Design games as a tool, a mindset and a structure Kirsikka Vaajakallio

ut not be overwhelming, and so forth, but discussions on aesthetics are
rarely touched upon. When we (Vaajakallio et al. 2010a) compared our
experiences from the “Co-design among young children” and also from
studies conducted with adults, we noticed that kids were mainly inspired
by simple symbolic images, whereas adults can be set off by more abstract
images and photos as well (Figure 22).
Fig.22
The left side images illustrate feelings and atmospheres, and they are often used as part of
generative tools to invite users to describe their experiences. We gave to children the same
set of images with various symbols seen in the image on the right. None of the kids utilized or
showed interest in the feeling images. Instead, they utilized symbols to describe their ideas.
Traditionally, aesthetics has been associated with art objects, like painting
or sculpture, and objects in nature, such as a beautiful stone. When
studying the aesthetics of these objects, the discussions have focused on
their properties, qualities, features, form and order. (Berleant 1999, p 13)
In regard to design games, this would then include the game pieces and
other props brought into and created during the co-design gathering. Investigation
of the aesthetic qualities should be done in relation to other
characteristics addressed as relevant in co-design: are they tempting or
repulsive?; are they perceived as engaging and playful or dull?; do they
encourage out-of-box thinking or do they support stereotypical images?
In “Situated Make Tools study”, we observed that if we displayed the
Make Tools kit before introducing the task, the participants would start
playing with the material instantly, without paying attention to our guidelines
(e.g. Vaajakallio & Mattelmäki 2007). This observation reminds us
that in co-design, different game pieces and design material should not be
studied in isolation, but as a unit, influenced by several dynamic factors, including
the order in which the activities are introduced to the participants.
When evaluating design material in co-design, we should acknowledge
the fact that aesthetic value is context based and connected to the
functional properties. In design games, the aesthetics should support
conveying the message but not to steal the attention from the content. In
the Eco Game we concentrated on the visual outlook to make it tempting
for the children in cost of getting to know how well they would be
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