Improving the User-Experience of a User-Centered Mental Health Website to Enhance Student Wellbeing
Dang, Ha; Nguyen, Hang (2025)
2025
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Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:amk-2025112429416
https://urn.fi/URN:NBN:fi:amk-2025112429416
Tiivistelmä
Supporting student wellbeing has become a growing priority in higher education, where academic demands and lifestyle changes often affect both personal balance and study success. Digital platforms have the potential to complement existing services by providing flexible and approachable support, yet their impact depends heavily on usability and user-centered design.
This thesis draws upon theoretical frameworks of user-centered design, affective design, and persuasive system design. These theories guided the refinement of the Mindspace website’s usability and emotional engagement. By integrating these frameworks into a practical UX redesign, the project connects theoretical concepts with practical implementation by focusing on digital wellbeing tools designed specifically for students.
As part of the thesis, usability testing was carried out with around 50 participants, who responded to both the SUS questionnaire and the WHO-5 wellbeing measure. The assessment integrates results from the SUS, the WHO-5 scale, and participants’ written feedback to capture both numerical and descriptive perspectives.
The outcomes of the study aim to offer useful understanding of how user experience influences digital wellbeing tools, and how these platforms can complement the support services already available within universities to improve reach and accessibility for students.
This thesis draws upon theoretical frameworks of user-centered design, affective design, and persuasive system design. These theories guided the refinement of the Mindspace website’s usability and emotional engagement. By integrating these frameworks into a practical UX redesign, the project connects theoretical concepts with practical implementation by focusing on digital wellbeing tools designed specifically for students.
As part of the thesis, usability testing was carried out with around 50 participants, who responded to both the SUS questionnaire and the WHO-5 wellbeing measure. The assessment integrates results from the SUS, the WHO-5 scale, and participants’ written feedback to capture both numerical and descriptive perspectives.
The outcomes of the study aim to offer useful understanding of how user experience influences digital wellbeing tools, and how these platforms can complement the support services already available within universities to improve reach and accessibility for students.