MS2 2 Interview structure for each interview - ISIS3510-Group-27/Documentation GitHub Wiki

2. Interview structure for each interview

Camilo Castilla: Campus Interactive App

General Curiosity

  • Welcome & Consent: "Hi. Thanks for meeting with me. I wanted to interview you to learn about how Universidad de los Andes students navigate campus and find places to study, eat, or have coffee. Do I have your permission to record this interview?"

    • Purpose: Introduce the interviewer, state the objective, and secure verbal consent for recording.

  • Profile (Closed): "What program are you in, and what semester are you currently studying?"

    • Purpose: Understand the interviewee’s background and level of familiarity with campus.

  • General Context (Open): "How would you describe your experience getting around Uniandes and finding the places you need on campus?"

    • Purpose: Gather unbiased context about the student’s overall navigation experience.

Focused Curiosity

  • Navigation Experience (Open): "Can you walk me through the last time you had to find a building, classroom, or place on campus that you weren’t familiar with?"

    • Purpose: Understand a specific real experience instead of relying on hypothetical opinions.

  • Process & Frustrations (Probing): "What did you do to find it, and did you encounter any difficulties during the process?"

    • Purpose: Identify current methods, workarounds, and pain points related to campus navigation.

  • Place Discovery (Open): "When you want to find somewhere to study, eat, or have coffee, how do you usually decide where to go?"

    • Purpose: Explore how students currently discover useful places and what information they rely on.

Verification (Checking): "So, if I understood correctly, you usually rely on xxxxx when you don't know where something is, and the main difficulty is xxxx. Is that right?"

  • Purpose: Confirm the interviewer’s interpretation and avoid misunderstandings.

Confrontational Curiosity

  • Information Availability (Probing): "Do you feel that information about buildings, study spaces, food, and coffee options is easy to find, or do you usually have to look in different places?"

    • Purpose: Test the hypothesis that campus information may be fragmented or difficult to access.

  • Improvement (Open): "If you could change one thing about how students find places and move around Uniandes, what would it be and why?"

    • Purpose: Identify the user’s main need without directly suggesting a specific solution.

Closing

  • Final Reflection (Open): "Is there anything else about getting around campus or finding places at Uniandes that we haven't talked about?"

    • Purpose: Capture any additional problems, experiences, or insights that were not covered.

First Full Interview: CamiloCastillaInterview.mp3

Second Full Interview: https://uniandes-my.sharepoint.com/:v:/g/personal/c_castilla_uniandes_edu_co/IQAIUGDS19VSQaRrZKID20k6AUtxVmcxpvsTifrjj57puv8?nav=eyJyZWZlcnJhbEluZm8iOnsicmVmZXJyYWxBcHAiOiJPbmVEcml2ZUZvckJ1c2luZXNzIiwicmVmZXJyYWxBcHBQbGF0Zm9ybSI6IldlYiIsInJlZmVycmFsTW9kZSI6InZpZXciLCJyZWZlcnJhbFZpZXciOiJNeUZpbGVzTGlua0NvcHkifX0&e=v6FqEH

Key Findings:

  • Campus navigation is especially difficult for new students.
  • Experience reduces navigation difficulties, but does not eliminate them.
  • Students often rely on faculty members or security guards instead of digital navigation tools.
  • Students tend to return to familiar places for studying, eating, or having coffee.
  • Knowledge about campus spaces is acquired gradually through experience.
  • Travel time between buildings is an important pain point and can cause students to arrive late.
  • A centralized platform, app, or interactive map could make campus navigation easier, especially for new students.

Nicolas Salazar: Registered Student Organizations

General Curiosity

  • Welcome & Consent: "Hi [interviewed name]! Thanks for meeting with me. I’m Nicolas, and I wanted to interview you to know a bit about how Universidad de los Andes students discover and engage with student groups on campus. Do I have your permission to record this interview?"

    • Purpose: Introduce the interviewer, state the objective, and secure verbal consent for audio recording and documentation.

  • Profile (Closed): "What program are you in, and what semester are you currently studying?"

    • Purpose: Get to know the interviewee and build a user profile to contextualize their campus experience.

  • General Context (Open): "How would you describe your overall experience finding activities or communities outside of your classes at Uniandes?"

    • Purpose: Establish baseline rapport and gather unbiased, unprompted background context on the user's integration with campus activites/groups.

Focused Curiosity

  • Discovery Experience (Open): "Can you walk me through the last time you tried to find or join a student club, hobby group, or extracurricular community on campus?"

    • Purpose: Better understand the problem by eliciting a specific, real past experience rather than hypothetical opinions.

  • Frustrations & Process (Probing): "What specific steps did you take to find them, and what obstacles or friction did you encounter during that process?"

    • Purpose: Deeply examine pain points, process friction, and current workaround methods used to discover groups.

  • Group Creation/Leadership (Open): "Have you or your peers ever tried to organize an informal group or event at Uniandes? How did you handle reaching or recruiting other students?"

    • Purpose: Explore the group creator/leader perspective and identify obstacles related to reach, recruitment, and management.

Verification (Checking): "So, if I understood correctly, you mostly relied on [method] because there wasn't a clear central place to look. Is that right?"

  • Purpose: Clarify specific aspects of their experience, validate interpretation, and ensure accurate data logging.

Confrontational Curiosity

  • Recognition & Support (Probing): "How do you feel about the current level of visibility and support that informal vs. official student groups get from the university?"

    • Purpose: Test and challenge the hypothesis regarding group visibility, university backing, and formal vs. informal friction.

  • Centralization & Value (Open): "If you could change one thing about how student organizations are discovered and managed at Uniandes, what would it be and why?"

    • Purpose: Uncover core user motivations and validate the demand for a centralized solution without asking leading questions.

Closing

  • Final Reflection (Open): "Is there anything else about your experience with student groups at Uniandes that we haven't touched on?"
    • Purpose: Capture any missed edge cases, unexpected user insights, or final thoughts before concluding.

Full interview (requires Uniandes email address): https://uniandes-my.sharepoint.com/:u:/g/personal/n_salazars_uniandes_edu_co/IQDB3rroaalpT5SBSode2p1BAWVjIjeejFKZmHiaqxp7Hx4?nav=eyJyZWZlcnJhbEluZm8iOnsicmVmZXJyYWxBcHAiOiJPbmVEcml2ZUZvckJ1c2luZXNzIiwicmVmZXJyYWxBcHBQbGF0Zm9ybSI6IldlYiIsInJlZmVycmFsTW9kZSI6InZpZXciLCJyZWZlcnJhbFZpZXciOiJNeUZpbGVzTGlua0NvcHkifX0&e=PBv7Hb

Daniel Vergara: Parking Lots

General Curiosity

  • Welcome & Consent: "Hi Lucia! Thanks for meeting with me. I’m Daniel, and I would like to learn about your experience commuting to Universidad de los Andes and, particularly, your experience when you decide to arrive by car. Do I have your permission to record this interview?"

    • Purpose: Introduce the interviewer, explain the general objective of the interview without suggesting a specific solution, build rapport, and obtain verbal consent for recording and documentation.

  • Profile (Closed): "What program are you in, what semester are you currently studying, and how often do you usually go to campus?"

    • Purpose: Build a basic profile of the interviewee and understand the context in which they travel to the university.

  • Transportation Context (Open): "Can you tell me how you usually decide how to get to the university on a normal day?"

    • Purpose: Understand the interviewee's transportation habits without assuming that they always use a car or the university parking lot.

  • Car Usage Context (Open): "When you decide to come to the university by car, what does that experience usually look like from the moment you leave until you arrive on campus?"

    • Purpose: Explore the complete experience of commuting by car and identify naturally occurring difficulties, decisions, and behaviors.

Focused Curiosity

  • Recent Experience (Open): "Can you walk me through the last time you came to the university by car and tried to find a place to park?"

    • Purpose: Obtain a specific and recent real-life experience rather than hypothetical opinions, making it possible to understand the user's actual behavior.

  • Decision Process (Probing): "Before arriving, what did you know about the parking situation, and how did you decide whether it was worth trying to park there?"

    • Purpose: Understand what information the user currently has before arriving, how they make parking-related decisions, and whether uncertainty affects their behavior.

  • Waiting Experience (Probing): "What happened once you arrived at the parking area? Can you describe what you did while waiting or looking for a parking space?"

    • Purpose: Explore the parking process in detail, including waiting times, actions, reactions, and possible workarounds.

  • Consequences (Probing): "How did that experience affect what you had planned to do at the university that day?"

    • Purpose: Identify the consequences of parking difficulties, such as being late, changing plans, missing activities, spending additional money, or experiencing stress.

  • Current Workarounds (Open): "When parking at the university is difficult or uncertain, what do you usually do?"

    • Purpose: Discover existing alternatives and workarounds used by the interviewee, such as arriving earlier, using another parking lot, changing transportation methods, or avoiding driving.

  • Information Sources (Probing): "How do you currently find out whether parking might be available before you arrive, if you try to find out at all?"

    • Purpose: Understand whether users currently seek parking information, what sources they rely on, and what limitations those sources have.

  • Important Information (Open): "When deciding whether to drive to the university, what information about parking would be useful for you to know beforehand, if any?"

    • Purpose: Explore the information users naturally consider valuable without directly suggesting specific features such as real-time availability, waiting-time estimates, statistics, or reservations.

Verification (Checking): "So, if I understood correctly, when you decide to drive to the university you usually [summarize what the interviewee explained], and the main difficulty is [summarize the difficulty]. Is that correct?"

  • Purpose: Confirm that the interviewer's interpretation is accurate, clarify possible misunderstandings, and validate the information collected before moving forward.

Confrontational Curiosity

  • Uncertainty Hypothesis (Open/Probing): "You mentioned that [refer to something the interviewee said about uncertainty, waiting, or availability]. How much does not knowing the parking situation beforehand influence your decision to drive or not?"

    • Purpose: Validate or refute the hypothesis that uncertainty about parking availability has a meaningful impact on the user's transportation decisions, while connecting the question to evidence already provided by the interviewee.

  • Parking Experience Improvement (Open): "If you could change one thing about the current experience of arriving by car and trying to park at Universidad de los Andes, what would you change and why?"

    • Purpose: Identify the user's highest-priority need or pain point without imposing a predefined solution.

  • Decision-Changing Information (Probing): "Thinking about the experience you described earlier, what, if anything, could you have known before leaving home that would have changed what you decided to do?"

    • Purpose: Explore whether better information before the trip could affect user behavior and validate the importance of information availability without directly proposing an application or feature.

Closing

  • Final Reflection (Open): "Is there anything else about your experience driving to the university, waiting for parking, or finding a parking space that we haven't talked about and you think is important?"
    • Purpose: Capture unexpected insights, edge cases, additional pain points, or relevant experiences that were not covered by the previous questions.

Full Interview: https://uniandes-my.sharepoint.com/:u:/g/personal/d_vergara112_uniandes_edu_co/IQBNW1Z-rfMVRL7ed7DXFNHqAWdLng7grjX3wIeyQexf2CY?nav=eyJyZWZlcnJhbEluZm8iOnsicmVmZXJyYWxBcHAiOiJPbmVEcml2ZUZvckJ1c2luZXNzIiwicmVmZXJyYWxBcHBQbGF0Zm9ybSI6IldlYiIsInJlZmVycmFsTW9kZSI6InZpZXciLCJyZWZlcnJhbFZpZXciOiJNeUZpbGVzTGlua0NvcHkifX0&e=L4XLD8

Daniel Vargas: University Gastronomic Offer

General Curiosity

  • Welcome & Consent: "Hi Alex! Thanks for meeting with me. I'm Daniel, and I would like to learn about your experience finding places to eat, drink, or grab a snack around Universidad de los Andes. Do I have your permission to record this interview?"

    • Purpose: Introduce the interviewer, explain the general objective of the interview without suggesting a specific solution, build rapport, and obtain verbal consent for recording and documentation.

  • Profile (Closed): "What program are you in, what semester are you currently studying, and do you usually eat around campus or bring your own food?"

    • Purpose: Build a basic profile of the interviewee and understand the context in which they access food near the university.

  • General Context (Open): "How would you describe your overall experience finding places to eat or drink around the university?"

    • Purpose: Establish baseline rapport and gather unbiased, unprompted background context on the user's relationship with the gastronomic offer near campus.

Focused Curiosity

  • Recent Experience (Open): "Can you walk me through the last time you decided where to eat or grab a coffee near the university?"

    • Purpose: Obtain a specific and recent real-life experience rather than hypothetical opinions, making it possible to understand the user's actual decision-making behavior.

  • Discovery Process (Probing): "How did you originally find out about the place(s) you usually go to?"

    • Purpose: Understand current discovery channels (word of mouth, social media, chance, ads, etc.) and identify how much they rely on informal sources.

  • Decision Process (Probing): "When you're deciding where to eat, what factors do you consider, and how long does that decision usually take you?"

    • Purpose: Explore the decision-making process in detail, including hesitation, repeated choices, and possible friction points.

  • Novelty Experience (Probing): "Can you think of a time you wanted to try something new to eat near campus but ended up not doing it? What happened?"

    • Purpose: Identify concrete instances where lack of information prevented exploration, rather than assuming this happens hypothetically.

  • Current Workarounds (Open): "When you want to find a new place to eat, what do you usually do?"

    • Purpose: Discover existing alternatives and workarounds used by the interviewee, such as asking friends, walking around, or checking social media.

  • Information Sources (Probing): "How do you currently find out about new places, promotions, or menu changes near the university, if at all?"

    • Purpose: Understand whether users actively seek this information, what sources they rely on, and what limitations those sources have.

  • Important Information (Open): "If you were choosing a new place to eat near campus, what information would be useful for you to know beforehand, if any?"

    • Purpose: Explore what users naturally consider valuable without directly suggesting specific features such as a map, reviews, or menus.

Verification (Checking): "So, if I understood correctly, you usually find out about places to eat through your friends and social media, and the main difficulty is to find vegan options. Is that correct?"

  • Purpose: Confirm that the interviewer's interpretation is accurate, clarify possible misunderstandings, and validate the information collected before moving forward.

Confrontational Curiosity

  • Discovery Hypothesis (Open/Probing): "You mentioned that you mostly rely on word of mouth to discover new restaurants. How much does not having a clear way to see all the options influence where you end up eating?"

    • Purpose: Validate or refute the hypothesis that lack of a centralized way to discover food options meaningfully affects user behavior, while connecting the question to evidence already provided by the interviewee.

  • Gastronomic Experience Improvement (Open): "If you could change one thing about how you find places to eat or drink near Universidad de los Andes, what would you change and why?"

    • Purpose: Identify the user's highest-priority need or pain point without imposing a predefined solution.

  • Establishment Growth Perspective (Probing): "Do you think smaller or newer places near campus get a fair chance to be discovered? Why or why not?"

    • Purpose: Explore the user's perception of how the current lack of visibility affects local businesses, connecting to the hypothesis that this hinders establishment growth and offer diversification.

Closing

  • Final Reflection (Open): "Is there anything else about finding food or drinks near the university that we haven't talked about and you think is important?"
    • Purpose: Capture unexpected insights, edge cases, additional pain points, or relevant experiences that were not covered by the previous questions.

Interview: Interview

Luciana Bacci T: University Gastronomic Offer

General Curiosity

  • Welcome & Consent: "Hi Natalia! Thanks for meeting with me. I'm Luciana, and I would like to learn about your experience finding places to eat, drink coffee, or grab a snack around Universidad de los Andes. We just want to understand your real day-to-day routine. Do I have your permission to record this interview?"

    • Purpose: Introduce the interviewer, clarify the study objective without revealing a specific solution, establish initial trust and rapport.

  • Profile (Closed): "What program are you in, what semester are you currently studying, and on average, how many days a week do you spend on campus?"

    • Purpose: Build the basic profile of the interviewee and contextualize their campus presence.

  • Campus Routine Context (Open): "How do you usually organize your meals throughout a day on campus (e.g., do you bring food from home, eat out near campus, or combine both)?"

    • Purpose: Understand the interviewee frequency of using food services near the university.

  • General Context (Open): "How would you describe your overall experience finding places to eat, drink coffee, or grab snacks around the university?"

    • Purpose: Gather context about their experience in the restaurants around the university.

Focused Curiosity

  • Recent Experience (Open): "Can you walk me through the last time you decided where to eat, drink coffee, or buy a snack near campus? From the moment you had a break or felt hungry, what were the exact steps you took?"

    • Purpose: Identify the key steps to enter and have a good experience of a restaurant.

  • Discovery Channels (Probing): "Think about the places you visit most often near campus. How did you originally find out about them?"

    • Purpose: Identify current discovery mechanisms (word-of-mouth, social media, walking by, peers) and evaluate dependence on informal channels.

  • Decision-Making Factors (Probing): "When you are choosing where to go—especially when you are in a rush or with friends—what factors do you consider, and what usually causes hesitation or delay?"

    • Purpose: Explore the decision-making variables (pricing, queues, menu variety, dietary restrictions) and pinpoint critical bottlenecks.

  • Attempted Exploration Incident (Probing): "Can you think of a specific time you wanted to try a new place near campus, but ended up going back to your usual spot or skipping it? What happened?"

    • Purpose: Capture concrete moments where lack of information, uncertainty, or hesitation prevented exploration.

  • Current Workarounds (Open): "When you actively want to find somewhere new or different to eat near the university, what tools or strategies do you use?"

    • Purpose: Discover other alternatives and makeshift workarounds used by students (e.g., Google Maps, Instagram, etc.).

  • Information Gaps (Open): "If you were considering trying a new food spot near campus, what specific information would you find essential to know beforehand?"

    • Purpose: Identify what users consider valuable information (menus, prices, schedules, wait times) without mentioning specific product features.

  • Verification (Checking): "So, if I understood correctly, you usually discover places through friends or location, and the main barrier to trying new spots is quality of the food, that it doesn't give you food poisoning and that it is expensive. Is that accurate?"

    • Purpose: Confirm that the interviewer's understanding is accurate, eliminate personal assumptions, and allow the user to clarify their statements.

Confrontational Curiosity

  • Discovery Centralization Hypothesis (Probing/Confrontational): "You mentioned that you visited new places when you saw their instagram post talking about their food, or their recommendation or their prices. How much does not having a single place or channel to see all nearby options influence your choice of where to go?"

    • Purpose: Identify if having everything in a place is something people would be interested in.

  • Establishment Visibility Perspective (Probing): "Do you feel smaller, newer, or less visible food spots near campus get a fair opportunity to be discovered compared to established or well-located places? Why or why not?"

    • Purpose: Test whether the interviewee consideres visibility a challenge or a advantage for smaller buisnesses.

  • Priority Pain Point Reflection (Open): "If you could change or improve one single aspect of how you discover and choose food or drinks near Universidad de los Andes, what would it be and why?"

    • Purpose: Identify another issue that users may have that we haven't identified.

Closing

  • Final Reflection (Open): "Is there anything else about your experience finding or choosing food near campus that we haven't talked about and you think is important to mention?"

    • Purpose: Capture unexpected insights or funcionalities that may work in the app.

  • Wrap-up & Thanks: "Thank you very much for your time and insights! This will be extremely helpful for our project research."

Full Interview:Natalia's Interview

Key Findings:

  • Long distances between extreme ends of campus (e.g., Building O vs. CityU) force students to compromise quality/preference for immediate physical proximity.
  • Students must consult multiple unofficial student accounts alongside official university channels to find comprehensive information on prices, menus, and new openings.
  • For students with stomach sensitivities or dietary restrictions, lack of transparent ingredient/quality information creates significant hesitation when exploring new spots.
  • Group consensus, shared space comfort, and price alignment matter significantly more than individual preference during lunch hours.
  • Strict table policies in commercial areas (such as prohibiting outside food) create friction for groups where some members bring food from home while others buy.
  • Smaller, independent establishments thrive if positioned in high-traffic corridors (e.g., Eje Ambiental, Edificio Sd), whereas hidden or downhill spots remain undiscovered regardless of quality.
  • A single source aggregating both on-campus and off-campus options—with menus, price ranges, exact locations, and seating policies—would streamline student decision-making and encourage exploration.

Jose Fomseca: Campus Interactive App

General Curiosity

  • Welcome & Consent: "Hi [interviewed name]! Thanks for meeting with me. I’m [name], and I wanted to interview you to learn about how Universidad de los Andes students navigate campus and find places to study, eat, or have coffee. Do I have your permission to record this interview?"

    • Purpose: Introduce the interviewer, state the objective, and secure verbal consent for recording.

  • Profile (Closed): "What program are you in, and what semester are you currently studying?"

    • Purpose: Understand the interviewee’s background and level of familiarity with campus.

  • General Context (Open): "How would you describe your experience getting around Uniandes and finding the places you need on campus?"

    • Purpose: Gather unbiased context about the student’s overall navigation experience.

Focused Curiosity

  • Navigation Experience (Open): "Can you walk me through the last time you had to find a building, classroom, or place on campus that you weren’t familiar with?"

    • Purpose: Understand a specific real experience instead of relying on hypothetical opinions.

  • Process & Frustrations (Probing): "What did you do to find it, and did you encounter any difficulties during the process?"

    • Purpose: Identify current methods, workarounds, and pain points related to campus navigation.

  • Place Discovery (Open): "When you want to find somewhere to study, eat, or have coffee, how do you usually decide where to go?"

    • Purpose: Explore how students currently discover useful places and what information they rely on.

Verification (Checking): "So, if I understood correctly, you usually rely on [method] when you don't know where something is, and the main difficulty is [problem]. Is that right?"

  • Purpose: Confirm the interviewer’s interpretation and avoid misunderstandings.

Confrontational Curiosity

  • Information Availability (Probing): "Do you feel that information about buildings, study spaces, food, and coffee options is easy to find, or do you usually have to look in different places?"

    • Purpose: Test the hypothesis that campus information may be fragmented or difficult to access.

  • Improvement (Open): "If you could change one thing about how students find places and move around Uniandes, what would it be and why?"

    • Purpose: Identify the user’s main need without directly suggesting a specific solution.

Closing

  • Final Reflection (Open): "Is there anything else about getting around campus or finding places at Uniandes that we haven't talked about?"

    • Purpose: Capture any additional problems, experiences, or insights that were not covered.

First Full Interview: https://drive.google.com/file/d/1AHzZoDQwTZrLcdiaHhHEbDIXWRCvNUDa/view?usp=sharing

Key Findings:

  • First-semester students find campus navigation difficult because Universidad de los Andes is large and unfamiliar.
  • Finding specific buildings and classrooms, especially during the first week, is a major challenge.
  • New students often depend on friends or people they know to guide them around campus.
  • Asking multiple people can help, but it is inefficient and can make navigation stressful.
  • Students do not always know where to study, eat, or get coffee, so they often follow friends or explore until they find a suitable place.
  • Information about buildings, study spaces, food, and coffee options is not easily accessible for new students.
  • Campus knowledge is built gradually through experience rather than through a clear centralized source.
  • A searchable map or digital tool showing classrooms, buildings, and campus spaces would make it easier for students to move around Uniandes.
  • The main opportunity is to support new students with a simple navigation platform that reduces dependence on asking others.