This creative response is a role-play card game designed to communicate the key findings of Turnhout et al. (2020), who argue that co-production often reinforces existing power structures, privileges scientific knowledge, and fails to achieve transformative outcomes. Players take on stakeholder roles (e.g. Scientist, Activist, Policy Officer), each with different motivations, fears, and power levels. Through character-specific problems, event-driven tensions, and group reflection, players explore the politics of participation from within.
The game uses communication techniques grounded in constructivist learning theory, which emphasises active, experience-based knowledge-building and sociocultural learning theory, which highlights the role of social interaction and context (Vygotsky, 1978). Players construct understanding through dialogue, role-play, and reflection methods that support engagement, identity formation, and critical thinking (Gee, 2008), these game mechanics make for a more inclusive learning environment for kinesthetic, visual, and auditory learners (Zeni et al., 2019).
The structure mirrors the four stages of co-production identified by Turnhout et al.: framing, participation, knowledge integration, and outcomes. Rather than relying on quizzes the game employs narrative, open-ended discussion, and tension-based scenarios shown to improve learning outcomes (Qian and Clark, 2016; Randel et al., 1992).
Visually, the game follows multimedia and user-centred design principles. Colour-coded cards and schematic icons reduce cognitive load and aid schema-building (Mayer and Moreno, 2003; Clark and Lyons, 2010), while clean layouts and purposeful visuals avoid decorative distraction (Hegarty, 2011). Rather than delivering fixed outcomes, this game prioritises learning, reflection and transformations, just as Turnhout et al., (2020) says is needed for “true” co-production.
Reference list
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