Student Participation through Serious Slow Game Jams

Student participation in higher education often remains at the level of token participation. Drawing on an exploratory case study, this article examines the extent to which Serious Slow Game Jams (SSGJ) facilitate genuine participation in higher education teaching. The study is based on in-depth analyses of episodic interviews with two students participating in the RetailGame project at the Technical University of Dortmund. The results show that involving students as partners can promote self-directed learning. The SSGJ format also has the potential to transform students from passive consumers into active co-creators of their curricular learning environment.

Keywords
student participation, serious slow game jam, co-creation, higher education, self-di-rected learning