GandaLab / SymLab

GandaLab is a digital learning library whose SymLab component provides interactive programming, simulation, and engineering modules for STEM learners, delivered in French. Lessons combine video and 3D simulation with an AI tutor that answers questions about the material and generates quizzes referencing the exact moment a fact appears in the source.

Problem

Abstract mathematical and scientific concepts are difficult to build intuition for when students never get to vary them and watch what happens.

My contribution

An interactive learning environment pairing video and simulation with an AI tutor that answers from the material and generates comprehension checks tied to specific source timestamps.

Role: Co-creator and lead developer — team project — hackathon build.

Method

Content is organised into modules — programming, simulations, engineering, challenges, and courses. Video lessons run alongside live captions and a tutor pane that answers questions scoped to the current material. Generated comprehension questions cite the timestamp in the source where the answer appears, so a learner can check the claim rather than take it on trust. Interactive 3D simulations cover science topics such as photosynthesis.

Evaluation

The project was judged at a hackathon and received first place in the EdTech category. No study of learning outcomes has been conducted: there is no evidence here that the platform improves understanding, only that a panel judged the prototype favourably.

Outcomes

• Working prototype covering video lessons, 3D simulations, and generated comprehension checks
• Source-referenced quiz answers linking each question to a timestamp in the material
• First place in the EdTech category at the AIMS Hackathon de l'Innovation Scientifique

Limitations

Learning outcomes have not been measured, and hackathon recognition is not evidence of pedagogical effect. Content coverage is narrow, curriculum alignment has not been assessed, and the tutor's answers carry the reliability limits of the underlying model.

Making an interactive lesson genuinely illuminating rather than merely engaging is a content problem, not an engineering one. Grounding generated questions in a citable timestamp turned out to matter more than the interface around them.