Advertisement

Inclusive Human-Centered Design: Experiences and Challenges to Teaching Design Engineering Students

  • Irma C. Landa-Avila
  • Carlos Aceves-Gonzalez
Conference paper
Part of the Advances in Intelligent Systems and Computing book series (AISC, volume 824)

Abstract

A considerable literature has grown up around the theme of inclusive design, but few studies have pointed the challenges to educate it. Recently, the inclusive design concept and philosophy have been included in the engineering design curricula as part of human factors and ergonomics module in a Mexican University. The expected value was to create empathy and awareness about physical and cognitive differences of the potential users among young students. The aim of this paper is to describe the teaching experiences and challenges of executing a design project using by the first time an inclusive design approach. Nine design proposals were developed during a five-month workshop by 40 undergraduate students and two teachers following methods from both human-centered and inclusive design. In collaboration with a non-profit organisation, each team designed a product to help children with arthrogryposis, spinal cord injury, cerebral palsy or hemiparesis to carry out a daily life activity. Some issues were identified from the student’s viewpoint such as the complexity of reading scientific papers slow the design process, students felt overwhelmed with the responsibility to find a meaningful solution and they had problems to gain feedback from users. From the teacher’s perspective, the main challenges were the increase in the amount of time that students needed help and the lack of design research techniques to communicate with people with a speech disability. Another finding was that the use of a design logbook facilitated the process by allowing the student’s metacognition after each activity. Overall, the evidence showed positive effects in students, increasing their level of engagement and motivation during the project and achieving a design that tried to satisfy the different user’s needs. In addition, all the students recognised that the module had a great impact in their professional training and it should remain in the design engineering curricula. Despite its exploratory nature, this study offers some insight into how enhance the inclusive design training among young students.

Keywords

Inclusive design Teaching experience Design for all Teaching empathy 

References

  1. 1.
    Dong H (2010) Strategies for teaching inclusive design. J Eng Des 21:237–251.  https://doi.org/10.1080/09544820903262330CrossRefGoogle Scholar
  2. 2.
    Herriott R, Jensen BG (2013) Students’ responses to inclusive design. Des Stud 34:438–453.  https://doi.org/10.1016/j.destud.2013.01.005CrossRefGoogle Scholar
  3. 3.
    Clarkson J, Coleman R (2010) Inclusive design. J Eng Des 21:127–129.  https://doi.org/10.1080/09544821003693689CrossRefGoogle Scholar
  4. 4.
    Altay B, Ballice G, Bengisu E et al (2016) Embracing student experience in inclusive design education through learner-centred instruction. Int J Incl Educ 20:1123–1141.  https://doi.org/10.1080/13603116.2016.1155662CrossRefGoogle Scholar
  5. 5.
    Reinert F, Gontijo LA (2017) The consideration of human factors in product design at the engineering programmes of a Brazilian University. J Eng Des 28:709–730.  https://doi.org/10.1080/09544828.2017.1393656CrossRefGoogle Scholar
  6. 6.
    Institute BS (2005) British Standard e BS 7000-6:2005 Guide to managing “inclusive” design. LondonGoogle Scholar
  7. 7.
    Paterson M, Stedmon A (2006) Inclusive design and human factors: designing mobile phones for older users. PsychNology J 4:267–284Google Scholar
  8. 8.
    Vavik T (2011) Strategies for teaching universal design. In: DS 69 proceedings of the E&PDE 2011, 13th international conference on engineering production design education in London, UK, 08-09092011, pp 360–365Google Scholar
  9. 9.
    Simpson E, Bradley D, O’Keeffe J (2018) Failure is an option: an innovative engineering curriculum. Int J Build Pathol Adapt IJBPA-10-2017-0046.  https://doi.org/10.1108/ijbpa-10-2017-0046CrossRefGoogle Scholar
  10. 10.
    Dul J, Bruder R, Buckle P et al (2012) A strategy for human factors/ergonomics: developing the discipline and profession. Ergonomics 55:377–395.  https://doi.org/10.1080/00140139.2012.661087CrossRefGoogle Scholar
  11. 11.
    IEA Definition and Domains of Ergonomics| IEA Website. https://www.iea.cc/whats/. Accessed 24 May 2018
  12. 12.
    Tatara N, Giannoumis GA (2017) Cultivating a universal design mindset in young students. Inst Eng Des Des Soc 62–67Google Scholar
  13. 13.
    Zhang T, Lu G, Wu Y (2017) A conceptual framework for integrating inclusive design into design education. Springer, Cham, pp 123–131Google Scholar
  14. 14.
    Di Bucchianico G (2018) Design for all. The increasing dissemination of teaching experiences. Springer, Cham, pp 13–21Google Scholar
  15. 15.
    McGinley C, Dong H (2011) Designing with information and empathy: delivering human information to designers. Des J 14:187–206.  https://doi.org/10.2752/175630611X12984592780005CrossRefGoogle Scholar
  16. 16.
    Vavik T (2016) Facilitating the concept of universal design among design students – changes in teaching in the last decadeGoogle Scholar
  17. 17.
    Buchanan R (2004) Human-centered design: changing perspectives on design education in the east and west. Des Issues 20:30–39.  https://doi.org/10.1162/074793604772933748CrossRefGoogle Scholar
  18. 18.
    IDEO (2015) The Field to Human-centered design. CanadaGoogle Scholar
  19. 19.
    Clarkson J, Coleman R, Hosking I, Waller S (2011) Inclusive design toolkit. CambridgeGoogle Scholar
  20. 20.
    Manzano-Hernandez P, Vidana-Zavala D, Landa-Avila IC, Aceves-Gonzalez C (2018) Design requirements to enhance the postural control in patients with severe spastic quadriplegia. Springer, Cham, pp 796–806Google Scholar

Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  1. 1.Campus Guadalajara, Facultad de IngenieríaUniversidad PanamericanaZapopanMexico
  2. 2.Ergonomics Research CenterUniversity of GuadalajaraGuadalajaraMexico

Personalised recommendations