Abstract
Value sensitive design is a relatively new design process that emphasizes the inclusion of socio-technical considerations. In this work, value sensitive design techniques were integrated into a second-year design course. Five techniques were incorporated: value identification, stakeholder mapping with a value source analysis, value scenarios, ethnography, and multi-lifespan timelines. A beginning and end of term survey was administered to understand students’ value perceptions. This survey showed a significant (p = 0.00124) increase in students’ self-perceived ability to integrate values in the design process. Through course deliverables, students showed an ability to make connections between values, technologies, and stakeholders, including value alignments and tensions. However, students struggled to find supportive evidence and explain the potential impact of values on the design process. Some techniques like holistic stakeholder identification and value source analysis were effectively integrated into the course while others, like value scenarios and ethnography, were less successful.
Published Version
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