I like the idea of moving through life by making. So, I draw, I build, and I’ve also been attempting to write. It all comes from what I’ve lived, the people I know, and the ones I’ll meet along the way.  
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04

An experiential tool to help children understand the waste system.
Consultancy
Tool Design + Information Design
2024

As a part of an educational initiative to integrate environmental concepts into engaging participatory activities for middle school students in India, we designed a series of games focused on the resource cycles of water and waste. These games introduce new concepts at each level as students move up to higher grades.

The core objective was to foster systems thinking and collective reflection on the real-world complexities of water and waste management. This method diverges from traditional teaching methods by utilising experiential learning for a diverse student cohort. My role focused on creating intuitive game mechanics and developing visually accessible materials to support both participants and facilitators.


Conceptual model for the game, followed by initial concept tests conducted internally


This interactive tool called ‘Space Race’ simulates the challenges of managing finite resources in a fictional setting. It is intended to engage students with the 4Rs of waste management — Reduce, Reuse, Recycle, and Recover — and to open up the larger conversation about the waste cycle, making these concepts more tangible and accessible.

In this game, participants are split into pairs racing against each other using their ‘spaceships’. Each round, they collect resources: energy, which powers their movement forward; debris, which is left behind on the track; and toxic waste, which, if not properly managed, is returned to the shared resource pool, leading to resource depletion. By using whole resource tokens, teams can apply the 4Rs to create new technologies that give them an advantage in the game. The tension between racing ahead and managing shared risks establishes a balance between competition and cooperation.

Tests conducted with school facilitators and local community children


The game's design process began with the project team's research into the current educational curriculum and concepts. As the information designer, I explored various iterations of the game's physical setup. Although initial space constraints led us to consider a tabletop version of the game, testing it with children revealed that they did not engage with it as much as they did with other physical games that allowed more engagement.

We developed several concepts and prototypes and conducted early playtests with children at a local library. These sessions highlighted literacy challenges among participants, leading to a highly visual game that minimised reliance on text-based instructions. This made the game accessible and inclusive, regardless of reading ability.

Asset ideation, prototype, and final designs for the game
Multiple rounds of testing were conducted across different age groups. As players progressed through levels, the complexity increased, and the concepts were introduced progressively. Alongside gameplay refinements, structured debriefing questions were developed to facilitate post-gameplay discussions. 

Children playing the game in schools based in Mumbai and Bangalore, India 
The project concluded with us training school facilitators to conduct game sessions in classrooms. ‘Space Race’ is actively deployed in government schools across Mumbai and Bangalore as a part of their curriculum, fostering collaborative problem-solving and contextual understanding of environmental challenges.
Acknowledgements: Srinidhi, Sukanya, Yashwin, Pragati, Karthik, Sandesh, Akhilesh, Kavin, and Sumit; Bharat and Sruthi for all their advice; to the partners at TiDe; and the children at the community library.