4.2 Teachers, researcher and professional’s perspective on game jams and game design processes in higher education

4.2.2 Expert interview 2: Perspective from researcher and professional

In the next video PhD Fellow in game jams and design processes Jeanette Falk Olesen and chair of Coding Pirates Aarhus Mikey Bruun Andersen together reflect on how academic game jams such as the one the have been witnessing are focused on furthering students’ thinking within subjects or disciplines. They see it as a way of mixing theoretical thinking, game design processes and making and then making them all work together to form a game concept. From a teacher perspective they also find students’ level of engagement and engagement with theory surprising, as well as the level of their thinking and their capability to build an academic argument around their game design. They both see great potential in using academic game jams in many different subjects and especially perhaps for subjects that do not necessarily deal with games. It is a way for both teachers and students to discover something new and make playful thinking emerge and materialise as a shared public showcase for that thinking. And importantly, of making alliances across subjects, disciplines, educational levels and with industry and cultural organisations.

 

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