  The Global Games Jam (GGJ) attracts many people who are passionate about
games development, coming from a range of educational backgrounds. Therefore,
the event can be experienced by novices and student developers as an
opportunity for learning. This provides an opening to promote themes and ideas
that could help form future thinking about games design, emerging as a form of
induction on key design issues for new practitioners. Such an approach aims to
raise awareness about issues which learners could help develop and take with
them into industry. However, the experience itself affords a deep experiential
rhetoric and dialogue with experts that could be an effective pedagogical tool
for issues seldom addressed deeply in formal educational settings. This paper
describes an account by one such individual, being introduced to game
accessibility through participation in the GGJ. As such, it is not intended as
a rigorous empirical analysis, but rather a perspective on one way a game jam
can be experienced, inviting further research on the topic.
