Listen before building
Surveyed 40 students, interviewed two students for two hours each, and consulted five English teachers about learning and instructional needs.
Plateau Quest.
Plateau Quest
English learning, rooted in local life.
Overview
I led the development of an online English-learning platform to improve access for students in under-resourced Tibetan regions. The platform combines gamified vocabulary, sentence-building, and fill-in-the-blank activities with AI-generated materials tailored to local cultural contexts.
The Challenge
The project began with a practical question: how could an English-learning platform respond to the lives and learning needs of children in Tibetan communities? Rather than choosing content only from a distance, I conducted research at a primary school in Lhunzhub County, Tibet, to inform the platform’s design.
My Contribution
Build the learning experience
Led design and front-end development for vocabulary, sentence-building, and fill-in-the-blank exercises, using AI-generated materials adapted to local cultural contexts.
Lead and iterate
Led a three-member technical team and collaborated with 1024 Foundation mentors to apply AI agents in coding workflows. Collected feedback from 32 users and completed two rounds of iteration.
Process & Design
- 01
Field research
On-site student surveys, extended interviews, and teacher conversations in Lhunzhub County.
- 02
Contextual learning
Familiar cultural contexts shaped AI-generated learning materials and gamified exercises.
- 03
First working version
Spent 120+ hours over 20 days in summer 2025 developing and launching the first working version.
- 04
Feedback and revision
Two rounds of iteration refined the content, game mechanics, and reward system.
A closer look.
Outcomes
The platform served 62 users. Feedback from 32 users informed two rounds of iteration, improving the learning content, game mechanics, and rewards. The project remains ongoing.
- Users served
- 62
- Feedback contributors
- 32
- Iteration rounds
- 2
Participation figures reflect users served and feedback received, rather than a measured change in learning outcomes.