This paper introduces empathic design as a framework and a strategy that can be adopted by the emerging field of experience design (XD) to create meaningful experiences connected with people’s lives and needs. The paper presents the rationale behind the emergence of empathic design, the traits that characterize this approach to design, a collection of empathic design methods and practices, and a critical discussion of the limitations of empathy in design. Methodologically, this paper is based on a systematic literature review on empathic design, human-centred design, and empathy, which is synthesized and focused its application in experience design. Ultimately, this paper intends to contribute to the broader discussion of how traditional design practices are adapting and evolving to respond to new realities, and how new design paradigms are needed to address the very complex challenges that we face in the 21st century.
This paper presents a literature review conducted to establish the current state of the discussion on the topic of metacognition in design education based on a review of empirical studies that present the results of educational interventions that introduced aspects of metacognition to design students. Inspired by Edwin Hutchins' seminal book "Cognition in the Wild," this paper intends to start a discovery trip to study metacognitive processes in real-world educational settings as part of a long-term research plan to investigate the intersection of metacognition and design. The paper presents the theoretical framework that contextualizes this review in which the concept of metacognition is discussed and is contextualized in design education. Likewise, the paper presents the methodology that was followed to complete this review, which consisted of four phases: search of relevant literature; sampling and selection of relevant articles; analysis and summary of each source; and synthesis of the body of research. Based on the reviewed articles, it was found that in design education metacognition is addressed as an instructional outcome, as a mechanism to promote other learning outcomes, and as a result of educational interventions. Likewise, it was found that the reviewed studies report, in general, positive results in terms of learning outcomes after conducting metacognitive interventions in design educational settings. Finally, this review identifies the field of metacognition in design education as a research opportunity for further research given the positive results that were found, and the limited body of research that has explored this topic.
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