Alvin Arthur
In an era where digital immersion often leaves us disconnected from society and our own bodies, Alvin Arthur is revolutionising education by moving minds and bodies through movement. Graduating from the Food non Food Bachelors at Design Academy Eindhoven in 2018, Alvin now leads the startup Body.scratch, a phygital gaming service that teaches coding through dance challenges. His work embodies the intersection of movement and learning, advocating for educational spaces that facilitate physical engagement alongside digital interaction.
Speaking with independent curator and writer Tiiu Meiner, Alvin shares his innovative approach to education, exploring how his methods are reshaping the way we learn and connect in a technology-driven world.
Tiiu Meiner: What inspired you to explore the connection between dance, movement, and socio-cultural understanding?
Alvin Arthur: As a primarily kinesthetic learner, I’ve always thrived on physical interaction and learning-by-doing, more than auditory or visual learning. It unfolded naturally, from my earliest memories. Because of this, I became very interested in movement as a medium for teaching in the educational system. I liked dance in particular because it not only allows us to develop motor skills but it also allows us to build deep empathic connections with others and ourselves through physical expression. It is a powerful medium for emotional healing, empathy, and personal growth, allowing us to transcend the ideas and prejudices in our minds. Through movement, we get to connect, beyond socio-cultural constructs. Unfortunately, this form of expression is often overlooked in educational systems, leading to a disconnect between our minds, bodies and soul(s) (aka each other).
TM: What led you to create the start-up Body.Scratch and why is it important in the context of education today?
AA: Modern educational systems often prioritise static, chair-bound learning, which can be limiting for many students. We forget we are human after all, and humans like to move. Integrating movement and physical interaction into education creates more creative and engaging learning environments, catering to different learning approaches and promoting active participation, self-awareness, and collective exploration. Recognising this need inspired me to co-found and launch Body.scratch— a phygital educational game that uses both mind and full-body interaction to teach programming, moving beyond the conventional method of sitting idly behind a screen and desk.
TM: What are “phygital” learning environments and how do you envision them changing the future of education?
AA: “Phygital” learning environments blend physical and digital experiences to create more engaging and interactive educational settings. These environments often feature tools like digital boards, as well as projectors or touchscreens that can display virtual visuals in the classroom space. My approach to using phygital spaces involves a game that teaches students programming through choreographed movement . They move to create, literally. . The integration of the body in coding, bodycoding, makes learning more cognitive, encouraging active participation, and improving both the understanding and retention of the concepts learnt. By engaging different sensory modalities, phygital learning environments encourage new creative ideas, interpersonal collaboration, and critical thinking beyond the screen. In an era where children often feel disconnected due to social media and technology, these environments provide more holistic and inclusive learning experiences.
“In start-ups, it’s about putting your ideas out there, getting feedback, and making continuous adjustments. You have to be open to failing and ready to learn from each setback.”
TM: What has it been like transitioning from being a designer to a start-up entrepreneur?
AA: Well for starters, it’s not easy—it has been a journey of constant learning and adaptation. One key lesson is the importance of embracing failure and iterating. In design, you typically perfect a concept before presenting it. In start-ups, it’s about putting your ideas out there, getting feedback, and making continuous adjustments. You have to be open to failing and ready to learn from each setback. This shift from designing in isolation to creating collaboratively demands resilience and flexibility. Having a routine, like my daily practice of stretching, meditation, and exercise, helps me stay focused and balanced amidst the chaos.The transition has taught me to value iteration and audience feedback, prioritising actionable insights over striving for theoretical perfection.
TM: How did your experiences in design education at DAE shape your current practice?
AA: At DAE, I’ve learnt how to tap into the invaluable support of some tutors, as well as discard what was not serving my practice and sought connections outside the school to create work that connects with people beyond the design bubble. Like many DAE students, I found I learned the most from my fellow students, whose diverse perspectives and approaches broadened my horizons and taught me many new skills. The student-led OpenLab minor has been the clearest proof for the latter.
The critical thinking and experimental mindset I developed at DAE continue to influence my work, helping me to innovate and push boundaries in my entrepreneurial and educational endeavours.
TM: What advice do you have for young designers aiming to follow your footsteps in the start-up path?
AA: Avoid getting stuck in theoretical perfection. Test your projects with real people. Build a team of experts for aspects you’re less familiar with, like business or finances. Connecting with others provides invaluable insights that can enhance your project, making it more engaging and impactful.
Many designers today struggle with ethical dilemmas, which can paralyse progress when scaling projects requiring financial investment. Personally, I’ve faced this challenge; for instance, using Amazon’s AWS platform despite ethical disagreements. It’s been the best choice to make at that time to serve our mission. It’s crucial to acknowledge that looking beyond certain elements—while remaining aware and conscious of their implications—is sometimes necessary to move forward. This so-called compromise can be a stepping stone toward major improvements
