Define your design goal based on the insights about and needs of the target group. It is important that students learn to formulate the problem accurately for themselves. Give them the opportunity to practice this.
Defining the problem gives direction and focus to the problem area that needs to be solved. This prevents factors that are not important from influencing the quality of the solution. In this phase, the student formulates the problem as accurately as possible, this becomes the foundation of the further process.
Perform an analysis of the insights from the empathy phase. The table left is a useful tool for this.
You can complete the design phase by finishing one of these sentences:
How can we design ........, so that ........
How can we ....... so that ...... (target group)....... that...... (insight)....... feels more/less .......
Now that you have all the information about your target group, you need to define your specific goal, the problem definition. Determine what you want to design, for who, with what goal in mind:
How can we design ....(something)...., so that ....(my target group).... feels more/less ....(empathise)....
How can we design an experience, so that my best friend and I can laugh just as much as we used to.
It could be useful to direct the students back to the empathise phase
Students from Elementary school (10-12 years) study problems about clean water. After the empathize phase they formulate the following problem:
How can we ensure that clean drinking water is handled properly?
With post-its they make a net overview of possible users, their needs and insights to take into account.
Needs and insights can blend into each other
Check your definition with the target group
Don't make your definition too broad.