Before you start, asking helps too.

Minifunkids develops virtual reality experiences focused on learning, participation and support for people with different needs. We bring together play, technology and an inclusive approach to create activities that professionals can adapt to each setting.

The starting point isn’t simply putting on a virtual reality headset. It’s about designing experiences with an educational or supportive purpose, clear goals and the active involvement of a professional or a trusted person.

Depending on the experience, it can involve attention, sorting, coordination, spatial orientation, visual discrimination, sensory regulation and other skills linked to everyday participation.

No. It’s a support tool that can complement educational, therapeutic or support programs. It never replaces the assessment, judgment or intervention of professionals.

They’re designed for schools, professionals, organizations, families and projects looking for new ways to support learning and participation, especially where there are specific support needs.

Suitability depends on the person, the experience, the device used and the manufacturer’s recommendations. Before starting, it’s best to assess each case with the professional in charge and confirm the specific requirements of the equipment.

Although childhood is where Minifunkids began, some activities can make sense at other stages of life, including adults and older adults, as long as the content, the goal and the support are right for them.

It can be considered as a support resource when the environment, the stimuli and the dynamics fit each person’s needs and preferences. A diagnosis alone does not determine whether an experience is appropriate.

Minifunkids can talk with schools, professionals, associations, public institutions, organizations and families to explore which format works best in each situation.

Immersive experiences require a compatible virtual reality device. The specific model, the accessories needed and the technical conditions should be confirmed before proposing an implementation.

No advanced technical knowledge is needed. Getting started should be clear and adapted to the prior experience of the school, the professional or the person who will guide the activity.

It depends on the experience, the device setup and how it will be used. This requirement is confirmed for each proposal before starting a demo or an implementation.

You need a safe, clear space suited to the type of experience. The specific space and safety measures depend on the equipment used and the mobility of the participant.

There is no one-size-fits-all length. Each session should be adjusted to the goal, sensory tolerance, attention level and well-being of the person, and to the device recommendations.

VR Immersive Classroom recreates a familiar classroom with four sorting activities: type of object, size, color and left-right direction. Each activity is done alongside the person, at their own pace.

Every activity should be supported by a responsible person who knows the setting, explains the activity, watches how the participant is doing and can stop the experience whenever needed.

The experience stops. Participation must be voluntary and respect each person’s pace, preferences and well-being. Exposure is never forced, and the activity never becomes a demand.

The professional or responsible person decides on the goal, the exposure time, how to introduce the activity and the support needed. The specific customization options are reviewed for each experience.

Yes. Suitability should be assessed individually, taking into account health, sensory conditions, professional recommendations and the device manufacturer’s warnings. If in doubt, ask before using it.

Before any use, it must be defined what data is processed, for what purpose, who is responsible, what permissions are needed and what protection measures apply. The specific conditions are set out in the applicable documentation and privacy policy.

It wouldn’t be responsible to promise the same result for everyone. How useful each experience is depends on the setting, the goals, the support and each person’s individual response.

Write to us through the contact form and tell us who you are, what your setting is and what you’d like to explore.

We reply within 48 hours, and in that same reply we agree on a day and time for the demo.

We can talk about a trial adapted to your school or project. Its scope, length, conditions and follow-up should be agreed together before starting.

The price depends on the type of experience, the collaboration format, the equipment and the needs of each project. The right approach is to look at your case and prepare a tailored proposal, rather than publishing figures that aren’t yet final.

Training covers the basic use of the virtual reality headset and the use of the experience you’ve contracted: everything your team needs to set it up and guide it on their own from day one.

If you need support beyond that, we’ll include it in the proposal.

Minifunkids started in Andalusia, but the reach of each collaboration depends on the project and the support format. The best thing is to tell us where you are so we can look at the options.

NeuroKids is the Minifunkids newsletter: an informative space with ideas on child development, neurodiversity, learning and support, from a warm and respectful perspective (in Spanish).

Published editions are available in the NeuroKids library on this website (in Spanish), organized so you can read them whenever you like.

You can go to the subscription page and leave your sign-up request ready. We’ll connect it to the sending system Minifunkids chooses in the final version.