Observe before designing a system.
Products and processes should reflect how people actually behave and what they need.
Software · Game design · Education
I create software, games and learning experiences.
I'm Damian Hiltebrand, a software developer, game developer and vocational school teacher.
I've been creating things with computers since childhood. Today, I bring together software development, psychology, game design and teaching.
From the Atari ST to the classroom
- Up to 2001
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Creating my own software before turning 20
I started building my own digital worlds at an early age with HyperCard, level editors and small games. For my school-leaving project, I developed a complete shoot ’em up in C, including my own engine.
- 2003–2013
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Master's studies in psychology, computer science and natural language processing
My studies brought together psychological observation, test theory, statistics and research methods with software and database architecture, software design, language and natural language processing.
- 2013–2025
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Software development for small businesses and start-ups
Working directly with users and business owners, I analysed and modelled logistics workflows. I then developed tailored software to automate parts of their operations and make everyday work more efficient, supporting it from rollout through daily use and years of continued development.
- Since 2025
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Vocational school teacher and educational software developer
As a qualified vocational school teacher, I teach general education (ABU). I draw on many years of software development experience to shape ABU Toolkit around the needs of these classes.
- Throughout
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Game design as an ongoing creative practice
I'm fascinated by digital interactive entertainment. Analysing and designing game mechanics sharpens my understanding of motivation, feedback and how to guide people through an experience, both in software projects and in the classroom.
What matters to me
My principles
Turn impressions into testable hypotheses.
I distinguish observation, interpretation and evidence, and assess results against clear, verifiable criteria.
Good software grows out of direct collaboration.
I value direct communication, honest feedback and shared decisions more than abstract processes.
Game mechanics can make applications clearer and more engaging.
Feedback, progress and challenge help me make games, learning experiences and applications easier to understand.
Explain complex ideas so people can put them to use.
Good teaching builds understanding and enables people to use systems independently and with confidence.
Architecture gives AI direction.
My knowledge of psychology, technology and teaching helps me use AI where it adds real value. I assess its output with professional judgement and remain responsible for context, safety and the final decisions.