TYPE Editorial

PUBLISHED 28 March 2023

DOI 10.3389/feduc.2023.1182264

Editorial: Re-inventing
OPEN ACCESS project-based learning:
Hackathons, datathons,
EDITED AND REVIEWED BY
Clifford A. Shaffer,
Virginia Tech, United States
*CORRESPONDENCE
Irene-Angelica Chounta
devcamps as learning expeditions
[email protected]

SPECIALTY SECTION
This article was submitted to
Irene-Angelica Chounta1*, H. Ulrich Hoppe2 , Alexander Nolte3,4
Digital Education, and Daniel Spikol5
a section of the journal
Frontiers in Education 1
Department of Computer Science and Applied Cognitive Science, University of Duisburg-Essen,
Duisburg, Germany, 2 Rhein-Ruhr Institut für Angewandte System Innovation e.V. (RIAS) Institute,
RECEIVED 08 March 2023
Duisburg, Germany, 3 Institute of Computer Science, University of Tartu, Tartu, Estonia, 4 Software and
ACCEPTED 13 March 2023
Societal Systems Department, Carnegie Mellon University, Pittsburgh, PA, United States, 5 Department of
PUBLISHED 28 March 2023
Computer Science, University of Copenhagen, Copenhagen, Denmark
CITATION
Chounta I-A, Hoppe HU, Nolte A and Spikol D
(2023) Editorial: Re-inventing project-based KEYWORDS
learning: Hackathons, datathons, devcamps as
learning expeditions. Front. Educ. 8:1182264. project-based learning (PBL), hackathons, digital learning, devcamps, datathons, maker
doi: 10.3389/feduc.2023.1182264 spaces
COPYRIGHT
© 2023 Chounta, Hoppe, Nolte and Spikol. This
is an open-access article distributed under the
terms of the Creative Commons Attribution
License (CC BY). The use, distribution or Editorial on the Research Topic
reproduction in other forums is permitted,
provided the original author(s) and the
Re-inventing project-based learning: Hackathons, datathons, devcamps
copyright owner(s) are credited and that the as learning expeditions
original publication in this journal is cited, in
accordance with accepted academic practice.
No use, distribution or reproduction is
permitted which does not comply with these Events like hackathons, maker events, game jams, and similar time-bounded events are
terms.
a global phenomenon. They provide a space for people with different backgrounds and
expertise to come together and work on projects that interest them (Falk et al., 2022).
These events are usually centered around specific themes or challenges. They encourage
participants to form teams and use their skills and creativity to develop innovative prototypes
by choosing their own tools and approaches. During such events, teams typically have access
to mentors to aid them in their projects.
While many of these events may not be specifically designed to promote learning, they
can still offer valuable opportunities for participants to expand their knowledge. We can
expect that these events are a rich source of “collateral learning” defined by Dewey (1938) as
“the way of formation of enduring attitudes, of likes and dislikes.” For example, participants
may learn about new tools and technologies (Huppenkothen et al., 2018), gain experience
collaborating in a team (Mendes et al., 2022), or expand their knowledge related to the theme
of an event (Affia et al., 2020). Additionally, these events can help participants expand their
networks and connect with others in their field and beyond.
This Research Topic explores the potential of hackathons and hackathon-like events as
impromptu learning opportunities. Such events share many characteristics with project-
based learning, including a focus on practical, problem-solving activities and an emphasis
on collaboration and creativity. Project-based learning (PBL) aims to teach students by
engaging them in pursuing solutions to problems through investigation and production.
In this sense, learning activities are driven by the assignment of projects that students are
asked to carry out (Schneider et al., 2002). Usually, projects are complex tasks that involve
students in design, problem-solving, decision-making, and resource management within a
social context, i.e., working together with peers to achieve a common goal (Mergendoller
and Thomas, 2005; Kokotsaki et al., 2016). An interesting characteristic of PBL is that the
learning process and the final outcome cannot be fully predetermined. This requires students
and teachers to continuously monitor, reflect, assess, and update their practice (Barron
et al., 1998). Therefore, although not primarily devoted to learning, hackathons and similar
events rely on similar principles. We envision this as an opportunity to define new types of
project-oriented learning in technology-rich contexts (Chounta et al., 2017).

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Chounta et al. 10.3389/feduc.2023.1182264

To situate modern educational approaches using hackathons • In “Student experiences in a university preparatory
as learning opportunities, it is helpful to identify best practices programming course,” Spikol et al. explored the benefits
and approaches for incorporating educational objectives into these of kickstart programming courses using development and
events. For example, organizers could provide resources and boot camp approaches for incoming university students with
guidance on using specific tools or technologies or encourage the aim to support students self-efficacy and confidence.
participants to reflect on their learning throughout the event. • In “How do participants collaborate during an online
Additionally, it may be useful to explore how these events hackathon? An empirical, quantitative study of communication
can be integrated into existing educational programs or used traces,” Schulten et al. presented a mixed-methods analysis of
to support specific learning objectives. For example, schools or communication data-traces of teams that worked during a
universities could organize hackathons or maker events as part 48-h hackathon event with the goal to study how individual
of a larger curriculum or as a way to engage students in specific hackathon participants communicate at scale during the event
areas of study. using technology.
To this end, we invited researchers and practitioners
to submit theoretical, methodological, empirical, and These articles significantly contribute to understanding
technical contributions. After a rigorous peer-reviewing hackathons, maker events, game jams, and other time-bounded
process, we accepted five papers that are presented on this events as learning opportunities in various domains. Their findings
Research Topic: One Methods article, three Curriculum, also provide insights that can aid organizers and participants in
Instruction, and Pedagogy articles, and one Original preparing for and running successful events.
Research article.

• In “Materializing the abstract: Understanding AI by game Author contributions

jamming,” Falk and Inie discussed the potential of game jam
formats as a tool for learning about Artificial Intelligence All authors listed have made a substantial, direct, and
(AI). The authors identify factors that advocate for game jams intellectual contribution to the work and approved it for
as appropriate formats for learning about AI and, based on publication.
their findings from interviews with AI experts, they provide
recommendations for structuring and planning AI-focused
game jams. Conflict of interest
• In “Consider “HACKS” when designing hackathon challenges:
Hook, action, collaborative knowledge sharing,” Wallwey et al. The authors declare that the research was conducted
proposed a framework that aims to support the development in the absence of any commercial or financial relationships
of interdisciplinary hackathon challenges, focusing on STEAM that could be construed as a potential conflict
(Science, Technology, Engineering, Arts, and Math) and of interest.
problem-based learning, with an emphasis on wicked
problems. Publisher’s note
• In “Employability competences through short-term intensive
PBL-events in higher education,” Wyke et al. presented their All claims expressed in this article are solely those
experience from organizing a cross-institutional short-term of the authors and do not necessarily represent those of
event that focused on interdisciplinary, digital, problem-based their affiliated organizations, or those of the publisher,
learning activities. The authors discussed how such an event the editors and the reviewers. Any product that may be
can support and promote the acquisition of employability evaluated in this article, or claim that may be made by
competencies and consequently act as a transitional step its manufacturer, is not guaranteed or endorsed by the
between education and the future workplace. publisher.

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