SAFETY AND SUSTAINABILITY MISSION: A FUN LEARNING GAME FOR KIDS

Abstract

ABSTRACT· Our game project is an interactive educational tool aimed at teaching children valuable life skills in a playful, engaging way. Through interactive gameplay, kids explore topics like sustainability and personal safety. The game features four unique levels, each focusing on a different area of development. In the first level, children are introduced to the Sustainable Development Goals (SDGs), learning about important issues like social and environmental stewardship. The second level dives into waste sorting and sustainability, encouraging players to become more environmentally conscious. The third level shifts the focus to personal safety, where children learn about safe and unsafe touch, helping them build awareness of personal boundaries. Finally, in the fourth level, kids are taught basic gardening skills, reinforcing the connection between nature and sustainability. The game is further enhanced with interactive hardware elements, such as RFID readers, touch sensors, and a quiz system equipped with an LCD display that provides instant feedback and physical rewards. This mix of digital interaction and real-world engagement helps children grasp critical concepts in an enjoyable and hands-on way.

Specification

FIELD OF INVENTION
Gamification and Education Technology: This invention revolves
around unifying educational content with game-like elements that is a strategy
widely recognized to be gamification. For the last couple of years, the world of
EdTech has grafted gamification as an active engaging tool for learners with the
aspect of rewards, level progression, and challenges. The game has a real
interaction with the outside world through RFID readers, sensors, and Arduinobased
technology, making it a hands-on learning device. Thus, it rigidifies the
invention categorically within the realm of interactive learning games, where
conventional methods of teaching are either supplemented or even replaced with
such experiences.
All about: The real-world interaction and Tactile learning: A very
striking feature of this game is that it incorporates real-world, physical
interactions. Unlike those games that are only confined in a digital realm, this one
integrates tangible objects such as the RFID cards, touch-sensitive toy and
rewards such as toys or even agricultural products. This helps the development
of motor skills and hand-eye coordination, that could really engage both the
Ieamer and their body. In this regard, the game is almost tangibly available as a
learning instrument, that educational category which stresses hands-on, sensorybased
activities in order to arrive at deeper understanding.
Training in Sustainability and Corporate Social Responsibility:
This game is unique because of its taking on real issues about life, such as
sustainability and corporate social responsibility. It takes players through levels
on waste sorting (bio and non-bio), environmental care (laying of a sapling), and
personal safety (such as good and bad touch). Being an amalgamation of this
rapidly growing environmental education sphere, it gets the kids to develop this
respect early and imparts a sense of social awareness. One of the very interesting
features of the game is a maze showing children how to avoid strangers, teaching
them safety tips.
-Q)
.C)
Ill
D..
Q)
This also contains a "ladders of strength " game, in which climbing a ladder
represents the good or safe choices, and moving down the snake indicates the bad
or risky behaviours. It perfectly blends play and learning through such activities,
which equips children with fundamental life skills in a delightful and memorable
manner.
Parent and Educator Support: This invention is targeted toward
facilitating collaborative learning since both parents and teachers will be actively
involved. Unlike the traditional play that has children navigating through levels
mostly by themselves while adults mostly act passively, this tool promotes a
collaborative style of learning. That is, by bringing together the home and the
classroom environment it reflects one of the fast-growing trends in educational
technology which combines learning with playing. This way, highly complex
concepts are better understood as compared to what might be obtained if they had
learned only in the class.
Cognitive and Motor Skills Development: Apart from the educational
use, it further trained cognitive abilities like critical thinking and decisionmaking.
It even allowed for a child to evaluate findings and judgement that could
be rational or concrete by involving an· interesting challenge in the form of
quizzes and everyday problem-scene scenarios where it has to choose safe from
unsafe practices. This further integrates physical activities and the use of tangible
rewards, hence, still enhancing motor skill development. This does not make it a
merely digitised learning tool but rather an all-rounded experience. In this regard,
it will fall under the category of developmental games; these are games
specifically designed to stimulate the growth of persons by encouraging mental
and physical development through play.
Built With Modern Tech: Besides crossing the crossroads of smart toys and
loT-enabled learning tools, its utilisation of RFID technology, sensors, and
Arduino boards to create the game play interactive places it. This kind of
technology develops responsive and dynamic interaction between the player and
the game world, more accommodative to it. The incorporation of this system also
bridges the gap between the teaching era and the technological one.
Sustainability: The most defining characteristics of the game are
sustainability, fostering through an interactive learning experience.
-Q)
C)
Ill
'll.
Q)
-1- N
E....
0
-LL. "C"IO'" ·en
M
CIO
0 .....
-::1'
-::1'
N
0
~
0 .....
1.1')
N
-.M... . -::1'
N
0
~
>
The Agri-themes rewards of edible seeds, mini-water can, or biodegradable pot
make kids want to take active roles in planting and caring for trees or plants.
Building a sense of connection with nature while adding that responsibility to
care for the environment. Due to such activities, children intemalise the concept
of environmental stewardship as they watch their crops grow and thereby become
"naturally" more environmentally concerned. This makes for a long-term view of
resource conservation that will soon push young players toward sustainable
practices that can make an enduring difference and allow for a greener future from
an early age.
BACKGROUND OF THE INVENTION
US20130099446Al: An educational game for children at early school age, such
as preschool or early grade school students, play their way into being literate and
numerate by recognizing symbols. The playing board is closable and comprises
three grids wherein only one of the three grids is closed and only one visible to
the opponent and they contain different blocks that have a symbol, letters,
numbers, or shapes so that the player will predict the blocks' locations. Players
guess the correct coordinates to eliminate their opponent's blocks. Thus, the task
that creates the necessity of reinforcing the early learning in an entertaining,
engaging manner will always be on their minds to get the kids to understand the
underlying ideas of the concepts through interaction and strategic gameplay.
What makes the product easy to use and transport is its design portable and
closable. It can be adapted for application in other languages and regions .
US20120086167Al: Educational board game for the enjoyment of learning,
whereby the player helps develop his or herdecision-making and critical thinking
skills. The playing field is composed of multiple quiz cards presenting different
topics with a different level of complexity in order to allow players to play
according to the number of predefined play modes, which range from beginner to
expert level, using rule cards whose complexity determines which appear in a
game played. The game flexibility allows the changes of the rules and subject
matter according to the different age groups and abilities ofleaming. Further, the
game presents encouraging participation through strategic choices and adjusted
content hence ideal for both home and the classroom use .
0
ZF'A.t[f\!1 fi;:: r 1 c r :-:!. ' •...
,=-·.ti· if,! NAT · ......... ' .. I . . . .
-::1'
0
-1- N
E....
0
-LL. "C"IO'" en
M
CIO
0 .....
-::1'
-::1'
N
0
~
0 .....
1.1')
N
-.M... . -::1'
N
0
·N
I >
US20080012228Al: This is an invention that involves the card game which
involves users in a story-based experience as one plays through many rounds that
create the story. The game focuses on location cards, which all depict a different
scene or chapter of the story. Every group of location cards is based on a given
stage in the narrative and there's one card used per round of the game. To have
the story progress smoothly, the players need to be able to choose the next
location within the sequence correctly. Each correct answer leads to more of the
story, gradually pulling the players deeper into a plot as they move through the
game. And if that is not enough, there are also action cards and player tokens,
adding depth and strategic layers to gameplay. This design fills the gap between
a story and game-making skills, along with an interactive experience of
navigating narratives-by reviewing literature, teaching concepts, or piecing
together a mystery.
US7347780Bl: This invention comprises a new form of gaming system and
software that makes use of a handheld controller fitted with an LCD screen and
touch technology in order to create a more interactive gaming experience. Players
can control their in-game characters and objects that flash on both a portable
device and a television screen; such makes the game play more interactive. This
ensures that even in multiplayer, one can discretly control what they are using
through the mobile and can't be seen by other game players. The system has also
utilised 3D simulations and touchscreen controls. Players directly use objects
through tapping these using their fingers, which is intuitive and much more
competent than having to work with joysticks or buttons. The system integrates
touchscreens with polygon-based 3D graphics and synchronises actions between
handheld devices and the TV to provide a seamless and interactive gaming
experience. It is well adapted for multiplayer games, encouraging both
cooperation and competition as every player keeps his moves private.
US20080042356Al: This invention that is called "Word Creation Card Set" is a
60-card pack intended for educational and entertaining word games. Each card
has a letter or set of letters and a point total that gets added to the score of one
player. There are 51 single-letter cards, 6 double-letter cards, I triple-letter card,
and 2 wild cards that can be put to any letter. The game allows players to use dealt
letters to build words of high scores, mostly flexible in rules, adjusting according
to the conditions of the players. A game ends by using up all cards by one player
or when no more words can be formed. This game tallies points from letter values
of the words formed.
0 - - .. - ..... - .- ~~· .· - .- _:~.a-·•-4~i-A-----------~
·-2-~r-t=-N-T-tr-F-F-I-t7-~-t;::-H-t:-rt-N-:~~r;:~ -: ( ~-.L-~~ .;. ~ : · · I '. ·: . •. ~ . . . .. . . . ..
'
-Q)
C)
Ill
D..
Q)
These methods face drawbacks hindering their widespread adoption.
US20 130099446A 1 is perhaps too simple for older children or those of different
learning methodologies and becomes predictable after some time due to the
guessing.US20120086167Al runs the risk oflosing interest as it has a quiz-like
structure, which seems monotonous should the content not be refreshed
frequently. US20080012228Al has poor replay value because its story-based
gameplay seems to repeat itself after the first run through. US7347780Bl requires
specific hardware, thereby costing more and any technological snags, such as lost
syncs, will limit gaming. US20080042356Al only attracts word game fans, and
having no clear rules leads to confusion especially on the part of those whose
vocabulary is less rich.
The proposed solution offers numerous advantages over existing systems .. The
answer has made it a highly active and interactive experience oriented to different
varieties of needs towards learning preferences of children of different ages. It
incorporates a variety of educational themes such as sustainability, safety, and
social responsibility to ensure kids remain excited with the variety of practical
activities in terms of practising waste sorting and safety practices. It is a game
that ensures re-playability due to the presence of real-life tasks and changing
rewards, making things fresh every time they play it. Moreover, it is costeffective,
as simple components like RFID readers and touch sensors are used,
thereby reaching the masses.
-_Q)
C)
Ill
D..
Q)
OBJECTIVES
• Create Environmental Awareness: This game instils the significance of
sustainability, segregating waste and practising different kinds of ecofriendly
habits
• Build Personal Safety Awareness: Instil a sense of physical boundaries
in children i.e. good touch and bad touch so that they recognize the
difference between them from an early age. This game incorporates a maze
that helps players learn how to safely navigate and avoid danger. Along the
way, there's a "ladders and snakes" game where climbing ladders for
positive actions, while sliding down snakes reflects unsafe actions.
• Build Social Responsibility: Encourage children to take actions that make
a positive contribution towards the society, helping them grow while doing
great work.
• Stimulate Cognitive and Physical Abilities: Engage problem-solving,
hand-eye coordination skills and strategic thinking with interactive
challenges or physical exercises.
• Collaborative Learning: Participate in the educational journey, offering
teachers and parents a game experience they can guide for better
comprehension and retention. Meanwhile they are soaking up some oflife's
most important lessons.
• Real-Life Reinforcements: Incorporate physical items such as toys,
stationery and agricultural giveaways that children can earn upon skills
mastery ensuring they remain motivated to advance in learning.
• Sowing the Seed: The importance of planting seeds as a way to understand
growth and responsibility while nurturing their connection to nature. This
activity encourages patience, care, and the value of nurturing life from the
ground up.
-Q)
C)
Ill
D..
Q)
•
SUMMARY OF THE INVENTION
The game is an interactive, educational tool about life for 6-13 years old
children. The game has a variety of activities aimed at sustainability and
social responsibility such as waste ·sorting, personal safety and nurturing of
tree saplings. The games being created use RFID readers and touch sensors,
making it intuitive procedurally with both cognitive and motor skill aspects
derived from hands-on gameplay. Physical rewards (seed. pencil, organic
chocolates, toys and agricultural giveaways like edible seeds,
biodegradable pot) also connect'the knowledge learned to actual physical
take-home values. Furthermore, there is a connection to home with family
and teachers offering collaboration, creating a cohesive learning
environment able to drive greater understanding.
BRIEF DESCRIPTION OF DRAWING
Fig.l 3D Design of the Proposed System
The game proposed for kids is about sustainability, social responsibility, and
safety. The four playable levels begin with a spinning wheel that introduces the
user ~o the game. In Level I: Mission SDG, kids learn the Sustainable
Development Goals from a game of matching cards and are rewarded with dolls
and consumable seeds. Level2: Sort Smart teaches waste segregation through the
use of RFID technology in distinguishing between biodegradable and nonbiodegradable
waste. This is rewarded by seed pencils and biodegradable pots.
Level 3: Shield Among Us focuses on safety through three sub-levels, such as
recognizing good and· bad touches, finding safer escape routes from strangers,
and understanding respectful behaviour. Organic chocolate and a mini-water can
serve as rewards. Lastly, in Level4: Tiny Gardeners, children make use of items
they earned from previous levels to plant seeds; these seeds will unlock the
Golden Key to a surprise gift. The game highly incorporates quizzes and physical
activities that enhance cognitive ability as well as motor skills appropriately in an
entertaining manner.
-
-Q)
C)
Ill
D..
Q)
Fig .4 Design of the Maze Puzzle
Path A (Winning Path): First route with pepper spray. Then the way illustrates
self-defence moves such as karate chops or boxing punches to use against stranger
threats. After that, the way illustrates a self-alarm to get help from other people
surrounding and an emergency call symbol for help from police.
Path B (Game Over):A path made up of chocolates. and ice cream offered by the
unknown stranger. The little child follows the stranger to an unknown place. Ends
with a danger sign or dark scary area, showing the child that the game is over.
Path C (Winning Path): A path with Stun gun. Then, the path illustrates selfdefence,
such as karate kicks or boxing jabs to use against stranger threats. Next,
the path illustrates a self-alarm to get help from nearby people. Lastly, an
emergency call symbol for help from the· police. The maze begins clearly and
guides the children along the correct paths, the winning routes to safety and the
losing route game over.
Fig .5 Design of Ladder of Strength
In the game of the "Ladder of Strength", every action bring·s a consequence. When
the players .act in self defence, particularly with a stranger, they climb a ladder,
that marks the bright and bold choice. But, if they start eve-teasing, they slide
down a snake. Once at the bottom, they have to fix. their mistakes, which makes
them realise such acts are harmful and dangerous and lead to severe
consequences. Using a stun gun 9r pepper spray to run away from someone who
is trying to endanger them takes the player up another ladder wherein they would
depict quick thinking in a self-defence situation. But committing a "bad touch"
brings them down a snake, serving as a reminder that they should seek help, like
contacting "Childline 1098." This continues in the game. Good behaviour such as
helping and showing respect moves him up the ladders, while bad behaviour like
telling lies or stealing or showing disrespect to elders sends him sliding down the
snakes. Bottom of a snake There is a chance to learn from mistakes made and
improve behaviour because important life lessons are reinforced through play.
-Q)
C)
Ill
D..
Q)
-1- N
E....
0
-LL. "C"IO'" en
M
CIO
0 .....
-::1"
-::1"
N -o
~
0 .....
1.1')
N
-.M... . -::1"
N
0
~
>
Detailed Description of the Invention:
Existing System
Most educational games designed for children today are so fixated on
digital engagement that they lack action elements and direct, practical
everyday applications urgently required by the children. Most of the apps
come with features like quizzes, puzzles, or video lessons on maths,
science, and language. These games rely only on screens, not presenting
screen in foreground the tactile elements contributing so much to
development of both cognitive and motor skills. Some games include
issues like awareness about the environment or even personal security.
However, very few integrate vital issues of sustainability, safety-such as
the concept of good and bad touch, ways of getting out of strangers-and
social responsibility into one cohesive learning experience. Virtual badges
and certificates are widespread in competitor games, but very few integrate
real-world physical rewards or hands-on learning and can be demonstrated
by our game that uses RFID readers and touch sensors and gift boxes. By
interlacing the experience of physical interaction with education-based
content, our game fills that gap and creates a highly interactive and holistic
learning environment for children.
Outline of the proposed system
The proposed solution for the game focuses on delivering a dynamic
educational experience that covers essential topics like sustainability,
social responsibility, and personal safety in a fun, engaging way. The game
is divided into four levels.
SPIN WHEEL: The game starts with spinning a wheel. Tlu: t:hild has to
keep spinning until it lands on a blank space, which provides instructions
and a catalogue about the game.
0 - - .. - - - - - - - - .. - ..... - - - 1;
41· .·, . -1 1-1 -1 .•i .,·. 4', ' .1· 1°. :zp P.. t t: N t 1;1 r r t · t: ' . t.: n ~::: N N .I'd 1;1 ~ · . ~ ' :,. ; :,. "\- . . .' I . . . . . . - .
-::1"
0
-Q)
.C)
Ill
D..
Q)
Level l: Mission SDG
In the first level, kids are introduced to the idea of Sustainable
Development Goals (SDGs). These include goals like gender equality, zero
hunger and life on land. The tasks are simple but engaging, the kid has to
match the correct SDG goal image cards to the corresponding image
holders (eg: Matching an image card depicting giving food to people in
need at the "Zero Hunger" image card holder).
Successfully completing this level will unlock a gift.
!.Toy
2.Edible seeds
This activity helps children grasp these global issues in a way that's easy
to understand and sparks their curiosity about the world.
Level 2: Sort Smart
This level is all about teaching kids how to sort waste-whether it's
organic, non-organic. The dual-compartment dustbin is integrated with a
servo motor and RFID ·reader. RFID tokens are labelled separately with
various images ofbio and non-bio wastes . The kid has to sort the wastes
using RFID tokens that have specific frequencies.
After this, the kid has to answer the quiz displayed on the LCD through
push buttons regarding this level. Completing this level leads to gifts,
!.Seed Pencil
2. Biodegradable Pot
It's designed as a hands-on experience, where kids physically sort different
types of trash, reinforcing tqe importance of taking care of the
environment. It's a playful way to develop good habits around cleanliness
and sustainability.
-Q)
C)
Ill
D..
Q)
.-1- N
E...
0
-LL. "C"I'O" en
M
CIO
0 .....
-::1'
-::1'
N
0
~
0 .....
1.1')
N
M -..... -::1'
N
0
~ ->
Level3: Shield Among Us
Safety comes into focus here it has three sub levels:
TOY: Touch-sensitive toys help kids learn to distinguish between good
and bad touches.
MAZE: Features safer paths to escape from Stranger (Path 1 and 3)
Eg: pepper spray and a tempting risky path (Path 2) Eg: chocolates.
LADDER OF STRENGTH: Positive actions advance up the ladder
(helping, respecting), while negative behaviours cause descent via snake
(eve teasing, stealing). Upon successfully completing this leads to unlocks
the gift contains
!.Organic Chocolate
2. Mini-Water can
Level 4: Tiny Gardeners
In the final level, children step into the role of a gardener, learning the
basics of planting and nurturing a garden. In this level, the kid has to
recollect the gifts from levels I to 3 such as
EDIBLE SEEDS
BIODEGRADABLE POT
MINI-WATER CAN
By using these, the kid has to plant a seed. Upon successfully completing
four levels, the kid has access to unlock the golden key for a big surprise
gift. The game integrates quizzes, physical activities, and rewards to create
an immersive learning experience that enhances cognitive and motor skills.
Zo 16 . . _ _ _ . ..!.·, .;, , _1
..
1
_,
;:.- b; T F i\i.· t (! F F X !~: (: ( tt (:: N H A.) t;t ~ i J; l { :,t !~t :l. 4 ~ ' ~·- , .. _,,...._,._
0
Hardware Components
-Q)
C)
Ill
D..
Q)
-1- N
E....
0
-LL. "C"IO'" en
M
CIO
0 .....
-::1'
-::1'
N
0
-N- 0 .....
1.1')
N
-.M... . -::1'
N
0
~
> 0
-~:~:-r'b''... 'T,, .t.=.-.h,,i· T..
0
a. Arduino Microcontroller
This is the main component of the system where all input devices- sensors,
buttons, RFID and the code that is executed-C++ is processed and all
output devices-LCD, servo motor, and speaker are controlled. It
coordinates and controls all the hardware components to operate as
expected.
b. RFID Reader & Cards:
For the purpose of making sure that an RFID based Sustainable
Development Goal (SDG) card is designed properly to tit within the images
of a scanner acceptable of RFID, this system uses RFID technology. It
allows for precise validation. However, the realm of RFID technology is
more than this and embraces automatically sorting pictorial tokens fitted
with the RFID technology regardless of their material composition by
signal frequencies.
c. Touch Sensor
This toy with embedded touch sensor's aim was to teach children about
safe and unsafe touches via an active voice-over of a recording. Whenever
the sensor is touched, a voice commands about the instruction and 'safety
zone' is projected for children to learn. It makes learning easier as it enables
use of touch and sound
d. Push Buttons
Answering the quiz questions posed on the LCD is done by the user using
the buttons provided. Each of the buttons is associated with an answer
option, enabling the user to participate .
e. Servo Motor
The speaker voices the quiz questions available on the LCD screen. In this
manner, the questions are also provided audibly to the users. This is
particularly beneficial for young users and others with difficulties in
reading .
17
!=-·Hi=h!N.AT
.-. '. ~ ! ~ ':' '~
-Q)
C)
-aI.l.l
Q)
f. LCD Display
To inform, they display quiz questions as part of the educational content
dressed in the quiz.
g. Speaker
The speaker voices the quiz questions available on the LCD screen. In this
manner, the questions are also provided audibly to the users. This is
particularly beneficial for young users and others with difficulties in
reading.
h. Power Supply (Li-ion Battery)
The lithium battery serves as the main power source tor the whole system
including the sensors.
i. C + + Programming Language
The whole system has been implemented in C++, which manages the logic,
decision-making, and interfacing with hardware. It takes care of functions
like matching card readers, rotating a servo motor, accepting button inputs,
and displaying information on a scr~en and playing different tones.
-Q)
C)
Ill
D..
Q)
-1- N
E....
0
-LL. "C"IO'" en
M
CIO
0 .....
--:I'
-::1'
N
0
~
0 .....
1.1')
N
-.M... . -::1'
N
0
~
> 0
SAFETY AND SUSTAINABILITYMISSION: AFUN
LEARNING GAME FOR KIDS

CLAIMS
We Claim:
I. Hardware Integrated Interactive Game involving:
(a) A mechanism of a Spin wheel
(b) RFID-based SDG Card Matching System
(c) RFID-Enabled Waste Segregation Learning Model
(d) LCD and Speaker-Integrated Quiz System.
(e) Smart Toy with Embedded Touch Sensors and Audio Response system.
(f) Maze Game to Enhance Self-Defence Skill.
(g) A Ladder of Strength that raises good actions .
(h) An Automated Key Generation with Servo Motor Support .
(i) A system of rewards on completion of each level.
2. The game system of claim I, wherein the wheel mechanism of the spin wheel
is designed to randomly select game levels that avail diverse and dynamic
gameplay with each spin. The mechanism consists of non-toxic materials and
is securely mounted without compromising safety.
3. The method of claim I whereby Level I comprises RFID-embedded image
cards for SDG related, an integrated radio frequency scanner housed in a custom
image holder for real-time validation and precise detection of cards without
interference in the process of multiple cards recognition.
4. In the technique of Claim I, Level 2 employs RFID-enabled tokens, bio and
non-bio which an RFID-based dustbin scans. This configuration automatically
detects and categorizes these tokens. Thus, it can be a fascinating learning tool
for children
5. According to Claim I, the system further includes a test presented on an LCD
screen after Level 2. The test allows the user to reinforce his/her learning in a
dynamic and interactive way by both sound and vision because it uses audio
transmitted from a built-in speaker.

6. The toy according to claim I is designed in such a way that an intelligent toy
with built-in tactile sensors and audio feedback system will be designed to teach
the child proper from inappropriate touching by others as physical contact; the
educational approach through interactive touch responses and pre-recorded audio
prompts would be provided to the child about safe and unsafe touch.
7. The game according to claim I, wherein a maze game is used to teach children
to avoid effective tactics by strangers, develop their powers of cognition, and
engage children with self-defence tools such as pepper spray or stun guns
contacting information in an emergency so that they can be aware and better
equipped with safety knowledge.
8. The game of claim 1 includes a device known as tht: Ladder of Strength, so
that good deeds, such as demonstrating respect to elders or assisting another on
his way advance the ladder. Bad deeds, such as teasing or stealing, make the
player fall down the snake. The device rewards good deeds becaus~ they move
the game forward immediately.
9. The invention in 1. While including the servomotor-powered automatic key
producing system, the invention further has a golden key that unlocks the rewards,
it necessitates certain challenges to get the key generation activated adding extra
interaction to the process for unlocking gift.
10. As indicated in Claim 1, Level 4, the system performs a planting activity. At
this point, players would utilize the collections from the previous levels, such as
edible seeds, a biodegradable pot, and a mini watering can. This then becomes an
activity that fosters environmental awareness and hands-on learning regarding
sustainable practices

Documents