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This paper will present a cross-European experience of game jams as part of aHorizon 2020 funded project: No-one Left Behind (NOLB). The NOLB project wascreated to unlock inclusive gaming creation and experiences in formal learningsituations from primary to secondary level, particularly for children at riskof social exclusion. The project has engendered the concept of game jams,events organised with the aim of designing and creating small games in a shorttime-frame around a central theme. Game jams can support engagement withinformal learning beyond schools across a range of disciplines, resulting in anexciting experience associated with strong, positive emotions which cansignificantly support learning goals. This paper will disseminate experience oftwo cross-European game jams; the first a pilot and the second having over 95submissions from countries across Europe, America, Canada, Egypt, thePhilippians and India. Data collected through these games jams supports thatcoding, designing, reflection, analysing, creating, debugging, persevering andapplication, as well as developing computational thinking concepts such asdecomposition, using patterns, abstraction and evaluation. The notion of gamejams provides a paradigm for creating both formal and informal learningexperiences such as directed learning experience, problem-solving, hands-onprojects, working collaboratively, and creative invention, within alearner-centred learning environment where children are creators of their ownknowledge and learning material.

The role of game jams in developing informal learning of computational thinking: a cross-european case study