MS2 4 Complete situations What How Why - ISIS3510-Group-27/Documentation GitHub Wiki

4. Complete situations: What-How-Why

Interview 1

Situation	What?	How?	Why?	Who?
1. Finding places as a new student	The student needs to locate classrooms, buildings, cafeterias, and other campus spaces.	By exploring the campus, asking other people, and gradually learning where places are through experience.	The campus is unfamiliar and the transition from school to university makes navigation confusing.	Mainly first semester and new students.
2. Finding an unfamiliar classroom or building	The student needs to reach a room or building they have never visited before.	By asking faculty members and security guards for directions when they cannot find the location themselves.	Some rooms are difficult to locate, and even experienced students may not know every part of campus.	Any student, including students who have been at the university for several years.
3. Choosing where to study, eat, or have coffee	The student needs to decide where to spend time between classes.	By returning to familiar places and choosing locations where friends or classmates usually meet.	Students already know these places and often prioritize being with friends, studying, or relaxing.	Students spending free time between classes.
4. Moving between classes	The student needs to travel from one building to another and arrive on time.	By relying on previous experience to estimate the route and travel time.	Students may not know how long it takes to move between unfamiliar buildings, which can cause them to arrive late to a class or exam.	Students with consecutive classes in different campus buildings.

Interview 2

Situation	What?	How?	Why?	Who?
1	Juan Camilo completely halted his pre-existing artistic and musical hobbies such as drawing, playing guitar, and playing bass upon entering his first semester.	He acted stressed, overwhelmed, and constrained, feeling caught in an "academic race" and paralyzed by unfamiliar university schedules.	The transition from high school to university created severe academic friction, causing him to prioritize academic survival over personal well-being due to a lack of balance guidance.	Juan Camilo Medina, a 17 year old student in his 1st semester of Industrial Engineering at Universidad de los Andes.
2	Juan Camilo attempted to rejoin tennis to stay active and make friends outside of class by searching Instagram, looking for campus posters, and asking peers.	He felt frustrated, lost, and discouraged because he only found formal, competitive tennis academies online rather than low-pressure recreational student groups.	Social media algorithms and official channels favor structured, high ranking organizations, leaving informal campus hobby groups with no centralized discovery platform.	Juan Camilo Medina during his 3rd semester, acting as a student looking to rekindle a childhood sport purely for fun and socialization.
3	Juan Camilo tried to form an informal interest group around statistics and econometrics by manually gathering course roster lists from previous semesters.	He felt hesitant, blocked, and burdened, considering sending cold emails to institutional addresses before ultimately abandoning the initiative.	Institutional email lists represent a high friction communication channel for informal community-building, making students feel uncomfortable intruding into classmates' official inboxes without an opt-in space.	Juan Camilo Medina during his 6th semester, acting as an academically passionate student seeking peer collaboration outside the traditional classroom.
4	Juan Camilo evaluated the contrast between high profile official student groups (e.g., Finance & Investment) and small informal groups (e.g., local WhatsApp tennis or music groups).	He felt disappointed and critical of the "big gap" in university support, observing that corporate/career focused clubs monopolize the spotlight while creative communities receive minimal backing.	Institutional support structures favor highly formal, career-driven organizations, leaving informal, creative, and recreational groups isolated on private messaging platforms without promotional tools.	Juan Camilo Medina reflecting as a 2nd semester Master’s student in Industrial Engineering. (Currently 21 years old)

Interview 3: Parking Lots

Situation	What?	How?	Why?
Situation 1 — Deciding whether to drive to the university	The student needs to decide whether going to the university by car is a convenient option.	The decision is made without having reliable information about the current parking situation. The student mainly depends on previous experiences, expectations about the time of day, and the possibility that the parking lot may have a long queue.	The student wants the convenience of traveling by car but also needs to avoid unexpected delays that could interfere with classes or other activities. The lack of information makes this decision uncertain.
Situation 2 — Planning additional time because parking is unpredictable	The student plans the trip to campus while considering that finding parking may require additional time.	Instead of considering only the travel time between home and the university, the user also needs to include a buffer for the possibility of encountering a queue or waiting for a space.	The user wants to reduce the risk of arriving late. Since the actual parking conditions are not known beforehand, additional time becomes a way of protecting against an unpredictable parking experience.
Situation 3 — Arriving at the parking area and encountering a queue	The student arrives near the university and discovers that accessing the parking lot requires waiting.	At this point, the user has already traveled to campus by car and has to evaluate whether to continue waiting or consider another option. The parking situation only becomes clear once the user is already there.	There is no reliable way to evaluate the parking conditions before arriving. Because the user has already committed to traveling by car, the alternatives available at this stage are less convenient than they would have been before starting the trip.
Situation 4 — Reacting to the parking situation instead of planning around it	The student has to adapt the original plan when the parking situation is worse than expected.	Decisions such as waiting longer, looking for another place to park, or changing the expected arrival time are made reactively after the parking conditions become visible.	The user did not have enough information earlier in the journey to anticipate the situation. Better information before arriving could allow the student to make the decision at a moment when more alternatives are still available.

Interview 4

Situation	What?	How?	Why?
1. Grabbing a quick snack between classes	Grabbing a quick coffee or snack during or between classes.	She quickly steps out of the classroom to the nearest possible spot to buy something small and easily portable (e.g., coffee, croissant).	To minimize travel time, avoid missing class material, and comply with classroom constraints while satisfying hunger or fatigue.
2. Deciding lunch options with friends	Choosing where to eat lunch with peers.	She discusses and negotiates options collectively with her friend group, prioritizing shared spaces (like Plazoleta CityU or Box Plaza) and budget-friendly spots.	Lunch is viewed as a social activity rather than an individual decision, where group consensus, social seating availability, and student budgets drive the choice.
3. Exploring and vetting new food spots	Discovering and evaluating new food spots around campus.	She discovers places accidentally while walking during breaks ("huecos") or through fragmented Instagram student/official accounts, actively verifying prices and ingredients before visiting.	She suffers from frequent food poisoning/stomach sensitivities and manages a tight student budget, requiring prior knowledge to avoid health risks and unexpected expenses.
4. Sacrificing preferences due to campus distance and seating rules	Forgoing desired food/coffee choices due to campus layout and policy restrictions.	She settles for closer, less desired alternatives because preferred spots (e.g., Juan Valdez) are at the extreme ends of campus (O or CityU), or avoids places (e.g., Box Plaza) when friends bring outside food.	Large campus distances and steep terrain make crossing campus between classes impractical, while restrictive commercial seating policies prevent inclusive group dining.

Interview 5

Situation	What?	How?	Why?	Who?
1	Alex decides where to eat for lunch or coffee between classes	Quickly picks a familiar, nearby spot (Subway, then Dunkin') with little deliberation	He's optimizing for low cost and minimal time spent deciding, given a tight class schedule	Alex, 6th-semester music student, budget- and time-conscious
2	Alex and a friend go to La Rosconería wanting to try something new	They arrive and find it closed, so they can't eat there	No way to check hours or availability beforehand; the info gap turned an exploratory trip into a wasted one	Alex and a friend, both open to trying new places
3	Alex looks for a new place to eat	Walks around campus physically scanning for restaurants that look appealing	No centralized or passive source of restaurant info exists, so physical exploration is his only discovery method	Alex, acting alone, willing to spend physical effort over digital search
4	Alex hears about new restaurants, promos, or menu changes	Relies on word of mouth from friends or informal social media accounts like "Henney Uniandes"	There's no dedicated, reliable channel for this information, so it reaches him inconsistently and incompletely	Alex and his friend group, plus informal social media accounts as an indirect source

Interview 6

Situation	What?	How?	Why?	Who?
1	Pablo struggled to find buildings and classrooms during his first week at Universidad de los Andes.	He felt confused and disoriented because he did not know where the classrooms or campus spaces were located.	The university is large and unfamiliar for first-semester students, making the transition difficult without clear navigation support.	Pablo, a first-semester Business Administration student at Universidad de los Andes.
2	Pablo needed help getting to his classes because he did not know how to move around campus.	He asked friends and other people he knew at the university to guide him.	There was no easy or centralized way for him to independently locate buildings or classrooms, so he depended on people around him.	Pablo during his first week at university, trying to adapt to a new campus environment.
3	Pablo wanted to find places to study, read, eat, or have coffee.	He followed friends or walked around campus looking for places that seemed good.	Information about study spaces, food options, and coffee spots was not immediately accessible, so discovery happened through exploration and social guidance.	Pablo as a new student trying to discover useful campus spaces beyond classrooms.
4	Pablo identified the need for a better way to search for classrooms and locations on campus.	He suggested having maps where students could search for a specific classroom and see where it is located.	A searchable campus map would reduce confusion, help students move independently, and make the first-semester experience easier.	Pablo reflecting on what would improve navigation for new Uniandes students.