Pub Date : 2025-07-01DOI: 10.1016/j.destud.2025.101328
Hung-Hsiang Wang
This study explores an experiential learning approach in basic design education by integrating observations of the real world to improve students' learning motivation, self-efficacy, and performance. A quasi-experiment with 28 first-year industrial design students used a single-group pre- and post-test design over a nine-week studio. The short course included four learning units on natural observation for pattern analysis and shape reconstruction. Learning outcomes were assessed through scales, rubrics, T tests and regression analysis, while qualitative feedback was analyzed through text clouds. The results indicated an improvement in self-efficacy but mixed motivation for learning, probably due to the challenges in the reconstruction of shapes using generative rules and CAD tools. Students showed strong interest in field observation and generative rule exploration. The approach has positively influenced self-efficacy and learning performance. Future improvements include the alignment of tasks with the previous knowledge of students, the integration of user-friendly generative AI tools and the introduction of systematic problem-solving methods.
{"title":"An experiential learning approach to basic design studio","authors":"Hung-Hsiang Wang","doi":"10.1016/j.destud.2025.101328","DOIUrl":"10.1016/j.destud.2025.101328","url":null,"abstract":"<div><div>This study explores an experiential learning approach in basic design education by integrating observations of the real world to improve students' learning motivation, self-efficacy, and performance. A quasi-experiment with 28 first-year industrial design students used a single-group pre- and post-test design over a nine-week studio. The short course included four learning units on natural observation for pattern analysis and shape reconstruction. Learning outcomes were assessed through scales, rubrics, T tests and regression analysis, while qualitative feedback was analyzed through text clouds. The results indicated an improvement in self-efficacy but mixed motivation for learning, probably due to the challenges in the reconstruction of shapes using generative rules and CAD tools. Students showed strong interest in field observation and generative rule exploration. The approach has positively influenced self-efficacy and learning performance. Future improvements include the alignment of tasks with the previous knowledge of students, the integration of user-friendly generative AI tools and the introduction of systematic problem-solving methods.</div></div>","PeriodicalId":50593,"journal":{"name":"Design Studies","volume":"99 ","pages":"Article 101328"},"PeriodicalIF":3.2,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144723838","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Design thinking, a human-centered and creative problem-solving approach, has garnered significant attention across various disciplines. However, its ambiguous conceptual nature and lack of a robust theoretical framework have been points of criticism. This study seeks to address the research question: What are the key psychological traits that contribute to an individual’s design thinking disposition? To explore this, a cross-sectional survey was conducted with 904 young adults (aged 18–35) from diverse ethnic backgrounds. The survey measured trait cognitive flexibility, trait cognitive empathy (perspective-taking), trait affective empathy (empathic concern), and design thinking disposition, alongside personality traits (e.g., openness to experience), demographics, and academic performance. Results indicate that trait cognitive flexibility is strongly associated with design thinking disposition, and this relationship is mediated by cognitive empathy (perspective-taking), but not by affective empathy (empathic concern). These effects persist even when controlling for personal attributes such as age, education level, and openness to experience. The findings highlight the pivotal role of cognitive flexibility and underscore the importance of cognitive empathy over affective empathy in fostering design thinking. This study contributes to a deeper understanding of the psychological foundations of design thinking and offers insights for developing evidence-based strategies to cultivate this important disposition.
{"title":"Unraveling the nature of design thinking disposition: Contributions of trait cognitive flexibility and trait empathy on design thinking potential","authors":"On-Ting Lo, Sun-Pui Ng, Sally Ng, Veronica Lai, Sammi S.Y. Keung","doi":"10.1016/j.destud.2025.101325","DOIUrl":"10.1016/j.destud.2025.101325","url":null,"abstract":"<div><div>Design thinking, a human-centered and creative problem-solving approach, has garnered significant attention across various disciplines. However, its ambiguous conceptual nature and lack of a robust theoretical framework have been points of criticism. This study seeks to address the research question: What are the key psychological traits that contribute to an individual’s design thinking disposition? To explore this, a cross-sectional survey was conducted with 904 young adults (aged 18–35) from diverse ethnic backgrounds. The survey measured trait cognitive flexibility, trait cognitive empathy (perspective-taking), trait affective empathy (empathic concern), and design thinking disposition, alongside personality traits (e.g., openness to experience), demographics, and academic performance. Results indicate that trait cognitive flexibility is strongly associated with design thinking disposition, and this relationship is mediated by cognitive empathy (perspective-taking), but not by affective empathy (empathic concern). These effects persist even when controlling for personal attributes such as age, education level, and openness to experience. The findings highlight the pivotal role of cognitive flexibility and underscore the importance of cognitive empathy over affective empathy in fostering design thinking. This study contributes to a deeper understanding of the psychological foundations of design thinking and offers insights for developing evidence-based strategies to cultivate this important disposition.</div></div>","PeriodicalId":50593,"journal":{"name":"Design Studies","volume":"99 ","pages":"Article 101325"},"PeriodicalIF":3.2,"publicationDate":"2025-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144321528","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-06-17DOI: 10.1016/j.destud.2025.101317
Andrew Gipe-Lazarou
To comprehensively address the built environment, the discipline of architecture must account for the full spectrum of bodily experiences which defines our collective experience of space. In the United States, more than 25 % of this collective experience belongs to individuals with disability, and yet, of the twenty-two major occupation groups surveyed by the CDC between 2016 and 2022, architecture and engineering had the lowest rate of disability representation at 8 %. The objective of this research was to conduct a critical survey of career exploration experiences for aspiring professionals with vision impairment interested in pursuing a degree in architecture, with the broader aim of improving the accessibility of architectural learning and practice for individuals with disability.
{"title":"Accessing architecture: Career exploration opportunities for aspiring designers with vision impairment","authors":"Andrew Gipe-Lazarou","doi":"10.1016/j.destud.2025.101317","DOIUrl":"10.1016/j.destud.2025.101317","url":null,"abstract":"<div><div>To comprehensively address the built environment, the discipline of architecture must account for the full spectrum of bodily experiences which defines our collective experience of space. In the United States, more than 25 % of this collective experience belongs to individuals with disability, and yet, of the twenty-two major occupation groups surveyed by the CDC between 2016 and 2022, architecture and engineering had the lowest rate of disability representation at 8 %. The objective of this research was to conduct a critical survey of career exploration experiences for aspiring professionals with vision impairment interested in pursuing a degree in architecture, with the broader aim of improving the accessibility of architectural learning and practice for individuals with disability.</div></div>","PeriodicalId":50593,"journal":{"name":"Design Studies","volume":"99 ","pages":"Article 101317"},"PeriodicalIF":3.2,"publicationDate":"2025-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144298771","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-05-01DOI: 10.1016/j.destud.2025.101305
Hans Georg Schaathun
The relationship between science and design is complicated and controversial. Over the years we have seen both authors trying to cast design as a science, and authors who aim to demarcate design firmly from science. In 2012, Farrell and Hooker argued that science is essentially a form of design. Later, in 2015, they moderated this view, and argued for a Common Core Cognitive Process underlying both science and design. This paper argues that such a Common Core should be designed and promoted in order to facilitate inter-disciplinary conversation.
{"title":"On the common core of science and design","authors":"Hans Georg Schaathun","doi":"10.1016/j.destud.2025.101305","DOIUrl":"10.1016/j.destud.2025.101305","url":null,"abstract":"<div><div>The relationship between science and design is complicated and controversial. Over the years we have seen both authors trying to cast design as a science, and authors who aim to demarcate design firmly from science. In 2012, Farrell and Hooker argued that science is essentially a form of design. Later, in 2015, they moderated this view, and argued for a Common Core Cognitive Process underlying both science and design. This paper argues that such a Common Core should be designed and promoted in order to facilitate inter-disciplinary conversation.</div></div>","PeriodicalId":50593,"journal":{"name":"Design Studies","volume":"98 ","pages":"Article 101305"},"PeriodicalIF":3.2,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144089679","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-05-01DOI: 10.1016/j.destud.2025.101316
Juan Pablo Aschner Rosselli, Michael Andrés Forero Parra, Alma Sarmiento Jaramillo
This article explores decoloniality and creative education in the Global South, focusing on integrating art, architecture, design, and traditional practices into contemporary educational frameworks. It highlights the benefits of incorporating local traditions and environmental principles into curricula through literature reviews, interviews, and case studies from the Americas, Africa, and Asia, promoting cultural diversity and social justice. The article critiques colonial power dynamics and suggests a more inclusive, interdisciplinary approach. It addresses challenges faced by marginalized communities, proposing strategies for universities to develop equitable and culturally responsive pedagogies. The study underscores the importance of context in creativity, advocating for curricular reforms that include educators from the Global South to foster cultural sensitivity and promote social change.
{"title":"Decolonizing creative education in the global south","authors":"Juan Pablo Aschner Rosselli, Michael Andrés Forero Parra, Alma Sarmiento Jaramillo","doi":"10.1016/j.destud.2025.101316","DOIUrl":"10.1016/j.destud.2025.101316","url":null,"abstract":"<div><div>This article explores decoloniality and creative education in the Global South, focusing on integrating art, architecture, design, and traditional practices into contemporary educational frameworks. It highlights the benefits of incorporating local traditions and environmental principles into curricula through literature reviews, interviews, and case studies from the Americas, Africa, and Asia, promoting cultural diversity and social justice. The article critiques colonial power dynamics and suggests a more inclusive, interdisciplinary approach. It addresses challenges faced by marginalized communities, proposing strategies for universities to develop equitable and culturally responsive pedagogies. The study underscores the importance of context in creativity, advocating for curricular reforms that include educators from the Global South to foster cultural sensitivity and promote social change.</div></div>","PeriodicalId":50593,"journal":{"name":"Design Studies","volume":"98 ","pages":"Article 101316"},"PeriodicalIF":3.2,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144137283","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-03-27DOI: 10.1016/j.destud.2025.101315
Jesper Falck Legaard
With a primary focus on objects intended for play, the article presents an approach to understanding how artifacts shape human–world relations, drawing on phenomenological and post-phenomenological understandings of a play experience. The article draws insights from a play experiment with 22 design students who were tasked with building a Rube Goldberg-inspired creation. Following the task, the students wrote personal anecdotes, from which key themes and insights were extracted. These were analysed, first by using interpretative phenomenological analysis and second by applying Ihde's framework, reflecting how objects may act as mediators of human–world relations. The article contributes to an understanding of how the design of objects intended for play may shape human–world relations, explicated through a post-phenomenological perspective.
{"title":"Exploring play experiences through a post-phenomenologicalapproach","authors":"Jesper Falck Legaard","doi":"10.1016/j.destud.2025.101315","DOIUrl":"10.1016/j.destud.2025.101315","url":null,"abstract":"<div><div>With a primary focus on objects intended for play, the article presents an approach to understanding how artifacts shape human–world relations, drawing on phenomenological and post-phenomenological understandings of a play experience. The article draws insights from a play experiment with 22 design students who were tasked with building a Rube Goldberg-inspired creation. Following the task, the students wrote personal anecdotes, from which key themes and insights were extracted. These were analysed, first by using interpretative phenomenological analysis and second by applying Ihde's framework, reflecting how objects may act as mediators of human–world relations. The article contributes to an understanding of how the design of objects intended for play may shape human–world relations, explicated through a post-phenomenological perspective.</div></div>","PeriodicalId":50593,"journal":{"name":"Design Studies","volume":"98 ","pages":"Article 101315"},"PeriodicalIF":3.2,"publicationDate":"2025-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143715035","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-03-14DOI: 10.1016/j.destud.2025.101297
Qingfan An, Marlene Sandlund, Sara Lundell, Christoffel Kuenen, Sebastien Chastin, Ragnberth Helleday, Katrina Messiha, Quentin Loisel, Karin Wadell
Choosing the appropriate design process is critical for the effective implementation and long-term sustainment of interventions aimed at addressing public health challenges. To address this need, we proposed a Transition Design model to identify and deliver sustainable solutions for complex healthcare problems. This model generates system-level health-intervention initiatives that can synergistically function, particularly during the development and implementation phases, to enhance healthcare delivery. Drawing from a case study on addressing the challenges of hospitalisations and early discharge for people with acute exacerbations of chronic obstructive pulmonary disease (AECOPD), we reflected on the process and analysed the outcomes. Although further testing for the initiatives is warranted, this study contributes to the evolving discourse in design research on systems solutioning for public-health challenges.
{"title":"Transition design: Co-creating system solutions for chronic obstructive pulmonary disease (COPD) care","authors":"Qingfan An, Marlene Sandlund, Sara Lundell, Christoffel Kuenen, Sebastien Chastin, Ragnberth Helleday, Katrina Messiha, Quentin Loisel, Karin Wadell","doi":"10.1016/j.destud.2025.101297","DOIUrl":"10.1016/j.destud.2025.101297","url":null,"abstract":"<div><div>Choosing the appropriate design process is critical for the effective implementation and long-term sustainment of interventions aimed at addressing public health challenges. To address this need, we proposed a Transition Design model to identify and deliver sustainable solutions for complex healthcare problems. This model generates system-level health-intervention initiatives that can synergistically function, particularly during the development and implementation phases, to enhance healthcare delivery. Drawing from a case study on addressing the challenges of hospitalisations and early discharge for people with acute exacerbations of chronic obstructive pulmonary disease (AECOPD), we reflected on the process and analysed the outcomes. Although further testing for the initiatives is warranted, this study contributes to the evolving discourse in design research on systems solutioning for public-health challenges.</div></div>","PeriodicalId":50593,"journal":{"name":"Design Studies","volume":"98 ","pages":"Article 101297"},"PeriodicalIF":3.2,"publicationDate":"2025-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143628041","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-03-06DOI: 10.1016/j.destud.2025.101304
Suvodeep Misra, Debayan Dhar, Sukumar Nandi
Designers are increasingly prioritising ethics in their design solutions, utilizing Ethics-Focused Methods (EFMs) derived mainly from Occidental philosophies but applied universally. There's a dearth of EFMs rooted in non-Occidental ethical philosophies leading to a lack of representation of non-Occidental philosophies in the field of Design Ethics. Understanding ethics across cultures and philosophies is crucial for broader understanding of ethical design. This article provides a review of 63 EFMs previously studied by Chivukula, Li, Pivonka, Chen, and Gray (2022) and Gray, Chivukula, Carlock, Li, and Duane (2023), identifies their theoretical foundations and ethical approaches, and proposes integrating Indian Ethics into design methodologies. By using Indian ethical perspectives, a theoretical framework is proposed, enhancing designers' ethical perspectives and enabling more contextually relevant and culturally sensitive design solutions.
设计师在设计解决方案中越来越多地优先考虑道德，使用主要源自西方哲学但普遍应用的以道德为中心的方法（efm）。由于缺乏植根于非西方伦理哲学的efm，导致在设计伦理领域缺乏非西方哲学的代表。理解跨文化和哲学的伦理对于更广泛地理解伦理设计至关重要。本文回顾了Chivukula， Li, Pivonka, Chen, and Gray（2022）和Gray， Chivukula, Carlock, Li, and Duane（2023）先前研究的63种efm，确定了他们的理论基础和伦理方法，并提出将印度伦理纳入设计方法。通过使用印度的伦理观点，提出了一个理论框架，提高设计师的伦理观点，使更多的上下文相关和文化敏感的设计解决方案。
{"title":"Decolonising Design Ethics–An Indian view of the nature of impact of designed artefacts","authors":"Suvodeep Misra, Debayan Dhar, Sukumar Nandi","doi":"10.1016/j.destud.2025.101304","DOIUrl":"10.1016/j.destud.2025.101304","url":null,"abstract":"<div><div>Designers are increasingly prioritising ethics in their design solutions, utilizing Ethics-Focused Methods (EFMs) derived mainly from Occidental philosophies but applied universally. There's a dearth of EFMs rooted in non-Occidental ethical philosophies leading to a lack of representation of non-Occidental philosophies in the field of Design Ethics. Understanding ethics across cultures and philosophies is crucial for broader understanding of ethical design. This article provides a review of 63 EFMs previously studied by Chivukula, Li, Pivonka, Chen, and Gray (2022) and Gray, Chivukula, Carlock, Li, and Duane (2023), identifies their theoretical foundations and ethical approaches, and proposes integrating Indian Ethics into design methodologies. By using Indian ethical perspectives, a theoretical framework is proposed, enhancing designers' ethical perspectives and enabling more contextually relevant and culturally sensitive design solutions.</div></div>","PeriodicalId":50593,"journal":{"name":"Design Studies","volume":"98 ","pages":"Article 101304"},"PeriodicalIF":3.2,"publicationDate":"2025-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143551947","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-03-04DOI: 10.1016/j.destud.2025.101301
Dan Formosa
Design can be a powerful force for change. The industrial design profession and its education system however have been slow to escape a decades old model that focuses on things more than people. Topics covered in design education today are far too much like those taught 50 or more years ago. The stagnancy is especially surprising because the profession bases its reputation and worth on its ability to innovate for the companies or organizations enlisting their services, with many designers claiming they take a human-centered approach to their work.
The wave of interest in recent years to spur creative thinking has relegated design to a scripted methodology that to an extent has suppressed creative thinking. It celebrates process rather than knowledge.
Given current practice it is unlikely that inclusivity, or design-based innovations in topics such as healthcare, human behavior or sustainability, will be fully realized. At its core a designer's education should include psychology, physiology, biomechanics, social responsibility and other human-centered topics. Curriculums should also include courses in research methods and statistics, critical components to understanding people in a data-driven world. Redefined curriculums can redefine the profession.
It's not clear that the profession or its education system will transform significantly anytime soon. Without placing knowledge about people at its core design will continue to be determined by professionals outside of the design profession. With a legacy that can be difficult to shift, the solution can be the creation of an entirely new discipline in design, one that's centered on people.
{"title":"Design education is too important to be left to designers","authors":"Dan Formosa","doi":"10.1016/j.destud.2025.101301","DOIUrl":"10.1016/j.destud.2025.101301","url":null,"abstract":"<div><div>Design can be a powerful force for change. The industrial design profession and its education system however have been slow to escape a decades old model that focuses on things more than people. Topics covered in design education today are far too much like those taught 50 or more years ago. The stagnancy is especially surprising because the profession bases its reputation and worth on its ability to innovate for the companies or organizations enlisting their services, with many designers claiming they take a human-centered approach to their work.</div><div>The wave of interest in recent years to spur creative thinking has relegated design to a scripted methodology that to an extent has suppressed creative thinking. It celebrates process rather than knowledge.</div><div>Given current practice it is unlikely that inclusivity, or design-based innovations in topics such as healthcare, human behavior or sustainability, will be fully realized. At its core a designer's education should include psychology, physiology, biomechanics, social responsibility and other human-centered topics. Curriculums should also include courses in research methods and statistics, critical components to understanding people in a data-driven world. Redefined curriculums can redefine the profession.</div><div>It's not clear that the profession or its education system will transform significantly anytime soon. Without placing knowledge about people at its core design will continue to be determined by professionals outside of the design profession. With a legacy that can be difficult to shift, the solution can be the creation of an entirely new discipline in design, one that's centered on people.</div></div>","PeriodicalId":50593,"journal":{"name":"Design Studies","volume":"98 ","pages":"Article 101301"},"PeriodicalIF":3.2,"publicationDate":"2025-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143551946","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-02-26DOI: 10.1016/j.destud.2025.101302
Sefora Tunc, Angelica M. Tinga, Monique Tabak, Femke Nijboer
This paper presents a comprehensive reference for an innovative low-contact co-design approach, aimed at mitigating sample bias commonly found in traditional co-design workshops for eHealth technologies. By partnering with a regional newspaper (134 000 readers), we engaged the broader public in the co-design process, to tackle the issue of late-life loneliness. We employed co-design fiction, dilemma-driven, and empathic design methods, integrating these within journalistic content to prompt the reader responses. This initiative attracted 77 responses, including 34 from older adults (65+ years), 27 of whom shared personal experiences with loneliness. Our findings highlight the potential of low-contact, co-design via newspapers to foster inclusive participation, overcoming the limitations of conventional workshops, and enabling engagement with a more representative population sample.
{"title":"Co-designing a solution against late-life loneliness with older adults through journalistic research in a newspaper","authors":"Sefora Tunc, Angelica M. Tinga, Monique Tabak, Femke Nijboer","doi":"10.1016/j.destud.2025.101302","DOIUrl":"10.1016/j.destud.2025.101302","url":null,"abstract":"<div><div>This paper presents a comprehensive reference for an innovative low-contact co-design approach, aimed at mitigating sample bias commonly found in traditional co-design workshops for eHealth technologies. By partnering with a regional newspaper (134 000 readers), we engaged the broader public in the co-design process, to tackle the issue of late-life loneliness. We employed co-design fiction, dilemma-driven, and empathic design methods, integrating these within journalistic content to prompt the reader responses. This initiative attracted 77 responses, including 34 from older adults (65+ years), 27 of whom shared personal experiences with loneliness. Our findings highlight the potential of low-contact, co-design via newspapers to foster inclusive participation, overcoming the limitations of conventional workshops, and enabling engagement with a more representative population sample.</div></div>","PeriodicalId":50593,"journal":{"name":"Design Studies","volume":"97 ","pages":"Article 101302"},"PeriodicalIF":3.2,"publicationDate":"2025-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143487340","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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