Reversed Voodoo
C&A
MD&C
U&S
In short
Limitations in verbal expression and external factors, such as healthcare intimidacy and lacking pain reference scales, make it hard to express pain for children aged 4-7. Improved pain expression could optimize the response appropriateness, perhaps by healthcare robots. As a result, the research question 'How do children envision non-verbal pain assessment on an external agent through tangible embodiment' has been investigated by the use of co-creation sessions during a semester-long research project in the second year of my bachelor's in Industrial Design.
grade
collaboration
course
COACHES
Pass
Roos van Berkel
Amna Strojil
Eva Veldhorst
Amber Baars
Project 3
Health
The process
Through co-design with children, their vision on pain assessment was explored using tangible embodiment. Additional participant profiles were established as well as peer assessments of each co-cdesign creation for in-depth analysis. The following instruments have been used for this:
1
Survey
Establish participant profile
2
Co-design
Explore envisionment
of pain
1
Interview
Peer assesment
of designs
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Findings
Pain indication
Method
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Tangible embodiment as facilitator
Future connection to external agent
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In general, size variety and colour choice (red, orange, yellow/pink respectively) were preferred for indicating pain intensity.
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More tangible crafting methods were preferred for pain indication (e.g., pasting).
However, drawing was often used for personalisation, which may suggest a desire to be able to identify with the external agent for easier pain expression.
Great enthusiasm was expressed towards the playful tangible embodiment, potentially revealing that this may be a method for facilitating pain-related conversations.
Zoomorphic robots like MiRo-E are often used in hospitals to distract children from their pain. However, the desired interaction with MiRo-E depends on the pain experience of the child. In the future, the self-evaluation method could be connected to MiRo-E, providing a more empathic response to the child.
Learning points
In contrast to past projects that required a managing role due to a lack of discipline in the group, Project 3 focused on developing communicative skills within a motivated team. I faced challenges with task distribution and learned to advocate for myself and ensure equal efforts from all team members while considering individual ambitions. This collaboration shifted my leading role to a natural observer, emphasizing the importance of communication in coordinating the team's efforts effectively.
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The project provided an opportunity to explore a balance between positions in collaborative projects, recognizing that combined efforts surpass individual contributions with good structure and communication. The project aligned with my goal of integrating participatory design, facilitating the development of my vision. Also, by attending a workshop on involving unusual participants in participatory design, I discovered a passion for designing visual and tangible approaches for learning and sense-making.
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In fact, I recognized the value of tangibility in Design Thinking, which also aligned with my professional workflow of using templates in online collaborative environments, employed for effective collaboration, ideation and communication of ideas. Furthermore, working with vulnerable target groups highlighted the importance of closing the communicative gap and considering the appropriateness of design for the chosen audience. As a result, I acknowledged the challenge of balancing academic research professionalism with the practical execution of a study that matches the living world of children, necessitating informal phrasings. Also, involving stakeholders and conducting pilot studies demonstrated the value of considering diverse perspectives and tailoring design activities to this.
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Overall, the project helped me grow in communication, observation, empathy, and understanding the importance of customization and collaboration in design projects. I also gained clarity about my professional interests and the skills I want to focus on in the future.