Project Title: 
Seeing Differently: Experiential Learning Through Color‑Blind Simulations for Inclusive Design

Project Description:
The thesis examines the widespread yet often overlooked issue of color vision deficiency (CVD), a visual condition affecting roughly 342 million people worldwide. When designers rely solely on color to convey information, individuals with CVD can misinterpret or miss important cues, underscoring the need for more inclusive design practices. Traditional design curricula frequently treat accessibility as a checklist rather than fostering empathy through experience.

This study develops and evaluates an experiential learning module that uses immersive virtual‑reality and augmented‑reality simulations to heighten design students’ awareness of CVD. The module aims to educate students about the science and prevalence of CVD, instil inclusive design principles and guidelines, and provide concrete VR/AR experiences accompanied by reflection activities and design tasks. A mixed‑methods research design is adopted; approximately seventeen undergraduate design students participate across multiple workshop sessions, completing pre‑ and post‑surveys, reflective journals and hands‑on design exercises. Quantitative data (pre‑ and post‑empathy scores, design evaluations) are analyzed alongside qualitative data (journals, observations) to assess changes in knowledge, empathy and practice.

Findings indicate a dramatic reduction in color‑only designs (from 13 to 2) and increased use of multimodal encodings, such as patterns and labels. Students reported that VR simulations were immersive and emotionally impactful, while mobile AR tools were practical for testing designs; combining both modalities maximized learning. Reflective entries showed that students internalized the value of redundant encoding and planned to adopt high‑contrast palettes, patterns and labels in their future work. These results support the hypothesis that experiential learning via VR/AR can enhance sensitivity to color accessibility and translate into inclusive design decisions.
The thesis concludes that immersive experiential learning effectively cultivates empathy, knowledge and inclusive design practices among design students, and provides evidence‑based guidelines for integrating such modules into design education.

Committee Members:

Susan Melsop (Advisor), Shadrick Kuteh, Chris Ross

Keywords:
Accessibility, Augmented Reality (AR), Color Vision Deficiency (CVD), Design Empathy, Experiential Learning, Inclusive Design, Mixed Methods Research, Universal Design, Virtual Reality (VR)

Exhibition Artifact: 
Color Accessibility - Experiential Design Module

Artifact Description:
The "Seeing Differently" platform functions as an interactive learning management system specifically engineered to facilitate the E.T.A. framework through a responsive, micro-learning interface. By organizing content into weekly, expandable modules, the site effectively bridges the gap between digital theory and physical application, utilizing a dual-view architecture that empowers instructors with robust management tools. Central to this experience is the Interactive Vision Simulator, a browser-based tool enabling users to instantly toggle between normal vision and various CVD modes like Protanopia, Deuteranopia, and Tritanopia to observe real-time hue shifts. This is complemented by the Immersive Experience Hub, which provides dedicated portals for VR and AR integration, complete with setup guides and a digital "Observation Notes" interface for logging simulation insights. Furthermore, the Redesign Laboratory offers a structured environment for iterating on real-world systems through accessibility-first principles, while the Resource Library serves as a centralized hub for essential materials like the PDF handbook and WCAG 2.1 rubrics. 

Technical Description:
Format: Github Website
Specifications: HD MP4 (H.264), 1920 × 1080 px, 16:9 horizontal