Abstract: "The Global Games Jam
(GGJ)
attracts
many people who are
passionate about games development
, co
ming
from a range of
educational backgrounds.
Therefore
, the event can be experienced
by novices and student developers as an opportunity for learning.
This
provi
des
an
op
ening
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
c
ould help
develop and take
with them
into industry
.
However,
t
he 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 pape
r 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
,
invitin
g further research
on the topic."