Focus Zones is a system designed to improve university study environments by dividing spaces into three distinct zones:

• Quiet Zone: For focused, individual work, with minimal noise and interruptions.
• Collaborative Zone: For group work and discussions, with a moderate noise level to encourage teamwork.
• Social Zone: For casual interactions and breaks, allowing students to relax and recharge between study sessions.

This zoning system helps students choose the best environment for their needs, reducing distractions and improving overall productivity. Each zone is marked with clear signage to guide students to the right area based on their study preferences.

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We initiated our research by conducting a public survey to understand student study habits and their experiences with the academic environment at DIS. We distributed the survey via social media and sent it directly to friends and dormmates to maximize participation. Our goal was to gather insights on what students valued most in their study spaces and identify areas that needed improvement.

Initial Observations:

• Environmental frustrations: Many students expressed dissatisfaction with the comfort and setup of classrooms. Complaints ranged from “the seats are too hard” to “I cannot read presentation words” due to poor visibility and layout.
• Classroom comfort: The physical setup, including uncomfortable furniture, was a key pain point for students.
• Learning environment: Several students highlighted issues with the overall environment and how it affected their ability to focus and engage during lectures.

Based on these findings, we decided to narrow our focus specifically to classrooms at DIS, where the environment, comfort, and adaptability were affecting the students’ ability to succeed academically. This led to refining our project statement: “How might we improve academic spaces to increase adaptability and comfort for DIS students?”

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With our updated project statement, we conducted several rounds of user interviews and observations to gain a deeper understanding of the challenges students faced in DIS academic spaces.

We carried out three rounds of interviews:

1. The first round provided a general focus on academic spaces and how students and professors perceived their study environments.
2. The second and third rounds homed in on the classroom experience, asking participants specific questions such as:
   • "What do you dislike most about academic spaces at DIS?"
   • "What was your favorite moment in an academic space at DIS?"
   • "What’s the weirdest thing on your desk?"

We also used cultural probes like “what’s in your backpack” to get more personal insights into their study habits and preferences. This helped us identify what worked well and what didn’t for both students and professors, providing a well-rounded perspective on the space.

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Observations:
We complemented these interviews with in-class observations. During classes, we took notes on how students and professors interacted with the space. We observed behaviors like:

• Fidgeting with chairs due to discomfort.
• Adjusting window blinds to control lighting.
• The tendency of students to be distracted by environmental factors, such as noise or room setup.

These observations confirmed many of the issues that came up during the interviews. It became clear that students struggled with discomfort, inflexible environments, and distractions, which led to frustration and a lack of engagement in the academic setting.

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How might we improve academic spaces to increase adaptability and comfort for students?

As the ideation phase began, our team was flooded with creative energy and a variety of exciting ideas. We explored everything from nap pods to butterfly enclosures, with no idea deemed too wild to consider. To harness this creativity, we each wrote down our individual concepts before coming together to co-create and combine our ideas. This process helped us refine and filter the most promising solutions.

We also conducted two guest ideation sessions where participants engaged in short individual ideation activities before transitioning into group co-creation. These sessions were designed to bring fresh perspectives by allowing us to participate as "impersonators," contributing ideas as if we were DIS students.

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Challenges:
While the ideation process was productive, we faced a few obstacles:

• The sessions were time-constrained, and just as we were hitting our stride, we had to stop.
• We mistakenly thought we would work with the same group over both sessions, so our strategy for building momentum had to be adjusted mid-process.

Pivot:
After reviewing the insights from the ideation sessions, we decided to pivot our focus from classrooms to study spaces within DIS. The passion expressed by students for their study habits, and their frustrations with the current DIS spaces, was evident during our co-creation sessions. The main complaint was that students did not find DIS spaces conducive to their needs.

This led us to categorize study spaces based on three user types:

• Study: For quiet, individual work.
• Group: For collaborative projects.
• Social: For relaxed, casual study and interaction.

By organizing study zones according to these categories, we believed we could better address the diverse needs of students and reduce distractions between quiet and group workspaces.

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After pivoting from our original concept of an informational guidebook, we focused on a simple yet effective solution: zoning the DIS study spaces using physical signage. This solution was inspired by similar implementations at our home colleges, where clear zoning by noise level helped students find suitable study environments based on their needs.

We designed our prototype to create three distinct zones within Vestergade 23:

1. Quiet Study Zone (4th Floor): A space for individual, quiet study where students could focus without distractions.
2. Collaborative Workspace (3rd Floor): A zone dedicated to group projects and discussions, ideal for collaborative work.
3. Social Work/Relax Zone (DIS Hub): A casual, interactive environment where students could study or socialize with minimal restrictions on noise.

The goal was to ensure students could easily identify the right space for their study preferences, allowing them to be more productive and minimizing distractions from others with different study habits.

Ease of Implementation:
The signage was designed to be low-cost and easy to implement, making it a viable solution for DIS without significant overhead. The simple yet clear signage system could be rolled out quickly and adapted to other academic spaces if successful.

Project Video:
To further explain and advertise the prototype, I produced a promotional video that showcased how the zoning system would work and the benefits it offered to students. The video was used to gather feedback from students and staff, helping refine our solution before a larger rollout.

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We tested the Focus Zones system by implementing it in a designated area of the program's main academic building. Students were invited to use the space and provide feedback on their experience navigating the zones. The initial response was overwhelmingly positive, with students reporting that the zoning system helped them find the right space for their study needs.

Based on the feedback, we refined the signage to make it more visible and accessible, ensuring that students could easily differentiate between the zones. We also added more detailed descriptions of the purpose of each zone to help first-time users.

The Focus Zones system successfully improved the study experience for students by providing clear, adaptable spaces that met their individual study needs. The zoning system helped reduce distractions, increased productivity, and created a more comfortable environment for both individual and group work. The system is now being considered for broader implementation across the campus.