- I’ve contributed to the continuous update of a 3-year curse program, staying up to date with the latest design innovations and frameworks
- I’ve lectured game design principles and procedures, building a simulative environment, acclimating students to work autonomously, with limited resources, short and often unpredictable milestones. We never used votes at all, opting for deeper feedbacks and promoting a fail forward mentality
- I’ve started and followed academic projects in forms of board games for the first-year students, and digital ones for the second and third
- Whenever possible, I highlighted the connection between gameplay and narrative, a topic of particular interest to me
Game design courses for high school students, meant to introduce them to working environments.
Theoretically a prelude to my lecturer position at AIV, practically very educational for me. 16 years old students are a real challenge to keep involved in the difficult processes of game development. I had to quickly learn how to interact with them, and consistently channnel their attention, often gamifying the lessons.
This community gym is located in the outskirts of Rome. The people inside it are committed to give a healthy, social space to practice sport, for everyone.
This gym means a lot to me, so when possible, I do my part. This may look out of place in this portfolio, but I can say that managing a group of kids taught me invaluable lessons about soft skills. Furthermore, as a game designer, I want to always remember there’s a child inside every gamer: if I can make a game entertaining for that child, I’ve done my job.