A game co-design method to elicit knowledge for the contextualization of spatial models

Abstract

A frequent criticism of knowledge-based planning tools is the apparent mismatch between information frameworks used in their spatial models and the information needs of planning actors. Increasingly, these actors are contributing their context-specific knowledge during the development of such tools. Transferring this knowledge from actors to the model remains a challenge. This study establishes a set of design requirements for knowledge elicitation in small group settings and introduces game co-design as a method allowing planning actors and planning support experts to meet halfway between the technology and user domains in the so-called third space. We present an initial case where in three nominal group sessions, actors encountered and critiqued parameterized assumptions of their planning issues in a tangible game environment. Findings indicate that the method can elicit different types of knowledge (divergence) about a spatial system in operationalized terms (formalization). We discuss the potential of tangible game co-design as a modeling as learning exercise and its complementarity to dedicated digital technologies for more holistic planning support.

Amplifying weak signals: a method-building approach for inclusive climate resilience strategy making

“…Involving stakeholders as co-designers of a game allows them to critique how the real-world system is represented in the components and mechanisms of the game. This allows modelers to learn more about each stakeholder's priorities, interests and preferences in a spatial context (Champlin et al, 2022). 13.…”

Modeling Urban Spaces with Cubes: Building analogue serious games for collaborative planning

“…Although digital games allow deep and interactive simulations and can reach enormous quantities of users, analogue games have considerable advantages for spatial and urban planning. These advantages became notorious when considering collaborative planning (Innes & Booher, 1999a, 1999b and addressing planning as a co-creative process (Champlin et al, 2021;Constantinescu et al, 2017). Tan (2016) realized that the materiality of analogue games helped participants visualize and interact with each other in a collective decision-making urban planning process.…”

Frame Game as Teaching Methodology in Higher Education: The Case of RElastiCity

“…In professional settings, frame games have been shown to provide a combination of structure and flexibility that help practitioners to engage in shared learning about complex urban systems [9]. Game co-design has been used to gather knowledge about real-world issues for contextualization [10]. A frame game is a structured set of rules of a game into which different contents can be loaded, i.e.…”