Study groups have been proven to have a positive effect on performance and confidence. However, a functioning study group requires a balance between social interaction and concentrated studying. If this balance is off, students may have unsatisfying study experiences. This design project explores how intelligent product design can facilitate a more satisfying study session for students in (non collaborating) study groups. This is done through a combined double diamond and data-enabled design process. Part of the design decisions are based on relevant literature about productivity, neurobiology, behavior change, and social psychology. The other part is based on existing tools, interviews, co-creation, and diary studies. Ultimately, a semi-automatic self-tracking device called REMEMBER has been designed. This device tracks how a user spends their time while studying, what tasks they work on, and how satisfied they feel about this. The final design has been tested by one participant for five days. The quantitative and qualitative data collected in this user evaluation show an increase in concentration and satisfaction. However, more testing is necessary to conclude if these results can be generalized. REMEMBER contributes to the field of self-tracking tools by promoting manual in-action reflection. The development of REMEMBER shows that studying, for many students, is more than productivity and that study satisfaction is highly personal. As such, designers of self-tracking or quantified-self interventions should be mindful of this.