How can design reframe engagement with complex knowledge as curiosity-driven exploration moving beyond standardised models?

This project questions whether the ways we engage with knowledge are partly responsible for why studying feels inaccessible or demotivating for some learners. Rather than asking how students can adapt to existing educational systems, it instead asks: what makes people curious and interested in learning? How can complex or intangible concepts become more intuitive through interaction, movement, and play? And how might curiosity-led design encourage deeper engagement with subjects often perceived as difficult? Skills:
Creative Coding
Web Development
Identity

Visit Website.


The outcome is a gesture-based physics learning platform that explores hand movement as an embodied and accessible way of interacting with physics systems. Rather than relying solely on written explanations or equations, users learn through physical engagement with simulated environments. Gestures become a means of manipulating concepts such as gravity, motion, force, and momentum in real time.

The project draws on the idea that learners should be encouraged to encounter the same topic through multiple modes of engagement. By incorporating gesture-based interaction, the platform offers an alternative pathway into learning that prioritises experimentation, agency, interpretation, and discovery.

The project also reflects on the increasingly disembodied nature of digital learning environments. Educational platforms are often confined to screens, clicks, and text inputs, reducing interaction to minimal gestures detached from the body itself. In contrast, this project reintroduces movement as a meaningful interface, exploring how bodily interaction can support comprehension and memory while making learning feel more immediate and engaging. My interactive critical report dives deeper into Enactive Design for curiosity-led learning, and can be read here: Critical Report