MS2 - S3-Group36-Mobile-App-Development/Wiki GitHub Wiki
MS2 – Design Thinking Process Practice
1. Selected Problems.
| Problems | Assigned |
|---|---|
| Wellness made fun | Leonardo Rueda, German Jimenez, Alejandro Celis |
| Second hand cloting | Estefanía Quijano |
| Carpooling | Laura Barrero |
| Content centralization | Marlon Londoño |
2. Interview Structures
Interview 1 – Marlon Londoño
Interview Structure – Content Centralization
| # | Interview Question | Purpose |
|---|---|---|
| 1 | What type of content do you usually save from social media or the Internet to look at later? | We want to understand what kind of content people find useful enough to save and why they feel the need to keep it. |
| 2 | Where do you currently save this content? | We want to know how people currently manage their saved content and whether they use different places or platforms to store it. |
| 3 | Tell me about the last time you tried to find something you had previously saved. What happened? | We want to hear about a real experience instead of a hypothetical situation and see if finding saved content is actually difficult. |
| 4 | What is the most difficult part about organizing or finding the content you save? | We want to understand what specifically makes managing saved content frustrating or inconvenient for the user. |
| 5 | Have you ever saved something because you thought you would use it later, but when you needed it, you couldn't find it? Tell me what happened. | We want to find out if people actually lose track of content they considered important and understand what happens when they cannot find it. |
| 6 | What do you usually do when you cannot find something that you remember saving? | We want to understand how people deal with the problem today and what alternatives they use when they cannot find something. |
| 7 | If you could change one thing about the way you currently save and find content, what would you change? | We want to hear directly from the user what they think could make the experience easier or better. |
| 8 | Is there anything about saving, organizing, or finding content that you find frustrating or complicated that we haven't talked about? | We want to give the interviewee a chance to mention problems we may not have thought about ourselves. |
Interview 2 – Estefanía Quijano
Interview Structure – Second hand cloting
| # | Interview Question | Purpose |
|---|---|---|
| 1 | What do you usually do with the clothes you no longer wear or decide to clean out of your closet? | We want to understand the person’s current behavior about clothing disposal and find out if their first option is to donate, throw away, sell, or store them. |
| 2 | How much does environmental impact influence your decision on what to do with your old clothes? | Our purpose is to evaluate the level of consciousness of consumers with respect to the pollution generated by the fashion industry and to determine how this influences their actions. |
| 3 | Tell me about the last time you tried to donate or give clothes to an institution. What was the process like? | We want to hear about a real experience rather than a hypothetical situation to identify how easy or difficult the current donation process is. |
| 4 | What is the most difficult or frustrating part about trying to give your clothes in good condition to organizations or people who need them? | We want to discover what specific barriers (lack of time, transportation, mistrust, etc.) prevent people from donating more frequently. |
| 5 | When you want to donate, how do you search for or find information about the right places to do so? | We want to find out which channels they currently use to stay informed and determine if the lack of visibility of these charities is a real problem. |
| 6 | Have you ever ended up throwing away clothes in good condition because you didn’t know where to take them? | We want to validate if the lack of information or logistics directly causes clothes to end up in landfills, verifying the root of the problem. |
| 7 | If you could have an ideal way to connect with charities to donate your clothes, what information or features would you need it to have? | We want to hear directly from the user what features would make the experience good enough for them to participate. |
| 8 | Is there anything else related to the process of disposing of or donating clothes that you find complicated and that we haven’t talked about? | We want to give the interviewee an open space to mention additional problems, fears, or ideas that we might not have considered in our research. |
Interview 3 – Laura Barrero
Interview Structure – Carpooling
| # | Interview Question | Purpose |
|---|---|---|
| 1 | How do you usually travel to and from university? | We want to understand the interviewee's current transportation habits |
| 2 | How long do you usually take to arrive to university? | We want to understand how much time transportation takes and whether it's a relevant problem |
| 3 | What is the biggest difficulty you experience when going to university? | We want to identify the maint transportation problem the interviewee experiments daily |
| 4 | How do you decide which transportation option you are using each day? | We want to understand what factors influence transportation decisions |
| 5 | How important is the cost of transportation when deciding how to get to the campus? | We want to understand how much cost influences the interviewee's opinion |
| 6 | How important is travel time when choosing the transportation to the campus? | We want to understand how much saving time influences the interviewee's opinion |
| 7 | Have you ever shared a ride with another student or friend to get to university? Tell me about the experience. | We want to undesrtand the interviewee's previous experience with carpooling or ride sharing |
| 8 | If you have shared a ride before, what did you like and dislike about it? | We want to identify the benefits and difficulties of carpooling |
| 9 | How would you normally find someone to share a ride with? | We want to understand what methods students currently use to coordinate rides |
| 10 | Have you ever been unsure about which bus, route, or transportation option to take? What did you do? | We want to identify problems with finding or understanding public transportation information |
| 11 | How useful would real-time information about transportation schedules and delays be for you? When would you use it? | We want to understand whether real-time transportation information would solve a real problem |
| 12 | If you could have one feature (tool or help in some form) that made your transportation to university easier, what would it be? | We want the interviewee to describe their ideal solution without limiting them to an especific group of features |
Interview 4 – Leonardo Rueda
Interview Structure – Wellness made fun
| # | Interview Question | Purpose |
|---|---|---|
| 1 | What is a typical day like for you when you have a lot going on at university? | We want to understand how academic stress manifests in the student's daily life and which situations are the most stressful for him. |
| 2 | When does that stress usually become noticeable to you? | We want to identify the student's specific stress triggers and how they affect his well-being. |
| 3 | Once you start feeling overwhelmed, what do you usually do to manage it? | We want to discover the strategies that the student uses to manage or reduce stress. |
| 4 | Have you ever tried specific stress-relief practices, such as meditation, breathing exercises, or journaling? | We want to identify which wellness practices the student has tried. |
| 5 | What makes it difficult for you to maintain practices like these on a regular basis? | We want to understand the barriers that make it difficult to incorporate wellness practices into a routine. |
| 6 | What makes you want to return to something that helps you feel better? | We want to identify which characteristics make a wellness practice attractive, useful, and engaging. |
| 7 | Do you think it’s difficult for students to seek professional help when they feel like they need it? | We want to explore the main barriers students with mental health concerns face when seeking professional help. |
| 8 | What do you think about encouraging someone who is struggling to reach out for professional support? | We want to understand the role that reassurance and encouragement can play in helping someone seek professional support. |
| 9 | What helps you recognize that you’re actually making progress? | We want to understand how students recognize and evaluate their progress when managing their well-being. |
| 10 | What could make a stress-management practice feel counterproductive or make you stop doing it? | We want to identify which characteristics can make a wellness practice feel ineffective, overwhelming, or burdensome. |
| 11 | If you could change one thing about the way students currently manage their mental well-being, what would it be? | We want to identify the main change the student believes is needed. |
Interview 5 – German Jimenez
Interview Structure – Wellness made fun
| # | Interview Question | Purpose |
|---|---|---|
| 1 | How easy is to get wellness information? | We want to validate if people can usualy get information about wellness |
| 2 | How good is the wellness information people usualy finds? | We want to know the quality of the wellness information available |
| 3 | Is the information enough to reach wellness? | We want to know the necesary elements to have complete wellness satisfaction |
| 4 | What is the importance of putting wellness advice into action? | We want to know if action makes easier to reach wellness |
| 5 | It’s possible to make wellness fun actions and how this can impact wellness? | We want to know if fun is the way wellness can increase in young people |
| 6 | How does the community impact wellness activities? | We want to know how the community affects wellness activities. |
Interview 6 – Alejandro Celis
Interview Structure – Wellness made fun
| # | Interview Question | Purpose |
|---|---|---|
| 1 | Tell me a little about yourself. What do you study, and what is a typical week at university like for you? | We want to understand the interviewee's general context, routine, and academic workload. |
| 2 | What moments of your week are usually the most demanding or difficult? | We want to identify situations in the interviewee's routine that may affect their well-being. |
| 3 | What situations at university usually make you feel stressed, anxious, or mentally tired? | We want to understand the main situations that negatively affect the interviewee's mental well-being. |
| 4 | How frequently do you experience these situations, and what usually causes them? | We want to understand how often these situations occur and identify possible causes or patterns. |
| 5 | Think about the last time you felt particularly stressed or overwhelmed because of university. Can you tell me what happened? | We want to obtain a concrete and recent experience instead of relying only on general or hypothetical answers. |
| 6 | What did you do at that moment to try to manage the situation or feel better? | We want to discover the strategies the interviewee currently uses to deal with stressful situations. |
| 7 | Why did you decide to do that, and do you feel that it helped you? | We want to understand the motivations behind the interviewee's actions and how effective they perceive their current strategies to be. |
| 8 | In your daily life, do you do anything specifically to take care of your mental well-being or reduce stress? | We want to identify existing self-care practices and wellness habits in the interviewee's routine. |
| 9 | Is there any activity that you know helps you feel better but that is difficult for you to do consistently? | We want to identify useful wellness practices that the interviewee has difficulty turning into regular habits. |
| 10 | What usually makes it difficult for you to maintain these activities or habits? | We want to identify barriers such as lack of time, motivation, changes in routine, or other factors that affect consistency. |
| 11 | Have you ever used an application, website, video, exercise, therapy, or another resource to help you manage stress or take care of your well-being? | We want to learn about the tools and resources the interviewee currently uses or has tried. |
| 12 | Tell me about the last time you used one of those resources. What was the experience like? | We want to understand a concrete experience with an existing wellness resource and how the interviewee perceived it. |
| 13 | What did you like or dislike about the resources or strategies you have tried? | We want to identify positive aspects, limitations, and opportunities for improvement in existing alternatives. |
| 14 | Have you ever felt stressed or emotionally uncomfortable without knowing what to do or who to talk to? What did you do in that situation? | We want to explore how the interviewee looks for support when their usual strategies are not enough. |
| 15 | When you are very busy with exams, assignments, or other responsibilities, what happens to the activities you normally use to take care of yourself? | We want to understand how periods of high workload affect the interviewee's wellness and self-care habits. |
| 16 | What characteristics make an activity enjoyable or useful enough for you to want to repeat it? | We want to understand what factors could motivate the interviewee to maintain a wellness activity over time. |
| 17 | Is there anything about stress, mental well-being, or self-care as a university student that you consider important and that we have not discussed? | We want to give the interviewee an opportunity to mention experiences, needs, or concerns that were not covered by the previous questions. |
3. Interview Summary and Evidence
3.1 Podcast-Style Summary
The following podcast presents a summary of the most relevant findings from the interviews conducted by the team.
Podcast: link
3.2 Complete Interviews
Interview 1 – Marlon Londoño
Interviewee: The interviewee was Estefania Durán, a fifth-semester Psychology student at Universidad de los Andes.
Complete Audio: Listen Audio
Interview 2 – Estefanía Quijano
Interviewee: The interview was with Laura, a seventh-semester design student. The main topic is the handling of secondhand clothing.
Complete Audio: Listen Audio
Transcript: Transcript of the interview
Interview 3 – Laura Barrero
Interviewee: The interviewee was Catalina Garzón, a eighth-semester Desing student at Universidad de los Andes.
Transcript: Transcript of the interview
Interview 4 – Leonardo Rueda
Transcript: Interview.docx
Interviewee: The interviewee was Nicolás Gómez, a tenth-semester Literature student at Universidad de los Andes .
Interview 5 – German Jimenez
Complete Audio: Audio
Transcript: Transcript
Interviewee: Valentina Figueroa, a eight semester Psicology student at Universidad de los Andes
Interview 6 – Alejandro Celis
Complete Audio: link
Transcript: link
Summary: link
Interviewee: The interviewee was Catherine Silva a university student.
4. What–How–Why-Who Situations
Interview 1 – Marlon Londoño
Situation 1 - Difficulty Finding Saved Content
What? The user saves content from different social media platforms because she finds it useful and wants to look at it later.
How? She saves content mainly from TikTok, Instagram, and other platforms, but when she wants to find something specific, she often cannot remember where she saved it.
Why? She probably saves content whenever she finds something interesting without having a centralized place to organize it, which makes it difficult to retrieve later.
Who? A young woman who frequently uses social media and saves content that she considers useful or interesting for future use.
Situation 2 – Having Content Distributed Across Platforms
What? She has content related to her interests saved across different platforms, such as TikTok, Instagram, and Pinterest.
How? She uses the immediate saving features provided by each platform whenever she finds content that interests her.
Why? Because the most accessible and immediate way for her to save content is by using the native saving functionality provided by each platform.
Who? A person who regularly uses different social media platforms to consume content.
Situation 3 – Wanting to Organize Content by Categories
What? She wants to organize the content she saves into different categories.
How? She wants to have each saved piece of content organized by category instead of having it distributed without any specific order.
Why? Because she believes that organizing her content this way would help her find content related to a specific interest more easily.
Who? A person who regularly saves content and wants to have more organization and control over the content she saves.
Situation 4 – Saving Something With the Intention of Using It Later
What? She wants to save content that interests her so that she can consult or use it in the future.
How? She saves content that she may want to see or use in the future, but when she wants to find it again, she does not remember which specific platform she saved it on.
Why? Because she believes that saving content natively within each application will allow her to find it later, but the process becomes tedious when she cannot remember where she saved it.
Who? A person who saves content for future use but has difficulty finding it when she needs it.
Interview 2 – Estefanía Quijano
Scenario 1 - Reuse and Redistribution of Clothing at the Locally
What? The user carefully sorts her old clothes, she donates items in good condition to charities, gives damaged items a second life at home, or offers them directly to neighbors and family members.
How? She actively avoids throwing clothes away by using neighborhood group chats and repurposing items at home, demonstrating a very resourceful and environmentally conscious approach.
Why? She is deeply concerned about the environmental impact of textile waste, specifically, how landfilled clothing degrades ground quality and pollutes rivers, and she wants to prevent both ecological and visual damage to local water sources.
Who? A proactive, environmentally conscious college student who takes personal responsibility for her textile waste and seeks alternative solutions before discarding anything.
Situation 2 - Dealing with Restrictive Donation Policies
What? She tries to donate clothes in good condition but finds that organizations reject the items because they don’t fit their specific target audience.
How? She feels frustrated and uncomfortable because the rejection of her clothes forces her to start her search all over again.
Why? She believes that charities that operate donation centers should be more inclusive and accept a variety of clothing styles, sizes, and genders to help different types of families, especially given current social needs.
Who? A generous and willing contributor who feels discouraged by the logistical barriers and lack of inclusivity at some donation centers.
Situation 3 - Checking Out Charities Through Social Media
What? She searches online for nearby charities and thoroughly reviews their reviews on social media platforms like Instagram, Facebook, and TikTok before deciding to donate.
How? She carefully reads other people’s donation experiences to verify that the charity is legitimate, that the donation process is straightforward, and that the clothing is actually used for social causes.
Why? She wants to feel secure and be certain that her donation truly makes an impact and reaches the right people, so she relies heavily on community feedback and social proof to build trust.
Who? A cautious, digitally native user who trusts online transparency and other people’s experiences before committing to a social organization.
Situation 4 - Searching for Direct Communication Channels
What? She tries to contact charities to learn about their donation requirements and scheduling, but clearly prefers those that offer customer service via WhatsApp rather than just phone calls or web forms.
How? She looks for a direct, asynchronous communication channel where she can leave a message, ask specific questions about donation rules, and receive clear instructions once staff are available to respond.
Why? She finds website forms too complicated and phone calls too restrictive, due to conflicting schedules or because she doesn’t know the hours of operation, so text messaging is the most effective way for her to coordinate her donation.
Who? A busy young woman who values practical, effective, and clear communication methods for organizing her daily tasks and volunteer activities.
Interview 3 – Laura Barrero
Situation 1 – Unpredictable TransMilenio Waiting Times
What? The student uses TransMilenio to travel to and from the university, but the buses do not always arrive at predictable intervals.
How? Sometimes the bus arrives every two minutes, while other times she waits around ten minutes. This unpredictability has caused her to lose time and arrive late to class.
Why? The irregular frequency of the buses makes it difficult for the interviewee to estimate how long her trip will take and plan when she needs to leave.
Who? Catalina, a Universidad de los Andes Design student who regularly uses TransMilenio to commute to and from university.
Situation 2 – Choosing Transportation Based on Time and Comfort
What? The student chooses between TransMilenio and shared rides depending on the time of day and how she feels.
How? For early classes, she prefers shared rides because crowded TransMilenio stations and buses stress her. In the afternoon, especially during rush hour, she prefers TransMilenio because traffic is usually worse.
Why? She prioritizes comfort and practicality over transportation cost, and she adapts her transportation choice depending on traffic, crowding, and her level of tiredness.
Who? Catalina, a university student who has access to several transportation options and prioritizes comfort and convenience when commuting.
Situation 3 – Dependence on Other People When Carpooling
What? The student frequently uses shared rides with friends or other students through Wheels.
How? She finds rides by contacting close friends who live nearby or posting in university Wheels groups. Although she usually finds transportation quickly, she depends on other people's schedules.
Why? Shared rides are useful, affordable, and convenient for her, but another person's delay or cancellation can directly affect her own transportation plans.
Who? Catalina, a Design student who lives in an area where many other students travel and therefore participates in several university Wheels groups.
Situation 4 – Difficulty Finding Reliable Route Information
What? The student sometimes has difficulty determining which TransMilenio route or bus she should take.
How? When she gets lost, she asks people at TransMilenio stations for directions or uses Moovit. However, she has received incorrect directions, and she has found that some routes in Moovit have not been updated during the constructions. On some occasions, she gave up and took an Uber or called her parents for help.
Why? Outdated or incorrect transportation information makes it difficult for her to navigate the system confidently and can lead to wasted time and additional transportation costs.
Who? Catalina, a university student who uses TransMilenio regularly but sometimes needs external help to determine the correct route.
Interview 4 – Leonardo Rueda
Situation 1 - Academic stress due to overthinking
What? The student experiences academic stress in the form of overthinking, high expectations, and difficulty starting a task.
How? The stress appears especially when dealing with tasks that require extensive reading, research, and reflection, particularly when facing a blank page and not knowing where to start.
Why? Because having many possibilities and high expectations for the result can lead to uncertainty and a lack of confidence.
Who? A student whose main academic activities are related to reading, writing, research, and analysis.
Situation 2 - Need to take pauses to relieve stress
What? The student needs to take pauses and give himself space to reduce pressure when feeling overwhelmed.
How? By taking breaks between long studying/working sessions, getting some fresh air, watching videos, or doing activities that allow him to detach from his work for a moment.
Why? Because taking some space from study/work allows the student to reduce pressure, clear his mind, and reassure himself that he can take some time to breathe and pause.
Who? A student who experiences long periods of mental stress while studying/working.
Situation 3 - Difficulty maintaining wellness practices
What? The student finds it difficult to maintain wellness practices when they start to feel like another obligation.
How? By maintaining some regularity while still being able to establish his own goals and go at his own pace.
Why? Because a very rigid and demanding practice can increase pressure instead of helping to relieve stress.
Who? A person who is trying to incorporate wellness practices into their routine without making them feel overwhelming.
Situation 4 - Need for activities to be stimulating
What? The student considers that a wellness activity should be stimulating and pleasant in order to encourage the development of a habit.
How? The activities should offer a moment to detach and catch a breath while interacting with something stimulating.
Why? Because if a practice feels like an obligation, it canlead to more stress instead of providing relief.
Who? A person who is looking for wellness practices that can provide relief without feeling like another burden in their schedule.
Situation 5 - Need for reassurance and encouragement to seek help
What? The student believes that people may need reassurance and encouragement to overcome the stigma surrounding mental health and feel comfortable seeking professional help.
How? By reassuring people that it is okay to ask for help and encouraging them to reach out when they are struggling, rather than feeling that they have to deal with everything on their own.
Why? Because mental health can still be a taboo topic, and the pressure to handle problems independently can make people feel isolated and prevent them from seeking the support they need.
Who? A student who may be struggling with their mental well-being.
Situation 6 - Need to visualize progress
What? The student considers it important to be able to track and see their own progress.
How? By having some type of log, activity tracker, or progress visualizer, possibly complemented by journaling practices.
Why? Because observing progress can make improvement feel more tangible and reinforce motivation.
Who? A person who applies or wants to apply wellness practices in his routine and needs a way to recognize and visualize their progress.
Interview 5 – Germán Jiménez
Situation 1 - Wellness information being missunderstand
What? The student says available informations sometimes is missundestand.
How? By not having someone to give the information people can missuse and missundestand what they are learning.
Why? Because the information is not given by a professional and sometimes its not filter.
Who? The people that consumes this kind of information without guidance
Situation 2 - The gap between the information and the action
What? The student highlights that having the information doesnt means people are going to act acording to it
How? People have access to information but does not apply it to their context
Why? Because people dont see how the information applies for them and their context
Who? People with poor self-efficiency
Situation 3 - Having access to lots of information can be overwealming
What? The student considers that the overload of information can difficult acting acording to it.
How? By giving people information without the means to adapt it to personal interest.
Why? Because it can be difficult to have a starting point from which people can start their wellness journy.
Who? People how can gave a lot of different actions in order to improve their wellness.
Situation 4 - Personal interest and context can get no use in all the information
What? The student considers it is important to adapt all the information to peoples needs and contexts
How? By having some filter at the moment of acting acording to wellness information.
Why? Because people goals must be aligned with their own life and goals .
Interview 6 – Alejandro Celis
Situation 1 - Managing academic overload through prioritization
What? During a period of high academic workload, the student had several assignments to complete around the same time and became extremely stressed by the amount of work she had to manage.
How? She stayed longer at the university to work in the library, talked with a friend, reviewed the deadlines of her assignments, and organized her tasks according to priority.
Why? Because the amount of work, combined with her long university schedule and travel time, made it difficult to complete everything at home. Organizing her assignments by priority helped her regain a sense of control and focus on the most urgent tasks first.
Who? A university student with long academic days and multiple responsibilities who becomes overwhelmed when several deadlines accumulate at the same time.
Situation 2 - Using meditation to manage academic stress
What? During a stressful period with several academic responsibilities, the student experienced anxiety, nervousness, and even physical discomfort such as a headache.
How? She listened to music and practiced meditation before continuing with her assignments. She had previously learned how to meditate through activities offered by her university.
Why? Because meditation helped her calm her nerves, reduce anxiety, and focus more clearly on the priorities she needed to address.
Who? A university student who already knows some wellness practices and uses them to regain focus during moments of academic stress.
Situation 3 - Sacrificing wellness activities because of academic workload
What? During a period of high academic workload, the student wanted to exercise to relieve stress but decided not to go to the gym so she could focus on completing her assignments.
How? She prioritized academic work over physical activity, even though exercise was one of the activities she normally used to feel better and release accumulated stress.
Why? Because she felt that the limited time available needed to be dedicated to completing urgent assignments. As a result, an activity that could help her manage stress became secondary precisely when her workload and stress levels were higher.
Who? An active university student who values physical activity as a way to manage stress but struggles to maintain it during periods of high academic pressure.
Situation 4 - Looking for private support through artificial intelligence
What? After a particularly stressful day in which her usual strategies were not enough, the student did not know what else to do to feel better and wanted to talk about what she was experiencing.
How? She used artificial intelligence tools such as ChatGPT or Gemini to describe her situation, ask for advice, receive suggestions, and sometimes organize her time and responsibilities.
Why? Because she feels more comfortable discussing certain personal matters privately and worries that another person might minimize what she is feeling. She also values receiving quick and structured guidance when she does not know what else to do.
Who? A university student who looks for accessible and private support when her usual coping strategies are not enough or when she does not feel comfortable discussing a situation with someone else.
5. Journey Maps
6. Brainstorming Process
In order to hace the brainstorm we decided to make a canvas board where each participant added postits with ideas they came up with related with the problem we focused on, from their own account this way every idea gets register by name of the acount. We also decided that each member should have their own postit color so no ideas get mixed and this way we could analize and differentiate the topics and features proposed by each member of the group.
Brainstorm Board
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