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

4.2.1 Expert interview 1: Perspectives from teachers

In the first video you will hear from the two teachers using game jams and game design processes as a way of teaching and learning - also in a highly theoretical course such as the MA course in Computer Game Theory. They highlight the fact that students seem to drive their own learning, be engaged and take charge of the learning process interrupted by critical thinking sessions with the teachers. Also, how they were applying their thinking and ‘thinking through materials’ where the teacher role was more one of supporting students’ thinking, theorizing and designing than lecturing to them. This however highlighted the need to shift from planning the content of teaching to planning the structure of the learning experience. As well as highlighting to students what the benefits and potentials of such processes are for their learning and thinking. One quality highlighted by the teachers are how students’ game making can function as ‘objects to think with’ and ‘objects to talk about something with’ in effect materialising learning and knowledge in new ways. They see game jams as a way for students to express themselves, further their theoretical understanding and their academic argumentation.   

 

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