Riikka Aurava: Game design in schools supports young people’s learning
In her doctoral research, MA Riikka Aurava explored how game creation affects learning in schools. Her research demonstrates that creating and designing games fosters the acquisition of 21st century skills, including collaboration, time management as well as critical, systemic and creative thinking. However, the limitations of the education system prevent the wider adoption of these effective learning methods.
Games are an important part of our cultural landscape. The influence of game culture extends even to non-gamers. Understanding and analysing the effects of games is valuable, yet formal education rarely covers game culture.
Game jams are events where people gather to create games together, usually in teams. These games are often digital, but board games and even new sports can be designed at jams. Game jams are connected to the maker movement and DIY culture. Technological advancements, such as easy-to-use online game engines, have lowered the barrier to creating games. Riikka Aurava, who has been teaching Finnish in general upper secondary school for over fifteen years, has only learned to make digital games as an adult when a research project required it.
In her dissertation, Aurava studied teachers and high school students. She organised game jams with teachers, and the participating students designed and developed a variety of games. The teachers found game jams to be a highly effective pedagogical method for teaching several skills they deemed important, such as learning-to-learn, cooperation and time management. The students, on the other hand, emphasised that games are a culturally significant phenomenon for their generation. Game jams helped them understand and analyse game culture.
Game jams support young people’s competence
Aurava’s dissertation reveals several factors that hinder learning in formal education. The curricula are often unrealistic and fragmented, with goals that do not align with the content measured by exams, such as the matriculation exams. The rigidity of school subjects and timetables prevents the adoption of many effective learning methods. In large schools with frequently changing groups, teachers and students do not get to know each other well, leading to inefficiency.
Aurava emphasises that the task of the education system is to promote equality and strengthen democracy.
“Game jams and other learner-centred methods that utilise technology support young people’s capabilities and increase their desire to become active members of society. This is why everyone should have the opportunity to create games in schools,” says Aurava.
Aurava calls for a discussion on both the concrete issues affecting learning, such as schedules and school sizes, and the values and principles guiding educational policies.
Public defence on Tuesday 17 December
The doctoral dissertation of MA Riikka Aurava in the field of game culture studies titled Game Jamming in Schools: Affordances of game jam events in general formal education will be publicly examined at the Faculty of Information Technology and Communication Sciences at Tampere University in the Auditorium B1096 in the Pinni B building (address: Kanslerinrinne 1, Tampere) on Tuesday 17 December 2024 at 12:00. The Opponent will be Professor Yasmin B. Kafai from the University of Pennsylvania. The Custos will be Docent, University Lecturer Jaakko Stenros from the Faculty of Information Technology and Communication Sciences at Tampere University.
The doctoral dissertation is available online.
The public defence can be followed via remote connection.
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