A frequent criticism of knowledge-based planning tools is the apparent mismatch between information frameworks used in their spatial models and the information needs of planning actors. Increasingly, these actors are contributing their context-specific knowledge during the development of such tools. Transferring this knowledge from actors to the model remains a challenge. This study establishes a set of design requirements for knowledge elicitation in small group settings and introduces game co-design as a method allowing planning actors and planning support experts to meet halfway between the technology and user domains in the so-called third space. We present an initial case where in three nominal group sessions, actors encountered and critiqued parameterized assumptions of their planning issues in a tangible game environment. Findings indicate that the method can elicit different types of knowledge (divergence) about a spatial system in operationalized terms (formalization). We discuss the potential of tangible game co-design as a modeling as learning exercise and its complementarity to dedicated digital technologies for more holistic planning support.

对基于知识的规划工具的常见批评是空间模型中使用的信息框架与规划参与者的信息需求之间明显不匹配。在此类工具的开发过程中，这些参与者越来越多地贡献其特定于上下文的知识。将这些知识从参与者转移到模型仍然是一个挑战。本研究为小组设置中的知识获取建立了一套设计要求，并引入了游戏协同设计作为一种方法，允许规划参与者和规划支持专家在所谓的第三空间中在技术和用户领域之间相遇。我们提出了一个初始案例，在三个名义小组会议中，参与者遇到并批评了他们在有形游戏环境中规划问题的参数化假设。研究结果表明，该方法可以以操作化的术语（形式化）引出关于空间系统的不同类型的知识（分歧）。我们讨论了有形游戏协同设计作为学习练习建模的潜力及其与专用数字技术的互补性，以提供更全面的规划支持。