Learning Through Play-How a Game Jam Developed Deeper Social Impact Understanding

While the value and benefits of game jams have been frequently documented for learning technology and design this brief case study examines the value toward increasing understanding of social impact topics. Instead of seeking to employ game jams as an opportunity to practice the skills required of game design, this work examines how a population of game jammers shifted their understanding of both the game making process and social impact topics they had self-selected. Since it is common to employ game jams around specific current topics and pervasive themes, this research is valuable in informing future game jams and employing game jams as a means for encouraging further reflection on a myriad of social impact concerns. The goal is to explore game jams as a productive reflection process, similar in educational contexts to the value of writing papers, making videos or other more common education practices. The findings indicate that in a game j am naive population, of 76 participants with a female-identifying majority and a mean age of 21 years, the 48-hour game jam improved participant self-perceived understanding of game design and furthered their understanding of social impact topics. These findings help support the theory that the experience of game jams may extend participant depth of knowledge beyond game design and implementation.