This paper presents a literature review conducted to establish the current state of the discussion on the topic of metacognition in design education based on a review of empirical studies that present the results of educational interventions that introduced aspects of metacognition to design students.

This paper presents a literature review conducted to establish the current state of the discussion on the topic of metacognition in design education based on a review of empirical studies that present the results of educational interventions that introduced aspects of metacognition to design students.

This paper presents a literature review conducted to establish the current state of the discussion on the topic of metacognition in design education based on a review of empirical studies that present the results of educational interventions that introduced aspects of metacognition to design students.

This paper presents a literature review conducted to establish the current state of the discussion on the topic of metacognition in design education based on a review of empirical studies that present the results of educational interventions that introduced aspects of metacognition to design students.

This paper presents a literature review conducted to establish the current state of the discussion on the topic of metacognition in design education based on a review of empirical studies that present the results of educational interventions that introduced aspects of metacognition to design students.

This paper presents a literature review conducted to establish the current state of the discussion on the topic of metacognition in design education based on a review of empirical studies that present the results of educational interventions that introduced aspects of metacognition to design students.

This paper presents a literature review conducted to establish the current state of the discussion on the topic of metacognition in design education based on a review of empirical studies that present the results of educational interventions that introduced aspects of metacognition to design students.

This paper introduces empathic design as a framework and a strategy that can be adopted by the emerging field of experience design (XD) to create meaningful experiences connected with people’s lives and needs.

This paper presents the conclusions of an empirical study aimed at (1) identifying educational practices in the academic design studio intended to promote empathy in industrial design students, and (2) identifying a broad range of expressions of student empathy for users and stakeholders (Spanish Version).

This paper presents the conclusions of an empirical study aimed at (1) identifying educational practices in the academic design studio intended to promote empathy in industrial design students, and (2) identifying a broad range of expressions of student empathy for users and stakeholders (English Version).

This paper explores the conditions in which Industrial Design (ID) students acquire the identity and culture associated with their profession. For this purpose, the author uses as a framework the concept of signature pedagogies­ in order to identify those conditions and explore how these mold the identity of future industrial designers.

This paper synthesizes a research proposal aimed to understand how empathy is expressed and developed by students in the context of an industrial design studio.

This paper proposes a methodology to use the potential of computation in corporate identity design and a reflection about the role of the designer in this process.

This paper proposes a theoretical framework to study and explore the use of design methods and practices to promote childhood learning.