Shouldn’t All Architecture Be Designed with Empathy?

Rapid urbanisation and, as a result fast growing informal areas, increase the need for affordable housing. This urgent need requires new forms of input from the architects active in the Global South. The profession must adapt and evolve. Based on previous research, I argue that to build sustainable communities, the residents must be heard and be part of the development process. To involve residents, architects can use new contextually suitable and effective design methods. The study comprised action research on an affordable housing design project in Zanzibar, Tanzania. This paper presents the early stages of a design process for a project still in progress. A close look at the Zanzibar case reveals four human-centred methods from the design discipline to the architectural design process: applied ethnography, empathic design, contextual design, co-design and participatory design. Through the analyses of these different methods, I explored the importance of empathy while designing in settings with contextual constraints. The study revealed the potential of developing empathic methods from the design discipline in the context of architectural design. Further, it suggests that empathic methods can be used by architects pursuing sustainable development.

SEEING FROM THE USERS' EYES: AN OUTLOOK TO VIRTUAL-REALITY BASED EMPATHIC DESIGN RESEARCH

The extent to which designers can understand users often determines the quality of design outcomes. A deep understanding of users allows the designers to focus on the right problem and make optimal design decisions, which encouraged designers to empathize with users. However, the current imagination-based empathizing strategy appears to be too susceptible to their previous experience and knowledge, which has been questioned concerning effectiveness and accuracy. On the other hand, Virtual Reality (VR) technology provides an opportunity for designers to gain experience-driven empathy by immersing them in a virtual environment that mimics the users' surroundings as if they are seeing the world from users' eyes. While abundant studies covered empathy VR and empathy for design, limited attention has been paid to the chance of bringing VR, empathy, and design research together. Addressing this gap, this study explored literature across domains, identified major concerns about this approach, synthesized the evidence, and discussed the feasibility and validity of the VR-based empathic design research approach.

Empathic Design in Engineering Education and Practice: An Approach for Achieving Inclusive and Effective Community Resilience

In this paper, we argue that an inclusive and effective community resilience approach requires empathy as a missing component in the current engineering education and practice. An inclusive and effective community resilience approach needs to be human-centric, individual- and communal-sensitive, justice-oriented, and values-based consistent. In this paper, we argue that three kinds of empathy, namely cognitive, affective, and conative, play a central role in creating and sustaining an inclusive and effective approach to community resilience. Finally, we discuss empathetic education through learning theories and analytics skills to cultivate empathy in engineering education. Cultivating empathy in engineering education could help advance the impact and contribution of engineering to well-being.

Unboxing the Design of English as a Second Language (ESL) Learning Video Game for Indigenous Learners: An Empathic Designbased Approach

A learning application that can conjure meaningful learner experiences has always been the ultimate aim for any design and development initiative. Instructional designer longs for not only considerably rich inputs from expert members in design stage but those inputs ought to be sensitive to cognitive and emotional learner experiences, illuminating the core concept of empathic design which is deep reflection on how targeted learners impacted by the design would react when engaging with the proposed design solutions. This exploratory qualitative method study examined how subject matter experts empathised the cognitive and emotional experiences of the indigenous learners when they were designing a learning video game that aimed to heighten learning engagement in ESL classroom. A semi-structured interview with six experts was conducted. Once the proposed technology was ready for formative evaluation, one-to-one evaluation was conducted on three targeted learners to assess their usability experience. Thematic analysis was employed to analyse the interview verbatim transcriptions and one-to-one evaluation qualitative notes. The design findings indicate that the experts transformed the learner cognitive and emotional experiences for the learning video game design in the form of seven design principles and the evaluation findings show that there is a congruence between the effectiveness of those principles and the learner usability experience.