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There are a lot of different places for eating breakfast, lunch, snacks, desserts or drink some coffee around the university. But, is there a place where to find the diverse offer? The answer is sadly negative. This hinders the possibility of people to know new places, prevents the gastronomic offer diversification and obstructs the growth of establishments with potential. Finally, nowadays the most powerful way in which a place can make itself known in the community is by voice to voice, using advertisements or being located on a concurrent place.
| Reason behind questions | Determines if the subject is a common client or not | Maps the current subject habit loop | Helps to understand subject behavior | Quantifies the user's acceptable level of delay | Determines physical proximity | Establishes financial boundaries | Measures intellectual curiosity or behavior changes | Quantifies special needs | Measures basic satisfaction with the core product (the food itself) | Measures human interaction and operational smoothness | Captures emotional needs | Determines if subjects are satisfied with their solutions | Measures user openness to novelty | Forces recall of peak negative emotion | Helps to articulate ideal solution |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Marca temporal | On average, how many times a week do you buy food/drink near the university? | When you eat on campus, which of these time slots is most common for you? | When you need a place to eat, what is your most common first step? | Time Efficiency: Speed of service/quick pickup time | Convenience: How close the location is to my class/office | Price: Budget-friendliness (Must fit a strict budget) | Variety of Options: If I want to try something completely new | Dietary Needs: Availability of specific options (e.g., Vegan, Gluten-Free) | Quality of Food/Taste (The meal itself) | Service Quality (Staff friendliness, speed of order taking) | Atmosphere/Space (Is it clean, quiet, or good for meeting people?) | Value: Does the price match what I receive (Perceived Value)? | How often do you find a truly new place to eat near campus that you wouldn't have discovered otherwise? | Think about the last time you were stressed for time and needed food. What was the hardest thing about finding a solution at that moment? | If a tool existed that could solve your meal discovery problem perfectly, what one feature would you use most often? |
| 13/08/2026 15:31:38 | 5+ times | Lunch break (12 pm – 2 pm) | Ask a friend or colleague | 4 | 3 | 4 | 5 | 2 | 2 | 4 | 2 | 2 | Sometimes | Good Quality, fast and for a good price | Price point map (showing cheapest options instantly) |
The interviewed subject is a female student form Universidad de los Andes in her 4th semester of Design. She says there is a lot of trouble tipically when trying to decide in which place or restaurant to eat when in groups of friends inside or around the university. The problem seems to be related to price and time efficiency of the place, since in her case quality of food and space in the restaurant is not mostly valued. For students this seems to be an issue that repeats itself along groups. She would consider an important feature the fact of having a map where the prices of the food around the university show up.
| Question | Insight Derived from Data Analysis |
|---|---|
| WHAT? | They walk past familiar anchors (the usual places). The process is automated and effortless. They acquire food simply because the path naturally leads them there, acting on muscle memory. |
| HOW? | Their movement is consistent and predictable; they do not wander off-path. They execute the task (eat) automatically without emotional peaks or valleys in the process. |
| WHY? | They prioritize maximum certainty and minimum effort. Novelty introduces risk; routine eliminates it. Consistency is rewarded with reliability (always having a known option). |
| WHO? | Students who live close by or those who work regularly near campus and view the location as part of their established 'territory.' They are repeat consumers with deep familiarity. |
| Question | Insight Derived from Data Analysis |
|---|---|
| WHAT? | They gather in small groups, pausing their movement to discuss visual cues (e.g., beautiful storefronts, unique menu items). The conversation revolves around shared memories of good food found previously. |
| HOW? | They exhibit highly varied behaviors: some point enthusiastically; others listen intently while texting or reviewing Instagram. Their pace slows dramatically when discussing possibilities, pausing the entire group's trajectory. |
| WHY? | They are motivated by optimizing their social experience, the food is the vehicle for bonding, making the discovery itself a fun part of the ritual. They seek uniqueness because routine feels stale. |
| WHO? | University students, young adults, and friends who rely on each other for social capital and guidance. They value experiences highly, often more than monetary cost. |
| Question | Insight Derived from Data Analysis |
|---|---|
| WHAT? | They are engaged in an analytical process: holding a phone while cross-referencing three different sources (a menu, their dietary restrictions list, and a time schedule). Their movement is slow but deeply focused. |
| HOW? | They exhibit meticulous behavior: checking for footnotes, asking specific questions about ingredients (e.g., "Is the bread gluten-free or just toasted?"). Their pace slows to a stop whenever they encounter a contradiction between sources. |
| WHY? | Their motivation is certainty. They must guarantee that every single constraint (e.g., low sodium + high protein + quiet space for work) is met perfectly before they commit to a location. A single failure point derails their entire plan. |
| WHO? | Professionals with severe dietary restrictions (allergies, chronic conditions), individuals managing complex schedules (e.g., late meetings, early childcare commitments), or people conducting research/academic study. |
| Question | Insight Derived from Data Analysis |
|---|---|
| WHAT? | The user's journey extends outside the immediate campus core. They are seen meandering down peripheral streets and commercial strips, checking out multiple storefronts (e.g., a taco shop, then a bakery, then a small deli). They are not necessarily buying food; they are gathering intelligence. |
| HOW? | Their behavior involves repeated, non-committal visits: popping into a shop just to glance at the menu, taking pictures of prices, or texting photos of options to group members for comparison. The process is marked by deep focus alternating with signs of exhaustion and disappointment when options conflict with their budget/needs. |
| WHY? | Their primary motivation is financial optimization and maximizing variety on a limited budget. They are looking for high value—a perfect meal-for-money deal that satisfies diverse needs but requires digging deep outside the easy spots. |
| WHO? | People with strict budgets, groups of friends coordinating shared expenses, or individuals who are logistics managers for the group (e.g., organizing meals for a visiting family). They are highly practical and value demonstrable savings/value over sheer luxury. |
| Reason behind questions | Determines if the subject is a common client or not | Maps the current subject habit loop | Helps to understand subject behavior | Quantifies the user's acceptable level of delay | Determines physical proximity | Establishes financial boundaries | Measures intellectual curiosity or behavior changes | Quantifies special needs | Measures basic satisfaction with the core product (the food itself) | Measures human interaction and operational smoothness | Captures emotional needs | Determines if subjects are satisfied with their solutions | Measures user openness to novelty | Forces recall of peak negative emotion | Helps to articulate ideal solution |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Marca temporal | On average, how many times a week do you buy food/drink near the university? | When you eat on campus, which of these time slots is most common for you? | When you need a place to eat, what is your most common first step? | Time Efficiency: Speed of service/quick pickup time | Convenience: How close the location is to my class/office | Price: Budget-friendliness (Must fit a strict budget) | Variety of Options: If I want to try something completely new | Dietary Needs: Availability of specific options (e.g., Vegan, Gluten-Free) | Quality of Food/Taste (The meal itself) | Service Quality (Staff friendliness, speed of order taking) | Atmosphere/Space (Is it clean, quiet, or good for meeting people?) | Value: Does the price match what I receive (Perceived Value)? | How often do you find a truly new place to eat near campus that you wouldn't have discovered otherwise? | Think about the last time you were stressed for time and needed food. What was the hardest thing about finding a solution at that moment? | If a tool existed that could solve your meal discovery problem perfectly, what one feature would you use most often? |
| 13/08/2026 21:20:50 | 3-4 times a week | Lunch break (12:30 pm – 2:30 pm) Looking for different options | 4 | 5 | 3 | 4 | 2 | 5 | 4 | 4 | 3 | 3 | Rarerely, half of the times | Not going to the same places | Real-time comparator, a map where you can find specific places and see the prices |
The interviewed subject is Julian, a 6th-semester Electronic Engineering student, eats near campus 3-4 times a week, mostly during lunch (12:30–2:30 pm), and typically looks for different options rather than sticking to a routine. He rates food quality (4/5), speed of service (5/5), and service quality (4/5) as his top priorities, while placing less weight on variety of new options (2/5) and moderate importance on proximity, price, and atmosphere (3 or 4/5). He rarely discovers new places on his own and finds it hard to break away from his usual spots when pressed for time. Ideally, he want a real-time comparison and a map showing specific places along with their prices to solve his problem.
In the university communities there is usually a waste of resources, (i.e.) the academic materials required for the courses. Since frequently, these are bought for a class and once the course is over, they are never used again and instead they are kept and forgotten or thrown away.
Additionally, it is sometimes hard to find these resources and buying them brand-new can be very expensive and many students are willing to use second-hand materials provided by their peers.
The existing marketplaces do not provide the required alternatives to find the specific elements for the courses, at least not to the extent at which a university community itself can. Currently used alternatives, such as groups in social networks are not organized nor trustworthy enough.
| Reason behind questions | Identifies the program and its material intensity | Establishes seniority and accumulated experience | Quantifies the financial weight of the problem | Maps current purchasing habits and channels | Reveals the actual outcome of the material lifecycle | Measures the friction of listing, pricing and handing over | Measures fear of being scammed or misled | Measures the mismatch between when people sell and when people buy | Measures the difficulty of locating a specific item | Determines whether the discount justifies the hassle | Measures the burden of contacting and meeting strangers | Establishes baseline behavior and adoption of existing channels | Forces recall of the actual decision moment and its motivation | Forces recall of peak negative emotion | Helps to articulate the ideal solution |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Respondent | What do you study? | Semester | Spending per semester | Where do you get materials? | What happened to last course's materials? | Effort | Trust | Timing | Findability | Price | Social cost | How often do you buy or sell second-hand? | What did you do with leftover materials, and why? | Hardest part about finding a cheaper option | One feature you'd use most |
| R1 | Design | 7th | $400.000 to $1.000.000 | Physical store near campus | Still stored at home | 5 | 2 | 4 | 5 | 3 | 4 | Rarely | "Put everything in a box under my desk because I had no energy for anything else." Never made an actual decision afterwards | "There was nowhere to look. I knew somebody had one, I just had no way to find them." | Search by course code |
Transcripción de la entrevista
Summary
The respondent is a 7th-semester Design student who spends $400.000 to $1.000.000 COP per semester on materials, buying at the same nearby store everyone in her program uses without comparing prices.
Leftover materials pile up in a box at home. She describes this as the absence of a decision, not an actual choice, made during the exhaustion of finals week. She rated "I have things I no longer use but don't know what to do with" a 5 out of 5. She has never sold anything, since selling means photos, pricing and coordinating with strangers for very little money, but she gives things away often because it takes only a couple of minutes.
Her one second-hand purchase went fine, but she spent twenty minutes anxious that the seller would not show up, and the actual handoff was too rushed to check the item properly. She belongs to buy-and-sell WhatsApp groups but keeps them muted, calling them a disorganized mix where useful posts vanish within days.
She rated effort and findability at 5 and trust at only 2, and asked for the ability to search by course code. Unprompted, she added that some materials are only needed for a few weeks, so what she really wants in those cases is to borrow, not buy.
| Question | Insight Derived from Data Analysis |
|---|---|
| WHAT? | During finals week she empties the contents of a finished course into a plastic box under her desk: markers, rulers, an almost unused set of carving tools. Materials from third semester are still in there, unopened. Nothing is thrown away, nothing is sold, nothing is decided. |
| HOW? | The gesture is fast and exhausted, done at the worst moment of the term. She is explicit that it is not a choice but the absence of one: she puts things there because she has no energy left for anything else. There is no frustration in how she tells it, only a flat sense of postponement she revisits every time she opens the box looking for something else. |
| WHY? | Storing is the only option that costs nothing today. Selling demands effort now for money later, and throwing away would confirm that an expensive purchase was wasted. The item keeps an imagined future use that is never tested, so the box becomes the default outcome by exhaustion rather than by intention. |
| WHO? | Mid to late semester students in material heavy programs. Practical rather than sentimental, living where storage is free and invisible, so the accumulated cost never becomes visible enough to force a decision. |
| Question | Insight Derived from Data Analysis |
|---|---|
| WHAT? | Needing an expensive drafting board, she opened her program's WhatsApp group and scrolled for around five minutes looking for a used one. The feed was a jumble of concert tickets, furniture and unrelated posts. She found nothing, closed it, and bought the board new. |
| HOW? | The search is impatient and abandoned quickly. She never posted a looking for message and did not expect one to work. She keeps both of her buy and sell groups muted, and describes relevant listings as disappearing within two days. The new purchase that followed was made without comparing prices. |
| WHY? | She was certain the second-hand item existed and that someone nearby owned one, but she treats further searching as gambling time she cannot spare. The absence of any way to search converts a solvable problem into an unsolvable one, so paying full price is not a preference but the purchase of certainty. |
| WHO? | Students in material heavy programs at the start of a term, where a single required item represents a meaningful share of the semester's budget. Willing to save money in principle, unwilling to spend uncertain hours doing it. |
| Question | Insight Derived from Data Analysis |
|---|---|
| WHAT? | She has never sold anything, but has given materials away repeatedly, including a batch of markers handed to a friend's younger brother in a hallway. The handover took two minutes, no money changed hands, and she describes it as feeling good. |
| HOW? | She narrates giving as instantaneous and pleasant, and selling as a chain of chores: photograph, price, post, answer people who ask if it is still available and never write back, coordinate a meetup. She once intended to sell her carving tools and never acted on it, without ever formally abandoning the idea. |
| WHY? | Selling forces her to set a price and defend it against strangers who may haggle or vanish. Giving removes the negotiation entirely and converts an awkward transaction into social credit inside a circle she already trusts. When the recoverable amount is around $80.000, the social effort exceeds the money, making generosity the cheaper option. |
| WHO? | Students with an established network inside their own program. Socially confident within that circle and conflict avoidant outside it, and not financially pressured enough for the forgone money to be decisive. |
| Question | Insight Derived from Data Analysis |
|---|---|
| WHAT? | For her only second-hand purchase, she arranged to meet the seller at a well known campus entrance during a free gap between classes. She waited twenty minutes because the seller's class ran late, then completed the exchange in about thirty seconds. |
| HOW? | The waiting was the worst part. She describes standing there convinced the other person would not show up. The exchange itself was too rushed to inspect the item, and she only noticed a scratch on the board once she got home. She rated trust at 2 but social cost at 4. |
| WHY? | Her anxiety was explicitly not about being robbed or scammed, since the seller was from her own program, but about spending a free hour on something that might produce nothing. The friction is coordination, not danger, which is why a transaction that ultimately succeeded still left her without any intention of repeating it. |
| WHO? | Students who have already used informal channels once. Pragmatic and open to trying again, but with expectations lowered by the experience, so a single good outcome does not convert them into repeat users. |
It's well known that Los Andes University's parking lots are limited, all potential users (specially students), have to make long lines and wait tens of minutes for being able to park inside the only parking lot that this institution has. One of the biggest problems is not knowing when a parking lot is free, if they are full or what's the approximate time in line for getting a place to park. Knowing the actual situation, if the potential users of the parking lot could get real time information about the parking lot state, statistics about it or even make a reservation, lots of problems related with it could be solved.
| Question | Name | What do you study? | Semester | How often do you drive here? | How difficult is it to find parking? | How long does it take you to find a spot? | How often do you run into problems? | Have you ever been late because of looking for parking? | How much stress does it cause? | Have you used off-site parking lots? | How much do you pay for off-site parking? | Can you tell beforehand if there is space? | Would knowing the availability be helpful? | Would being able to reserve a spot be helpful? |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Synthesized Response | Nicol | Economy | 6th | Approximately 3-5 times a week | It is quite difficult | Usually 10 - 20 minutes | About twice a week | Yes, sometimes | A fair amount of stress | Yes, when there is no space available | It depends on the duration; $12,000–$17,000 | No | Yes, it would be quite useful | Yes, that would be a great option |
Transcripción de la entrevista
The interview revealed that the parking issue is not limited solely to a lack of spaces but also involves uncertainty regarding their availability. The student interviewed uses a car approximately three to five times a week and can spend around 15 minutes looking for a spot, sometimes even arriving late to class as a result. When unable to find parking on campus, the student must resort to external options that can cost between $12,000 and $18,000. Furthermore, the student highlighted the significant difficulty of finding a spot and the stress caused by the situation. Finally, the student expressed a strong interest in having access to information on space availability and the ability to reserve a parking spot before arriving. This demonstrates that the issue is a compelling one to address and that it is indeed affecting students and the university's educational community as a whole.
| Question | Insight Derived from Data Analysis |
|---|---|
| WHAT? | The student arrives at the university by car and begins looking for an available space in the parking lot. |
| HOW? | Upon arrival, he drives around looking for available parking, seeing a very long line for the university lot, he considers off-campus alternatives but finds most of them full. Consequently, he wastes a great deal of time searching and begins to feel stressed. |
| WHY? | You do not know the availability of spaces in advance and have to go there to find one. Furthermore, the number of available spaces appears to be limited during peak hours. |
| WHO? | Student arriving by car, professors, and other parking lot users. |
| Question | Insight Derived from Data Analysis |
|---|---|
| WHAT? | The student arrives late to class after having been looking for a parking spot. |
| HOW? | He enters the university worried and stressed because class has already started, he is potentially missing explanations and quizzes, and might even face reprimands for arriving late. |
| WHY? | Searching for a parking spot delayed him despite his early arrival because the process took longer than expected and he lacked information on parking availability that would have enabled him to make better decisions about where to park. |
| WHO? | Primarily university students, as well as professors who use the parking lots. |
| Question | Insight Derived from Data Analysis |
|---|---|
| WHAT? | When there is no space on campus, the student is forced to use paid off-site parking lots. |
| HOW? | She drives out to nearby private lots and pays between $12,000 and $17,000 depending on how long she stays, absorbing an extra cost she had not planned for that day. |
| WHY? | The campus lot fills up during peak hours and there is no way to know it in advance, so paying for external parking becomes the only fallback option. |
| WHO? | Students who commute by car on a limited budget, as well as other campus drivers facing the same shortage. |
| Question | Insight Derived from Data Analysis |
|---|---|
| WHAT? | The student runs into the parking problem repeatedly, about twice a week. |
| HOW? | Even knowing it is likely, she still drives in and gambles on finding a spot, losing 10 to 20 minutes each time she does. |
| WHY? | There is no reliable way to check availability beforehand, so she cannot plan an alternative and simply absorbs the recurring loss of time. |
| WHO? | Regular car-commuting students, professors, and other frequent parking lot users. |
| Question | Name | What do you study? | Semester | How often do you drive here? | How difficult is it to find parking? | How long does it take you to find a spot? | How often do you run into problems? | Have you ever been late because of looking for parking? | How much stress does it cause? | Have you used off-site parking lots? | Can you tell beforehand if there is space? | Would knowing the availability be helpful? | Would being able to reserve a spot be helpful? |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Reason behind questions | Identifies the interviewee | Establishes the subject's academic profile | Indicates seniority and how long they've faced the problem | Determines whether the subject is a frequent user of the lot | Measures the perceived severity of the problem | Quantifies the time cost of the problem | Determines how recurrent the pain is | Reveals the real consequences of the problem | Measures the emotional impact on the user | Maps the alternative behaviors / workarounds the user relies on | Identifies the core information gap driving the problem | Validates demand for a real-time availability solution | Validates demand for a reservation feature |
| Synthesized Response | Samuel | Systems Engineering | 7 semester | Every day, uses the car daily | Very difficult, almost never finds a spot | Usually 10–20 minutes waiting | Almost every day | Yes, at risk of being late to a class or an exam | A lot of stress | Tries other lots inside the university, but after 8:30 a.m. there is no space left | No | Yes, that would be very useful | Yes, that would be a great option |
The student drives to the university every single day and consistently struggles to find parking. On arrival he often has to wait outside the lot with no information about how long it will take; on the last occasion a guard only came up after ten minutes to tell him he had to wait another ten. After around 8:30 a.m. it becomes practically impossible to find a spot in any university lot, yet there is no way to confirm availability before getting there. Because of this, he now leaves home earlier every day as a precaution, which combined with Bogotá's traffic creates constant stress over arriving late to a class or exam. Payment and exit are generally not a problem, except during peak pedestrian-traffic hours. His main wish is an app that shows in advance whether there is space, so he doesn't waste time driving over for nothing.
| Question | Insight Derived from Data Analysis |
|---|---|
| WHAT? | The student arrives by car and has to wait outside the parking lot without knowing how long the wait will be. |
| HOW? | He is kept waiting at the entrance for around ten minutes until a guard finally comes up, only to tell him he must wait another ten. He has no information and no way to plan, so he simply waits, feeling stressed and powerless. |
| WHY? | There is no system that communicates the real-time state of the lot; users only learn there is no space once they are already there, and even then the estimated wait is given verbally and late. |
| WHO? | Student arriving by car, security guards managing the entrance, and other parking lot users. |
| Question | Insight Derived from Data Analysis |
|---|---|
| WHAT? | After 8:30 a.m. the student finds no available spot in any of the university lots. |
| HOW? | He drives from one lot to another trying to find a place, but after that hour they are all full; he wastes time going in person to confirm something he already suspects. |
| WHY? | Availability drops sharply during peak hours and there is no way to check it in advance, so he is forced to go and verify on site even when the odds of finding a spot are very low. |
| WHO? | Primarily students arriving by car during peak morning hours, as well as professors and other lot users. |
| Question | Insight Derived from Data Analysis |
|---|---|
| WHAT? | The student leaves home earlier every day as a preventive measure against the parking problem. |
| HOW? | Since the problem started he has permanently changed his routine, waking up and leaving earlier "just in case", which means he loses time even on the days when a spot was actually available. |
| WHY? | The uncertainty of not knowing whether he will find parking forces him to buy himself a safety margin every day; the lack of information turns a variable problem into a fixed daily cost of time. |
| WHO? | The student and, by extension, any daily driver who depends on the lot and cannot afford to arrive late. |
| Question | Insight Derived from Data Analysis |
|---|---|
| WHAT? | The student risks arriving late to a class or exam because of the combined delay of parking and traffic. |
| HOW? | He arrives worried and stressed, since the time spent searching for a spot adds to Bogotá's heavy traffic and can make him miss the start of a class, an explanation or even an exam. |
| WHY? | The parking uncertainty stacks on top of the traffic uncertainty; without advance information he cannot make good decisions about when to leave or where to go, so despite leaving early he can still end up late. |
| WHO? | University students who commute by car, and professors who also depend on the parking lots. |
People often struggle to break out of their routines and find the motivation to try new things. They may want to explore new activities, experiences, or situations, but staying within their comfort zone can feel easier and more familiar. This makes it difficult to introduce variety and spontaneity into everyday life. Incorporating different types of "sidequests" across multiple categories could encourage people to step outside their routines through a playful, game-like dynamic, motivating them to try new experiences and do things differently..
| Respondent | How many times per week do you feel you have free time, and nothing to do? | Are you open to the opportunity to do activities with strangers in the same situation? | What types of activities would you say bring you out of your comfort zone? | Would you be willing to propose activities? | Would you be willing to invite strangers along for the activities you propose? | Do you feel like this would be a good idea to make new friends, and why? | How much time would you be willing to invest in one of these activities? | How far would you be willing to move to partake in one of these activities? | What activities do you normally do when you have nothing else to do? | How comfortable do you feel with your actual routine? | On a scale from 1 to 10, 1 being least likely and 10 being most likely, how likely are you to check for activities posted on your phone when you have free time? | What would you say is the hardest part about breaking away from your routine? |
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| R1 | 8-12 hours a week | Yes, as long as there is a safety guarantee | Exploring new places, try a new sport, try a new boardgame, attending live events. | Yes | Yes, as long as there is a safety guarantee | Yes, because most of the time the most interesting people you meet are not in the places you spend the most time. | 2-3 hours | No more than 8km | Play guitar, reading, watching tv, taking a walk/hike | 8/10, because even though I like the things I usually do I feel like at this point in my life I should be trying new things | 9/10 | The hardest part about breaking my routine is finding people to do it with. |
Summary
(Respondant didn't let record the interview) The respondent is a 7th semester biology student, from out of town who lives alone. Who spends most of his time doing school work, and enjoys spending his free time doing introverted activities. He’s dealing with a lack of outgoing activities, and he has difficulty finding opportunities to socialize with new people, even though he is willing to do it. He stated “I would like to meet new people and make new friends before my university experience is over and it’s too late”. His last experience breaking out from his comfort zone was 4 months ago when he participated in a ping pong tournament, he was out on the first stage of the tournament and didn’t talk with anyone. He seems excited and eager to try a solution to his problem, and the proposed solution rings a bell on him.
| Question | Insight Derived from Data Analysis |
|---|---|
| WHAT? | During his day-to-day life he struggles to break out of his routine |
| HOW? | He tries going to activities and reunions, but finds most of those repetitive or boring |
| WHY? | None of those activities are new experiences |
| WHO? | People who struggle to find activities to get out of their comfort zones |
| -- | -- |
| WHAT? | can’t find activities to do during his free time |
| HOW? | Checking social media to see what his friends are up to, but normally everyone is busy and the activities he does find are not of his interest |
| WHY? | Because his acquaintances are either out of town or stuck with school work |
| WHO? | People who struggle to find activities and other people to do those activities |
| -- | -- |
| WHAT? | His social life is lacking human interaction, he feels like doing new activities would help him meet new people. |
| HOW? | He tries going to activities and reunions people from the university invites him, he tries events outside university but finds it difficult to cold approach strangers to talk to. |
| WHY? | Normally people attend said events with their friend groups and they usually don't integrate new people |
| WHO? | People who find meeting new people hard. |
| -- | -- |
| WHAT? | Doesn't know what events are taking place near them |
| HOW? | Asking people, checking socials. but usually the events are too far or have already passed |
| WHY? | There are no filters by locations, and the information is not updated constantly |
| WHO? | People who live on the suburbs or far from the cultural center of the city |
Samuel´s Journey Map Finding a parking spot at Universidad de los Andes Person: Systems Engineering student, 7th semester. Drives to campus every day and faces the problem almost daily.
