Technologies · Year 5

Active learning ideas

Empathy in Design: Understanding User Needs

Active learning works for empathy in design because students must physically engage with real users to grasp diverse perspectives. By interviewing peers, creating personas, and observing needs firsthand, students move beyond abstract ideas to concrete, user-centered insights.

• ACARA Content Descriptions
• AC9TDI6P05

• 25–45 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Role Play
• 30 min · Pairs

Pairs: User Interviews

Students pair up and role-play as designers interviewing potential users for a playground tech tool, like an interactive sign. Each asks prepared questions about needs and barriers, then switches roles. Pairs summarize findings on a shared chart.

Explain how understanding user perspectives improves design.

Facilitation Tip

During User Interviews, model open-ended questioning like 'What frustrates you when using this app?' to guide students beyond yes/no answers.

What to look for

Provide students with a picture of a common technology product (e.g., a remote control, a simple app interface). Ask them to list two potential user needs that this product addresses and one way it might be difficult for a specific user group to use. Collect responses to gauge understanding of user needs.

• Apply
• Analyze
• Evaluate
• Social Awareness
• Self-Awareness

Activity 02

• Role Play
• 45 min · Small Groups

Small Groups: Persona Creation

Groups receive photos of diverse users and build visual personas with details on age, abilities, preferences, and challenges. They add quotes from imagined interviews. Groups present personas to explain design implications.

Design a user persona for a specific target audience.

Facilitation Tip

For Persona Creation, provide a template with labeled sections so students focus on needs rather than creative flair.

What to look for

Students create a user persona for a classmate. They then swap personas and use a checklist to evaluate: Does the persona include a name, age, and a clear goal? Are at least two potential technology challenges listed? Are the needs clearly stated? Students provide one suggestion for improvement to their partner.

• Apply
• Analyze
• Evaluate
• Social Awareness
• Self-Awareness

Activity 03

• Role Play
• 40 min · Whole Class

Whole Class: Design Critique

Display images of everyday tech products. Class discusses strengths and weaknesses from different user views, voting on improvements. Record critiques on a class board for reference.

Critique a product's design based on the needs of diverse users.

Facilitation Tip

In Design Critique, assign roles such as 'user advocate' to ensure all voices are heard before voting on improvements.

What to look for

Pose the question: 'Imagine you are designing a new learning app for Year 5 students. How would you ensure it works well for someone who is new to using computers and also for someone who uses technology every day?' Facilitate a class discussion, guiding students to connect empathy with design choices.

• Apply
• Analyze
• Evaluate
• Social Awareness
• Self-Awareness

Activity 04

• Role Play
• 25 min · Individual

Individual: Empathy Mapping

Students select a product and fill empathy maps with what users say, think, do, and feel. They reflect on one change to better meet needs. Share maps in a gallery walk.

Explain how understanding user perspectives improves design.

Facilitation Tip

During Empathy Mapping, ask students to use sticky notes for each quadrant to visually organize feelings, thoughts, and challenges.

What to look for

Provide students with a picture of a common technology product (e.g., a remote control, a simple app interface). Ask them to list two potential user needs that this product addresses and one way it might be difficult for a specific user group to use. Collect responses to gauge understanding of user needs.

• Apply
• Analyze
• Evaluate
• Social Awareness
• Self-Awareness

A few notes on teaching this unit

Start with concrete examples students recognize, like school apps or playground equipment, to ground abstract empathy in tangible experiences. Avoid rushing to solutions; instead, push students to explain why a design fails before brainstorming fixes. Research shows that when students articulate user struggles clearly, they design more inclusive solutions.

Students will demonstrate empathy by identifying specific user needs, articulating challenges, and proposing design solutions that address those needs. Success looks like thoughtful personas, insightful interview questions, and clear critiques that prioritize functionality over aesthetics.

---

Watch Out for These Misconceptions

• During User Interviews, watch for students who assume their own preferences represent all users.

  Prompt them to ask follow-up questions like 'How does this work for someone who uses a screen reader?' to uncover diverse needs.

• During Persona Creation, watch for students who create vague or overly similar personas.

  Have them include specific details like age, hobbies, and a clear 'day in the life' scenario to highlight differences.

• During Design Critique, watch for students who focus on visual appeal rather than usability.

  Use the 'user advocate' role to redirect comments to phrases like 'This button confuses a first-time user because...'.

---

Methods used in this brief

• Role Play