Over the course of six weeks, four groups of students addressed a real-life problem by designing the concept of a digital behavior change intervention to tackle the problem. Based on theoretical insights, data and information on the determinants of the problem, and an iterative user-centered design process, they work together to design a possible solution. The instructor gave minimal instruction as to what design choices should be made, aiming to open the process up to maximum creativity and innovative ideas.
After completing this project, group members gave anonymous feedback to each other based on a rubric, and carried out a self-assessment within the Group Member Evaluation tool. The rubric was based on several criteria: ability to communicate, accuracy of work, contribution, and attitude. On top of this, students were asked to leave specific feedback comments to their group peers. In an additional personal reflection, they evaluated what they had learned, how they felt about their own performance, what challenges they experienced, and how they responded to the feedback they received.

Learning activities based on the Bloom taxonomy are mainly at the level of:
Understanding
domain knowledge throughout the design process
Applying
theories, models and methods in the formation of a project plan and carrying out of process-related activities
Analyzing
data and information gathered throughout the project
Evaluating
the relevance, feasibility and applicability of insights and scientific implications derived from the collected data, and the process of the group project
Creating
a solution to the original real-life scenario in the form of a concept prototype of digital behavior change intervention