Creating a toolkit to build empathy for designers

Overview

Despite empathy being included as a phase in "design thinking" processes, existing empathy tools for designers are simple and easy to use but can easily be completed based on assumptions rather than knowledge about a person. For example, empathy mapping does not address the depth – or time - required to develop genuine, felt empathy and focuses on filling in boxes for a specific user or group during a project rather than developing an empathetic mindset in design students and professionals. To address this issue, we are building on our previous work in meaningful play, intuitive interaction, and co-design to develop empathy toolkits for designers. This VRES project builds on a 2025 funded research initiative (Boost funding through School of Design), in which we have begun to develop an initial prototype toolkit aimed at helping designers cultivate empathy within the design process. It also extends other previously funded initiatives (e.g. Memory Mosaics funded by Design Lab) and aligns with ongoing work in design pedagogy and empathy-driven design (see the QUT Design Lab's work on Meaningful Play: https://research.qut.edu.au/designlab/projects/meaningful-play/). Finally, it builds on one of our outputs (co-design toolkit) developed as part of DP200100723. The proposed VRES project will contribute to further development and refinement of the empathy toolkit we are developing through the Boost funding. The core research activities will involve successful students in a process including horizon scans of currently available toolkits, contextual reviews and analysis of currently available toolkits. Depending on the students' interests and capabilities, activities may involve creating a cohesive visual identity, contributing to high-fidelity prototypes, conducting user testing, and iterating on the underlying game mechanics.

Research engagement

The student will be actively involved in the design research, comparative analysis and evaluation framework development required for the development of the empathy toolkit. They will assist with the iterative testing and refinement of the framework and documentation and reporting. Depending on the students' interests and skills, they may be involved in the iterative development stage of the toolkit. This will include activities such as visual design development, fabrication of high-fidelity prototypes, planning and conducting user testing sessions, and documenting the design process.

Research activities

As a core practice within research about, for, and through design, prototyping enables the rapid materialisation of ideas, allowing researchers and designers to explore concepts and generate new knowledge. The student will work with the project supervisor Prof Thea Blackler, Dr Nicole Vickery and Dr Jane Turner and will participate in a range of research-led design activities, including: Conducting a comparative review: Conducting a focused review of existing design toolkits (e.g. IDEO) Analysis (Context review): Analysing existing design toolkits and creating comparative tables. Developing a framework for evaluation: Using the comparative work in order to develop a framework for evaluation that will be used with our own empathy toolkit ideation: Contributing to the development and refinement of concepts related to the empathy toolkit, including potential interactions, mechanics, and user scenarios. And possible activities (depending on successful students' skills): Visual design and production: Creating visual assets and developing a cohesive visual identity for the toolkit, including fabrication of high-fidelity prototypes using both digital and physical media. Playtesting sessions: Assisting in the design and facilitation of user testing sessions to evaluate the toolkit's effectiveness, and analysing feedback to guide iterative improvements

Research skills

Through this project, the student will develop a range of research and design skills, including: Literature and Context Review: Conduct a focused review of existing design toolkits (e.g. IDEO), including toolkits used in design practice, education, and social innovation which may be relevant to the goal of empathy building. Comparative Analysis: Analyse the structure, content, and use of selected toolkits. Identify key patterns, strengths, limitations, and opportunities across different approaches. Evaluation Framework Development: Develop a clear and well-structured evaluation framework (criteria and dimensions) that can be used to assess the effectiveness, usability, and impact of design toolkits. Iterative Testing: Assist with testing and refining the evaluation framework through discussion, feedback, and trial application. Documentation and Reporting: Document findings clearly and systematically. Contribute to project reports and presentations to support the ongoing development of our own toolkit. Possible extension depending on student backgrounds, skill sets (and interests): Research through Design (RtD): Gaining experience with iterative, practice-based research methods common in industrial, interaction and communication design. Visual communication exploration: Investigating contemporary trends and applying them to the development of a visual identity for the toolkit. Prototyping and user testing: Designing, fabricating, and refining high-fidelity prototypes; planning and conducting testing sessions with users

Outcomes

The expected outcomes of this project include: A contextual review of current design toolkits A comparative analysis of design toolkits A framework for evaluation that can be used in the development and iteration of our empathy toolkit. And possible outcomes (depending on student capacity):Contribution to a refined high-fidelity prototype of the empathy toolkit, incorporating feedback from user testing. A user testing and outcomes report, documenting the design process, participant feedback, and key insights. A visual identity developed for the toolkit, suitable for future dissemination or publication. Potential contribution to a co-authored publication or conference submission, depending on the quality and maturity of the outcomes.

Skills and experience

Essential skills: Design research skills, Visualisation skills (e.g. from DYB122 and/or visualisation units in ID, IXD or Vis Com) Favourable skills: Games design experience (e.g. from interactive narrative design DXB205), Fabrication experience (e.g. from Introducing Design Fabrication DYB121)

Start date

2 November, 2026

End date

19 February, 2027

Location

KG

Additional information

We will provide regular supervision meetings, necessary materials if ideation and testing is conducted, and any ethics clearance that is required. VRES activity for this project will occur during both research sessions.

Keywords

• empathy
• deisgn toolkit
• reviewing
• evaluation

Contact

Thea Blackler

31397030

a.blackler@qut.edu.au