Code camps and hackathons in education - literature review and lessons learned

Motivation: Code camps and hackathons been used in education for almost two decades. These approaches are usually intensive and for most times quite practical events for solving some real-world problems with various educational objectives. The objectives and structures of these events differ depending on the role of the event in curricula. Problem statement: Both code camps and hackathons been implemented in various ways, with varying success levels. As expected the implementation of the event varies considerably depending on the objectives set for the event, but that then leads to the difficulty and problem setting to understand what organizing of these events actually mean. For educational context, curricula have also its role in defining the targeted skills and competencies the events has to consider too. Approach: We applied a systematic literature review (SLR) to look at the various definitions and modes of these events. Whether it is called “code camp”, or “hackathon”, or anything else with the same basic meaning, we want to find out what skills and competencies these events emphasize, how they are used in Computer Science (CS) and Software Engineering (SE) education and what are the general structures of the actual arranged events. Contribution: It is aim of this SLR to i) identify various possible ways of implementing these intensive events, and ii) reflect the results to the lessons we have learned of almost two decades of various intensive code camps and hackathons we have been organizing building and participating into. Based on the results, we claim that there is tremendous potential of using these events in education and in the curriculum than how it has been applied so far

Integrating Generative AI in Hackathons: Opportunities, Challenges, and Educational Implications

Hackathons and software competitions, increasingly pivotal in the software industry, serve as vital catalysts for innovation and skill development for both organizations and students. These platforms enable companies to prototype ideas swiftly, while students gain enriched learning experiences, enhancing their practical skills. Over the years, hackathons have transitioned from mere competitive events to significant educational tools, fusing theoretical knowledge with real-world problem-solving. The integration of hackathons into computer science and software engineering curricula aims to align educational proficiencies within a collaborative context, promoting peer connectivity and enriched learning via industry-academia collaborations. However, the infusion of advanced technologies, notably artificial intelligence (AI), and machine learning, into hackathons is revolutionizing their structure and outcomes. This evolution brings forth both opportunities, like enhanced learning experiences, and challenges, such as ethical concerns. This study delves into the impact of generative AI, examining its influence on student's technological choices based on a case study on the University of Iowa 2023 event. The exploration provides insights into AI's role in hackathons, and its educational implications, and offers a roadmap for the integration of such technologies in future events, ensuring innovation is balanced with ethical and educational considerations.Comment: 8491 words, 23 pages, 12 figure

Hackathon: Definition, Practice and Perspectives of Use in Higher Education

In the article there are represented results of generalization and systematization of scientific and practical information about hackathons as an educational technology that is used in higher education and is of great interest to researchers and practitioners. The review has been made on the basis of Russian and foreign scientific publications considering the features of the organization and application of hackathons in the practice of higher education. The authors selected 494 articles issued in the period from 2011 to 2022 in publishings of the RSCI and SCOPUS databases by keywords “hachathon” and “education”, and 83 articles of them were analyzed in this review. It was found that publications about personal experience of participation and organization of hackathons and analytical articles revealing the author’s position on the issues considered in them dominate in the scientific literature on various aspects of hackathons use in the practice of higher education. Empirical studies and scientific reviews are presented to lesser extent. The analysis of publications made it possible to clarify the definition of the term “hackathon”, to identify the types of hackathons most often mentioned in the educational context (pedagogical, educational), and to define the term “educational hackathon”. A content analysis of publications has shown that various aspects of organizing and conducting hackathons in an educational context, their potential and impact on the educational process and its results are the subject of pedagogical discourse. Hackathons as educational intensives have found their application in university educational practice, providing new opportunities for improving the educational process in higher education, as they allow to implement project-, practice- and business-oriented approaches in training specialists. The main prospects of the hackathons use in education are identified and summarized. Introducing educational hackathons in the event plan of an educational organization make it possible to solve educational and career-oriented tasks, activate heuristic and creative cognitive activity of students. The analysis and evaluation of the hackathons impact on professionalization, academic motivation and educational achievements of students are promising areas of research on the problem of using hackathons in the educational process of higher education