You might expect a large room filled with 150 Cegep students pouring over games of all sorts, to be noisy, lively, and maybe even a little unruly. That was far from the case when students from Montreal and afar gathered for GameJam 2026 hosted by Vanier College and held at McGill's University Centre in mid-January. Instead, a quiet low buzz was all that was heard as students in teams of two to five discussed and designed their games - board games, video games, card games, whatever suited them.
To help students grasp different aspects of game design including art, programming, music and narration, mentors from the video game industry, including professionals from Ubisoft and independent game studios, as well as various university game design programs at McGill, were on hand during the event.
For this 5th Vanier GameJam, the Cegep partnered with Ludic Mind Studio at McGill to participate in research lead by Dr Manuela Ferrari, Assistant Professor in the McGill Department of Psychiatry and Researcher at the Douglas Research Centre in Montreal. Her work aims at better understanding how gaming and game creation can support youth well-being, skill development, and engagement. Partnering with Avery Rueb, Vanier Dean of Academic Development and Research, educator, game designer and principal organizer of the event, allowed her to carry out research in situ.
"The GameJam offered a powerful window into why young people are drawn to gaming and what they gain from it," says Dr Ferrari who was present during all parts of the GameJam. "While play is central, what stood out just as strongly was the learning that happens when young people create games themselves... the mastery of new knowledge and skills, creativity, and collaboration with others."
"Our research program does not frame young people's time spent gaming as a problem to be fixed. Instead, we use gaming as a meaningful medium to meet and engage youth where they already are, and to channel this passion into experiences that can support their well-being. Through initiatives like the GameJam, young people become more confident, skilled, and critical users of digital technologies - capacities that matter well beyond gaming itself."
How does learning through game design and a GameJam differ from school. "Students are in control," says Avery Rueb. "There are no grades, and for them it's a multi-faceted real-world experience. If they run into a problem, they have to research it to find a solution. If they want music, or colors or effects, they must design them. So, they are learning but they are in control of that exercise, and they are having fun."
Vanier student Marlon Larente whose team designed a board game, says "My team learned how to work together with our different skills, and by doing that we made our game the best it could be. We were happy with our game even if we couldn't implement some of the planned features. I found making games and playing other people's games to be fun, and so did other students".
For those who think gaming is meant just for kids, the mentors and teachers helping out at the GameJam paint a different picture. Christopher Gregg, teacher and Coordinator of the Vanier Science Department, is himself an avid gamer. Why? "Gaming is totally immersive escapism not just for kids. It's my go-to activity to relax and disconnect."
