CONFERENCES
E&PDE 2026 - 28th International Conference on Engineering & Product Design Education
The Conference will bring together representatives from education and industry interested in sharing new perspectives on design education.
Knowledge Base Repository
In addition to research papers, the Design Society is developing several valuable resources for those interested in the study of design. These include a repository of PhD theses, a library of case studies and transcripts of design activities, and an archive of our newsletters. Please note that these resources are accessible exclusively to Design Society members.
THE IMPACT OF STAGE TRADITION DERIVED ROLE-PLAY ON DESIGN THINKING PEDAGOGY
Zarins, Martins; Inamura, Tokushu
Type:
Year:
2026
Editor:
Buck, Lyndon; Brisco. Ross; Bohemia, Erik
Author:
Series:
E&PDE
Institution:
Faculty of Design, Kyushu University, Japan
Page(s):
529 - 533
DOI number:
ISBN:
978-1-912254-24-8
ISSN:
3005-4753
Abstract:
Design Thinking education often employs embodied approaches such as role-playing to foster inclusivity and empathy. However, achieving psychologically and physically embodied empathy remains challenging. This study explores how role-playing in interdisciplinary design education can benefit from long-established stage traditions. We review previous role-play practices in design and apply a theatre-based method through a comparative case study. A two-day intensive Design Thinking course was delivered to two interdisciplinary university cohorts (2024: n=22, 2025: n=18). In 2024, conventional design skits were used for final presentations. In 2025, the program was co-taught by a theatre-trained facilitator, adapting Konstantin Stanislavski’s psychological character analysis (An Actor Prepares, 1936) to design pedagogy. This method integrates user needs with psychological motivations to embed narrative depth in service interactions. Module one employed character analysis questions: “Who is conversing? Where? When? Why? What changes in their relationship or environment?”, contextualizing user scenarios. Module two implemented psychological role-play, enabling participants to enact and complete user journeys organically. Surveys assessed interests, team contributions, learning gains, project outcomes, and free comments. Results indicate that the 2025 cohort emphasized embodied emotional understanding and relational designs over task focus (2024). Project themes shifted from infrastructural solutions to equity, diversity, inclusivity, and well-being (e.g., recharge zones, nature immersion, and disability support). Reflection time was reduced (14:48→12:32), and interest in continued study rose to 100% (from 91%). Integrating stage-based design significantly impacted the student output and learning outcomes. Future research should examine integration within combined curricula.
Keywords:
