Abstract

The purpose of this study is to investigate the power of qualitative design research for human-centered design and its inherent pedagogical value in which design places the user at the heart of the design process within traditional design studio settings. Based on Participatory Action Research (PAR) as a core educational methodology and pedagogy, this study challenges two primary questions: (1) how can we develop a studio curriculum based on constructivism to address the human and social empowerment of designing and (2) implement a PAR for authentic, reflective and collaborative learning experiences among designers and users/stakeholders through the entire research process in the industrial design studio? As a form of action research, a PAR provides a new approach to conduct qualitative research into design practices aligned with values that seek opportunities of improvement and design innovation. Based on PAR as a core educational philosophy and pedagogy, this study developed a new studio curriculum and encouraged students’ active and reflective learning by acknowledging the power of PAR and qualitative design research. A new curriculum was created to understand principles and procedures of PAR and to develop an “emic/etic,” insider/outsider, relationship and view through a spiral model composed of three phases of conducting the design research: plan/observe, act/design, and reflect/revise. From a case study, this paper illustrates how design students have learned, applied, and adapted human-centered design methods to develop a relationship with the investigated user and how students’ learning experiences through participatory action design empowered their capabilities to manage and complete the design project.