Learning from the Resilience Playtest: increasing engagement in resilience promoting games through participatory design

Abstract

This article considers the co-design, co-production and evaluation of resilience-focused educational games developed by and for young people with complex needs. For the purposes of this article, we have defined complex needs as experiencing learning or health-related difficulties such as sensory, learning and mobility impairments or mental health issues, alongside other challenges such as living in poverty. Using the development of these games and the results of the evaluation as a case study, it addresses key debates surrounding participatory design within the context of social inequalities. It suggests that participatory design, when seen as a methodology, may provide an action-based strategy to improve communication between people that face adversity, and those who support them. Findings from the evaluation of the process and the games suggest that involving young people with complex needs in the design of educational games may improve the social value associated with the end-product. Findings from this case study may be relevant to people interested in participatory design processes, those that incorporate educational or therapeutic games into their practice, and researchers seeking to work with groups where verbal communication has traditionally been seen as a barrier, or is an actual barrier.