The role of game jams in developing informal learning of computational thinking: a cross-european case study

TL;DR

This study explores how cross-European game jams foster informal computational thinking skills among children, demonstrating their potential to enhance engagement, creativity, and problem-solving outside traditional classroom settings.

Contribution

It presents empirical evidence from two large-scale international game jams showing their effectiveness in developing computational thinking and informal learning in diverse cultural contexts.

Findings

Game jams support development of computational thinking skills.

Participants engaged in coding, designing, debugging, and reflection.

Large international participation demonstrates broad applicability.

Abstract

This paper will present a cross-European experience of game jams as part of a Horizon 2020 funded project: No-one Left Behind (NOLB). The NOLB project was created to unlock inclusive gaming creation and experiences in formal learning situations from primary to secondary level, particularly for children at risk of social exclusion. The project has engendered the concept of game jams, events organised with the aim of designing and creating small games in a short time-frame around a central theme. Game jams can support engagement with informal learning beyond schools across a range of disciplines, resulting in an exciting experience associated with strong, positive emotions which can significantly support learning goals. This paper will disseminate experience of two cross-European game jams; the first a pilot and the second having over 95 submissions from countries across Europe, America, Canada, Egypt, the Philippians and India. Data collected through these games jams supports that coding, designing, reflection, analysing, creating, debugging, persevering and application, as well as developing computational thinking concepts such as decomposition, using patterns, abstraction and evaluation. The notion of game jams provides a paradigm for creating both formal and informal learning experiences such as directed learning experience, problem-solving, hands-on projects, working collaboratively, and creative invention, within a learner-centred learning environment where children are creators of their own knowledge and learning material.