// Research.
// Work 02
Project Challenges
Time constraints prevented us from testing the concept.
Difficulty in recruitment efforts for suitable candidates.
Limited and partially incomplete data due to small sample size.
Project Challenges
Time constraints prevented us from testing the concept.
Difficulty in recruitment efforts for suitable candidates.
Limited and partially incomplete data due to small sample size.
Project Challenges
Time constraints prevented us from testing the concept.
Difficulty in recruitment efforts for suitable candidates.
Limited and partially incomplete data due to small sample size.
Project Focus
Understand factors attributed to low focus and concentration.
Help prepare students for their career paths.
Address diverse distractions and ways to manage them..
Project Focus
Understand factors attributed to low focus and concentration.
Help prepare students for their career paths.
Address diverse distractions and ways to manage them.
Project Focus
Understand factors attributed to low focus and concentration.
Help prepare students for their career paths.
Address diverse distractions and ways to manage them..
How-Might-We
Help the users create isolation from distractors?
Help users schedule work sessions with break intervals?
Incentivize task completion?
Help users visualize task progress?
How-Might-We
Help the users create isolation from distractors?
Help users schedule work sessions with break intervals?
Incentivize task completion?
Help users visualize task progress?
How-Might-We
Help the users create isolation from distractors?
Help users schedule work sessions with break intervals?
Incentivize task completion?
Help users visualize task progress?
Client
[Redacted]
Client
[Redacted]
Client
[Redacted]
Timeframe
4 Months
Timeframe
4 Months
Timeframe
4 Months
Tools
Google Sheets, Google Forms, Pen & Paper, Atlas.ti, Fig Jam, Zoom, Otter.Ai
Tools
Google Sheets, Google Forms, Pen & Paper, Atlas.ti, Fig Jam, Zoom, Otter.Ai
Tools
Google Sheets, Google Forms, Pen & Paper, Atlas.ti, Fig Jam, Zoom, Otter.Ai
My Role + Skillset
Project Management, Research Methodology, Affinity Mapping, Prototyping
My Role + Skillset
Project Management, Research Methodology, Affinity Mapping, Prototyping
My Role + Skillset
Project Management, Research Methodology, Affinity Mapping, Prototyping
This research investigates how factors like diet, mental wellbeing, sleep patterns, technology use, and exercise affect university students' focus and concentration. The project aims to understand these influences and provide recommendations to help students succeed in their academic and professional endeavours.
This research investigates how factors like diet, mental wellbeing, sleep patterns, technology use, and exercise affect university students' focus and concentration. The project aims to understand these influences and provide recommendations to help students succeed in their academic and professional endeavours.
This research investigates how factors like diet, mental wellbeing, sleep patterns, technology use, and exercise affect university students' focus and concentration. The project aims to understand these influences and provide recommendations to help students succeed in their academic and professional endeavours.
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Introduction
Introduction
Introduction
Our research led us to looking into factors attributed to focus and concentration in university students. Concepts such as diet, mental health, sleep, screen time, and exercise all seem to impact their academic performance. This project seeks to understand these factors and facilitate suggestions that will help students excel in their high-stress learning environment, build skills for future careers, navigate technology demands, and thrive in distracting workplaces.
The main target audience for this study are university students with the following attributes:
Age range between 18 - 30
Struggle less with maintaining focus.
Struggle more with maintaining focus.
Our research led us to looking into factors attributed to focus and concentration in university students. Concepts such as diet, mental health, sleep, screen time, and exercise all seem to impact their academic performance. This project seeks to understand these factors and facilitate suggestions that will help students excel in their high-stress learning environment, build skills for future careers, navigate technology demands, and thrive in distracting workplaces.
The main target audience for this study are university students with the following attributes:
Age range between 18 - 30
Struggle less with maintaining focus.
Struggle more with maintaining focus.
“64% of students expressed concern over maintaining focus and discipline, unsure if they would be able to motivate themselves ... They noted “my house is not the proper environment in which to do work” and that they “easily get distracted while on the computer.”
“64% of students expressed concern over maintaining focus and discipline, unsure if they would be able to motivate themselves ... They noted “my house is not the proper environment in which to do work” and that they “easily get distracted while on the computer.”
“64% of students expressed concern over maintaining focus and discipline, unsure if they would be able to motivate themselves ... They noted “my house is not the proper environment in which to do work” and that they “easily get distracted while on the computer.”
Problem Area
Problem Area
Problem Area
There are various reasons on why each student chooses a specific major. These reasons can be influenced by culture, society, politics, psychology or finances. Two issues are explored pertaining to international students namely decision making process and challenges they face. Suggestions are also provided as a starting point for the concept development.
There are various reasons on why each student chooses a specific major. These reasons can be influenced by culture, society, politics, psychology or finances. Two issues are explored pertaining to international students namely decision making process and challenges they face. Suggestions are also provided as a starting point for the concept development.
There are various reasons on why each student chooses a specific major. These reasons can be influenced by culture, society, politics, psychology or finances. Two issues are explored pertaining to international students namely decision making process and challenges they face. Suggestions are also provided as a starting point for the concept development.
Why we chose the topic
Why we chose the topic
Why we chose the topic
Many students have expressed their struggles with procrastination, lack of motivation, and low comprehension. We explored diet, mental health, sleep, screen time, and exercise as potential influences on focus. Following our literature reviews, we noticed that all five topics had a connection to focus and concentration among university students.
Many students have expressed their struggles with procrastination, lack of motivation, and low comprehension. We explored diet, mental health, sleep, screen time, and exercise as potential influences on focus. Following our literature reviews, we noticed that all five topics had a connection to focus and concentration among university students.
Many students have expressed their struggles with procrastination, lack of motivation, and low comprehension. We explored diet, mental health, sleep, screen time, and exercise as potential influences on focus. Following our literature reviews, we noticed that all five topics had a connection to focus and concentration among university students.
Learnings from our secondary research
Learnings from our secondary research
Learnings from our secondary research
Juggling academic pressures with responsibilities can be overwhelming for university students, leading to stress and anxieties they often feel reluctant to address. This silence around mental well-being can negatively impact academic performance. Studies show some significant trends such as: rising anxiety, insufficient sleep, poor diet, and excessive smartphone use being prevalent among students.These lifestyle habits have a direct impact on focus and performance.
Irregular sleep patterns are linked to decreased motivation and concentration, while higher aerobic capacity and adherence to balanced diets are associated with improved cognitive function. Additionally, the constant allure of smartphones disrupts attention and hinders self-regulated learning, ultimately hindering the ability to achieve academic flow. Addressing these challenges and promoting healthy habits are crucial for supporting student well-being and academic success.
Juggling academic pressures with responsibilities can be overwhelming for university students, leading to stress and anxieties they often feel reluctant to address. This silence around mental well-being can negatively impact academic performance. Studies show some significant trends such as: rising anxiety, insufficient sleep, poor diet, and excessive smartphone use being prevalent among students.These lifestyle habits have a direct impact on focus and performance.
Irregular sleep patterns are linked to decreased motivation and concentration, while higher aerobic capacity and adherence to balanced diets are associated with improved cognitive function. Additionally, the constant allure of smartphones disrupts attention and hinders self-regulated learning, ultimately hindering the ability to achieve academic flow. Addressing these challenges and promoting healthy habits are crucial for supporting student well-being and academic success.
Juggling academic pressures with responsibilities can be overwhelming for university students, leading to stress and anxieties they often feel reluctant to address. This silence around mental well-being can negatively impact academic performance. Studies show some significant trends such as: rising anxiety, insufficient sleep, poor diet, and excessive smartphone use being prevalent among students.These lifestyle habits have a direct impact on focus and performance.
Irregular sleep patterns are linked to decreased motivation and concentration, while higher aerobic capacity and adherence to balanced diets are associated with improved cognitive function. Additionally, the constant allure of smartphones disrupts attention and hinders self-regulated learning, ultimately hindering the ability to achieve academic flow. Addressing these challenges and promoting healthy habits are crucial for supporting student well-being and academic success.
Why we’re exploring this behaviour
Why we’re exploring this behaviour
Why we’re exploring this behaviour
Understanding the various factors that affect university students’ focus and concentration is crucial for the following reasons:
Higher education can be a high stress endeavour where limited focus can leave students struggling to be mentally present and in turn contributing to mental and emotional fatigue.
It is a huge determinant of a student’s future and their career path. In order to excel in their journey, they need to develop their mental faculties and be trained in performing specific tasks for a long duration of time.
Despite having a detrimental effect on attention span, technology has become ubiquitous with students’ personal and academic lives. Learning to manage its use is crucial to sustaining mental well-being.
Managing increasing distractions in the workplace and being able to switch back and forth between social engagement and productive tasks is a skill modern day students can greatly benefit from.
Understanding the various factors that affect university students’ focus and concentration is crucial for the following reasons:
Higher education can be a high stress endeavour where limited focus can leave students struggling to be mentally present and in turn contributing to mental and emotional fatigue.
It is a huge determinant of a student’s future and their career path. In order to excel in their journey, they need to develop their mental faculties and be trained in performing specific tasks for a long duration of time.
Despite having a detrimental effect on attention span, technology has become ubiquitous with students’ personal and academic lives. Learning to manage its use is crucial to sustaining mental well-being.
Managing increasing distractions in the workplace and being able to switch back and forth between social engagement and productive tasks is a skill modern day students can greatly benefit from.
Understanding the various factors that affect university students’ focus and concentration is crucial for the following reasons:
Higher education can be a high stress endeavour where limited focus can leave students struggling to be mentally present and in turn contributing to mental and emotional fatigue.
It is a huge determinant of a student’s future and their career path. In order to excel in their journey, they need to develop their mental faculties and be trained in performing specific tasks for a long duration of time.
Despite having a detrimental effect on attention span, technology has become ubiquitous with students’ personal and academic lives. Learning to manage its use is crucial to sustaining mental well-being.
Managing increasing distractions in the workplace and being able to switch back and forth between social engagement and productive tasks is a skill modern day students can greatly benefit from.
Hypothesis
Hypothesis
Hypothesis
After conducting literature reviews from peer-reviewed sources, we structured a few assumptions to guide the research. These hypotheses covered the 4 key areas we had planned to explore namely; sleep, technology use, well-being and diet. After identifying the emerging themes from our research, we narrowed the scope of the project to look into sleep, well-being and technology use.
After conducting literature reviews from peer-reviewed sources, we structured a few assumptions to guide the research. These hypotheses covered the 4 key areas we had planned to explore namely; sleep, technology use, well-being and diet. After identifying the emerging themes from our research, we narrowed the scope of the project to look into sleep, well-being and technology use.
After conducting literature reviews from peer-reviewed sources, we structured a few assumptions to guide the research. These hypotheses covered the 4 key areas we had planned to explore namely; sleep, technology use, well-being and diet. After identifying the emerging themes from our research, we narrowed the scope of the project to look into sleep, well-being and technology use.
Sleep
Sleep
Sleeping habits positively contribute to the quality of focus and concentration in students and their academic performance.
Sleeping habits positively contribute to the quality of focus and concentration in students and their academic performance.
Sleeping habits positively contribute to the quality of focus and concentration in students and their academic performance.
Technology
Technology
Screen time usage negatively affects a student’s ability to maintain focus.
Screen time usage negatively affects a student’s ability to maintain focus.
Screen time usage negatively affects a student’s ability to maintain focus.
Well-being
Well-being
Mental health support services provided by the universities positively affect a student’s focus.
Mental health support services provided by the universities positively affect a student’s focus.
Mental health support services provided by the universities positively affect a student’s focus.
Research
Research
Research
Next step was drafting some research questions that would guide the interviews. We then created some research tools for participants to complete as a way to collect additional data and insight. Our target audience was represented by part time and full time college students as participants.
Next step was drafting some research questions that would guide the interviews. We then created some research tools for participants to complete as a way to collect additional data and insight. Our target audience was represented by part time and full time college students as participants.
Next step was drafting some research questions that would guide the interviews. We then created some research tools for participants to complete as a way to collect additional data and insight. Our target audience was represented by part time and full time college students as participants.
Research Questions
Research Questions
Research Questions
Do sleeping habits positively contribute to the quality of focus and concentration in students and their academic performance?
Do sleeping habits positively contribute to the quality of focus and concentration in students and their academic performance?
Do sleeping habits positively contribute to the quality of focus and concentration in students and their academic performance?
How does screen time usage negatively affect a student’s ability to maintain focus?
How does screen time usage negatively affect a student’s ability to maintain focus?
How does screen time usage negatively affect a student’s ability to maintain focus?
Can students be influenced to adopt longer (up to 30 mins) class times with classroom movement breaks (CMB) to focus better?
Can students be influenced to adopt longer (up to 30 mins) class times with classroom movement breaks (CMB) to focus better?
Can students be influenced to adopt longer (up to 30 mins) class times with classroom movement breaks (CMB) to focus better?
Do mental health support services provided by the universities have a positive effect on the student’s focus?
Do mental health support services provided by the universities have a positive effect on the student’s focus?
Do mental health support services provided by the universities have a positive effect on the student’s focus?
Are higher levels of focus and concentration learnt and not associated with genetics?
Are higher levels of focus and concentration learnt and not associated with genetics?
Are higher levels of focus and concentration learnt and not associated with genetics?
Can a well-balanced diet with the consumption of fruits and vegetables contribute to a positive effect on students’ attention and academic performance?
Can a well-balanced diet with the consumption of fruits and vegetables contribute to a positive effect on students’ attention and academic performance?
Can a well-balanced diet with the consumption of fruits and vegetables contribute to a positive effect on students’ attention and academic performance?
Research Methodology
Research Methodology
Research Methodology
Literature Review
Literature Review
Literature Review
We read peer-reviewed sources that support our topics for deeper understanding and insights.
We read peer-reviewed sources that support our topics for deeper understanding and insights.
We read peer-reviewed sources that support our topics for deeper understanding and insights.
Process
Process
Process
We concluded with a total of 10 peer-reviewed journals that explored topics of diet, mental health, sleep, screen time, and exercise as potential influences on focus. Following our literature reviews, we noticed that all five topics had a connection to focus and concentration among university students.
We concluded with a total of 10 peer-reviewed journals that explored topics of diet, mental health, sleep, screen time, and exercise as potential influences on focus. Following our literature reviews, we noticed that all five topics had a connection to focus and concentration among university students.
We concluded with a total of 10 peer-reviewed journals that explored topics of diet, mental health, sleep, screen time, and exercise as potential influences on focus. Following our literature reviews, we noticed that all five topics had a connection to focus and concentration among university students.
Participant Screening
Participant Screening
Participant Screening
A necessary step we took to ensure recruitment of qualified participants.
A necessary step we took to ensure recruitment of qualified participants.
A necessary step we took to ensure recruitment of qualified participants.
Process
Process
Process
Screener survey to confirm participants are university students and self-identify as one of the following:
18 years or older.
Struggling less with maintaining focus: These are students who are able to easily focus on a specific task for more than 60 minutes with minimal distractions.
Struggling more with maintaining focus: These are students who can only maintain focus for less than 30 minutes before being distracted for an extended duration. Prone to procrastination.
Screener survey to confirm participants are university students and self-identify as one of the following:
18 years or older.
Struggling less with maintaining focus: These are students who are able to easily focus on a specific task for more than 60 minutes with minimal distractions.
Struggling more with maintaining focus: These are students who can only maintain focus for less than 30 minutes before being distracted for an extended duration. Prone to procrastination.
Screener survey to confirm participants are university students and self-identify as one of the following:
18 years or older.
Struggling less with maintaining focus: These are students who are able to easily focus on a specific task for more than 60 minutes with minimal distractions.
Struggling more with maintaining focus: These are students who can only maintain focus for less than 30 minutes before being distracted for an extended duration. Prone to procrastination.
Interviews
Interviews
Interviews
10 participants passed the screening phase and we promptly scheduled them for interviews.
10 participants passed the screening phase and we promptly scheduled them for interviews.
Methods
Methods
Methods
Virtual structured interviews
Virtual screen recording with desktop devices i.e. laptop
Utilising online video conferencing tools such as Zoom and Microsoft Teams.
45 - 60 minutes interviews.
10 participants (2 per group member)
Snowballing sampling from friends and family.
University participant tool.
Virtual structured interviews
Virtual screen recording with desktop devices i.e. laptop
Utilising online video conferencing tools such as Zoom and Microsoft Teams.
45 - 60 minutes interviews.
10 participants (2 per group member)
Snowballing sampling from friends and family.
University participant tool.
Virtual structured interviews
Virtual screen recording with desktop devices i.e. laptop
Utilising online video conferencing tools such as Zoom and Microsoft Teams.
45 - 60 minutes interviews.
10 participants (2 per group member)
Snowballing sampling from friends and family.
University participant tool.
Research Tools
Research Tools
Research Tools
We created two tools to be used as part of the research. We also included a description of how each tool works and its purpose.
We created two tools to be used as part of the research. We also included a description of how each tool works and its purpose.
We created two tools to be used as part of the research. We also included a description of how each tool works and its purpose.
Tools
Tools
Tools
Generic Timeline Journal (Daily Habits)
A general record of the participant’s daily habits in a 12 hour span with emphasis on hours where they experience flow state (intense focus).
Diary Study
A specific record of the participant’s daily routine split into morning, midday and night, with emphasis on activities performed, screen time usage, emotions, meals consumed, and level of perceived focus.
Generic Timeline Journal (Daily Habits)
A general record of the participant’s daily habits in a 12 hour span with emphasis on hours where they experience flow state (intense focus).
Diary Study
A specific record of the participant’s daily routine split into morning, midday and night, with emphasis on activities performed, screen time usage, emotions, meals consumed, and level of perceived focus.
Generic Timeline Journal (Daily Habits)
A general record of the participant’s daily habits in a 12 hour span with emphasis on hours where they experience flow state (intense focus).
Diary Study
A specific record of the participant’s daily routine split into morning, midday and night, with emphasis on activities performed, screen time usage, emotions, meals consumed, and level of perceived focus.
Inductive/Deductive Coding
Inductive/Deductive Coding
Inductive/Deductive Coding
We then uploaded transcripts from our interviews to Atlas.ti and created codes that revealed any recurring themes.
We then uploaded transcripts from our interviews to Atlas.ti and created codes that revealed any recurring themes.
We then uploaded transcripts from our interviews to Atlas.ti and created codes that revealed any recurring themes.
Method
Method
Method
From our interview transcripts, we tracked recurring phrases stated by the participants and patterns in their routines. We then created codes for the most common phrases to apply through out the transcripts.
From our interview transcripts, we tracked recurring phrases stated by the participants and patterns in their routines. We then created codes for the most common phrases to apply through out the transcripts.
From our interview transcripts, we tracked recurring phrases stated by the participants and patterns in their routines. We then created codes for the most common phrases to apply through out the transcripts.
Affinity Mapping
Affinity Mapping
Affinity Mapping
After interview coding, we grouped our findings to create themes in an affinity map.
After interview coding, we grouped our findings to create themes in an affinity map.
After interview coding, we grouped our findings to create themes in an affinity map.
Process
Process
Process
Placed all the codes and phrases from the inductive/deductive coding on figjam and began looking for similarities. Codes and phrases that had similar patterns were grouped together and ranked what category had the most pattern occurrence. These were then classified as the emerging themes for our research.
Placed all the codes and phrases from the inductive/deductive coding on figjam and began looking for similarities. Codes and phrases that had similar patterns were grouped together and ranked what category had the most pattern occurrence. These were then classified as the emerging themes for our research.
Placed all the codes and phrases from the inductive/deductive coding on figjam and began looking for similarities. Codes and phrases that had similar patterns were grouped together and ranked what category had the most pattern occurrence. These were then classified as the emerging themes for our research.
Research Considerations
Research Considerations
Research Considerations
Avoiding confirmation of hypotheses:
We were considerate in not showing bias to the participants’ responses despite our preconceived opinions.
We were considerate in not showing bias to the participants’ responses despite our preconceived opinions.
Respect of privacy:
We tried not to probe too much when it came to personal information. If a participant mentioned their lack of focus is due to personal reasons, we didn’t pry.
We tried not to probe too much when it came to personal information. If a participant mentioned their lack of focus is due to personal reasons, we didn’t pry.
Capturing stories:
We will keep it conversational, interactive and comfortable by letting them share their personal stories and experiences.
We will keep it conversational, interactive and comfortable by letting them share their personal stories and experiences.
Being non-judgemental:
We will not judge their responses, habits, or other information they share.
We will not judge their responses, habits, or other information they share.
Ensuring anonymity:
We will make sure their identity and what they have shared remain anonymous.
We will make sure their identity and what they have shared remain anonymous.
Keeping personal opinions away:
We will try to ensure that we don’t share our opinions when they’re trying to share their experiences, habits or personal situations.
We will try to ensure that we don’t share our opinions when they’re trying to share their experiences, habits or personal situations.
Providing informed consent forms:
These forms were to let the participants know that we prioritised their safety. They were able to sign off on whether they want to be recorded and be informed about not having to answer uncomfortable questions.
These forms were to let the participants know that we prioritised their safety. They were able to sign off on whether they want to be recorded and be informed about not having to answer uncomfortable questions.
Frameworks
Frameworks
Frameworks
To get started on creating this framework for understanding to share with our stakeholders, we first identified the emerging themes from our research through appraisals, coding and affinity mapping. We then created our behavioural archetype to inform the journey map as our framework of choice in understanding the problem area and context.
To get started on creating this framework for understanding to share with our stakeholders, we first identified the emerging themes from our research through appraisals, coding and affinity mapping. We then created our behavioural archetype to inform the journey map as our framework of choice in understanding the problem area and context.
To get started on creating this framework for understanding to share with our stakeholders, we first identified the emerging themes from our research through appraisals, coding and affinity mapping. We then created our behavioural archetype to inform the journey map as our framework of choice in understanding the problem area and context.
Emerging Themes
Emerging Themes
Emerging Themes
We created affinity maps from quotes and categories found in our appraisals and inductive/deductive coding to discover the prevalent themes in from our interviews.
We created affinity maps from quotes and categories found in our appraisals and inductive/deductive coding to discover the prevalent themes in from our interviews.
Sleeping Habits
Some participants noticed that staying up late tends to affect their productivity the next day. They also mentioned that having a good sleep schedule, waking up early, and following a consistent routine helps them stay focused.
Some participants noticed that staying up late tends to affect their productivity the next day. They also mentioned that having a good sleep schedule, waking up early, and following a consistent routine helps them stay focused.
Some participants noticed that staying up late tends to affect their productivity the next day. They also mentioned that having a good sleep schedule, waking up early, and following a consistent routine helps them stay focused.
“For someone like me, to be more productive during the day, I need to have a good sleeping schedule.”
“For someone like me, to be more productive during the day, I need to have a good sleeping schedule.”
“For someone like me, to be more productive during the day, I need to have a good sleeping schedule.”
Mental Wellbeing
Participants mentioned that anxiety and unresolved issues can contribute to a lack of focus and productivity. Other factors such as pressure and time constraints play a significant role in maintaining focus.
Participants mentioned that anxiety and unresolved issues can contribute to a lack of focus and productivity. Other factors such as pressure and time constraints play a significant role in maintaining focus.
Participants mentioned that anxiety and unresolved issues can contribute to a lack of focus and productivity. Other factors such as pressure and time constraints play a significant role in maintaining focus.
“So initially I really have a tough time focusing, because I already have a lot of anxiety and thoughts running through my mind.”
“So initially I really have a tough time focusing, because I already have a lot of anxiety and thoughts running through my mind.”
“So initially I really have a tough time focusing, because I already have a lot of anxiety and thoughts running through my mind.”
External Distractions
Phone notifications, web browsing, and ambient sounds contributed to a loss of focus in some participants. Social media is noted to be particularly distracting, especially the curiosity sparked from notifications.
Phone notifications, web browsing, and ambient sounds contributed to a loss of focus in some participants. Social media is noted to be particularly distracting, especially the curiosity sparked from notifications.
Phone notifications, web browsing, and ambient sounds contributed to a loss of focus in some participants. Social media is noted to be particularly distracting, especially the curiosity sparked from notifications.
“And I'd say the most distracting is just hearing the notification, because it just builds up your curiosity, what can that be? Or who is that or, you know, something, something around that?”
“And I'd say the most distracting is just hearing the notification, because it just builds up your curiosity, what can that be? Or who is that or, you know, something, something around that?”
“And I'd say the most distracting is just hearing the notification, because it just builds up your curiosity, what can that be? Or who is that or, you know, something, something around that?”
Behavioural Archetype
Behavioural Archetype
Behavioural Archetype
From these tools we discovered that 90% of the overall participants stated experiencing mid to high levels of focus around midday. 33% of these participants state feeling happy and calm during this period, while 44% identified as feeling tired, neutral or anxious. 13% did not share their emotional states. Additionally, these select participants displayed a trend of going to bed around 10 PM - Midnight, which explains their reported high focus in the afternoons. The remaining 10% of the overall participants described experiencing high focus in chunks of morning and feeling energetic. They also stated going to bed early by 8 - 9PM.
From these tools we discovered that 90% of the overall participants stated experiencing mid to high levels of focus around midday. 33% of these participants state feeling happy and calm during this period, while 44% identified as feeling tired, neutral or anxious. 13% did not share their emotional states. Additionally, these select participants displayed a trend of going to bed around 10 PM - Midnight, which explains their reported high focus in the afternoons. The remaining 10% of the overall participants described experiencing high focus in chunks of morning and feeling energetic. They also stated going to bed early by 8 - 9PM.
From these tools we discovered that 90% of the overall participants stated experiencing mid to high levels of focus around midday. 33% of these participants state feeling happy and calm during this period, while 44% identified as feeling tired, neutral or anxious. 13% did not share their emotional states. Additionally, these select participants displayed a trend of going to bed around 10 PM - Midnight, which explains their reported high focus in the afternoons. The remaining 10% of the overall participants described experiencing high focus in chunks of morning and feeling energetic. They also stated going to bed early by 8 - 9PM.
The Anxious Achiever
The Anxious Achiever
The Anxious Achiever
The Anxious Achiever is a 23-year-old university student who is committed to achieving academic success. We created this archetype as a representation of students who struggle with initiating tasks and staying focused. To create this behavioral archetype, we collected data from all participants in our interviews and found points of similarities. We then analyzed participants’ responses from our research tools for additional insight on the structure of their flow state. The following is an overview of their goals, motivations, beliefs, agency and coping mechanisms.
The Anxious Achiever is a 23-year-old university student who is committed to achieving academic success. We created this archetype as a representation of students who struggle with initiating tasks and staying focused. To create this behavioral archetype, we collected data from all participants in our interviews and found points of similarities. We then analyzed participants’ responses from our research tools for additional insight on the structure of their flow state. The following is an overview of their goals, motivations, beliefs, agency and coping mechanisms.
The Anxious Achiever is a 23-year-old university student who is committed to achieving academic success. We created this archetype as a representation of students who struggle with initiating tasks and staying focused. To create this behavioral archetype, we collected data from all participants in our interviews and found points of similarities. We then analyzed participants’ responses from our research tools for additional insight on the structure of their flow state. The following is an overview of their goals, motivations, beliefs, agency and coping mechanisms.
Goals
Completing assignments on time regularly.
Motivation to begin tasks.
Limiting the use of technology with screens.
Being able to prioritize tasks.
Creating a conducive environment that promotes productivity.
Completing assignments on time regularly.
Motivation to begin tasks.
Limiting the use of technology with screens.
Being able to prioritize tasks.
Creating a conducive environment that promotes productivity.
Completing assignments on time regularly.
Motivation to begin tasks.
Limiting the use of technology with screens.
Being able to prioritize tasks.
Creating a conducive environment that promotes productivity.
Motivations
Fear of disappointing/letting others down.
Academic excellence.
Enjoying free time without guilt.
Fear of disappointing/letting others down.
Academic excellence.
Enjoying free time without guilt.
Fear of disappointing/letting others down.
Academic excellence.
Enjoying free time without guilt.
Mental Model
Associate good sleeping routine with high productivity.
Consistency and routine builds on their focus.
Light meals/snacks contribute to high focus.
Surrounded by people doing the same thing helps them stay motivated.
Associate good sleeping routine with high productivity.
Consistency and routine builds on their focus.
Light meals/snacks contribute to high focus.
Surrounded by people doing the same thing helps them stay motivated.
Associate good sleeping routine with high productivity.
Consistency and routine builds on their focus.
Light meals/snacks contribute to high focus.
Surrounded by people doing the same thing helps them stay motivated.
Agency
Low agency. They rely on external influences.
Lack motivation to get started.
Over-reliance on technology makes them feel powerless.
Unconfident with creating and maintaining a routine/schedule.
Their ability to focus is dictated by their emotional state.
Low agency. They rely on external influences.
Lack motivation to get started.
Over-reliance on technology makes them feel powerless.
Unconfident with creating and maintaining a routine/schedule.
Their ability to focus is dictated by their emotional state.
Low agency. They rely on external influences.
Lack motivation to get started.
Over-reliance on technology makes them feel powerless.
Unconfident with creating and maintaining a routine/schedule.
Their ability to focus is dictated by their emotional state.
Coping Mechanism
Taking purposeful short-breaks.
Removing distractions from their workspace.
Having a schedule and prioritising the tasks.
Visualising/talking out loud milestones of an assignment and steps to take.
Practicing mindfulness and meditation.
Taking purposeful short-breaks.
Removing distractions from their workspace.
Having a schedule and prioritising the tasks.
Visualising/talking out loud milestones of an assignment and steps to take.
Practicing mindfulness and meditation.
Taking purposeful short-breaks.
Removing distractions from their workspace.
Having a schedule and prioritising the tasks.
Visualising/talking out loud milestones of an assignment and steps to take.
Practicing mindfulness and meditation.
Journey Map
Journey Map
Journey Map
The map explores the journey of the ‘The Anxious Achiever’ towards consistent focus and concentration. It is a continuous journey of self improvement. The first stage of this journey is ‘Recognition’. It explores what behaviours either help or prevent the user from realising that there is a problem in their ability to start and maintain a state of deep focus. The realisation leads to the first milestone, a ‘Desire for change’ which marks the beginning of the next phase of this journey, ‘Action’. This phase explores the enablers and barriers our user faces on their way to the next milestone, ‘Achieving flow state’. The final stage of this journey explores behaviours that either contribute or hinder the user from maintaining their flow state.
The map explores the journey of the ‘The Anxious Achiever’ towards consistent focus and concentration. It is a continuous journey of self improvement. The first stage of this journey is ‘Recognition’. It explores what behaviours either help or prevent the user from realising that there is a problem in their ability to start and maintain a state of deep focus. The realisation leads to the first milestone, a ‘Desire for change’ which marks the beginning of the next phase of this journey, ‘Action’. This phase explores the enablers and barriers our user faces on their way to the next milestone, ‘Achieving flow state’. The final stage of this journey explores behaviours that either contribute or hinder the user from maintaining their flow state.
Start
Struggle to enter a state of deep focus.
Recognition
Identifying the problem.
Inflection Point 01
Desire for change.
Action
Working towards entering deep focus.
Inflection Point 02
Achieving flow state.
Consistency
Maintaining deep focus.
End
Able to enter, maintain and re-enter a state of deep focus.
Recognition
Recognition
Recognition
Identifying what isn’t working and prepare to take action.
Identifying what isn’t working and prepare to take action.
Identifying what isn’t working and prepare to take action.
Behavioural Enablers
Behavioural Enablers
Sleep
Sleep
Noticing low productivity comes from poor sleep quality.
Noticing low productivity comes from poor sleep quality.
Peers
Peers
Studying with friends isn’t always productive.
Studying with friends isn’t always productive.
Planning
Planning
Starting a workday without a plan leads to distractions.
Starting a workday without a plan leads to distractions.
Environment
Environment
Working from home is very distracting.
Working from home is very distracting.
Behavioural Barriers
Behavioural Barriers
Distractions
Distractions
Technological or social distractions.
Technological or social distractions.
Bad Environment
Bad Environment
Uncondusive workspace.
Uncondusive workspace.
Low Motivation
Low Motivation
Low or no desire to get started.
Low or no desire to get started.
Anxiety
Anxiety
Overwhelmed with the notion of starting something new.
Overwhelmed with the notion of starting something new.
Opportunity Areas
Opportunity Areas
HMW help users seek assistance?
HMW encourage users to keep a journal?
HMW provide analog alternatives to digital tools?
Decision Levers
Decision Levers
Behavioural Priming
Behavioural Priming
Helping them improve their sleep quality will boost their productivity
Help them make their workspace contribute to high focus.
Help them find ways to reduce internal and external distractions and increase focus
Relevant Systems
Relevant Systems
Universities
Libraries
Productivity Apps
Psychotherapy Clinics
Work Place
Social Systems
Personal: Friends and family
Aspirational: Role models
Relevant Stakeholders
Relevant Stakeholders
Friends
Family
Action
Action
Action
Taking the initiative towards entering deep focus.
Taking the initiative towards entering deep focus.
Taking the initiative towards entering deep focus.
Behavioural Enablers
Behavioural Enablers
Reference Networks
Reference Networks
Encouragement/reassurance from friends, family, and role models.
Urgency
Urgency
Self-imposed deadlines to create milestones.
Routine
Routine
Establishing and being true to consistent daily rituals.
Self-reliance
Self-reliance
Mental reinforcement to rely on themselves more.
Proper Sleep
Proper Sleep
Having good sleep quality leads to an energized day.
Mental Readiness
Mental Readiness
Mental preparation via planning tasks ahead of time.
No Distractions
No Distractions
Keeping distractions out of sight and reach.
Behavioural Barriers
Behavioural Barriers
Personal Setbacks
Personal Setbacks
Sometimes emotions can take over and result into feeling overwhelmed.
Poor Sleep Quality
Poor Sleep Quality
Having less than 7 hrs of sleep may result into low energy and motivation.
Low Motivation
Low Motivation
Low ability or interest in taking action. Can be fueled by procrastination.
Low Self-efficacy
Low Self-efficacy
Frustration due to the inability in creating urgency to complete tasks.
Distractions
Distractions
Overreliance in technology to completing day-to-day tasks can be distracting. Other social distractions are contributors as well.
Opportunity Areas
Opportunity Areas
HMW use goals to create positive urgency?
HMW help users plan their days/tasks in advance?
HMW provide users with ideal workspace recommendations?
HMW help users adopt best practices and track their sleep?
HMW source motivation and accountability through reference networks?
HMW Incentivize self-efficacy/agency?
Decision Levers
Decision Levers
Motivation
Motivation
Motivate in person networking to avoid technological distractions.
Motivate them to implement routines and meet deadlines to avoid frustrations.
Motivate them to plan tasks beforehand to avoid a lack of motivation to start the task.
Social Proof
Social Proof
Using success stories to validate the benefits of affirmative action.
Relevant Systems
Relevant Systems
Universities
Libraries
Productivity Apps
Psychotherapy Clinics
Work Place
Social Systems
Personal: Friends and family
Aspirational: Role models
Relevant Stakeholders
Relevant Stakeholders
Friends
Co-workers
Role Models
Family
Consistency
Consistency
Consistency
Maintaining a state of deep focus.
Maintaining a state of deep focus.
Maintaining a state of deep focus.
Behavioural Enablers
Behavioural Enablers
Urgency
Urgency
Deadlines or high priority tasks help users stay focused.
Deadlines or high priority tasks help users stay focused.
Tunnel vision
Tunnel vision
Encouragement/reassurance from friends, family, and role models.
Breaks
Breaks
Taking short breaks during a work session to reduce mental fatigue.
Urge surfing
Urge surfing
Allowing the urge of distractions pass.
Influence
Influence
Seeing others work with sustained focus.
Functional comfort
Functional comfort
Rigid, yet comfortable furniture.
Behavioural Barriers
Hunger
Hunger
Skipped, insufficient, or poorly-timed meals.
Disinterest
Disinterest
Losing interest due to difficulty, unclarity, or distractions.
Losing interest due to difficulty, unclarity, or distractions.
Fatigue
Fatigue
Physical, emotional, or mental fatigue.
Distractions
Distractions
Technological or social distractions.
Anxiety
Anxiety
Frustration caused by inability to create urgency and complete tasks.
Opportunity Areas
Opportunity Areas
HMW help the users create isolation from distractors?
HMW help users schedule work sessions with break intervals?
HMW Incentivize task completion?
HMW help users visualize task progress?
Decision Levers
Decision Levers
Environmental Structure
Environmental Structure
Help them minimise distractions around them.
Help them in building a routine to be consistent.
Building Commitment
Building Commitment
Using goals / causes to incentivise finishing tasks.
Relevant Systems
Relevant Systems
Universities
Libraries
Productivity Apps
Psychotherapy Clinics
Work Place
Social Systems
Personal: Friends and family
Aspirational: Role models
Relevant Stakeholders
Relevant Stakeholders
Friends
Co-workers
Role Models
Design Concept
Design Concept
Design Concept
In this stage, we decided to prioritise the “Consistency” stage as it pertains to maintaining the habit. We looked at several solutions such as productivity apps and gamified priority cards. Still, we settled on an analog solution for we believe it to be the most helpful to the user. Ensuring users spend less time with technology is a viable solution to our problem and it’s feasible enough for the user to adapt. However, desirability may not happen immediately as the user will be switching from digital platforms to an analog system. In the consistency stage, the opportunity area our concept focuses on is “How might we help users schedule work sessions with intervals”. We recognise the area as contributing to maintaining the newly established positive habits. We also thought of including incentives in the design concept to facilitate task completion, and help our target audience (end-users) visualise their progression.
In this stage, we decided to prioritise the “Consistency” stage as it pertains to maintaining the habit. We looked at several solutions such as productivity apps and gamified priority cards. Still, we settled on an analog solution for we believe it to be the most helpful to the user. Ensuring users spend less time with technology is a viable solution to our problem and it’s feasible enough for the user to adapt. However, desirability may not happen immediately as the user will be switching from digital platforms to an analog system. In the consistency stage, the opportunity area our concept focuses on is “How might we help users schedule work sessions with intervals”. We recognise the area as contributing to maintaining the newly established positive habits. We also thought of including incentives in the design concept to facilitate task completion, and help our target audience (end-users) visualise their progression.
In this stage, we decided to prioritise the “Consistency” stage as it pertains to maintaining the habit. We looked at several solutions such as productivity apps and gamified priority cards. Still, we settled on an analog solution for we believe it to be the most helpful to the user. Ensuring users spend less time with technology is a viable solution to our problem and it’s feasible enough for the user to adapt. However, desirability may not happen immediately as the user will be switching from digital platforms to an analog system. In the consistency stage, the opportunity area our concept focuses on is “How might we help users schedule work sessions with intervals”. We recognise the area as contributing to maintaining the newly established positive habits. We also thought of including incentives in the design concept to facilitate task completion, and help our target audience (end-users) visualise their progression.
Prototype
Prototype
Prototype
With this design concept, we aim to test the possibility for users to maintain a new habit through an analog based system. Our objective is to help users be able to schedule regular work sessions, while paying attention to their break intervals. Some design interventions and channels from our discussions are also included, namely:
Task management and prioritisation
Time management
Progress trackers
Periodical self assessment
Regular breaks and check-ins
Regular mindfulness and meditation schedule
To further make this concept successful, we leveraged the decision levers that seek to:
Help them in building a consistent routine
Use goals to incentivise them in finishing their tasks
Help them minimise external distractions from technology
We believe proper use of this system will be a positive contribution towards good habits we want to instil in the user. The desired habits we want to inspire from this system are consistency, accountability and mindfulness.
With this design concept, we aim to test the possibility for users to maintain a new habit through an analog based system. Our objective is to help users be able to schedule regular work sessions, while paying attention to their break intervals. Some design interventions and channels from our discussions are also included, namely:
Task management and prioritisation
Time management
Progress trackers
Periodical self assessment
Regular breaks and check-ins
Regular mindfulness and meditation schedule
To further make this concept successful, we leveraged the decision levers that seek to:
Help them in building a consistent routine
Use goals to incentivise them in finishing their tasks
Help them minimise external distractions from technology
We believe proper use of this system will be a positive contribution towards good habits we want to instil in the user. The desired habits we want to inspire from this system are consistency, accountability and mindfulness.
With this design concept, we aim to test the possibility for users to maintain a new habit through an analog based system. Our objective is to help users be able to schedule regular work sessions, while paying attention to their break intervals. Some design interventions and channels from our discussions are also included, namely:
Task management and prioritisation
Time management
Progress trackers
Periodical self assessment
Regular breaks and check-ins
Regular mindfulness and meditation schedule
To further make this concept successful, we leveraged the decision levers that seek to:
Help them in building a consistent routine
Use goals to incentivise them in finishing their tasks
Help them minimise external distractions from technology
We believe proper use of this system will be a positive contribution towards good habits we want to instil in the user. The desired habits we want to inspire from this system are consistency, accountability and mindfulness.
Use Case
Use Case
Use Case
1. The What + Why
Start by acknowledging why you want to improve your focus and what goal you are trying to accomplish.
2. Ideal Progress
Plan your week’s school responsibilities and set a target time for each task. Note down your reward for completing all tasks on or before the target time.
3. Actual Progress
After working on the task, assess the progress made. Record the actual progress made towards completing the task. Use the sheet to log the number of hours the task took. Compare this time to the target time set beforehand.
4. Time
Fill in the hourly time boxes at the end of each day for reference. This information will be helpful during introspection at the end of each week.
5. Distraction Log
Throughout the day, note any distractions that divert your attention from the task. Record these distractions in a log to identify patterns and work towards improving focus.
6. Feeling (Task Completion)
Reflect on how you feel after completing the task. Write down your emotions or satisfaction level related to finishing the task.
7. Feeling (Distraction)
Reflect on how you feel after getting distracted. Then compare the time distractions take to allocated tasks that could have been completed in the same period. Reflect on how that makes you feel.
8. Learning
Plan the next week’s tasks based on what you learned from the previous week.
9. Consistency
Apply what you learned to accomplish the next week’s tasks on/before the target time, and reward yourself!
Takeaways
Takeaways
Takeaways
Lessons Learnt
Lessons Learnt
User-Centered Design: The project emphasized understanding users and avoiding manipulative design practices. This reinforces the importance of user-centered design principles.
User-Centered Design: The project emphasized understanding users and avoiding manipulative design practices. This reinforces the importance of user-centered design principles.
User-Centered Design: The project emphasized understanding users and avoiding manipulative design practices. This reinforces the importance of user-centered design principles.
Learning a New Discipline: Despite the initial difficulties in understanding behavioural science within the context of HCI, it proved to be a valuable learning experience.
Learning a New Discipline: Despite the initial difficulties in understanding behavioural science within the context of HCI, it proved to be a valuable learning experience.
Learning a New Discipline: Despite the initial difficulties in understanding behavioural science within the context of HCI, it proved to be a valuable learning experience.
Empathy and User Needs: The project instilled a new approach to design, emphasising the benefits of understanding the user's environment (cultural, physical, mental, and social). This knowledge is vital for creating products that meet user needs.
Empathy and User Needs: The project instilled a new approach to design, emphasising the benefits of understanding the user's environment (cultural, physical, mental, and social). This knowledge is vital for creating products that meet user needs.
Empathy and User Needs: The project instilled a new approach to design, emphasising the benefits of understanding the user's environment (cultural, physical, mental, and social). This knowledge is vital for creating products that meet user needs.
Considered Changes
Considered Changes
Prioritise User Interviews: The project underscored the importance of user interviews. In the future, allocate more time in user research to develop intuition for tagging decision markers.
Prioritise User Interviews: The project underscored the importance of user interviews. In the future, allocate more time in user research to develop intuition for tagging decision markers.
Prioritise User Interviews: The project underscored the importance of user interviews. In the future, allocate more time in user research to develop intuition for tagging decision markers.
Incorporate Co-design: Including participants in a co-design model for further concept development will be a valuable approach in future projects.
Incorporate Co-design: Including participants in a co-design model for further concept development will be a valuable approach in future projects.
Incorporate Co-design: Including participants in a co-design model for further concept development will be a valuable approach in future projects.
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