Fostering Empathy and Critical Engagement With Aging: Outcomes of a Sensory Loss Simulation

Abstract

Background: Experiential learning activities, like a sensory loss simulation, provide a tangible way to engage undergraduate students with complex social issues, such as aging, that intersect with health and social inequities. Traditional pedagogies often fail to challenge decline narratives that frame aging as individual responsibility rather than a shared process. Purpose: This study examines the outcomes of a sensory loss simulation designed to foster student reflection on aging, cultural attitudes, and intergenerational care. Method: The activity integrated a sensory loss simulation, Lipmanowicz and McCandless's 1-2-4-All discussion approach, and loose parts play to engage 83 sociology students. Qualitative data were collected via student-written reflections, tinfoil sculptures with accompanying narratives, and an exit survey. Analysis followed a grounded theory approach to identify prominent themes in the students’ responses. Findings: Individual reflections following the simulation revealed a self-future-focused mindset where students emphasized aging as a detriment and an individual responsibility. The tinfoil sculptures demonstrated a shift toward valuing intergenerational connections. Implications: Experiential activities can transform passive learning into critical engagement, equipping students with empathy and practical insights to challenge cultural scripts around aging. This approach holds promise for application across disciplines to foster inclusive, human-centered learning environments.