Journal of Contemporary Urban Affairs 2019, Volume 3, Number 3, pages 15– 26

An Experiential Study on Empathic in Interior Education * Ph.D candidate. MELİS KOCAOĞLU and Prof. Dr. HALİME DEMİRKAN Department of and , Bilkent University, Ankara, Turkey 1 Email: [email protected] , 2 Email: [email protected]

A R T I C L E I N F O: A B S T R A C T Article history: Design students should be able to design living environments and products Received 20 December 2018 Accepted 16 June 2019 according to diverse users’ needs, problems and expectations. The aim of this Available online 12 July 2019 research is to explore the role of empathy as a design learning tool in interior architecture education. Moreover, the intention is to determine and analyze the Keywords: reflections after the role-playing technique is experienced. This study is conducted Design with the graduate design students and three tasks were assigned to them. In the Education; first task, the students took visually impaired people’s role and acted in real life Design Learning activities in a café. Then, they expressed their role-playing reflections and ; reflections through semi-structured interviews. Lastly, Verbal Protocol Analysis Empathic is used in determining and categorizing the relevant affective and cognitive Design; empathic expressions that were recorded. Color and light, orientation, safety and Reflection; accessibility were mostly expressed as design issues in reflections. Furthermore, Role-Playing findings indicated that cognitive empathic expressions were widely used than Technique. affective expressions. JOURNAL OF CONTEMPORARY URBAN AFFAIRS (2019), 3(3), 15-26. https://doi.org/10.25034/ijcua.2019.v3n3-2 This work is licensed under a Creative Commons Attribution - NonCommercial - NoDerivs 4.0. "CC-BY-NC-ND"

www.ijcua.com Copyright © 2019 Journal of Contemporary Urban Affairs. All rights reserved. 1. Introduction n.d.). The two components of empathy are have a responsibility to respond cognitive empathy and affective (emotional) diverse user’s needs, problems and empathy. Strayer (1987) stated, “[f]rom a expectations. In order to achieve this goal, cognitive perspective, empathy consists of designers need to empathize with users, since either understanding the psychology of others empathic understanding serves designers in (i.e. their thoughts, intentions, feelings, etc.) or, immersing in the lives, experiences and ways of more specifically, their feelings” (p. 218). living of the users. So, designers need to Affective empathy is a process of appreciation develop their empathic ability and should of others emotions and responding to and reflect it on their products or projects. sharing emotions (Dökmen, 1988). Also, Dictionary definition of empathy is “the ability *Corresponding Author: to share someone else’s feelings or Department of Interior Architecture and Environmental experiences by imagining what it would be like Design, Bilkent University, Ankara, Turkey to be in that person’s situation.” (“Empathy”, E-mail address: [email protected]

How to Cite this Article: Kocaoğlu, M and Demirkan, H. (2019). An Experiential Study on Empathic Design in Interior Architecture Education. Journal of Contemporary Urban Affairs, 3(3), 15-26. https://doi.org/10.25034/ijcua.2019.v3n3-2 JOURNAL OF CONTEMPORARY URBAN AFFAIRS, 3(3), 15-26/ 2019 empathy is a natural and intuitive ability, it can way in enhancing empathy, as Dökmen (1988) be also learned from empathic persons and stated, a person makes an effort to take the can be established through education by role of another person, and looks the therapist, family members and teachers. In events/actions from other’s point of view and addition, this modelling can be used as an while sharing the feelings of another. It is widely additional and/or alternative method in design used in empathic in education. integrating related course works or workshops with visual, mobility and hearing tasks (Altay, et 2. Empathy in Design Education al., 2016; Altay and Demirkan, 2014; Bernardi In order to create inclusively designed and Kowaltowski, 2010; McDonagh and environments, empathic design could be used Thomas, 2010; Nicolle & Maguire, 2003; Torrens, as an alternative approach since it provides in- 2000). In addition, daily living activities are depth understanding of users’ feelings, simulated using scenarios. However, simulating thoughts, needs and expectations of products just one day, (e.g. using a wheelchair for and/or living environments. Previous studies on simulating wheelchair users), is not sufficient for architectural education mentioned that using designers to understand user’s everyday life empathic modelling in design process provides experiences, but this technique encourages positive outcomes on students’ design projects. them to think deeply about the problems that They all agreed that it provides in-depth potential users encounter (e.g. Nicolle & understanding of users’ (e.g. people with Maguire, 2003; McDonagh & Thomas, 2010; diverse abilities, elderly, pregnant women, McDonagh, 2015). Altay and Demirkan (2014) children etc.,) needs, problems and used the role-playing technique in the campus expectations of product and/or living environment to increase undergraduate environments (Altay, 2017; Altay, Ballice, interior architecture students’ awareness of Bengisu, Alkan & Paykoç, 2016; Altay and human diversity in the design process. In that Demirkan, 2014; Gomez-Lanier, 2018; Torrens, study, students worked in a group and tried to 2000). In Altay and Demirkan’s (2014) and take a role of users, by using either wheelchair, Altay’s (2017) studies, empathic modeling was crutch or blindfolds. Besides, Altay et al. (2016) used as an educational method in Human focused on enhancing students’ empathic Factors course in the Department of Interior understanding and abilities by using the role- Architecture and Environmental Design at playing technique in a two day event- Bilkent University, Ankara. Similar studies were educational symposium and workshop. also conducted in and Students both from interior architecture and education programs. For instance, architecture departments simulated people the practice-based method was emphasized with no visions’ and pregnant women’s abilities in empathic research in industrial design in the campus environment. In Bernardi and education at University of Illinois at Urbana- Kowaltowski’s (2010) study, students diminished Champaign in the Industrial Design Program their vision wearing reduced vision glasses and (McDonagh and Thomas, 2010). Besides, restricted their movement and muscle strength McDonagh, Thomas and Strickfaden (2011) by wearing hockey goal equipment. Also, they indicated that empathic ways of learning that used wheelchairs in order to understand the include direct contact with users increases activity limitations of physical disabled and design students’ empathic horizon (McDonagh elderly people. Similar studies were conducted and Thomas, 2010) and could be used as an in industrial design and engineering education alternative approach in design education. It programs. In McDonagh and Thomas’ (2010) was mentioned that students need to simulate study, industrial design students simulated user’s diverse abilities in such activity-based students with physical and sensorial disabilities’ approaches with role-playing technique. conditions through using a wheelchair and mechanical devices in the course called 2.1 Role-Playing Technique as Empathic Disability + Relevant Design. Moreover, various Modelling simulation workshops (blindfolded, visual, One of the techniques of empathic modelling hearing, mobility and dexterity tasks) were is role-playing (simulation) that provides carried out in engineering education programs students looking at environments from a with university students in UK (Nicolle & different point of view through experiencing Maguire, 2003). real-life situations. This technique is an effective

Melis Kocaoğlu and Prof. Dr. Halime Demirkan 16 JOURNAL OF CONTEMPORARY URBAN AFFAIRS, 3(3), 15-26/ 2019

Ankara, Turkey. Participation was on voluntary basis. The age range is from 25 to 28. The setting 2.2 Empathic Reflections is a café that is located on the campus. After experiencing in empathic modelling, getting reflection/feedback from design 3.2 Procedure students is correspondingly substantial for The study consists of three tasks; which are assessing empathic understanding named as act, reflect and analyze. The first task (McDonagh & Thomas, 2010). Also, it is is role-playing act using the activity-based important to understand how this model has an approach. The second task includes reflective impact on students’ design solutions thus, how conversations and categorizing the empathic students reconsider their design ideas in order expressions as either affective or cognitive and to generate innovative solutions. the third is the verbal protocol analysis (see Figure 1). Students need to reflect their empathic understanding by verbal (e.g. interviewing) and/or literal (e.g. report, poster design, project design) communication skills. Van Rijn, Sleeswijk Visser, Jan Stappers and Özakar’s, (2011) study involving children with autism found that direct contact is the most successful form of nonverbal communication in empathic design. Altay and Demirkan’s (2014) empirical study showed that students developed immediate emotional responses and positive attitudes towards diversity and inclusion. These were reflected in the descriptive texts and designed posters. Later, Altay and her Figure 1. The Structure of the Study (Developed by colleagues (2016) and Hess and Fila’s (2016) authors). studies reported that students had given positive feedbacks on empathic design 3.2.1 Role-Playing Act (Task 1) awareness through their product and In this task, students took visually impaired assessments. Positive outcomes were also people’s role and acted in real life activities in noted by students in expanding their affective a café. In order to decrease the vision of and cognitive empathic understanding and students, eyeglasses were covered with increasing the idea of inclusivity in their design Vaseline for creating impaired vision. Besides, in decisions. order not to create an unsafe situation for students, a guide followed them without 3. Methodology interfering their act. The role-playing acts were The aim of this research is to explore the impact videotaped and the observer noted the of empathic modelling as a design learning students’ experiences. The students tool in interior architecture education. Besides, conducted the following activities: it aims to improve students’ perspective on interior environments in order to gain more 1. Climb up stairs and find the café door. empathy for visually impaired people. Firstly, 2. Open the café door without any the empathic signs/expressions and design assistance. reflections (problems, suggestions and 3. Enter the and walk to the solutions) from students’ role-playing counter. experiences are determined and analyzed. 4. Give an order as; a cup of tea. Consequently, the cognitive or affective 5. Pay it by taking money out of your empathy expressions are assessed and wallet. categorized by qualitative research methods. 6. Wait in line for a cup of tea. 7. Find a place and sit down. 3.1 Participants and Setting 8. Reach the café door and go outside. The participants were nine graduate students The students watched each video, and then in the Department of Interior Architecture and they discussed their experiences. Environmental Design, at Bilkent University,

Melis Kocaoğlu and Prof. Dr. Halime Demirkan 17 JOURNAL OF CONTEMPORARY URBAN AFFAIRS, 3(3), 15-26/ 2019

3.2.2 Empathic Reflections and Design Table 1. Semi-Structured Interview Items. Reflections (Task 2) Items related with empathic reflections In the second task, students expressed their To what extent taking perspective of visually impaired people enhanced your empathic role-playing activities’ reflections and ? reflections in the semi-structured interviews (see What did you learn from role-playing act? Table 1). The aim of this task was finding the How did you find the tasks? empathy-related responses and categorizing What did you think when you watched your role- playing act? them into affective or cognitive empathic What did you feel when you wore the eyeglasses expressions. Another aim of the second task is with Vaseline? to make the students rethink the problems that What are your feelings toward undertaking role- visually impaired people can encounter in a playing as an activity? What did you feel when carrying a cup of tea? space and find solutions and suggestions. The What did you think about what visually impaired empathic reflections were assessed according people could possibly feel when other people are to the content of each sentence. In van Rijn et watching them? al. (2011) study, empathic expressions were Could you please explain your feelings when you need help from others in order to orient yourself? discovered when “A express empathy Items related with design reflections if he or she literally says: I think/feel/guess, the To what extent has the knowledge you gained children think/feel/want…” (van Rijn et al., positively affected your design decision making? 2011, p.69) In addition, they labeled the What could be the problems (accessibility, safety etc.) that visually impaired people can encounter in empathy-related reflections when the designer café environment? correlates students’ experiences with target Did you think of any suggestions for way finding, users’ needs and experiences or compares safety issue and accessibility issues to redesign this them with others. In this study, this technique is café according to visually impaired people’s needs/problems? considered in finding the empathic signs in stated comments. The literature review showed 3.2.3.2 Coding Scheme that various design characteristics as, color In this study, the content oriented-coding and light (Bernardi and Kowaltowski, 2010; scheme is generated and divided into Evyapan and Demirkan, 2000), navigation and categories. Based on the previous researches orientation systems (Strickfaden and Devlieger, (Batson, Fultz & Schoenrade, 1987; Davis, 1980; 2011), safety and accessibility (Jalalzadeh and Davis, 1983; Davis, 1996; Dökmen, 1988; Jalalzadeh, 2013) play a significant role in Grynberg & Pollatos, 2015; Mehrabian & designing appropriate places while Epstein, 1972; Strayer, 1987) cognitive considering visually impaired people. empathic expressions that are related with

‘perspective taking’ are categorized into four 3.2.3 The Verbal Protocol Analysis Method sub-scales as; cognitive empathy (Task 3) understanding (CEu), cognitive empathy In this study, the retrospective protocol analysis analyzing (CEa), cognitive empathy is used (Suwa & Tversky, 1997). The following evaluating (CEe) and cognitive empathy steps are: (1) to find the empathic expressions remembering (CEr). Affective empathic and design reflections in the content of semi- expressions that are related with ‘empathic structured interviews (2) to encode students’ concern’ are categorized into four sub-scales empathic expressions into segments in as; affective empathy arousal (AEa), affective subclasses of descriptions (3) to analyze empathy compassion (AEc), affective segments. empathy distress (AEd) and affective empathy

valuing (AEv). 3.2.3.1 Segmentation

The items of semi-structured interview are 4. Results related with the empathic thinking and design 4.1 Related to the Role-Playing Technique reflections (see Table 1). Each comment of the All students agreed that role-playing technique student is determined in order to encode the have enhanced their empathic thinking about empathic expressions. The segments were visually impaired people’s feelings and selected by its content; either included thoughts. They suggested that every designer cognitive or affective empathic expressions. needs to experience role-playing act,

especially before designing public spaces.

They all agreed that they understood visually

Melis Kocaoğlu and Prof. Dr. Halime Demirkan 18 JOURNAL OF CONTEMPORARY URBAN AFFAIRS, 3(3), 15-26/ 2019 impaired people’s difficulties and problems said that she has felt bad for visually impaired better after this experiment. They also self- people. Two students found climbing up the criticized themselves and added that they had stairs as the hardest activity. One student predicted the difficulties that visually impaired criticized the activities as: people face, but they did not sense their feelings without experiencing. Firstly, I thought if seller filled the cup fully, how could I take it without burning my hand and I Students also made inferences based on their was afraid of hitting people while I was carrying experiences to predict visually impaired the tea. I had trouble getting up the stairs since people’s problems and their needs. They I saw all the steps as the same color, I could not compared visually impaired people’s differentiate the steps. Lastly, opening the door handicaps with theirs. For instance, they was difficult for me, because I thought that I wondered how visually impaired people can would drop all the goods in my hand. (S3) walk without a guide and hitting someone/somewhere if they were afraid of Others said the tasks were not difficult because walking with a guide. of having little vision and hearing, so they could orient themselves by light and sound. Only two I did not know it was so hard and terrible. I students expressed that they were comfortable was affected negatively. This is what they live in carrying a hot cup of tea. One of them every day. I had a guide, I knew I was safe, explained it as the café was not crowded and but they do not know this. (S6) she was relieved because of having the guide. The other one felt comfortable, because the It was so hard. I wondered how they can walk distance from the counter to the seating area without hitting someone. If this place was was short. Also, he recognized the red chairs crowded, I probably hit someone. (S9) directly in front of him.

All students complained about wearing eye- Four students emphasized the importance of glasses with Vaseline and they said that they having a guide in such experiments. They said were badly influenced when they wore it. One that they did not have much trouble, because student expressed her feelings as “I was badly the guide gave them confidence in the influenced, because I thought that how it moments they had a sense of falling or hitting would be if I really had such a life.” They all into somewhere. They added if the guide was agreed that everything is suddenly blurred, not there, they would not find their way by and they only perceived light and colorful themselves and would feel helpless and things. probably would ask for help. One student Seven students reported that they were afraid confessed if she was alone, she would be of hitting into something and burning embarrassed when she wanted help. themselves and/or the guide or other people Moreover, one student was not pleased to get who were around. One student said that “…if help, because she thought she could not do the guide was not there, I would not carry my something that other people could do alone. cup of tea.” Another one said “…I had an Another one said she did not have much anxiety if seller filled the cup fully.” Another trouble, because she was familiar with this student expressed that challenge as; if guide environment, but if she was in a place that she was not with me, I would be more afraid. has never been, she could be stressed. Interestingly, one student did not ask for help I was scared of burning myself and others. I and he explained it as he was getting used to thought that if I could not take the glass of tea, the situation instead of asking for help. He has I will pour it over the counter. Also, when I developed his own method in choosing the turned around to find a place, I thought that shapes and understanding the distances. there were other people around me, if there When students were watching their videos, was a crowd around me I could have spilled they remembered their activities and they tea on them. (S2) criticized themselves.

Six students stated that the tasks were hard and At that moment (after watching her video) I they were scared of doing them. One of them thought that I was not good at the activities. said that she felt as paralyzed and another one However, when I watched, I realized that I was

Melis Kocaoğlu and Prof. Dr. Halime Demirkan 19 JOURNAL OF CONTEMPORARY URBAN AFFAIRS, 3(3), 15-26/ 2019 good. I noticed my mistakes, for instance, I falling down from the edge of the cliff.” One thought I was approaching the counter, student said that he was not afraid but he was actually I was not even close to it. I had to walk in panic, he expressed as: more cautiously. (S2) Only one student was pleased with her video, I was not afraid, but I was in panic. For instance, she thought she was moving well. Moreover, when I was climbing up the stairs I got panic if I after watching their videos, two students was going to fall, because risers were a little bit agreed that even if they were familiar with this high. Moreover, I got panic when I was place, they had trouble and they acted as if approaching to the counter, because I did not they were entering there for the first time. One want to hit it. This place was not crowded but if of them said as “…I actually knew where the it was, I would not walk properly. Also, I got counter and seating area are, but I was still panic to hit the guide. (S9) hesitant and oriented to other sides”. 4.2 Related to the Observations Two students took lessons from this experiment, The mean time for completing the activities one of them said “we should empathize with was 2.21 minutes. In general, students were them, help and have respect for them, we cautious and anxious during the role-playing need to be more careful if there are visually act. They moved very carefully and slowly. impaired people around us”. Other one Moreover, they were pleased with the follow- explained her lesson as “now, if I see someone up of the guide, because they all agreed that who is visually impaired or blind, I could they felt safe and secure by having the guide. definitely go for help. Before this experiment, I thought that they probably got used to it and In the analysis of the activities, it is observed could figure it out themselves.” Three students that the students were mostly engaged in mentioned how they felt when they were in the activities of walking and climbing stairs, and space: they spent most of the time in these. They moved slowly while climbing up the stairs You cannot understand everything around because they were scared to fall down, since and cannot see what you did. These are there were no handrails. really hard. (S5) Moreover, even taking money out of the wallet I had a little vision about where I would go, was difficult for them. As they added, it was not but I could not see any obstacles and some possible to differentiate the money that they things went by. I was not aware of what it took out of their wallet. They were grateful for was. Was it a human or something else? only purchasing a cup of tea. If they had (S7) purchased food, they would not have a chance to give the right money. Some of them I could not estimate any distance, I felt like tried to develop a method in their own way. For in space. Yet, I was getting used to it after example, one student hit the trays’ area and a while. (S9) thus found his way. He hit the glass surface of counter and said he saw a white thing and Two students explained that follow-up of the followed the glass surface and found the cash guide gave them confidence. If the guide was point. He also found the red chairs and said if not with them, they would feel insecure and they were not red, he could not find his way. could not complete the activities. Yet, one When he was going outside, he said that he student said that she felt too desperate even if preferred to go through the aisle which was in she knew guide was following her. She added the middle of the chairs and tables, because that, “…thinking constantly what to do, about he saw the silhouette of chairs. Also, when they the next step was really hard for me.” Two were carrying a cup of tea they were cautious students mentioned that they were not sure of and moved slowly. One student said “I feel like what they were doing, not perceiving location I am getting closer”. She said that trays were of the door, counter or seating area even if too bright (yellow) so that they were they were familiar with that café. They were noticeable. When she was going out, she afraid of hitting somewhere and falling down. found her way by touching the chairs. Material One student expressed her feelings as “even differences on the floor surface (contrast by one centimeter height made me feel as if I was

Melis Kocaoğlu and Prof. Dr. Halime Demirkan 20 JOURNAL OF CONTEMPORARY URBAN AFFAIRS, 3(3), 15-26/ 2019 dark gray ceramic and wood parquet) was a the situation from the perspective of people little bit noticeable for her. When she was who have diverse disabilities’ then; she passing to the seating area, some people were analyzed and evaluated the situation as a passing in front of her, so she hesitated and disturbing one and gave an example from her waited for them. father’s experience (CEa, CEe and CEr). She also argued that people with diverse abilities’ situation should be respected (AEv). Moreover, another student (S3) answered the same question with a similar response as: “I think they can feel uncomfortable, because unfortunately some people are looking at them in a different way. For instance, some people look at my father differently because of his illness; his lack of hair and loss of weight. This can actually happen to everyone, your ability to see may disappear suddenly or you may be Figure 2. Simulating visually impaired people’s daily- born with no vision or impairment. Even if you life activities in the café environment. (Source: want to have a sense of well-being, some Author1) people see you as sick. Also, I thought if I made a mistake like if I was pouring tea or I was falling, 4.3 Related to the Empathic Reflections people laugh at me.” This response also According to the responses of semi-structured includes both cognitive and affective interviews (see Table 1), all students expressed empathy reflections (CEa, CEe, CEr and AEd). their experiences empathically. Firstly, Moreover, student (S3) expressed empathy in empathic reflections about role-playing answering the question of ‘What did you learn experience (accordingly nine questions) were from role-playing act?’ as: “Even if I am familiar categorized and analyzed. Then, analysis of with this place, I had many troubles. So, I empathic reflections (accordingly three imagined a new student with visual questions) in design outcomes were reported. impairment, I felt bad for him/her. It would be Cognitive and affective empathic responses a difficult life here without any assistance.” This were scored and analyzed. The results showed response includes both cognitive and affective that cognitive empathic expressions were empathic reflections. Firstly, she mentions widely used than affective expressions. about her own experience and then she puts

herself in a new visual impaired student’s place 4.3.1 On Role-Playing Experience and she feels bad for him/her (which included The results showed that empathic reflections empathic concern) (AE) and imagined how were seen in each students responses ranging that situation might be difficult for him/her from one to four in role-playing experiences. (which included perspective taking) (CE). She Totally twenty-one responses were labeled as has felt bad, so it can be categorized as empathic expressions and categorized. For affective empathic distress (AEd). Also, she determining the empathic signs, the content of analyzed (CEa) her own experience and each response was analyzed. deduced (CEe) that he/she might have

trouble and difficulty. As one student (S2) expressed empathy in answering the question of ‘What did you think Another student (S1) expressed empathy in about what visually impaired people could answering the question ‘What did you learn possibly feel when other people are watching from role-playing act?’ as: “I need to check them?’ as: “In my opinion, if people have constantly on everything, even when I was diverse disabilities, other people should not putting the glass. I had to be careful about look at them differently because it was so putting the glass at the right place or going to disturbing. When my father was using the right place. So, visually impaired people wheelchair, people were looking at him need to be more careful than people who differently. I think, everyone can come to any have normal vision.” This response includes situation at any moment.” This response cognitive empathy, because she is expressing includes both cognitive and affective her own experience as she was visually empathy reflections, because she looked at impaired (included perspective taking), then

Melis Kocaoğlu and Prof. Dr. Halime Demirkan 21 JOURNAL OF CONTEMPORARY URBAN AFFAIRS, 3(3), 15-26/ 2019 associating it with visually impaired people’s empathy because the student (S1) compared conditions and, also, comparing visually the visually impaired people’s needs with her impaired with normal vision people as a result own and expressed the design problem by of her own analysis (CEa and CEe). thinking their capabilities and tried to find a solution.

4.4 Related to Design Reflections The role playing activities provided the necessary information to the students about visually impaired people’s capabilities. They stated that experiencing the activities positively affected their design decision making process. They recognized the problems that they were not aware of before and emphasized that interior architects should Figure 3. Simulating visually impaired people’s daily-life determine first disabled people’s problems, activities in the café environment. needs and expectations before starting to (Source: Author1) design. Besides, they all agreed that interior 4.3.2 On Design architects should pay attention for ‘design for Eight empathic expressions were found in the all’ approach and environments should be students’ responses related with design designed universally. They also recognized that problems, solutions and suggestions. Each the activities conducted in a space are student had one or two empathic expressions significant for design, so firstly the activities as design reflections. For example, one student should be analyzed, then they should start to (S9) responded to the question ‘To what extent design. For example, in designing a café has the knowledge you gained positively environment, one student emphasized that affected your design decision making” as: “I designer should think of two basic activities understood that visually impaired people need which are taking something from the counter something to orient them like a material and seating. So, designer should pay more change or putting guidance lines on the indoor attention for the counter and seating area’s floor surface. We as an interior architect should design. Students tried to generate solutions decide on colors, besides aesthetic concerns and suggestions by seeing the problems from a while considering people’s disabilities. So, the visually impaired people’s point of view color combination is good, but it does not (according to their role-playing experiences). mean anything for visually impaired people. Accordingly, their comments on color and They can see these colors nearly all the same”. light, orientation, safety, accessibility are the This response embraced empathy because he mostly expressed problematic issues that understood the needs of visually impaired visually impaired people might face in a café. people based on his experience, then he tried to propose solutions. In addition, he analyzed 4.4.1 Color and Light the existing color combination and decided All students mentioned about the significance that it was unsuitable for visually impaired of color and light for visually impaired people. people. Because of having little vision, insufficient color contrast and lighting were mostly expressed as Furthermore, one student (S1) answered the a problem. They suggested color contrasts question of ‘What could be the problems that instead of monochrome colors in furniture visually impaired people can encounter in material, since they obtained an café environment?’ as; “Even at entrances understanding that visually impaired people there is a material change, difference can differentiate dark and light colors. Beige seems less important to us but for visually and gray tones of chairs were found to be impaired people these are problematic. Also, unrealizable. One student suggested that irregular arrangement of furniture is important interior architects should choose appropriate for them, because visually impaired people are colors for visually impaired people, besides trying to figure out the area by their hand. The their aesthetic decisions and added that the more irregular it becomes, the more difficult it is color combination (beige, dark, gray, white) of to conceive it.” This response included seating area was aesthetically pleasant, but it

Melis Kocaoğlu and Prof. Dr. Halime Demirkan 22 JOURNAL OF CONTEMPORARY URBAN AFFAIRS, 3(3), 15-26/ 2019 does not mean anything for visually impaired 4.4.3 Safety people because they perceive these colors as The staircase, surface material of floor, type of the same. door and design of counter found to be problematic for safety concerns. Firstly, while I noticed that material change, using climbing up the steps, the students were light colors next to dark colors can scared to fall, as there were no handrails. For orient people, and you can safety concerns, students recommended understand better where you are. handrails at both sides of stairs and changing While wearing this type of glasses, I color of steps to be eye-catching. Also, non- noticed that there is a little vision, so slippery materials both on the floor and on the visually impaired people have little steps were suggested. vision and they can sense the light, so they need more day and/or artificial The area for carrying tray was felt me like I lighting. Also, increasing contrast was going to crash at any moment. So, it among materials, not preferring can be redesigned to make it safer. Also, monochrome colors can be good visually impaired people can crash into choices. (S2) sharp edges of counter (S2).

Lighting is mentioned as a crucial design They all agreed, if something is spilled, the characteristic by the students. They all agreed existing floor material (stone) can be slippery, it that adequate artificial lighting and day light in can be annoying that visually impaired people indoors should be provided for orientation and cannot see. The existing vestibule door found finding the cash point and seating area. to be unsafe and a sliding door with sensor was suggested. Lastly, they proposed that the Definitely, lighting is so important for visually counter needs to be redesigned because of its impaired people. I oriented myself sharp edges. accordingly white light (sign of café) which is located above the counter. Color contrast 4.4.4 Accessibility is also crucial because it was easy for me to Designed for accessibility concern, the see contrast colors. (S5) students suggested changing the location of cash point in order to be seen directly while 4.4.2 Way finding/Orientation entering the café. In addition, the seating area Students recognized the lack of orientation in found to be cluttered and need to be the café environment and said that if they redesigned, there should be a clear area were not guided, they would not know where around the seating area. All students preferred they were going. Also, they all agreed that to sit near the counter, and agreed the adequate artificial lighting and day light in distance from counter to the seating area was indoors should be provided for orientation. In adequate. Two of them said; if this place addition, they suggested provision of tactile (where she was sitting) are full, it’s too much surfaces and material change on the floor trouble for visually impaired people to reach surface. Besides, in order to provide 3-D the back tables. Moreover, one student perception they proposed cash point should recommended a special seating area for be colorful and guidance lines or points could visually impaired or blind people. She be covered with red LED lights. Some of them supported her ideas empathically; “…that emphasized as: area can be designed and visually impaired people can be directed there. Of course, other If he/she perceives light the path can be people can sit there, but they should know that illuminated with LED light lines, because I we (visually impaired people) have the priority. was directed to light and sound. (S8) I do not think that it can be stigmatizing because this kind of area prevents possible When I was looking for a place to sit, I hit problems.” one of the chairs and understood there was a seating area here. I did not see 5. Discussion anything because everything seemed as In this study, the students were required to black, I did not realized red but yellow and experience the built environment from visually white were the most noticeable colors. (S7) impaired people’s point of view. Previous

Melis Kocaoğlu and Prof. Dr. Halime Demirkan 23 JOURNAL OF CONTEMPORARY URBAN AFFAIRS, 3(3), 15-26/ 2019 studies showed that students have positive expressions. In design reflections; color and outcomes on empathic design understanding light, orientation, safety and accessibility issues through their design reflections and their were mostly expressed as design problems for perspectives on people with diverse abilities’ visually impaired people. conditions, needs, problems and expectations This study contributes a new finding to were enhanced (Altay and Demirkan, 2014; literature, since there are few studies Cardoso and Clarkson, 2012; Gomez-Lanier, concerned with visually impaired people’s 2018; McDonagh and Thomas, 2010). This study public space utilization. It was carried with a also showed that role-playing activity limited number of students, and future studies improved the perception of students through might profit from increasing the number of people with diverse user needs and helped students and using the same or different them to think more empathically towards the empathic modelling techniques in various problems of visually impaired people. This public spaces. Also, the amount of time for the approach is an appropriate one in trying to experiment might be increased and different understand real-life states as Altay & Demirkan activities might be conducted and it is (2014) stated. Besides students realized the proposed in other studies that designers could design characteristics of spaces that are built face-to-face interactions with real users, significant for visually impaired people because direct contact and communication (Gomez-Lanier, 2018). In this research, students play a significant role in developing empathy. did not obtain their empathic behavior from This work may be a guide for interior architects visually impaired users. They only tried to or people who are related with the public explore visually impaired people’s capabilities, space design. needs and expectations by imagination gained from their role-playing activities. 7. Acknowledgements Therefore, it is proposed in other studies that The authors wish to thank all participating designers should built face-to-face interactions graduate students for their contribution to the with potential people with diverse user needs, study. This study is conducted as a part of Ph.D because direct contact and communication studies of the first author at İ.D. Bilkent University. play a significant role in developing empathy (Altay, 2017; Kouprie & Sleeswijk Visser, 2009; Conflict of interests van Rijn et al., 2011). Generally, students The Author declares that there is no conflict of analyzed and evaluated the situations interests. empathically, compared the visually impaired people’s capabilities with theirs and gave References examples from their own experiences. Students Altay, B. (2017). Developing empathy towards underlined that they should empathize with, older adults in design. Educational help and have respect for people with diverse Gerontology, 43(4), 198-208. needs. http://dx.doi.org/10.1080/03601277.2016.12 73733 6. Conclusion Altay, B., Ballice, G., Bengisu, E., Alkan, S., & The analysis showed that graduate students Paykoç, E. (2016). Embracing student developed their empathic ability towards experience in education visually impaired people’s needs, capabilities through learner-centered instruction. and problems that they face in the built International Journal of Inclusive Education, environment. It was understood from their 20(11), 1123-1141. reflections that experiencing the empathic http://dx.doi.org/10.1080/13603116.2016.11 modelling provided them to understand and 55662 feel users’ conditions in-depth way. Students all Altay, B., & Demirkan, H. (2014). Inclusive agreed that they would take into design: Developing students’ knowledge consideration visually impaired people’s and attitude through empathic modelling. problems in their future designs. The role- International Journal of Inclusive Education, playing technique also revealed an 18(2), 196-217. improvement in the designer’s knowledge and http://dx.doi.org/10.1080/13603116.2013.76 design value system. 4933 Findings showed that cognitive empathic Batson, D.C., Fultz, J., Schoenrade, P. A. (1987). expressions were widely used than affective Distress and Empathy: Two qualitatively

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How to Cite this Article: Kocaoğlu, M and Demirkan, H. (2019). An Experiential Study on Empathic Design in Interior Architecture Education. Journal of Contemporary Urban Affairs, 3(3), 15-26. https://doi.org/10.25034/ijcua.2019.v3n3-2

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