Design Shapes Experience

DESIGN · noun
“A plan or drawing produced to show the look and function or workings of something before it is made.”
—Adapted from the Oxford Dictionary

My earliest understanding of design grew through painting and sculpture. In that world, I learned to look closely at harmony, composition, balance, proportion and the relationship between individual elements and the whole.

During my MSc in Multimedia, this visual foundation expanded into information and interaction design. The work of Edward Tufte introduced me to the clarity and discipline of information design, while Hans Rosling demonstrated how thoughtful data visualisation could make complex realities understandable and engaging.

I also studied software interfaces and human–computer interaction, examining qualities such as visibility, usability, consistency, recognition and accessibility. Design was no longer only about how something looked. It determined how people understood, navigated and experienced the world around them.

“Good design does more than make something usable; it helps people feel capable.“

Designed by Someone

This shift in perspective was liberating. Almost everything with which we interact—an object, interface, building, transport system, service or learning environment—has been shaped by design decisions.

The language used to evaluate a painting may differ from that used to evaluate an application or public service, but many underlying questions are shared. Is the structure coherent? Can people understand what is expected? Are important elements visible? Does the experience accommodate different needs? Does the design support people, or place unnecessary obstacles in their way?

Every design also reflects assumptions. Its creator makes decisions about who the user is, what they know, what they can do and how they are expected to behave. When these assumptions are too narrow, people may be excluded or made to feel that they are the problem.

From Frustration to Agency

When teaching Multimedia, I devoted time to evaluating design across varied situations—from websites and airport navigation systems to chairs and kitchen utensils. Students learned to look beyond personal frustration and identify the design decisions shaping their experience.

It was rewarding to watch them move from passive users to confident critics. They began to recognise that difficulty is not always evidence of personal inadequacy; sometimes it reveals a problem with the object, interface or system.

I later used the same approach while supporting older adults with digital technology. Many arrived feeling defeated by their phones, tablets or computers. Alongside helping them complete a task, I encouraged them to recognise unclear instructions, inconsistent interfaces and unnecessarily complicated processes.

Understanding the design changed their relationship with the technology. Instead of assuming that they were incapable, they could evaluate the tool, experiment with it and make informed choices.

Accessibility as a Foundation

I am especially interested in accessibility and inclusive design. Accessibility should not be treated as an optional feature added after a product or service has been created. It belongs at the beginning of the design process.

Thoughtful design can expand participation for disabled people, older adults, people working in an unfamiliar language and anyone navigating temporary or situational barriers. Clear language, flexible forms of interaction, readable information and compatibility with assistive technologies often improve an experience for everyone.

Inclusive design begins by recognising human variation. It asks designers to listen, test their assumptions and involve the people whose lives will be affected by what they create.

Questions I Continue to Explore

• What helps people recognise when difficulty lies in a design rather than in themselves?
• How do design decisions influence confidence, participation and independence?
• Whose needs and experiences are assumed during the design process?
• How can complex information be made understandable without oversimplifying it?
• How can accessibility be embedded from the beginning rather than added afterwards?