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This article explores the role of hackathons for good in building a community of software and hardware developers focused on addressing global sustainable development goal (SDG) challenges. We theorize this movement as computational diplomacy: a decentralized, participatory process for digital governance that leverages collective intelligence to tackle major global issues. Analysing Devpost and GitHub data reveals that 30% of hackathons since 2010 have addressed SDG topics, employing diverse technologies to create innovative solutions. Hackathons serve as crucial kairos moments, sparking innovation bursts that drive both immediate project outcomes and long-term production. We propose that these events harness the neurobiological basis of human cooperation and empathy, fostering a collective sense of purpose and reducing interpersonal prejudice. This bottom–up approach to digital governance integrates software development, human collective intelligence and collective action, creating a dynamic model for transformative change. By leveraging kairos moments, computational diplomacy promotes a more inclusive and effective model for digital multilateral governance of the future. This article is part of the theme issue 'Co-creating the future: participatory cities and digital governance'. [ABSTRACT FROM AUTHOR]

This paper presents an analysis of the current research landscape around hackathons and hackathon-like events as opportunities and means for learning. In particular, we aimed to explore how hackathon-like events are utilized to promote learning, what systematic approaches are used to orchestrate learning in such events, and to what extent knowledge is systematized and standardized in this context. To that end, we conducted a Systematic Literature Review following established guidelines. In this review we studied 39 research papers published over a 10-year span. Our findings indicate that no standardized setup for hackathons to promote learning and to assess learning outcomes has been investigated exhaustively. We did not find a systematic approach to reliably produce or measure learning effects in hackathons. Most of the reviewed papers relied on perceived learning for the assessment of learning. Based on the consulted literature, this does not provide comprehensive proof of positive learning outcomes from hackathons. We, therefore, conclude that additional research is needed to gather insights and consequently work toward solidifying the role of hackathons as learning tools. This work contributes to exploring the landscape and proposing research directions for capitalizing on the potential of hackathons and similar events for learning. [ABSTRACT FROM AUTHOR]

While management education increasingly uses creative crowdsourcing techniques (e.g. hackathons and innovation crowdsourcing) to help students apply their knowledge to real business problems, this research examines crowdsourcing as a learning approach that enhances students' learning experience, not by giving access to knowledge resources, but rather by creating a process that generates value and learning experience through active participation. Using an exploratory research (i.e. observations and in situ interviews) and a quantitative assessment (i.e. survey-based design), our findings show that students' learning experience can be leveraged in the pre-activity stage (i.e. initial instructions, creative idea generation), and during and after the crowdsourcing activity (i.e. feedback from the company and from the instructor). We show that the learning experience is not only predicted by the informational value, but also by the social and enjoyment value, which can be enhanced through specific crowdsourcing activities. Further, our findings question the role of competitive settings in such learningconditions [ABSTRACT FROM AUTHOR]

NeuroHackademy (https://neurohackademy.org) is a two-week event designed to train early-career neuroscience researchers in data science methods and their application to neuroimaging. The event seeks to bridge the big data skills gap by introducing participants to data science methods and skills that are often ignored in traditional curricula. Such skills are needed for the analysis and interpretation of the kinds of large and complex datasets that have become increasingly important to neuroimaging research due to concerted data collection efforts. In 2020, the event rapidly pivoted from an in-person event to an online event that included hundreds of participants from all over the world. This experience and those of the participants substantially changed our valuation of large online-accessible events. In subsequent events held in 2022 and 2023, we have developed a "hybrid" format that includes both online and in-person participants. We discuss the technical and sociotechnical elements of hybrid events and discuss some of the lessons we have learned while organizing them. We emphasize in particular the role that these events can play in creating a global and inclusive community of practice in the intersection of neuroimaging and data science. [ABSTRACT FROM AUTHOR]

Whereas hackathons are widespread within and outside academia and have been argued to be a valid pedagogical method for teaching interdisciplinarity, no detailed frameworks or methods are available for conceptualizing and organizing educational hackathons, i.e., hackathons dedicated to best achieving pedagogic objectives. This paper is dedicated to introducing EDUCational Hackathons for learning how to solve Interdisciplinary Challenges (EDUCHIC) through: (1) defining the fundamental principles for framing an activity as an EDUCHIC, integrating principles from pedagogical methods, hackathon organization, and interdisciplinarity processes; (2) describing general properties that EDUCHIC possess as a consequence of the interaction of the fundamental principles; (3) developing operational guidelines for streamlining the practical organization of EDUCHIC, including an exhaustive end‐to‐end process covering all the steps for organizing EDUCHIC and practical frames for carrying the key decisions to be made in this process; and (4) a demonstration of these guidelines through illustrating their application for organizing a concrete EDUCHIC. [ABSTRACT FROM AUTHOR]

Hackathons are characterized by their dynamic and collaborative nature, acting as incubators for innovation in diverse contexts. They are celebrated for nurturing creativity and tackling current challenges while offering distinctive educational opportunities. However, participants' lack of confidence and increased anxiety can diminish the utility of a hackathon's outcomes, adversely affecting both the resolution of the challenges at hand and the educational value of the experience. Drawing on 398 responses from verified hackathon participants, we examined associations among experience, intrinsic and extrinsic motivations, confidence and anxiety. The findings confirm that experience at hackathons has a beneficial effect on individuals' confidence levels and concurrently diminishes anxiety. Additionally, intrinsic motivations show negative associations with anxiety and positive associations with confidence, while extrinsic motivations have unequivocal effects. These insights deepen our comprehension of the hackathon ecosystem, underscoring the criticality of participant's well‐being and motivation. The ramifications of these findings are multifaceted: they not only inform the enhancement of hackathon frameworks, emphasizing a participant‐focused approach, but also facilitate the strategic incorporation of hackathons within educational and organizational contexts. [ABSTRACT FROM AUTHOR]

Universities have developed various informal learning experiences, such as design challenges, hackathons, startup incubator competitions, and accelerator programs that engage students in real-world challenges and enable environments for creative problem-solving. However, limited studies explain the extent and nature of the impact of student innovation competitions and programs (ICPs) on participating students' innovation mindset. Current literature was analysed using network analytics techniques to discover relations among ICPs and innovation skills. Using an online instrument, 194 students from two universities categorised and ranked skills/abilities they gained as the most or least improved due to participating in ICPs and their challenges during ICPs. The collected data was analysed to gain insight into the student's experiences and perceptions. The findings of this study showed that overall, students rated technical and problem-solving skills higher than some innovation mindset skills. However, the findings also suggested that incorporating more entrepreneurial elements in ICPs may improve the innovation mindset learning outcomes of ICPs. The findings contribute to how ICPs can be better designed to foster an innovation mindset, mitigate challenges that students come across, and increase the participation of all students. [ABSTRACT FROM AUTHOR]

Hackathon has been growing and taking various industries by storm thanks to its flexibility and ability to fit into them. It has been proven successful and helpful in solving different IT and non-IT challenges. They also serve as an intriguing educational and networking tool, encouraging people to pursue innovative studies and activities. However, a hackathon is like a two-edged sword with its downsides – it requires significant investment and can fail if mismanaged. It is critical to recruit and gather participants suitable to face a particular technological or non-technological challenge and to motivate a group to perform innovative action and benefit from the learning-by-doing approach. This paper identifies 21 reasons to attend hackathons backed by existing research and presents a study conducted on 109 hackathon participants that help to score, rank and explain those attributes. Results have proven the importance of challenge and networking over monetary prizes and glory. [ABSTRACT FROM AUTHOR]

To facilitate the adoption of community-based practices for active ageing, it is important to design these practices together with a wide range of older adults from the community via an interdisciplinary perspective. Hackathons, originally developed by programmers, have been adapted by different disciplines and started to include a wide range of users and stakeholders. We aim to investigate how to conduct an intergenerational and interdisciplinary hackathon to support community-based co-design with older adults. In this case study, an intergenerational and interdisciplinary hackathon was organised together with a senior centre in the Netherlands. Semi-structured interviews were conducted to understand the experiences of participants and how they think the hackathon could be improved. Participants’ positive experiences were categorised into five themes, and six areas for improvement were specified. The findings were discussed in relation to recent literature, and a list of future research directions was proposed to inspire future researchers interested in this topic. [ABSTRACT FROM AUTHOR]

Within the last decades, a new way of policymaking has become increasingly prominent: civic hackathons. However, in education policy research, hackathons have not been broadly addressed so far. With this article, we contribute to closing this research gap by empirically investigating the educational #wirfürschule (#wfs) Hackathons that took place in Germany between June 2020 and 2021 as well as their organizing initiative #wfs. As a methodological framework, we hereby draw on social topology. This methodology offers a promising toolbox to get hold of the multiple dynamics and digital platforms of hackathons as well as to address the nuances of such new education policy practices. By applying a topological lens, the aim of this article is to analyze how the spacetimes enacted in, through and around the #wfs Hackathons contribute to new relational ways of policymaking and power shifts in education governance. As our analysis showed, the #wfs Hackathons operated through enabling relational proximity and presence as well as through creating relational distance, by enacting spacetimes that reconfigured traditional policy sites, actors and categories, while supporting new authorities in education policy. [ABSTRACT FROM AUTHOR]

This article reports on a study where we used a novel method to work with university students at a media technology and design programme to innovate on questions related to futuring in an educational context. Participating students used creative methods, paper crafting and design methods to "hack" the university campus in a post-COVID-19 scenario. This study situates hackathon as a design method that can be used to foster problem-solving and critical thinking skills in the context of current challenges. The students were asked to identify possible challenges in a post-COVID-19 return on campus and consider solutions to these challenges. They were tasked to shape their solutions in the form of a "sustainable artefact" meant to facilitate a smoother, safer, and welcoming return to campus life. In this study we reflect on how they engaged critically with the campus green and built infrastructure and how have they considered changes that would make their return to campus life a positive experience. Through the analysis of students' assignments, we demonstrate how this method allowed for space in finding one's own voice, how the design material supported students' work on future design, and how aspects of future design are helping students finding a way of acting upon current calls to re-work our cities. [ABSTRACT FROM AUTHOR]

DevKraft is a cutting-edge cloud platform designed for collaborative coding experiences, leveraging AWS infrastructure. It offers specialized pages tailored for various activities: DevKraft for hackathons, DevKode for coding challenges, and QuizDeck for quizzes. DevKraft boasts streamlined deployment processes. It utilizes a robust DevOps stack, including Jenkins, Docker, Prometheus, Grafana, and Kubernetes. Developed with TypeScript and Node.js, this platform ensures seamless integration and deployment of projects, setting a new standard for collaborative coding platforms in the cloud environment. This paper explores DevKraft's architecture, highlighting its innovative integration with AWS and Firebase to deliver a robust user experience. By comparing DevKraft with traditional hackathon platforms, the paper demonstrates its potential to transform collaborative coding practices, foster innovation, and drive skill development within the developer community. Furthermore, it discusses the platform's impact on future hackathon frameworks and collaborative coding methodologies, emphasizing its role in advancing the field. The results and performance evaluations underscore DevKraft's effectiveness in enhancing security, scalability, and user engagement. [ABSTRACT FROM AUTHOR]

Background: While the concept of hacking in education has gained traction in recent years, there is still much uncertainty surrounding this approach. As such, this scoping review seeks to provide a detailed overview of the existing literature on hacking in health profession education and to explore what we know (and do not know) about this emerging trend. Methods: This was a scoping review study using specific keywords conducted on 8 databases (PubMed, Embase, Scopus, Web of Science, ERIC, PsycINFO, Education Source, CINAHL) with no time limitation. To find additional relevant studies, we conducted a forward and backward searching strategy by checking the reference lists and citations of the included articles. Studies reporting the concept and application of hacking in education and those articles published in English were included. Titles, abstracts, and full texts were screened and the data were extracted by 2 authors. Results: Twenty-two articles were included. The findings are organized into two main categories, including (a) a Description of the interventions and expected outcomes and (b) Aspects of hacking in health profession education. Conclusion: Hacking in health profession education refers to a positive application that has not been explored before as discovering creative and innovative solutions to enhance teaching and learning. This includes implementing new instructional methods, fostering collaboration, and critical thinking to utilize unconventional approaches. [ABSTRACT FROM AUTHOR]

For effective teamwork, especially in demanding learning situations like a hackathon, coordination is crucial as it contributes to mutual trust and shared mental models of team members. However, teams experience challenges that mar team coordination. Research has shown that interpersonal skills such as socially-shared emotion regulation (SSER) can be key in dealing with such challenges. We examined the relationship between SSER and mutual trust, and SSER and shared mental models in the context of a hackathon. Adapted from a small SSER scale, we built a 27-item questionnaire to examine SSER and its relationship with mutual trust and shared mental modelsin programming teams. We also used heat maps to provide an overview of individual team members' perceptions of their teams' SSER strategy application, mutual trust, and strength of shared mental model bonds within the team. Regarding the relationship between SSER and shared mental models, our analyses revealed signification association (correlation) between: (a) SSER situation modification and shared mental model: task and communication skills and (b) SSER situation modification and shared mental model: team dynamics and interaction. For the relationship between SSER and mutual trust, our analyses revealed significant relationships between: (a) SSER situation modification and perceived trustworthiness, (b) SSER cognitive change and perceived trustworthiness, (c) SSER response modulation and cooperative behaviors, and (d) SSER response modulation and monitoring behaviors. These relationships highlight the power of SSER in building key team coordination mechanisms and strengthening team performance. [ABSTRACT FROM AUTHOR]

Hackathons have gained popularity recently as a platform for fostering innovation and collaboration, providing hands-on learning experiences for students to design, prototype, and solve real-world problems. While studies have explored hackathon adoption in education, there is a scarcity of chronological reviews on this subject. This article addresses the gap by presenting a comprehensive literature review using a systematic methodology, analyzing 30 relevant articles spanning 2012 to 2022 from databases like EBSCOhost, Scopus, and Google Scholar. The study identifies five key adoption factors: perceived usefulness, perceived ease of use, behavioral intention, self-efficacy, and collaborative learning. Findings suggest that individuals are more likely to adopt hackathons when they perceive them as valuable and easy to engage with. Moreover, participants with a desire to engage, exhibit confidence in their abilities, and have prior hackathon experience are more inclined to embrace Hackathons. This highlights the importance of effective teamwork and knowledge sharing during hackathons, contributing to increased adoption rates. This study's contribution lies in identifying hackathon adoption factors relevant in education, providing insights for assessing progress, overcoming barriers, and making informed decisions to stay relevant in the evolving digital landscape. Ultimately, the adoption of hackathons in education holds the potential to revolutionize teaching and learning, enhancing student engagement, collaboration, and achievement. Educational institutions, by understanding these factors, can effectively integrate hackathons to develop creative and memorable learning spaces. [ABSTRACT FROM AUTHOR]

In recent years, multi-person meeting formats such as brainstorming sessions and hackathons have become prevalent in numerous workplaces. Despite the introduction of several effective methods and guidelines for these meeting formats, optimal performance is not always attained, even when utilizing such methods and guidelines. There has been active research to support intellectual production activities, and there is a demand to establish a quantitative index to assess the intellectual productivity of a group. In this study, we employed a method for evaluating the intellectual productivity of a group by analyzing the physical movements of conversationalists during discussions. With our main focus on the synchrony of conversationalists, we examined the correlation between synchrony and intellectual productivity and delved further into our analysis, specifically exploring the relationship between pairwise synchrony and various factors such as the number of ideas generated, the number of idea categories, and the originality of ideas produced during a discussion. Our analysis revealed a marginally significant positive correlation between the mean value of pairwise synchrony and the number of ideas generated by the team during the discussion. Our findings indicate that, as more pairs synchronize their body movements during a discussion, a greater number of ideas are generated by the team. Additionally, we suggest that analyzing local pairwise synchrony, focusing on pairs of participants rather than all participants in the discussion could provide further insights into the correlation with the intellectual productivity of the group as a whole. [ABSTRACT FROM AUTHOR]

Advancements in prototyping knowledge capture have resulted in several graph-based schemas where nodes represent prototyping activities and individuals, and edges represent semantic relationships between prototypes (e.g. influence and involvement) defined by the design team. Their subsequent implementation in web-based applications has enabled the integration of both physical and virtual prototyping knowledge. The integration affords traceability, version control, and application of graph analysis to generate insights into the Engineering Design process and the schema validation studies reported in prior research have resulted in several open-access Prototyping Knowledge Graph datasets. This paper builds on prior research by contributing a data mining analysis of nine Prototyping Knowledge Graphs. The analysis followed the CRISP-DM process. The purpose was to elicit insights on prototyping behaviour within the design process. The results revealed nine findings. Five corroborated existing observations and four were new observations. In particular, data mining of the knowledge graphs showed sequence and type of knowledge generated from prototyping are unique to each design process. Also, the critical design path is dominated by physical prototypes. [ABSTRACT FROM AUTHOR]

In 2021, the South African Monitoring and Evaluation Association facilitated an evaluation hackathon that engaged diverse stakeholders in co-creation processes to develop practical solutions to address complex problems facing the monitoring and evaluation sector. The event catalysed broad-based ownership and enabled the South African Monitoring and Evaluation Association to coordinate the creative energy, commitment and resources of its members, government and other partners to achieve outcomes that would not be possible to achieve otherwise. The article analyses the co-creation approach adopted for the hackathon across four phases, namely initiation, process design/planning, co-design and development and application/follow-up. A retrospective analysis of the process and results identified eight key elements that enabled or impeded the successful completion of hackathon outputs and their conversion into useful products. These elements are facilitative leadership, purposive stakeholder selection, a well-delimited task, preparation, process facilitation, a valued product, voluntary contributions and further capacity. The lessons learnt provide useful insight for future efforts to generate localised, contextualised responses to evaluation problems. [ABSTRACT FROM AUTHOR]

A literary or artistic expression created by an individual author fits neatly in the copyright system. Many of the rules were developed with the sole author and a distinct work in mind. Given this start, copyright law struggles to govern expressions generated by teams. But even in such scenarios, joint authorship rules, which were developed relatively recently, have addressed complicated ownership questions. In contrast to solo- and team-authored works, the copyright system fails in a third category, what this Article labels “communal authorship.” This Article describes communal authorship as a subset of mass-authored works having the key features of numerosity, informality, temporality, and intentionality—features that make the applicability of copyright law challenging. The large-scale nature of the collaboration, the absence of a central figure with creative control, the dynamic nature of the work, and the strong norm of sharing makes communal authorship unique. The mismatch between copyright law and communal authorship results in confusion, which in turn discourages creative expression and enables some to appropriate value created by others. Four case studies of communal authorship—hackathons, memes, dance crazes, and traditional cultural expressions—are used to illustrate the mismatch. Through the communal authorship theory, the Article offers a novel analytical framework to examine the governance of mass-authored works which are, and will continue to be, important forms of expression, especially in digital platforms. [ABSTRACT FROM AUTHOR]

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Addressing the global water quality challenges requires collaborative efforts, multidisciplinary approaches, and innovative solutions. Here we report on the success of a special collective intelligence “hackathon event,” organized by five United Nations agencies and the European Commission, with the aim of reinventing engagement with diverse experts and stakeholders to tackle real-world challenges in water quality monitoring and assessment. Participants from diverse backgrounds and regions convened to devise inventive solutions in four key challenge areas, including (1) transformation of water quality data into water stewardship action, (2) empowering citizen scientists to improve water quality, (3) incorporation of Indigenous communities and their water quality knowledge in global information systems, and (4) routine monitoring of antimicrobial resistance in water. The hackathon approach fosters collective intelligence in a safe, creative and collaborative environment, enabling participants to harness their collective knowledge, expertise and skills. Key outcomes were conceptualizing practical frameworks and tailored toolboxes for diverse water quality innovations to improve monitoring, empower communities, and support policy-making. Emphasis was placed on the purpose and value of interdisciplinary collaborations to address complex global challenges, showcasing synergies between technology, environmental science, and social engagement. Hackathons are catalysts for collaborative innovation which unlock future endeavors in harnessing collective intelligence to safeguard our most precious resource – water.

While Internet of Things (IoT) devices have increased in popularity and usage, their users have become more susceptible to cyber-attacks, thus emphasizing the need to manage the resulting security risks. However, existing works reveal research gaps in IoT security risk management frameworks where the IoT architecture – building blocks of the system – are not adequately considered for analysis. Also, security risk management includes complex tasks requiring appropriate training and teaching methods to be applied effectively. To address these points, we first proposed a security risk management framework that captures the IoT architecture perspective as an input to further security risk management activities. We then proposed a hackathon learning model as a practical approach to teach hackathon participants to apply the IoT security risk management framework. To evaluate the benefits of the framework and the hackathon learning model, we conducted an action research study that integrated the hackathon learning model into a cybersecurity course, where students learn how to apply the framework. Our findings show that the IoT-SRM framework was beneficial in guiding students towards IoT security risk management and producing repeatable outcomes. Additionally, the study demonstrated the applicability of the hackathon model and its interventions in supporting the learning of IoT security risk management and applying the proposed framework to real-world scenarios.

Design education prepares novice designers to solve complex and challenging problems requiring diverse skill sets and an interdisciplinary approach. Hackathons, for example, offer a hands-on, collaborative learning approach in a limited time frame to gain practical experience and develop problem-solving skills quickly. They enable collaboration, prototyping and testing among interdisciplinary teams. Typically, hackathons strongly focus on the solution, assuming that this will support learning. However, building the best product and achieving a strong learning effect may not be related. This paper presents the results of an empirical study that examines the relationship between product quality, learning effect and effort spent in an academic 2-week hackathon. Thirty teams identified user problems in this course and developed hardware and mechatronic products. This study collected the following data: (1) effort spent during the hackathon through task tracking, (2) learning effect through self-assessment by the participants and (3) product quality after the hackathon by an external jury. The study found that the team effort spent has a statistically significant but moderate correlation with product quality. The correlation between product quality and learning effect is statistically insignificant, suggesting that for this setting, there is no relevant association.

While Internet of Things (IoT) devices have increased in popularity and usage, their users have become more susceptible to cyber-attacks, thus emphasizing the need to manage the resulting security risks. However, existing works reveal research gaps in IoT security risk management frameworks where the IoT architecture - building blocks of the system - are not adequately considered for analysis. Also, security risk management includes complex tasks requiring appropriate training and teaching methods to be applied effectively. To address these points, we first proposed a security risk management framework that captures the IoT architecture perspective as an input to further security risk management activities. We then proposed a hackathon learning model as a practical approach to teach hackathon participants to apply the IoT security risk management framework. To evaluate the benefits of the framework and the hackathon learning model, we conducted an action research study that integrated the hackathon learning model into a cybersecurity course, where students learn how to apply the framework. Our findings show that the IoTA-SRM framework was beneficial in guiding students towards IoT security risk management and producing repeatable outcomes. Additionally, the study demonstrated the applicability of the hackathon model and its interventions in supporting the learning of IoT security risk management and applying the proposed framework to real-world scenarios. [ABSTRACT FROM AUTHOR]

Complex water-related challenges hunger, poverty, climate change, biodiversity, land-use change, desertification agriculture, industrialization, urbanization, human population, and hygiene, need wise and urgent actions to overcome them. Globally, many drivers such as the U.S.-Chinese competition, the Russo–Ukrainian war, food security, pandemics, and human overpopulation, have water-related impacts. Freshwater is a truly complex interdisciplinary topic that requires innovative intelligent-inclusive ideas to reconcile limited water resources with expanding water demands. The article explores how artificial intelligence (AI) could rethink human-water interactions, remake water practices, humanize water science, and enhance daily water life. The Global Goals could be viewed as an integrated framework of human effort to face pressing today's issues and to formulate a more sustainable and better world. Goal 6 (SDG 6 "sustaining water") devoted to sustaining water and related actions for all humans is the skeleton of global goals (GGs). The Arabsphere faces severe water quality, quantity, and practice challenges to ensure the smooth achievement of global goals (GGs). Compared with the whole world and its main regions, the overall water stress indicator in the Arabsphere is greater than 100% (critical). This article explores how applied intelligence could be strengthened to achieve Goal 6, focuses on the "water stress" indicator, and how to ensure a sustainable water future (SWF) in the Arabsphere. The Intelligent Water Hackathon is a collaborative open science event. The hackathon was designed to mitigate water stress (WS) in the Arabsphere. The hackathon process involves four main phases: problem identification, team building, solution proposing, and presentation. The paper concludes hackathons could be a valuable process for the water researchers' community to generate new and creative ideas and collective knowledge. Hackathon events could mitigate water stress, strengthen community engagement, and improve water resources outcomes. In closing, artificial intelligence (AI) methodologies are efficient providers to mitigate water stress, scarcity, and related risks. A future-driven Arab water vision based on artificial intelligence (AI) and intelligent water systems (IWSs) should be prioritized. [ABSTRACT FROM AUTHOR]

Hackathons are growing more virtual, especially after the COVID-19 epidemic started since they attract many participants at once from different places and time zones. This study intends to identify factors that influence students' satisfaction with online hackathon for IT projects. The study used quantitative methodology and proposed a model. The model was developed using technology acceptance model variables (perceived usefulness [PU], perceived ease of use [PEOU], behavioral intention [BI]) in combination with self-efficacy (SE) and satisfaction variables. The study questionnaire was distributed to 180 university students who have participated in a hackathon. The results were measured for reliability and validity (Cronbach's alpha was used for reliability while confirmatory factor analysis was used for validity. The hypothesis in the suggested model were assessed using structural equation modeling technique. The results show that BI and PEOU have no influence on students' satisfaction with using online hackathon for IT projects. However, it was discovered that students' satisfaction with online hackathon for IT projects is influenced by PU and SE. These findings imply that creating online courses that participants perceive as useful and see themselves as having high SE in their projects will further enhance satisfaction with online hackathons. It might also encourage and facilitate the use of online hackathons among students. Universities should routinely provide instruction and advice to students to help them understand the advantages of online courses. In summary, the research will be useful to decision-makers and educators in universities to further the integration of online hackathons for IT projects in the curriculum. Future recommendations should consider the use of additional technology adoption variables as well as testing the data with a qualitative methodology. [ABSTRACT FROM AUTHOR]

The innovation journey of new product development processes often spans weeks or months. Recently, though, hackathons have turned the journey into an ad hoc sprint of only a couple of days using newtools and technologies. Existing research predicts that such conditions will result in a failure to produce new working products, yet hackathons often lead to functioning innovative products. To investigate this puzzle, we closely studied the product development process of 13 comparable projects in assistive technology hackathons. We found that accelerating innovation created temporalambiguity, as itwas unclear howto coordinate the challenging work within such an extremely limited and ad hoc time frame. Multiple projects worked to reduce this ambiguity, importing temporal structures from organizational innovation processes and compressing them to fit the extremely limited and ad hoc time frame. Theyworked in full coordination to build a newproduct. They all failed. Only projects that sustained the temporal ambiguity--by working with a minimal basis for coordination and allowing new temporal structures to emerge--were able to produce functioning new products under the intense time pressure. This study contributes to theories on innovation processes, coordination, and temporality. [ABSTRACT FROM AUTHOR]

Despite originating in the tech industry, hackathons have now been adopted in a variety of domains. However, little is known about the status of hackathon literature within educational research. As the number of studies grows, it is essential to develop an understanding of the current state and identify prevalent topics and trends shaping the literature. Toward this goal, this study conducted a bibliometric analysis and scoping review on hackathon research in the field of education. A total of 249 documents written by 1,309 authors and published in 180 unique sources for the period 2014–2022 were identified. Collectively, the dataset amassed 1,312 citations with an average of 6.69 citations per document. The most prevalent subject areas were computer science, social sciences, engineering, medicine, and business. Word frequency analysis showed that "innovation" was the most occurring word, which represents the fundamental objective of hackathon events. The most influential work was the analysis of hackathons as an informal learning platform. Engineering education was the most trending topic while healthcare is an emerging research cluster. Overall, this study provides a better understanding of the hackathon literature and its research landscape in an educational setting. [ABSTRACT FROM AUTHOR]

Hackathons are time-bounded collaborative events that typically take between 1 and 3 days of intense teamwork to build prototypes usually in the form of software, aiming to specific challenges proposed by the organizers. These events became a widespread practice in the IT industry, in universities and in many other scenarios, as a result of a growing open-innovation trend in the last decade. Since the main deliverable of these events is a demonstrable version of an idea, such as early hardware or software prototypes, the short time frame requires participants to quickly understand the proposed challenge or even identify issues related to a given domain. To create solutions, teams follow an ad-hoc but effective design approach, that many times seems informal since the background of the participants is rather centered on technical aspects (e.g., web and mobile programming) and does not involve any training in design thinking. To understand this creative process, we conducted a set of 37 interviews with people from 16 countries, consisting of 32 hackathons winners and 5 hackathon organizers. We aimed to identify the design practices (i.e., processes and recurring design methods) that are applied by winners in these types of events. Also, we conducted a focus group with 8 people experienced in hackathons (participants and organizers) to discuss our findings. Our analysis revealed that although hackathon winners with IT background have no formal training in design thinking, they are aware of many design methods and typically follow a sequence of phases that involve divergent and convergent thinking to explore the problem space and propose alternatives in a solution space, which is the rationale behind design thinking. We derived a set of recommendations based on design strategies that seem to lead to successful hackathon participation. These recommendations can also be useful to organizers who intend to enhance the experience of newcomers in hackathons. [ABSTRACT FROM AUTHOR]

BackgroundInterdisciplinary approaches are needed to address complex societal problems, such as the opioid crisis. We sought to explore the feasibility and potential issues encountered in planning and implementing a 24-hour hackathon competition to bring together teams from law enforcement, public health, and data science to develop solutions to the opioid epidemic.MethodsWe enlisted an advisory board and planning committee, including key stakeholders (e.g., high-level representatives from government agencies) to plan the event. Teams completed an online registration form with questions about team composition. Each team captain completed a survey at the event describing prior experiences with their team, knowledge and interest around the opioid epidemic, and hackathon expectations.ResultsTwenty-nine teams (108 individuals) registered. 76% had a technical/engineering background. Participants were from industry (55%), academia (30%), public health/medicine (9%), and government/public policy (6%). Nineteen teams attended the event. Team captains were primarily 18-29 years of age, had moderate experience and interest in the opioid crisis, and had never attended an opioid-related event.ConclusionsIt is feasible to implement a 24-hour opioid-focused hackathon and recruit teams/participants from a broad range of disciplines. We discuss the solutions developed, barriers encountered, and insights gained throughout the planning and implementation process.

Balancing value creation and value capture is a fundamental strategic issue for the management of open innovation. Insufficient compensation for created value may hinder the participation of a firm or individual in open innovation. It can thus provide an obstacle to the open innovation process as a whole. Hackathons provide an attractive setting for studying value appropriation in open innovation by actors of different types and with varying bargaining power. We define hackathons as idea competitions on specific topics in the form of a time‐limited event. These competitions have gained more popularity throughout the years and have recently become more prominent. Therefore, an abductive empirical study was carried out in an international set‐up with multiple embedded cases of hackathons. Results indicate that hackathons offer coupled open innovation processes. The value captured by the initiator of a hackathon in the form of inbound open innovation is balanced by outbound knowledge flows towards participants as well as with sideways knowledge flows between participants, which are a result of the generation of collective intelligence. Collective intelligence is thus identified as an alternative mechanism for value capture from open innovation. [ABSTRACT FROM AUTHOR]

This paper discusses the opportunities and challenges for learning about and building skills for inclusive practice through a two-day, multidisciplinary, collaborative hackathon. 'The inclusive way' brought together students and staff from different disciplines and study levels, people with disabilities and industry professionals. Working on-site, project teams explored an inclusive wayfinding brief, developing and appraising prototypes for inclusive practice in response to the physical site and its immediate surroundings. This presentation reflects on the hackathon as a pedagogic approach, highlighting its potential and limitations for communication and information design education in the 21st century. [ABSTRACT FROM AUTHOR]

As schools endeavor to provide all students with access to computational thinking and computer science, the hackathon emerges as a competitive and high-energy event that uses authentic problems to motivate learners to engage in the domain of computing. This article presents the design case of a hackathon for teenagers as enacted over five iterations by faculty and staff at a Southeastern public university in the United States. Given a problem in the local community, participating teenagers collaborated in a mentor-supported environment to design, develop, and communicate software-based solutions. Using trustworthiness from naturalistic inquiry as a guiding approach to build the design case, our methods draw on multiple data sources, peer debriefing, member checks, and thick description. This design case contributes detailed descriptions and design rationales related to the youth hackathon's evolving features. It provides all levels of designers with useful pedagogical and logistical resources to support efforts to enact hackathons in novel settings. [ABSTRACT FROM AUTHOR]