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First-Timer Learning Experiences in Global Game Jam

First-Timer Learning Experiences in Global Game Jam

Mikko Meriläinen
Copyright: © 2019 |Volume: 9 |Issue: 1 |Pages: 12
ISSN: 2155-6849|EISSN: 2155-6857|EISBN13: 9781522567301|DOI: 10.4018/IJGBL.2019010103
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MLA

Meriläinen, Mikko. "First-Timer Learning Experiences in Global Game Jam." IJGBL vol.9, no.1 2019: pp.30-41. http://doi.org/10.4018/IJGBL.2019010103

APA

Meriläinen, M. (2019). First-Timer Learning Experiences in Global Game Jam. International Journal of Game-Based Learning (IJGBL), 9(1), 30-41. http://doi.org/10.4018/IJGBL.2019010103

Chicago

Meriläinen, Mikko. "First-Timer Learning Experiences in Global Game Jam," International Journal of Game-Based Learning (IJGBL) 9, no.1: 30-41. http://doi.org/10.4018/IJGBL.2019010103

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Abstract

Game jams are accelerated game creation events usually taking place over the course of a short time period. A variety of learning outcomes from game jamming has been discussed in previous research, with learning being a common motivation for attending game jams. Despite this, there has been little research into the psychological mechanisms driving learning and participation. In this article, the learning experiences of four first-time participants in the Global Game Jam are examined through self-determination theory. Results suggest that a wide spectrum of learning is experienced during a game jam, and game jams offer at least a temporary heightened sense of creativity and competence. Assessment remains an issue, however, and learning benefits may be contingent on the jam setting. All three basic psychological needs listed in self-determination theory are potentially fulfilled by game jam attendance, suggesting the relevance of self-determination theory in further jam research.

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