Paridhi Gupta, originally from the city of Mumbai (India), joined her husband in Hong Kong in 2009. She graduated in 2007 from National Institute of Fashion Technology (NIFT) in Bangalore, India where she received a Gold Medal for academic excellence in Lifestyle Accessories Design. She then returned back to Mumbai to pursue her Masters Degree in Visual Communication from Industrial Design Centre (IDC), IIT Bombay (India). During her masters’ study, she first came to The Hong Kong Polytechnic University as an exchange student with School of Design in Interaction Design Dept. for a semester under Dr. Xiangyang Xin. On completion of her Masters study, she worked as a Graphic Designer with a retail advertising agency-Fish Ltd. in Hong Kong. She has also worked as an intern with Levi Strauss India Pvt. Ltd (Bangalore), HLL- Unilever India (Mumbai) and Turtle Media (Hong Kong) in areas of Branding, Visual Merchandising, Web and Packaging Design. In 2011, she joined School of Design, The Hong Kong Polytechnic University as a PhD Student. Her research study focuses on Future of Interactive Learning for Kids in Hong Kong. (6-9 years)
Learning as Interactive Play: An Investigation of Play-based Learning and Game-based Learning within Primary Schools
Prof. Ming Xi Tang (Chief Supervisor)
Dr. Xiangyang Xin (External Co-supervisor)
About the Research
Research studies conducted within formal classrooms highlight that most children lack attention, motivation and concentration towards everyday learning. Gradually, this mundaneness accumulates to apathy, anxiety and anger (in extreme cases) and results in poor academic performance, low self‐esteem and passiveness towards learning. Do schools envision education as a rich, fostering process, valuing individual needs, or as training the bulk (of children) as assumed replicas by emphasizing on instruction based and unidirectional learning?
Children have a strong affinity towards play and games. The 21st century classrooms are increasingly complex and heterogeneous. Every child is unique. He/she has his/her own configuration of socio-cultural economic backgrounds, experiences, aspirations, abilities and capabilities. By adopting educational games as an effective, alternative teaching/learning strategy, the learner(s) can actively get immersed within the process of learning, can enjoy the experience of learning and can voluntarily collaborate with their peers to achieve intended learning goal(s). However, not all games ensure enjoyable, meaningful learning experiences! The challenge lies in designing games that can be integrated into and synchronized with the subject curriculum content, adapted to teacher’s instructional style and students’ learning abilities, capabilities, and nurture intended learning outcomes, as a unified whole. Only then one can foster enjoyable and a meaningful learning experience!
An ongoing trend in GBL dominantly explores the synthesis of play/games (technology, materials, game properties), entertainment and education. There lies a great potential to bridge the substantial gap between the philosophy and practice of integrating play and games into Hong Kong local primary schools. My research focuses on the learning /teaching of English Language Subject within the realm of P.4 and P.5 Hong Kong Primary classroom environments. My core objectives are:
- How to integrate effective PBL/GBL pedagogies (digital and or non‐digital) into current HK Primary ELS classrooms, to nurture motivation, enjoyment and meaningful interactive learning experiences in children?
- How to assess an individual’s performance during GBL approach?