Show/Hide Menu
Hide/Show Apps
Logout
Türkçe
Türkçe
Search
Search
Login
Login
OpenMETU
OpenMETU
About
About
Open Science Policy
Open Science Policy
Open Access Guideline
Open Access Guideline
Postgraduate Thesis Guideline
Postgraduate Thesis Guideline
Communities & Collections
Communities & Collections
Help
Help
Frequently Asked Questions
Frequently Asked Questions
Guides
Guides
Thesis submission
Thesis submission
MS without thesis term project submission
MS without thesis term project submission
Publication submission with DOI
Publication submission with DOI
Publication submission
Publication submission
Supporting Information
Supporting Information
General Information
General Information
Copyright, Embargo and License
Copyright, Embargo and License
Contact us
Contact us
Reflection Of Empathic Design Process On Interior Architecture Students’ Universal Design Solutions
Download
metujfa2023103.pdf
Date
2023-6
Author
Yeşiltepe, Melis
Demirkan, Halime
Metadata
Show full item record
This work is licensed under a
Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License
.
Item Usage Stats
245
views
126
downloads
Cite This
Most interior architecture students encounter challenges in reflecting the universal design (UD) approach and applying human factors and ergonomics (HF/E) principles in their design projects. In design education, as students’ empathic ability develops, their UD understanding enhances, and they can design more accessible, usable, and universal products or environments. This study explores the reflections of empathic design (ED) techniques on students’ UD solutions in the design process. Twelve second-year (except control group, Group D, n=3) interior architecture undergraduate students experienced an ED technique (Group A, direct contact with the user, Group B, obtaining indirect information about the user and attending a lecture, Group C, role-playing) as a learning method to collect data about the user (with a broken arm), then all participated students (n=12) redesigned the existing kitchen of the user and reflected their learning and design outcomes. The case study was conducted virtually because of the Covid-19 pandemic. The transcripts from video recordings, including the data collected from group interviews and design conversations, are analyzed thematically. The results demonstrated that experiencing ED is positively reflected in students’ perceptions of their learning experiences and outcomes with an increase in self-awareness and design awareness. Students remembered their prior courses’ knowledge and their individual ED experiences to produce UD solutions. Three ED techniques positively influence students’ UD solutions since they change students’ design thinking approach. Group A was user-centered, Group B recalled their EM, and Group C was activity-based while proposing design solutions. However, Group D was indecisive and needed extra time to complete the requirements. Each ED technique is particularly helpful in supporting the learning domain, but the role-playing technique is found to be more effective in increasing empathy levels and finding UD solutions compared to the others.
Subject Keywords
Design education
,
Design process
,
Empathic design
,
Human factors
,
Universal design
,
Tasarım eğitimi
,
Tasarım süreci
,
Empatik tasarım
,
İnsan faktörleri
,
Evrensel tasarım
URI
https://hdl.handle.net/11511/104798
Journal
ODTÜ Mimarlık Fakültesi Dergisi
DOI
https://doi.org/10.4305/METU.JFA.2023.1.3
Collections
Department of Architecture, Article
Citation Formats
IEEE
ACM
APA
CHICAGO
MLA
BibTeX
M. Yeşiltepe and H. Demirkan, “Reflection Of Empathic Design Process On Interior Architecture Students’ Universal Design Solutions,”
ODTÜ Mimarlık Fakültesi Dergisi
, vol. 40, no. 1, pp. 59–82, 2023, Accessed: 00, 2023. [Online]. Available: https://hdl.handle.net/11511/104798.