Empathy-Driven Student Transformations: Bridging the Gap in Software Development for Inclusive User Experiences
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| Title: | Empathy-Driven Student Transformations: Bridging the Gap in Software Development for Inclusive User Experiences |
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| Language: | English |
| Authors: | Jami Cotler, Eszter Kiss, Dmitry Burshteyn, Megan Hale, Amani Walker, John Slyer |
| Source: | Information Systems Education Journal. 2025 23(1):32-45. |
| Availability: | Information Systems and Computing Academic Professionals. Box 488, Wrightsville Beach, NC 28480. e-mail: publisher@isedj.org; Web site: http://isedj.org |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Computer Software, Empathy, Inclusion, Skill Development, Design, Computer Science Education, Courses, Accessibility (for Disabled), Access to Computers, Student Attitudes, Attitudes toward Disabilities, Assistive Technology, Usability, Web Sites, Technology Uses in Education, Compliance (Legal), Active Learning, Attitude Change, Universities, College Seniors |
| ISSN: | 1545-679X |
| Abstract: | Developing empathy skills is crucial for software developers to create user-centric solutions and design exceptional user experiences addressing the diverse needs of customers. This paper presents the findings of a quasi-experimental study that aimed to enhance empathy among computer science students through the exposure of two interventions utilizing teaching accessibility design. The study included 15 participants from a computer science course. Qualitative data analysis of participants' reflections highlighted the transformative impact of the interventions, as participants expressed changes in their views towards people with impairments and reported the development of technical and soft skills, as well as enhanced empathy. The interventions also motivated participants to make changes to their team website designs, prioritize accessibility, and apply their learnings in their professional lives. A second measure assessed in this study was an expert website review which provided valuable feedback for improvement and yielded a high average score for screen reader accessibility. By equipping future computer scientists with these skills, we can ensure that technology meets the diverse needs of all users, promoting inclusivity and enhancing user experiences. [Note: The publication year (2024) shown in the citation on the PDF is incorrect. The correct publication year is 2025. The volume number (22) shown in the citation on the PDF is incorrect. The correct volume number is 23.] |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1462117 |
| Database: | ERIC |
| Abstract: | Developing empathy skills is crucial for software developers to create user-centric solutions and design exceptional user experiences addressing the diverse needs of customers. This paper presents the findings of a quasi-experimental study that aimed to enhance empathy among computer science students through the exposure of two interventions utilizing teaching accessibility design. The study included 15 participants from a computer science course. Qualitative data analysis of participants' reflections highlighted the transformative impact of the interventions, as participants expressed changes in their views towards people with impairments and reported the development of technical and soft skills, as well as enhanced empathy. The interventions also motivated participants to make changes to their team website designs, prioritize accessibility, and apply their learnings in their professional lives. A second measure assessed in this study was an expert website review which provided valuable feedback for improvement and yielded a high average score for screen reader accessibility. By equipping future computer scientists with these skills, we can ensure that technology meets the diverse needs of all users, promoting inclusivity and enhancing user experiences. [Note: The publication year (2024) shown in the citation on the PDF is incorrect. The correct publication year is 2025. The volume number (22) shown in the citation on the PDF is incorrect. The correct volume number is 23.] |
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| ISSN: | 1545-679X |
