From Documented Access Barriers to Represented Design Responses: A Prompt-Stratified Cross-Case Artifact Analysis in Interior Architecture Education

The literature reviewed for this study addresses inclusive-design pedagogy, project quality, and assessment transparency, but does not treat the artifact-level correspondence between a source-located access condition and the response represented for that condition as a separate analytic object. Within this accessibility-focused proof-of-concept, barrier–response traceability is treated as a distinct artifact-level evaluation layer for examining whether a represented design response remains explicitly connected to the source-located access condition it is intended to address. A retrospective multiple-case analysis of 13 group submissions identified 135 problem–response artifact records coded through structured qualitative content analysis, with independent coding used to assess reproducibility. Most records showed direct linkage (124/135, 91.9%), but this concentration is treated as task-conditioned background because the assignment explicitly required problem–response representation. The analytically discriminating evidence comprised nine partial records and two weak/absent negative cases; four candidate incomplete-translation patterns were identified among the nine partial records. These results provide a proof-of-concept demonstration of barrier–response traceability as a domain-specific operationalization of established traceability logic, while transferability beyond the present cohort, course, task, and design medium remains to be independently validated.