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Universal Design Design Empathy
Dr. Hsing Mei Web Computing Laboratory
Computer Science and Information Engineering Department Fu Jen Catholic University
11/13/2012
Basic Design
• Design – Visual Design – Interface/Workflow Design – User Experience (UX)
• 4D Design Flow – 發現(Discover) : How? Why? – 定義(Define) – 發展(Develop) : Interdisciplinary Brainstorming – 傳遞(Deliver)
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• Universal Design in Architecture and Physical Environments – design of structures that anticipates the needs of individuals with disabilities and accommodates these needs from the outset
Universal Design
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Universal Design - History • American National Standards Institute (ANSI)
– 1961: Specifications for Making Buildings and Facilities Accessible to and Usable by people with physical disabilities
• Uniform Federal Accessibility Standard (UFAS) – Adapted ANSI standard for federally funded construction
• Fair Housing Amendment – 1988: Access guidelines to multiple housing units
• Americans with Disabilities Act – 1990: Mandatory conditions for public spaces
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Assistive Technology • Assistive technology device is
defined as “any item, piece of equipment, or product system, whether acquired commercially off-the-shelf, modified or customized, that is used to increase, maintain, or improve functional capabilities of individuals with disabilities.” – Assistive Technology Act of 1998
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圓環標誌 用以促使車輛駕駛人注意慢行,讓內環車輛優先通行,視需要設於圓環將近之處。
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連續彎路 連續彎路標誌先向左彎,用以促使車輛駕駛人減速慢行,設於路線具有反向曲線或連續轉彎。
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1. Equitable Use 2. Flexibility in Use 3. Simple and Intuitive Use 4. Perceptible Information 5. Tolerance for Error 6. Low Physical Effort 7. Size and Space for Approach and Use
Universal Design Architectural Principles
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通用設計 7 原則 1. 公平使用:這種設計對任何使用者都不會造成傷害或使其受窘
2. 彈性使用:這種設計涵蓋了廣泛的個人喜好及能力。
3. 簡易及直覺使用:不論使用者的經驗、知識、語言能力或集中力如何,這種設計的使用都很容易了解。
4. 明顯的資訊:不論周圍狀況或使用著感官能力如何,這種設計有效地對使用者傳達了必要的資訊。
5. 容許錯誤:這種設計將危險及因意外或不經意的動作所導致的不利後果降至最低。
6. 省力:這種設計可以有效、舒適及不費力地使用。
7. 適當的尺寸及空間供使用:不論使用者體型、姿勢或移動性如何,這種設計提供了適當的大小及空間供操作及使用。
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Equitable Use • The design is useful and marketable to people
with diverse abilities – Provide the same means of use for all users:
identical whenever possible; equivalent when not. – Avoid segregating or stigmatizing any users. – Provisions for privacy, security, and safety should
be equally available to all users. – Make the design appealing to all users.
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Flexibility in Use
• The design accommodates a wide range of individual preference and abilities. – Provide choice in methods of use. – Accommodate right- or left-handed access and
use. – Facilitate the user's accuracy and precision. – Provide adaptability to the user's pace.
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Simple and Intuitive Use • Use of the design is easy to understand,
regardless of the user's experience, knowledge, language skills, or current concentration level. – Eliminate unnecessary complexity. – Be consistent with user expectations and intuition. – Accommodate a wide range of literacy and
language skills. – Arrange information consistent with its
importance. – Provide effective prompting and feedback during
and after task completion. 25
Perceptible Information • The design communicates necessary information
effectively to the user, regardless of ambient conditions or the user's sensory abilities. – Use different modes (pictorial, verbal, tactile) for
redundant presentation of essential information. – Provide adequate contrast between essential
information and its surroundings. – Maximize "legibility" of essential information. – Differentiate elements in ways that can be
described (i.e., make it easy to give instructions or directions).
– Provide compatibility with a variety of techniques or devices used by people with sensory limitations. 26
Tolerance for Error • The design minimizes hazards and the adverse
consequences of accidental or unintended actions. – Arrange elements to minimize hazards and errors:
most used elements, most accessible; hazardous elements eliminated, isolated, or shielded.
– Provide warnings of hazards and errors. – Provide fail safe features. – Discourage unconscious action in tasks that require
vigilance.
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Low Physical Effort
• The design can be used efficiently and comfortably and with a minimum of fatigue. – Allow user to maintain a neutral body position. – Use reasonable operating forces. – Minimize repetitive actions. – Minimize sustained physical effort
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Size and Space for Approach and Use
• Appropriate size and space is provided for approach, reach, manipulation, and use regardless of user's body size, posture, or mobility. – Provide a clear line of sight to important elements
for any seated or standing user. – Make reach to all components comfortable for any
seated or standing user. – Accommodate variations in hand and grip size. – Provide adequate space for the use of assistive
devices or personal assistance.
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• Universal Design for Learning – design curricula with the needs of all learners in mind, so that, methods, materials and assessments are usable by all.
Universal Design
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The Application of “Design Empathy” through “Contextual Inquiry” to
“Orange Beneficence”
Prof (Dr.) YEN Ching Chiuan 顏慶全
Division of Industrial Design National University of Singapore
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Good Design
Human Needs
Emerging Technology
Social Trends
“To create meaningful innovations, you need to know your users and care about their lives.”
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Empathizing Empathy is the foundation of a human-centered design process. To empathize, you: •Observe. View users and their behavior in the context of their lives. •Engage. Interact with and interview users through both scheduled and short ‘intercept’ encounters. •Immerse. Experience what your user experiences.
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Empathize
Contextual Inquiry. go for stories. everyone should capture notes. Take pictures. do not rely on memory.
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Senior Obsevation
• Webcam 101 for Seniors.... – http://www.youtube.com/watch?v=FcN08T
g3PWw • CNN Interview
– http://www.youtube.com/watch?v=7wvvRIFOVAU&NR=1
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Digital Magnifier Digital Magnifier provides a direct interface between user and technology by having one single function – enlarging information shown on the screen like a traditional magnifying glass.
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Rock On is a rocking chair designed for special needs children with Attention Deficit Hyperactivity Disorder (ADHD) who constantly need to seek vestibular stimulation in a classroom context.
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