It is a designer’s task to validate their assumptions through testing. Witnessing how users interact with my prototype reveals unexpected behaviours and opportunities for improvement. This process exposes blind spots created by my familiarity with the design, driving the iterative design process (C&A). Understanding users (U&S) helps define market needs and value propositions (B&E). Understanding societal trends allows discovery of business opportunities, which is relevant to my future goals (PI). 

Projects B1.2 and B2.1, SPOTTED and Tempestio, involved a limited analysis of latent needs & user test evaluation. The course Design <> Research taught me the basic methodology of conducting research through design using a designed probe. I put this knowledge into practice during the B2.2 research project. During the Technology Entrepreneurship USE line project PlanterACTION, I conducted further user testing a customer journey analysis. However, the most meaningful U&S learning experience was my Final Bachelor Project.

During my individual FBP, Octoping, I deepened my ability to inform creative decisions (C&A) through user research. Aesthetics and user experience are closely linked. To consider Octoping a well-designed product, it must not only be visually appealing but also meaningful and intuitive for users. 
I began with casual observations of how couples interact with reversible octopus plushies, which sparked a deeper exploration into what people seek and miss in long-distance relationships. This process allowed me to design an interaction device that meaningfully addresses these latent emotional needs. 
The design process of Octoping helped me understand the value of conducting rigorous user tests. It only took a small amount of semi-structured interviews that implement the think-aloud protocol to evaluate a single tentacle as an emotional communication device. Each user interaction, whether expected or not, offered insights to guide my design decisions. I recognized the limited scope of my user tests and saw many opportunities for further work. Notably, I learned about the importance of selecting unbiased participants who might offer answers that I, or my future clients, do not wish to hear. This critical input ensures that my design not only functions well but also resonates with users.

C&A is about making designs visually and emotionally engaging. It focuses on form, interaction, and expression. I like to move beyond touchscreen UIs in my designs and find new ways for people to interact through tactile and visual experiences.

I experimented with different divergent ideation methods, such as brainstorming, 5 Whys, Future Wheel etc. I prefer to use analogous inspiration, drawing insights from other fields to spark new ideas and apply technologies in new contexts. I learned that I find it difficult to quickly commit to one idea and explore it further during the ideation process. Similarly, I find it difficult to "kill my darlings" when refining concepts.

My strong T&R skillset creates opportunities to explore what is aesthetically pleasing and what is not by using lo-fi or partial prototypes. While I generally prefer to ideate and prototype in 3D, the elective Exploratory Sketching (B2.2) taught me the necessary techniques and provided practice opportunities to sketch in perspective. This skillset proved very useful at CMU and especially during my ongoing year at TU/ecomotive.

The exchange at Carnegie Mellon University during the B3.1. semester was a transformative experience that allowed me to see design from a different lens. The professors offered individual guidance and placed importance on exploring form, via sketching and foam modelling to the end of developing aesthetic commercial products. I designed mealBOX, focusing on improving the on-the-go meal experience, and Beosound Focus, a project focused on understanding the brand identity (B&E) of Bang&Olufsen and its design language. I also improved my product rendering skills (Keyshot) at CMU, to cleanly and professionally present my designs, ensuring that both form and interaction are communicated effectively.

During my FBP, I properly processed what the course Aesthetics of Interaction tried to teach. For Octoping, aesthetics is not only about making the device "look good" but about how it communicates emotions through touch, movement, and presence. The mechanical tentacles serve as an expressive medium, aiming to create an interaction that feels organic, meaningful, and emotionally rich. By paying attention to the prototype’s form, material choice, surface finish and the tentacles’ tactile properties, the project places value on aesthetics.

Alongside my FBP, I joined the TU/ecomotive student team as the lead interior and exterior designer. I chose to join this team because each year, we design and build a unique concept car from scratch. This process grants me and the other three designers significant agency over the whole vehicle, which I find highly engaging. I see this as an excellent challenge to be creative both in terms of the sustainability concept (U&S) and the design/styling of the car’s exterior and interior. I have already produced a substantial collection of exterior sketches and have many more interior sketches yet to make. Comparing my current work to the beginning of the year, I can see a significant improvement in my visual communication ability, fulfilling one of my learning goals. I cannot present any sketches as evidence of learning, as the car is still in development and not yet revealed to the public.

Business & Entrepreneurship (B&E) is about translating design into real-world impact, ensuring that products are not only innovative but also viable within market and business contexts. My interest in this competency stems from a desire to bridge the gap between design and industry, allowing me to communicate effectively with manufacturers, investors, and stakeholders. Throughout my studies, I have explored B&E through various projects and courses, developing skills in market analysis, strategic positioning, and value creation.

An important structured learning experience in B&E was the three-course Technology Entrepreneurship USE line, where we developed PlanterAction. Motivated by my learning goals (PI), this project introduced me to business model development, stakeholder engagement, and entrepreneurial thinking. Later, the Design Innovation Methods course reinforced these principles by summarizing key business strategies.

My exchange at Carnegie Mellon University (CMU) further supported my entrepreneurial mindset. In the course How Things Are Made I gained an understanding of manufacturing processes, which is essential for communicating effectively with suppliers and production partners and bringing a design to market.

Technology & Realization (T&R) is fundamentally about bringing a concept into a tangible or otherwise experienceable form for the purpose of evaluation. By developing impressive, highly experienceable prototypes, I communicate my designerly intent and enable effective user tests (U&S). However, for me, T&R extends beyond validation. While I understand that a prototype is not the same as the concept, I often find myself pushing the realization of my designs to the limit. Giving my ideas physical form & function brings me a sense of satisfaction. However, I am careful not to let technological constraints limit my Creativity & Aesthetics (C&A) activities.

Throughout my bachelor’s studies, I have consistently expanded my “toolbox” of skills and knowledge to improve how I execute the realization of my projects. From manufacturing theory to hands-on prototyping, each project and course has contributed to my technical skillset.

I find the skills surrounding the mechatronics field particularly exciting and useful, as they enable the prototyping of interactive, intelligent, dynamic design solutions. My first structured exposure to programming came through the Creative Programming course, where I learned the basics of Processing and Arduino IDE, servo control, and computer visualization. These skills provided a foundation that I continuously benefitted from.

In terms of mechanics, the Steel Ball Machine project provided the opportunity to learn the basics of FEM analysis, solidified my CAD modelling skillset and taught me how to coordinate a group of 5 people collaborating on one assembly. 
One of my most valuable learning experiences is the now-discontinued course Creative Electronics, where I gained practical knowledge of electronics and basic circuit theory, significantly enriching my mechatronics expertise. I applied this expertise in building Arcee, a robotic vehicle with a decision-making algorithm to autonomously avoid obstacles.

In project B2.1, Tempestio, I worked with individually addressable LEDs, a skill that has broad applications for interactive design. During my exchange, I learned the surface modelling workflow in Fusion360 to model the complex form of my Beosound Focus speaker design. The CMU course “How Things Are Made” complemented the more conceptual education at TU/e by teaching me the theory of manufacturing processes, including guided visits to 5 different factories around Pittsburgh.

The FBP, Octoping, applies much my prior learning and expands on it by exploring flexible materials and soft robotics. I pushed the project's execution to create a prototype that provided user test participants with a realistic and accurate experience.

I have applied MDC principles across various projects, using computational methods to enhance prototype functionality, decision-making processes, and user interactions. From my first programming challenges to the optimization of real-time data transfer in my FBP, I have expanded my technical skillset in this area. My approach to MDC is to solve problems by integrating mathematical reasoning, algorithmic thinking, and sensor-based data processing into my designs.

One of the most interesting and formative learning experiences in this area occurred in the very first quartile of my study. During the Creative Programming course "Challenge 1", which required me to program a recursive function to generate procedural lightning bolts. Without access to example code or tutorials, I had to apply my prior knowledge of vector mathematics and spend many hours refining the recursive logic to create a realistic lightning effect. This challenge solidified my understanding of recursive functions and many other programming principles. In Steel Ball Machine, I performed basic FEM analysis and calculations involving centre-of-mass and gravity force to inform the design of the project’s mechanical elements. 

In the Engineering Design project InfraHEAT, we successfully experimented with object recognition algorithms, detecting and tracking the user to warm them using targeted IR light. However, due to slow response time, we ultimately disabled this function for the final prototype, instead opting for a manual control interface that used cursor position to adjust the output. This experience underscored the practical limitations of computer vision in constrained settings and the difference between the concept’s intended functionality and the prototype’s simulated functionality. My robotic vehicle Arcee implemented a simple decision-making algorithm that enabled the robotic vehicle to autonomously avoid obstacles by continuously scanning its surroundings. This project introduced me to the challenges of real-time sensor data processing and reactive systems.

In my FBP, Octoping, a key computational challenge was optimizing the OOCSI protocol to ensure smooth data transfer between the two connected devices. I increased the efficiency of message transmission by filtering redundant data, improving real-time interaction, which was critical to maintaining the intended emotional experience. Adding data interpolation resulted in smoother output movements. Additionally, I focused on interpreting and translating analog sensor readings to ensure the device's responsiveness. 

Throughout my studies, I have actively developed my professional skills, particularly in working within multidisciplinary teams, critical thinking, and communication. I have taken on a variety of roles, from leading design efforts in large teams to filling technical gaps in smaller, specialized groups. These experiences have shaped my ability to collaborate across disciplines, manage responsibilities, and balance multiple commitments effectively.

Group Dynamics - A particularly strong learning moment happened during my Research Project. This project tested my ability to navigate unbalanced teamwork dynamics in ways I had not encountered before. I often felt frustrated by a passive attitude within the group, leading me to take on more responsibility than felt fair. Instead of reacting with frustration, I sought advice and tried to understand the underlying reasons, which helped one teammate significantly improve his participation. However, I struggled with addressing teamwork issues directly, hesitating out of concern for being too forceful.

I decided to read the book How to Win Friends and Influence People, which provided valuable insights on patience, understanding, and positive reinforcement. Despite maintaining a calm and constructive approach, I recognize that I should have raised concerns earlier and asked the team for in-person meetings to improve collaboration. In short, I learned how to better lead by example, remain calm and try to reward good attitude and progress rather than focus on the negative when facing teamwork difficulties. My assessors recognized this effort and I received an excellent (E) verdict for this project. Overall, this experience was a helpful practice for my future ambition to start a company.

Working in Multidisciplinary Teams - One of the first instances where I worked within a multidisciplinary team was during the Engineering (InfraHeat). Our team lacked a dedicated mechanical engineer, so I took on this role, designing the mechanical components of our device. 
Currently, taking on the role of a design lead at TU/ecomotive, a team of 26 members, has been a demanding experience. The design team itself consists of only four people, so my primary responsibility as a lead is facilitating communication between design and other departments. This involves ensuring that our creative vision aligns with technical feasibility while balancing the competing priorities of different teams.

I participate in weekly GMMs and other regular meetings, where I discuss the design team’s progress and coordinate with other departments, particularly the chassis team. My role requires negotiating and problem-solving to maintain compatibility between our envisioned exterior design and the underlying chassis structure—ensuring, for example, that no beams protrude through the body panels and that sufficient attachment surfaces are available. 

Time management and balancing responsibilities - Balancing my FBP with my TU/ecomotive responsibilities has tested my time management skills more than any prior experience. Leading a team while simultaneously working on my own research and prototyping efforts has required careful and, at times, difficult trade-offs. This balancing act has reinforced the value of delegation and structured planning.