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Short abstract:

In this paper, we consider how games can be purposefully designed to transform epistemic hierarchies in science and technology engagement activities. Specifically, we make a case for thinking carefully on actors are implicitly empowered and given permission to actors despite epistemic imbalances.

Long abstract:

The increasing call for ‘more public engagement’, ‘more dialogue’ often gives little consideration to what ‘engagement’ or ‘dialogue’ is possible in a given context. This is an especially vexing when there are significant epistemic imbalances, such as engagement with complex or novel technologies, where those engaged have little prior knowledge. One helpful way to think about this is in terms of epistemic anxiety—the anxiety arising from questioning how much knowledge one requires to hold before feeling confident to commit, comment or contribute. In the context of public and stakeholder engagement with science, technology or innovation, such epistemic anxiety can (and often does) limit the capacity for meaningful engagement.

In this paper, we consider what mechanisms are available to transform engagement activities in order overcome or minimize such epistemic anxiety. In particular, we consider the possibilities offered by purposeful games—a blend between ludic and serious games, where the both the entertaining and the purposeful aspect are integral. To flesh this out, we present a case study of the use of such games in a national dialogue on the use of genetic technologies for environmental and conservation purposes in New Zealand.

Engaging people in dialogue about genetic technologies is challenging, not simply because it is often contested, but also because of the epistemic anxiety faced by many in the engagement activity. We argue that purposeful games (and other mechanisms like it) are fundamental to meaningful engagement in terms of giving participants the permission to comment and contribute despite inherent epistemic imbalances.