The game jam movement:disruption, performance and artwork

This paper explores the current conventions and intentions of the game jam - contemporary events that encourage the rapid, collaborative creation of game design prototypes. Game jams are often renowned for their capacity to encourage creativity and the development of alternative, innovative game designs. However, there is a growing necessity for game jams to continue to challenge traditional development practices through evolving new formats and perspectives to maintain the game jam as a disruptive, refreshing aspect of game development culture. As in other creative jam style events, a game jam is not only a process but also, an outcome. Through a discussion of the literature this paper establishes a theoretical basis with which to analyse game jams as disruptive, performative processes that result in original creative artefacts. In support of this, case study analysis of Development Cultures: a series of workshops that centred on innovation and new forms of practice through play, chance, and experimentation, is presented. The findings indicate that game jams can be considered as processes that inspire creativity within a community and that the resulting performances can be considered as a form of creative artefact, thus parallels can be drawn between game jams and performative and interactive art

Digital Innovation: The Hackathon Phenomenon

date-added: 2015-03-24 04:16:59 +0000 date-modified: 2015-03-24 04:16:59 +0000date-added: 2015-03-24 04:16:59 +0000 date-modified: 2015-03-24 04:16:59 +0000This work was supported by the Arts and Humanities Research Council, CreativeWorks London Hub, grant AH/J005142/1, and the European Regional Development Fund, London Creative and Digital Fusion

The Hackathon Phenomenon

date-added: 2015-03-24 04:16:59 +0000 date-modified: 2015-03-24 04:16:59 +0000date-added: 2015-03-24 04:16:59 +0000 date-modified: 2015-03-24 04:16:59 +000

Videogames in the museum:participation, possibility and play in curating meaningful visitor experiences

In 2014 Videogames in the Museum [1] engaged with creative practitioners, games designers, curators and museums professionals to debate and explore the challenges of collecting and exhibiting videogames and games design. Discussions around authorship in games and games development, the transformative effect of the gallery on the cultural reception and significance of videogames led to the exploration of participatory modes and playful experiences that might more effectively expose the designer’s intent and enhance the nature of our experience as visitors and players. In proposing a participatory mode for the exhibition of videogames this article suggests an approach to exhibition and event design that attempts to resolve tensions between traditions of passive consumption of curated collections and active participation in meaning making using theoretical models from games analysis and criticism and the conceit of game and museum spaces as analogous rules based environments

London Creative and Digital Fusion

date-added: 2015-03-24 04:16:59 +0000 date-modified: 2015-03-24 04:16:59 +0000date-added: 2015-03-24 04:16:59 +0000 date-modified: 2015-03-24 04:16:59 +0000The London Creative and Digital Fusion programme of interactive, tailored and in-depth support was designed to support the UK capital’s creative and digital companies to collaborate, innovate and grow. London is a globally recognised hub for technology, design and creative genius. While many cities around the world can claim to be hubs for technology entrepreneurship, London’s distinctive potential lies in the successful fusion of world-leading technology with world-leading design and creativity. As innovation thrives at the edge, where better to innovate than across the boundaries of these two clusters and cultures? This booklet tells the story of Fusion’s innovation journey, its partners and its unique business support. Most importantly of all it tells stories of companies that, having worked with London Fusion, have innovated and grown. We hope that it will inspire others to follow and build on our beginnings.European Regional Development Fund 2007-13

Constraints and autonomy for creativity in extracurricular gamejams and curricular assessment

The engagement observed by the players of the games that they play is a desirable quality that has not gone unnoticed in the field of education, leading to concepts such as gamification of education, game-based learning and serious games for training. Game designer Sid Meier is often cited as defining games as being ‘a series of interesting decisions’. The concept of choice implies an autonomous selection from a constrained set of options. This article reflects on the impact of autonomy and constraints, and extrinsic and intrinsic motivators on students’ software development work during both curricular and extracurricular activities. Finally, a model for the design of games for game-based learning is proposed in terms of autonomy and constraints with respect to learning outcomes

Promoting game accessibility: Experiencing an induction on inclusive design practice at the global games jam

Copyright @ 2013 The AuthorsThe Global Games Jam (GGJ) attracts many people who are passionate about games development, coming from a range of educational backgrounds. Therefore, the event can be experienced by novices and student developers as an opportunity for learning. This provides an opening to promote themes and ideas that could help form future thinking about games design, emerging as a form of induction on key design issues for new practitioners. Such an approach aims to raise awareness about issues which learners could help develop and take with them into industry. However, the experience itself affords a deep experiential rhetoric and dialogue with experts that could be an effective pedagogical tool for issues seldom addressed deeply in formal educational settings. This paper describes an account by one such individual, being introduced to game accessibility through participation in the GGJ. As such, it is not intended as a rigorous empirical analysis, but rather a perspective on one way a game jam can be experienced, inviting further research on the topic

A theoretical framework for game jams in applied contexts

Game jams encourage participants to define, explore, create, and disseminate games with respect to a pre-defined time-period and under specified constraints. Various methods and approaches have helped with establishing conventions, rules, and processes, and culture surrounding game jams, with practical guides for participants (Kaitila 2012) and organisers (Cornish et al. 2017) available. The popularity of game jams has resulted in an increased demand for game jams that explore a range of different topics, issues, and objectives through game development (Eberhardt 2016; Pirker et al. 2016). Stakeholders interested in ‘applied game jams’ have utilized traditional game jam formats to explore game development across various contexts, including health and wellbeing (Preston, 2014), community engagement (Decker et al. 2015), and social development (Myers et al. 2019). There is a perceived gap to establish a universal method with which to design, execute, and evaluate applied game jams against intentional outcomes

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The gamification of cybersecurity training

Due to the rapidly and continued evolving nature of technology, there is a constant need to update police officers’ training in cyber security to ensure that the UK continues to be a secure place to live and do business. Rather than deliver traditional classroom-based training, our project assesses the effectiveness of the delivery of cyber security through the use of games based learning to simulate cybercrimes and provide training in incident response. The aim of our research is to transform the delivery of first responder training in tackling cybercrime.Through the use of a Game Jam and subsequent prototype development, we have trialed training materials that are based on serious games technology. The game poses a common incident reported to the police, for example the problem of a virtual person receiving offensive messages via Facebook and the training reflects the dialogue with that person and the technical steps to ensure that a copy of the evidence has been preserved for further investigation. Evaluation has been conducted with local police officers. Overall, this approach to the large-scale provision of training (potentially to a whole force) is shown to offer potential