4.1 Students’ perspectives on game jams and game design processes as a way of learning

4.1.2 Student interview 2: perspective from 100% Baby

In the next video Morten Hansen Pedersen an MA student of Digital Design and Kasper Krog Andersen an MA student from Science Studies, both from Aarhus University and part of the design team 100% Baby working on the game ‘Pick A Baby’, tell about the experience of participating in an academic game jam. They find that a major difference is that it is not enough to think and talk about theories and concepts, thay have to be transformed into a game - an ‘object to think with’. They feel that the game jam as a format for learning in higher education allows them to contribute with more and make them think about theory in new ways. Also, game jams allow for students that are usually more silent to contribute and express themselves through making games rather than talking about theory. And where dominant students listen more and make space for the other team members because there is a distribution of roles in game jams. Also, they reflect on the group work in game jams as driving learning forward and the importance of letting go of the first idea on order to get better ones. And finally reflecting on learning as jamming where ‘suddenly it all falls into place’.

Interview with participants, teachers and visitors from the Game Jam: Gaming at the edge, the Counterplay festival 2019 @Dokk1 (YouTube)