While the original research project In Our Shoes focuses on refugee experiences, this specific intervention does not directly address that subject matter. Instead, it draws on the project’s methodological approach, using narrative, fictional spaces, and game-based structures to support empathetic engagement and reflection.
The primary aim of the intervention is to create a safe and trusting environment in which students may, if they choose, share complex life situations and decision-making experiences that can impact their studies. Recognising the deeply personal and sometimes sensitive nature of such narratives, ethical care is central to the design and facilitation of the activity.
This work is grounded in narrative inquiry (Leavy, 2020; Clandinin and Caine, 2013), which recognises personal stories as valuable forms of knowledge, and research through design methodologies (Gaver, 2012), which position the design process itself as a mode of inquiry. It further draws on participatory design approaches (Sanders and Stappers, 2008), engaging participants as co-creators in the development of game narratives, characters, and play experiences. Together, these frameworks support an iterative, collaborative process in which lived experience, creative practice, and design experimentation contribute to the generation of new knowledge.
1. Anonymity
All participant identities will be fully protected. No real names, identifiable personal details, or contextual markers that could reveal an individual’s identity will be used in discussion, documentation, reflection, or dissemination. Any examples, narratives, or artefacts referenced for research or pedagogical purposes will be anonymised or fictionalised, in alignment with the principles of narrative abstraction.
2. Confidentiality
Participants’ stories and contributions will be treated as confidential. Narratives shared within the intervention space will not be disclosed beyond the group or used for research outputs without explicit, informed consent. This applies to verbal discussions, written materials, creative outputs, and reflective documentation. Confidentiality will be clearly communicated as a shared responsibility among all participants.
3. Emotional Safety
The intervention acknowledges that storytelling, even within fictional or ludic frameworks, may evoke emotional responses. Participation is voluntary, and students are encouraged to share only what they feel comfortable disclosing. Fictionalisation and narrative distancing are explicitly supported as ethical tools, allowing participants to explore experiences without direct self-exposure. Participants may pause, withdraw, or opt out at any point without explanation or negative consequence.
4. Boundaries, Respect, and Care
A non-judgmental, empathetic, and supportive environment will be actively facilitated. All participants are expected to engage with sensitivity and respect for diverse lived experiences. There is no expectation to justify personal narratives or decisions. Judgmental language, pressure to disclose, or dismissive responses are not acceptable. Clear boundaries will be maintained between educational inquiry and therapeutic practice.
By leveraging fictional spaces and game-based narrative structures, this intervention aligns with established research demonstrating the power of games and narrative to foster empathy, emotional engagement, and social understanding (Belman & Flanagan, 2010).
The ethical framework supports the development and testing of Ludic Inquiry as a novel methodology suggested by Leland Masek, that enables creating gameplay based on meaningful engagement with sensitive life experiences while prioritising participant well-being, autonomy, and dignity.
Bibliography
Sanders, E.B.-N. and Stappers, P.J. (2008) ‘Co-creation and the new landscapes of design’, CoDesign, 4(1), pp. 5–18.
Clandinin, D.J. and Caine, V. (2013) ‘Narrative inquiry’, in Trainor, A.A. and Graue, E. (eds.) Reviewing Qualitative Research in the Social Sciences. New York: Routledge, pp. 166–179.
Gaver, W. (2012) ‘What should we expect from research through design?’, Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, pp. 937–946.
Leavy, P. (2020) Narrative Inquiry. New York: Guilford Press.