Field of the invention

The present invention relates to a puzzle that encourages computational learning and thinking. In addition, the invention relates to a method of playing a game using the puzzle.

Background of the invention

PCT/GB2013/052881 describes a puzzle that is based on a four phase differential coding. This uses a numerical code; a letter code; a colour code and a graphic code. These four features are used in combination to provide multiple visual images that have to be matched in order to play the game. In all cases, the colour code is used alone or in combination with the other codes. The numerical code; the letter code, and the graphic code are always used in combination with the colour code. This mixing of colour and images (whether graphic or alpha numeric) presents the human brain with particular mental challenges. PCT/GB2013/052881 describes in particular a puzzle that can be used to encourage active learning in young children.

There has been a drive to improve learning skills in older children and indeed to encourage "brain training" in adults. In a recent educational report produced by the Royal Society of Edinburgh for use in schools in Scotland, it is stated that computational thinking is recognised as a key skill set for all 21 st century learners. Computational thinking involves viewing the world through thinking practices that software developers use to write programs. These can be grouped into five main areas: seeing a problem and its solution at many levels of detail (abstraction); thinking about tasks as a series of steps (algorithms); understanding that solving a large problem will involve breaking it down into a set of smaller problems (decomposition); appreciating that a new problem is likely to be related to other problems the learner has already solved (pattern recognition), and realising that a solution to a problem may be made to solve a whole range of related problems (generalisation). However, to date there has been no effective way to encourage and develop computational thinking skills.

Summary of the invention

According to one aspect of the invention, there is provided a puzzle comprising at least four blocks, each block having at least four sides, the at least four sides of each block having at least two different colours, each side of each block being of a particular colour and face type, wherein some of the blocks have a first grouping of face types and others have different groupings of face types, wherein the face types are selected from a number, a letter, a graphic and a blank, and at least three different face types are present on each block.

By providing different groupings of face types of different blocks, a degree of asymmetry is introduced. In practice, the blocks are used in conjunction with a plurality of cards that define patterns that have to be recreated using the blocks. The puzzle cards can be selected to exploit the asymmetry of the blocks, thereby to make the puzzle more complicated than would otherwise be the case.

The cards can be provided as hard copies or generated electronically, for example using a personal computing device, such as a desktop PC or a tablet or smart phone or some other a portable computing device. Where the puzzle cards are generated electronically, they may be stored and then later presented to a user. Alternatively, the puzzle cards may be generated at the time of use based on knowledge of the configuration of the blocks and according to one or more predetermined criteria, such as degree of difficulty.

At least one number, letter, or graphic may be identically present on at least two different blocks, preferably only two different blocks.

Three different groupings of face types may be provided. Alternatively, four different groupings of face types may be provided.

At least one block may have a grouping of face types that includes a single blank and at least three of a number, a letter, a graphic. Where the blocks have six sides, at least one block may have a grouping comprising a single blank and five of a number, a letter, and a graphic. Preferably, one grouping may comprise one blank, a number, a letter, and three different graphic feature types. Where a block has six sides, at least one block may have a grouping of face types that includes one blank, two numbers, a letter, and two different types of graphic. One of the numbers may be identical to a number on another block. Where the blocks have six sides, at least one may have a grouping of face types that includes one blank, one number, two letters, and two different types of graphic. One of the letters may be identical to a letter on another block.

At least one block may have a grouping of face types that includes two blanks and at least two of a number, a letter and a graphic.

Where the blocks have six sides, at least one may have a grouping that comprises two blanks and four of a number, a letter, and a graphic. Preferably, the grouping may comprise two blanks, a number, a letter, and two different types of graphic.

Where the blocks have six sides, at least one may have a grouping of face types that includes two blanks, two numbers, a letter, and a graphic. One of the numbers may be identical to a number on another block. Where the blocks have six sides, at least one may have a grouping of face types that includes two blanks, one number, two letters, and a graphic. One of the letters may be identical to a letter on another block.

At least one block may have a grouping of face types that includes three blanks and at least one of a number, a letter and a graphic.

Where the blocks have six sides, at least one may have a grouping that comprises three blanks and three of a number, a letter, and a graphic. Preferably, the grouping may comprise three blanks, a number, a letter, and a graphic.

The graphic face type comprises multiple graphic feature face types, i.e. N graphic feature face types, where N is two or more. Hence, there may be for example a first, second, and third graphic feature face type. At least one block may have a grouping of face types that includes at least two of a number, a letter and a graphic, and two blanks, and the other blocks have groupings that include at least a number, a letter, a graphic and a single blank. The graphic face type may comprise multiple graphic feature face types. Each block may have six sides and preferably three different colours are applied to the sides of each block. Nine blocks may be provided each with six sides. Where there are nine blocks with six sides, there may be 12 or 13 or 17 or 19 or 23 blank faces across the whole block set. Each block may have at least six sides and the graphic face type may comprises at least first, second and third graphic feature face types. The first graphic feature face type may comprise a geometric shape; the second graphic feature face type may comprise a representation of an object, such as a vehicle or an animal; the third graphic feature face type may comprise a representation of another different object or an emblem/flag.

At least one block may have a grouping of face types that includes a number, a letter, three graphic face types, and a blank, and the other blocks have groupings that include a number, a letter, two graphic face types and two blanks. In one embodiment, only a single block has a grouping that includes a number, a letter, two graphic face types and two blanks. Alternatively, two blocks may have a grouping that includes a number, a letter, two graphic face types and two blanks. Alternatively, three blocks may have a grouping that includes a number, a letter, two graphic face types and two blanks.

By mixing colour and features, such as graphical images, letter or numbers, on at least two sides of each block and having asymmetric groupings of features on blocks, matching the blocks is relatively complex. This is because different parts of the brain process colour and graphical images / letter / numbers, and having a mix of these on two or more faces of each block makes matching the blocks relatively complex.

Complexity can be increased by having two or more features on at least one side of a block. For example, where the main feature is a shape, a smaller shape could be inlaid within the main shape. The inlaid feature could be the same shape as the main shape or a different shape from the main shape. For example, the main shape could be a square and the inlaid shape could be a smaller square or a circle or a triangle or a diamond or any other shape. The inlaid shape may be the same colour as the face on which the main shape is located. For further complexity, the inlaid shape could be a different colour from the colour of the side on which the main shape is located.

At least one type of feature, and optionally all types of feature, may appear multiple times on the same colour within the overall set of blocks. In this case, different features within a specific type may appear on the same colour. For example, where the type of feature is type of graphical image, such as a geometric shape, then different shapes may appear on the same colour, for example a black circle on a blue face, a black square on a blue face and a black triangle on a blue face. Where the type of feature is an image a vehicle, then different vehicles may appear on the same colour. Where the type of feature is an emblem/flag, then different emblems/flags may appear on the same colour. Every feature may appear on every colour.

The features may be selected from: a graphic, a letter and a number. The graphic may represent a shape and/or an object and/or a symbol. The shape may be a geometric shape, for example a circle, a square, a triangle, a diamond or a kite or other shape. The object may be a vehicle for example a car, a helicopter and a boat. The symbol may be a flag and/or a national emblem.

At least two sides of at least one block may have different features thereon. Preferably, at least one side of each block has at least one graphic, at least one other side of each block has a letter and at least another side of each block has a number. Hence, each block has a graphic, a number and a letter.

Every block may have a different number. Every block may have a number that is part of a sequence or pattern of numbers. The sequence of numbers on the blocks may correspond to the total number of blocks. For example, where there are four blocks, the numbers may be 1 , 2, 3 and 4, with each block having a different number. Where there are nine blocks, the numbers may be 1 , 2, 3, 4, 5, 6, 7, 8 and 9 again with each block having a different number. Other number sequences may be possible, such as sequences of even numbers or sequences of odd numbers or sequences of prime numbers. At least one block may have two numbers, one of the numbers being the same as a number on another block and on the same colour face, so that there are two identical number bearing faces, i.e. at least one number bearing face is replicated. Replication of a face adds complexity. Preferably, only one number bearing face is replicated. Every block may have a letter. Every block may have a different letter. Every block may have a letter that is part of a sequence or pattern of letters. For example, where there are four blocks, the letters may be A, B, C and D, with each block having a different letter. Where there are nine blocks, the letters may be A, B, C, D, E, F, G, H and I again with each block having a different letter. Other letter sequences may be possible, such as sequences of vowels. At least one block may have two letters, one of the letters being the same as a letter on another block and on the same colour face, so that there are two identical letter bearing faces on different blocks, i.e. at least one letter bearing face is replicated. Replication of a face adds complexity. Preferably, only one letter bearing face is replicated.

Every block may have a letter and a number. The letters and numbers may be mapped to each other. The letters and numbers may be mapped to each other according to a sequence. For example, one block may have the number 1 and the letter A, second block may have a number 2 and the letter B, a third block may have a number 3 and the letter C etc. For a given block, the number and the letter may be on sides that are of the same colour. Alternatively, the number and the letter may be on different coloured sides.

The colours may be primary colours. The colours may be red, yellow and blue. However, other colours could be used. Equally different shades of the same colour could be used. In the context of the present application, different colour is to be interpreted as including different shade of the same colour.

The blocks may be provided in groups of M by N, where M and N are integers. For example, the blocks may be provided in groups of two by two, or three by three, or four by four, or five by five, or six by six. Preferably, M=N and so the number of blocks is an integer squared, for example 4, 9, 16, 25, etc.

Where the number of blocks is an integer squared (N ² ), the number of different colours may correspond to the integer N. For example, for a four block puzzle the number of different colours may be two; for a nine block puzzle the number of different colours may be three (for example red, blue, yellow); for a sixteen block puzzle the number of different colours may be four (for example red, blue, yellow, green). Where there are nine blocks, each block may have a number in the sequence 1 , 2, 3, 4, 5, 6, 7, 8 and 9. This is useful for younger children as it helps them familiarise themselves with basic numbers. Equally, where there are nine blocks, each block may have a letter in the sequence A, B, C, D, E, F, G, H and I, so younger children can familiarise themselves with the first nine letters of the alphabet.

The blocks may be stackable and/or the blocks may fit together to form a predetermined shape.

The blocks may be physical blocks that users physically pick up and place into the pattern of the puzzle card. In this case, each block may have at least one dimension greater than 20cm, preferably 30cm or more. Alternatively, each block could be pocket or travel sized, for example having dimensions in the range from 1 cm to 5 cm, or for slightly larger blocks 5cm to 10cm. Alternatively, the blocks may be generated using computer graphics. In this case, the puzzle may be a computer program product preferably on a data carrier or a computer readable medium. The computer program product comprises code and / or instructions for implementing the puzzle, so that a user can play the puzzle on a computing device that has a display or screen.

According to another aspect of the invention, there is provided a puzzle comprising multiple double sided playing cards, each side of each card having a colour selected from at least two different colours, and each face of each card is of a face type selected from at least three of the following: a blank (colour only); a number; a letter; and a graphic, wherein the overall number of at least one face type is different from the overall number of at least one other face type. The double sided cards may be physical cards or generated electronically. There may be a number, a letter, or a graphic identically present on at least two different cards, so that the colour and the number, letter, or graphic of the faces of two cards is the same. At least one side of at least one card may have at least two features thereon. One of the two features may be inlaid or inside the other of the at least two features.

The graphic may represents a shape and/or an object and/or a symbol. The shape may be a geometric shape, such as a circle, a square, a triangle, a diamond and kite. The object may be a vehicle, for example a car, a helicopter and a boat. The symbol may be a flag and/or an emblem.

Each side of a given card has a different feature type thereon. For example, one side of a card may have at least one graphic and the one other side of the same card may have a letter or number thereon.

At least some of the cards may have numbers, thereon and the numbers may be part of a sequence or pattern of numbers. At least some of the cards may have letters, thereon and the letters may be part of a sequence or pattern of letters.

The colours may be primary colours, for example red, yellow and blue. Each card may have the same colour on both its faces. Alternatively, each card may have a different colour. There may be twenty seven cards, so that there are fifty four faces. In this case, there may be eighteen faces of a first colour (for example yellow) ; eighteen faces of a second colour (for example red) and eighteen faces of a third colour (for example blue).

There may be twenty seven cards, so that there are fifty four faces. In this case, the face types may be selected from a blank (colour only); a number; a letter; a first graphic feature; a second graphic feature and a third second graphic feature, wherein at least four different face types are present in each set of cards. Preferably, five different face types are present in each set of cards. Preferably, the set of cards includes at least nine blank, colour only faces. A plurality of puzzle cards may be provided each defining a different pattern that has to be recreated using the double sided cards, for example more than twenty cards, more specifically fifty cards. The puzzle cards may be physical cards or generated electronically.

Brief description of the drawings

Various aspects of the invention will now be described by way of example only and with reference to the accompanying drawings, of which:

Figure 1 shows a perspective view of a set of puzzle blocks;

Figure 2 shows a plan view of the faces of nine blocks of an asymmetric puzzle;

Figures 3 (a) to (i) show flat, unfolded views of the faces of each block of the asymmetric nine block puzzle of Figure 2;

Figure 4 shows a view of all of the red faces of the asymmetric nine block puzzle of Figures 2 and 3;

Figure 5 shows a view of all of the yellow faces of the asymmetric nine block puzzle of Figures 2 and 3;

Figure 6 shows a view of all of the blue faces of the asymmetric nine block puzzle of Figures 2 and 3;

Figure 7 is a plan view of a puzzle card combination for use with the asymmetric nine block puzzle of Figures 2 and 3;

Figure 8 shows plan views of another asymmetric nine block puzzle;

Figure 9 is a plan view of various puzzle card combinations for use with the asymmetric nine block puzzle of Figure 8;

Figure 10 shows options for varying the faces of the asymmetric nine block puzzle of Figure 8;

Figure 1 1 shows plan views of yet another asymmetric nine block puzzle, and Figure 12 shows options for varying the faces of the asymmetric nine block puzzle of Figure 1 1. Detailed description of the drawings

The present invention provides a puzzle has multiple layers of complexity to test and challenge players. In a preferred embodiment, the puzzle uses four phase differential coding. This uses a numerical code; a letter code; a colour code and a graphic code. These four features are used in combination to provide multiple visual images that have to be matched in order to play the game. In all cases, the colour code is used alone or in combination with the other codes. The numerical code; the letter code, and the graphic code are always used in combination with the colour code. This mixing of colour and images (whether graphic or alpha numeric) presents the human brain with particular mental challenges.

The present invention adds to the complexity and mental challenge by providing blocks that have different groupings of features. Each block has of a particular colour and each side of the each block has a specific face type. Some of the blocks have a first grouping of face types and others have different groupings of face types, wherein the face types are selected from a number, a letter, a graphic and a blank, and at least three different face types are present on each block. By using different groupings of face types on different blocks an asymmetry is introduced, which when exploited adds to the mental challenge. Figure 1 shows six blocks of a nine block puzzle. In this case, each block is a cube having six faces, so that in the complete nine block set there are fifty four faces. Features are provided on the faces of each block. These are described in more detail with reference to Figures 2 and 3. The blocks are provided with a plurality of puzzle cards that define three by three patterns that are made up of nine faces of the blocks. In its most basic form, the game involves reconstructing the pattern on one of the cards using the blocks.

Figure 2 shows the six faces of each block of the nine block puzzle. Each cube face is coloured. Three colours are used. One pair of faces has the first colour; one pair has the second colour, and the third pair has the third colour. The colours used in this example are red, yellow and blue. Other colours could be used, but this primary trichomatic scheme is typical of how humans process colour

Of the nine blocks of Figure 2, six have the same basic first layout. These six are blocks 1 to 3 and 7 to 8 as shown in Figure 2. Of these six blocks, every block has a face that has a number. Every block has a face that has a letter. Every block has a face that has a flag or national emblem. Every block has a face that has a vehicle. Every block has a face that has a shape. Every block has a face that has a colour alone, with no other number, letter, graphic or symbol. This means there are six faces with numbers, six faces with letters, six faces with flags / national emblems, six faces with vehicles, six faces with shapes and six faces with colour-only.

Of the nine blocks of Figure 2, three have the same basic second layout, which is different to that of the first layout of blocks 1 to 3 and 7 to 8. These three are blocks 4 to 6 of Figure 2. Of these three blocks, every block has a face that has a number. Every block has a face that has a letter. Every block has a face that has a vehicle. Every block has a face that has a shape. Every block has two faces that have a colour alone, with no other number, letter, graphic or symbol. This means there are three faces with numbers, three faces with letters, three faces with vehicles, three faces with shapes and six faces with colour-only. There are no faces with flags / national emblems.

In summary, the nine blocks of Figure 2 have fifty four faces in total. Nine faces have numbers, nine faces have letters, six faces have flags / national emblems, nine faces have vehicles, nine faces have shapes and twelve faces with colour-only. By omitting the flags / national emblems from three of the blocks and replacing them with colour only faces, an asymmetry in the layout of the blocks is introduced. This makes the puzzle more complex.

From Figure 2, it can be seen that every block has a different number, these ranging from 1 to 9. Every block has a different letter, these ranging from A to I. In this example, 1 is mapped to A and appears on the same block; 2 is mapped to B; 3 is mapped to C; 4 is mapped to D; 5 is mapped to E; 6 is mapped to F; 7 is mapped to G; 8 is mapped to H, and 9 is mapped to I. However, any other mapping could be used. Each number and letter pair on a given block is in the same colour. Three basic shapes are used, these being a circle, a triangle and a square. Each shape appears on three different blocks and in three different colours. Three basic vehicles are used, these being a helicopter, a car and a boat. Other vehicles could be used. Each vehicle appears on three different blocks and in three different colours. Two basic flags/emblems are used. These are national flag 1 and national flag 2. Each flag/emblem appears on three different blocks and in three different colours.

For blocks 1 to 3, these have numbers 1 to 3, and corresponding letters A to C, the other faces have national flag 1 , the helicopter, circle and a single colour. Comparing these three blocks, each number, letter, national flag 1 , helicopter, and circle is on a different coloured face. For the block 1 , the helicopter is on the yellow face, for block 2, the helicopter is on the blue face and for block 3, the helicopter is on the red face. Likewise, for block 1 , the circle is on the blue face, for block 2, the circle is on the red face, and for block 3, the circle is on the yellow face. For block 1 , the national flag 1 is on the yellow face, for block 2, the national flag 1 is on the blue face and for block 3 the national flag 1 is on the red face. For block 1 and A, the colour only face is blue, for block 2, the colour only face is red, and for block 3, the colour only face is yellow.

For blocks 4 to 6, these have numbers 4 to 6, and corresponding letters D to F, and the other faces have a car, a triangle, single colour 1 and single colour 2. In this case, for block with 4, the car is on the yellow face, for block 5, the car is on the blue face and for block 6 the car is on the red face. Likewise, for block 4, the triangle is on the blue face, for block 5, the triangle is on the red face, and for block with 6, the triangle is on the yellow face. For block 4, the first colour only face is yellow and the second colour only face is blue, for block 5, the first colour only face is blue and the second colour only face is red, and for block 6, the first colour only face is red and the second colour only face is yellow.

For blocks 7 to 9, these have numbers 7 to 9, and corresponding letters G to I, and the other faces have national flag 2, a boat, a square and a single colour. In this case, for block 7, the boat is on the yellow face, for block 8, the boat is on the blue face and for block 9, the boat is on the red face. Likewise, for block 7, the square is on the yellow face, for block 8, the square is on the blue face, and for block 9, the square is on the red face. Finally, for block 7, the national flag 2 is on the blue face, for block 8, the national flag 2 is on the red face, and for block 9, the national flag 2 is on the yellow face. For block 7, the colour only face is blue, for block 8, the colour only face is red, and for block 9, the colour only face is yellow.

Figures 3(a) to (i) show an examples of the arrangement of the colour faces for each of the nine blocks of Figure 2, with the blocks shown unfolded. In this case, each six sided block has three opposing coloured sides namely, red, yellow and blue. An advantage of having the colours on opposing sides of each block is that no player can see any more than one face of one colour on a given block at one time. Visually and mentally this increases higher order thinking skills in players. Simply put, it means a player has more information to process in terms of sequence and order, than if identical colour faces adjoin. Based on this configuration, there are eighteen red faces, eighteen blue faces and eighteen yellow faces.

Figure 4 shows the numbers, letters, shapes, vehicles and flags/national emblems that are applied to the red faces of the nine block set, i.e. to the eighteen red faces. In this case, the number of letters, numbers, shapes and vehicles is a multiple of the total number of colours (in this case three - red, blue, and yellow). For example, there are three numbers, three letters, three shapes and three vehicles. However, there are only two flags/emblems and consequently four red only faces. The numbers on the red faces are 1 , 4 and 7, and the letters are A, D and G. Each of the three shapes, i.e. a square, triangle and a circle, appears once on a red face. Each of the three vehicles, i.e. a car, boat and a helicopter, appears once on a red face. Each of the two flags/emblems, i.e. national flag 1 and national flag 2, appears once on a red face.

Figure 5 shows the numbers, letters, shapes, vehicles and flags/national emblems that are applied to the eighteen yellow faces of the nine blocks. Again, the number of letters, numbers, shapes and vehicles is a multiple of the total number of colours (in this case three - red, blue, and yellow). For example, there are three numbers, three letters, three shapes and three vehicles. However, there are only two flags/emblems and consequently four yellow only faces. The numbers on the yellow faces are 2, 5 and 8, and the letters are B, E and H. Each of the three shapes, i.e. a square, triangle and a circle, appears once on a yellow face. Each of the three vehicles, i.e. a car, a boat and a helicopter, appears once on a yellow face. Each of the two flags/emblems, i.e. national flag 1 and national flag 2, appears once on a yellow face. There are also four yellow faces with no number, letter or image. Figure 6 shows the numbers, letters, shapes, vehicles and flags/national emblems that are applied to the eighteen blue faces of the nine blocks. Again, the number of letters, numbers, shapes and vehicles is a multiple of the total number of colours (red, blue, and yellow). For example, there are three numbers, three letters, three shapes and three vehicles. However, there are only two flags/emblems and consequently four blue only faces. The numbers on the blue faces are 3, 6 and 9, and the letters are C, F and I. Each of the three shapes, i.e. a square, triangle and a circle, appears once on a blue face. Each of the three vehicles, i.e. a car, a boat and a helicopter, appears once on a blue face. Each of the two flags/emblems, i.e. national flag 1 and national flag 2, appears once on a blue face. There are also four blue faces with no number, letter or image. Each puzzle is accompanied by puzzle cards that each depict one combination of the more than 10 million that exist in the case of the three by three set. The puzzle cards can be provided as hard copies or generated electronically. Where the puzzle cards are hard copies, typically a set of around 50 is provided. Where the puzzle cards are generated electronically, they may be stored and then later presented to a user. Alternatively, the puzzle cards may be generated at the time of use based on knowledge of the configuration of the blocks and according to one or more predetermined criteria, such as degree of difficulty. The pattern on the puzzle card sets the task for the player, who has to arrange the blocks to match the pattern. Figure 7 shows an example. The asymmetry in the blocks makes the combination of Figure 7 more complex than other options. This is because the combination uses three blank faces in the lower row, each having four possible options (rather than three options). Selecting the correct combination of blocks for the lower row of Figure 7 is a difficult challenge. Failure to do this correctly has an impact on the chances of successfully selecting the blocks for the middle and upper row.

Figures 2 to 7 show an example based on having twelve blank faces out of a total of fifty-four faces on nine blocks. Many other asymmetric block arrangements are possible. Some options will now be described.

Figure 8 shows an example of a nine block set in which thirteen colour only blank faces are provided. In this case, each of blocks one, seven, eight and nine has an additional blank face, i.e. each of these blocks has two blank faces. Blocks two, three, four, five and six of Figure 8 have the same basic grouping of features, namely a blank face, a number, a letter, a vehicle, a flag and a geometric shape, in this case more specifically a shape within a shape (for example a circle within a square, a square and a square and a triangle within a square). Blocks one, seven, eight and nine have a different grouping of features, namely two blank faces of different colour, a number, letter, a vehicle, and a geometric shape, again in this case a shape with a shape. The two blank faces of blocks one and seven are blue and yellow. The two blank faces of block eight are red and blue. The two blank faces of block nine are yellow and red. The asymmetric arrangement of the blocks within the set adds complexity to the puzzle. Puzzle card combinations for the block set of Figure 8 are shown in Figure 9. In each of these, blank faces are used. Since the blank faces are the source of the asymmetry of the block set of Figure 8, each of these puzzle card combinations is relatively challenging. This is because there are multiple different options for placement of blocks in order to solve the puzzle. In particular, for yellow blank faces there are five different options; for red blank faces there are four different options, and for blue blank faces there are four different of options.

Options for varying the asymmetric nine block puzzle of Figure 8 are illustrated in Figure 10. As a first example (upper row of Figure 10), blocks one, two, four, and five to nine of Figure 8 have the same basic grouping of features, namely two blank faces, a number, a letter, a vehicle and a geometric shape, for example a shape within a shape. Block three has a different grouping of features, namely a single blank face, a number, letter, a flag, a vehicle, and a geometric shape, again in this case a shape with a shape. The two blank faces of blocks one, four and seven are blue and yellow. The two blank faces of blocks two, five and eight are red and blue. The two blank faces of blocks six and nine are yellow and red. The asymmetric arrangement of the blocks within the set adds complexity to the puzzle.

As another example (middle row of Figure 10), blocks one and three to nine of Figure 8 have the same basic grouping of features, namely two blank faces, a number, a letter, a vehicle and a geometric shape, for example a shape within a shape. Block two has a different grouping of features, namely a three blank faces, a number, letter, and one of a flag, a vehicle, and a geometric shape. The three blank faces of block two are blue, blue and red. The two blank faces of blocks one, four and seven are blue and yellow. The two blank faces of blocks five and eight are red and blue. The two blank faces of blocks three, six and nine are yellow and red. The asymmetric arrangement of the blocks within the set adds complexity to the puzzle.

As yet another example (bottom row of Figure 10), blocks one, two, three, five and eight of Figure 8 have the same basic grouping of features, namely three blank faces, a number, a letter, and one of a flag, a vehicle and a geometric shape. Blocks four, six, seven and nine have a different grouping of features, namely a two blank faces, a number, letter, and two of a flag, a vehicle, and a geometric shape. The three blank faces of block one are blue, yellow and yellow. The three blank faces of block two are blue, blue and red. The three blank faces of block three are yellow, red and red. The two blank faces of block four are yellow and blue. The three blank faces of block five our blue, red and blue. The two blank faces of block six are red and yellow. The two blank faces of block seven are blue and yellow. The three blank faces of block eight are red, blue and blue. The two blank faces of block nine are yellow and red. The asymmetric arrangement of the blocks within the set adds complexity to the puzzle.

Figure 1 1 shows another asymmetric nine block puzzle. This is based on the puzzle of Figure 8. However, in this case, there are three different groupings of features. This means that there are two different types of asymmetry in this example. Blocks one, seven, eight and nine have a two blank faces, a number, a letter, and two of a flag, a vehicle, and a geometric shape. Blocks three, four, five and six have a single blank, a number, a letter, a flag, a vehicle, and a geometric shape. Block two has no blank faces, two numbers (in this case 1 and 2), a letter, a flag, a vehicle, and a geometric shape. For block two, the face with the second number replicates a face on block one (i.e. the number 1 on a red face). The different number of blanks on the various blocks and the replication of a face provide two different types of asymmetry for this puzzle.

Two puzzle card combinations are shown in Figure 1 1 . In the upper part of Figure 1 1 , a puzzle card combination is shown. This combination includes a red face bearing the number "1 ". This combination makes the puzzle more complicated, because there are two possible block options for the red and number "1 " face. In the lower part of Figure 1 1 , another puzzle card combination is shown. This includes a red blank face and a yellow blank face. This combination makes the puzzle more complicated, because there are five possible options for the yellow blank face (cf three red blank faces and three blue blank faces).

Figure 12 shows further examples of asymmetric nine block puzzles. These are all modifications of the puzzle of Figure 8. In all of these examples two different types of asymmetry are exploited.

As a first example (upper row of Figure 12), blocks one, two, and four to nine have the same basic grouping of features, namely two blank faces, a number, a letter, a vehicle and a geometric shape. Block three has a different grouping of features, namely no blank faces, two numbers (3 - see Figure 8 - and 5 - see Figure 12), letter, a flag, a vehicle, and a geometric shape, again in this case a shape with a shape. On block three, the number five is on a yellow face. This replicates the yellow number face of block five, so that within the nine block set there are two identical yellow faces each bearing the number 5. The two blank faces of blocks one, four and seven are blue and yellow. The two blank faces of blocks two, five and eight are red and blue. The two blank faces of blocks six and nine are yellow and red. The asymmetric arrangement of the blocks within the set adds complexity to the puzzle. A puzzle card combination for this version of the puzzle is shown on the right hand side of the upper row of Figure 12. Here, the card combination includes the replicated face (i.e. the yellow face bearing the number 5). This adds to the complexity of the puzzle.

As another example (middle row of Figure 12), blocks one and three to eight of Figure 8 have the same basic grouping of features, namely two blank faces, a number, a letter, a vehicle and a geometric shape, for example a shape within a shape. Block two has a different grouping of features, namely a three blank faces, a number, letter, and one of a flag, a vehicle, and a geometric shape. Block nine has one blank face, a number, two letters (c - see Figure 8 - and b - see Figure 12), and two of a flag, a vehicle, and a geometric shape. On block nine, the letter b is on a yellow face. This replicates the yellow letter face of block two, so that within the nine block set there are two identical yellow faces on different blocks each bearing the letter b. The two blank faces of blocks one, four and seven are blue and yellow. The three blank faces of block two are blue, blue and red. The two blank faces of blocks five and eight are red and blue. The two blank faces of blocks three and six are yellow and red. The blank face of block nine is red. The asymmetric arrangement of the blocks within the set adds complexity to the puzzle. A puzzle card combination for this version of the puzzle is shown on the right hand side of the middle row of Figure 12. Here, the card combination includes the replicated face (i.e. the yellow face bearing the letter b). It also includes a blank red face, of which there are six possible block options. This adds to the complexity of the puzzle.

As yet another example (bottom row of Figure 12), blocks one, two, and three have the same basic grouping of features, namely three blank faces, a number, a letter, and one of a flag, a vehicle and a geometric shape. Blocks four, eight and nine have a different grouping of features, namely two blank faces, a number, a letter, and two of a flag, a vehicle, and a geometric shape. Blocks five and six have a different grouping of features, namely a two blank faces, two numbers, a letter, and one of a flag, a vehicle, and a geometric shape. Block 7 has yet another different grouping of features, namely a single blank face, two numbers, a letter, and two of a flag, a vehicle, and a geometric shape. Hence, in this case there are four different groupings of feature types and so three different types of asymmetry for this puzzle.

For block five the numbers are 5 and 3. For block six the numbers are 6 and 1 . For block 7, the numbers a 7 and 2. On block five, the number 3 is on a blue face. This replicates the blue number face of block three, so that within the nine block set there are two identical blue faces each bearing the number 3. On block six, the number 1 is on a red face. This replicates the red number face of block one, so that within the nine block set there are two identical red faces each bearing the number 1 . On block seven, the number 2 is on a yellow face. This replicates the yellow number face of block two, so that within the nine block set there are two identical yellow faces each bearing the number 2. The three blank faces of block one are blue, yellow and yellow. The three blank faces of block two are blue, blue and red. The three blank faces of block three are yellow, red and red. The two blank faces of block four are yellow and blue. The two blank faces of block five are blue and red. The two blank faces of block six are red and yellow. The one blank face of block seven is blue. The two blank faces of block eight are red and blue. The two blank faces of block nine are yellow and red. A puzzle card combination for this version of the puzzle is shown on the right hand side of the bottom row of Figure 12. Here, the card combination includes all of the replicated faces (i.e. the red face bearing the number 1 , the yellow face bearing the number 2 and the blue face bearing the number 3). This adds to the complexity of the puzzle.

Many millions of possible puzzle card combinations are possible. Cards may vary in difficulty in terms of processing information within combinations. Puzzle cards can also be provided in various formats. The puzzle of the invention can has a mix of number, letters, shapes are colours selected to present information that the human brain interprets and processes in different ways. This mixing of information means that the puzzle can help train and build mental agility and improve players' ability to deal with different types of information. The puzzle of the invention can be used to play numerous different games. For example, a simple beat the clock game could be played with individuals or teams. In this case, someone has to pick a puzzle card that sets out the pattern that has to be built. Players are timed to see how quickly they complete the challenge. Players indicate they have completed it, by sitting down. The puzzle is then checked for accuracy before player(s) are given a time. Then players can try to improve their time or pick a harder combination and beat the clock again. Beat the clock can be played individually or in teams of two or more players. Ideally, teams should not be told their time until all teams have had a round of play. Groups can be given a team name and times awarded. Another game is a team race, in which two or more teams compete against each other to try to complete the puzzle fastest. This requires two or more sets of cubes. To increase the physical aspect of this game, the first part of the race may involve running along a path towards sets of cubes. Obstacles may be put in the path of the players, such as cones, hurdles, benches, so that they have to climb over/under/through the obstacles. When all players and cubes are at the end is a puzzle card turned over. Teams then build and copy what is on the card. Again, teams sit down to indicate their attempt is complete. At this point, the puzzle cards are removed. Teams are not told whether they have been successful just yet. Check combinations are right. Reveal runners up then winners.

For a team to win they must match the combination on the puzzle card, faster than the other team(s). If a team sits down and a mistake is made, the other team wins if they have correctly completed the puzzle; albeit in a slower time. If both teams have made one mistake the faster team wins. If more than one mistake has been made per team; then the team with the least mistakes wins. In the event of a draw, due to mistakes made being equal; the team with the best or neatest built wall wins. If it then remains a draw, the race is run again.

Yet another team game option is blind block. This starts with one player from each team being nominated. That player chooses or is given a puzzle card and holds the card facing them. They must not show it to their team-mates. That player describes the combination they are holding to the rest of the team. The team builds what is being described to them. The clock stops once they have all sat down, to indicate they have completed the task and it is checked for accuracy. Blind block can be played with more than one person describing the combination and played in conjunction with team race and beat the clock.

Other more advanced games can be played. The advanced player mode starts with a player building from a puzzle card held upside down or quarter turned, left or right, individually or in teams. Greater advanced play involves players/teams being given a combination to build and given one minute to memorize the puzzle card. The individual/team then carries the blocks through the course to the finish line and reassembles the memorized combination. Members of teams can remember 1 , 2 or 3 (as many as they can) each in order to improve as they play. Individuals need only rebuild it where they knock it over, under same advanced player mode.

As noted above, the blocks of the puzzle may be 300mm cubed. They may be approximately 900g per block. Whilst the blocks are described as being cubes, other geometric shapes may be used. The blocks may be made of any suitable material, such as wood, plastic, metal. The blocks may be suitable for indoor or outdoor use, for example the blocks may be waterproof. Alternatively, a handheld version of the puzzle could be implemented. This could help with improving mental agility, but would lack the physical aspect of the large sized embodiment. Equally, the puzzle could be computer implemented, for example in computer software. All of the basic principles of the puzzle described herein can be computer program implemented. Graphics programs for generating shapes and allowing rotation and placement of such shapes are well known in the art and so will not described.

The present invention provides a puzzle that can help players learn and develop physical and mental skills. This can be enhanced by using images on the blocks specifically selected to help with learning. For example, national flags and emblem insignia are used as national curricula in schools often emphasize the need to raise national identity awareness. With so many economic migrants throughout the world, prevalence of national insignia is being reinforced by education authorities and governments. Other images could be used to cover specific subjects, for example, animals, history, geography, music, science, languages, sports, physical education, travel and tourism.

Although the invention has been described in the context of a three by three grid of blocks, other arrangements could be used, for example N by N, such as 2x2, 4x4, 5x5, 6x6, etc., as well as rectangular configured multiplication i.e. M by N (M not equal to N) 3x2, 4x3, 5x3, 5x4, 6x5, 6x4, 7x6...etc. In this case, ideally the number of different colours used is matched to one-dimension of the grid. For example, for a four by four grid, four different colours may be used, for example red, blue, yellow and green, and for a 3 by 2 grid three different colours may be used, for example red, blue and yellow. In addition, the number of features may be a multiple of the number of colours. For example, for the four by four puzzle, there could be sixteen numbers, sixteen letters, four shapes (one on each colour, so sixteen in total), four vehicles (one on each colour, so sixteen in total), four emblems/flags (one on each colour, so sixteen in total) and four colour only faces (for each colour, so sixteen in total) or four other object feature faces (for example four animals, one on each colour, so sixteen in total). Each set would have a unique combination attributable to it.

Other variations of the puzzle are possible. For example, uni, bi-, tri- or multiple coloured schemes could be used with relevant symbol facia. Equally, at least one face could be segmented to allow one, two or multiple uses of shape or coloured segments divided equally into halves, thirds, quarters etc. (e.g. on an individual face with matching puzzle card). Other versions could include alphanumerics in a variety of ways that may include numeral sequencing (e.g. 2, 4, 6, 3, 6, 9 etc.) or powers (1 , 10, 100, 1000 etc.). Mathematical operators (+,-, /, x, %) or mathematics/physics functions/values such as (Π,∑, Δ, V, Ω, oo, etc.) may be used. Other symbols, mathematical representations & numerals could be represented e.g. Roman numerals, binary, hexidecimal and all other numeral code/structure. Also, the puzzle may be implemented in braille language. In this case, the features on the faces of the blocks would be represented in braille, and a marker would be provided to indicate the face colour. To do this, faces of the blocks may have indented or raised portions so that the features can be read by touching the block faces. Equally, the blocks could be provided with simple audio systems for generating sound in response to touch, where each sound could represent a given colour or feature. The sound may be the spoken word, for example yellow to represent the colour yellow, and car to indicate that the face has a car on it. This may be useful for blind players.

Whilst the puzzle has been described primarily in the context of three dimensional blocks, a two dimensional version may be possible. For the two dimensional version, the puzzle would be provided in the form of double sided playing cards, rather than using blocks. As a simple example, to translate the three by three puzzle, described with reference to Figures 1 to 12, into a card game, opposing sides of each block would be represented by a single double sided card. Hence, for the nine block puzzle that has fifty-four faces, twenty-seven double sided cards would be used. All sides of all cards are associated with a specific colour. For the nine block puzzle equivalent, there would be eighteen blue card faces, eighteen red card faces and eighteen yellow card faces. Each card has a different face type on each of its sides, for example a number on one side and a letter on the other, or a blank on one side and a graphic on the other. Both sides of each card may be the same colour. For a card based embodiment, the asymmetry is in the number of different feature types. For example, the faces of the double sided cards may be selected from at least three of the following four face types: blank (i.e. colour only); a number; a letter; and a graphic, wherein the overall number of at least one face type is different from the overall number of at least one other face type. For example, the following groupings could be used: twelve blank faces; nine number faces; nine letter faces; nine geometric shape faces; nine vehicle faces and six flag faces. This corresponds to the block puzzle pattern of Figure 2. As another option the following groupings could be used: thirteen blank faces; nine number faces; nine letter faces; nine geometric shape faces; nine vehicle faces and five flags faces. This corresponds to the block puzzle pattern of Figure 8. As yet another option the following groupings could be used: twenty three blank faces; nine number faces; nine letter faces; nine geometric shape faces, and four vehicle faces. This corresponds to the block puzzle pattern of the bottom row of Figure 10. As still another option the following groupings could be used: twelve blank faces; ten number faces; nine letter faces; nine geometric shape faces; nine vehicle shape faces and five flag faces. In this case, two of the number faces would be identical. This corresponds to the block puzzle pattern of Figure 1 1.

More generally, for the double sided card game implementation each side of each card has a colour selected from at least two different colours, and at least one side of each card has at least one feature thereon. Preferably, three colours are used, for example red, blue, and yellow. Every card is different distinguished by its own colour / feature combination. Both sides of a given card may be the same colour. At least one side of each card may have two features one inlaid or inside the other. The features may be selected from: a graphic, a letter and a number. The graphic may represent a shape and/or an object and/or a symbol. The shape may be a geometric shape, such as a circle, a square, a triangle, a diamond and kite. The object may be a vehicle, for example a car, a helicopter and a boat. The symbol may be a flag and/or an emblem.

Each side of a given card may have a different feature thereon. One side of the card may have at least one graphic and the one other side of the same card may have a letter or number thereon. At least some of the cards may have numbers. The numbers may part of a sequence or pattern of numbers. At least some of the cards may have letters and the letters may be part of a sequence or pattern of letters. Some cards may have a letter on one side and a number on the other side. The letters and numbers may be mapped, for example according to a sequence or pattern.

The colours may be primary colours. The colours may be red, yellow and blue. The cards may fit together to form a pre-determined shape. Some faces may be colour only faces. For example, where there are three colours, there may be three colour only faces for each colour, such as three red only faces, three blue only faces and three yellow only faces. Each face that has a feature on it may be different from every other face that has a feature on it. The difference may be in the colour of the face. For example, the same feature may be used multiple times, but on different coloured faces. The puzzle may be of practical, beneficial use to sufferers of the Autism or Aspergers syndrome or dementia. As there are no language barriers, users of sign language (for example British sign language BSL) mainly deaf people are also able to take advantage of its practical and educational uses. Further use in the sporting field may be the testing of sports people/professionals' concentration and memory under fatigue and time/pressure conditions.

The puzzle of the invention can be used in different environments. For example, the puzzle could be used for so-called brain training of adults. In this case, each block may be sized to be usable as a desk puzzle, for example around 2cm cubed. Alternatively, for young children each block may relatively large, for example around thirty centimetres cubed. Each block is stackable so that a wall can be built. Alternatively, the blocks can be laid on a flat surface. Moving the blocks into place and building the wall or arranging them on the flat surface requires physical movement and effort. Matching the block faces to the selected pattern requires concentration and focus. Hence, the puzzle achieves active learning and playing in a simple and fun way that can appeal to children of all ages.

A skilled person will appreciate that variations of the disclosed arrangements are possible without departing from the invention. For example, any alphabet of any language could appear in part or full, within the puzzle. Some languages have distinctly different symbols; examples being Hebrew, Cantonese, Egyptian, Arabic, Russian or any other symbol, number, letter or alphanumeric translation. Also, finer patterns with more detailed or complex faces could be used to increase difficulty/combinations. Accordingly, the above description of the specific embodiment is made by way of example only and not for the purposes of limitation. It will be clear to the skilled person that minor modifications may be made without significant changes to the operation described.