Conference Agenda

This paper analyzes four Cultural Game Jams (CGJs) in the Netherlands, conducted within EPIC-WE, a European project exploring how game-making can become a tool for both cultural reflection and dialogue between youth and cultural, educational and creative stakeholders. The jams connected cultural heritage organisations, creative industries, higher education, and young people (15–25) in a Quadruple Helix framework. Across two years, youths designed games that addressed societal issues, cultural heritage, and European values, while their roles evolved from participants to members of a Youth Advisory Board acting as co-designers, research contributors, and co-facilitators. Through cross-case analysis of jam formats, game outcomes, and the development of youth involvement, the paper shows how participatory, creativity-based practices can position young people as cultural agents rather than mere audiences. The findings offer insights for cultural and public institutions seeking to engage youth as co-creators in shaping cultural meaning and societal narratives.

Parents Anonymous®, a social service agency, provides a comprehensive ecosystem of supports to parents through its National Parent & Youth Helpline and mutual support groups. The verbal support provided through the Helpline is the core of this public service. We present a computational user research approach that learns from call transcripts to guide continuous improvement across the helpline–group system. From real conversations, we extract clear, actionable signals: how emotions shift during a call, which needs recur over time and when people are most likely to reach out. These insights feed back into everyday practice: refining counsellors’ training and responses, timing follow-ups, and planning schedules and outreach. The approach adds no burden to callers, fits existing staff workflows, and complements practitioner expertise. We offer a practical roadmap for public teams to pair service design with data-driven feedback so helplines.

Development of policy tools and instruments has always trailed behind technological innovations. More recently, the rapid advancement of AI technologies has resulted in significant widening of this policy gap — a genuine wicked problem. To address this we developed a participatory AI Policy Design toolkit, engaging 23 technology researchers and practitioners to (1) critically evaluate existing AI use cases to identify key considerations for policy; (2) generate a catalogue of current and near future AI use-cases in their domains of expertise; and (3) collaboratively develop AI policy intervention proposal artefacts, and foster a shared vocabulary for AI policy design. Results highlight key tensions, challenges, and opportunities for collaboratively exploring AI policy discourse. The central contribution of this work is to help identify AI policy blind spots, equity concerns, and anticipate enforcement gaps, and building capacity to help democratize discourse about AI policy through contextually relevant, generative, and reflexive approaches.

Data donation, an emerging user-centric data collection method for public sector research, faces a gap between participant willingness and actual donation. This suggests a design absence in practice: while promoted as "donor-centered" with technical and regulational advances, a design perspective on how data choices are presented and intervene on individual behaviors remain underexplored. In this paper, we focus on pre-donation data exploration, a key stage for adequately and meaningful informed participation. Through a real-world data donation study (N=24), we evaluated three data exploration interventions (self-focused, social comparison, collective-only). Findings show choice framing impacts donation participation. The "social comparison" design (87.5%) outperformed the "self-focused view" (62.5%) while a "collective-only" frame (37.5%) backfired, causing "perspective confusion" and privacy concerns. This study demonstrates how strategic data framing addresses data donation as a behavioral challenge, revealing design's critical yet underexplored role in data donation for participatory public sector innovation.

The recent popularisation of data and their visualisation has offered new opportunities for spaces of citizen participation around contested issues, such as climate assemblies. The potential of data visualisation in opening and supporting discussions has been widely recognised, but so has the risk it carries of naturalising certain perspectives and delegitimising others. Still, the roles played by data visualisation in the specific context of climate assemblies remain unaddressed. This paper investigates those roles through field observation and desk research around a case study, the Københavnernes Klimaborgerting. The study explores which data were visualised, how, by who and why. What emerges is that data visualisations were mostly used as top-down tools to frame the process rather than objects mobilised for discussion. The findings highlight the need for more participatory approaches in the data work done in climate assemblies, in line with the democratic principles of participation underlying those processes.

Infographics are an important tool for governments to provide public information to citizens. Digital infographics can present information in various ways within a coherent whole, enabling different types of information, with varying levels of complexity, to reach the population. This study aims to assess the potential of infographics as a tool to support communication and the promotion of public policies aimed at women. To this end, infographics on public policies for women were created and tested. The design of the infographics was based on a literature review, analysis of existing infographics, and feminist principles. The empirical tests included participants from different educational levels and age groups. The results indicate that infographics can be used by governments as an effective tool to communicate and promote public policies for women; however, they seem to be more difficult to use for women with lower levels of education.