{"id":101,"date":"2026-09-30T10:13:59","date_gmt":"2026-09-30T09:13:59","guid":{"rendered":"https:\/\/blogs.imperial.ac.uk\/design-engineering\/?p=101"},"modified":"2026-09-30T10:13:59","modified_gmt":"2026-09-30T09:13:59","slug":"designing-with-purpose-annika-gao-on-her-year-as-a-mres-design-engineering-student","status":"publish","type":"post","link":"https:\/\/blogs.imperial.ac.uk\/design-engineering\/2026\/09\/30\/designing-with-purpose-annika-gao-on-her-year-as-a-mres-design-engineering-student\/","title":{"rendered":"Designing with purpose: Annika Gao on her year as a MRes Design Engineering student"},"content":{"rendered":"

Annika Gao recently completed the MRes Design Engineering<\/a> programme at the Dyson School of Design Engineering<\/a>. In this blog, we speak to her about what drew her to the programme, how it shaped her thinking about AI and design, and the project she is most proud of.<\/p>\n

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1. Why did you apply for MRes Design Engineering programme?\u00a0<\/strong><\/h3>\n

I applied for the MRes Design Engineering<\/a> programme because I wanted a programme that would allow me to combine user-centred research, emerging technology, and design practice in a rigorous but exploratory way. What stood out to me about Imperial was that the programme was not only about learning established design methods, but also about asking how new technologies, especially AI, are changing the way we understand problems, conduct research, and create solutions.<\/span><\/p>\n

One thing I felt very lucky about was how openly the tutors engaged with the rapid development of AI. Across different modules, AI was not treated simply as a tool to help us complete assignments more efficiently. Instead, it became an important part of how we thought about design and research itself. We were encouraged to ask what kinds of AI applications could help us explore complex topics more deeply, support early-stage research planning, or extend what is possible in user research. For example, some courses introduced recent AI technologies and frameworks, such as LangChain, while others encouraged us to think about simulated or synthetic participants as a way to plan research in contexts where real participants may be difficult to access, such as studies involving patients in specific locations or sensitive health conditions.<\/span><\/p>\n

Another thing that stood out was the balance between technical training and academic support. The weekly supervision meetings made me feel genuinely supported throughout the programme. At the same time, the cohort environment was very collaborative, and the technical training gave me confidence to move from abstract ideas to working prototypes and research systems.<\/span><\/p>\n

I also appreciated that many modules did not give us a narrowly defined problem to solve. Instead, they gave us a broader field and asked us to identify what questions were socially meaningful and worth exploring. For example, in a module on designing solutions for supportive child development, each team was able to define its own area of focus rather than all working on the same fixed brief. This process challenged us to think carefully about problem definition, not just solution delivery. It also exposed us to a wide range of social issues that different teams cared about. For me, that was one of the most valuable parts of the programme: learning how to frame a meaningful research question, explore it through design, and understand technology as part of a wider social context.<\/span><\/p>\n

2. What was the highlight of the MRes programme for you?\u00a0<\/strong><\/h3>\n

One of the highlights of the programme was the Design Engineering in Practice course, where we were asked to focus on telemedicine. Working with my teammates, we identified a problem around young women\u2019s health: many women experience issues related to blood glucose regulation and insulin resistance, which can be linked to wider concerns such as PCOS, yet existing monitoring devices often feel too clinical, visible, or difficult to integrate into everyday life.<\/span><\/p>\n

This led to our initial concept, FemGluco, which explored how long-term monitoring devices could support women in understanding their health status over time. We realised that continuous or repeated health monitoring is important because many people find it difficult to sustain long-term health management. They need positive feedback, timely opportunities to notice and correct unhealthy habits, and clearer patterns that help them understand what is happening in their bodies. From a clinical perspective, more consistent health data can also help doctors identify potential issues that may be missed when information is fragmented or only collected occasionally.<\/span><\/p>\n

A particularly memorable moment was presenting the project at the Medical Design Innovation Exhibition at Chelsea and Westminster Hospital<\/a>. Sharing the concept in a real healthcare environment helped me see how design engineering can connect user insight, technology, and healthcare needs, and turn an early classroom project into something with real-world relevance.<\/span><\/p>\n