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The integration of design with the applied social sciences is relatively new. Designfirms began experimenting with the social sciences in the early 1980s. The experiment was design-driven, with social scientists being brought in to serve the design process. The evolution of influence that the social sciences have had on the design process mirrors changes seen over time in the social sciences. For example, behaviorists believed that only observable behaviors could be studied scientifically. Ethnographic approaches to design research in practice today seem to have their roots in the behaviorist tradition. Later, the cognitive revolution of 1960s and 1970s moved the focus from behavior to the information- processing model of the mind. Much of the usability research within human computer interface design borrowed its theoretical framework from cognitive psychology. The social sciences were slower to suggest methodologies and tools that could help designers access the emotional experience of users in a manner that would support their ideation process (Dandavate, Sanders and Stuart, 1996). The emerging participatory design approach acknowledges that it is possible to gain access to the experiencer’s world only through his/her participation in expressing that experience. So we can see now, at the end of 1999, that there is a common ground, a new territory being formed by the reciprocal respect between designers and social scientists. It is clear that social science still has much to offer design, just as design has much to offer the social sciences.

This paper is a descriptive and qualitative case study of the emotional brand identity design process of an educational experience. The main goal concerns the exploration of methods, techniques, and approaches that visual communication design students use to interpret and apply emotion-driven design to two client-sponsored brand identity development projects—Center for Automotive Research and The Supreme Court of the Ohio. The participants in this study include twenty senior level students of a design program at a major university, the general public, the prospective users, and representatives from the client organizations. This study examines the design and application of a range of tools and methods for expressing, capturing, and applying emotion-driven experience to a brand identity development process from the design students’ perspectives during a 10-week academic quarter. In this case study, the emotional branding course outline utilized visual communication design problem-solving processes defined by four key design phases: Discovery Research, Design Definition, Design Concept, and Design Demonstration/Expression. The researchers of this study formulated a framework for the presentation of the various emotion-driven design tools based on adaptations of a reliable body of knowledge of pertinent literature. This study identifies emotion-driven design issues of concern to the participants and discusses the influences of these concerns on the design development of the selected projects.

This poster presents the efforts of a graduate student team that developed a board game design to engage children living with diabetes, as well as their friends and parents, in personal health management. Diabetes has multi-leveled health and life style management requirements, and employing a game format can simplify complex concepts in appealing ways and motivate appropriate behavior. The students applied participatory design research methodologies to co- design with subject matter experts, educators, care providers, and end-users. The students utilized game design strategy, character design, and storytelling to develop an emotionally connected and fun activity where game players interact with each other while learning about personal health management. The authors summarized this collaborative design process and shared the learning experiences of the students.

Children with ASDs (Autism Spectrum Disorders) have different cognitive disorders. Social interaction is the most discussed area that they fail to establish and develop. Social skills help the child to establish his/her social interaction. In order to teach social skills to children with ASDs, they should be emotionally engaged in the process of teaching. In this research, set of Patterns – based on Christopher Alexander’s Pattern Language - are proposed that could help to understand what emotionally engaging design opportunities exist for teaching social skills to the children with ASDs at the early preschool ages (2 to 5). These social skills and related issues are discussed in the proposed patterns: Communication of Needs and Ideas, Joint Attention, Entry/Approach Skills, Eye Contact, Maintenance Skills, Play, Social Interaction, and Emotional Expression. Patterns with uniform structure and format were developed based on the literature review, informal observations, discussion sessions with parents and instructors of children with ASDs, and industrial design perspective.

Supplemental Material, Figures_-Supplemental_Material for Developing Evidence-Based Design Guidelines for Medical/Surgical Hospital Patient Rooms That Meet the Needs of Staff, Patients, and Visitors by Steven A. Lavender, Carolyn M. Sommerich, Elizabeth B-N Sanders, Kevin D. Evans, Jing Li, Radin Zaid Radin Umar and Emily S. Patterson in HERD: Health Environments Research & Design Journal

This report is focused on the main outputs of a co-design and generative tools workshop with partners and key players from the Making Sense communities, in which the main results were targeted for use “on the ground” with collective ownership by those who would benefit the most from them. It is an enriched textual and visual summary of the workshop, its methods and main exercises, aiming at producing flexible and encompassing participatory framework for urban citizen sensing. The document is structured as follows: Section 1) Co-Creation and Participation in Community Engagement describes the main purposes, key activities and outcomes of the co-design and generative tools workshop; Section 2) Open Shared Framework to Build and Sustain Communities describes the framework that emerged in the final session of the workshop, while also drawing from presentations and exchanges that took place throughout the two days; Section 3) Proposing a Minimally Viable Open Manifesto for Making Sense puts forward a set of principles or guidelines as recommendations for conducting a participatory approach within community engagement contexts for collective environmental monitoring., JRC.I.2-Foresight, Behavioural Insights and Design for Policy