Global Game Jam in Latin-America, a Collaborative Videogame Learning Experience

Abstract

Videogame production events, particularly the Global Game Jam (GGJ), is an activity par excellence aimed at the development of the world’s largest games, enhancing the form of personal expression, critical thinking, and appropriation of new media through collaborative work. The general objective is to explore the development process within the context of the GGJ, calculating the correlation between level of education and source of inspiration, the correlation between level of education and purpose of the game to be designed in the Global Game Jam and the correlation between level of education and skills. The main source of inspiration is defined by game genre, game mechanics, or other video game, in addition the purpose of the game is mainly due to learning a technical skill, enjoy doing it, and generate satisfaction in the players. Finally, the skills that prevail are 2D Design, Programming, and 3D Design. People with a high level of knowledge have the same passion as those who have just started in the multidisciplinary field of the development of video games motivated by creating an original game that has a good script and provides them a life experience.

Videojuegos y educación: análisis de tendencias en investigación

“…En cuanto al análisis de contenido, las investigaciones analizadas revelan cómo los videojuegos, al combinar la eficacia del procesamiento informático y el almacenamiento de datos, con altos niveles de atractivo (Bellotti et al, 2010), pueden incrementar la implicación en el proceso de aprendizaje del alumnado gracias a la consideración del contenido, las características técnicas, el estado de ánimo de los usuarios y las características que facilitan el proceso de aprendizaje (Fokides et al, 2019), la fuente de inspiración, el propósito del juego y las competencias a desarrollar (Torres-Toukoumidis et al, 2020).…”

Investigación con videojuegos en educación. Una revisión sistemática de la literatura de 2015 a 2020

“…En el caso de la confluencia videojuegos/educación, se han analizado aspectos generales como la inclusión de un serious game para formar cirujanos, la inclusión de un videojuego educativo para enseñar idiomas o conocer si un videojuego concreto es capaz de aumentar el rendimiento académico o simplemente su impacto en la adquisición de habilidades cognitivas (Katsaounidou et al, 2019;Peralta et al, 2017;Schaffernak et al, 2020;Torres-Toukoumidis et al, 2020;Woessner, 2015).…”

“…ej., salvar al mundo), hasta elementos sociales como el racismo, la xenofobia, la sexualidad, entre otros (Parker et al, 2018). Un artículo (1 %) utiliza un juego independiente para su propuesta educativa (Torres-Toukoumidis et al, 2020). Fuente: elaboración propia.…”

Game Jams as Valuable Tools for the Development of 21st-Century Skills

“…Game jams are typically and exclusively devoted to video-game design through collaborative work, while participants have fun in the meantime [11]. Nevertheless, the main goal of this research was not to employ game jams to learn how to create video games or develop specific skills related to this task, such as programming or character and background design, but rather to help students improve their critical thinking, communication, collaboration, and creative skills, typically enhanced during game jams [12].…”

“…The current game-jam literature mainly focuses on case studies in which students develop video games from a recreational perspective (e.g., see References [1,5,11]), but it does not discuss the potential of game jams as valuable tools to develop 21 st -century skills. We know very little about the motivation of game-jam organizers or how game jamming can be an appropriate teaching method for soft skills, such as communication and collaboration, except for what we can infer from the overall theme of a jam [16].…”