A First-time Investigation of Psychosocial Inclusivity in Design; Inclusive Supermarket Design for Older Individuals

Abstract

As a first-time investigation of 'psychosocial inclusivity' in design, this paper introduces and establishes the concept of psychosocially inclusive design, and explores it within the context of supermarket shopping for older individuals, as one instrumental activity of daily living. Inclusive design theory and practice have been predominantly concerned with issues of physical access, limiting its scope and relevance to the wider more complex psychosocial issues. Employing research triangulation and rigorous empirical investigations, this paper advances the 2 fundamental understanding, extends the general research agenda, and pushes the current boundaries of inclusive design towards non-physical inclusion by identifying any possible psychosocial constructs. Four constructs including 'Cognitive', 'Emotional', 'Social', and 'Value' were identified in the context of supermarket shopping through ethnographic interviews; creative workshop; and observations conducted with a total of 58 older individuals. The results may play a crucial role in establishing the theoretical foundations to the concept of psychosocial inclusivity in design.

Full text

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. Design Research, Vol. 17, Nos. 2/3/4, 2019 93
Copyright © The Author(s) 2019. Published by Inderscience Publishers Ltd. This is an Open Access Article
distributed under the CC BY license. (http://creativecommons.org/licenses/by/4.0/)
A first-time investigation of psychosocial inclusivity
in design: inclusive supermarket design for older
individuals
Yonghun Lim*
Department of Design and Engineering,
Faculty of Science and Technology,
Bournemouth University, UK
Email: ylim@bournemouth.ac.uk
*Corresponding author
Joseph Giacomin
Department of Design,
College of Engineering, Design and Physical Sciences,
Brunel University London, UK
Email: joseph.giacomin@brunel.ac.uk
Yuanyuan Yin
Faculty of Art and Humanity,
Winchester School of Art,
University of Southampton, UK
Email: y.yin@soton.ac.uk
Farnaz Nickpour
Department of Civil Engineering and Industrial Design,
School of Engineering,
University of Liverpool, UK
Email: farnaz.nickpour@liverpool.ac.uk
Abstract: As a first-time investigation of ‘psychosocial inclusivity’ in design,
this paper introduces and establishes the concept of psychosocially inclusive
design, and explores it within the context of supermarket shopping for older
individuals, as one instrumental activity of daily living. Inclusive design theory
and practice have been predominantly concerned with issues of physical access,
limiting its scope and relevance to the wider more complex psychosocial issues.
Employing research triangulation and rigorous empirical investigations, this
paper advances the fundamental understanding, extends the general research
agenda, and pushes the current boundaries of inclusive design towards
non-physical inclusion by identifying any possible psychosocial constructs.
Four constructs including ‘cognitive’, ‘emotional’, ‘social’, and ‘value’ were
identified in the context of supermarket shopping through ethnographic
interviews; creative workshop; and observations conducted with a total of
58 older individuals. The results may play a crucial role in establishing the
theoretical foundations to the concept of psychosocial inclusivity in design.

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Keywords: ethnographic interview; creative workshop; observation;
supermarket shopping; older people; inclusive design; human-centred design;
psychosocial inclusivity.
Reference to this paper should be made as follows: Lim, Y., Giacomin, J.,
Yin, Y. and Nickpour, F. (2019) ‘A first-time investigation of psychosocial
inclusivity in design: inclusive supermarket design for older individuals’,
J. Design Research, Vol. 17, Nos. 2/3/4, pp.93–124.
Biographical notes: Yonghun Lim is a Lecturer in Product Design in the
Department of Design and Engineering at Bournemouth University. He is
specialised in design for inclusion and human-centred innovation. His research
emphasis on how the design of products, services, system, and built
environments can be both physically and psychosocially inclusive. His past
research has centred on the exploration of both individual and community
wellbeing and quality of life by using human-centred design approaches in
various contexts such as mobility service, older people’s supermarket shopping
and community wellbeing at Heathrow airport.
Joseph Giacomin is a Professor of Human Centred Design at Brunel University.
He teaches human factors with emphasis on matters of perception and emotion,
and guest lectures widely at universities, governmental organisations and
businesses. He is a Fellow of the Institute of Ergonomics and Human Factors
(FErgS), a Fellow of the Royal Society for the encouragement of Arts,
Manufactures and Commerce (FRSA), a member of the Associazione per il
Disegno Industriale (ADI) and a member of the Royal Photographic Society
(RPS).
Yuanyuan Yin is an Associate Professor of Design Management at the
Winchester School of Art, University of Southampton. Her research has been
concentrated on promoting business performance through developing design
and brand strategies, understanding customers and users, supporting design
collaboration, and improving innovation in product design. In recent years, she
focused on research in inclusive service design for the ageing population. As
Principal Investigator, he has led research projects funded by the Economic and
Social Research Council (ESRC) and University of Southampton.
Farnaz Nickpour is a Reader in Inclusive Design and Human Centred
Innovation at University of Liverpool. He leads the Inclusive Design Research
Lab in the United Kingdom, is a Fellow of the Royal Society for the
encouragement of arts, manufactures and commerce (FRSA), a member of
Institute of Engineering Designers (MIED), and Scientific Advisory Board for
Design for Inclusion (AHFE). Her work explores critical and contemporary
dimensions of design for inclusion and meaning centred innovation, across
healthcare and mobility sectors. He has 30+ academic publications and has won
awards for her work as a human centred design researcher and educator.
This paper is a revised and expanded version of a paper entitled ‘Beyond
accessible aisles? Psychosocial inclusivity of shopping experience: an
ethnographic investigation’ presented at DRS2018 25-28, Limerick, Ireland,
25 June 2018.

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1 Introduction
An ageing population with substantial disposable income and more active roles in
society, coupled with an increasingly vocal community of people with disabilities, are
leading to the increasing visibility of social isolation, inequality, and need for inclusivity
beyond physical access (Hedvall, 2013; Nickpour et al., 2012; Gaver and Martin, 2000;
Demirkan, 2007; Imrie and Hall, 2003; Demirbilek and Demirkan, 1998).
Inclusive design is one approach for addressing these issues and for moving towards
greater diversity and equality (Da Silva et al., 2013; McCarron et al., 2013; Suzman and
Beard, 2011; Stephanidis and Emiliani, 1999). As a design philosophy, inclusive design
aims to provide better life opportunities for as many people as possible through the
design of accessible products, environments and services (Coleman et al., 2007).
Whilst generally recognised as good practice, it can be argued that the application of
inclusive design as a positive, responsible and holistic approach has been rather limited
(Persson et al., 2015). It is now often argued that further exploration, evaluation and
development is needed in order to achieve genuine and holistic inclusivity within our
increasingly diverse and complex societies (Frye, 2013; Hedvall, 2013; Nickpour et al.,
2012; Gaver and Martin, 2000; Demirkan, 2007; Imrie and Hall, 2003; Demirbilek and
Demirkan, 1998). Furthermore, in the wider world of design, intangible aspects in areas
such as meaning centred design (Giacomin, 2017; Verganti, 2013); design for subjective
wellbeing (Jordan et al., 2017); human centred design (Giacomin, 2014; Brown, 2009);
experience design (Hassenzahl et al., 2010; Pullman and Gross, 2004; Hekkert et al.,
2003); emotional design (Norman, 2005); and pleasurable design (Jordan, 2002) have
been well explored. However, the existing theory and practice of inclusive design still
predominantly focus on accessibility and physical aspects of experience, thus there
appears to be an opportunity for integrating further research which addresses the
psychological and social aspects of inclusion. In this paper, these non-physical aspects of
inclusivity involving psychological and social aspects are referred to as ‘psychosocial
inclusivity’. Lim (2018) suggests a definition of psychosocial inclusivity as “the
provision of equal or equitable opportunities in design for a better quality of life for as
many people as possible, considering both psychological and social factors” based on
theoretically informed research. This paper adopts this as a working definition.
The notion of ‘psychosocial’ is usually described as a multidisciplinary and
context-dependent concept. The term ‘psychosocial’ has been defined as “the close
relation between psychological factors (emotion, behaviour, cognition) and the
socio-cultural context” (Psychosocial Working Group, 2003). It has been used to enhance
the individuals’ quality of life and well-being (Andersen et al., 2014; Thirsk et al., 2014;
Ruggeri et al., 2013; Vernooij-Dassen et al., 2010; Rodgers et al., 2005; Ruddy and
House, 2005; Psychosocial Working Group, 2003; Cooke et al., 2001) since the 1950s,
mainly in medical and psychiatry journals, and its usage has increased since the 1990s
(Roseneil, 2014).
As the first step to explore the concept of psychosocial inclusivity in design, older
individuals’ supermarket shopping activity was selected as an ethnographic context in
this study.
Older individuals are one of the key beneficiaries of inclusive design along with
individuals with disabilities (Hedvall, 2013; Nickpour et al., 2012; Gaver and Martin,
2000; Demirkan, 2007; Imrie and Hall, 2003; Demirbilek and Demirkan, 1998). The
United Nations (United Nations, Department of Economic and Social Affairs, Population

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Division, 2017) refers to the older population aged 60 and over which were adopted to
refer to the target group i.e. ‘older individuals’, alongside similar terms such as ‘older
person/people’, ‘elderly people’, ‘senior citizens’ and ‘older adults’.
Inclusive design is applied in various contexts such as the design of transport systems,
services and facilities, education, products and goods, premises and built environment
(Casserley and Ormerod, 2003). Within these contexts, practical implications for
psychosocially inclusive design are often evaluated through instrumental activities of
daily living (IADL). These are essential activities for independent living by humans
(Spector et al., 1987), especially older individuals (Katz, 1983; Lawton and Brody, 1970).
IADL include housework, preparing meals, taking medication, managing money,
shopping for groceries or clothing, use of the telephone or other forms of communication,
and transportation within the community.
Amongst those activities, shopping is one activity which is strongly influenced by
both physical and non-physical aspects – an individuals’ physical and health conditions,
geographic availability (Ishikawa et al., 2013; Yakushiji and Takahashi, 2014; Aggarwal
et al., 2014; Pettigrew et al., 2005; Chow et al., 2014; Rose and Richards, 2004; Aylott
and Mitchell, 1998) and socioeconomic status (Ishikawa et al., 2017; Pechey and
Monsivais, 2016; Ministry of Agriculture et al., 2014). Shopping is also frequently
associated with other daily activities such as personal transportation, money management
and preparing meals (Spector et al., 1987).
In addition, supermarket shopping for older individuals is considered to be one
important contributor to independent lifestyle and choice of diet (Lang and Hooker, 2013;
Thompson et al., 2011). Physical aspects of store environment such as queues at
checkouts, parking access, accessibility of products on the shelves, and the availability of
food products in appropriate sizes (Moschis et al., 2004; Hare, 2003; Hare et al., 2001;
Goodwin and McElwee, 1999; Dychtwald, 1997; Moschis, 1992) have been discussed as
critical issues that impact older individuals’ supermarket shopping experience. While
issues of physical inclusivity are evident, combinations of psychological, social, and
health factors such as mental illness, social isolation (Davies and Knutson, 1991),
entertainment (Tongren, 1988), the attitude of staff, and social interaction (Leventhal,
1997; Moschis et al., 2004) also affect the supermarket shopping experience of older
individuals.
It has been suggested that shopping activity affects not only physical well-being, but
also the psychological and social well-being of older individuals (Amarantos et al.,
2001). These aspects of well-being are linked to quality of life, which is defined as “a
multi-faceted concept comprised of subjective evaluations of material, physical,
emotional and social well-being” (Felce and Perry, 1995). Since supermarket shopping
involves a rich mixture of both physical and psychosocial considerations, it was selected
as the ethnographic context for the current study.
The remaining sections of the study consisted of exploratory investigations performed
in order to identify possible constructs or factors which contribute to the psychosocial
inclusivity construct. Two research questions were established to achieve study purpose:
• Do psychosocial aspects affect older individuals’ supermarket shopping experience?
• What are the possible psychosocial constructs that need to be considered for better
inclusivity in individuals’ supermarket shopping?

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2 Methodology
2.1 Choosing methods for the study
This research conducted three empirical investigations which are the human centred
design tools (Giacomin, 2014) including ‘ethnographic interviews (semi-structured)’
(Spradley, 2016), ‘creative workshop’ (Steen et al., 2011), and ‘fly-on-the-wall
observation’ (Robson and McCartan, 2016). It can be expected that use of more than one
method for collecting data (data triangulation) provides multiple perspectives and greater
validity to enhance the degree of confidence and rigour in the results (Robson and
McCartan, 2016; Denzin, 2017; Jick, 1979).
The ethnographic interviews were conducted in order to identify existing
psychosocial constructs in older individuals’ supermarket shopping based on their
previous shopping experiences. From this, an initial list of psychosocial constructs was
created.
The creative workshop was conducted in order to identify any undiscovered
psychosocial constructs in the ethnographic interviews. The initial list of psychosocial
constructs was updated in this stage.
Non-participant observation was conducted to identify any possible psychosocial
constructs of the participants’ real-world supermarket shopping experience which usually
cannot be detected by verbal interactions such as interview and workshop discussions and
in order to develop the findings of the two former methods. For this, the findings of the
former two methods were used to create a checklist which helps researchers to not miss
any existing psychosocial aspects identified in the former methods. Also, the former
findings were used as an initial structure in the observational data analysis stage. A
diagram of the complete research methodology applied is shown in Figure 1.
Figure 1 The research methodology
2.2 Sampling
Supermarket shopping reflects personal preferences and also links to the individuals’
socio-economic conditions (Ishikawa et al., 2017). Table 1 presents the best-known

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supermarket brands in the UK regarding the marketing distinction of high, middle, or
low-cost supermarkets (Pechey and Monsivais, 2015). Their market penetration and
number of stores are also provided for reference (USDA Foreign Agricultural Service,
2016).
Table 1 The best-known UK supermarkets categorised by target customers
Category by cost Supermarket Market share (2016) Number of stores (2016)
High-cost Waitrose 5.4% 350
M&S 4.3% 914
Medium-cost Tesco 28.2% 3,493
Sainsbury’s 16.0% 1,312
Asda 15.6% 626
Morrisons 10.4% 569
The Co-operative 6.5% 4,000
Low-cost Aldi 6.2% 620
Lidl 4.6% 630
Iceland 2.1% 864
In 2015, for example, over 99.7% of the UK households (n = 24,828/24,879) used
medium-cost supermarkets such as Tesco, Sainsbury’s, and Asda for their major
shopping (Pechey and Monsivais, 2015). Further, these medium-cost supermarkets have
more than double market share (76.70%) and number of stores (8,720) compared to those
of other two categories.
Therefore, older individuals who shop at least once in a fortnight in medium-cost
supermarkets were selected for the three investigations. A total of 58 participants were
selected.
Table 2 provides the details and numbers of the participants involved in each
investigation. A research ethics approval was granted by the research Ethics Committee
of Brunel University and the University of Southampton. Prior to each investigation,
information sheet, ethical and consent forms were provided.
Table 2 The three selected investigations and their variables
Investigation Total number of participants Gender (M/F)
Background interviews 31 10/21
Creative workshop 19 5/14
Non-participant observations 8 3/5
3 Data collection and analysis
3.1 Ethnographic interviews
3.1.1 Ethnographic interview protocol
As the first investigation, ethnographic interviews were conducted with 31 old
individuals in order to understand the old individuals’ general daily lives including

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lifestyle, routines, health, well-being and shopping behaviour. The aim of this
investigation was to identify the existing psychosocial constructs so as to provide a basis
for the later investigations (creative workshop and observations).
The interviews were designed as semi-structured and consisted of three sections:
warm-up questions (general background and supermarket shopping style), lifestyle and
habits (diet and behaviours), health and well-being (health and psychosocial aspects). The
complete set of questions is available in the Appendix A.
Each interview conversation was audio recorded using a voice recorder and each
interview lasted no more than 30 minutes. Each recorded interview conversation was
transcribed to text by professional transcription team later.
3.1.2 Ethnographic interview data analysis
The interviews transcripts created from the above were analysed by two coders, including
one final year PhD researcher in design and one design researcher with over 15 years of
experience. The ‘six phases of thematic analysis’ (Braun and Clarke, 2006):
familiarisation with the data; generating initial codes; searching for themes; reviewing
themes; defining and naming themes; producing the report, was adopted for coding
analysis process.
As the first step (familiarisation stage), five of the 31 transcripts were selected and
analysed to create an initial structure. For this, the ‘process coding’ and ‘domain and
taxonomic coding’ (Saldaña, 2015) were used to code and group the participants’
comments based on their meaning and implications. The coded and grouped data were
categorised, named, and collated into potential themes (patterns). In this initial stage, as
many codes as possible were identified so as to avoid losing any possible psychosocial
constructs for the later stage of data analysis.
NVivo software, which provides multiple combinational matrices of the data
(Edhlund and McDougall, 2012), was used to analyse the rest of the interview data. The
initial structure from the above stage was imported into the NVivo. The newly identified
codes from the rest of interview data were named and categorised as new themes or under
the existing themes of the initial structure according to their implications or meaning. The
process adopted for the review of the final structure followed the recommendations
(Braun and Clarke, 2006) of the ‘15 point checklist of criteria for good thematic analysis’
3.1.3 Findings from the ethnographic interview
The codes were combined and grouped under four main categories based on the
meaning and implications of themes and codes: ‘general background’ (individual’s
socio-demographic characteristics, physical condition, etc.); ‘shopping’
(supermarket-related factors including store items, facilities and environments,
surrounding facilities, etc.); ‘psychosocial constructs’ (any non-physical factors); and
‘others’ (accessibility, usability, efficiency, etc.). The results can be presented as a matrix
chart in order to identify how each code in ‘psychosocial constructs’ category link to the
particular codes in other categories, i.e., general background, shopping, and others using
NVivo software. However, considering this paper is an initial step to identify
psychosocial constructs in older individuals’ supermarket shopping, the correlations
between codes in psychosocial aspects and other categories will be studied in the future

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research. Therefore, Table 3 presents solely the ‘psychosocial constructs’ category for
convenience.
Three themes and 29 codes under the ‘Psychosocial constructs’ category. In this
stage, the findings are still broad and general considering the interview questions covered
not only older people’ supermarket shopping but also their general life style. The themes
are organised in alphabetic order and the codes are paganised based on number of
occurrences. A complete set of the data analysis results including other categories i.e.
General background, Shopping, and Others from the interviews is available in
Appendix B.
Table 3 An initial list of psychosocial aspects identified from the ethnographic interviews
Category Theme Codes
Psychosocial
constructs
Cognitive theme Preference (25)
Health (19)
Convenience (17)
Self-conscious (15)
Self-awareness (10)
Reliability (9)
Independence (4)
Confidence (3)
Confusion (3)
Patriotism (1)
Emotional theme Satisfaction (with supermarket
products and services) (22)
Self-esteem (22)
Enjoyability (15)
Happiness (14)
Sense of belonging (11)
Frustration (7)
Anxiety (4)
Tiresomeness (2)
Safety (1)
Social theme Social relationship (17)
Social activity (16)
Social participation (10)
Public transportation (4)
Generational difference (3)
Public attitude (3)
Public awareness (3)
Support from others (3)
Social service (2)
Cultural difference (1)
Note: Provenance of the numbers in the brackets: number of occurrences.
3.2 Creative workshop
3.2.1 Creative workshop protocol
A creative workshop was conducted with 19 older individuals (five males and
14 females), who predominantly use medium-cost supermarkets, and 17 design students
as assistants. The design students supported the workshop by means of leading the
discussion, note-taking and recording. A co-design approach was used for workshop
protocol which is recognised as a useful human-centred approach by various businesses
and organisations (Binder et al., 2008). Steen et al. (2011) stress that the co-design
approach allows participants including potential users, researchers, developers, and
designers to creatively participate in an activity. The workshop was conducted for three
hours.
Twenty minutes introduction session was conducted to provide basic information of
the workshop. The participants were broken into five groups, which were facilitated by
three to four design students, in order to conduct three discussion sessions. Each

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discussion conducted for 30 minutes, and the participants in each group were regrouped
after individual session.
The main purpose of the sessions was to evoke participants’ thoughts and emotions
from their lived-experiences of supermarket shopping in order to identify any
psychosocial issues appearing during participants’ shopping. The assistants (design
students) noted all issues which were identified.
After each discussion session, the participants shared identified issues and insights by
creating post-it notes. Theses post-it notes were categorised into three themes including
‘like’ (positive aspects of the participants’ shopping experience)’, ‘dislike’ (negative
aspects of the participants’ shopping experience), and ‘to be improved’ (aspects be
improved in the participants’ shopping experience). These three categories were used to
focus attention in this investigation. Figure 2 illustrates the actual creative workshop.
Figure 2 Illustration of the creative workshop (see online version for colours)
3.2.2 Creative workshop data analysis
The identified insights from the above were initially analysed and clustered by five
coders, (three final year design PhD researchers and two design researchers with over 15
years of experience). The thematic coding and process were adopted (Braun and Clarke,
2006; Saldaña, 2015) to analyse and categorise the participants’ comments. The coded
comments were then newly named, subdivided or merged into probable themes or sub-
themes based on their meanings or implications. The identified themes and sub-themes
were repeatedly reviewed by the five coders until full agreement was achieved.
3.2.3 Updated list of psychosocial constructs
Table 4 presents solely the updated list of ‘Psychosocial constructs’ category based on
the ethnographic interviews and the creative workshop for convenience. The themes and
sub-themes are organised in alphabetic order and the codes are paganised based on
number of occurrences. A complete set of the updated list including other categories
(general background, shopping, and others) is available in Appendix C.

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Table 4 An updated list of psychosocial constructs based on the ethnographic interviews and
the creative workshop
Category Theme Codes
Psychosocial
constructs
Cognitive theme Preference (69)
Convenience (47)
Health (40)
Self-conscious (20)
Self-awareness (12)
Reliability (12)
Confidence (8)
Independence (4)
Confusion (3)
Patriotism (1)
Emotional theme Satisfaction (with supermarket
products and services) (42)
Self-esteem (44)
Happiness (24)
Enjoyability (19)
Sense of belonging (19)
Frustration (9)
Anxiety (4)
Tiresomeness (3)
Safety (2)
Social theme Social activity (37)
Social relationship (31)
Social participation (17)
Public awareness (6)
Public transportation (6)
Public attitude (5)
Generational difference (3)
Support from others (3)
Social service (2)
Cultural context (1)
Note: Provenance of the numbers in the brackets: number of occurrences.
3.3 Observation
3.3.1 Observational investigation protocol
Non-participant observations (fly-on-the-wall observation) were conducted to identify
new psychosocial aspects and also to clarify the identified psychosocial issues from
previous investigations by observing older individuals’ real-time supermarket shopping.
The criteria, i.e., aged 60 or over who mainly use medium-cost supermarket were
adopted, and eight participants were recruited. The participants were asked to suggest the
supermarket branch, date and time for observing their natural shopping behaviour.
Information and consent forms were provided for both participants and the managers of
the chosen supermarkets in advance. All the observations were conducted in London
Borough of Hillingdon. The observations were performed by a single researcher so as to
support the participants to shop comfortably as normal.
As a familiarisation step, an initial interview was conducted for approximately 30
minutes at the participant’s home before each observation begin. Conducting the initial
interviews allowed participants to become comfortable and familiar with the being
observed and also encouraged them to shop as their normal routines. In the interview, the
participants were asked regarding their backgrounds such as lifestyle, social activities,
previous career, and their general shopping journey. A voice recorder was used to record
the initial interviews. The complete set of questions is presented in the Appendix B.
After conducting the initial interview, the researcher was equipped with two digital
video cameras (the second one is a spare), which is GoPro: HERO4 Session Action
Camera, on both shoulder straps in order to record the participants’ shopping journey.
The participants were also equipped with an action camera to record any psychosocial

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related incidents or aspects from their perspectives. The action cameras were equipped in
the shoulder strap of a shoulder bag or backpack the participants and observer wore in
order to not disturb participants’ supermarket shopping. Figure 3 illustrates the observer
and the participant with the action cameras. Also, the researcher made annotations by
means of note-taking during the observations in order to avoid losing any possible data.
Figure 3 Illustration of (a) the observer and (b) the participant with the action cameras (orange
circles) (see online version for colours)
(a) (b)
The observation began from participants’ outward journey to the chosen supermarket to
identify any psychosocial aspects during the travelling to the supermarket such as the
choice and experience of travel by taking public transportation, driving, or walking. In
the supermarket, all the shopping experiences of the participants were observed for
example any situations such as dropping items from the shelf, meeting other people, etc.
For the same reasons as that of outward journeys, the participants’ journeys from the
supermarket to their home were also observed after participants completed their
shopping. Each observation took approximately one hour. Figure 4 shows an illustration
of the actual observation.
Figure 4 An image of the observation conducted with two participants in Uxbridge (see online
version for colours)

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An after interview was carried out after completing the observation activity. The
interview was conducted in each participant’s home in order to seek further information
and feedback. It took approximately 30 to 60 minutes. During the interview, the recorded
video of participants’ shopping journey was played in order to facilitate stimulate and
recall their experiences. The participants were asked regarding their feelings, thoughts,
and relevant behaviours in the situations observed during their shopping journey. For
example, the questions included: ‘Could you please tell me top three things you liked in
your shopping journey today? And why?’, and ‘During the shopping, you had a chat with
the lady at the pet section. Could you please describe this?’. The after interviews were
also audio recorded using a voice recorder and then transcribed by the lead researcher.
Table 5 Identified themes and codes from the observational investigation
Category Theme Codes
Psychosocial
constructs
Cognitive theme Preference (125)
Convenience (87)
Self-awareness of health (50)
Information (25)
Self-conscious (22)
Helpfulness (17)
Reliability (13)
Confidence (13)
Familiarity (12)
Confusion (10)
Independence (6)
Fairness (4)
Patriotism (1)
Emotional theme Satisfaction (with supermarket
products and services) (90)
Self-esteem (47)
Enjoyability (44)
Happiness (25)
Pleasure (23)
Frustration (16)
Sense of belonging (22)
Tiresomeness (6)
Anxiety (4)
Embarrassment (4)
Safety (2)
Social theme Social activity (48)
Social relationship (42)
Socialising
(inc. getting out) (26)
Social participation (21)
Public transportation (11)
Public attitude (9)
Public awareness (6)
Support from others (5)
Generational difference (4)
Social service (3)
Cultural factors (1)
Note: Provenance of the numbers in the brackets: number of occurrences.
3.3.2 Observational investigation data analysis
The observational data analysis was guided by the responses of the initial and after
interviews which helped to detect emotionally relevant events and priority issues. The
initial and after interview transcripts were analysed by two coders, including one final
year PhD researcher in design and one design researcher with over 15 years of
experience. The participants’ comments were coded and grouped based on their meaning
and implications. Considering the data set of observation (interview transcripts) is same
as that of the first investigation i.e. ethnographic interview, the data analysis methods and

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process applied were the same. Several qualitative coding methods: domain and
taxonomic coding, process coding, and NVivo software were adopted followed
‘six phases of thematic analysis’ (Braun and Clarke, 2006).
Table 6 Synthesised results from the three empirical investigations i.e. ethnographic
interviews, creative workshop, and observations
Theme Sub-theme Code (number of occurrences)
Cognitive Cognitive judgement Preference (supermarket products and services) (97)
Familiarity (45)
Helpfulness (supermarket products and services) (29)
Self-awareness Self-awareness of age (97)
Self-awareness of health (56)
Emotional
Negative emotion
(negative affect)
Frustration (28)
Self-consciousness (23)
Tiresomeness (annoyance and losing interest) (7)
Embarrassment (6)
Anxiety (4)
Positive emotion
(positive affect)
Satisfaction (with supermarket products and services)
(68)
Enjoyment (53)
Pleasure (46)
Sense of independence (1)
Social Public attitude Public awareness and language (23)
Generational differences (5)
Cultural differences (1)
Social activity Hobbies (classes, clubs, etc.) (62)
Volunteering activities (24)
Socialising Interaction with others in the supermarket (42)
Having guests (entertaining, hosting etc.) (8)
Socio-economic status (69)
Support and service Support from others (16)
Social service (3)
Value Happiness (37)
Life satisfaction Sense of belonging (37)
Safety (2)
Self-esteem (61) Self-confidence (19)
Self-satisfaction (18)
Social satisfaction Trust and reliability (19)
Sustainability (9)
Fairness (6)
Note: Provenance of the numbers in the brackets: number of occurrences

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3.3.3 Developed list of psychosocial aspects
Table 5 presents solely the list of ‘Psychosocial constructs’ category identified from the
observations for convenience. The themes are organised in alphabetic order and the codes
are paganised based on number of occurrences. A complete set of the data analysis results
from the observations is available in Appendix E.
3.3.4 Synthesis of results from the three investigations
The analysed results from the above three investigations were synthesised by two coders
(one final year design PhD researcher and one design researcher with over 15 years of
experience) using thematic coding analysis methods: axial coding and NVivo software,
which enhance the validity (Saldaña, 2015; Strauss and Corbin, 1998).
The common themes or sub-themes from the three investigations (ethnographic
interviews, creative workshop, and observations) were merged or edited based on their
implications and meanings. The individual themes or sub-themes were placed separately,
and then combined, refined, discarded or placed in new themes or sub-themes. This
process was repeatedly performed using NVivo software to compare different mixtures of
the results in order to evaluate the analysed results. As the termination criteria, the ‘15
steps of checklist for thematic coding analysis’ (Braun and Clarke, 2006) was adopted at
the end of the analysis process.
Four main psychosocial constructs were identified. They were Cognitive theme,
Emotional theme, Social theme, and Value theme. Table 6 presents the four main themes
along with their associated subthemes. The frequency of occurrence presented in Table 6
was extracted from the combined thematic coding database of the three investigations.
The themes and sub-themes are organised in alphabetic order and the codes are ordered
according to their frequency of occurrence. The results pertaining to the concept of
psychosocial inclusivity and the discussion of their interpretation are presented in the
next chapter. The overall summary of the complete set of synthesised results from the
three empirical investigations is provided in Appendix F.
4 Results
4.1 Cognitive theme
The ‘cognitive’ theme consists of two sub-themes which are ‘cognitive judgement’ and
‘self-awareness’. The codes of each sub-theme were presented in Table 6.
‘Cognition’ is a broad and over-arching concept which is considered to be of high
importance in various areas of application (Messick, 1994; Lazarus, 1991). Cognition is
generally defined as “the mental action or process of acquiring knowledge and
understanding through thought, experience, and the senses” (Oxford English Dictionary,
2017a). In this study, Messick’s (1994) definition of ‘cognitive styles’: “characteristic
modes of perceiving, remembering, thinking, problem-solving, and decision making,
reflective of information-processing regularities that develop in congenial ways around
underlying personality trends” was used to describe the cognitive theme. The ‘cognitive
theme’ categorised all those considerations and comments which expressed the older
individuals’ thinking, attitude, and behaviour during their shopping experiences. The

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most frequently mentioned codes by the participants were preference of supermarket
products and services (n = 97); self-awareness of age (n = 97); and self-awareness of
health (n = 56). Indicative examples of participant comments include:
[Preference] “Yes I got a later date on it. […] If I got the one it’s gonna be
expired by tomorrow, I would only use part of it, and it’s going off a bit before
I consume that, so I always hang around for the one with the most time left on
it […] Yes, I only use even top 300 ml top like that I only ... that allows me five
days. […] If it’s few days left before it’s expired, it’s not very nice. It’s gonna
be passed expire date.” (Male, 72)
[Self-awareness of health] “I have a heart condition so I do need to watch my
fats. I try to be careful with that, but other than that no I’m fine. Keep low on
the salt if I can, I find that difficult, I’m a savoury person rather than a sweet
one, much prefer savoury food to the sweet stuff.” (Female, 80)
4.2 Emotional theme
‘Emotional’ theme included two sub-themes which are ‘positive emotion’ and ‘negative
emotion’. The codes of each sub-theme were presented in the Table 6.
‘Emotion’ is a broad over-arching concept, hence a lack of consensus on the
definition of the term emotion in the existing literature (Mulligan and Scherer, 2012; Cole
et al., 2004; Kleinginna and Kleinginna, 1981; Chaplin, 1962). In this paper, the
definition of emotion proposed by English and Ava (1958): “a complex feeling-state
accompanied by characteristic motor and glandular activities; or a complex behaviour in
which the visceral construct predominates” was used. Within this definition, ‘emotional’
theme referred to senses or feeling related themes and codes caused by participants’
circumstances, mood, or relations with others. The most noticeable emotions encountered
during the supermarket shopping by the participants were satisfaction with supermarket
products and services (n = 68); enjoyment (n = 53); pleasure (n = 46); frustration
(n = 28); and self-consciousness (n = 23). Examples of specific comments include:
[Satisfaction] “I like the bargain. And finding everything I am looking for is
exactly in the same place it was in last week. That’s quite satisfactory […]
Well, when they move things. […] when you find an assistant, they are all very
very helpful, really nice. They spend time to help you.” (Female, 81)
[Enjoyment] “Oh, quite often! I mean today we didn’t, no chatting today at all.
I didn’t see anyone I knew, and I didn’t see anyone else to speak to … oh we
often do … especially, perhaps about cat food […] we are all doing the same
things, we know what we are doing. And I will talk about it because we do.”
(Female, 80)
[Pleasure] “Uhm well, I enjoy going there physically because often especially
in the winter, the sun is going down, and the so very nice sky, and the yes they
got the trees there and as I said little leaves coming out from the bottom, and
they are so pretty.” (Female, 81)
[Frustration] “I mean I’ll drive around here to go shopping and bits. But I don’t
enjoy it. So I’d rather go on the train if I go anywhere. Um, I think there’s a bit
of an old age thing really. […] I’m, not losing my confidence but I’m, I’m very,
I’m not slow but I don’t know. I just feel that I, I could cause an accident
because perhaps, no, I don’t know. Anyway, I don’t, I don’t enjoy it anymore
so.” (Female, 74)

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[Self-consciousness] “I usually try to go at times when I know there’s not going
to be a lot of people there. Everybody’s got to shop but it is difficult and I’ve
got a fairly big scooter that I take over to [Supermarket A].” (Female, late 60)
4.3 Social theme
The ‘social’ theme included four sub-themes: ‘social activity’, ‘sociallising’,
‘socio-economic status’, ‘public attitude’ and ‘support and service’. The codes of each
sub-theme were presented in the Table 6.
Kaslow et al. (2007) have suggested the definition of ‘social theme’ as “physical
environment, external stressors, family environment, interpersonal relationships, social
support and isolation, role models, social expectations, value system, sociocultural
factors, and culture”. Social factors strongly affect human well-being and quality of life
(Larson, 1996) and have interdependency with mental, emotional, and physical factors. In
this study, ‘Social’ theme included any activities, services, support, public attitude and
awareness which can affect older individuals’ behaviour, thought, and feeling in their
social life. The most frequently mentioned codes by the participants were
socio-economic status (n = 69); hobbies (n = 62); interaction with others in the
supermarket (42); volunteering activities (n = 24); and Public awareness and language
(n = 23). Indicative examples of participant comments include:
[Socio-economic status] “I go to [Supermarket A] because I think they are
better value in terms of price.” [Male, 72]
[Hobbies (classes, clubs, etc.)] “Tomorrow there is my coffee morning group.
Yesterday, I had to miss my scrabble group because it was my granddaughter’s
graduation in the Sussex. […] Tuesday is different scrabble group. Monday is I
call a day off. Sunday, I go to a church in the morning, and friend comes to see
me most Sunday afternoon.” [Female, 80]
[Interaction with others in the supermarket] “I don’t want to do online shopping
because I like to go and see things and people.” [Female, 80]
[Volunteering activities] “Since retirement, I tried to get involve to various
activities mainly sort of volunteering activities.” [Male, 72]
[Public awareness and language] “But it just makes it easier for the general
public as well. Because it’s difficult when you’re in there on a scooter for them
to get around you, and very often they don’t see you. I mean I wear a lime
green jacket which you’ll see when we go over. And very often people, they’ll
walk into me and they’ll say, ‘Oh, sorry! Didn’t see you there.’ And my
scooter’s quite big as well!” [Female, late 60]
4.4 Value theme
The ‘value’ theme included four sub-themes; ‘life-satisfaction’, ‘happiness’,
‘self-esteem’, and ‘social-satisfaction’. The codes of each sub-theme were presented in
Table 6.
Saura et al. (2008) and Zeithaml, (1988) argued that ‘value’ is a multi-faceted and
wide-spanning concept used in fields as diverse as ethics, physics, mathematics, music,
chemistry, business, and marketing. Diener and Suh (1997) have proposed three bases
that can identify what is valuable or not to an individual. The three bases are judgement
of satisfaction, continuous choice, and judgement with reference to cultural norms or

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value system. In this paper, the Oxford English Dictionary (2017b) definition was used as
reference: “principles or standards of behaviour; one’s judgment of what is important in
life”. Within this definition, participants’ feelings and thoughts about themselves, their
experiences of shopping, and general life were extracted and detailed in this theme. The
most frequently raised codes were sense of belonging (n = 37), happiness (n = 37),
self-confidence (n = 19), and trust and reliability (n = 19). Indicative examples of
participant comments include:
[Sense of belonging] “[…] I always try to go to the counter to see people I
know that I recognise would be pleased to say you know “you’ve had a haircut,
nice today.” “did you have a nice holiday?” or maybe it’s 5 o’clock evening,
“you are going home soon are you tired?” […]” (Female, 85)
[Happiness] “Going to the supermarket with my partner is the happiest thing”
(Female, 73)
[Self-confidence] “It is easy to use the self-checkout machine. […] Yes, I know
that other old people have difficulty to use it, but we don’t have any trouble.
It’s convenient” (Male, 75)
[Trust and reliability] “If you shop carefully at Supermarket A, a lot of their
stuff is not much more expensive, and you get quality […] Supermarket B has
quality but Supermarket B isn’t as reliable as Supermarket A” (Female, 70)
5 Discussion
Two research questions were addressed in this study:
a Do psychosocial aspects affect older individuals’ supermarket shopping experiences?
b What are the possible psychosocial constructs that need to be considered for better
inclusivity in shopping?
These research questions were answered through three empirical research methods:
ethnographic interviews, creative workshop, and observations. The psychosocial aspects
of supermarket shopping of older individuals which emerged from the analysed data were
named Cognitive, Emotional, Social, and Value themes.
5.1 Psychosocial constructs
5.1.1 Cognitive theme
The results suggested that the shopping experience of older individuals is influenced by
several cognitive factors which were found to involve two sub-themes of ‘cognitive
judgement’ and ‘self-awareness’.
The results confirmed preference of supermarket products and services, familiarity
(Pechey and Monsivais, 2015; Vyth et al., 2010; Vannoppen et al., 2002; Arora and
Stoner, 1996) as codes of the sub-theme ‘cognitive judgement’ as noted by previous
researchers.
However, ‘self-awareness of one’s age and health’ and ‘helpfulness (supermarket
products and services)’ which had not been specifically identified by previous
researchers, was identified and confirmed as an additional sub-theme. The identified
sub-themes and codes are the important determinant in the older individuals’ supermarket

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shopping regarding a choice of supermarket branch, product, or service. The sub-themes
and codes are linked and affected to/by other themes (i.e., social, emotional, and value).
In one instance, one of the participants made the choice of supermarket brand based on
awareness of her health condition, public attitude (social theme), and satisfaction of
supermarket service (emotional theme).
5.1.2 Emotional theme
The results suggested that the shopping experience of older individuals is influenced by
not only physical factors but also emotional factors (e.g., feelings of frustration,
self-consciousness, and pleasure).
Existing literature on supermarket shopping highlights emotional reaction as an
important factor mostly considered for marketing purposes by supermarkets. Ambler
et al. (2004) stress the importance of emotional reaction as one key driver for consumer
decision making.
This study noted a richer spectrum of considerations by identifying the positive and
negative emotions experienced by shoppers during their supermarket shopping activities.
An illustration of this was the one of the participants who stressed negative emotions of
Self-consciousness and Embarrassment in the process of borrowing a mobility scooter in
the supermarket. The older shopper had to que at customer service for a considerable
amount of time and also had to speak to security in order to rent a mobility scooter and its
key. In this case, the supermarket aimed to improve accessibility, usability, and
convenience for shoppers in supermarket through providing mobility assistance.
However, the old shopper experienced feeling embarrassed, uncomfortable,
self-conscious, and also psychosocial exclusion, due to the unnecessary and complex
process of renting a scooter. This suggests that focussing solely on physical aspects of
inclusivity in supermarkets can lead to negative emotional experiences for the older
individuals.
5.1.3 Social theme
The results suggested that the shopping experience of older individuals is affected by
‘social’ theme (e.g., choosing stores, transportation, supermarket products and services,
feeling positive or negative emotions, and gaining motivation for shopping). The social
theme which can be categorised under four sub-themes of social activity, socio-economic
status, public attitude, and support and service.
The results confirmed ‘Socio-economic status’ as an important social factor as
identified previously in the literature (Pechey et al., 2013; Appelhans et al., 2012; UK
Department for Environment, Food and Rural Affairs, 2012; Giskes et al., 2010; Darmon
and Drewnowski, 2008; Aylott and Mitchell, 1998).
However, a number of social related sub-themes ‘social activities’, ‘public attitude’,
and ‘support and service’, were also identified through the investigations, possibly for the
first time. Several participants emphasised how their shopping experiences were
significantly affected or mainly driven by social factors on various occasions e.g.
spending time with partner, shop for neighbours who are physically unable to shop, or
going to supermarket to meet or see people. This highlights the social prominence of
supermarket shopping experience and why design for social inclusivity beyond physical
access should be a key consideration.

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5.1.4 Value theme
The results suggested that the shopping experience of older individuals is affected by
certain values (happiness, life-satisfaction, social satisfaction, and self-esteem) which
have a crucial influence. For example, feelings of ‘happiness’ when going to a
supermarket with a partner or seeing the sunset on the way back home from shopping
appear to be difficult to separate from the specific shopping events and interactions. It
can be explained that individuals’ subjective wellbeing and happiness can be enhanced by
services and products which support life narrative (Jordan, et al., 2017).
The results re-confirmed ‘life-satisfaction’ and self-satisfaction as already identified
in the literature. Literature supports the correlation between shoppers’ well-being and
their shopping experience at supermarkets and malls (Grzeskowiak et al., 2016; Wagner,
2007; Lavin, 2005). Also, satisfaction with the state of health is seen as one of the
constructs that affect older individuals’ shopping behaviour (Ishikawa et al., 2017).
However, results from this study suggested additional sub-themes including
‘happiness’, ‘self-esteem’ and ‘social-satisfaction’ as relevant values. Several new codes
for each sub-theme were also identified. Participants implied satisfaction with their life or
society through their shopping experiences (e.g., feeling a sense of belonging by
engaging with others in their shopping experience, choosing fair trade products, or having
trust in products and services in the supermarket). This highlights the link between
certain values and quality of shopping experiences and that considering older shoppers
‘core values’ could lead to better shopping experiences for them.
In addition to considering each psychosocial construct (i.e., cognitive, social,
emotional and value) individually, the data collected during the current study suggests the
need for evaluating the constructs due to the correlations between codes. This is because
many statements collected as part of the research involved joint concept, with codes from
two or more themes being used to describe the same thought, desire or need. This is
particularly important when designing for psychosocially inclusive shopping experiences
so as to adopt a holistic, connected and convergent approach. Therefore, the current
findings can be developed as a complete set of model, framework or toolkit by
conducting further investigations so as to be used for designing psychosocially inclusive
supermarket for older individuals.
5.2 Contribution to knowledge
This paper has two main contributions to knowledge:
a enhancing the knowledge of psychosocial inclusivity in supermarket design for older
people by establishing its current relevance and importance
b suggesting constructs for psychosocial inclusivity in supermarket design for older
individuals.
5.3 Strength
The strength of this study can be explained by its originality, significance and rigour.
• Originality: in the design of older people’ supermarket shopping, the previous
understanding of psychosocial inclusivity was somewhat limited. This paper has
highlighted the current limitations of older people’s supermarket shopping and has

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proposed the related constructs of psychosocial aspects in older people’s
supermarket shopping on the empirical investigations.
• Significance: in the context of older people’ supermarket shopping, the concept of
psychosocial aspects was explored through this paper. It can be argued that the paper
can play a significant role in expanding the notion of psychosocial aspects in
supermarket design for older people’ better shopping experience.
• Rigour: the paper was thoroughly designed using three empirical methods which
involved an appropriate number of participants. Data triangulation approach was
applied so as to enhance the rigour of the study.
5.4 Limitations
In this study, there are methodological limitations which are the sampling and data
collection. There was a gender imbalance in recruiting participants [male: 18 and
female: 40 (Table 2)]. It can be explained that female shoppers consider supermarket
shopping more important than male shoppers do (Mortimer and Clarke, 2011).
Furthermore, the total number of study participants (N = 58) could be viewed as a
relatively small sample. However, Robson and McCartan (2016) empathise that there is
not one particular sample size as various factors are to be considered in research design.
In this paper, a research triangulation approach was applied in order to achieve the
greatest potential validity from the relatively small sample size.
The scope of this study was limited to shopping experiences of older individuals.
Considering the concept of inclusive design is wide, other key contexts of inclusive
design beyond shopping need to also be considered and investigated for thoroughly
exploring the concept of psychosocial inclusivity in design. The current findings provide
only initial constructs for extending the concept of inclusive design but can only be
considered a first, preliminary step.
6 Conclusions and future work
6.1 Conclusions
Despite the established importance of inclusive design in various contexts, current
understanding of inclusive design is rather limited in its application (Persson et al., 2015).
This is partially due to lack of understanding of psychosocial aspects in design. In this
paper, the supermarket shopping of older individuals was selected as a first context for
exploring the nature and role of psychosocial inclusivity. The explorations were
performed through adopting three human centred design methods with a total of 58 older
individuals: ethnographic interviews (n = 31), creative workshop (n = 19), and
observations (n = 8).
Several psychosocial aspects in older individuals’ supermarket shopping were
identified through these investigations using thematic analysis, under four major
constructs: ‘cognitive’, ‘emotional’, ‘social’, and ‘value’ (Table 6). Further sub-themes
and codes were also identified and categorised into these major themes based on their
meaning or implications. Several psychosocial aspects can be found in the existing
literature, although specific details of the four constructs are not well established in

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previous research. This is possibly explained due to psychosocial aspects being less
visible and explicit, and thus more complex and challenging in terms of definition,
measurement and improvement.
The findings of this paper suggest:
a the importance of psychosocial inclusivity in older individuals’ supermarket
shopping
b a partial list of constructs for psychosocial inclusivity in design that can be extended
through further studies.
6.2 Future research
This paper is part of a research project which aims to explore the concept of psychosocial
inclusivity in design (Lim, 2018). The investigations in this paper were conducted to
cover the psychosocial aspects of supermarket shopping for older individuals. When
considering diverse contexts of inclusive design, however, additional contexts are needed
to provide universal validity and practicality of the results.
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Appendix A
Ethnographic interview questions for the ethnographic interview
Phase Question
Phase 1:
Warm-up
questions
1 Could you briefly introduce yourself (and your partner) in terms of your
family, previous career, friends, social activities, habits and lifestyle?
2 How many grocery shopping trips have you had in the last 2 weeks?
How many different shops have you visited for your groceries in that
time? Why did you choose to visit these stores? (e.g., supermarket shop,
convenience store, local grocer, baker, butcher, and discounters)
3 If you could change one thing about the supermarket what would it be?
Phase 2:
Lifestyle and
habits
1 Do you enjoy cooking?
2 What do you eat on a typical day? (breakfast, lunch, dinner, snacks)
3 Have you eaten out in the last fortnight? If so, how many times? (e.g.,
lunch club, restaurant, invited to friend/family)
Phase 3:
Health and
well-being
(+cognitive age)
1 How has your health in general been in the last year?
2 You suggested before that you have no long-term illnesses or
disabilities, is this correct? OR You told the other researcher that you
have (arthritis, high blood pressure etc.), how does this affect your daily
life?
3 How old do you feel at the moment?
4 How old do you think others perceive you to be?
5 What age do you think you are most like based on the activities you do
and how active you are?
6 How old do you think you are based your interests?
7 If you could be any age, what age would you most like to be?

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Appendix B
Identified themes and codes from the ethnographic interviews
Category Theme Codes
Psychosocial
constructs
Cognitive theme Preference (25)
Health (19)
Convenience (17)
Self-conscious (15)
Self-awareness (10)
Reliability (9)
Independence (4)
Confidence (3)
Confusion (3)
Patriotism (1)
Emotional theme Satisfaction (with
supermarket products and
services) (22)
Self-esteem (22)
Enjoyability (15)
Happiness (14)
Sense of belonging (11)
Frustration (7)
Anxiety (4)
Tiresomeness (2)
Safety (1)
Social theme Social relationship (17)
Social activity (16)
Social participation (10)
Public transportation (4)
Generational difference
(3)
Public attitude (3)
Public awareness (3)
Support from others (3)
Social service (2)
Cultural difference (1)
General
background
Health Health detail (18)
Mobility (10)
Diet behaviour (25)
Physical condition (26)
Family Family relationship (25)
Family support (12)
Background (28)
Personal and social activity
(18)
Behaviour (13)
Ability or skill (3)
Knowledge and experience
(3)
Surrounding environment
(1)

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Identified themes and codes from the ethnographic interviews (continued)
Category Theme Codes
Shopping Accessibility Accessibility of Aisle (2) Distance (7)
Affordability (9)
Facilities Surrounding facilities
(toilet, café etc.) (8)
Trolley (7)
Store atmosphere (6)
Self-checkout (3)
Items Variety (22)
Quality (12)
Portability (7)
Locating items (5)
Visibility (4)
Portion size (1)
Service Staff (6)
Queueing (3)
Fairness (2)
Hours of use (1)
Shopping behaviour Frequency (12) Online shopping (2)
Surrounding atmosphere (2)
Others Accessibility (19)
Efficiency (6)
Helpfulness (4)
Information (6)
Simplicity (1)
Speciality (6)
Sustainability (2)
Usability (13)
Appendix C
Updated themes and codes based on the ethnographic interviews and the creative
workshop
Category Theme Codes
Psychosocial
constructs
Cognitive theme Preference (69)
Convenience (47)
Health (40)
Self-conscious (20)
Self-awareness (12)
Reliability (12)
Confidence (8)
Independence (4)
Confusion (3)
Patriotism (1)
Emotional theme Satisfaction (with
supermarket products and
services) (42)
Self-esteem (44)
Happiness (24)
Enjoyability (19)
Sense of belonging (19)
Frustration (9)
Anxiety (4)
Tiresomeness (3)
Safety (2)
Social theme Social activity (37)
Social relationship (31)
Social participation (17)
Public awareness (6)
Public transportation (6)
Public attitude (5)
Generational difference (3)
Support from others (3)
Social service (2)
Cultural context (1)

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Updated themes and codes based on the ethnographic interviews and the creative
workshop (continued)
Category Theme Codes
General
background
Health Physical condition (60)
Diet behaviour (52)
Health details (28)
Mobility (17)
Family Family relationship (45) Family support (17)
Personal and social
activity (45)
Background (30)
Behaviour (23)
Knowledge and
experience (4)
Ability or skill (3)
Surrounding
environment (1)
Shopping Accessibility Distance to store (9) Accessibility of Aisle (2)
Affordability (14)
Facilities Surrounding facilities
(Toilet, café etc.) (13)
Trolley (12)
Store atmosphere (7)
Self-checkout (3)
Items Variety (29)
Quality (20)
Portability (8)
Visibility (5)
Location of items (4)
Portion size (2)
Service Staff (9)
Fairness (3)
Queueing (3)
Hours of use (2)
Shopping behaviour Shopping Frequency (18) Online shopping (2)
Surrounding atmosphere
(8)
Others Accessibility (36)
Usability (27)
Efficiency (12)
Helpfulness (7)
Information (5)
Speciality (6)
Sustainability (6)

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Appendix D
Initial and supporting interview questions
Phase Question
Phase 1:
Initial
interview
• Could you please briefly introduce yourself in terms of your family, previous
career, social activities and relationships, habits and lifestyle?
• Which supermarket do you usually go to for shopping and why?
• Could you please briefly describe your shopping journey?
Phase 2:
Supporting
interview
Questions based on the observations:
• e.g., While you were in the supermarket, the supermarket was quite crowded
and noisy. Did it affect your shopping? If yes, how and why?
• e.g., You used self-checkout machine at the end of the shopping. Please tell
me anything you thought or felt about the using self-checkout machine.
Common questions:
• Could you please tell me top three things you do not like from the shopping
journey today? And why?
• Could you please tell me top three things you like from the shopping journey
today? And why
Appendix E
Identified themes and codes from the observation
Category Theme Codes
Psychosocial
constructs
Cognitive theme Preference (125)
Convenience (87)
Self-awareness of health
(50)
Information (25)
Self-conscious (22)
Helpfulness (17)
Confidence (13)
Reliability (13)
Familiarity (12)
Confusion (10)
Independence (6)
Fairness (4)
Patriotism (1)
Emotional theme Satisfaction (with
supermarket products and
services) (90)
Self-esteem (47)
Enjoyability (44)
Happiness (25)
Pleasure (23)
Sense of belonging (22)
Frustration (16)
Tiresomeness (6)
Anxiety (4)
Embarrassment (4)
Safety (2)

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Identified themes and codes from the observation (continued)
Category Theme Codes
Social theme Social activity (48)
Social relationship (42)
Socialising
(inc. getting out) (26)
Social participation (21)
Public transportation (11)
Public attitude (9)
Public awareness (6)
Support from others (5)
Generational difference (4)
Social service (3)
Cultural factors (1)
General
background
Health Physical condition (61)
Diet behaviour (45)
Health detail (28)
Mobility (17)
Family Family relationship (50) Family support (19)
Personal and social
activity (54)
Knowledge and
experience (9)
Ability or skill (4)
Surrounding
environment (1)
Shopping Items Variety (54)
Quality (36)
Price (30)
Locating items (17)
Portability (17)
Labels (7)
Portion size
(inc. item size) (6)
Fairness (4)
Expiry date (2)
Packaging (2)
Facilities Surrounding facilities
(toilet, café, etc.) (34)
Trolley (25)
Checkout (7)
Disability facilities (7)
Self-checkout (5)
Aisle (4)
Shelves (4)
Sign (4)
Induction loop (1)
Service Staff (25)
Offer (8)
Online shopping (6)
Queueing (6)
Disability service (5)
Hours of use (5)
Delivery (3)
Store environment Interior and layout (17)
Atmosphere (7)
Cleanliness (4)
Crowd (4)
Temperature (1)
Shopping frequency
(22)
Distance to stores (14)
Weather (2)
Others Accessibility (53)
Usability (52)
Efficiency (33)
Practicality (13)
Visibility (7)
Sustainability (6)

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Appendix F
Synthesised results of three investigations regarding supermarket shopping
Theme Codes
General
background
Health Diet behaviour (64)
Physical condition (61)
Health detail (29)
Mobility (26)
Family Family relationship (53) Family support (19)
Personal activity (54)
Sociability (49)
Knowledge and
experience (9)
Ability or skill (4)
Shopping Items Variety (58)
Price (incl. value of items)
(46)
Quality (46)
Locating items (21)
Portability (17)
Labels (10)
Portion and item size (8)
Packaging (2)
Fairness (4)
Expiry date (2)
Service
Staff (43)
Information (35)
Offer (12)
Queueing (7)
Disability service (6)
Hours of use (5)
Delivery (4)
Shopping behaviour Price comparison (52)
Frequency of visit (30)
Diet behaviour (8)
Online shopping (8)
Size comparison (4)
Hours of visit (2)
Facilities Trolley (25)
Checkout (9)
Shelves (9)
Disability facilities (8)
Self-checkout (8)
Aisle (5)
Sign (4)
Induction loop (1)
Lift (1)
Store environment Interior and layout (20)
Atmosphere (8)
Distance to supermarket (8)
Cleanliness (5)
Crowd (5)
Temperature (1)
Surrounding facilities Car park (11)
Public transportation –
bus and taxi (10/3)
Other shops (bakery,
butcher shop, etc.) (8)
Café (7)
Toilets (4)
Parking machine (2)
Seats (2)
Location of supermarket (1)
Weather Bad weather (4)
Others Convenience (179)
Usability (161)
Efficiency (132)
Accessibility (111)
Visibility (14)
Practicality (30)