Game jams in schools: Teacher views

This article examines teachers' views of using game jams, co-creative game design events, in schools. Game jamming shows potential to promote several salient learning goals, yet there remains a lack of empirical studies of game jams’ effectiveness and implementation in formal education. Reflexive thematic analysis of nine interviews of teachers in Finland constructed three themes concerning 1) pedagogical theories and teacher roles, 2) learning content, and 3) organising game jams in schools. The findings form a basis for further pedagogical studies on game jamming and practical implementation of game jams in formal education. • Game jam learning belongs to the continuum of social constructivist pedagogical approaches. • Game jams are especially suitable for furthering participants' 21st century competence. • Teachers organising game jams need pedagogical competence for learner-centred teaching. • Flexibility of schedules and other everyday practices encourages organising game jam events in schools. • Curricular overload, fragmented curricula, and overemphasis of test success restrict game jam usage in schools.