Situations

Situation 1

Preferred Quiet Study Spot Is Usually Full

What?	How?	Why?	Who?
The interviewee often cannot use her preferred quiet spot in the library during long gaps.	She goes to the library to study, but finds the spot occupied and must look elsewhere.	Her long gap happens during peak hours (around 12:30 p.m. to 5:00 p.m.), when many students search for the same limited quiet/comfy spaces.	The interviewee; other students competing for the same spaces; campus space managers (library/facilities).

Situation 2

Wandering Around and Losing Motivation When No Space Is Found

What?	How?	Why?	Who?
When her usual place is full, she ends up wasting time and feeling less motivated to study.	She tries to find another nearby space, but feels “lost” and ends up hanging around instead of studying.	There is low visibility about which suitable spaces are available, so the search becomes inefficient and discouraging—especially during a long break.	The interviewee; students with long gaps; students who rely on campus spaces to be productive.

Situation 3

Lack of Spaces That Fit Practical Study Needs

What?	How?	Why?	Who?
Many available places do not meet her basic study requirements (comfort + workspace).	She looks for a space with a large table and a comfortable seat (e.g., couch with back support), but those are scarce.	Studying with multiple materials requires enough surface area and physical comfort; when spaces don’t meet these needs, studying becomes harder or less appealing.	The interviewee; students who study with multiple materials; campus planners responsible for study-friendly areas.

Situation 4

Rest Needs During Long Gaps but Rest Areas Are Overcrowded

What?	How?	Why?	Who?
During long gaps, the interviewee sometimes needs to rest (not only study), but resting spots are crowded.	She wants a place where she can lie down or rest briefly, but the few known rest areas are usually full.	Students with long schedules stay on campus all day; limited rest-dedicated zones create congestion and reduce access to recovery time.	The interviewee; students who live far away or have late schedules; early-semester students learning where to go; campus space administrators.

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Insights

1. Availability alone isn’t enough—students prioritize “quality” of the space. The interviewee doesn’t just need any free room; she looks for specific conditions (large table, comfortable seat with back support, quiet environment), which makes “finding a space” harder because acceptable options are limited.

2. Lack of visibility creates wasted time and reduces motivation. When her preferred spot is taken, she starts searching without a clear direction, feels “lost,” and ends up being less productive—showing the problem is not only logistical but also affects mood and study habits.

3. Peak-hour long gaps amplify the problem significantly. Her gap happens during high-demand hours (roughly 12:30–5:00), when many students are looking for the same types of spaces, so the probability of finding a good spot drops and the cost of searching increases.

4. The need is dual: studying and resting—rest spaces are especially scarce and overcrowded. She highlighted that sometimes the goal isn’t studying but resting, and the few known rest-friendly zones are crowded, meaning the campus lacks accessible recovery spaces for students who stay all day.