First-Timer Learning Experiences in Global Game Jam

Autor/in	Meriläinen, Mikko
Titel	First-Timer Learning Experiences in Global Game Jam
Quelle	In: International Journal of Game-Based Learning, 9 (2019) 1, S.30-41, Artikel 3 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2155-6849
DOI	10.4018/IJGBL.2019010103
Schlagwörter	Novices; Learning Experience; Games; Competition; Self Determination; Competence; Creativity; Educational Benefits; Psychological Needs; Learning Motivation; Personal Autonomy + Suchen Sie Ihr Suchwort? Lernerfahrung; Game; Spiel; Spiele; Wettkampf; Selbstbestimmung; Kompetenz; Kreativität; Bildungsertrag; Motivation for studies; Lernmotivation; Individuelle Autonomie
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01