During my final bachelor project, I integrated knowledge and skills from multiple courses across my studies into a single iterative design process. The project brought together user-centered design, prototyping, visual communication and basic technical implementation into a design trajectory.
From the beginning of the project, user-centred design methods supported the foundation of my process. Persona development, user segmentation and first-person design perspectives were directly applied to define and refine the target audience. These methods helped structure early exploration around different types of runners and their motivations. As the project evolved, user feedback also played a role in design shifts. Moving from a performance-oriented concept toward a more reflective and experiential focus.
Courses like From Idea to Design, Exploratory Sketching and Design for Products, Services, Systems and Experiences (Exchange) contributed to my ideation and communication process. Sketching and iterative brainstorming techniques were used throughout the project to explore different interaction forms, spatial placements and data representations. This helped me translate concepts into tangible directions and supported explorative discussions with peers during early conceptual phases.
Technical and data-related courses including Data Analytics, Creative Programming and Making Sense of Sensors increased my ability to work with physical computing. Multiple projects also contributed to my ability to realize soldered circuits. And although the final prototype remained a proof of concept I applied knowledge of controllers, electronic circuits, soldering and basic coding when building and testing the prototype. This allowed me to connect physical interaction with conceptual data representation in a meaningful way.
Additionally, Design Management, Innovation Management and other Business courses influenced how I structured and communicated the project. I applied frameworks like:  persona development, value proposition thinking and system-level analysis to position the concept and evaluate its value. These tools supported me in balancing user needs, technological feasibility and scoping direction throughout the process.

Through setting these goals (pdf) at the start of my final bachelor project, I created a clear focus on developing both my technical and design capabilities. The goals helped me structure my learning process across key areas such as prototyping, user validation, visual communication and working methods. Throughout the project I experimented with different approaches and iterated based on identified user needs and technical feasibility. This resulted in in combining physical computing with interaction design. 
In addition, working with structured goals helped me reflect more consciously on my design process and decision-making. I became more aware of how I balance exploration with execution and how I can move forward in my work without over refining early ideas. Overall, these goals contributed to my growth as a designer who is increasingly able to connect concept development, technical realization and user understanding into a coherent design process.
I worked in a double diamond structure, although the process was non-linear in practice. User feedback and prototyping insights informed iterations and helped refine the problem space over time. This gradually influenced a shift in focus toward more reflective interaction together with considerations of feasibility and design direction. This iterative and exploratory approach became a key part of my design development..