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Relevant bibliographies by topics / Design empathy

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Academic literature on the topic 'Design empathy'

Author: Grafiati

Published: 4 June 2021

Last updated: 14 February 2022

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Journal articles on the topic "Design empathy"

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McDonagh, Deana, and Joyce Thomas. "Design + Empathy = Intuitive Design Outcomes." Design Journal 14, no. 2 (June 2011): 147–50. http://dx.doi.org/10.2752/175630611x12984592779881.

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Paron, AJ. "Design for All Needs Design Empathy." Journal of Interior Design 45, no. 4 (November 5, 2020): 3–9. http://dx.doi.org/10.1111/joid.12182.

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Tuomala, Enni-Kukka S. E., and Weston L. Baxter. "Design for Empathy: A Co-Design Case Study with the Finnish Parliament." Proceedings of the Design Society: International Conference on Engineering Design 1, no. 1 (July 2019): 99–108. http://dx.doi.org/10.1017/dsi.2019.13.

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AbstractGlobalisation and the mixing of people, cultures, religions and languages fuels pressing healthcare, educational, political and other complex sociocultural issues. Many of these issues are driven by society's struggle to find ways to facilitate deeper and more emotionally meaningful ways to help people connect and overcome the empathy gap which keeps various groups of people apart. This paper presents a process to design for empathy – as an outcome of design. This extends prior work which typically looks at empathy for design – as a part of the design process, as is common in inclusive design and human centered design process. We reflect on empathy in design and challenge the often internalised role of the designer to be more externalised, to shift from an empathiser to become an empathy generator. We develop and demonstrate the process to design for empathy through a co-creation case study aiming to bring empathy into politics. The ongoing project is set in the Parliament of Finland, and involves co- creation with six Members of the Parliament from five political parties. Outcomes of the process and case study are discussed, including design considerations for future research.

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Cooper, Rachel. "Empathy and Technique in Design." Design Journal 3, no. 1 (March 2000): 1–2. http://dx.doi.org/10.2752/146069200789393580.

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Taylor, Samuel Hardman, Dominic DiFranzo, Yoon Hyung Choi, Shruti Sannon, and Natalya N. Bazarova. "Accountability and Empathy by Design." Proceedings of the ACM on Human-Computer Interaction 3, CSCW (November 7, 2019): 1–26. http://dx.doi.org/10.1145/3359220.

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Shapira, Noa, Haggai Kupermintz, and Yael Kali. "Design Principles for Promoting Intergroup Empathy in Online Environments." Interdisciplinary Journal of e-Skills and Lifelong Learning 12 (2016): 225–46. http://dx.doi.org/10.28945/3605.

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This study examined a professional development program designed to support Civics teachers in their efforts to promote empathy among Israeli Jewish students towards Israeli Arabs. The design rationale for the program is that teachers should experience empathic processes themselves before supporting their students in such an endeavor and that meaningful empathic processes can occur online if activities are properly designed. All phases of the program were designed to support teachers to participate as part of an online community of practice. Sixty Jewish teachers participated in two iterations of the design study. Refinements were made in the second iteration to provide teachers with explicit definitions of empathy and specific instructions for reflection. Findings indicate that these changes were reflected in higher degrees of empathic responses among teachers. Teachers also indicated that being a part of an online learning community contributed to the learning process they experienced during the program. We interpret this as a first step in enabling teachers to assist their students to develop a more empathetic approach toward the minority group and conclude with a discussion of recommended design principles for promoting such an approach.

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Irdianti, Irdianti, and Sariana Abdullah. "PENGARUH EMPATI EMOSIONAL TERHADAP PERILAKU PROSOSIAL YANG DIMODERASI OLEH JENIS KELAMIN PADA MAHASISWA." Jurnal Psikologi TALENTA 6, no. 1 (September 30, 2020): 79. http://dx.doi.org/10.26858/talenta.v6i1.13115.

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Abstrak: Penelitian bertujuan untuk mengetahui pengaruh empati emosional terhadap perilaku prososial yang dimoderasi oleh jenis kelamin pada mahasiswa baru psikologi UNM. Empati emosional didefinisikan sebagai dorongan secara otomatis dan tampa disadari untuk merespon keadaan emosi orang lain. Dan perilaku prososial diartikan sebagai tindakan dengan cara pemberian dua perlakuan berupa video yang membuat emosional individu meningkat ataupun netral dengan instrument untuk mengukur empati emosional dengan menggunakan Positive dan Negative Affect Scale (PANAS) yang dikembangkan oleh Watson, Clark &Tellegen (1988). Pengukuran prilaku prososial dilakukan dengan melihat jumlah donasi yang diberikan oleh responden. Responden penelitian berjumlah 32 mahasiswa yang terdiri dari laki-laki dan perempuan dengan kriteria mahsiswa baru psikologi UNM.Penelitian eksperimen ini menggunakan desain faktorial 2 (empati: netral vs empati) X 2 (jenis kelamin: laki-laki vs perempuan) between subject design. Hasil dari penelitian ini menunjukkan bahwa terdapat pengaruh yang cukup signifikan antara empati emosional terhadap perilaku prososial, tapi pengaruh jenis kelamin sebagai moderator terhadap perilaku prososial tidak memiliki efek yang signifikan. Kata kunci: empati emosional, jenis kelamin, perilaku prososialAbstract: The research aims to determine the effect of emotional on prosocial behavior moderated by gender in new students of psychology UNM. Emotional empathy is defined as an impulse automatically and without being realized to respond to other people's emotional states. And prosocial behavior is defined as an act by giving two treatments in the form of a video which can increase someone’s empathy or neutral with an instrument to measure emotional empathy using the Positive and Negative Affect Scale (PANAS) developed by Watson, Clark & Tellegen (1988). The measurement of prosocial behavior is done by looking at the number of donations given by respondents. The research respondents numbered 32 students consisting of men and women with the criteria of new students in UNM psychology. This experimental research used factorial design 2 (empathy: neutral vs empathy) X 2 (sex: male vs. female) between-subject designs. The results of this study indicate that there is a significant influence between emotional empathy on prosocial behavior, but the effect of gender as a moderator on prosocial behavior does not have a significant effect.Keywords: Empathy, emotional empathy, gender, prosocial behavior

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Saleme, Pamela, Timo Dietrich, Bo Pang, and Joy Parkinson. "A gamified approach to promoting empathy in children." Journal of Social Marketing 10, no. 3 (June 10, 2020): 321–37. http://dx.doi.org/10.1108/jsocm-11-2019-0204.

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Purpose Gamification has gained popularity in social marketing research; however, its application remains limited to a few contexts, and relatively little is known about how innovative gamification technologies such as augmented reality can be applied to social marketing programme design. This paper aims to demonstrate the application of gamification to a social marketing pilot programme designed to increase children’s empathy and empathic behaviour. Design/methodology/approach Informed by social cognitive theory (SCT), a mixed-method research design was adopted using pre- and post-programme surveys (n = 364) to assess effectiveness using paired samples t-test. Qualitative data included observations, participant’s questions and a feedback activity at the end of the programme. A thematic analysis was undertaken to examine the data and detect meaningful insights. Findings Children’s affective empathy and empathic behaviour outcomes were improved following the pilot programme. However, no effects were observed for cognitive empathy and social norms. Thematic analysis revealed three themes to further improve the game: developmentally appropriate design, user experience and game design. Research limitations/implications Findings demonstrated challenges with the application of SCT outlining a disconnect between the design of the gamified programme and theory application. Practical implications This study provides initial evidence for the application of innovative gamification technologies to increase empathy in children. Originality/value To the best of the authors’ knowledge, this paper is the first to examine how a gamified social marketing programme can increase empathy in children.

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Weiblen, Ronja, Noam Mairon, Sören Krach, Macià Buades-Rotger, Mor Nahum, Philipp Kanske, Anat Perry, and Ulrike M. Krämer. "The influence of anger on empathy and theory of mind." PLOS ONE 16, no. 7 (July 29, 2021): e0255068. http://dx.doi.org/10.1371/journal.pone.0255068.

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Social cognition allows humans to understand and predict other people’s behavior by inferring or sharing their emotions, intentions and beliefs. Few studies have investigated the impact of one’s own emotional state on understanding others. Here, we tested the effect of being in an angry state on empathy and theory of mind (ToM). In a between-groups design we manipulated anger status with different paradigms in three studies (autobiographical recall (N = 45), negative feedback (N = 49), frustration (N = 46)) and checked how this manipulation affected empathic accuracy and performance in the EmpaToM. All paradigms were successful in inducing mild anger. We did not find the expected effect of anger on empathy or ToM performance but observed small behavioral changes. Together, our results validate the use of three different anger induction paradigms and speak for rather weak behavioral effects of mild state anger on empathy and ToM.

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Villari, Beatrice. "The empathic (r)evolution. Lessons learned from Covid-19 to design at the community, organization, and governmental levels." Strategic Design Research Journal 14, no. 1 (April 9, 2021): 187–98. http://dx.doi.org/10.4013/sdrj.2021.141.16.

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The pandemic has revolutionized economic, social, and political models and broken down private and public systems, probably irreversibly. The gap between top-down and bottom-up approaches has widened, favoring divergences between centralized approaches and distributed solutions. The need to rethink rhythms, relationships, places, organizations and governance models emerged, as well as, to rethink the way we create relationships and we design. The paper discusses the adoption of an empathic component in the governance of complex ecosystems to make them more resilient to unexpected phenomena such as Covid-19. The aim is to bring a design perspective discussing the need for an ‘empathic revolution’, namely the adoption of empathy as a lever of innovation for communities, businesses, organizations, and governments. The hypothesis is to adopt empathy not only to understand the users' needs in the development of new products and services, but to extend its adoption also in organizational changes up to transformative processes. In the first part, empathy is described through an extra-disciplinary observation. The second part outlines how empathy has been adopted in the design field. The third part analyzes - through the empathic component - some phenomena that occurred during the pandemic at a community, organizational, and governmental level.

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Dissertations / Theses on the topic "Design empathy"

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Leyva, Carolina. "Empathy in Design." University of Cincinnati / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1367926038.

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Nong, Yushi. "Applying Empathy Design: Designing New Crutches for College Students with the Strategy of Empathy Design." University of Cincinnati / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1479821362298024.

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Cullen, Carley Nicole. "Empathy + entropy." Thesis, University of Iowa, 2019. https://ir.uiowa.edu/etd/6721.

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Hytönen, Alexandra. "Portraying Empathy In Character Design." Thesis, Uppsala universitet, Institutionen för speldesign, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-258216.

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This thesis examines possible improvement in evoking empathy through character design. The method used is research by design, by gathering information about emotions, emotional- and character design, and applying it during the design phase, two new characters were created based on an existing game character. The evaluation was done through a survey which concluded that the re-designed characters ability in evoking empathy was significantly stronger than the original characters. The characters ability in evoking empathy improved because they were more distinct when it came to expressing emotions through facial features and body language.
Det här arbetet undersöker möjliga förbättringar att väcka empati genom karaktärsdesign. Metoden som används är forskning genom design, genom att samla information om emotioner, emotionell- och karaktärsdesign, och applicera det under design fasen, två nya karaktärer är skapta baserat på en existerande spel karaktär. Utvärderingen görs med hjälp av en undersökning vars slutsats är att de nya karaktärernas förmåga att väcka empati ökade drastiskt till skillnad från original karaktären. Detta var huvudsakligen på grund av deras tydligare ansiktsuttryck och kroppspråk.

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Stevens, Mitchell. "Obliti - Empathy game regarding depression." Digital WPI, 2018. https://digitalcommons.wpi.edu/etd-theses/353.

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Obliti is a game meant to promote empathy for people with depression, and applies a personal story to the experience. Empathy is the experience of understanding another person€™s condition from their perspective. You place yourself in their shoes and feel what they are feeling. 17 The story follows the character through corrupted dream states, stuck in an infinite loop; reliving the tarnished dreams. This paper will discuss the story of Obliti, its history and the way the design helped the story come to the forefront of the experience. Using lighting, first person character and art assets, Obliti puts the player into the shoes of the main character. The paper also includes a post mortem in order to discuss the challenges of working with paid art assets, making a game about your past and the overall outcome of the project. In order to test the effectiveness of Obliti, 20 subjects were asked to fill out a series of questions regarding mood and depression. The results of the study showed a change in mood from pretest and posttest, pointing toward empathy being transferred to the player. Part of the study asked players if they understood depression, in which there was a 10% change from €œNo,€� to €œI don€™t know,€� suggesting some internal thoughts were changed on the topic.

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Fouad, Noha. "Embodiment of Empathy: Experiencing Disease Through Design." VCU Scholars Compass, 2016. http://scholarscompass.vcu.edu/etd/4136.

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Today, more than 400 million individuals around the world have diabetes. This number is expected to grow to more than 600 million by 2023. However, diabetes is more than just a statistic. It is an incurable, psychologically nuanced disease, with daily battles and far-reaching complications. The lives of those afflicted undergo permanent physical and psychological changes. Reading the stories of diabetics, or hearing them share their experience may elicit an immediate yet often fleeting sense of realization. How, then, can this brief moment of awareness be prolonged? How can a non-diabetic feel diabetes? More importantly, why should they? This research explores empathy as a tool to achieve that level of understanding. Elements found on the dining table, a place most diabetics are acutely aware of, were redesigned in an attempt to recreate certain aspects of the diabetic experience. These items no longer function in the way they were intended to, but have been transformed into tools that evoke empathy. A non-diabetic will get to experience the struggles associated with four main areas: control, or lack thereof; unpredictable dysfunctionality; a constant state of alertness; and finally, the burden of living with the disease, and the anchoring effect it has on those afflicted.

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Ruiz, Costilla Alfredo I. "Empathic Design Guidelines in Healthcare for Successful Product Development." University of Cincinnati / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1428046933.

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Williams, Gregory Spencer. "Empathy and the Instructional Designer." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/5808.

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The purpose of this study was to understand how instructional designers define empathy in the context of instructional design technology and how empathy was manifest in their daily work. Through a series of in-depth interviews with six designers, three definitions of empathy emerged including caring for the learner, referencing personal experience in service of the learner, and taking on somebody else's viewpoint. Additionally, analysis of empathy in participants' daily work resulted in six themes: personal experience, metacognition or self-awareness, project management constraints, multiple stakeholders, practical processes and traditional learner analysis, and navigating learner goals and motivation. Several complexities regarding empathy and learner analysis were revealed, including those pertaining to institutional constraints, managing empathetic relationships with various stakeholders beyond learners, the amount of learner analysis necessary for a good design, the degree to which interaction between designer and learner is necessary, and whether increased content knowledge helps designers effectively empathize with learners. In addition to these complexities of practice, the gap in research regarding learner analysis and empathy in instructional design were recommended as important topics for further research.

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McGinley, Christopher Gerard. "Supporting people-centred design through information and empathy." Thesis, Brunel University, 2012. http://bura.brunel.ac.uk/handle/2438/7591.

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People-centred design is a design approach that takes the intended end users into consideration throughout the development process, resulting in more appropriate design output in terms of meeting peoples needs and wants. There is recognised value in the use of user-based information, and in establishing empathy with those being designed for, yet there is a distinct lack of literature addressing both aspects and the potential for associated support mechanisms for designers. The combination of information and empathy is the focus of this research. This thesis presents studies carried out to investigate the potential for ‘supporting people-centred design through information and empathy’, focusing upon the early stages of design development. The main aims of this research were to understand designers’ processes and where users fit into these, and to suggest means of support that could promote user focus whilst remaining a practical and appropriate complement to established methods. The under-explored nature of this area required empirical research engaging in practical ways with designers, which was achieved through in-depth probe studies and follow-up interviews with 10 designers; active participation in two four-month real-life design projects; the examination and co-creation of resource tool concepts during two workshops, each with 20 design participants; and ‘MHIRROR’ (Means of Human Information Retrieval, Representation, Organisation and Reflection), a mixed media human information resource was developed and trialed with six experienced inclusive design practitioners. These qualitative explorations with designers and within real-life projects facilitated understanding of the potential for human information resources to support the design process. The thesis has made original contribution to knowledge in terms of the formation of a framework for the manipulation and integration of human information into the design process; the iterative design and embodiment of a working prototype resource MHIRROR, and it has provided insights into the value of information and empathy resource combinations and their potential to promote people-centred design.

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Ford, Loretta. "Creating Empathy for Nature through Illustrative Storytelling." Kent State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=kent1620323088875422.

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Books on the topic "Design empathy"

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Ryn, Sim, and Francine Allen. Design for an Empathic World. Washington, DC: Island Press/Center for Resource Economics, 2013. http://dx.doi.org/10.5822/978-1-61091-505-2.

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editor, Fiz Alberto, and Centro Saint-Bénin (Aosta Italy), eds. Alessandro Mendini: Empatie : un viaggio da Proust a Cattelan. Cinisello Balsamo, Milano: Silvana editoriale, 2014.

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Jordan, Judith V. Clarity in connection: Empathic knowing, desire and sexuality. Wellesley, Mass: Stone Center for Developmental Services and Studies, Wellesley College, 1987.

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Emotionally Durable Design: Objects, Experiences and Empathy. Earthscan Publications Ltd., 2005.

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Chapman, Jonathan. Emotionally Durable Design: Objects, Experiences and Empathy. Taylor & Francis Group, 2015.

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Chapman, Jonathan. Emotionally Durable Design: Objects, Experiences and Empathy. Earthscan Publications Ltd., 2005.

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Emotionally Durable Design: Objects, Experiences and Empathy. Taylor & Francis Group, 2015.

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Barón Aristizabal, María Paula, and Margarita María Echavarria. BUILDING TRUST. Questions to create an empathy-based design process. Ediciones Uniandes, 2019. http://dx.doi.org/10.31179/elsalon.06.

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Batson, C. Daniel. The Prime Suspect. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190651374.003.0004.

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In Chapter 3, we found that the empathy–altruism hypothesis and the remove-empathy hypothesis (the prime egoistic suspect) make distinct predictions in an Ease-of-Escape (easy, difficult) × Empathic-Concern (low, high) 2 × 2 experimental design. This chapter describes four different experiments that employed this design. Results of none patterned as predicted by the remove-empathy hypothesis. Instead, the results consistently patterned as predicted by the empathy–altruism hypothesis. Apparently, the motivation produced by empathic concern is not directed toward the ultimate goal of removing the empathic concern itself. Some other self-benefit must be the ultimate goal of the increased helping produced by feeling empathy for a person in need.

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Well-designed: How to use empathy to create products people love. Harvard Business Review Press, 2014.

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Book chapters on the topic "Design empathy"

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Coleman, Roger, Cherie Lebbon, and Jeremy Myerson. "Design and empathy." In Inclusive Design, 478–99. London: Springer London, 2003. http://dx.doi.org/10.1007/978-1-4471-0001-0_29.

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Kumar, Janaki, Eliad Goldwasser, and Prerna Seth. "Empathy at Work." In Design, User Experience, and Usability: Design Thinking and Methods, 65–72. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-40409-7_7.

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Jiancaro, Tizneem. "Empathy-Based Design Approaches." In Human–Computer Interaction Series, 43–60. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-73374-6_4.

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Woodcock, Andree, Deana McDonagh, Jane Osmond, and Wesley Scott. "Empathy, Design and Human Factors." In Advances in Intelligent Systems and Computing, 569–79. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-60492-3_54.

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Yuan, Shu, and Hua Dong. "Empathy Building through Co-design." In Universal Access in Human-Computer Interaction. Design and Development Methods for Universal Access, 85–91. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-07437-5_9.

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Hanington, Bruce. "Empathy, Values, and Situated Action." In Routledge Handbook of Sustainable Design, 193–205. Abingdon, Oxon ; New York, NY : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315625508-19.

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Letourneau, Susan M., Dorothy Bennett, Amelia Merker, Satbir Multani, C. James Liu, Yessenia Argudo, and Dana Schloss. "Narratives, Empathy, and Engineering." In Design Make Play for Equity, Inclusion, and Agency, 44–60. New York: Routledge, 2021. http://dx.doi.org/10.4324/9780203702345-5.

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Jeffrey, David Ian. "The Research Setting and Study Design." In Exploring Empathy with Medical Students, 17–31. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11211-0_2.

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Choi, Young Mi. "Challenges to Teaching Empathy in Design." In Advances in Intelligent Systems and Computing, 3–12. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-60597-5_1.

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Myllylä, Mari. "Empathy in Technology Design and Graffiti." In Culture and Computing. Interactive Cultural Heritage and Arts, 278–95. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77411-0_19.

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Conference papers on the topic "Design empathy"

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Alzayed, Mohammad Alsager, Scarlett R. Miller, Jessica Menold, Jacquelyn Huff, and Christopher McComb. "Can Design Teams Be Empathically Creative? A Simulation-Based Investigation on the Role of Team Empathy on Concept Generation and Selection." In ASME 2020 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/detc2020-22432.

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Abstract Research on empathy has been surging in popularity in the engineering design community since empathy is known to help designers develop a deeper understanding of the users’ needs. Because of this, the design community has been invested in devising and assessing empathic design activities. However, research on empathy has been primarily limited to individuals, meaning we do not know how it impacts team performance, particularly in the concept generation and selection stages of the design process. Specifically, it is unknown how the empathic composition of teams, average (elevation) and standard deviation (diversity) of team members’ empathy, would impact design outcomes in the concept generation and selection stages of the design process. Therefore, the goal of the current study was to investigate the impact of team trait empathy on concept generation and selection in an engineering design student project. This was accomplished through a computational simulation of 13,482 teams of noninteracting brainstorming individuals generated by a statistical bootstrapping technique drawing upon a design repository of 806 ideas generated by first-year engineering students. The main findings from the study indicate that the elevation in team empathy positively impacted simulated teams’ unique idea generation and selection while the diversity in team empathy positively impacted teams’ generation of useful ideas. The results from this study can be used to guide team formation in engineering design.

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Skaraas, Sindre B., Javier Gomez, and Letizia Jaccheri. "Tappetina's empathy game." In IDC '18: Interaction Design and Children. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3202185.3210765.

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Surma-aho, Antti, Claudia Chen, Katja Hölttä-Otto, and Maria Yang. "Antecedents and Outcomes of Designer Empathy: A Retrospective Interview Study." In ASME 2019 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2019. http://dx.doi.org/10.1115/detc2019-97483.

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Abstract A growing body of research suggests that to uncover key needs and create successful designs, designers must holistically and empathically understand end-users. However, despite the existence of empathy frameworks and guides in design, little empirical work has investigated what influences and results from empathy, i.e. its antecedents and outcomes, at the project level. Further, the distinct roles of affective and cognitive empathic processes are rarely recognized in design, even though they are commonly addressed in psychology research. To begin filling these research gaps, this paper presents a thematic analysis of 10 semi-structured interviews with product and service designers. The designers described a variety of techniques and situations that had enabled them to cognitively understand their users’ perspectives and that had caused affective reactions, ranging from consciously searching for analogous experiences in the designer’s own life to feeling concern for users after observing difficulties in their everyday lives. While cognitive empathy and the resulting accuracy of user understanding was perceived to motivate design changes and thus the creation of more beneficial designs, affective empathy was connected to increased acknowledgement of user problems and motivation to help users. The results describe empathy in a design context and highlight differences between distinct components of empathy.

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Wong (Lau), Kathleen, Rebecca L. Norris, Zahed Siddique, M. Cengiz Altan, James Baldwin, and Wilson Merchan-Merchan. "Cognitive Empathy in Design Course for a More Inclusive Mechanical Engineering." In ASME 2016 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/detc2016-60382.

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Cognitive Empathy, often referred to as perspective taking, refers to the ability to identify and understand details about another’s experience so that one can understand why people may think and feel the way that they do. In recent years the need for designers to develop Cognitive Empathy skills has been recognized and has given rise to human-centered design and empathic design. Many mechanical engineering and design departments offer courses and have programs in these emerging topics. Mechanical engineers need to have basic understanding of Cognitive Empathy to function in today’s workplace. In addition, most mechanical engineering undergraduate programs do not have a diverse student body representative of the general population. Although there are many reasons, we believe that having a welcoming, inclusive environment is a precursor to improving diversity and thus should be an important consideration in mechanical engineering education. We propose that introducing carefully designed training on Cognitive Empathy in design courses could result in (i) a more welcoming and inclusive environment and (ii) a new generation of designers better equipped to consider the users. In this paper we present an “Intercultural Cognitive Empathy” training that was given to all mechanical engineering seniors at the University of Oklahoma to create a more inclusive environment. The students in a senior design course received the training at the beginning of the semester, before forming their design teams, so that they could use the skills to better communicate with each other. Cognitive Empathy research provided the foundation for the training and intercultural active learning components were also integrated. A student survey, done at the end of the semester, showed that students retained and used different components of the training throughout the semester. The assessment strongly suggests that this training should be part of the regular curriculum.

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Hall, Theodore. "Artificial Gravity Visualization, Empathy, and Design." In Space 2006. Reston, Virigina: American Institute of Aeronautics and Astronautics, 2006. http://dx.doi.org/10.2514/6.2006-7321.

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Miyoshi, Kensho. "Where Kinesthetic Empathy meets Kinetic Design." In MOCO '18: 5th International Conference on Movement and Computing. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3212721.3212847.

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Sosa, Ricardo. "Teaching (with) Empathy and Creativity in Design." In Design Research Society LearnXDesign 2019. Design Research Society, 2019. http://dx.doi.org/10.21606/learnxdesign.2019.01006.

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Sosa, Ricardo. "Teaching (with) Empathy and Creativity in Design." In Design Research Society LearnXDesign 2019. Design Research Society, 2019. http://dx.doi.org/10.21606/learnxdesign.2019.08006.

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Hermannsdóttir, Hafdís Sunna, Cecilie Dawes, Hanne Gideonsen, and Eva De Moor. "Designing with Empathy: Implications for Food Design." In Design Research Society Conference 2016. Design Research Society, 2016. http://dx.doi.org/10.21606/drs.2016.520.

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Van Mechelen, Maarten, Alice Schut, Mathieu Gielen, and Remke Klapwijk. "Developing children's empathy in co-design activities." In IDC '18: Interaction Design and Children. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3202185.3210797.

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Reports on the topic "Design empathy"

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Hasty, Ashley, and Deb Christiansen. Putting Empathy Back in Design: The Purple Dress Project. Ames: Iowa State University, Digital Repository, 2013. http://dx.doi.org/10.31274/itaa_proceedings-180814-760.

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Kiernan, Louise, and Muireann McMahon. How scenarios support empathy in design: a case study of undergraduate students. University of Limerick, 2015. http://dx.doi.org/10.31880/10344/5861.

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Woods, Mel, Saskia Coulson, Raquel Ajates, Angelos Amditis, Andy Cobley, Dahlia Domian, Gerid Hager, et al. Citizen Science Projects: How to make a difference. WeObserve, 2020. http://dx.doi.org/10.20933/100001193.

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Citizen Science Projects: How to make a difference, is a massive open online course (MOOC). It was developed by the H2020 WeObserve project and ran on the FutureLearn platform from 2019. The course was designed to assist learners from all backgrounds and geographical locations to discover how to build their own citizen science project to address global challenges and create positive change. It also helped learners with interpreting the information they collected and using their findings to educate others about important local and global concerns. The main learning objectives for the course were: * Discover what citizen science and citizen observatories are * Engage with the general process of a citizen science project, the tools used and where they can be accessed * Collect and analyse data on relevant issues such as environmental challenges and disaster management, and discuss the results of their findings * Explore projects happening around the world, what the aims of these projects are and how learners could get involved * Model the steps to create their own citizen science project * Evaluate the potential of citizen science in bringing about change This course also provided five open-source, downloadable tools which have been tested in previous citizen science projects and created for the use of a wider range of projects. These tools are listed below and available in the research repository: * Empathy timeline tool * Community-level indicators tool * Data postcards tool * Future newspaper tool * Co-evaluation tool

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Cox, Jeremy. The unheard voice and the unseen shadow. Norges Musikkhøgskole, August 2018. http://dx.doi.org/10.22501/nmh-ar.621671.

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The French composer Francis Poulenc had a profound admiration and empathy for the writings of the Spanish poet Federico García Lorca. That empathy was rooted in shared aspects of the artistic temperament of the two figures but was also undoubtedly reinforced by Poulenc’s fellow-feeling on a human level. As someone who wrestled with his own homosexuality and who kept his orientation and his relationships apart from his public persona, Poulenc would have felt an instinctive affinity for a figure who endured similar internal conflicts but who, especially in his later life and poetry, was more open about his sexuality. Lorca paid a heavy price for this refusal to dissimulate; his arrest in August 1936 and his assassination the following day, probably by Nationalist militia, was accompanied by taunts from his killers about his sexuality. Everything about the Spanish poet’s life, his artistic affinities, his personal predilections and even the relationship between these and his death made him someone to whom Poulenc would be naturally drawn and whose untimely demise he would feel keenly and might wish to commemorate musically. Starting with the death of both his parents while he was still in his teens, reinforced by the sudden loss in 1930 of an especially close friend, confidante and kindred spirit, and continuing throughout the remainder of his life with the periodic loss of close friends, companions and fellow-artists, Poulenc’s life was marked by a succession of bereavements. Significantly, many of the dedications that head up his compositions are ‘to the memory of’ the individual named. As Poulenc grew older, and the list of those whom he had outlived lengthened inexorably, his natural tendency towards the nostalgic and the elegiac fused with a growing sense of what might be termed a ‘survivor’s anguish’, part of which he sublimated into his musical works. It should therefore come as no surprise that, during the 1940s, and in fulfilment of a desire that he had felt since the poet’s death, he should turn to Lorca for inspiration and, in the process, attempt his own act of homage in two separate works: the Violin Sonata and the ‘Trois Chansons de Federico García Lorca’. This exposition attempts to unfold aspects of the two men’s aesthetic pre-occupations and to show how the parallels uncovered cast reciprocal light upon their respective approaches to the creative process. It also examines the network of enfolded associations, musical and autobiographical, which link Poulenc’s two compositions commemorating Lorca, not only to one another but also to a wider circle of the composer’s works, especially his cycle setting poems of Guillaume Apollinaire: ‘Calligrammes’. Composed a year after the ‘Trois Chansons de Federico García Lorca’, this intricately wrought collection of seven mélodies, which Poulenc saw as the culmination of an intensive phase in his activity in this genre, revisits some of ‘unheard voices’ and ‘unseen shadows’ enfolded in its predecessor. It may be viewed, in part, as an attempt to bring to fuller resolution the veiled but keenly-felt anguish invoked by these paradoxical properties.

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