User-Centered Design Group 23 Final Report

Final deliverable part 2: Data analysis and personas Chris Groos 1330608 Ezra Gerris 1378910 Joos Kat 1306928 Koen Verdurmen 1295918

2.1. Process description of your data analysis

We all printed out our selective transcripts of our interviews and brought them into the lesson. The first thing we did was to scan the eight interviews. We each searched for quotes that could have a relevant connection to our design case. These quotes were little sentences said by the interviewees. This could be an opinion about something, or an argument to substantiate their opinion. After we collected all the snippets, the next step we made was creating groups with similar answers or with an connection. All these snippets around a theme, did not really clarify what we obtained. So we made a more descriptive affinity diagram. This we did by dividing the different snippets. For example we made a theme called motivation, in here all the snippets with motivation to save energy. Not all the snippets were that clear to divide within themes. So we decided to shorten these sentences and create subthemes. First a snippet was : ‘’I would like to have a world for my children to live in. so they don’t face all the problems that we left behind by our generations.’’, but we shortened that in ‘future generation’ and ‘environment’. Now we could create a good overview of the given answers, done by the interviewees and how many people thought about it in the same way as the others. In some cases we made it, by adding parts of the snippets to substantiate the outcomes, more clear. We used the same method, on the whole process, to connect the snippets to the themes. The questions from the interview were also helping and made it leading to a theme, so the snippets at a theme are logical related to the (same) questions in the interview. This makes the themes reliable because it has the same outcome.

User-Centered Design Group 23 Final Report

2.2. Overview of results and overview of conclusions

User-Centered Design Group 23 Final Report

User-Centered Design Group 23 Final Report

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User-Centered Design Group 23 Final Report

List of themes List of conclusions (relevant to the personas) Sustainable? Students now that they are not really sustainable. The mid-aged grownups think they live quite sustainable but

think they need to do more. Motivation People want a good future for their children or grand-

children. People want help to improve the environment. It saves a lot of money. Willing to change habits Most people want to change their habits but don’t have the

money for it or are sometimes too lazy. Saving methods People do already little things in their energy usage, but don’t

have enough money to really make a difference (like solar power/isolation)

Influence by others People are easily influenced by other people in their neighborhood by their activities or opinions.

Change made by individuals Only if a bigger group starts doing something other will be influenced, but it always starts with one person

Awareness > media & education

There is not enough awareness about sustainability and energy usage.

There need to be more attention in the education of young kids,.

User-Centered Design Group 23 Final Report

2.3. Personas

User-Centered Design Group 23 Final Report

User-Centered Design Group 23 Final Report

2.4. Brief reflection on the personas

We based our persona on two different age groups in our target group: the students who live on their own and the grownups with children. The outcomes of the interview gave us different perspectives about energy usage, but we also saw some similarities.

We started with mark: out of the interview with the students came the following reasoning; students don’t have a lot of money, are less price conscious, they care less about their energy usages. Mainly because they pay a fixed price for their energy bills. Most of the students want to change their habits, because they also want a good future for the next generation. However they are often a little bit lazy and again it costs money to save energy. Students don’t want to give up their comfort, for example a warm house. So we integrated this in marks persona. Mark is a lazy student who doesn’t ‘really’ care about the environment, because he is a poor student and doesn’t have time or money to change something about the environment. Also he loves to live in comfort so he won’t change his habits.

With the grownups we did find that they were a lot more progressive with their ‘green living’. They have a lot more money than students, but they also have the insight that with energy saving you can also save a lot of money. Because most of them are parents they want a good future for the children, so they are more inclined to change their habits. Ans is a geography teacher and loves nature. Because changes often start true individual changes, she loves to teach the children about the environment and tries to give them some awareness. Ans is trying her best in changing her own habits ass well, she rides her bike and invest some money in to her house in order to be more environmental friendly.