Iterative Design: This approach involves a cyclical process of design, prototyping, testing, and refinement. The student would begin with initial sketches and concepts, creating low-fidelity prototypes (e.g., paper models, wireframes) to quickly explore different ideas. These prototypes would then be tested with target users (students) to gather feedback. Based on this feedback, the design would be iterated upon, with improvements made to usability, functionality, and aesthetics. This process would be repeated multiple times until a satisfactory design is achieved. The benefit of iterative design is its ability to identify and address usability issues early in the process, reducing the risk of costly rework later on. However, it can be time-consuming and may require significant resources for prototyping and testing.

Intuitive Design: This approach focuses on creating a design that is easy to understand and use without requiring extensive instruction. It relies on established conventions, metaphors, and affordances that users are already familiar with. The student would consider how students currently interact with devices and applications to incorporate familiar elements into the new device. For example, using a familiar pen-like input method or a clear visual hierarchy. User testing would still be crucial to ensure the design is truly intuitive. The benefit of intuitive design is that it reduces the learning curve and makes the device accessible to a wider range of users. However, it can be challenging to achieve perfect intuitiveness, and careful consideration must be given to cultural differences and individual user preferences. A key aspect is understanding mental models.

Comparison: Both approaches involve user feedback, but iterative design is more exploratory, while intuitive design is more focused on leveraging existing knowledge. In this case, a combination of both approaches would likely be most effective. Initial iterations could explore various functionalities, while subsequent iterations would focus on refining the user interface to make it as intuitive as possible. The student should prioritize user testing throughout the process to ensure the final design meets the requirements of ease of use and a seamless user experience.

Function: The primary function is to provide seating for park users. Consider different seating heights and depths to accommodate various users (e.g., elderly, disabled). The benches should be durable and weather-resistant.

Park User Needs (Accessibility): Include benches with varying heights to accommodate wheelchair users and individuals with mobility issues. Provide a mix of seating types (e.g., benches with and without armrests) to cater to different needs. Consider accessible pathways leading to the benches.

Aesthetics: The design should complement the park's environment. Consider the use of natural materials and colours that blend with the surroundings. The design should be visually appealing and inviting.

Material Selection: Consider durable and weather-resistant materials such as recycled plastic, timber treated for outdoor use, or metal with protective coatings. Prioritize materials with low maintenance requirements.

Sustainability: Use recycled or sustainably sourced materials. Design for disassembly to facilitate recycling at the end of the bench's life. Consider the embodied energy of the materials used.

Proposed Bench Design (Sketch): (A sketch would be included here, showing a bench with a slightly higher backrest for better support, a durable recycled plastic or timber seat, and a metal frame with protective coating. The design would incorporate a gentle slope for drainage.)

The 'Empathise' stage is the initial phase of design thinking focused on gaining a deep understanding of the target users – in this case, elderly individuals accessing the charity's services. Key activities include:

• User Research: This involves conducting interviews with elderly users to understand their needs, experiences, and pain points when interacting with the charity's services. Methods could include one-on-one conversations, focus groups, and observation of them using existing services.
• Observation: Observing elderly users in their natural environment (e.g., at the charity's premises, at home) to see how they interact with the services and identify any difficulties they encounter.
• Immersion: Experiencing the services firsthand to gain a personal understanding of the challenges faced by users. This might involve shadowing staff or participating in activities.
• Stakeholder Interviews: Talking to charity staff and other stakeholders to understand their perspectives on user needs and existing accessibility issues.

This stage is crucial because it helps to avoid designing solutions based on assumptions. By truly understanding the users' needs, we can develop products and services that are genuinely useful, relevant, and meet their specific requirements. Failing to empathise can lead to solutions that are ineffective or even frustrating for the intended users.