Abstract

Emotional design focuses on providing intended users with a positive emotional experience. Thus far, the concept of emotional design has primarily been restricted to the fields of research and industry. Most professionals using emotional design slowly acquired the required skills by experience and without direct education. Teaching emotional design to design students has been overlooked due to its difficulty. This research introduces a new approach to teaching emotional design, which aims to prevent negative influences from being added to the products created by design students. A systematic method is introduced to make it easier for inexperienced design students to grasp emotional design. Students are first taught proper methods of data collection to determine users’ emotional requirements. Students are then taught how to summarize the data, as well as develop feasibility testing strategies to obtain promising ideas. The proposed teaching approach for emotional design has been proven efficient in the case study course conducted in this research. Graduate-level design students learned how to design products according to users’ emotional requirements. The students successfully produced several designs that clearly provided positive user experiences.

Highlights

  • In 2004, emotional design emerged as a product design concept for making products that would give their intended users a positive emotional experience (Norman 2004)

  • The theme obtained from the case study content analysis was “emotional experience and design style”

  • We evaluated the six designs based on the emotional code words obtained during the content analysis step

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Summary

Introduction

In 2004, emotional design emerged as a product design concept for making products that would give their intended users a positive emotional experience (Norman 2004). There has been limited research into methods of teaching emotional design for the purpose of achieving a positive emotional experience for users. The course aims to provide information to students that will enable them to embed positive emotional experiences in their design. The case study waswas an online product design coursecourse taken by 10 graduate students. In the first step of the RA phase, research and analysis (RA) and design and evaluation (DE). At theAt beginning of theof course, they they co-created withteacher the teacher to prepare for interviews selected regular product users. In theInlast the teacher collaborated withwith students to to summarize design strategies developed from results of the content analysis step. The DE phase of the case study is presented, during which the new designs were evaluated.

Content Analysis
Semantic Network
Methodological Triangulation
Participants
Questionnaire
Data Analysis
Design style
Semantic Network Analysis
Design Strategies
Design Strategies and Evaluation
Evaluating Designs
Conclusions
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