Game Jams

Preston, Jon A.; Chastine, Jeff; O’Donnell, Casey; Tseng, Tony; MacIntyre, Blair

doi:10.4018/ijgbl.2012070104

Cited by 59 publications

(21 citation statements)

References 8 publications

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“…Preston et al (2012) found that jammers on average have better academic performance than non-jammers, and that attending game jams are perceived as beneficial for improving skills, which also corresponds to Fowler et al's (2013a) finding. Reng et al (2013) described game jams as "an important learning space with characteristics known from communities of practice."…”

Section: Global Game Jammingsupporting

confidence: 55%

“…To Turner et al, game designers are artists who create works, or games, whose focus is not about the commercialisation of the outcome, but the process of experiencing the creation of a game in a social context. Other motivations exist as well, including learning a new tool (Fowler et al 2013a), collaborate in a team environment for self-improvement (Preston et al 2012), or to be plain, "Getting a chance to make a game with other awesome people in a very short time" (Reng et al 2013). …”

Section: The Implicit Inspiration Networkmentioning

confidence: 99%

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Conceptualising Inspiration Networks in Game Design

Tomitsch

Bednarz

2015

ToDIGRA

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This paper examines the concept of inspiration and proposes a design process for inspiration networks using survey data from Global Game Jam. Global Game Jam is a 48-hour game development competition that invites anyone to participate worldwide. The study illuminates the presence of the famous 'six degrees of separation' effect in these inspiration networks, leveraged to model ideations as related concepts, identifying four major lodestars. It follows research through design, embodying the body of knowledge in the inspiration network as a design artifact. Inspiration networks offer a novel way to discover game genres that have not yet been formally recognised, but have displayed a large influence. The findings offer three design implications: an understanding gained by "thinking with networks", the ability to identify emerging game genres, and the support for intuitive, visual browsing of ideas. Formalisation of inspiration network poses an open field for research.

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Section: Global Game Jammingsupporting

confidence: 55%

Section: The Implicit Inspiration Networkmentioning

confidence: 99%

Conceptualising Inspiration Networks in Game Design

Tomitsch

Bednarz

2015

ToDIGRA

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“…Of particular academic interest is the impact of the participation on those involved in these activities. Such research shows that participants can gain skills in prototyping and collaboration [30], can have a positive correlation with academic performance [31], and can improve confidence of participants [32]. Reng, Schoenau-Fog, and Kofoed [33], discuss the importance of the social aspect of the jam as highly important to the participants.…”

Section: B Academic Hackingmentioning

confidence: 99%

Understanding and improving the culture of hackathons: Think global hack local

Decker

Eiselt

Voll³

2015

2015 IEEE Frontiers in Education Conference (FIE)

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Hackathons bring developers, artists and designers together around a shared challenge: ideate, plan and create an application in a highly constrained time frame. A way to socialize, solve problems, and strengthen soft and hard skills, hackathons have grown tremendously in popularity in the last half decade. Despite this growth, it has been noted that females do not participate in hackathons with the same frequency as males. Some theorize that the hackathon culture is intimidating, does not appeal to women, or that it acts to amplify pre-existing cultural biases in computing. In this paper we introduce an alternative format for hackathons to address these issues. Think Global Hack Local (TGHL) is a non-competitive, communitybased hackathon that connects non-profit organizations with student developers. Students donate a weekend to solve problems that these organizations otherwise lack the resources to solve. To date, there have been two TGHL hackathons, and we have observed many interesting divergences within the culture of TGHL in comparison to other hackathons. Response has been positive, and nearly all of them indicate that they would do it again. By adopting some of these ideas, we believe that hackathons can become an environment that is more inclusive and fun for all.

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“…They have been identified as excellent opportunities for research in a wide variety of fields (Fowler et al, 2013a,b;Zook and Riedl, 2013;Ho et al, 2014), where time constraints encourage rapid and exploratory game design and development (Hrehovcsik et al, 2016). In addition, participants in game jams gain valuable skills in prototyping, collaboration (Preston et al, 2012;Fowler et al, 2013a,b), and collaborative learning (Shin et al, 2012;Arya et al, 2013). In a study exploring participants' motivations for participating in game jams, Zook and Riedl (2013) found that the majority set goals for personal benefit.…”

Section: Introductionmentioning

confidence: 99%

Game Developers' Approaches to Communicating Climate Change

et al. 2019

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Educational games are potential tools for communicating climate science to the public and thus improving public understanding of climate change. In this article we explore the use of co-design methodologies, a participatory open design process, to communicate climate change to a wider audience. To this end, we hosted Climate Jam 2018, a game jam with the objective of creating games to communicate climate change science and to gain insight into how developers approach educational game design. The inclusive event attracted professional game developers and hobbyists from four continents. Participants received a science pack with scientific information about climate change and completed a pre-and post-game-jam survey containing questions relating to climate change, motivations, and game design principles. We present a description of select games that highlight different approaches to communicating climate change to a general audience. Additional results from the surveys showed that few game developers engaged with the science pack and other resources in depth, that communicating climate science was of medium interest to game developers, and that the games' potential learning effects relate mostly to memorizing and recalling the information communicated in the games. The results are discussed with respect to improving communication between scientists and game developers in the co-creation process.

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Game Jams

Cited by 59 publications

References 8 publications

Conceptualising Inspiration Networks in Game Design

Conceptualising Inspiration Networks in Game Design

Understanding and improving the culture of hackathons: Think global hack local

Game Developers' Approaches to Communicating Climate Change

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