Digital Puppetry – Centre Obert Torre Baró

During October and November 2017, we (me, Marie-Monique Schaper and Cristina Valero) worked with the “Centre Obert de Torre Baró” (Barcelona) in a project aimed at co-creating a series of fictional narratives using digital puppetry with the children of the centre

During the workshop, the children created 3 site-specific stories for their favourite places of the neighbourhood. Here, the story of It the clown trying to destroy the Font Maragall:

The project counted with the collaboration of the Centre Obert Torre Baró and the Ateneu de Fabricación Ciutat Meridiana

Interactive and Augmented Reality Narratives

Together with Marie Monique Schaper, we designed and facilitated the workshop “Augmented and Mixed Reality Narratives” for girls between 8 and 11 years old, as part of the #Girlstech Summer Camp.

The #Girlstech Summer Camp was co-organized by the American Space Barcelona and the Department of Information and Communication Technologies Engineering (ETIC) of Universitat Pompeu Fabra to support young girls’ interest in digital technology.

In the workshop, the participating girls were creating interactive, augmented and mixed reality narratives using different technologies such as Augment, Photoshop and Scratch.

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Co-creating digital toys

Together with Marie Monique Schaper, we designed and facilitated the workshop “Co-creating digital toys” for girls between 8 and 11 years old. Co-creating digital toys is a digital fabrication workshop that forms part of the #Girlstech Summer Camp, co-organized by the American Space Barcelona and the Department of Information and Communication Technologies Engineering (ETIC) of Universitat Pompeu Fabra.

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The workshop is oriented toward support young girls’ interest in digital technology. To this end, the participating girls were invited to design, program and build their own digital toys using a wide range of technologies such as 3D printing. Makey-Makey and Scratch.

TVLAB: Experimental television for children

TVLAB is an experimental television laboratory oriented toward education innovation in schools. The project is promoted by Laboral Centro de Arte y Creación Industrial and funded by Gobierno del Principado de Asturias y Ministerio de Educación Cultura y Deporte.
TVLAB forms parts of a bigger educational project oriented toward innovating educational practices in schools in Asturias.
The project is mainly devoted toward training teachers in Project-Based learning and skills-based curricula. This training takes place through an experiential process where schools are involved in one-year project in which children produce their own audiovisual products. Schools came to the TVLAB for a total of 10 sessions (4 hours each) during the overall years. During this process. the children have to choose a topic or theme of their interest and work on it in a transdisciplinar and collaborative way. During the year, the children work in researching, formalizing and producing different format of audiovisual material such as tv shows, fictional stories or documentaries based on their own interests and concerns.

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The TVLAB is set-up as a television set that affords and needs coordination, collaboration and shared attention to work. During the last year, some relevant projects addressed the need for structural improvements in the schools and the creation of a fictional story on the values of elderly and the values of childhood.
For more information about the project, look at:
If you want to see the videos produced by the children:

Jocs critics – Co-designing critical games with teens

Jocs critics is an art and education project related to co-designing critical games with teenagers. The  project arises as a reflection on the values embedded in game design and as a space for discussing concerns related to the worries about the socio-economical situation of “the crisis”. The project was supported by the grant “Art & Educació – BaumannLab” and run for 3 months during 2014 in Terrassa (Barcelona). During the process,  teenagers were accompanied into different stages of  designing critical games.

First, we discussed and reflected on the ideology and values embedded in specific games, by analyzing their features and game mechanics. Second, we tried some critical games and start to  discuss social concerns related to the current socio-political situation. Third, we start to brainstorm of possible games based on specific concerns about socio-political issues. Finally, the participating teenagers started with the process of prototyping, testing and improving and finally designing their own games.

As a result of this process, three games were produced. The first game “Moving parados” address the issue of unemployment and forced mobility. The second games “Batalla casal” address issues related to housing. The third game “Cómo hacer una buena revolución?” addresses the opportunities for social changes and the risks of certain political discourses.

For more information, visit:

To dowload the material of the games:

Participatory Design Strategies with Children with Special Needs

During the last year I worked in different participatory design processes to design video games for and with children with Autistic Spectrum Disorder (ASD).

Pico’s Adventure

In 2013, I designed and facilitated a 10 sessions workshop for children with ASD to co-design the game Pico’s Adventure. The game “Pico’s Adventure” was funded by the European project M4ALL and aimed at scaffolding social interaction in children with Autistic Spectrum Disorder (ASD).

During the project I have been in charge of organizing and carry on the participatory design with ASD children. Four children worked with us as “co-designers” to transform defined goals into an enjoyable playful experience and evaluate which aspects elicit higher level of motivation and interest in children.


The workshop took place in the “Hospital Sant Joan de Deu“ on a weekly basis. The participants selected by the UETD professionals were four children how joined a total of five sessions, during which they were designing, discussing, drawing and experimenting with us in order to create an interesting and enjoyable game. The experience has been incredibly enriching both from the point of view of the research and the game design. We are very thankful to the “co-designer” children for their contributions!

For more informations visit:

Land’s of Fog

During 2015, I designed and facilitated a 4 sessions workshop for children with ASD to co-design the game Land’s of Fog. The game “Land’s of fog” was funded by the RecerCaixa 2013 grant (Feb/2014 to Jan/2016). The research project investigates how a full-body interactive environment can foster social initiation behaviours in children with Autism while interacting with typically developed children.

During the project I have been in charge of organizing and carry on the participatory design with 4 ASD children. In the different sessions of the workshop we worked together to design the environment of the game, its characters and their behaviors.

For more informations visit:

Publications about the projects:

In case you want to know more information about the design process and methods you can read:

– Malinverni, L., Mora-Guiard, J., & Pares, N. (2016). Towards methods for evaluating and communicating participatory design: A multimodal approach.International Journal of Human-Computer Studies.

– Malinverni, L., Mora-Guiard, J., Padillo, V., Valero, L., Hervás, A., & Pares, N. (2016). An inclusive design approach for developing video games for children with Autism Spectrum Disorder. Computers in Human Behavior.

– Mora-Guiard, J., Malinverni, L., Pares, N., (2014) Narrative-Based Elicitation: Orchestrating Contributions from Experts and Children, in CHI ’14 Extended Abstracts Proceedings of ACM SIGCHI Conference on Human Factors in Computing Systems, Toronto, Canada

– Malinverni, L., Mora-Guiard, J., Padillo, V., Mairena, M.A., Hervás, A., Pares, N., (2014) Participatory Design Strategies to Enhance the Creative Contribution of Children with Special Needs, in Proceedings of the 2014 Conference on Interaction Design and Children, IDC2014, Aarhus, Denmark

Rethink Game Design through Feminist Methodologies

“Or what a feminist perspective can bring to the design of video games?”

During the seminar “Xoy1 Digital Industry and Gender” (Sevilla), with Manuela Acereda we carried out a 4 hours workshop aimed at collaboratively create a series of prototypes of mini-games capable of offering a critical perspective to the topics of gender, subjectivity and identity in the Internet . The workshop was based on the re- appropriation and remix of feminist and theatrical methodologies.The methodologies used were based on three key concepts: embodied experience, synesthetic thinking and intersubjectivity. Embodied experience was been addressed through the use of theatrical techniques oriented towards putting the body into action. The synesthetic thinking has been used to translate ideas proceeding from a logocentric field of knowledge (cultural studies) to visual, theatrical and plastic languages, in order to explore the semiotic values of the materials.To enact intersubjectivity we used the sharing of subjective experiences as the starting point for ideating games. Participants were invited to share their personal experiences related to “gender/subjetivity /identity and internet” and to use their reciprocal narrations as raw materials for game design. At the end of the workshop participants prototyped different games capable of implementing novel mechanics and proposing new imaginaries.

Here you can find a presentation summarizing the experience:

And here a short abstract of the talk we gave at ECER 2014 “The Past, the Present and Future of Educational Research in Europe”, Porto, Portugal: