Collaborative research into Game Jams, Hackathons and Event-Based Teaching in Higher Education (Abstract Only)

ABSTRACT

The idea for this session is based on conversations with colleagues from computer science, art, communications, engineering, and biology as well as international colleagues from three continents at ITICSE-2016 on the use of Game Jams to increase participation of underrepresented minorities (URMs) in Computer Science and STEM education. High-impact practices are powerful tools in engaging students (NSSE, 2014), perhaps even more so for non-traditional, ESL/ELL, first-generation, and URM students in STEM disciplines by increasing peer and faculty contact, active learning, and high expectations (Goodman). We believe that event-based teaching, such as Game jams and Hackathons provide students with many, if not more of the experiences that are credited with those of commonly identified High Impact Practices (Kuh, 2008).

These events also create peer and social networks among participants. While not conclusive - anecdotally the networks of peers and social capacity seem to make a difference in post graduation job search (Mouw). Game Jams and Hackathons are still relatively new in higher education, and while there is a lot of anecdotal evidence as to the benefits reaped by participants of these events, there exists little in the way of long-term studies in the literature that speaks to the academic value of these events.

This session will create a conversation among faculty from computer science and other disciplines who are interested in creating these events and their institutions, and developing scholarship to fill in the gaps in the literature around the effects and efficacy of these events on the long-term success of participants.

References

1. Balsamo, A. (2011). Designing culture: The technological imagination at work. Durham, NC: Duke University Press.
2. National Survey of Student Engagement. (2014). Bringing the Institution into Focus-Annual Results 2014. Bloomington, IN: Indiana University Center for Postsecondary Research.
3. Irani, L. (2015). Hackathons and the making of entrepreneurial citizenship. Science, Technology & Human Values, 40(5), 799--824.
4. Kuh, G.D. 2008. High-impact educational practices: What they are, who has access to them, and why they matter. Washington, DC: Association of American Colleges and Universities.
5. Goodman, K. M., Seifert, T. A., Jorgensen, J. D., Pascarella, E. T., Wolniak, G. C., Blaich, C. F., ... & Schneider, C. G. (2006). How do race and socioeconomic background influence experiences of good practices in undergraduate education. InAnnual Meeting of the Association for the Study of Higher Education, Anaheim, CA.
6. Mouw, T. (2003). Social capital and finding a job: do contacts matter?. American sociological review, 868--898.
7. Vian, Kathi. (2012). Ten Year Forecast: "100 Year Forecast: The Reorganization of Wealth." Palo Alto, CA: Institute For The Future.

Index Terms

• Applied computing

  • Education

    • Collaborative learning

    • Interactive learning environments

• Human-centered computing

  • Interaction design

    • Interaction design theory, concepts and paradigms

• Software and its engineering

  • Software organization and properties

    • Contextual software domains

      • Virtual worlds software

        • Interactive games