Conference Agenda

This article presents practice-led research where stage design is understood as an active, agential collaborator in theatrical performance, similar to how toys, playgrounds and material games are used as catalysts for play. Addressing the limitation of static, representational design, we develop a design for play methodology drawing from Constructivist theatre’s concept of the “acting apparatus.” This research explores the agency of material design within the performative space through two complementary case studies: an analogue, embodied board game system and a tech-driven, automated environment where pre-programmed robots act as performers. The playing machine concept is proposed as a design method that uses material, tangible systems to define constraints and affordances, creating the context for play to emerge. Results indicate that this reframing shifts theatre from performance-as-representation to theatre-as-play, offering a new model where scenography actively shapes the performer’s actions and the audience’s sensorial understanding.

This paper offers a practical representation of evolving research within a PhD project, exploring play in a child-centred design process. During a workshop with children aged 6–8, the question "Can I cut the big box?" created a moment of tension that became a site of emerging knowledge. Drawing on abductive reasoning, the paper uses doubt as a generative method to explore uncertainty in fieldwork. Through writing and the notion of emplotment, the concept of Material hierarchies emerges - first grounded in material methods that position materials as active agents, then through the notion of playables - as a lens for reading the discrepancies between children's attitudes toward materials and the imaginative possibilities those materials afford. The paper argues that attending to these contradictions is essential to child-centred research: by holding both perspectives simultaneously, it becomes possible to more honestly represent the complexity of children's perspectives and the now they inhabit.

Material exploration is central to both play and design, where imagination unfolds through tactile and social engagement. This study examines how materials participate as agents in creative exploration through three video-recorded construction-play sessions involving children aged five to six. Using reflexive thematic analysis, the study identifies three key findings: (1) expressive form elements augment material agency; (2) affordances are encountered through two distinct relational mechanisms — Affordance Emergence and Affordance Orientation — which mediate between imaginative states and material properties; and (3) participation shifts dynamically between contributing, cooperating, and collaborating. By clarifying how affordances bridge psychological engagement and material structure, the study advances discussions of material agency and participatory dynamics in both play and design research.

This paper investigates how constructive play can support social–emotional learning (SEL) in late childhood. As children approach adolescence, they increasingly seek emotional support from peers, develop stronger identities and need to engage in self-reflection and personal expression. Despite these needs, SEL programs targeting children aged 8 to 11 are limited. Research has shown that play can support SEL. This study explores how constructive play can foster social–emotional skills and help address this shortage. The project was conducted with a child-centred approach and a design-based research methodology, ensuring a strong link between theory and practice while prioritising children’s perspectives. The fieldwork took place in a Danish after-school club, involving third to fifth graders from five schools. The project found that constructive play supports the expression of individual and community perspectives, self-reflection and community building. Three factors—materials, open-endedness and goal expectations—were identified as primary influences on children’s engagement.

Moving across time horizons and system levels is challenging in collaborative innovation, where multiple agendas amplify complexity. As designers increasingly engage in processes aimed at transforming systems and fostering collaboration across boundaries, questions arise about how to navigate such complexity and orchestrate collaborative innovation. Situated within a collaborative innovation research project, this study draws on two empirical components: interviews with experienced design practitioners leading the multi-actor innovation processes, and the development and testing of a parallel design game. Design activities used for orchestrating collaborative innovation, identified through the interviews, informed the principles of the design game. The study presented here (1) identifies five key design activities used by designers to orchestrate collaborative innovation, (2) introduces design games as tools for orchestrating collaborative innovation, and (3) develops a framework demonstrating how design games can function as rehearsals for collaborative innovation, helping to establish real-world testbeds for systemic transformation.