Why co-creation
Co-creation, or co-design, is a participatory method for developing products and services where end-users and other stakeholders are fully involved in the design process from beginning to end. This includes defining needs, generating ideas, developing design specifications, iterating on prototypes, and otherwise contributing to all phases of the process. As such, stakeholders are not just providing feedback; they are full members of the design team. The reason for co-creation’s popularity is an end product/service that better addresses the need, fully represents the target community, and has buy-in from stakeholders for a more successful implementation.
The constraints we’re working with
This is the approach we are taking to the development of an escape room game on climate change misinformation, though with some differences from the ideal definition above. In particular, we have had to contend with practical limitations such as the geographical distribution of our stakeholder groups – librarians, youth, partner representatives, University of Washington researchers – across our three countries (Belgium, Slovenia and Poland). Nevertheless, we adhere as closely as possible to the principles of co-creation, knowing that the end product will be superior than if we designed the game without this level of engagement.
Phase 1: Mapping the narratives
For the climate change game, we started with the partners and librarians to discuss how climate change misinformation looks across our three countries. What are the dominant narratives around climate change? Who and for what reasons do certain actors spread misinformation about climate change? What is unique about each country, and what are the common patterns?
Phase 2: Youth perspectives
Our next phase involves youth directly. Each library is undertaking a series of activities to capture youth perceptions of climate change, their reactions to various misinformation posts, and their ideas for the game. The librarians will convey the results of these activities, and their ideas and interpretations, to the partner organizations.
Phase 3: Turning input into a game
From here we will develop the primary learning goals, a game structure, a central narrative, functions for each puzzle, and other core game elements. At this point we rely on an escape room game designer to develop a set of puzzles for the game. Based on experience we have found that puzzle design is a specialist skill that cannot be taught in a co-creation process.
Phase 4: Prototyping and testing
The next phase is prototyping, a process that will involve several iterations of development, testing, and modification. The three country partners will serve as both experts and conduits to the librarians, who will in turn, involve the youth in these game prototyping sessions. Each stakeholder will contribute ideas through a structured process until we reach a point where everyone is satisfied with the end product.