Conference Agenda

This study addresses the inadequate wayfinding signage system in the Seoul subway, which causes significant delays for people with reduced mobility (PRM), particularly wheelchair users, during transfers. We examined the information structure and visual accessibility of transfer signage from the PRM perspective. Using a shadowing method, we observed the movement of 30 unfamiliar wheelchair users across 10 transfer stations. The evaluation focused on information continuity, visual accessibility, location identifiability, and information hierarchy. Results indicated frequent information gaps and unrecognised signage due to structural obstructions and visual clutter. Crucially, inconsistencies and confusion surrounding lift locations were repeatedly observed. Based on these findings, we propose design principles for reconfiguring signage by spatial type, emphasising a continuous information flow using the “Preview–Decision–Reassurance” concept. This research offers foundational insights for developing a truly inclusive and barrier-free wayfinding system within the Seoul Metro network.

This paper explores how online design studios can become more inclusive by embracing their inherently ‘fuzzy’ nature as characterized by negotiated visibility, ambient awareness, and flexible participation. Through a series of co-design workshops with students, educators, and practitioners, we examined learner experiences and co-designed recommendations for future online studios. Findings reveal ten core studio values, including respect, care, agency, and joy, operationalized through tangible design features such as dynamic visibility, serendipitous interactions, and multi-dimensional content views. Mapping these recommendations to Universal Design for Learning (UDL) guidelines demonstrates strong alignment, suggesting that inclusive practices can emerge organically when learners actively shape studio environments. Rather than focusing solely on accessibility or reasonable adjustments, this study advocates for studios that foster belonging, creativity, and learner agency. The paper advocates for online studios as transformative spaces where diverse identities and learning journeys are supported through experiential, flexible, and inclusive design.

Large Language Models are increasingly integrated into UX design. However, their effectiveness in meeting visual accessibility requirements is under-explored. This research evaluates ChatGPT and Microsoft Copilot to generate visually accessible interfaces using a Research through Design methodology. First, an accessibility scoring system was created from the Apple, WCAG 2.2, and Microsoft accessibility guidelines. Second, design experiments were conducted using ChatGPT and Copilot, and the outputs were evaluated using the new scoring system. Findings indicate ChatGPT and Copilot can respond effectively to well-structured prompts, but they demonstrate low competence in executing visually accessible interfaces. This research makes two valuable contributions to the field. It accesses the state-of-the-art capabilities of AI-generated design for visual accessibility, proposing a balanced positioning of AI as an assistive tool rather than an autonomous designer; and, it provides a new ‘cross-standard’ scoring system and method for evaluating the visual accessibility of AI-generated outputs.

The global population is aging rapidly. Hearing loss (HL) constitutes the leading cause of years lived with disability for individuals over 70. With 42% of the 430 million people experiencing disabling HL aged 60 or older, and the majority of them residing in less developed regions, accessible intervention strategies are essential. This paper details an initial study from an ongoing project to develop a digital health intervention (DHI) for hearing screening and monitoring, specifically considering the difficulties faced by older users living in Brazil. User needs revealed critical design requirements, including simplified language, the need for adding images for guidance, and avoiding unfamiliar digital features. Moreover, the issues faced by those who need support to use Apps and Smartphones highlighted a need for alternatives beyond digital. These findings confirmed that focusing on diverse older adults as critical groups during design can benefit the development of inclusive DHIs.

This study presents an AI-assisted Design Improvisation Pedagogy integrating artificial intelligence with bodystorming in space design education. Built on a three-dimensional framework—Embodiment, Enactment, and Improvisation—an AI system was developed using Coze to generate emergent scenarios and guide improvisational performance. Validated over three semesters with 16 undergraduate students tackling extreme environment challenges, the system employed Retrieval-Augmented Generation (RAG) to deliver context-rich, adaptive prompts. Results showed strong correlation between AI support and enhanced improvisational creativity (r = 0.48), especially in spontaneous adaptability. Students often underrated their own performances, with significant gaps in Improvisation (p < 0.01). Material types influenced outcomes, with sound-based tasks producing the largest evaluation discrepancies. Findings highlight AI’s evolving role from tool to creative collaborator, offering a novel pedagogical model that merges embodied cognition, reflective practice, and AI to foster design thinking under constraints.