Cards of Doom (C.O.D.)

Cards of Doom is a playful, competitive card-based activity that helps students engage deeply with course literature. Through rapid argumentation, tactical card use, and team discussion, the method sparks critical thinking and lively academic dialogue.

Cards of Doom is played in small teams who prepare their own decks ahead of the game. Each team creates Question Cards, Theory Cards and Insight Cards, based on assigned readings or course materials.

Besides these, each team have two joker cards.

During the game, two teams begin each round by selecting a Question Card to set the theme. Opposing teams have one minute to choose a Theory or Insight Card as their response and present a short, well-argued explanation drawing on course concepts. Joker Cards may be used to add creative or disruptive twists.

After each round, the questioning teams vote on the most compelling response. Roles rotate so all teams take turns questioning, responding, and evaluating.

Cards of Doom encourages students to work actively and strategically with course literature rather than passive reading.

The method supports:

• Deeper engagement with theory and academic arguments
• Critical reflection through peer-generated questions
• Collaboration and shared sense-making
• Creative thinking through unpredictable prompts and playful constraints
• A dynamic learning atmosphere that mixes competition with constructive dialogue

Attention points
Facilitators should ensure a respectful tone, maintain clear rules, and create an inclusive environment where all voices are heard.

At Kolding School of Design, Cards of Doom (C.O.D.) was used in a first-year MA course about play and play theory, to help design students engage more deeply with academic texts and theoretical concepts. Students worked in groups of four and began by preparing their own C.O.D. decks. Based on selected course readings and hands-on experiments, they created Question Cards, Theory Cards and Insight Card.

This preparatory phase encouraged careful reading, interpretation, and the identification of key arguments and concepts — effectively transforming the literature into material for play.

During class, all four groups gathered around a central table to compete in short, timed rounds.

The fast-paced format created a playful sense of urgency, prompting quick thinking, creative reasoning, and improvisation. After each round, the questioning teams voted on the most compelling answer, fostering a lively, humorous, and sometimes tense atmosphere.

Observations and student feedback showed that the competitive framing generated high energy and engagement. Many students felt motivated to craft strong, well-supported arguments, and the shared humour helped maintain psychological safety.

The activity succeeded in encouraging critical reflection, collaborative meaning-making, and active interpretation of theoretical material.