Interaction design personal statement example

Why do you want to study this course or subject?

The thing that pulled me towards interaction design was noticing how often a screen decides what a person is allowed to do. At my college, booking a study room means using a wall-mounted touchscreen that asks for your student number before it tells you whether any rooms are free. I watched people type six digits, wait, and then walk away annoyed because everything was taken. Nobody had done anything malicious; the order of the questions was simply wrong, and that order shaped dozens of small moments every day. I found that far more interesting than I expected, and I started looking at other systems the same way: self-service tills, ticket machines, the app my brother's school uses for absence notes. In Graphic Communication I already enjoyed the part of a project where you decide what the viewer should notice first. Interaction design extends that decision across time, because the user acts and the system answers, and the designer has to imagine both halves. Psychology has given me some vocabulary for this. Studying memory and attention made me think about how much a design asks someone to hold in their head, and reading Don Norman's The Design of Everyday Things gave me the idea of affordances and signifiers, which changed how I look at buttons that do not look like buttons. What appeals to me about studying this at degree level is the combination of making and testing. I like drawing and building, but I want to be taught how to find out whether something actually works for people who are not me, and how to argue for a design choice with evidence rather than taste. I am also drawn to the less glamorous end of the subject: forms, timetables, council services, anything that people have no choice but to use. Design attention tends to collect around products people want, and I would rather work on the ones people are stuck with.

How have your qualifications and studies helped you to prepare?

My A levels give me a useful mix for this course. Graphic Communication is where I do most of my making. My current project is a set of wayfinding materials for a community centre, which has meant sketching by hand, testing three type sizes on printed boards at the actual viewing distance, and accepting that my favourite version was the least readable. Working to a brief, keeping a sketchbook that shows dead ends as well as good ideas, and presenting work to a room that then asks awkward questions have all become normal, and I expect a design degree to demand more of the same. Maths has been harder work and more valuable than I anticipated. Beyond the general discipline of checking my reasoning, the statistics topics have made me cautious about small samples, which matters when you have tested a prototype on four friends and want to claim something about everyone. Psychology supplies the human side: research methods taught me about leading questions and observer effects, and I now write interview questions for my own testing much more carefully than I did a year ago. The cognitive topics on attention and working memory connect directly to why cluttered interfaces feel exhausting. My GCSE in Computer Science left me comfortable reading code even though I am not a strong programmer, and I have kept that going by teaching myself enough HTML and CSS to build simple pages. Outside lessons I follow writing on accessibility, particularly guidance on colour contrast and keyboard navigation, and I have started checking my own college work against it. I know a degree will push me into unfamiliar territory, including physical and spatial interaction, and that is part of why I want it.

What else have you done to prepare outside of education, and why are these experiences useful?

Over the summer I redesigned the college room-booking screen as an independent project, without being asked to. I began by standing near the terminal at lunchtime for several days and writing down what people did, which taught me that most gave up before entering any details. I sketched alternatives on paper, then built a clickable prototype in Figma that shows available rooms first and only asks for a student number to confirm a booking. I tested it with eleven people, including two staff members and a friend who uses a screen reader, and the main thing I learned was that my labels made sense to me and not to them. I rewrote them twice. I wrote the whole process up as a short case study with screenshots of the versions I abandoned. My Saturday job on the returns desk of a homeware shop has been unexpectedly relevant. I deal with people who are already irritated, often because our website description did not match the item, and I use a stock system that requires switching between two screens to answer one question. Explaining that system to a new colleague made me realise how much of it we had simply memorised. Serving customers has also improved how I ask questions and listen without jumping in, which is exactly what user testing needs. I help run a board games club at college, which involves teaching rules to people who have never played, and I have learned to explain the goal before the mechanics. I also look after my younger brother two afternoons a week, fitting coursework around homework, football kit and cooking, which has made me organised about deadlines. Together these have given me patience, a habit of watching how people actually behave, and a willingness to redo work that is not good enough yet.

This example has 5,296 characters across the three answers. Use it for ideas and structure. Your own UCAS answers must fit within 4,000 characters in total, including spaces.

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