One of the "cousin" methods we use in Modern QFD is called
Kansei Engineering, which I often translate as emotional quality (when used by itself) or lifestyle deployment (when combined with QFD).
The original concept creator, Dr. Michio Nagamachi, also uses it for ergonomics (both physical and emotional) in order to elevate a produce above its pure functionality.
In a January 5, 2013 article in the New York Times by Al Baker,
"Ergonomic Seats? Most Pupils Squirm in a Classroom Classic", the subject of school chairs interested me greatly. It seems that even today, most schools see chairs as a means to corral children so they can learn in the traditional school settings that date back to the 19th century 5-S approach: sit straight, speak only when spoken to, study only the books we approve, store easily, and save money.
Saving money seems to still trump the others, as schools continue to buy chairs that will last 30-50 years. Despite a German study and recent experience that children's comfort and engagement are improved with more ergonomic and mobile chairs, schools are slow to change. Professor Galen Cranz in her 1998 book "The Chair: Rethinking Culture, Body and Design," wished child movement were accorded more consideration.
From a QFD and Kansei perspective, children should be seen as "customers" and users of the chair. Today's classrooms, group work, electronics, and other educational tools should be observed in "gemba" visits (actually go to a classroom and see how teachers and students interact), so that 21st century chairs and desks can be created to help children achieve their educational goals.
I know observing children is problematic, and adjustments to the gemba methods must be made. You may find these papers helpful:
- "Jurassic QFD" (1999) where children were observed in a petting zoo during the design of an animatronic triceratops
