Projecting learner engagement in remote contexts using empathic design
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Projecting learner engagement in remote contexts using empathic design Kui Xie1 Accepted: 10 November 2020 © Association for Educational Communications and Technology 2020
Abstract This paper is in response to the manuscript entitled “Empathic design: Imagining the cognitive and emotional learner experience” (Tracey and Hutchinson in Educ Technol Res Dev 67(5):1259–1272, 2019) from a research perspective. The original manuscript provides a theoretical and empirical foundation of an instructional design approach—empathic design—where designers, during the design process, predict how learners would feel while engaging in the final design solution. Empathic design has significant implications in the “shift to digital” during the pandemic. That is, when designing the remote learning experience, instructional designers need to project into the remote contexts and predict learners’ engagement experiences in these contexts. To address the “shift to digital” remote learning, empathic design needs to be extended with two important considerations, including learners’ engagement and the context in which engagement occurs. This paper discusses how empathic design can be applied to consider four types of engagement (i.e., behavioral, cognitive, affective, and social engagement) and three contextual features (e.g., physical environment, technological, and social features) in order to best support learner experiences in the “shift to digital” remote learning during the pandemic. Keywords Empathic design · Engagement · Learning context · Remote learning · Pandemic The pandemic has expedited the movement of schools and universities shifting classes to remote and digital learning. These dramatic changes call for instructional designers to design effective remote learning experiences in new and diverse contexts. Tracey and Hutchinson’s (2019) ETR&D article entitled “Empathic design: Imagining the cognitive and emotional learner experience” responds to this call by providing a theoretical and empirical foundation of an instructional design approach—empathic design. Empathy refers to the ability to understand and share feelings of another person (Cooper 2011). Being empathic in the design process requires the designer to “get closer to the lives and experiences of (putative, potential or future) users, in order to increase the likelihood that * Kui Xie [email protected] 1
Department of Educational Studies, College of Education and Human Ecology, The Ohio State University, 29 West Woodruff Avenue, Ramseyer Hall 322A, Columbus, OH 43210, USA
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the product or service designed meets the user’s needs” (Kouprie and Visser 2009, pp. 437–438). Tracey and Hutchinson (2019) situated the concept of empathic design in a medical education setting. They presented empathic design as an instructional design approach where designers, during the design process, predict how learners would feel while engaging in the final design solution. Their mixed-method exploratory study examined how empathic design was reflected in
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