Title: Assessing the impact of experiential teaching methods on learning outcomes in design studies for barrier-free built environments

Authors: D. Shivaram Reddy; Kanna Siripurapu

Addresses: Department of Interior Design, School of Arts and Design, Woxsen University, Kamkole, 502345, India ' University of Guelph, Ontario, Canada

Abstract: Incorporating inclusive design principles into built environments is important to promote universal accessibility. Designing inclusive spaces requires a good understanding of users and their needs. In this context, the present study aims to design a framework for teaching barrier-free built environments to undergraduate design students through experiential learning. Role play and virtual reality exercises were integrated into the curriculum to encounter and examine the complexities of barriers in the built environments. Role-play exercises allow students to personally experience the challenges encountered by physically challenged people when accessing barriers in built environments. Virtual reality technology provides the experience of visually challenged users. The outcome of the experiential teaching method suggests a change in the students' attitude, knowledge, behaviour, and sensitivity toward barriers in built environments. Our observations suggest that integrating experiential and cognitive learning frameworks encourages more compassionate and inclusive behaviour among the pupils.

Keywords: barrier-free built environments; experiential learning; socially responsive knowledge; empathy; disability; inclusive built environments; role-play; virtual reality; user experience.

DOI: 10.1504/JDR.2024.143687

Journal of Design Research, 2024 Vol.21 No.3/4, pp.280 - 300

Received: 29 Jun 2024
Accepted: 28 Oct 2024
Published online: 03 Jan 2025 *

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