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This study explored Human-centered Design with 27 university students, from humanities/arts (HA) or technology (TE). Working in heterogeneous teams in terms of background, students attended a university school in a mountain resort, lasting two days. This challenged them to reinterpret a shared space in the area, and to design technology-based solutions for it, by prioritising the perspectives of people from the area. Through the school, students came to experience the messy nature of design for ill-defined complex problems. Ad-hoc-created materials helped students of varying backgrounds navigate the design process. Working with others from different disciplines offered them valuable insights. For instance, TE students learned the complexity of understanding people and the value of HA thinking, while HA students appreciated TE considerations of solution feasibility. The reported work highlights benefits of diverse student teams in education and reflects on similar initiatives.

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Human-Centred Design as a Learning Experience for Heterogeneous Groups of Students

  • 会议论文

  • 发表日期：

    2025年

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  • Elena Cicuto,
  • Letizia Bollini,
  • Rosella Gennari

摘要

This study explored Human-centered Design with 27 university students, from humanities/arts (HA) or technology (TE). Working in heterogeneous teams in terms of background, students attended a university school in a mountain resort, lasting two days. This challenged them to reinterpret a shared space in the area, and to design technology-based solutions for it, by prioritising the perspectives of people from the area. Through the school, students came to experience the messy nature of design for ill-defined complex problems. Ad-hoc-created materials helped students of varying backgrounds navigate the design process. Working with others from different disciplines offered them valuable insights. For instance, TE students learned the complexity of understanding people and the value of HA thinking, while HA students appreciated TE considerations of solution feasibility. The reported work highlights benefits of diverse student teams in education and reflects on similar initiatives.