Phase 2

Roles:

Project Manager: August Wang

Research Lead: Muhammad Al-Atrash

Design Lead: Sean McGranahan

Prototype Lead: Lauren Hruza

Evaluation Lead: Chai Zhang

Reporting Lead: August Wang

Revised Concept Statement

Brain Buddy simplifies the challenges students face when transitioning to university life by providing a user-friendly platform to connect with peers. Amidst the academic rigor and the stress of adapting to a new environment, forming meaningful connections can be daunting. Brain Buddy addresses this by enabling students to effortlessly connect for study sessions, club activities, or just casual hangouts. The app achieves this by seamlessly integrating features such as user profile matching, location-based study session searches, and interactive chats.

By syncing with the university's SIS system, Brain Buddy automatically places students in course group chats. Students can also join group chats for clubs and other student organizations. Through real-time interactive chat, students can easily schedule in-person study sessions or group gatherings. The app also facilitates new connections through a buddy matching quiz, where students answer questions about their interests and preferences and are matched with 2-5 potential friends. To alleviate initial timidness and encourage interactions, Brain Buddy offers an ice-breaking feature with every new conversation.

Lastly, in line with Brain Buddy's vision of creating a supportive community that fosters effortless connections, the app helps students discover and join study sessions in their vicinity through advanced real-time geolocation services.

Rationale of Revision

After reviewing feedback from the TAs and professor through Elogos, we were advised to use more assertive language when describing our system, as well as provide a more detailed explanation of how some of the key features will be implemented. In this revised version, the language is more assertive, the key features are outlined more explicitly, and there is a brief overview of the implementation strategy for those features.

Client Feedback

Following our discussion with our client, Jenny, regarding Brain Buddy's design and the problem it addresses, she advised us to elaborate on the problem description in our concept statement. Additionally, Jenny advised us to emphasize in the concept statement that Brain Buddy could just be used as a friend-making app. Highlighting the fact that student connections don't always have to be made through study sessions and club activities. In Phase 2a Checkpoint, as previously mentioned, Jenny expressed her support for the core features of Brain Buddy: course and club group chats, and the buddy matching quiz. She suggests the removal of the file sharing feature on Brain Buddy, citing the fact that there are existing tools used by students (i.e. Google Docs and Google Drive). Those tools are popular and widely used. It is unlikely that we will build a more efficient tool that serves the same purpose. As a result, we agreed to remove the file-sharing feature.

When discussing the buddy matching quiz, she suggested enhancing customization by allowing users to choose the number of buddies they want to match with and enabling them to rank questions by priority. Jenny also raised concerns about safety and the potential risks associated with student-run group chats. To address this, we proposed a solution involving both an AI chat moderator and a human admin. The AI moderator will monitor group chats, removing any harmful or inappropriate messages, while the human admin will assess situations and take appropriate actions. Additionally, our app will feature blocking and reporting functions, standard features in social networking apps. Jenny supports this approach to ensure a safe and positive environment for interactions on Brain Buddy.

Technical Summary

Abstract

Brain Buddy is a forthcoming platform designed to alleviate the challenges faced by students, particularly newcomers, within the vast and diverse University of Virginia community. The core issue addressed by Brain Buddy is the difficulty students encounter when attempting to navigate a large university environment, including the challenge of finding like-minded peers and establishing meaningful connections. Since Phase 1, we have gathered much more data and feedback for Brain Buddy. As a result, a feature (file sharing) has been removed and we've decided to add two new features (ice breaker and AI Moderator) based on client feedback and the requirement tables (see Client Feedback and Requirements Table for more details). Below you will find various features and technologies that will be employed to fully realize Brain Buddy.

Features

User Profile Matching: Students will be able to input their interests, courses, hobbies, schedule availabilities, and extracurricular activities, allowing the platform to suggest potential connections with shared interests and affiliations.
Course Group Chat Assignment: Brain Buddy will integrate with the NetBadge login system and the University's SIS system to automatically place students in course group chats for courses which they are currently enrolled or waitlisted in.
Ice Breaker: Brain Buddy provides an option to send Ice Breakers to serve as conversation starters within group chats and/or DMs. Examples of Ice Breakers include classic icebreaker questions, fun poll surveys, and mini-games such as "Two Truths and a Lie".
Location-Based Study Status: Brain Buddy will incorporate location-based functionality that can be enabled or disabled making it quicker and easier for students to share their locations. Status will show if and where a “buddy” is currently studying. We will be integrating the Google Maps API to help build this feature.
AI Moderator: Brain Buddy AI Moderator will monitor DMs and group chats for any harmful and inappropriate messages.
Interactive Text and Video Chat: Real-time interactive chat functionality will foster communication among students, allowing them to discuss course content, plan club activities, and coordinate study sessions. It will allow for text, video, or audio communication as well as being able to send voice messages, photos, or videos in chats as small as 2 and as big as 500.
Translate: Integrating with Google Cloud's Translate API, Brain Buddy will support students who feel less confident in their English skills to effectively communicate and express themselves. Additionally, Brain Buddy's Translate feature will also integrates with the Urban Dictionary API, allowing slang and other colloquially used words to be effectively translated.

Conclusion

By integrating these features, Brain Buddy aims to create a sense of community within the campus by connecting students who share the same classes, similar interests, or club affiliations, thereby mitigating feelings of isolation or even stress. Furthermore, the platform will promote productive collaboration, enabling students to work together effectively on academic projects and extracurricular activities.

Tailoring the Scope

Our project revolves around facilitating positive interactions between the students of the University of Virginia (UVA). Our scope was specifically tailored around students, how they communicate with each other, and how we can help to faciliate or even simplify those interactions. This meant that our only work role would be student. As a team we decided that to break down our work role it would be best to make user classes based upon two key factors: student year and student status. Student status tells us about where they came from before coming to UVA, if they are from Virginia, another state, or another country, and if they transferred from a community college or not. The rationale behind this decision came from the understanding that certain groups know less people and feel more isolated and alone coming into univerisity. For example, a transfer student might have a harder time adjusting to a new academic environment.

Once our work role and user classes were established, we proceeded with interviews. To ensure an accurate representation of our student body we gathered data from a diverse sample of students. Our interviewee consists of students from all years, even graduated students, and of different student status. We spent our first week of Phase 2 conducting interviews and gathering work datas; and the second week analyzing them by producing work activity notes, building the WAAD, and extracting interaction design requirements.

Contextual Inquiry

To inform the development of Brain Buddy, our interactive platform aimed at enhancing students' social connections and collaboration at the UVA, we conducted a contextual inquiry involving ten user interviews. Our primary objectives were to understand the motivations and goals of UVA students, how they form connections with peers, identify user classes based on their characteristics, and connect these classes with the interviewees. This comprehensive approach allowed us to gather valuable insights into the the current work process and students' needs and preferences.

Motivation and Goals

Before diving into the interview process, it was crucial to establish a clear understanding of the motivations and goals driving our contextual inquiry. Our primary motivations included:

Understanding Student Needs: We aimed to comprehend the challenges UVA students face in building meaningful social connections and effective collaboration within a diverse university environment.
Informing App Development: By exploring students' motivations and goals, we sought to inform the development of Brain Buddy, ensuring it addresses the specific needs and desires of its target users.

Work Role

The primary Work Role of our users is Students. Their multifaceted role includes tasks like finding study partners, connecting with like-minded peers, and facilitating communication within courses/clubs. Motivated by fostering connections, collaborative learning, building a supportive network, and enhancing their university experience, students shape our platform's objectives and functionality.

User Classes

In our approach, we identified key user classes and matched them with the interviewees. These classes were derived from characteristics such as year and student status, ensuring a well-rounded representation of the UVA student body. Here's how we connected user classes to our interviewees:

Year: We considered the interviewees' academic years to gain insights into how different levels of experience at UVA may influence their social challenges and collaboration needs. It serves as a fundamental criterion for grouping interviewees into distinct categories.
- Underclassmen: 1ST and 2ND year students are categorized as underclassmen, while the remaining interviewees are considered upperclassmen. This distinction is important because underclassmen typically have less time spent on campus and are in the early stages of building their social circles.
- Upperclassmen: 3RD, 4TH year and graduate students have had more time to establish themselves within the university community and are likely to have different social experiences and challenges such as stepping outside of their comfort zones to make new connections.
Student Status: Recognizing transfer, international, out-state, and in-state students allowed us to explore how students' backgrounds and transitions to UVA might impact their social experiences.
- Transfer Students: Transfer students have unique experiences as they are new to their current university environment but have prior college experience. Given their specific transition into UVA, it's important to ask questions tailored to their experiences to understand how their background and previous academic institutions influence their social integration and collaboration needs.
- International Students: International students face distinct challenges related to cultural adaptation, language barriers, and being far from home. Their experiences are often significantly different from those of domestic students, and it's crucial to have questions that address these specific challenges and the ways they navigate a public university with a predominantly in-state student population.
- Out-State Students: Students from out of state may encounter differences in culture, distance from home, and social networks compared to in-state students. Their experiences can help shed light on how geographical factors influence their social interactions and how they adapt to a university where the majority of students are in-state residents.

User Interviews

We conducted a total of 10 user interviews. These interviews were strategically distributed among different user classes to obtain a comprehensive understanding of the diverse UVA student body. Here's a summary of the interview count for each user class:

The selection of these interviewees was based on the demographic diversity of the UVA student body, with consideration given to year and student status. This approach ensured that our contextual inquiry encompassed a wide range of experiences and perspectives, providing valuable insights for the Brain Buddy project.

User Interview Process

To ensure a thorough understanding of our potential users and their diverse exercise habits and motivations, We decided that the involvement of all members of our team in conducting user interviews was crucial. This approach allowed us to bring a diverse set of perspectives and skills to the interviewing process. In total, we conducted 10 user interviews that cover all the user classes that we listed. By engaging with a diverse group of students, we aimed to gather comprehensive insights that would inform the development of Brain Buddy. To establish rapport and make users feel comfortable, each group member conducted 1-on-1 interviews with their interviewees. This one-on-one approach fostered familiarity between the interviewer and interviewee, enabling a more open and candid conversation. In order to eliminate distractions during the interviews, such as note-taking, we opted to use audio recorders. This decision enabled interviewers to maintain their full attention on the conversation, facilitating spontaneous follow-up questions and organic discussions with users. Alongside our conversations, we collected task datas related to users' social activities and interests. We sought to understand how users currently foster social connections, their preferred social environments, and the types of activities they engage in to connect with others. These data included details such as screenshots of their current study group chat, participation in social events, and different apps they used to make new social connections. These information provided us with a deeper context and understanding of students' current social engagement practices.

We have also researched outside of the interviews and collected work artifacts that reflect how students find and establish peer connections in the current system. See all the task datas from our interviews and work artifacts that we have collected here: Work Artifacts.

List of Initial Interview Questions

Rationale For the Different Sets of Interview Questions:

The need for different sets of questions for different User Classes arises from their unique experiences and challenges. First-year and second-year students, as underclassmen, were asked questions that focus on their initial experiences and social circle formation. Upperclassmen may face different challenges that require a distinct set of questions. Likewise, out-of-state, international, and transfer students may have specific concerns related to their status as newcomers to a public university with a predominantly in-state student body. Tailoring questions to these groups allows for a more in-depth understanding of their experiences, which can inform strategies and support systems to enhance their social integration and collaboration within the university community.

Primary Interview Questions for All Users: These questions serve as a foundation. They are applicable to all user classes. The purpose of these questions is to establish an understanding of common practices, challenges, and preferences across the UVA student body. By asking about study routines and the process of finding study partners, these questions aim to capture universal aspects of academic collaboration and identify any shared issues faced by students when seeking study groups. Inquiring about making friends provides insights into general social networking patterns and strategies that students employ to expand their social circles, offering a holistic view of their social lives.
Interview Questions for Underclassmen Users (1st & 2nd Years): These questions are tailored to the unique experiences of underclassmen, particularly first-year and second-year students who are relatively new to the university environment. We specifically inquired about challenges in finding study partners thoughout the transitional phase from introductory to more advanced coursework, shedding light on the academic adaptation process. The purpose of these questions is reveal the adjustment period and any obstacles encountered when building connections in a new academic setting. Asking about specific strategies for initiating conversations and forming friendships helps uncover effective approaches for underclassmen to navigate their early years at UVA.
Interview Questions for Upperclassmen Users (3rd, 4th Years and Graduates): These questions focus on upperclassmen who have spent more time at UVA, recognizing that they may have different experiences and challenges compared to underclassmen. Inquiring about changes in study group strategies over the years highlights adaptability and growth in academic collaboration as students progress through their academic journey. Questions related to balancing existing friendships with seeking new ones provide insights into the dynamics of social networking and how students prioritize and manage relationships as they advance in their academic careers. The emphasis on upper-level major-specific courses aims to identify any unique challenges in finding study partners compared to lower-level courses.
Interview Questions for Transfer/Out-of-State/International Students: These questions are designed to address the specific experiences and challenges faced by transfer, out-of-state, and international students, who may have distinct backgrounds and circumstances. Inquiring about their transition to UVA and early experiences helps uncover the initial adaptation process and any hurdles encountered when forming connections and study partnerships. Exploring potential cultural or geographical differences that influence their social and academic approaches provides insights into the unique perspectives of these students. Questions about motivation for seeking social connections and the tools and platforms used focus on how these students navigate a university with a predominantly in-state student body, highlighting strategies and support systems that can enhance their integration and collaboration within the university community.

Primary Interview Questions for All Users:

We are trying to gather data on current practices for finding study groups. First, I’d like to ask you about your typical study routine. How would you go about preparing for an exam that’s a week from today? Walk me through it.
How (if at all) do you typically go about finding study partners when you have a challenging course or upcoming exams?
If you said no to the previous question, are there any reasons preventing you from trying to find people to study with?
Can you describe the most recent experience you had while trying to find a study partner? What motivated you to do so?
Have you ever encountered challenges or difficulties when trying to find a study partner? Can you share an example and explain how you handled it?
What tools/apps/platforms do you use currently for connecting with potential study partners. Are there any you prefer? Why/why not?
I’d like to ask you about how you typically make friends. How did you meet and befriend your current friends? Walk me through it.
How (if at all) do you typically go about finding new friends or friend groups?
Do you actively try to befriend people in your classes/clubs? Why or why not?
Can you describe the most recent experience you had while trying to find new friends/venturing outside of your friend group? What motivated you to do so?

Interview Questions for Underclassmen Users:

Are you currently taking any upper-level classes (3000 or 4000-level)? And do you find those courses to be more challenging to you (as an underclassman) to find study partners in?
How has your experience been in your first year at UVA compared to your expectations? Can you share any challenges you faced in building connections with peers during this time?
What strategies have you used to initiate conversations and form new friendships as an underclassman? Have you found any particular approaches more effective?
Are there any specific courses or experiences unique to underclassmen that you believe present distinct challenges when seeking study partners?

Interview Questions for Upperclassmen Users:

As an upperclassman, how has your approach to forming new friendships evolved over the years at UVA?
Can you share an example of how your study group strategies have changed since your earlier years at the university? What factors influence these changes?
How do you manage the balance between maintaining existing friendships and seeking new ones as an upperclassman? What motivates you to actively engage in social networking?
In your experience, have upper-level major-specific courses presented any unique challenges in terms of finding study partners compared to lower-level courses?

Interview Questions for Transfer/Out-of-State/International Students:

As a transfer student/international/out-of-state student, how did your transition to UVA impact your initial attempts at forming connections and study partnerships? Can you describe your early experiences?
Have you encountered any specific cultural or geographical differences that influenced your approach to making friends and finding study partners at UVA?
What motivated you to actively seek out social connections and study groups when adapting to the university environment?
Are there any unique tools, apps, or platforms you relied on more heavily as a transfer, international, or out-of-state student to connect with peers? How did they assist in your adaptation to UVA?

Sample Interviews

Interview with User 2 (International/Transfer Upperclassman student)

We are trying to gather data on current practices for finding study groups. First, I’d like to ask you about your typical study routine. How would you go about preparing for an exam that’s a week from today? Walk me through it.

When I have an exam coming up in a week, I usually try to find some Chinese classmates I know to form a study group. We divide the topics, reduce the workload, and finally come together to discuss. However, if I don't have any Chinese classmates available, I tend to prepare on my own.

How (if at all) do you typically go about finding study partners when you have a challenging course or upcoming exams?

I don't usually go out of my way to find study partners. I prefer to study with people I already know or recognize from my classes. I might approach someone who seems Chinese during the first class and start a conversation or create a group chat. If I can't find anyone suitable, I'll study on my own. If a foreign student approaches me, I'm open to studying together.

If you said no to the previous question, are there any reasons preventing you from trying to find people to study with?

The main reason I might not actively seek study partners is that I'm somewhat introverted. I also feel less confident in my language skills, so I spend a lot of time thinking about how to express myself, which can be distracting from my studies. Additionally, some classmates may not be reliable, so I find it more efficient to study alone.

Can you describe the most recent experience you had while trying to find a study partner? What motivated you to do so?

My most recent experience was in a theory class where we were asked to form groups. I initially asked around to get an idea of what each group would focus on, but I didn't take the initiative to organize a group. Instead, someone else asked if I wanted to join their group.

Have you ever encountered challenges or difficulties when trying to find a study partner? Can you share an example and explain how you handled it?

Once, in a situation where everyone knew each other's names, I struggled to find a study partner. I wasn't comfortable going up to people I didn't know, so I didn't handle it effectively and ended up studying on my own.

What tools/apps/platforms do you use currently for connecting with potential study partners? Are there any you prefer? Why/why not?

I primarily use text messaging or WeChat to connect with potential study partners. This is because both I and my classmates are accustomed to using these platforms, so it's convenient for us.

I'd like to ask you about how you typically make friends. How did you meet and befriend your current friends? Walk me through it.

I typically make friends through classmates. When someone in my class greets me or initiates a conversation, we gradually become friends. We maintain our friendship by sitting together in class and sometimes going out to eat.

How (if at all) do you typically go about finding new friends or friend groups?

I usually rely on introductions from my existing friends or meet people through my friends' social circles.

Do you actively try to befriend people in your classes/clubs? Why or why not?

Yes, I do try to befriend people in my classes or clubs, especially if no one comes forward to approach me. I believe it's essential to have connections for academic and social support, so I ask classmates or club members if they'd like to study or hang out.

Can you describe the most recent experience you had while trying to find new friends/venturing outside of your friend group? What motivated you to do so?

Recently, I befriended a new classmate and we went out to eat together. Although I didn't have a specific need, I felt that socializing was necessary, even though it can be exhausting for me. I find it easier to take the first step online, where I can think about my words more carefully.

As a transfer student/international student, how did your transition to UVA impact your initial attempts at forming connections and study partnerships? Can you describe your early experiences?

Transitioning to UVA from NYU, I noticed that there are fewer Chinese students here, so I hesitated to approach them, fearing they might already know each other well. However, apart from that, there weren't many significant differences in my approach to forming connections and study partnerships.

Have you encountered any specific cultural or geographical differences that influenced your approach to making friends and finding study partners at UVA?

I've noticed that UVA students are more inclined to invite friends to their homes. At NYU, after classes, everyone would disperse throughout the city, but here, people tend to live closer, so they prefer hanging out at each other's homes. I'm trying to tidy up my place to make it a more inviting space for socializing.

What motivated you to actively seek out social connections and study groups when adapting to the university environment as a transfer or international student?

I realized that as a newcomer to both the university and the field of study, I needed to build a network and gather information. Without any connections, it would be challenging to access resources and information, which motivated me to put in the effort to socialize and connect with others.

Are there any unique tools, apps, or platforms you relied on more heavily as a transfer and international student to connect with peers? How did they assist in your adaptation to UVA?

I didn't rely on any unique tools or platforms, but I did use WeChat to join housing and second-hand furniture groups. This helped me meet some UVA students, although it didn't necessarily lead to lasting friendships.

Interview with User 4 (In-State Upperclassman Student)

We are trying to gather data on current practices for finding study groups. First, I’d like to ask you about your typical study routine. How would you go about preparing for an exam that’s a week from today? Walk me through it.

Depending on the class, for the more challenging class I would start by rewatching all the lectures first and then re-reading all the assigned readings. Because I am a CS student, most of my classes do not provide us with any example questions or study guides materials.

How (if at all) do you typically go about finding study partners when you have a challenging course or upcoming exams?

I am not a very social person. I feel awkward interacting with new people. I usually just work with people that I already know. If I don’t know anyone in the class I would just work alone.

How did you meet your current friends?

I met them through similar interests, same classes. Almost all of my friends I had a class with before. There are also people at the same club that I am in.

Are there any reasons preventing you from trying to find people to study with?

I feel like people are already in groups. It is difficult to talk to someone who is already a part of a tight friend group. My personality is very introverted. I don’t really like to talk to a lot of people.

Can you describe the most recent experience you had while trying to find a study partner? What motivated you to do so?

Usually people reach out to me first, and if I said yes they would ask if I want to work on a difficult assignment with them. If there’s a friend that I already know, I would ask them if they want to work together. That usually happens when an assignment is very difficult, and it would be nice to have someone to work on the assignment with.

Have you ever encountered challenges or difficulties when trying to find a study partner? Can you share an example and explain how you handled it?

I actually don’t know anyone in my cybersecurity class this semester. I would like to review information before the lab or homework, but I don’t have anyone to discuss with. I would just stay in the OH room and study there. If any question arises I would just ask the TA there.

Are there specific courses or subjects where you find it more challenging to find suitable study partners? What makes these subjects different?

Classes that don't require attendance are harder to make friends in. People usually just watch lectures at home and don’t show up to class. Those classes are more difficult to make friends in because you are just doing your own stuff at home. Large lecture style classes in general are harder to make friends in compared to smaller discussion style classes. In my experience in Japanese class, we had to talk everyday and talk to everyone around. It is easier to make friends in those classes.

What tools/apps/platforms do you use currently for connecting with potential study partners. Are there any you prefer? Why/why not?

Currently I mainly use the text message app on my phone. I also use Discord, sometimes I would use GroupMe. In the past my professors created class GroupMe chats and asked everyone to join. Many of the CS classes, dmt1, dsa1 and 2, cso, use discord. I was also in a GroupMe group for Japanese. It was made by one of the students.

I’d like to ask you about how you typically make friends. How did you meet and befriend your current friends? Walk me through it.

I met most of my friends in Japanese classes. We had similar interests, like watching anime, drawing and playing games. Japanese class required everyone to talk. We also had Japanese class every single day, so just by talking so often we eventually became friends. If not for Japanese class, I don’t think I would have ever met them. Even though we are all CS majors, they were all a year older than me.

How (if at all) do you typically go about finding new friends or friend groups?

I remember my first weeks at UVA. I was really quiet and I will just go home after class. Thankfully, people who sat next to me in class talked to me first. I got their number and that was how I first made friends at UVA. Usually people around me reach out first. I don’t go out of my way to talk to people, that is just too scary. When people ask me if I want to exchange numbers, I wouldn’t say no. Sometimes they will text me and we would talk and become friends. If they never text me I wouldn’t text them and nothing will happen.

Do you actively try to befriend people in your classes/clubs? Why or why not?

I don’t actively try to. It just kinda happens passively. If no one talks to me I wouldn’t talk to anyone else either. I am introverted and feel awkward to initiate conversations.

Can you describe the most recent experience you had while trying to find new friends/venturing outside of your friend group? What motivated you to do so?

My new friend was actually introduced to me by one of my friends. Because they are a friend’s friend and we are in the same class, we will sometimes discuss course contents together.

Do you use any tools/apps/platforms to find new friends or meet people with similar interests? Are there any you prefer? Why/why not?

I mainly talk with already existing friends. I don’t try to put myself out there on social media platforms.

Would you describe yourself as more outgoing through text message, or online platform?

Even when I am online, if no one texts me I wouldn't text them either, but I will be more proactive online. I don’t have to see anyone face to face and feel less pressure to talk to people. It is hard for me to physically go up to people and initiate conversations.

As an upperclassman, how has your approach to forming new friendships evolved over the years at UVA?

Compared to my first two years at UVA, I gradually started participating in more clubs and school events.

Can you share an example of how your study group strategies have changed since your earlier years at the university? What factors influenced these changes?

In the past I would just try to do every homework myself, for example if I had a programming assignment that I needed help with, I would be too scared to attend office hours alone and I would just struggle a lot myself. Now I go to office hours with friends and work on the assignments there. I think just having someone that will go with me motivates me to do the assignments.

How do you manage the balance between maintaining existing friendships and seeking new ones as an upperclassman? What motivates you to actively engage in social networking?

I don’t actively try to make new friends anymore since I will be graduating. But recently I made friends through an existing friendship by studying/hanging out with them, so that helps me make new friends.

In your experience, have upper-level major-specific courses presented any unique challenges in terms of finding study partners compared to lower-level courses?

I think that it is actually easier to make new study partners in my higher level classes. A lot more people are struggling with the course content so generally people will be more happy if someone talked to them in office hours or asked them to study/review together.

Interview with User 10 (Out-Of-State Underclassman student)

How would you go about preparing for an exam that’s a week from today? Walk me through it.

It depends on the subject. For a challenging subject like Chemistry, which often has a lot to cover, I start by going through the PowerPoint slides and matching them with my notes to ensure I have all the key information. Then, I tackle problem sets, focusing on the areas where I've made mistakes before. I also review a checklist and attempt a previous year's exam. Additionally, I make sure to attend the professor's office hours and seek help from teaching assistants if needed. For other subjects like media studies with bi-weekly quizzes, I simply go through my notes again as they are more basic, and I don't usually review for those.

How do you typically go about finding study partners for challenging courses or upcoming exams?

I personally don't enjoy study groups, but when I do need to find study partners, I usually start by going to discussion sessions. If I can't find anyone there, I approach the TAs for suggestions. I've also tried forming study groups before, but it only works well if everyone knows the context beforehand. Typically, two days before the exam, we do practice tests together and explain questions to each other. However, I find that study groups often distract me, so I prefer studying on my own.

If you said no to the previous question, are there any reasons preventing you from trying to find people to study with?

Yes, there are several reasons. Study groups tend to distract me, and I find that they work better when there are just two students rather than a large group. I also feel self-conscious about sounding dumb in front of others and experience social anxiety in group settings. Also, study groups can be energy-draining, as they often turn into chaos unless there's a TA providing guidance. I find that studying by myself is more efficient and allows me to work at my own pace.

Can you describe the most recent experience you had while trying to find a study partner? What motivated you to do so?

My most recent experience was last week when I needed a study partner for a Chemistry exam. We worked together because we were all studying for the same subject, and it motivated me because I didn't want to go through the preparation alone. We attended Chemistry discussions together, went to the library as companions, and sitting next to each other made it more comfortable. It was more like a friend thing, and I felt more at ease studying with someone else.

Have you ever encountered challenges or difficulties when trying to find a study partner? Can you share an example and explain how you handled it?

Yes, I've faced challenges in the past. Back in high school, I had a best friend, and we used to study together. However, in college, it can be challenging to find the right person to study with. The social pressure to interact and engage with someone can sometimes be overwhelming. I remember being afraid to ask questions or seek help when I studied with others. The overall collaborative environment can make it difficult to focus. I found that studying by myself was more efficient and less anxiety-inducing.

What tools/apps/platforms do you use currently for connecting with potential study partners? Are there any you prefer? Why/why not?

I primarily use GroupMe and general texting for connecting with potential study partners. GroupMe works better for me, especially in smaller classes where forming a group is more manageable. Texting works well for one-on-one partnerships. I've also used Slack for club-related activities, but it can be overwhelming due to the numerous channels. I don't prefer using Instagram for this purpose.

How do you typically make friends and befriend your current friends? Walk me through it.

I've made friends through various means, including orientation events, joining clubs, interacting with hall mates and dorm residents, and getting to know classmates.

How do you typically go about finding new friends or friend groups?

I usually initiate conversations with people I meet, whether it's through casual compliments, friendly messages, asking for help, or simply smiling at others. Being friendly and putting myself out there has helped me make new friends.

Do you actively try to befriend people in your classes/clubs? Why or why not?

No, I don't actively seek out friendships in classes or clubs. I tend to naturally make acquaintances, but forming deep friendships usually takes time, and I don't feel the need to actively pursue them.

Can you describe the most recent experience you had while trying to find new friends or venturing outside of your friend group? What motivated you to do so?

As an introverted person, I don't actively seek out new friendships, but my most recent experience was when I attended a theater event because I was interested in it. I forced myself to go as a way to meet new people. Participating in social activities like this helped me connect with others and expand my social circle.

Do you use any tools/apps/platforms to find new friends or meet people with similar interests? Are there any you prefer? Why/why not?

I prefer meeting people in person, but I acknowledge the efficiency of using technology for this purpose. However, I haven't actively used specific tools or apps to find new friends.

Are you currently taking any upper-level classes that are more major-specific (2000, 3000, or 4000-level)? Do you find those courses more challenging to find study partners for?

I'm currently taking a 2000-level class in media studies and a 4000-level class in drama. These courses can be more challenging to find study partners for due to the social pressure and anxiety associated with upper-level classes. To address this, I try to engage with peers in discussions, sit in the front row to stay focused, and talk to others when appropriate.

How has your experience been in your first year at UVA compared to your expectations?

Overall, I'm quite content with my first year at UVA. The physical and emotional environment is nurturing and allows me to explore my interests as a student and young adult. However, I do wish the food was better. Being in a new place where I didn't know anyone initially made me miss having close friends nearby. It's challenging to form deep friendships in a large school full of activities, but I realize that this is a common process for underclassmen at any university. I've also learned that people in college are just like anyone else, with their own quirks and maturity levels.

Can you share any challenges you faced in building connections with peers during this time?

One challenge is that people are joining or forming social groups at different paces, which can make it intimidating to approach them for a conversation. Additionally, being in a large crowd of people makes me nervous and self-conscious, which can hinder my ability to connect with others.

What strategies have you used to initiate conversations and form new friendships as an underclassman?

I've used strategies like casual conversations, being friendly, consistently showing up at social events, keeping an open mind, not rushing to label people, not forcing myself to be overly social, and not underestimating myself based on rejections from clubs or individuals.

Have you found any particular approaches more effective?

Yes, I've found that going to activities and events that genuinely interest me has been the most effective way to initiate conversations and form new friendships.

Can you describe a recent instance when you actively sought out study partners for your coursework, considering your status as an underclassman? What motivated this search?

I don't actively seek out study partners, and this is a personal choice. I believe that underclassmen sometimes face two extremes, where some are overly eager to push themselves out of their comfort zone and socialize excessively, while others are too timid to engage when help is needed. Additionally, building meaningful connections takes time, and we often don't have the opportunity to experience each friendship deeply during the early stages of college.

Work Artifacts

Work Artifact 1: iMessage Texting

This is a screenshot of a study/group project group chat shared by User 2 in the interview process. For many group projects or study groups a simple iMessage chain does the trick. It can be difficult to maintain all the chats as the school groups will be mixed with all the other conversations. It can be annoying to have to find the specific chain you want. Also, iMessage itself has many issues once you introduce a non-apple user. Most students find it's not worth the headache. These artifacts provide insights into the challenges users face when coordinating group projects and forming study groups.

Work Artifact 2: GroupMe

This is a screenshot of a larger course/studio group chat on GroupMe shared by User 2 in the interview process. As stated before, GroupMe doesn't run into as many of the issues iMessage does while doing much of what iMessage can do. For example, many students will only use it for school groups and having an iPhone or Android doesn't matter. It still has a couple pitfalls. Users still have to go through the hassle of adding people one by one, and classes don't always have dedicated groups for someone to join. If you don't know anyone in the group you would be out of luck.

Work Artifact 3: Study Buddy

StudyBuddy Interface

StudyBuddy allows users to search for people to study with and filter results based on what courses the user is taking. When using the app it is clear that the user base is dead which isn't surprising. The app is painfully slow and half the features is not functional. If you attempt to filter it doesn't actually do anything. Zooming in and out freezes the app and sometimes even crashes it. Messages are allowed to be sent to anyone from California to France but there is no school specific setting so trying to find people in your classes feels futile.

StudyBuddy Profile Creation

Creating a profile is relatively simple but the information you provide doesn't show up when you click a profile. The app needs serious changes for anyone to want to remain on the platform.

Work Artifact 4: University Records Event Post

Urec promotes and sponsors various events for artists to meet and play together as well as allowing students to create their own jams or form bands with likeminded people. This serves as a great example of how people with similar interests find community and bond.

Work Artifact 5: University Records GroupMe Group Chat

Urec helps struggling DJ's find gigs while they hone their craft. The group also extends the invite to everyone. There is a strong cohesion even in a large group chat as members who don't play live are still encouraged and supported. Another good example of how a large group chat can fosters a positive and welcoming environment.

Work Artifact 6: Bumble BFF

Bumble is known for being an online dating app. Although relatively unknown, there is a friend-making feature on Bumble. Within the Bumble app you are able to choose between finding someone to date, finding a friend or making business connections.

The app, like all dating/friend-making apps, is heavily monetized. Many helpful features such as the ability to apply advanced filter is locked behind a pay wall, which make finding simple connections a headache and time consuming, unless you pay.

Finding matches works exactly like Bumble dates (swiping left or right on profiles). When actually swiping, there is a tendancy to judge people off looks, because your photo is the primary thing that Bumble presents. We believe that looks should not be this emphasized.

Unless you use the app constantly you won't be able to see people who liked you if you don't pay. The match yield is much lower than on date mode due to small user base. You can be swiping for hours to no avail, exacerbating feelings of rejection. When you do finally get a match, most of the time you won't get a response when chatting.

Work Artifact 7: Swifties at UVA

This is a screenshot of a group chat shared by User 3 in the interview process. A great way to meet like-minded people is to join interest groups like Swifties at UVA. It's a space to talk about what you love surrounded by people who agree. It can be hard to make friends in large groups like this as you can't really have one-on-one conversations and it can be awkward to send a direct message but the option is there. It is also difficult to find chats like this unless you know someone in the chat already.

Work Artifact 8: UVA Orientation Facebook Groups

Another popular way for students, especially first years or transfer students, to find groups is through Facebook. Scrolling through the UVA Orientation page is helpful for staying up-to-date on events and activities university wide. Other facebook groups for clubs/sports/Greek Life exist to further help students find their place. Facebook isn't as popular as it used to be, and isn't used by many new college students.

Summary of Work Artifacts

In the process of gathering work artifacts, we focused on collecting real-world examples that reflect how people engage in collaborative academic and social interactions. We obtained screenshots of study group chats from interview users, providing insights into their communication preferences and challenges. Additionally, we explored artifacts related to friendship-making apps and a competitor, Study Buddy, which shares a similar concept as our app, Brain Buddy, but differs in its approach. By examining these artifacts, we aimed to identify opportunities to offer a more integrated solution that combines both academic and social collaboration connections. Furthermore, we gathered information about various social connection methods, such as clubs and social events, to gain a comprehensive understanding of users' interaction patterns and preferences, ultimately informing the development of our Brain Buddy system.

1. Communication Platforms (Work Artifacts 1 and 2):

These artifacts provide insights into the challenges users face when coordinating group projects and forming study groups. They emphasize the need for an accessible and user-friendly communication platform.

2. Study Partner Apps (Work Artifact 3):

This artifact sheds light on the shortcomings of existing study partner apps like StudyBuddy, highlights the importance of creating a user-friendly and functional platform for students to find study partners easily and effectively.

3. Friendship-Finding Apps (Work Artifact 6):

Bumble BFF underscores the importance of user experience and raises barriers to making new connections within the platform. Insights from the various challenges observed from Bumble BFF can inform the development of Brain Buddy's buddy matching system.

4. Interest Group Discovery (Work Artifact 4, 5, 7 and 8):

Urec showcases the value of fostering a sense of community and networking among users. It demonstrates the potential for interest-related clubs to be a valuable channel for which people can bond with one another.
Artifact 7 and 8 also underscore the significance of helping users discover and connect with interest groups or clubs. Brain Buddy can incorporate features that assist users to more easily find and engage with like-minded communities or organizations.

Contextual Analysis

WAAD

Digital Version of WAAD on Lucid Chart

WAAD Progress

The work activity affinity diagram, better known as the WAAD, plays a key role in organizing insights from work activity notes. Usually the WAAD is constructed physically, however one of teammates could not be present due to sickness. In response to this unexpected challenge, we adapted our workflow to ensure the completion of the WAAD. Using the collaborative capabilities of LucidChart, our team efficiently collaborated in real-time and generated a digital WAAD while most of us worked in person during office hours, our unwell team member joined remotely via Microsoft Meetings.

Preceding with this virtual method each team member broke down their own interviews into key work activity notes focused around the goal of Brain Buddy: to facilitate connections amongst students. This kept the notes straightforward and eliminated any unnecessary data. Furthermore, we kept detailed labels for each note to make extracting requirements easier at a later time.

Once all notes were complete each member took two to three notes from every interviewee and began grouping them based upon what general topic they discussed. For example, the topic study routine was quickly formed and any notes discussing the interviewee's study habits were grouped under that topic. Many topics were formed, some had around ten notes while others only had three so it became clear that an adjustment to the organization of WAAD was needed. A hierarchy was implemented to allow us to group together certain topics that were closely related, but showed clear differences. For example, the general topic "Challenges in Finding Study Partners'' had so many notes we dismantled it into four subtopics as seen above. Our "main topics," depicted in purple, we found covered two main categories, personal interactions and academic related interactions, so as a team we came to the conclusion that another level to the hierarchy should be implemented.

Finally completed, we took time to reflect upon what information we gathered. We noticed that though our data was through it had "holes," specific topics we had unfortunately not thought of before. For example, we neglected to gather insight into how comfortable students would be to use an app similar to ours. This information could help us understand how a variety of students would interact with Brain Buddy and we could have further tailored our design to support a wider audience. Additionally, while most interviewees provided insights on how they typically go about organizing/joining a study session (i.e. an exam was approaching so I asked my friends), we didn't interview users regarding the specific practices they use. Understanding specific approaches that students use could bring to light features that would benefit students and is worthy investiating.

While we neglected research in certain topics, our WAAD was still plentiful in excellent data. Mainly how a variety of students approach different social and academic situations. We found personality were prominent influences on how students approach finding new friend or forming new study groups. A common theme was that students believe most cliches have been formed already and there is no room for them. Many also mentioned that they faced difficulty initializing conversations. Others simply feel more efficient alone or they believe their major classes are designed in a way that does not facilitate connections amongst students. Armed with this knowledge we can extract key requirements for our design and support our peers.

Extracting Work Activity Notes

Grouping Work Activity Notes Into Categories

Raw Data Notes to Work Activity Notes

Requirements

Brain Buddy Interaction Design Requirements Table

Brain Buddy Interaction Design Requirements

Requirements Table Rationale

To ensure Brain Buddy effectively supports students’ work activity needs, we carefully reviewed work activity notes gathered from interviews. We identified how Brain Buddy can help overcome challenges and assists students in forming and sustaining peer connections. These findings, along with the corresponding work activity notes, were organized into a table. This table will serve as a guidance for the further development of Brain Buddy to meet student needs and help them connect with their peers.

All our design requirements fall under the overarching category of “App Features”. Furthermore, each requirement is categorized into one of five secondary categories: accessibility & inclusivity, integration & convenience, user profile & preference, user engagement, and user feedback. Each category represents a specific concern that Brain Buddy is trying to address. Each requirement is accompanied by a brief explanation detailing its necessity and usefulness in addressing the concerns that Brain Buddy aims to tackle.

Modeling

DIM Modeling Process Photos

Constructing an Initial Flow Model

Adding to our Envisioned Flow Model

Current Flow Model

Envisioned Flow Model

Flow Models Rationale

We created flow models to gain insight into how university students establish and maintain peer relationships. Initially, we developed a flow model based on information from user interviews, personal observations, and work artifacts. This model illustrated the current practices among students. Using this initial model as a foundation, we identified ways in which Brain Buddy could enhance the existing workflow. Our goal was to streamline the process, making it more efficient and eliminating obstacles that hindered peer interactions, such as difficulties initiating conversations and a lack of awareness about relevant clubs. In our envisioned flow model, we demonstrated how Brain Buddy could overcome these challenges.

In the envisioned flow model, we introduced a new role, AI Moderator. This role was essential in ensuring the safety of online chat rooms. It is important to note that Brain Buddy was designed to initiate and facilitate peer conversations, not to replace face-to-face interactions. Our research and user interviews emphasized the significance of in-person interactions in building enduring and meaningful relationships. Therefore, the majority of Brain Buddy’s core functionalities are geared towards promoting these in-person interactions. These interactions are also represented in the envisioned model beyond Brain Buddy’s scope, as they occur in events that we can not control.

Hierarchical Task Inventory (HTI)

HTI Rationale

When modeling a tool that seeks to simplify and streamline the process of connecting university students, understanding the step-by-step actions taken by these students is imperative. For that reason, we decided to use a hierarchical task inventory (HTI) to model these actions.

The hierarchical structure of HTI allows for the deconstruction of the overarching task (in this case to form meaningful connections between peers) into smaller, actionable subtasks. By doing so, we can pinpoint specific challenges and oppurtunities at every level. Additionally, the HTI model serves as a roadmap for our design, highlighting the functionalities required to support each task and subtask. Lastly (and perhaps most importantly), an HTI model places the user at the center of our design by understanding user goals and the actions required to achieve them.

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