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The paper argues that undergraduate design students must understand how older and vulnerable users experience transport products, vehicles, services, and systems, and gain confidence to test new ways of seeking authentic experiences. To address the limited availability of empathic design within curricula, the authors develop a teaching framework using low-fidelity experiential prototypes and outline early steps toward a brief intervention and high-quality learning recommendations.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/developing-empathy-for-older-users-in-undergraduate-design-students-framework-and-recommendations/599877/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/developing-empathy-for-older-users-in-undergraduate-design-students-framework-and-recommendations/599877.png","ImageObject",300,407,{"name":92,"@type":93},"PakDamar76","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why is empathy important for design students in the transport sector?","Question",{"text":112,"@type":113},"Empathy is needed so designers can understand how people with differing abilities engage with and interact with transport systems. The paper links this to inclusivity and accessibility changes in transport.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What gap does the paper identify in design education?",{"text":117,"@type":113},"Although empathic design is encouraged, the paper notes there are often few opportunities for it within the full educational curriculum. Industry also lacks continual informal encounters with users, and this shortcoming shows up in education.",{"name":119,"@type":110,"acceptedAnswer":120},"How do the authors plan to teach empathic design?",{"text":121,"@type":113},"They are developing a framework that teaches empathic design using low-fidelity, experiential prototypes made from easily available and affordable materials. The work reports early steps toward a brief intervention to broaden students’ empathic horizon.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599877,1792166933,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36},962090893057,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Developing Empathy for Older Users in Undergraduate Design Students  \nAndree Woodcock, Coventry University, United Kingdom  \nDeana McDonagh, University of Illinois Urbana Champaign, USA  \nJane Osmond, Coventry University, United Kingdom  \nAbstract  \nEmpathy has been recognised as a key skill by practicing designers. With rapid changes toinclusivity and accessibility in the transport sector, student designers need to appreciate and understand the way in which people of differing abilities are able to engage with and interact with transport. They need to not only develop an understanding of older and vulnerable users-how they experience products, vehicles, services and systems-but also have the confidence to try out new ways of finding information and gaining ‘authentic experiences’ to feed into their designs. Although empathic design is encouraged, there is often little opportunity for this to occur in a full educational curriculum.  \nTo meet this need, the authors are developing a framework for teaching empathic design using low fidelity, experiential prototypes – using material that is easily available and affordable to design students. This paper reports the first steps towards designing a brief intervention to increase the empathic horizon of transport design students. It concludes with recommendations on how to create high quality learning experiences for students that will enable enhanced empathic design outcomes as they embark upon design careers.  \nKey words  \nelders, experiential prototyping, design research, teaching, empathy  \nIntroduction  \nEmpathy is defined as ‘the intuitive ability to identify with other people’s thoughts and feelings – their motivations, emotional and mental models, values, priorities, preferences, and inner conflicts’(McDonagh, 2008) . It is distinguished as feeling with someone, rather than feeling for someone. Thus, in a fast-developing empathy economy, users search for deeper meaning from their material objects, and functional needs must be enhanced by meeting the ephemeral emotional needs of users (McDonagh 2017) .  \nThis poses a problem for young designers, who may lack the experience, knowledge, confidence and (even) interest to design for those who are unlike themselves. Therefore, there is a potential gap between the skills which graduates possess and the needs of industry. Koskinen et al., (2003) concluded that designers need empathy and that this requires making an emotional connection with the user, understanding their situation and why certain experiences are meaningful to them. It is often lamented that there are few opportunities within industry to have ‘continual informal encounters with users’ (Postma, Zwartkruis-Pelgrim, Daemen & Du, 2012), and this lack is reflected within design education.  \nAs a consequence, a more qualitative approach is needed to inform and inspire designers, to help them understand the personal experience and private context of the ‘other’ (Mattelmäki et al., 2002; Fulton 2003) . This could come about through a number of ways e.g. immersion in the life of the users, design probes, imaginative projection (Fulton 2003; Koskinen and Battarbee 2003) . As Battarbee (2004) stressed-the willingness of designers to engage in empathic experiences is key.  \nIn this research, we are looking at ways to provide opportunities for students to build up their knowledge and understanding of people who are different from themselves within course structures. If successful, an empathic design experience can expand students’ ‘empathic horizon’ -used to indicate the limits on a designer’s individual ability to empathise beyond certain characteristics of his or her group, such as nationality, background, age, gender, culture, experience and education (McDonagh-Philp and Denton 1999) . This can change and develop over time, for example, through training and experience. We want to provide students with the confidence to look at more experiential ways of understanding ‘the other’ (","cbCaiaX23tAO5kox","https://ap.wps.com/l/cbCaiaX23tAO5kox","pdf",793086,16,"English","# Introduction\n# Developing a framework to increase the empathic horizon of undergraduate design students\n## Tools to promote empathy in designers\n## Techniques for direct contact between designers and users (research)","[{\"question\":\"Why is empathy important for design students in the transport sector?\",\"answer\":\"Empathy is needed so designers can understand how people with differing abilities engage with and interact with transport systems. The paper links this to inclusivity and accessibility changes in transport.\"},{\"question\":\"What gap does the paper identify in design education?\",\"answer\":\"Although empathic design is encouraged, the paper notes there are often few opportunities for it within the full educational curriculum. Industry also lacks continual informal encounters with users, and this shortcoming shows up in education.\"},{\"question\":\"How do the authors plan to teach empathic design?\",\"answer\":\"They are developing a framework that teaches empathic design using low-fidelity, experiential prototypes made from easily available and affordable materials. The work reports early steps toward a brief intervention to broaden students’ empathic horizon.\"}]","Developing Empathy for Older Users in Undergraduate Design Students - Framework and Recommendations | PDF",1792089606]