<p>This paper explores how experiencing the empathic design (ED) process influences students' end products (kitchen designs) in terms of applying Human Factors/Ergonomics (HF/E) and Universal Design (UD) principles. Moreover, it investigates what interior design items students give importance to and how they are performed in their end products. Interior design students are divided into three experimental and one control group in an online project-based course. The experimental groups used three different ED techniques, namely: (A) communication directly with the stakeholder, (B) communication indirectly with the stakeholder by using communication tools, and (C) using the role-playing technique in redesigning the stakeholder's kitchen environment online. Three instructors assessed the groups' end products using importance-performance analysis (IPA). Groups who experienced ED techniques were concerned about fulfilling stakeholder’s needs and paid great attention to finding UD solutions for all people's effortless use. IPA findings indicated that ED techniques having direct or indirect contact with the stakeholder provide more highly performed kitchen design items considered important in the design process. However, role-playing as an ED technique yields the imagination, and the designer's experience influences the design process. Design instructors should benefit from using the ED process in teaching UD in project-based courses as it helps the design students find more UD solutions for kitchen interiors.</p>