Teaching Intentionality through Game Jams

Abstract

Abstract This article addresses game jams and similar events as pedagogical opportunities where critical learning outcomes can be generated through making. The article starts with a definition of game jams, how they are structured, and the communities around them. Then, it highlights intentional art and design practices that can be implemented in game jams and similarly structured fast-paced making practices. That is followed by how educators can leverage game jams further to implement these informal learning outcomes in a structured manner, which is exemplified through a study conducted by the author. Finally, the article concludes with a discussion where the author highlights the outcomes for educators who can apply this approach in a variety of settings. This article is important for addressing the ways game jams can be leveraged in educational settings where the learning outcomes are not only focused on skill development such as coding and modeling but also critical thinking.