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Game jams as pedagogical spaces combining co-creation, co-production and co-design with four learning types

Design · All designs
Evidence · 2 claims (2 for) · 1 study (1 qualitative), q2 · 0 of 1 report an effect size · 2 claims rest on one study

Description

The article frames game jams as constructivist learning environments that emulate industrial processes (co-creation, co-production, co-design) and host four learning types: "The type of learning that takes place during game jams is not very different from that from typical educational environments and includes (1) cooperative, (2) project-based, (3) problem-based, and (4) collaborative learning." Through these processes the events are said to contribute to 4C skill development.

Design Implications

Context

Requirements

  • A tutor able to promote beneficial interaction, which is crucial for collaborative learning to succeed

Constraints

  • In such a short collaborative event it is unrealistic to expect participants to acquire all skills or learn to program

Target Learners

  • adolescent students (12–16) in informal and extracurricular settings

Learning Goals

  • critical thinking, creativity, communication, collaboration

Claims

Examples

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Key Sources

  • Contreras-Espinosa, R.S.; Eguia-Gomez, J.L. (2022). Game Jams as Valuable Tools for the Development of 21st-Century Skills. Sustainability 2022, 14, 2246. https://doi.org/10.3390/su14042246
Page metadata
Field Value
type design
id game-jam-pedagogical-framework
title Game jams as pedagogical spaces combining co-creation, co-production and co-design with four learning types
description The article frames game jams as constructivist learning environments that emulate industrial processes (co-creation, co-production, co-design) and host four learning types: "The type of learning that takes place durin...
status review
generated by process:settle-candidates on 2026-10-16
trust unverified — no one has confirmed this page's content
sources 1 — contreras-espinosa-2022

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