Staff game jams with tutors who have pedagogical, technological, collaborative and creative competencies, plus volunteers for materials and technical support¶

Strategy · All strategies
Evidence · 1 claim (1 for) · 1 study (1 qualitative), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The article recommends tutors familiarized with video-game development who hold "pedagogical, technological, collaborative, and creative competencies", create a safe space, and remain neutral and impartial. Volunteers handle idea-generation techniques, extra materials, and technical problems such as software installation and Internet connection issues.

Design Implications¶

Context¶

Requirements¶

• Tutors with game-development or theme knowledge and the four competency areas
• Voluntary workers for materials and technical problems
• A venue with electricity, Internet, tables, eating area and quiet resting areas

Constraints¶

• Tutors must not display preferences or prejudices to foster a truly creative session

Target Learners¶

• adolescent students in game jams

Target Learning Goals¶

• 4C skill development through supported creative design

Claims¶

• Participating in game jams develops 4C skills (critical thinking, creativity, communication, collaboration) in adolescent students, though skill gains are difficult to verify [+W]

Related Strategies¶

• Use an intermediate game-jam duration of about 6 hours, long enough for teams to pass through the first four development phases

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