What Is Learning in Serious Game Jams?: A Systematic Literature Review

Serious game jams, time-bound collaborative events in which participants create games addressing social, cultural, or scientific themes, have attracted growing interest as vehicles for learning, yet the research base remains thin and conceptually uneven. This systematic literature review, conducted under the PRISMA 2020 protocol, screened 1,455 sources and included 68, of which only 10 explicitly addressed learning goals within game jams. The sample draws on Serious and Cultural Game Jams associated with the EPIC-WE project context, which situates the findings primarily within European cultural and educational settings.

Among these ten sources, learning is most often conceptualized through collaborative and project-based learning, with only one explicitly grounded in the constructionist paradigm. Measurement of learning appears in seven sources, but it is rarely analyzed in depth. Studies frequently count the number of games produced or report surveys without disclosing results, and some use the term "learning" without a defined theoretical framework. Learning is nonetheless structured through identifiable mechanisms, including pre-jam expert lectures, extended timeframes beyond the conventional 48 hours, and facilitator collaboration, which together function as a learning ecosystem.

The games examined address a wide range of topics, including water pollution, health, empathy, addiction, and Sámi cultural heritage, demonstrating the breadth of social, cultural, and scientific issues these events can engage. The authors conclude that serious game jams require more time than standard jams, since participants must both teach and internalize a serious theme alongside producing a playable game.

The review's principal conclusion is that serious game jams need clearer educational approaches, measurement of learning outcomes that extends beyond game output, and a dedicated design framework. The evidence base remains limited, so these recommendations reflect both the promise of the format and the substantial gaps in current understanding.