Microsprint 2. Week 9/08/2026 - 15/08/2026

Here you will find the interviews done by the team, their respective insights and the summary.

The podcast its a recopilation of the most important insights of each interviewee and can be find just below.

The problems that were selected are the following:

• Wellness made fun
• Free time matching at U
• University gastronomic offer
• Emergency React

Interviews

For the questions we used, they were more of a guide than a must ask, in some cases dependant of what we could extract from each interview, in order to see them scroll to their respective section.

Interview done by Juan Sebastián Ávila Nivia

Here is the audio of the interview, mind it's in Spanish, and also the interviewee is a friend of mine named Zair Montoya who is currently undergoing his 7th semester in Systems Engineering and Computer Science in the University

https://github.com/user-attachments/assets/11264733-72fb-4d37-afa6-5566980d6e5f

Insights

• Who? A university student who has limited free time between classes and uses those gaps to balance academic work with his personal activities.
• What? Zair spends his free time with friends, going to the gym, or working on class assignments.
• How? He usually uses the gaps between classes to advance assignments or finish pending work, and prefers doing them before or during class so he can ask questions when needed.
• Why? His free time is limited, so he uses those spaces to stay academically up to date while still making some time for social activities and the gym.

• Who? A university student whose schedule does not always match the normal routines of other students.
• What Zair usually eats alone and often brings his own food to university.
• How? He normally eats around 5 p.m., when most people are no longer having lunch, so he ends up eating by himself and relying on the food he brings.
• Why? His university schedule pushes his meals to a less common time, making it harder to coordinate meals with other students and limiting his options that he has access at the time.

• Who? A university student who regularly uses the gym as part of his routine and depends on the university's systems to access it.
• What? Zair finds the gym's attendance and reservation process inefficient.
• How? He has to make reservations and deal with attendance processes associated with different areas, sometimes requiring him to move between different machines or places.
• Why? The process adds unnecessary steps to an activity that is already part of his regular schedule, making the experience frustrating and inconvenient.

• Who? A university student who depends on multiple platforms and communication channels to access academic information.
• What? Zair has difficulty finding university information because it is distributed across different platforms such as Teams, Coursera, and institutional email.
• How? When he needs something, he has to search through different platforms and old messages; when he cannot find it, he has to ask someone else. He gave the example of looking for an online class link that had been sent months earlier.
• Why? The lack of a single place where academic information is centralized creates confusion about where students should look, and in his case, this problem was serious enough to miss a class in the past.

Interview done by Tomas Hernandez

Juan Jose Interview.mp3

Insights

• What? The student moves between different university buildings and wants to have a reliable Wi-Fi connection for his classes and academic assignments.
• How? He feels frustrated when the Wi-Fi does not work in some buildings, especially when mobile data coverage is also poor.
• Why? Differences in Wi-Fi availability across university buildings can interrupt academic activities and leave students without a reliable way to access online resources when they need them.
• Who? Undergraduate student who frequently moves between classrooms and depends on online resources for academic activities.

• What? The student uses his free time between classes to stay in places such as cafeterias before going to his next class in another building.
• How? He estimates the time needed to move between buildings, but often underestimates the effects of crowded entrances, barriers, elevators, and changes between floors in the travel time he needs to move between buildings.
• Why? Students lack information about the real time needed to move between different university locations, making it difficult to plan short breaks and increasing the risk of arriving late to class.
• Who? Undergraduate student with multiple classes in different university buildings and limited time between them.

• What? The student needs to find a place to eat between classes while considering available seating, waiting time, location, and food preferences.
• How? He becomes limited in his options when a restaurant has no available tables, a long queue, or is too far from his next class.
• Why? Students lack clear and updated information about food options on campus, making it difficult to choose an option that fits their available time and current needs.
• Who? Undergraduate student who eats on campus and has limited time between classes.

• What? During an earthquake, the student may need to evacuate the university while being uncertain about the correct procedure and where to go.
• How? He relies on general assumptions about staying calm and evacuating, while being uncertain about the meaning of alarms and the specific evacuation protocol.
• Why? Students may not have easy access to clear and familiar emergency protocols, causing uncertainty during a situation where quick and coordinated actions are important.
• Who? Undergraduate student who may need to respond to an earthquake without having recently reviewed the university's emergency procedures.

Interview done by Martin Leschhorn

Paula is a friend of mine who is in her 8th semester of lenguas at los Andes.

https://github.com/user-attachments/assets/38ff3a75-b046-466d-b1e5-982340aba2ef

Insights

• What? During a previous earthquake, Pau was in class on the second floor of the W building and the professor asked the students whether they wanted to evacuate or continue the class.
• How? Pau felt the response was poorly handled because she expected the professor to immediately guide the class during an emergency.
• Why? When professors are unsure about emergency procedures, students cannot completely depend on them and may need enough personal knowledge to make the correct decision themselves.
• Who? Undergraduate student who has personally experienced an earthquake while attending class at the university.

• What? Pau learned from friends who were on campus during the recent earthquake that professors reacted differently, with some students reportedly being discouraged from evacuating.
• How? This reinforced her previous impression that emergency management can depend too much on the individual professor.
• Why? If emergency procedures are not followed consistently, students may receive different instructions depending on who is teaching them, creating uncertainty during situations that require fast decisions.
• Who? University students attending classes during emergencies and professors responsible for guiding them.

• What? Pau reported concerns about alarms not sounding, congested evacuation routes, and uncertainty about where students should go after leaving the buildings during the recent earthquake.
• How? She perceived the evacuation process as disorganized and felt the university was not sufficiently prepared for a more serious emergency.
• Why? Students need clear alerts, evacuation routes, and instructions about safe locations so they do not have to improvise during an emergency.
• Who? Students and staff who may need to evacuate university buildings during a natural disaster.

• What? On the day of the interview, Pau and a friend searched several parking lots around the university without finding an available space, even though her friend already had class.
• How? After checking multiple locations, Pau stayed behind with the car so her friend could attend class.
• Why? Students do not have reliable information about parking availability, which can make them waste time and fuel, arrive late, miss class, or resort to inconvenient alternatives.
• Who? Students who commute long distances to the university by car and depend on nearby parking.

Interview done by Maria Alejandra Sanabria Salazar

https://github.com/user-attachments/assets/9c0e327e-0234-4790-bc98-d2de8eb3126b

Insights

• What? Santiago struggles with time management, academic assignments, and staying focused when working from home, especially when several deliverables are approaching.
• How? When he has a heavy workload, he tends to prioritize his academic responsibilities and can become distracted once he gets home, making it harder to stay productive.
• Why? Santiago considers his degree and thesis fundamental to the future he is building, so falling behind represents a loss of time and progress that he cannot easily recover.
• Who? Santiago, a final-semester student with a demanding academic workload who often works from home.

• What? Santiago tries to maintain activities that support his well-being, such as exercising, playing video games, and spending time with his girlfriend.
• How? When he feels overwhelmed by assignments and deliverables, he sometimes stops doing these activities and uses that time to study instead.
• Why? Academic pressure makes him prioritize his studies over personal activities, even though he recognizes that maintaining his personal life and well-being helps him become a better student.
• Who? Santiago, a student trying to balance academic responsibilities with his personal life and well-being.

• What? Santiago experiences academic stress that affects his ability to relax and enjoy his free time.
• How? When he is stressed about upcoming deliverables, he has difficulty disconnecting from his academic responsibilities, which also affects his overall well-being.
• Why? The pressure to stay on top of his workload extends beyond study time, making academic problems affect other areas of his daily life.
• Who? Santiago, a final-semester student whose academic responsibilities strongly influence his daily routine and well-being.

• What? Santiago's academic routine can be disrupted by unexpected problems with the technology he depends on to study and work.
• How? When his computer stopped working, he had to change where and how he worked, returning home to use another computer and breaking his usual study routine.
• Why? Small unexpected problems can break his momentum and force him to adapt his routine, making it harder to maintain his usual way of working.
• Who? Santiago, a student who relies on personal technology and established routines to complete his academic work.

Interview done by Sebastian Vargas Otero

Mateo Vargas Interview.mp3

Insights

• Who: A student who depends on informal breaks between classes for recreation and socializing, with no control over shared campus space allocation.
• What: Mateo plays volleyball with friends between classes, but the university has reassigned sports courts to elective classes.
• How: This happens repeatedly and without warning, on top of rain already limiting his access.
• Why: He relies on this window to decompress and socialize, so losing the space removes a key outlet from his routine.

• Who: A university student with a low budget and no prior knowledge of cheap food options near campus.
• What: A cheap, good lunch spot existed half a block from campus, but Mateo walked past it for a long time without noticing it.
• How: He only found out last semester, and only because a friend pointed it out to him.
• Why: His food choices are driven by budget, so poor visibility of nearby cheap options cost him time and money out of pure unawareness.

• Who: A student-athlete with a tight schedule who depends on external facilities because the university has no sports infrastructure of its own.
• What: Mateo plays on the university's official soccer team, but since it has no field of its own, the team must travel to outside facilities.
• How: Two hours of actual training require a four-hour time block once travel both ways is included.
• Why: He values sports for his wellbeing, but the lack of on-campus infrastructure turns a simple activity into a major scheduling burden.

• Who: A person who does not know how to act in an emergency, despite having gone through prior safety drills.
• What: During the recent earthquake, Mateo was an hour from campus with his grandmother; as the shaking passed one minute, he didn't know whether to take cover, evacuate, or stay put.
• How: He felt real uncertainty as the tremor extended longer than expected, worsened by responsibility for his grandmother and no clear guidance in the moment.
• Why: Despite having done many campus drills, that training didn't translate into a clear decision under real pressure outside the controlled campus setting.

Guiding Questions

#	Question	Purpose
1	Tell us a little about yourself and what a normal day at the university looks like for you.	Get to know the interviewee to create a profile of who we are talking to so we can understand their answers better.
2	Are there any recent problems in your university life that affect you?	Figure out what problems they have had that we possibly did not take into considerations in the padlet.
3	When you have a long gap between classes, what do you normally do? Can you tell us about the last time this happened?	Explore Free Time Matching at U through actual behavior rather than asking whether they like the idea.
4	Have you ever wanted to do something during that free time—sports, studying, eating, spending time with others, etc.—but couldn't? What stopped you?	Understand what exactly about the gaps in there schedule is bothering them and why.
5	How do you normally decide where to eat or get something to drink around the university? Tell us about the last time you made that decision.	Explore the University Gastronomic Offer and understand the current decision process.
6	Have you ever had difficulty finding a food option that worked for you because of things such as time, price, distance, availability, or not knowing enough options? What happened?	Identify concrete problems with the gastronomic offer and discover which factors actually matter.
7	What do you currently do for your physical or mental well-being during a normal university week?	Establish current habits and context for Wellness Made Fun.
8	Can you remember a time when you wanted to do something for your well-being—exercise, relax, participate in an activity, etc.—but decided not to? Why?	Identify possible challenges to wellness activities and understand what causes students not to participate.
9	Think about the last emergency or unexpected safety situation you experienced at the university. What happened, and what did you do?	Explore Emergency React through a real experience and obtain a sequence that may later be useful for a Journey Map.
10	During that situation, was there any moment when you didn't know what was happening, what you were supposed to do, or where to get reliable information?	Identify communication, information, or guidance problems during emergencies.
11	Why does this problem mean so much to you? Why does it have a greater priority in comparison to other problems you might see/experience?	Understand why the problems we have discussed matters so much to them while some others don’t.
12	Is there a problem that you think matters to other students even if it doesn't matter much to you personally? Why?	Find other possible problems that can be considered even if they aren’t the most important ones for the interviewee.
13	To finalize this interview I would like to ask you one final questions, could you tell me why you care about these/this problem/s? Would you like to see someone do something about said problem/s? And what did you think about this interview?	Closing statement for the interview to try to get some final opinions from the interviewee.

Podcast

Podcast-G41.mp3

Customer journey maps

Brainstorming

For this brainstorming session, group members proposed solutions to problems they had identified during their interviews; subsequently, the most frequently mentioned ideas and issues were analyzed to arrive at a solution for how to make the most of the gaps in their university schedules.

Prototype

https://github.com/user-attachments/assets/8d8df15c-90f3-4369-b236-5cd15434c95e