Emotional Tools Design: A Project to Increase Empathy, Engagement and Interest in Industrial Design Students

Juan-Carlos Rojas, Gerardo Muniz, J. L. Higuera-Trujillo
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引用次数: 1

Abstract

Empathy is the ability of people to identify emotional aspects of others. A fundamental aspect to teaching in design education must be empathy. This paper presents the design process of an emotional tools using emoticons or emojis for evaluated products as educational exercise. The dynamics behind of the tool is the empathy experimented during the develop of the emojis characters. The project was implemented in the second period of the second year, with an execution time of 5 weeks. A series of surveys were conducted to assess perception of aspects such as utility, novelty, sensitivity and relevance of the project, in addition to knowing the progress of empathy evoked by the students dynamic. The results revealed the following findings: The opinion of 25 students describe their wide acceptance of this project methodology. Students considered the relevance of assessment processes, their recommendation to use those processes, and invited other students to develop it. Also, student’s positive perception about utility, novelty, sensibility and relevance of project dynamics are not determined by acceptance of this type of project. The preliminary results suggest that this educational exercise has the potential to cultivate or train empathy and other skills in design and engineering students.
情感工具设计:提高工业设计专业学生的同理心、参与度和兴趣的项目
同理心是人们识别他人情感方面的能力。设计教育教学的一个基本方面必须是移情。本文介绍了一种情感工具的设计过程,使用表情符号或表情符号作为评估产品的教育练习。该工具背后的动力是在开发表情符号字符过程中进行的移情实验。项目在第二年的第二期实施,执行时间为5周。通过一系列的调查来评估对项目的实用性、新颖性、敏感性和相关性等方面的感知,以及了解学生动态引发的移情进展。结果显示了以下发现:25名学生的意见描述了他们对这个项目方法的广泛接受程度。学生们考虑了评估过程的相关性,他们对使用这些过程的建议,并邀请其他学生来开发它。此外,学生对项目动态的效用、新颖性、敏感性和相关性的积极感知并不是由接受这类项目决定的。初步结果表明,这种教育练习有可能培养或训练设计和工程专业学生的同理心和其他技能。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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