Inclusive Design Approach Research Articles

Tegal Art and Cultural Center with Inclusive Design Approach

Tegal Art and Cultural Center with Inclusive Design Approach

Critical success factors of service learning in tertiary education: Challenge of online learning approach in Ergonomics Product Design Course

This study intent to investigate critical success factors of implementing online learning approach in ergonomics product design course embedding SULAM Project during COVID-19 pandemic. The first objectives are to interrogate suitable teaching approach implemented for PDET. Next is to assess students' satisfaction with the course in comparison to their grades after SULAM was embedded in SULAM in PBL component, as well as the impact of the pandemic on satisfaction levels. The third aims are to evaluate student perceived and experiences, as well as to discover relevant student recommendations that may be integrated into the next course offering. To achieve the study aims, a systematic literature review was conducted to investigate the current teaching and learning implementation in PDET course. OMR Forms and User Experience Questionnaire (UEQ) were distributed to access students’ satisfaction and perceive experiencing in online learning approach. As a results, the course has been identified commonly deploys an inclusive design approach and integrating an interdisciplinary approach. However online learning and team cognition approach has been a significant change during COVID- 19 pandemic outbreak. This study extends significantly to the preparation of teaching and assessment techniques for future students, especially in unpredictable conditions such as pandemic and endemic scenarios, when lectures and students confronting various problems.

Wheelchair satisfaction and recommended improvements of manual wheelchairs in the UK

Purpose of the article The aim of this study was to determine user satisfaction with manual wheelchairs in the United Kingdom and to determine areas that could be improved to help drive future design and development. Materials and Methods Manual wheelchair users, aged 18-65 years old living in the United Kingdom, were invited, to complete an online cross-sectional questionnaire. The link to the questionnaire was distributed using a range of methods to charities, organisations and wheelchair user groups via invitation by email and social media. Responses were gathered from 122 respondents and analysed using descriptive statistics, cross-tabulation and content analysis. Results Respondents felt comfort (39.3%), weight (35.4%), manoeuvrability (34.3%) and durability (30.7%) were the most important features of a wheelchair. Seventy percent of respondents that were “not at all satisfied” with their current wheelchair were fitted by the National Health Service (NHS, X2 = 42.39, p < 0.001). Ninety percent of respondents who were “not at all satisfied” with their current wheelchair experienced issues with comfort (X2 = 17.82, p = 0.001). Sixty percent who were “not satisfied at all” with their wheelchair had not chosen their wheelchair (X2 = 25.15, p < 0.001). Conclusion Wheelchair satisfaction was largely determined by comfort, location of the users’ wheelchair fitting (for example the NHS) and users choosing their own wheelchair. Future wheelchair designs should utilise a user centred and inclusive design approach to cater for a wider range of individual needs and requirements.

Strength-Based Learning: An Autoethnography of an Introductory Instructional Design Graduate Course

The purpose of this article is to investigate how to use a strengths-based lens that is highly contextualized, in an ecology (i.e., online graduate course) that shows the value of the socio-emotional interactions or climate. I used an autoethnographic approach to problematize myself so that I could ask contemplative questions as a result of reflection. My data collection process drew upon personal narrative, reflection, and anecdotes, which I analyzed in a graduate-level online learning context with a strengths-based lens to shed light on broader U.S. higher education online learning cultural and theoretical concepts such as organizational justice theory, connectivism, digital learning ecosystems, inclusive design, design justice, and strengths-based learning approaches. Three key cultural phenomena are revealed in this autoethnography. Finally, I discuss this study’s limitations, some implications for faculty, IDs, and SMEs, and suggest areas for further research.

EmpRess: an eHealth implementation readiness checklist for dementia developed through an interview study of stakeholder needs

Objective This study aimed to create a tool to assess eHealth interventions for dementia by adapting an existing implementation readiness (ImpRess) checklist that assessed manualised interventions. Methods In Part 1, online semi-structured interviews with individual stakeholders (N = 9) with expertise in eHealth and dementia were conducted (response rate 83%). The Nonadoption, Abandonment, and challenges to the Scale-Up, Spread, and Sustainability of Health and care technologies (NASSS) framework was applied, both to guide the construction of the interview guide, as well as to use its subdomains as codes in the deductive qualitative thematic analysis. Respondents were industry professionals (n = 3), researchers (n = 3), policy officers (n = 2), and a clinician (n = 1). In Part 2, the items of the original ImpRess checklist were supplemented by items that covered determinants discussed in the interviews, that were not included in the original checklist. Results The main findings from the interviews included: Participants’ preference for a non-dementia-specific, more general approach to the checklist; the importance of searching for shared values with implementers; and the need for more systematic monitoring of implementation. Conclusions The EmpRess checklist applies an inclusive design approach. The checklist will help evaluate the implementation determinants of eHealth interventions for dementia and provide up-to-date information on what is, and is not, working in eHealth for dementia care.

A Systematic Literature Review of E-Government Implementation in Developing Countries: Examining Urban-Rural Disparities, Institutional Capacity, and Socio-Cultural Factors in the Context of Local Governance and Progress towards SDG 16.6

This systematic literature review examines the implementation of e-government initiatives in developing countries, focusing on their impact on public service delivery and progress towards Sustainable Development Goal 16.6. Through a comprehensive analysis of peer-reviewed articles, policy documents, and case studies, the research explores the interplay between institutional capacity, socio-cultural factors, and the digital divide in shaping e-government outcomes across urban and rural contexts in countries including Ghana, South Africa, Kenya, India, Nigeria, Brazil, and Indonesia. Following a rigorous search strategy and inclusion criteria, the review synthesizes findings from multiple sources, highlighting significant advancements in e-government adoption, particularly in urban areas, while identifying persistent challenges in rural regions due to inadequate infrastructure, limited digital literacy, and resource constraints. The systematic review of literature underscores the potential of e-government to enhance transparency, reduce corruption, and improve service delivery, as exemplified through successful initiatives in countries like Rwanda and Estonia. However, the synthesized evidence also reveals uneven progress, exacerbated through the urban-rural digital divide and varying institutional capacities. Systematically analyzing and integrating existing research, this review concludes with evidence-based recommendations for bridging these gaps, emphasizing the need for targeted infrastructure development, digital literacy programs, inclusive design approaches, and context-specific solutions to ensure equitable access to e-government services and accelerate progress towards effective, accountable, and transparent institutions at all levels.

Physically Challenged Persons Access to Public Recreational Centres in Obio/Akpor Local Government Area, Rivers State, Nigeria

Throughout the globe recreation is undermined, especially in developing countries of the world. The term recreation is not just play or amusement but to create again new body and mind. Facility used for such play or amusement is recreational facility. Design approaches such as accessible, inclusive and universal design approaches are to meet the need of all, especially the physically challenged persons when accessing public recreational centres, but that is not always the case with most recreational centres. It is on this note that this research assessed physically challenged persons’ access to public recreational centres in Obio/Akpor LGA, Rivers State. Both quantitative and qualitative research approaches were adopted, the targeted population is the physically challenged persons in Obio/Akpor. A total of 20 physically challenged persons in Rumuola, Oginigba and Rumuadulo were purposively interviewed using structured questionnaires. The state of the recreational centres was assessed using checklist questionnaires. Finding indicates that most physically challenged persons experienced difficulties accessing recreational centres, most recreational centres do not have ramps, only one of the centres has toilet for both staff and the public, one has for just staff while one does not have. To access some of the facilities, physically challenged persons have to cross major roads. The research recommends that there should be training of recreational centre personnel, Government at all levels should ensure that standards are met and laws enacted and enforced to ensure the safety of the physically challenged and their ability to access recreational centres. Professional bodies in the built environment should enlighten their members and the general public on the need to adhere to guideline and standards for designing, approving and constructing recreational centres that will meet the need of the physically challenged.

Introducing Regenerative Architecture

The global-scale impacts of the Anthropocene have reached tipping points of order, resulting in the climate emergency. We are no longer able to carefully adjust our industrial practices to put this titan back into its box, and we must enter a new era of human development to meet our present needs. This involves restoring the living realm through bioremediating environments, enlivening communities, enriching soils, and rebuilding ecosystems as we live and work. The conservative net zero ambitions of &amp;ldquo;sustainability&amp;rdquo; cannot reverse our negative planetary-scale impact. A new approach to designing and engineering our habitats is needed. This introduction to the special issue on Regenerative Architecture takes a design-led approach to discuss how the practice of the built environment, through its imaginaries, materials, spaces, bodies, and technologies, can make a positive impact on the living world. Since we cannot solve the ongoing crises from within our present thinking, which has initiated and compounded our predicament, this special issue explores the work of regenerative architects who are urgently developing diverse and inclusive practices. These practices aim to transcend the habits, expectations, and blind spots that frame contemporary practices. Taking a radically experimental and inclusive interdisciplinary design approach, the emerging field of regenerative architecture is actively developing a range of new tools, technologies, models, experimental platforms, theories, buildable systems, and critiques for environmentally beneficial practices. The nature of this ongoing research is diverse and interdisciplinary, invoking new concepts and formats that search for ways of working with nature, both as a co-creator of places and as a net beneficiary of architectural interventions.

Co-Design of a Virtual Reality Multiplayer Adventure Game for Adolescents With Autism Spectrum Disorder: Mixed Methods Study.

Virtual reality (VR) adventure games can offer ideal technological solutions for training social skills in adolescents with autism spectrum disorder (ASD), leveraging their support for multisensory and multiplayer interactions over distance, which may lower barriers to training access and increase user motivation. However, the design of VR-based game environments for social skills training is still understudied and deserves the deployment of an inclusive design approach to ensure its acceptability by target users. We aimed to present the inclusive design process that we had followed to develop the Zentastic VR adventure game to foster social skills training in adolescents with ASD and to investigate its feasibility as a training environment for adolescents. The VR game supports multiplayer training sessions involving small groups of adolescents and their therapists, who act as facilitators. Adolescents with ASD and their therapists were involved in the design and in an explorative acceptability study of an initial prototype of the gaming environment, as well as in a later feasibility multisession evaluation of the VR game final release. The feasibility study demonstrated good acceptability of the VR game by adolescents and an enhancement of their social skills from baseline to posttraining. The findings provide preliminary evidence of the benefits that VR-based games can bring to the training of adolescents with ASD and, potentially, other neurodevelopmental disorders.

Motivationally Appealing Computer Science e-Learning Games: An Inclusive Design Approach

Research has shown that e-learning games do not have the same level of appeal to girls, as they do to boys; particularly in the crucial 11-14 age group. In the United Kingdom, this is typically when they start to make subject choices that impact their future studies and careers. Given the shortage of females who choose computer science as a career, this study explores how e-learning games can be designed to be motivationally appealing to young learners. It further explores the role of game representations and its appeal to this age group. This empirical study addresses the research question: “Can we develop e-learning games which appeal and motivate girls of age 11-14 to study computer science concepts?” Two e-learning games were developed: one included game representations such as game colour, graphics, character, age appropriateness, storyline, number of players, violence, identified as appealing to young females and the other game included antithetical or neutral representations. The two developed prototypes were used to explore key e-learning game representations as used to teach computer science concepts. A total of 304 participants, comprising of 152 girls and 152 boys from a combination of same sex and mixed secondary schools in Southeast England, engaged with both experimental games. The experiment also elicited information on how learners interact with these games and the resulting game appeal, motivation and learning. The insight gained from the analysis of data captured during the experiments, provide the evidence to demonstrate that inclusive e-learning games which motivate and appeal to girls of age 11-14 can be developed. This can have a positive influence on their willingness to use such games to learn computer science concepts. This implies that the study found positive outcomes related to e-learning game appeal, motivation and the learning of girls of this age group. A follow-up longitudinal study could investigate the impact of significant e-learning game representations that appeal to the target group. This could provide additional evidence on the changes in the appeal of the investigated significant game representations over time, due to the influence of other factors such as socio-economic and socio-cultural differences. This understanding can further enhance inclusive e-learning strategies to improve diversity in computer science education and consequently the career pipeline.

Editorial: Championing inclusion and diversity: inclusive design practices and approaches for education

Editorial: Championing inclusion and diversity: inclusive design practices and approaches for education

Inclusive Environments: Utopia or Reality? How to Create Inclusive Solutions Starting From People’s Needs

Inclusive Environments: Utopia or Reality? How to Create Inclusive Solutions Starting From People’s Needs

Implementation of Equitable Use and Flexibility of Use in the Design of Public Housings in Jakarta, Indonesia

Population growth happens quickly in Indonesia, especially in Jakarta. With reduced land due to infrastructure development, population growth does not go parallel with the need for housing, which should be a basic need for every human being. This makes the construction of residential houses arranged vertically called public housing. It can reduce land use and create urban open spaces. Public housing should be based on an inclusive design approach that considers human diversity. The design of public housing in Indonesia has not met the needs of all humans, especially in the aspect of all ages and disabilities. The design of the building is still not based on the togetherness of user activities. In the design, it is expected that the use is carried out fairly, which is fair for users and flexibility in space. Aspects of equitable use by pedestrian access and facilities, along with space flexibility based on expandability, convertibility, and versatility. The method used is a qualitative method with the exploration of three cases of public housings. The variables used are inclusive design aspects related to equitable use and flexibility in use. The results reveal that public housing is recommended according to equitable use aspects, inclusive design factors with pedestrian access that is easy to understand and accessible to elderly users and wheelchairs, and affordable facilities. Spaces can be built in the long term with space flexibility, such as multifunctional communal spaces, expansion of spaces near public spaces for unexpected uses, as well as shared use for all users.

Innovation for sustainable development

There is growing consensus that the 21st Century is the African Century, However, this noble vision cannot happen by default - it must catalysed by Design Thinking - by a deliberate and strategic drive to achieve sustainable development for the continent's denizens. This presentation showcases a number of innovative solutions emerging from the creative minds of Africans with solutions for Afrika*. The exemplars discussed herein advocate an ethical and socially conscious ethos that embraces transdisciplinary as a means of co-creation and co-production. Further, the presentation makes a strong case for disciplinary imagineering beyond the traditional STEM approach, to one of STEAM - a more inclusive and empathic design approach that takes cognisance of the design, the arts and humanities. For Afrika to achieve its lofty ambitions and play an active role in the 4th and 5th Industrial Revolutions, we must adopt a more holistic Quadruple Helix model of partnership (that includes Academia; Business/Industry; Community/Civil Society; and Government). In conclusion, this presentation exhorts innovators and inventors in academic institutions to contribute to Afrika's sustainable development through projects that make a marked social impact in the real world...

PANTI ASUHAN ANAK DI KOTA PONTIANAK DENGAN PENDEKATAN DESAIN INKLUSIF

Institutions such as orphanages are needed throughout Indonesia for the welfare and protection of children's rights. Pontianak City has the largest population in West Kalimantan Province with the welfare and protection of children's rights cannot be said to be feasible. This design uses an inclusive design approach. Inclusive design is a design approach that focuses on meeting the needs of children both socially and physically, it requires a facility and product for everyone (as users) in general, without physical limitations, age range and gender. The purpose of this design is to design an orphanage that can meet the needs of orphans and children with special needs. The design is carried out using the Design Thinking method, namely by collecting ideas from various literatures to obtain a solution. The results of this design are an orphanage that can accommodate the needs of orphanage children in the form of buildings with rooms arranged in a zoning manner, the shape of the building is made thin to maximize natural lighting and ventilation, the park as an open space for children's social activities, and self-development facilities for children in the form of recreation rooms and hydroponic gardens. The orphanage also uses room facilities with railings, guiding blocks, braille letters, efficient furniture for everyone to use, including for children with disabilities with an inclusive design approach.

Personas, the Pandemic, and Inclusive, Synthetic, Smart City Planning

In the era of COVID-19 planners, and more broadly, city administrators and policy makers, have learned to cope with the accelerated pace of change, the broad band of uncertainty, and the need for rapid decision-making strategies. This, in the context of ever more diverse communities and greater reliance on technology as an effective response to the social and public health challenges of the pandemic. “Smart” cities harness distributed communication and service delivery technologies to enhance the quality of urban life. The voices of citizens from marginalized and under-served populations, such as older adults and people with disabilities, are vital to the development of inclusive smart cities. In this paper expanding an inclusive policy design approach is proposed that uses ‘personas’ to actively engage those citizens.

Leaving no aspect of sustainability behind: A framework for designing sustainable energy interventions applied to refugee camps

The issues of forced displacement and energy for sustainable development are convergent: an estimated 90% of displaced people globally have no access to electricity, while 85% of refugees are hosted in developing countries. However, few tools to plan and design sustainable energy access interventions have been transposed to displacement settings. This paper presents a novel framework for the holistic planning of energy projects which considers both sustainability aspects and the specificities of displacement settings. The framework is the result of a review of literature which aimed to define a “sustainable energy intervention” in displacement contexts and an assessment of relevant planning tools against this definition. The framework includes the use of an energy delivery model toolkit, an inclusive design approach, an assessment of the desired impacts, energy system modelling, business model design, and an assessment of economic viability. We apply the framework in the design of a solar mini grid of Holl Holl refugee camp in Djibouti, in which a sustainable intervention and business model are proposed that could be compatible with the local conditions. We highlight issues that arise from the humanitarian sector status quo and propose that this framework could help to enhance sustainable energy practices in the humanitarian and development sectors.

Designing felt experiences with movement-based, wearable musical instruments: From inclusive practices toward participatory design.

Inclusive musical instruments benefit from incorporating wearable interfaces into digital musical instrument design, creating opportunities for bodily felt experiences and movement-based interactions. In this article, we discuss the evolution of our inclusive design approach behind the design and performance practices of three wearable musical instruments. By focusing on the embodied, somatic, and tacit dimensions of movement-based musical interaction, we evaluate these case studies, combining the third and first-person perspectives. The design and implementation of the wearable sensing, utilizing the additive manufacturing techniques, are discussed for each instrument and its performer in specific cases of musical expression. This article further discusses how our approach integrates music performance as a crucial step into design and evaluation, utilizing these performance practices and such collaborative settings for improved diversity and inclusion. Finally, we examine how our design approach evolves from user-centered design to more participatory practices, offering people with diverse abilities a shared music performance space.

Domestic Space As a Survival Strategy for Low-income Women

Low-income government provided housing has been continually transformed by its beneficiaries, especially women. The transformations are a major sign that there is discontentment about the houses since low-income households are excluded from the design process of these houses. By transforming the houses, the low-income households are trying to fit their houses or environments to their ways of living. This paper intends to review the housing transformations at the Masese Women’s Self-Help Housing Project at Masese, Jinja, in Uganda to understand how women practice space. Studying the spatial alterations can help guide architects towards finding inclusive housing design approaches that can benefit the low-income households and prevent governments and donors from spending finances on futile housing prototypes that get eventually abandoned. The paper adopts a qualitative methodology comprising of precedent studies at Masese, and a literature review to analyse the various housing transformations in an attempt to address the problem of inadequate housing for low-income households.

Designing for Wellbeing: An Inclusive Learning Design Approach with Student Mental Health Vignettes

Student mental health is a growing concern for universities; increasing numbers of students are experiencing wellbeing issues, and distance learners are particularly at risk. Evidence indicates that triggers for mental health difficulties can reside within higher education environments, systems and study practices, implying that a proactive, inclusive design approach should be considered to complement mental health service provision. Student vignettes that illustrate experiences of mental health difficulties in study are a valuable learning design tool; they have potential to support more inclusive practice by informing learning design. This paper explores the role learning design can play in creating learning that supports student mental wellbeing, it shares vignettes created in the study, discusses a case study of their use, and gives examples of barriers students experience and learning design considerations that may address these. This method was found to be engaging and effective in illustrating barriers and in supporting practitioners to identify learning design considerations to mitigate these.