Persona design aims to increase students’ ability to understand their target users and address their needs. Yet, there is a lack of conceptual frameworks that help students systematically conceptualise user needs, specifically the two key requirements of persona design: representativeness and empathy. In this study, we find an alternative method using cultural dimensions to ensure that students conceptualise personas by reflecting representativeness and empathy in a systematic way. We justify cultural dimensions and engagement aspects and suggest a classified table for representative and empathetic persona design. In a design course, we analyse personas created by students in two different groups with the table (Group 1, n = 16) and without the table (Group 2, n = 17) through comparative thematic analysis to evaluate the qualities of representativeness and empathy. As a result, the cognitive aspect of engagement is predominated in Group 2, whereas the cognitive, emotional, behavioural, and social aspects of engagement are evenly distributed in Group 1. 11 cultural dimensions are identified in Group 2, whereas 20 cultural dimensions are identified in Group 1. In Group 2, a particular dimension is predominant (44.4% of individualism), whereas, in Group 1, the rate of the most used dimension is 12.2% (femininity and collectivism). The study results indicate that the method allows students to diversify and deepen their understanding of user needs and thereby conceptualising personas in in-depth and analytical ways. From instructional perspectives, it can be used by educators to help students systematically conceptualise user needs in design activities.

中文翻译：

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角色设计：通过文化融合实现代表性和同理心

人物角色设计旨在提高学生了解目标用户并满足他们需求的能力。然而，缺乏概念框架来帮助学生系统地概念化用户需求，特别是角色设计的两个关键要求：代表性和同理心。在这项研究中，我们找到了一种利用文化维度的替代方法，以确保学生通过系统地反映代表性和同理心来概念化人物角色。我们论证了文化维度和参与方面的合理性，并建议了一个用于代表性和同理心角色设计的分类表。在设计课程中，我们分析了两个不同组的学生创建的人物角色，其中包含表格（第 1 组，n  = 16）和不包含表格（第 2 组，n = 16） =17）通过比较主题分析来评估代表性和同理心的品质。因此，参与的认知方面在第 2 组中占主导地位，而参与的认知、情感、行为和社交方面均匀分布在第 1 组中。第 2 组中确定了 11 个文化维度，而第 2 组中确定了 20 个文化维度在第 1 组中。在第 2 组中，某个特定维度占主导地位（个人主义为 44.4%），而在第 1 组中，最常用维度的比例为 12.2%（女性气质和集体主义）。研究结果表明，该方法使学生能够多样化和加深对用户需求的理解，从而以深入和分析的方式概念化角色。从教学的角度来看，