Marco Putzu

Industrial Design Bachelor student about to enter his final year at Eindhoven University of Technology.

About me

Through my education, I have learned to make use of an iterative design process and be in charge of my own learning. Having experienced this iterative process, I have grown fond of learning through making. Using a hands on approach and getting in contact with users to determine the next step, examining many possibilities. I am a creative problem solver, focusing on value creation and new product development. I take the user as the center point in my design process, aiming to create an experience that flows naturally. I strive for innovation and like to explore untaken paths.


Interdisciplinary Teamwork

The bachelor program of Industrial Design has prepared me for the real work: interdisciplenary teamwork with exciting deadlines.

Design thinking

Starting a project without knowing where to end up. Not getting lost in processes like these can be difficult but I've learned and experienced going through it while staying on the right path.


I have learned how to use research methods both in design cases and in research cases. Using it to your benefit in the early stages of a design process for inspiration, using it in the later stages for user testing or to use it as a tool to research the market potential. My main experience with research is usability research.


In the bachelor, a lot of freedom was given to the planning our projects have. Through this, I have learned how to apply a short variant of the scrum method to my advantage, making quick sprints and delivering each week.



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Design a tangible product that makes use of reciprocal and shape-changing interaction
Time: 16 weeks

Flow is an interactive alarm clock that helps you wake up in the morning. Our goal was to let the user perceive time without the numerical interface a clock normally has. When you snooze the alarm, you slide the wave to snooze. The longer you stay in bed, the harder the necessary force becomes. the force resistant interaction indicates time in a tangible way.
My main contribution included the form analysis, exploring the various sensing options and usability analysis.

Want to read more on the process? Go ahead!

In order to create a wave, we placed several servo motors in series to push up the wave from underneath. To sense the hand, capacitive sensors were used.

To make the product more phsyically appealing, we aimed to give it a lighter appearance. We experimented with the forms you see on the pictures above.

In the end, the sensors and actuators came together in this prototype. We used a led ring in the front of the design to give the user an indication of time when not in use.


Design a tool for a primary school teacher to orchestrate the class
Time: 16 weeks

The class sizes in Dutch primary schools keep increasing and teachers are under more and more work load. The goal of this project was for primary school teachers to have a less taxing job during the day, and we wanted to achieve this by the use of Phil. Phil - which is short for Philosophy - helps children reflect on theirselves. They can turn on an individual LED on the device and write on it why they think they deserve a point. From our research it turned out the teacher has a clear overview of the class' progress.
My contributions in this project were the programming of the final prototype of PHIL, and the set-up and analyzation of the qualitative research.

Want to read more on the process? Go ahead!

We concluded from research, in which I researched group 5, that the teacher has trouble overviewing the whole class. We came up with a bracelet concept, on which the teacher could reward individual children for their work performance or behaviour. We included PABO-students and teachers in our process and we came up with a concept slightly different than the bracelet, in order to give children a more free feeling.

We set up a user-test in order to find out how children would respond to certain types of rewarding. One child asked if it was allowed to write on them to specify the act. We went along with it and the children were enthusiastic and discussed their progress, which they could also argument. Besides that, the teacher could easily monitor the class' progress and if some groups of children were slacking behnd.


Design a tool that will help elderly live independent longer
Time: 8 weeks

The world is dealing with an increasing population of elderly. Alzheimer's disease, which is a common form of dementia, is a progressive cognitive disease that many elderly are at risk of. Alzheimer's is not preventable, but an early detection makes people live independently longer. For this, we have designed activity tracking stickers that can be put on products that are used daily, like the water kettle and tea box. The hypothesis is that this data can be analyzed and alert medical experts to look more in depth at the patient. We have decided to research the mindset of the elderly, dealing with privacy sensitive data. This was a shorter project than most, and within this assignment the focus was on the privacy issues of users.

We have created dummy stickers that were put on objects our target group (parents around the age of 60 years old) uses daily. However, they were unaware that these stickers were dummies. This gave us realistic insights in the user and consumer behaviour. From this, we concluded that the elderly only minded the physical appearance of the stickers.

This project gave me the opportunity to pitch the concept in a professional setting at Philips Design on the High Tech Campus in Eindhoven.


Gamification for learning during football
Time: 16 weeks

FeetBack provides young football players, aged 8 to 13, a fun way to start using both feet when playing football. Trainers in higher league football teams already train their teams for ambidexterity (using both feet), but find difficulty in doing so. We spotted an opportunity here.
My main tasks in this project were the design of the games, qualitative research and a shared responsibility on prototype, which included physical prototyping, programming the games and sensor and experimenting with different sensors.

Want to read more on the process? Go ahead!

To gain insights in the dynamics between the players, we have conducted the contextual inquiry research method and took a look at the trainings at various football clubs. Through discussions with trainers and especially the insights from football clubs PSV and FS Utrecht we have learned that ambidexterity is a good quality to have when playing at higher levels.

A mobile application has been prototyped by Menno Renkens in order to monitor players' foot preference. In this application, we have implemented some simple games like the Dutch game "Lummeltje", in which extra rules have been added to provoke the use of ambidexterity.

Above is an example of a possible game that can be played with the product. If we were to put the product into production, our aim is to have an open platform on which coaches all over the world can share their training methods and make it easily customizable.