# Innovating Statistics Education: The Design of a Novel App Using Design Thinking
## 5 Results: EstApp
### The Iterative Process for Designing \"EstApp\"  
During the Design Thinking process, we applied the five phases by carrying out various activities (see Sections 3 and 4). To ensure the correct application of each phase, we collaborated with diverse stakeholders, including university students, statistics professors, IT professionals, UI/UX designers, and researchers. For the Empathize phase, we conducted interviews and surveys with university students and professors to understand their difficulties and expectations regarding learning statistics. To validate the information obtained, we performed a qualitative analysis of the responses, allowing us to identify patterns and recurring problems. In the Define phase, we analyzed the identified patterns to define the main problems. To validate these problems, we conducted a second round of reviews with the participants, where we discussed preliminary problem definitions. This feedback helped confirm that the students' and professors\" \"pain points\" and frustrations were correctly identified. Additionally, the definitions were reviewed by experts in pedagogy and interface design to ensure that the needs were adequately addressed. \begin{table}
\begin{tabular}{p{113.8 pt} p{113.8 pt} p{113.8 pt}} \hline \hline
**Functionality** & **Technical Description** & **Impact on Education** \\ \hline \multirow{4}{*}{AI Tutor} & Offers real-time personalized assistance by answering questions about formulas, statistical concepts, and steps to solve problems. The AI Tutor also provides answers based on PDF documents uploaded to the app. & The AI Tutor acts like a “professor”, guiding students through their learning process. This promotes autonomy and self-directed learning, as students can immediately clarify doubts. Personalized feedback allows students to correct mistakes in real-time, reinforcing learning and fostering self-efficacy. \\ \hline \multirow{4}{*}{Surveys and Data Collection} & Create custom surveys with open-ended, multiple-choice, or true/false questions, and collect data that can later be analyzed and visualized within the app. & This feature involves students in the practical process of data collection and analysis. They learn to interpret data and analyze statistical results, improving their understanding of statistical methods. \\ \hline \multirow{4}{*}{Report Generation} & Generates reports based on student performance, tracks their progress throughout the course, and provides detailed feedback on areas where improvement is needed. & This fosters self-regulated learning, as students receive detailed insights into their performance, allowing them to identify weaknesses and areas for improvement. These reports also enable professors to monitor student progress and offer timely interventions. \\ \hline \hline \end{tabular}
\end{table} 
Table 3: _Cont._For the Ideation phase, we generated multiple ideas for possible functionalities of the application. To validate these ideas, we conducted a brainstorming session with experts and end users. The results of this exercise helped confirm that the selected functionalities (such as the Probability Calculator, Data Visualizer, and AI Tutor) were relevant and appealing to both students and professors. This validation also included a technical feasibility analysis with the development team. During the Prototyping phase, a team of UX/UI designers created low-, medium-, and high-fidelity wireframes to represent EstApp's functionalities. The medium-fidelity wireframes were validated through quick usability tests with real users, who provided feedback on the clarity and navigation of the design. Finally, for the Testing phase, the high-fidelity wireframes were validated through formal usability tests. In these tests, students and professors interacted with the prototype, confirming that the interface was intuitive and that the functionalities aligned with their expectations and needs.