct answer. Secondary school students played the game and completed a pre- and post-test questionnaire about their experienced regulatory style for studying mathematics. Results suggest that the Problem-Based mode may decline the experience of feeling controlled by others to engage in mathematics learning. In comparison, players of the Drill & Practice mode reported increased intrinsic motivations towards mathematics.