GGJ NEXT™ Learning Outcomes
Expected Learning Outcomes
- Logical thinking and problem solving
- Meta-cognitive skills and learning to learn
- Creativity and innovation
- Vocabulary acquisition
- STEAM-related skills
- Math and Physics
- Art (audio, visual, narrative)
- Design (game, interaction, interface, story, character, etc)
- Design Process: Critique, Reflection, and Iteration
- Planning and Organization
- Leadership and Teamwork
- Communication and Collaboration
- Documentation and Knowledge Organization
- Motivation (success stories and possibilities)
- Exploration (Safe place to fail)
- Friendship and Networking
- Fun and Recreation
- The human brain is hard-wired to enjoy learning, so not only fun and learning are not contradictory but also interconnected if the learning is done right. We learn from games all the time; good games are always “learning games” (Koster, 2013) and learning can be done through playing games (Prensky, 2007).
- Not only we can learn through playing games, we can learn through making games. Game design and development is a highly cross-disciplinary process, involving various skills. Being part of a game development project, not only provides valuable outcomes for game enthusiasts, but also include many transferable skills that can be used in other contexts.
- Game development is social activity; it is challenging and yet rewarding for children as they build things that they are highly interested in.
- Game jams are the ideal venue for taking advantage of the learning benefits of game development. They are relatively short, performed in groups, and at the presence of mentors.
- When coordinated with schools, parents, and partner organizations, game jams can be a suitable venue for providing accessibility and equal opportunities to children belonging to groups, such as ethnic minorities and women, that are under-represented in game and other STEAM-related industries (Fowler and Schreiber, 2017).
- Hands-on experience of a game jam, while entertaining for children, gives them the confidence that they can build real products and encourages them to pursue STEAM-related education and career.
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Fowler, A. (2016). Informal STEM Learning in Game Jams, Hackathons and Game Creation Events. International Conference on Game Jams, Hackathons, and Game Creation Events (pp. 38–41). NY: ACM.
Fowler, A. (2013). Measuring learning and fun in video games for young children: a proposed method. Proceedings of the 12th International Conference on Interaction Design and Children (pp. 639–642).
Fowler, A., Khosmood, F., Arya, A. (2013). The Evolution and Significance of the Global Game Jam. Foundations of Digital Games Conference.
Fowler, A., Schreiber, I. (2017). Engaging under-represented minorities in STEM through game jams (pp. 5). New York: International Conference on Game Jams, Hackathons, and Game Creation Events, ACM.
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Ho, X., et al. (2014). Game Design Inspiration in Global Game Jam. Proceedings of DiGRAA 2014: What is Game Studies in Australia
Kapp, K. (2012). The gamification of learning and instruction: game-based methods and strategies for training and education. John Wiley & Sons.
Koster, Raph. Theory of fun for game design. O'Reilly Media, Inc., 2013.
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Prensky, M. (2007). Digital game-based learning. Vol. 1. St. Paul, MN: Paragon house, 2007.