Integrating children’s (7–11 yo) voices into community landscapes: an analytical review of gamified participatory methods for playground design strategies and community action

Bhuiyan, Fawzia, Monsur, Muntazar, Khan, Matluba ORCID: https://orcid.org/0000-0002-5546-1870, Loon, Leehu, Zhu, Rui and Cook, Cade 2026. Integrating children’s (7–11 yo) voices into community landscapes: an analytical review of gamified participatory methods for playground design strategies and community action. Landscape Research Record Item availability restricted.

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Abstract

Children are primary users of public playgrounds, yet their perspectives are often underrepresented in participatory design processes that rely on adult-centered forms of communication (Hart, 1992; Sanoff, 2000). This analytical review examines how gamified participatory methods can support the meaningful involvement of children aged 7–11 in playground and community landscape design. Using PRISMA 2020 reporting guidance, 275 unique records were screened and 35 publications meeting the review criteria were retained for qualitative analytical synthesis. The review identified recurring approaches including model making and prototyping, construction-based activities, role-play and design games, and digital interactive tools. Across the reviewed literature, play-based and multi-modal approaches were associated with broader opportunities for creative expression, collaboration, spatial communication, and active participation than adult-oriented, single-format consultation. However, these approaches also presented challenges related to adult mediation, resource demands, and translating imaginative ideas into feasible design outcomes. Overall, the findings suggest that gamified and multi-modal participatory methods can strengthen the integration of children’s voices into playground design when they are paired with genuine opportunities for influence and transparent translation into design decisions.

Item Type:	Article
Status:	In Press
Schools:	Schools > Geography and Planning (GEOPL) Schools > School of Social and Spatial Sciences
Date of First Compliant Deposit:	27 October 2026
Date of Acceptance:	9 August 2026
Last Modified:	27 Oct 2026 09:45
URI:	https://orca.cardiff.ac.uk/id/eprint/190439

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