Abstract:

Within the context of the subject, "Synthetic Image and Video Games", offered in the Degree in Audiovisual Communication at the Universidad Rey Juan Carlos, Fuenlabrada campus, an educational practice was developed during the academic year 2023/2024. This practice was part of the teaching innovation project "Ecosystem of Open Knowledge Environments (ECO2) [PIE-2023-URJC]". The project involved the participation of professors from the Teaching Innovation Group in Communication, Digital Technologies, and Open Education, a consolidated group recognized by the Universidad Rey Juan Carlos (GID-28).

The course curriculum incorporated the Sustainable Development Goals (SDGs) outlined in the 2030 Agenda for Sustainable Development, with a particular emphasis on the circular economy and responsible consumption (SDG 12). These global goals were integrated into the learning outcomes of the course, predominantly those on the understanding of the process of creating video games. The objective was to foster active, self-directed and guided learning throughout all stages of the production process. This methodology encourages teamwork and cooperative learning, utilizing projects that are contextualized and linked to real-world professional practice. The ultimate goal is to provide a service that benefits the wider community.

The learning took place in a gamified environment through the organization of an event termed "II Circular Economy Slow Game Jam: Video Games and Responsible Consumption". This event encompassed the creation of video games tailored for a young audience, aged between 6 and 18 years. These video games serve communicative, educational, and awareness-raising purposes, all centered around promoting the sustainable consumption of everyday consumer products. They specifically relate to three industries with high potential for circularity: the textile industry, the food industry, and electronics and ICT.

The results showcased the formation of 18 groups or working teams. Notably, every single one of these teams successfully met the diverse delivery milestones. The products they developed met the stipulated requirements of the game jam event, and they also adhered to the learning outcomes that had been curricularly connected to the course. Furthermore, the participating students demonstrated a substantial degree of engagement and commitment to the principles of open knowledge.

Keywords:

Game jam, serious game, circular economy, open knowledge, open resources, climate change.