Multisensory inclusive design education: a 3D experience

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dc.citation.epage846en_US
dc.citation.issueNumber6en_US
dc.citation.spage821en_US
dc.citation.volumeNumber20en_US
dc.contributor.authorAltay, Burçaken_US
dc.date.accessioned2018-04-12T11:05:31Zen_US
dc.date.available2018-04-12T11:05:31Zen_US
dc.date.issued2017-09-19en_US
dc.departmentDepartment of Interior Architecture and Environmental Designen_US
dc.description.abstractInclusive design should be an integral part of the curriculum in the education of environmental design disciplines, incorporating empathic understanding. Among the empathic methods that are employed, ‘build-to-learn’ that promotes experiential learning is effective in students’ multisensory and bodily engagement with the process and product. This paper discusses an exercise in a Human Factors/Ergonomics course in interior design where students create ‘A 3D Experience’. Analysis of exemplary work suggests various ways in which different senses may come forth into awareness to sometimes enrich and at other times limit embodied space, thus opening up a venue of inclusivity in novel and unpredictable ways. Research conducted on student perspectives reveals that the assignment had positive impact on their understanding and awareness of, and attitudes towards, inclusive design, as well as creative thinking.en_US
dc.identifier.doi10.1080/14606925.2017.1371949en_US
dc.identifier.eissn1756-3062en_US
dc.identifier.issn1460-6925en_US
dc.identifier.urihttp://hdl.handle.net/11693/37188en_US
dc.language.isoEnglishen_US
dc.publisherRoutledgeen_US
dc.relation.isversionofhttp://dx.doi.org/10.1080/14606925.2017.1371949en_US
dc.source.titleThe Design Journalen_US
dc.subjectDesign and empathyen_US
dc.subjectDesign educationen_US
dc.subjectErgonomicsen_US
dc.subjectInclusive designen_US
dc.subjectMultisensory designen_US
dc.titleMultisensory inclusive design education: a 3D experienceen_US
dc.typeArticleen_US

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