This paper is in response to the manuscript entitled “Empathic design: Imagining the cognitive and emotional learner experience” (Tracey and Hutchinson in Educ Technol Res Dev 67(5):1259–1272, 2019) from a research perspective. The original manuscript provides a theoretical and empirical foundation of an instructional design approach—empathic design—where designers, during the design process, predict how learners would feel while engaging in the final design solution. Empathic design has significant implications in the “shift to digital” during the pandemic. That is, when designing the remote learning experience, instructional designers need to project into the remote contexts and predict learners’ engagement experiences in these contexts. To address the “shift to digital” remote learning, empathic design needs to be extended with two important considerations, including learners’ engagement and the context in which engagement occurs. This paper discusses how empathic design can be applied to consider four types of engagement (i.e., behavioral, cognitive, affective, and social engagement) and three contextual features (e.g., physical environment, technological, and social features) in order to best support learner experiences in the “shift to digital” remote learning during the pandemic.
Projecting learner engagement in remote contexts using empathic design