{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/132567"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/132567","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Designing for empathy in higher education: a multiple case study of team-based learning with the empathic user experience research process (EUXRP)","abstract":"Empathy is increasingly recognized as a critical educational and professional competency, yet its integration into interdisciplinary design education often remains superficial, instrumentalized, or unevenly applied. This dissertation introduces and examines the Empathic User Experience Research Process (EUXRP)—a structured, iterative pedagogical framework designed to cultivate empathy as a sustained, ethically grounded, and socially responsive practice across diverse cultural and disciplinary contexts. Drawing on theories of participatory design, constructivist learning, intercultural communication, and transformative pedagogy, EUXRP reframes empathy not as a discrete design phase but as an embodied, relational, and reflective stance toward users, collaborators, and future stakeholders. Using a qualitative, constructivist multiple case study approach, the study investigates three university-level courses in the United States and South Korea—spanning environmental design, disability design, and teacher education—to explore how students develop empathy through immersive role-play, user-expert engagement, and collaborative meaning-making. Findings indicate that empathy development is nonlinear, emotionally complex, and shaped by cultural norms, requiring intentional scaffolding, psychological safety, and context-responsive facilitation. Across all cases, EUXRP supported perspective transformation, professional identity development, and enhanced capacities in ethical reasoning, inclusive communication, and justice-oriented design. As a modular and transferable framework, EUXRP advances empathy-based pedagogy and offers concrete tools for educators seeking to integrate equity, ethics, and experiential learning into human-centered curricula.","abstract_html":"Empathy is increasingly recognized as a critical educational and professional competency, yet its integration into interdisciplinary design education often remains superficial, instrumentalized, or unevenly applied. This dissertation introduces and examines the Empathic User Experience Research Process (EUXRP)—a structured, iterative pedagogical framework designed to cultivate empathy as a sustained, ethically grounded, and socially responsive practice across diverse cultural and disciplinary contexts. Drawing on theories of participatory design, constructivist learning, intercultural communication, and transformative pedagogy, EUXRP reframes empathy not as a discrete design phase but as an embodied, relational, and reflective stance toward users, collaborators, and future stakeholders. Using a qualitative, constructivist multiple case study approach, the study investigates three university-level courses in the United States and South Korea—spanning environmental design, disability design, and teacher education—to explore how students develop empathy through immersive role-play, user-expert engagement, and collaborative meaning-making. Findings indicate that empathy development is nonlinear, emotionally complex, and shaped by cultural norms, requiring intentional scaffolding, psychological safety, and context-responsive facilitation. Across all cases, EUXRP supported perspective transformation, professional identity development, and enhanced capacities in ethical reasoning, inclusive communication, and justice-oriented design. As a modular and transferable framework, EUXRP advances empathy-based pedagogy and offers concrete tools for educators seeking to integrate equity, ethics, and experiential learning into human-centered curricula.","abstract_has_math":false,"creators":["Moon, Eunmi Kim"],"institution":"University of Illinois Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Informatics","degree_department":null,"school":null,"contributors":["McDonagh, Deana","Salamanca, Juan","Guntzviller, Lisa","Kim, JungMi"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025-12","date_published":"2025-12","updated_at":"2026-07-22T22:25:07Z","subjects":["Empathy-Based Pedagogy","Empathic User Experience Research Process (EUXRP)","Empathy Development","Role-playing in Education","Team-Based Learning","Experiential Learning"],"languages":["en"],"rights":["Copyright 2025 Eunmi Moon"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/2142/132567","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["McDonagh, Deana","Salamanca, Juan","Guntzviller, Lisa","Kim, JungMi"]},{"key":"dc:creator","label":"Author","values":["Moon, Eunmi Kim"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2025-12","2025-12-03"]},{"key":"dc:type","label":"Dc Type","values":["text","Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Informatics"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Empathy-Based Pedagogy","Empathic User Experience Research Process (EUXRP)","Empathy Development","Role-playing in Education","Team-Based Learning","Experiential Learning"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2025 Eunmi Moon"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://hdl.handle.net/2142/132567"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Empathy is increasingly recognized as a critical educational and professional competency, yet its integration into interdisciplinary design education often remains superficial, instrumentalized, or unevenly applied. This dissertation introduces and examines the Empathic User Experience Research Process (EUXRP)—a structured, iterative pedagogical framework designed to cultivate empathy as a sustained, ethically grounded, and socially responsive practice across diverse cultural and disciplinary contexts. Drawing on theories of participatory design, constructivist learning, intercultural communication, and transformative pedagogy, EUXRP reframes empathy not as a discrete design phase but as an embodied, relational, and reflective stance toward users, collaborators, and future stakeholders. Using a qualitative, constructivist multiple case study approach, the study investigates three university-level courses in the United States and South Korea—spanning environmental design, disability design, and teacher education—to explore how students develop empathy through immersive role-play, user-expert engagement, and collaborative meaning-making. Findings indicate that empathy development is nonlinear, emotionally complex, and shaped by cultural norms, requiring intentional scaffolding, psychological safety, and context-responsive facilitation. Across all cases, EUXRP supported perspective transformation, professional identity development, and enhanced capacities in ethical reasoning, inclusive communication, and justice-oriented design. As a modular and transferable framework, EUXRP advances empathy-based pedagogy and offers concrete tools for educators seeking to integrate equity, ethics, and experiential learning into human-centered curricula.","Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2026-02-19 without embargo terms","The student, Eunmi Moon, accepted the attached license on 2025-12-03 at 11:53.","The student, Eunmi Moon, submitted this Dissertation for approval on 2025-12-03 at 11:54.","This Dissertation was approved for publication on 2025-12-03 at 14:00.","DSpace SAF Submission Ingestion Package generated from Vireo submission #23043 on 2026-02-19 at 18:26:41"]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Designing for empathy in higher education: a multiple case study of team-based learning with the empathic user experience research process (EUXRP)"]}]}],"canonical_facts":{"dc:contributor":["McDonagh, Deana","Salamanca, Juan","Guntzviller, Lisa","Kim, JungMi"],"dc:creator":["Moon, Eunmi Kim"],"dc:date":["2025-12","2025-12-03"],"dc:description":["Empathy is increasingly recognized as a critical educational and professional competency, yet its integration into interdisciplinary design education often remains superficial, instrumentalized, or unevenly applied. This dissertation introduces and examines the Empathic User Experience Research Process (EUXRP)—a structured, iterative pedagogical framework designed to cultivate empathy as a sustained, ethically grounded, and socially responsive practice across diverse cultural and disciplinary contexts. Drawing on theories of participatory design, constructivist learning, intercultural communication, and transformative pedagogy, EUXRP reframes empathy not as a discrete design phase but as an embodied, relational, and reflective stance toward users, collaborators, and future stakeholders. Using a qualitative, constructivist multiple case study approach, the study investigates three university-level courses in the United States and South Korea—spanning environmental design, disability design, and teacher education—to explore how students develop empathy through immersive role-play, user-expert engagement, and collaborative meaning-making. Findings indicate that empathy development is nonlinear, emotionally complex, and shaped by cultural norms, requiring intentional scaffolding, psychological safety, and context-responsive facilitation. Across all cases, EUXRP supported perspective transformation, professional identity development, and enhanced capacities in ethical reasoning, inclusive communication, and justice-oriented design. As a modular and transferable framework, EUXRP advances empathy-based pedagogy and offers concrete tools for educators seeking to integrate equity, ethics, and experiential learning into human-centered curricula.","Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2026-02-19 without embargo terms","The student, Eunmi Moon, accepted the attached license on 2025-12-03 at 11:53.","The student, Eunmi Moon, submitted this Dissertation for approval on 2025-12-03 at 11:54.","This Dissertation was approved for publication on 2025-12-03 at 14:00.","DSpace SAF Submission Ingestion Package generated from Vireo submission #23043 on 2026-02-19 at 18:26:41"],"dc:format":["application/pdf"],"dc:identifier":["https://hdl.handle.net/2142/132567"],"dc:language":["en"],"dc:rights":["Copyright 2025 Eunmi Moon"],"dc:subject":["Empathy-Based Pedagogy","Empathic User Experience Research Process (EUXRP)","Empathy Development","Role-playing in Education","Team-Based Learning","Experiential Learning"],"dc:title":["Designing for empathy in higher education: a multiple case study of team-based learning with the empathic user experience research process (EUXRP)"],"dc:type":["text","Thesis"],"thesis:degree_discipline":["Informatics"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Illinois Urbana-Champaign"]},"updated_at":"2026-07-22T22:25:07Z"}