KR102346682B1 - System for providing contents for disabled child based on virtual reality - Google Patents

Abstract

The present invention relates to a content providing system for a child with a disability, a first display device for displaying a virtual reality (VR) screen to the child with a disability, a motion recognition device for recognizing the location and motion of the child with a disability, and the child with a disability A second display device for viewing by a therapist or guardian of Provide occupational therapy content for occupational therapy of a child to the first display device, receive the location and motion information of the disabled child from the gesture recognition device, and accordingly provide interactive occupational therapy content to the first display device Provided to the first display device, mirroring (mirroring) the same screen as the screen provided on the first display device to display on the second display device, and a command for selecting the type and difficulty of occupational therapy content from the user terminal; and a computer for selecting the type and difficulty of occupational therapy content according to the command signal including the control command and executing the control command.

Description

VR-based content providing system for disabled children {System for providing contents for disabled child based on virtual reality}

The present invention relates to a content providing system for disabled children, and more particularly, to a virtual reality (VR) experiential content providing system for disabled children as part of a smart care service for disabled children and their families.

In a broad sense, a child with a developmental disability is a child with intellectual and motor developmental disorders, language developmental disorders, sensory dysfunctions such as sight and hearing, and other learning disabilities caused by congenital or non-progressive brain damage to the developing cerebrum. It is a generic term that refers to children.

According to Article 2 of the “Welfare Act for Persons with Disabilities”, a person with a disability refers to “a person who has been severely restricted in daily life or social life for a long time due to a physical or mental disability”. The term 'mental disability' refers to a disability caused by a developmental disability or mental illness. In addition, the “Welfare Act for Persons with Disabilities” classifies 15 types of disabilities.

As of December 2016, the number of children and adolescents with disabilities nationwide confirmed by the Ministry of Health and Welfare was 80,854, 23,435 (29.0%) of children with grade 1 disabilities, 23,942 children (29.6%) of grade 2 disabilities, and children with grade 3 disabilities There were 22,903 (28.3%), 3,647 (4.5%) grade 4 children with disabilities, 3,394 (4.2%) grade 5 children, and 3,533 (4.4%) grade 6 children.

The quality of life of children with disabilities and their families has been discussed before, but despite many efforts, the quality of life has not improved much, and the issue of social isolation is quite high. Because it is difficult for children with disabilities to speak up on their own, the families of the children with disabilities take full responsibility, and because they are a socially minority group, they are further pushed into a blind spot. A feeling of social isolation is a phenomenon that has been continuously reported, and access to various resources is declining due to the limitations of each family's social and ecological system.

Experts say that the current efforts to improve the culture of disability across the nation are insufficient regarding the difficulties of children with disabilities and their parents. The absence of support personnel, etc., is cited as a major obstacle. In addition, there is a need for a continuous monitoring system to ensure that children with disabilities and their families are living happily as members of society. It is pointed out that this is a national task.

Optimal support is helping the client connect and use the resources most appropriate for their needs. An active and direct problem-solving strategy is needed to deal with the social and emotional isolation and resource depletion, and the heavy burden of disease, which are commonly raised in previous reports on the difficulties faced by children with disabilities and their families. Vulnerable children and their parents have limited access to community resources, which makes the use of resources difficult. can

The smooth support of social resources can reduce the psychological and emotional burden of parenting for children with disabilities and their families, and can improve the adaptability of family members by reducing stress. In addition, social resources affect family resilience, and positive family resilience affects problem-solving ability improvement. Furthermore, it can also improve the quality of life of the family. Therefore, improving access to social resources for children with disabilities and their families can help families adapt to difficult situations, improve family resilience, and have a positive effect on the normalization of family functions.

On the other hand, occupational therapy is the use of work, that is, activities of daily life, for therapeutic purposes. It is a method of training patients who are difficult to perform. Occupational therapy deals with physical, cognitive, and psychosocial problems in a variety of situations, and helps people participate in environments and roles at home, school, work, and community.

Functional occupational therapy has several fields of functional occupational therapy, but the common goal is to restore the patient's function so that he or she can live as independently as possible in daily life, home life and work environment.

And, recovery of bodily function Occupational therapy is a treatment for restoring physical function so that a patient can lead a daily life as independently as possible. It develops muscle strength and control ability, maintains or increases the range of motion of the joint, develops hand agility and endurance for harmonious eye-hand movement, prevents joint deformation and contracture, and provides an integrated It is a treatment that enhances the function to the maximum possible.

It is difficult for patients with low cognitive ability to learn movements that require daily living or functional skills in the course of rehabilitation. Functional training can be done to these patients in such a way as to stimulate the motor and sensory nervous systems, to give them signals to know, to verbalize them, to repeat them, and to reinforce them positively.

In addition, prosthesis mounting training is a training necessary for patients who have had their upper extremities amputated due to an accident or the like to install a prosthesis. This training will help you resume your daily activities and manage your amputations. The method of managing and using the will, the method of performing daily life movements using the will, and furthermore, training that can be used in the job is conducted.

Orthosis training trains the use of the orthosis and changes or modifies the orthosis according to the patient's needs. to improve its function.

Daily life movement training educates and trains the patient in the movements necessary to lead an independent life in daily life. For example, bed activities (turning around, sitting up, sitting with balance, etc.), self-care activities (brushing, washing, toileting, bathing, eating, putting on/off, etc.), using a wheelchair, walking with a crutch, etc. Training, use of means of transportation, etc. Depending on the degree of disability, several therapeutic devices or assistive devices may be used.

However, there is no conventional technology for providing VR-based occupational therapy content for children with disabilities.

Republic of Korea Patent Registration 10-1887204

The present invention has been devised to solve the above problems, and an object of the present invention is to provide a system for providing VR-based occupational therapy content for children with disabilities.

Objects of the present invention are not limited to the objects mentioned above, and other objects not mentioned will be clearly understood by those skilled in the art from the following description.

The content providing system for children with disabilities of the present invention for achieving the above object is a first display device for displaying a virtual reality (VR) screen to a child with a disability, and a motion recognition device for recognizing the location and motion of the child with a disability , a second display device for viewing by the therapist or guardian of the disabled child, a terminal used by the therapist or guardian of the disabled child, and communicates with a user terminal and the first display device for transmitting a command signal, and provides VR Occupational therapy content for occupational therapy of a child with a disability based on the first display device is provided to the first display device, and the location and motion information of the child with a disability are received from the motion recognition device, and thus, interaction is possible occupational therapy The content is provided to the first display device, and the same screen as the screen provided on the first display device is mirrored and displayed on the second display device, and the type and difficulty of occupational therapy content are determined from the user terminal. and a computer for selecting a type and difficulty level of occupational therapy content according to a command signal including a selecting command and a control command, and executing the control command.

The computer may provide occupational therapy content in the form of an interactive game in response to the location and motion information of the disabled child received from the motion recognition device.

The computer may display a plurality of clothing images on a screen and provide occupational therapy content in the form of a game in which clothes touched by a child with a disability from among the clothing images are put on the character.

The computer may provide occupational therapy content in the form of a game that avoids obstacles according to the user's body movement while flying.

The computer may provide occupational therapy content in the form of a game to draw a predetermined shape by drawing a line on the screen according to the movement of the hand of the disabled child.

The computer may provide occupational therapy content in the form of a game that displays areas filled with different colors on the screen and allows the disabled child to select an area of the same color as the presented object.

According to the present invention, by providing VR-based occupational therapy content for children with disabilities, children with disabilities can enjoy cognitive and physical occupational therapy more fun, and have the effect that they can help in the treatment and rehabilitation process of children with disabilities have.

In addition, according to the present invention, there is an effect that it is possible to reduce the difficulties of children with disabilities and their families, and to improve the quality of life.

1 to 3 schematically show the configuration of a VR-based content providing system for children with disabilities according to an embodiment of the present invention.
4 to 51 are screen examples showing content according to an embodiment of the present invention.

Since the present invention can have various changes and can have various embodiments, specific embodiments are illustrated in the drawings and described in detail. However, this is not intended to limit the present invention to specific embodiments, and it should be understood to include all modifications, equivalents and substitutes included in the spirit and scope of the present invention.

The terms used in the present application are only used to describe specific embodiments, and are not intended to limit the present invention. The singular expression includes the plural expression unless the context clearly dictates otherwise. In the present application, terms such as "comprise" or "have" are intended to designate that a feature, number, step, operation, component, part, or a combination thereof described in the specification exists, but one or more other features It should be understood that this does not preclude the existence or addition of numbers, steps, operations, components, parts, or combinations thereof.

Unless defined otherwise, all terms used herein, including technical and scientific terms, have the same meaning as commonly understood by one of ordinary skill in the art to which this invention belongs. Terms such as those defined in a commonly used dictionary should be interpreted as having a meaning consistent with the meaning in the context of the related art, and should not be interpreted in an ideal or excessively formal meaning unless explicitly defined in the present application. does not

In addition, in the description with reference to the accompanying drawings, the same components are given the same reference numerals regardless of the reference numerals, and the overlapping description thereof will be omitted. In describing the present invention, if it is determined that a detailed description of a related known technology may unnecessarily obscure the gist of the present invention, the detailed description thereof will be omitted.

1 to 3 schematically show the configuration of a VR-based content providing system for children with disabilities according to an embodiment of the present invention.

1 shows a process of providing content for children with disabilities in a hospital, and FIG. 2 shows a process of providing content for children with disabilities at home.

The content providing system for children with disabilities of the present invention is intended to enable children with disabilities to enjoy cognitive and physical occupational therapy more fun, for example, it can be implemented for different treatment purposes in two places: a hospital and a home. have.

Referring to FIG. 1 , when the place is a hospital, the manager of a child with a disability is a therapist who performs occupational therapy, and treatment is conducted based on stories and interests, and a treatment list is selected through observation of the therapist. In the hospital, the therapist directly sees the condition of the child and judges the type and difficulty of the content, so that it can be manipulated on the fly. If the child has difficulty with the occupational therapy task, the therapist can cancel the task and move on to the next story.

Referring to FIG. 2 , when the place is a home, the manager of the disabled child is the guardian, and treatment is conducted mainly for repetitive rehabilitation, and a treatment list is selected through the interest of the disabled child or the recommendation of a therapist. At home, it is recommended to give priority to occupational therapy recommended by a therapist, and depending on success or failure, the guardian can directly set the difficulty level and content type.

1 to 3 , the VR-based content providing system for children with disabilities according to the present invention includes a display device 100 , a gesture recognition device 10 , a computer 200 , display devices 310 and 320 , and a user terminal. (400).

The display apparatus 100 serves to display a virtual reality (VR) screen to a child with a disability. In the present invention, the display device may be implemented as a beam projector 310 , a TV 320 , an HMD, or the like.

The motion recognition device 10 is a device for recognizing the location and motion of a child with a disability. For example, the gesture recognition apparatus 10 may be implemented with Kinect.

The display devices 310 and 320 are display devices for viewing by a therapist or guardian of a child with a disability. In the present invention, the display device may be implemented as a beam projector 310 , a TV 320 , an HMD, or the like.

The user terminal 400 is a terminal used by a therapist or guardian of a child with a disability, and is used to transmit a command signal. For example, the user terminal 400 may be a desktop PC, a smart phone, a tablet PC, a laptop computer, a mobile communication terminal, and the like.

The computer 200 communicates with the display device 100 , and provides occupational therapy content for occupational therapy for children with disabilities based on VR to the display device 100 , but the location of the disabled child from the gesture recognition device 10 Receives and motion information, and provides occupational therapy content that can be interacted with to the display device 100 accordingly. Then, the same screen as the screen provided on the display apparatus 100 is mirrored and displayed on the display apparatuses 310 and 320 . Then, according to a command signal including a command and a control command for selecting the type and difficulty of occupational therapy content from the user terminal 400 , the type and difficulty of occupational therapy content are selected and a control command is performed.

In the present invention, the computer 200 may provide occupational therapy content in the form of an interactive game in response to the location and motion information of the disabled child received from the motion recognition device 10 .

In the present invention, the computer 200 may display a plurality of clothing images on the screen and provide occupational therapy content in the form of a game in which clothes touched by a disabled child from among the clothing images are put on the character.

In the present invention, the computer 200 may provide occupational therapy content in the form of a game that avoids obstacles according to the user's body motion while flying in the sky.

In the present invention, the computer 200 may provide occupational therapy content in the form of a game to draw a predetermined shape by drawing a line on the screen according to the movement of the hand of the disabled child.

In the present invention, the computer 200 may provide occupational therapy content in the form of a game that displays areas filled with different colors on the screen and allows the disabled child to select an area of the same color as the presented object.

4 to 51 are screen examples showing content according to an embodiment of the present invention.

4 is an example of the opening screen, which is an example of an initial screen that introduces the overall atmosphere of the content and the characteristics of each character by using the opening of the animation.

As soon as video playback is completed in FIG. 4 , it moves to the next screen, the lobby screen, and if you select the “I want to stop watching” button at the bottom right of the screen, you can skip the current screen and move to the next screen even during screen playback.

In the case of a cursor used for selection, it is desirable to recognize the hand of a handicapped child and display it in the shape of a hand.

5 to 8 are screen examples showing a lobby.

5 to 8, occupational therapy content in an embodiment of the present invention illustrates four types of content: 'wearing detective clothes', 'flying in the sky', 'drawing a detective map', and 'choosing a color' .

In the lobby screen example, each content is represented by animation. The animation is not normally displayed on the screen, but it starts playing when the cursor touches the button. And one of the BGMs used in the actual animation can be used repeatedly on the lobby screen.

In FIG. 7, an example of animation operation of each content is displayed on the lobby screen. When the cursor, expressed in a circle, touches the bogey showing the body, the character changes from everyday clothes to detective clothes.

In addition, 'flying in the sky' repeatedly displays the character moving left and right avoiding an approaching tree, and 'Drawing a detective map' automatically draws a rectangle. .

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And, in 'Choose Color', an animation is expressed in which a chameleon moves around in a circle and changes color on a four-color plate.

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9 to 23 are screen examples of the content 'wearing detective clothes'.

Fig. 9 is an example of an opening screen, in which two characters are displayed on the screen.

10 is an example of a screen for explaining the outline of 'wearing a detective' content. In 'wearing detective clothes', the user plays alone, "playing alone", two users play "playing with two", and the user is playing virtual It consists of three modes of “playing with a character” to play with a character.

And, in all modes, we aim to change the characters from everyday clothes to detective clothes.

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In the “play alone” mode, the user proceeds with the content alone, and uses one character and one set of clothes selected by the user.

In “Play For Two” mode, two users work together through content, using two characters and two sets of outfits.

In “Playing with Characters” mode, the user uses the content alone, sets the order with the virtual character to proceed with the content, and uses one character and a set of clothes.

In all modes, guidance occurs when the user has difficulty in enjoying the content, and helps the user through the character.

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11 is an example of a screen showing UI (User Interface) arrangement, in which a mode selection UI, a difficulty selection UI, a character selection UI, and a result window UI can be checked.

12 is an example of a screen of the 'play alone' mode, wherein the user avatar is placed on the left side of the screen to directly show the user's appearance. Then, the character is a character selected by the user and is placed on the right side of the screen, and is in a state of wearing everyday clothes when the game starts.

In addition, the cursor follows the user's hand and serves to select clothes for the bogie, and allows the user to select the view when the cursor touches the view even if the user's hand does not directly touch the view.

In addition, the bogie is arranged in a semicircle shape around the user's upper body as clothes that the user can select, and a white border is placed around it.

The guidance effect is an effect that occurs when the user cannot select a look, and creates a glowing border around the look of the outfit guided through the character's lines.

13 is an example of a screen showing a play method of 'play alone'. On the screen, there are cursors fixed to both hands of a player and followed.

In addition, an avatar, which is a user's actual appearance, is created on the left side of the screen, and a character is created on the right side of the screen.

When the user deviates from the recognition range of the Kinect, which is the gesture recognition device 10, the content is changed to a paused state, and when the user is recognized, the content starts again.

A bogie is placed on the top of the user in a form surrounding the user, and after the user moves a hand to move the cursor over the clothes, the clothes are removed from the seat when the cursor and the clothes touch. The removed clothes are replaced with the character's daily clothes, and the same clothes are created in the user's avatar.

If the user succeeds in removing the outfit, the success guidance is executed, and the character expresses pleasure with a short exclamation. And, if you succeed in removing the outfit, you can't choose the next outfit until the success guide is over.

For example, if the user cannot remove the clothes for 30 seconds, the user is guided to find the clothes through the guidance of the character.

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The content is complete when the user has obtained all of the outfits of the bogie.

14 is an illustration of guidance animation reference of 'play alone' mode. For example, if there is no movement of the user for 10 seconds or more, guidance guidance may be generated.

Guidance for playing alone is divided into success guidance (wearing clothes) and guidance guidance (user cannot choose clothes for 30 seconds).

Guidance for success is five character animations and short lines used when a user selects and wears an outfit from the bogie, and serves to reinforce the user's confidence and motivation for content. In this case, the animation is mainly a joyous motion or a cheering motion. Also, use short exclamations or short praise lines of one sentence.

Guidance guidance is five character animations that display a specific view when the user fails to select the outfit of the bogie, dialogues, and effects on the view, and guides the user on how to use the content. At this time, 5 types of animations indicating the direction in which the view is arranged are used, and the upper body is operated in a state facing the front so that the user can easily follow it. And, use the dialogue that suggests choosing the same view as the view in which the effect is displayed. Then, it gives the effect of rotating around the border of the same view as the view pointed to by the character.

15 is an example of a screen showing the difficulty of the 'play alone' mode. The difficulty of playing alone is determined by the number of bogies used, and 3/4/5 outfits appear in the bogie for each difficulty level. That is, difficulty 1 has 3 outfits, difficulty 2 has 4 outfits, and difficulty 3 has 5 outfits.

The positions to arrange the views are determined by difficulty, but the order of views is randomly assigned whenever content is executed within the fixed positions.

The types of bogies used for each difficulty are set the same, and in the case of items, different items are placed because each character frequently uses different objects in animation.

16 is a play UI of a 'play with two' mode.

Referring to FIG. 16 , the user avatar directly shows the appearance of two users, and is placed at the left and right ends of the screen to prevent the skeletons from overlapping, respectively.

And, in “Playing for two,” the character is placed in the center to use as a boundary line for users.

In addition, the user on the left uses the same cursor as “Playing Alone”, and the user on the right uses the same cursor, which may cause confusion. Therefore, a cursor with a blue border of the same appearance is used.

The bogie is placed in the same shape around each user, and the outfits of the two characters are mixed on both sides to prevent competition between the two users.

The guidance effect uses the same effect as “play alone”, and only one effect exists on the screen at a time. The effect is created on the side with more views by comparing the views of two people, and is randomly generated if the number of views is the same.

17 is an example of a screen showing a play method in the 'play with two' mode, wherein each user's avatar is created at the left and right ends of the screen.

Then, two characters are created in the center of the screen, and if the user exceeds the recognition range of Kinect or invades the center of the character, the content is paused, and the content starts again when the user returns to the same place. .

At the top of each user, a bogie is placed around the user, and all outfits are mixed regardless of the character.

After the user moves a hand to move the cursor over the clothes, when the cursor touches the clothes, the clothes are removed from the seat. The removed clothes are replaced with the character's daily clothes, and no clothes are created in the user's avatar.

If the user succeeds in removing the outfit, the success guidance is executed, and the character expresses pleasure with a short exclamation. At this time, it is impossible for users to select another view while the success guidance is running.

For example, if the costume is not removed for 30 seconds, the character's guidance guidance is executed so that the user can select a view.

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If there are no remaining views on the screen, the content is complete. Since the two users do not recognize the user in the play mode, but the position of the skeleton, it is possible for the two users to switch positions, and the user who finished first can help the other user.

18 is an example of a guidance reference screen of the 'playing with two' mode, the guidance of playing with the two is divided into a success guidance and a guidance guidance in the same way as the guidance of "playing alone", and the same animation and dialogue are used.

That is, the success guidance is used to enhance the user's confidence and motivation for content when the user selects and wears clothes from the view, and neither user can select a different view during execution.

Guidance guidance guides the content usage by displaying a specific view when the user fails to select an outfit for the view. Even if a user chooses a different view from the one guided, it is not treated as an incorrect answer, and it is possible for other users who have not received guidance to select a view first.

In the case of animation, the character's attire is changed according to the view selected by the user. At this time, since the views are mixed, there are cases in which a character that is away from the user executes the guidance guidance, and in this case, regardless of the location of the user, the character points in the direction of the user's clothes.

19 is an example of a screen showing the difficulty level of the 'play with two' mode. The difficulty of playing with two is determined by the number of views used, and 3/4/5 views appear for each user for each difficulty level. That is, difficulty 1 has 3 outfits, difficulty 2 has 4 outfits, and difficulty 3 has 5 outfits.

The position to place the views by difficulty is the same as “play alone”, and the order of views is randomly assigned whenever content is played within the set position. At this time, the views are randomly placed on two users, but all items of a single character are not placed on one user.

20 is an example of a play UI screen in 'playing with characters' mode.

Referring to FIG. 20 , the user avatar is placed on the left side of the screen to directly show the user's appearance, the character is a character selected by the user and is placed on the right side of the screen, and is in a state of wearing everyday clothes when the game starts.

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The cursor follows the user's hand and serves to select the outfit of the bogie. In this case, even if the user's hand does not directly touch the view, when the cursor touches the view, the view can be selected.

The bogie is a garment that the user can select, and it is placed in a semicircle around the user's upper body.

The guidance effect uses the same effect as “play alone”, and only one effect exists on the screen at a time. The effect is created on the side with more views by comparing the views of two people, and is randomly generated if the number of views is the same.

21 is an example of a screen showing a play method in the 'play with the character' mode. On the screen, there are cursors that are fixed to both hands of the player and follow.

In addition, an avatar, which is a user's actual appearance, is created on the left side of the screen, and a character is created on the right side of the screen.

When the user is out of the recognition range of Kinect, the content is changed to a pause state, and when the user is recognized, the content starts again.

A view is placed on top of the user and the character in a form surrounding the user.

Then, the character chooses one example with the line telling him to imitate him.

Then, the user moves a hand to move the cursor over the same clothes selected by the character, and when the cursor and the clothes touch, the corresponding clothes are removed from the positions of the user and the character.

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The removed clothes are replaced with the character's daily clothes, and the same clothes are created in the user's avatar.

If the user succeeds in removing the outfit, the success guidance is executed, and the character expresses pleasure with a short exclamation.

Then, the character after the guidance for success selects another view again, and the user selects the costume selected by the character again.

If the user selects a different view from the one selected by the character, or if the user does not remove the costume for 30 seconds, the character's guidance guides the user to find the costume.

The content is complete when the user has acquired all of the outfits of the bogie.

22 is an example of a guidance screen of 'Playing with Characters' mode. The guidance of 'Playing with Characters' is divided into success guidance and guidance guidance in the same way as the guidance of "Playing alone", and the success guidance proceeds in the same manner as in other modes. do.

For example, guidance guidance is triggered if the correct answer is not answered for 30 seconds or if the character chooses a different view than the one selected. In the guidance guidance, the character again tells the user that it will be shown again, and the animation he selects to view runs again.

When the character's hand touches the bogie, a guidance effect is created on the user's bogie.

23 is an example of a screen showing the difficulty of the 'play with characters' mode. The difficulty level is determined by the number of views used, and 3/4/5 views appear for the character and the user for each difficulty level. That is, difficulty 1 has 3 outfits, difficulty 2 has 4 outfits, and difficulty 3 has 5 outfits.

The views created for the character and the user are co-located with each other so that the user can imitate the movement of the character. The character chooses one view at a time, which does not change with increasing difficulty.

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24 to 29 are screen examples of 'flying in the sky' content.

24 is an example of a screen showing an opening image and a UI position.

25 is a basic screen of 'flying in the sky' content, 'flying in the sky' is single-person content and only difficulty can be selected.

The user controls the character, the main character of the content, and aims to endure for a certain period of time (for example, 3 minutes) without colliding with obstacles that appear in front.

Guidance uses the lines and images of other characters appearing in the opening, and the user proceeds with the content in a way that performs the same actions as the characters' images.

26 is an example of a UI reference arrangement screen for flying content, in which a difficulty UI reference and a result window reference are exemplified.

FIG. 27 is an example of a play UI screen of sky-flying content, and uses the provided objects to implement the appearance of a dark forest.

When the content starts, the main character appears in the center of the screen.

Obstacles are objects that the user must avoid, appearing on the road after a certain period of time, and have the appearance of trees or rocks.

In addition, animal friends appear from the forest on the left and right of the road and move across the road, and the user can dodge without colliding by being stopped for a certain period of time.

The booster gauge is located at the top center of the screen, and you can acquire a certain amount of gauge whenever you avoid obstacles or animal friends.

The timeline indicates the current user playing status.

The following is a detailed description of how users play in 'Flying in the Sky' content.

When a character is flying in the sky and moving forward, when a three-pronged road appears, the user adjusts the position and direction of the character by tilting the body left and right.

The character moves forward when the user has their arms outstretched, and stops when the user's arms are folded.

While the character is flying, obstacles such as trees or rocks appear from the front, which the user can avoid by moving left and right.

When animal friends appear, they cover all the roads ahead, and the user can avoid a collision by temporarily stopping.

Animals move in an oblique line after the user stops and after a certain period of time, they give way for the user to move forward.

If you succeed in not colliding with obstacles or animal friends, you get a booster gauge, and the gauge doesn't decrease even if it collides.

The booster gauge is full after not hitting 10 times, and the user can use the booster by spreading his arms more than 60 degrees. At this time, the booster is maintained for 10 seconds, and while maintaining, the speed increases and no obstacles appear.

When an obstacle appears, friends appear in the lower left and right corners to guide the posture to avoid the obstacle. If the character is stationary for 30 seconds, guidance related to advancement is executed, and guidance related to booster is executed when all booster gauges are collected.

When it collides with an obstacle, the character suffers pain and the speed to the next obstacle is slowed down.

The play time is 5 minutes, and after 5 minutes, the content ends with a production that the character is happy with.

28 is an example of a guidance screen of 'flying in the sky' content.

Referring to FIG. 28 , only guidance guidance is used in the sky-flying content, and the guidance is executed at the same time that an obstacle is created on the screen, and proceeds through characters' lines and images with specific postures.

The image is created on the left or bottom right edge of the screen, and it does not invade the road so as not to block the user's view.

Guidance is present on the screen to guide the user until the obstacle is removed. In addition, if the user maintains a stationary state for more than 30 seconds, a guidance that guides the posture with the arms outstretched is executed.

In the case of the booster gauge, while avoiding the 10th obstacle, guidance on using the booster (a posture with arms slightly more spread out than forward) is executed.

If guidance related to the obstacle already exists, a guidance for moving forward (with arms outstretched) or booster use (with arms outstretched slightly more than forward) is created at the bottom of the opposite side.

29 is a screen example showing a play time item excluded when adjusting the difficulty of 'flying in the sky' content. The difficulty of flying in the sky is controlled by the character's speed, and as the difficulty increases, the character's basic movement speed increases.

In order to ensure that only the character's basic speed affects the difficulty, the location of obstacles is randomized, but the time of appearance of obstacles is fixed once every 10 seconds.

And, in order to make the number of appearances of obstacles the same, the time to use the booster and the time to move the animal friend are excluded from the play time.

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30 to 35 are screen examples of 'Drawing a Detective Map' content.

30 is an example of an opening screen of 'Drawing a Detective Map' content, in which an opening image and a UI location are displayed.

Fig. 31 is a basic screen of 'Drawing a Detective Map' content. Detective Map Drawing is content that creates a shape by drawing a line along a dotted line appearing on the screen, and the number of players is one.

An icon appearing on the map in FIG. 31 is used as a destination, and if the user desires, it is possible to change the type of pen or the color of the line. The appearance of the characters does not appear, and the user is guided only through dialogue.

32 is an example of a UI arrangement screen for 'Drawing a Detective Map' content, in which a difficulty selection UI and a result sheet UI are exemplified.

33 is an example of a play UI screen for 'Drawing a Detective Map' content, and the background uses the same blank appearance of the map as the lobby, and icons are added according to difficulty.

Icons use markers for each area on the original map and serve as a waypoint for the cursor to reach.

The guide line takes the form of a footprint between two thin lines, each of which serves as an intermediate storage point for the line. The footprint is a structure in which 10 unconditionally exist regardless of the length between the waypoints.

The color selection UI is located horizontally at the bottom left of the screen, and you can select one of four colors.

34 is a screen example illustrating a play method of 'draw a detective map' content.

Referring to FIG. 34 , a new map is generated according to the difficulty level, and the generated map displays a starting point and a waypoint, and the number of waypoints varies according to the difficulty level.

The starting point is displayed through the effect, and when the user places the cursor following his/her hand on the starting point and waits for 1 second, a line that follows the cursor starts to be created. At this time, the cursor creates only one pen that follows the right hand in order to prevent confusion by the user.

When the starting point is activated, a guide line is created from the starting point to the waypoint connected to the starting point, and the user draws a line by moving the cursor along the guide line.

There are 10 midpoints in the guide line, and when the user's line moves near the midpoint, it automatically connects the line to the midpoint. The continuous line is saved and displayed even if the user's cursor moves off the line.

If the user's cursor moves more than a certain distance from the guide line, the unsaved line is deleted and the cursor returns to the saved intermediate point.

When the cursor arrives at a waypoint, the icon displayed in black and white changes to color, and the next guide line is created to the next waypoint.

When the guide line passes through the user's body, the rest of the line is automatically created when the cursor touches the middle point just before the user's body.

Guidance is executed when the user's cursor does not reach a waypoint or intermediate point for a certain period of time, or when a line is deleted more than a certain distance away, and the content is completed when the target figure is completed.

Fig. 35 is an example of a guidance screen for 'Drawing a Detective Map' content. In detective map drawing content, guidance guidance and success guidance are used.

Guidance is executed when the user's cursor does not touch the waypoint or intermediate point for 30 seconds, or when the line is deleted more than a certain distance away. Guidance guides tell the user the way to go through the characters' lines and screen effects.

The guidance for success is executed when the user succeeds in drawing a line by himself, and encourages and praises the user through the character's lines.

36 to 42 are screen examples of 'Choose a Color' content.

36 is an example of an opening screen of 'Choose a Color' content, in which an opening image and a UI position are displayed.

FIG. 37 is a basic screen of the 'Choose Color' content. The color selection is performed by selecting a background of the same color as the color of an object presented as single-person content.

When the user selects a color, the chameleon in the center moves to the location selected by the user, and after a while it changes its color to the same color as the background.

And, as for the character of the guidance, one character appears to link the opening, but the appearance does not appear and guides the user through dialogue.

38 is a UI layout diagram of 'Choose a color' content, illustrating a difficulty selection UI and a result window UI.

39 is an example of a play UI screen of 'Choose a color' content, the background uses the same picture as the lobby, and the chameleon serves as the user's cursor, and is initially located in the center of the screen, but after the user's hand points in a specific direction , after 1 second, it moves to the user's hand.

If the location the chameleon has moved to is correct, it changes to the same color as the location, and if the answer is incorrect, it takes actions such as shaking its head.

Since only one chameleon is displayed on the screen, the right-hand section moves along the user's right hand and the left-axis section moves along the user's left hand based on the midline.

The view is located at the bottom center of the screen, and the type of image in the view changes depending on the difficulty level. The user must move the chameleon to an area that has the same color as the image displayed in the view.

40 is a screen example illustrating a play method of 'choose a color' content.

Referring to FIG. 40 , the screen is divided into quarters, each zone is regarded as the same color as the background, and a top view chameleon is placed in the center of the screen.

In the lower center of the screen, a solid object image (crayon, fruit, etc.) is created along with a part of the character's hand.

The user moves his/her hand to place it in the same color area as the object, and then waits. At this time, in consideration of the user's situation, it is set so that the user can go to the upper area without raising his hand.

When both hands of the user are recognized, priority is given to the hand with the correct answer if the correct answer is included, and the hand further from the body for an incorrect answer.

After 1 second, the chameleon moves to the area where the cursor is and changes its body color to the same color as the area.

If the user moves the chameleon to an area of a different color from the object, it is treated as an incorrect answer and the chameleon looks at the user and shakes his head.

If there is no cursor movement for 30 seconds or if there is an incorrect answer, the correct part flashes to guide the user along with guidance through Rumi's lines.

If the user gives the correct answer, a crayon object of the same color is added to each correct answer box to express the score and improve the nomadic ability. In an embodiment of the present invention, this content runs for about 5 minutes.

41 is an example of a guidance screen of 'change color' content, which is executed when the user does not move for 30 seconds or gives an incorrect answer using only guidance guidance in color change content.

One character is used for guidance guidance, and the user is helped through dialogue, and when the dialogue is finished, the light shines on the correct part of the background.

In the case of the chameleon, when it arrives at the wrong answer area, it looks at the user and shakes its head to notify the wrong answer.

FIG. 42 is an example of the difficulty screen of the 'Choose Color' content, and the difficulty is adjusted through the image provided by the character of the Color Picker, and as the difficulty increases, an image in which a single color is mixed with other colors is used.

In difficulty 1, simply use colored cards to increase intuition.

In difficulty 2, we use colored object images to understand the relationship between objects and colors.

In difficulty 3, the user is asked to reason by using images mixed with colors that cannot be seen.

43 is a screen example of a result window common to all contents.

Referring to FIG. 43 , the result window is a place to move in common when all contents are completed, and is created in the order of result window 1 → result window 2.

The result window 1 serves to inform that the content has been completed, and a detective badge is created that displays the user's score at the bottom of the screen along with the phrase "case resolution" in the upper center of the screen.

Result window 2 serves to select the user's next action, and is used when moving to another content or restarting the content.

The background of the result window 1 uses the illustration used when each episode of the original is finished.

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'Solving the case' is a phrase that expresses the fact that the content has been completed using the original concept, and is placed in the upper center of the screen.

The 'Detective Badge' is a UI that plays the role of a score, and three 'Detective Badges' are always displayed to increase the user's confidence, and are created in order from the left.

The UI of result window 1 is created and disappears after 5 seconds, and the UI of result window 2 is created.

The background of result window 2 shares the same screen as result window 1.

In Result Window 2, 'Go to Home' is a menu that moves to the lobby screen, and 'Select Mode' is a menu that moves to mode selection with a button that exists only for wearing detective clothes. In addition, 'previous difficulty' is a menu that restarts the content at a level lower than the current difficulty level, and is not created at difficulty 1.

'Redo' is a menu that restarts content of the same difficulty level, and 'Next difficulty' is a menu that restarts content at a level higher than the current difficulty level, and is not created at difficulty 3.

In another embodiment of the present invention, a system for providing VR healing contents for families of children with disabilities is proposed. In other words, we propose a system that provides VR healing contents that can give psychological stability to families who are tired of caring for and raising children with disabilities.

As such, the VR healing content of the present invention is a content that is linked to a recycling game for children with disabilities, and is intended to provide a brief rest to parents of children with disabilities during their children's rehabilitation training. and each content has 3 stages. Here, the stage is not a stage, but a concept that distinguishes different environments.

BGM in the VR healing content of the present invention is music that is played on the main screen until other content is executed

It uses classical music or music from expert advice, and you can also recycle sound resources for use in your content.

Also, the UI sound is an effect sound used within the UI, and there are two types: a 'selection sound' used when the cursor is placed over a button and a 'decision sound' used when a button is clicked.

44 to 51 are screen examples of VR healing contents for psychological stability of families of children with disabilities.

44 is a UI of VR healing content, and is a screen through which a user's current emotional state can be selected.

The screen example of FIG. 44 is a UI that appears for the first time when moving to the main screen, and one of the displayed emotion categories is selected. In this case, the category is preferably displayed in the form of a sentence that can elicit sympathy rather than a simple emotional state.

In the example screen of FIG. 44 , when the user's selection is completed, the contents of the meditation VR and color therapy change according to the selected emotional state, and the user moves to the corresponding content UI.

45 is a stage selection UI that allows a user to select a desired stage. Here, each box is in the form of a preview, and when selected, it moves to the corresponding stage.

46 is an example of a screen example of a seabed stage in meditation VR, and there are a background of underwater plants and rocks, and objects of an underwater animal model and animation. As BGM, soothing music to help meditation is played, and the sound of water waves and whale cries are output.

47 is a screen example of the trail stage in the meditation VR, the background of green trees and bushes, and soothing music to help the meditation are output as BGM, and the sound of wind, the sound of trees and leaves, and the sound of birds chirping are output. .

48 is an example of a screen of the outer space stage of the meditation VR, with stars and black space in the background, and soothing music to help meditation is output as BGM.

49 is a screen example of image therapy among color therapy, and reproduces an image mainly using a color that allows the user's mind and body to be stable. In this content, images with main colors suitable for the user's mental and physical stability are continuously reproduced. For example, the playing place is designed to be like a movie theater, and it can give the feeling that the user is watching a movie through the screen.

Fig. 50 is an example of a screen of candle therapy among color therapy, and is content that lights the room by lighting countless candles in the room. In this content, one aiming point is placed in the center of the user's gaze, and the position of the candle is indicated by a small dot around it. And, when the user's aiming point moves to the position of the candle, it lights up and gets brighter as time goes by. Here, the color of the candle is the color of the color therapy for the user, and the candle is extinguished again after a certain period of time.

51 is a screen example of mandala therapy among color therapy, and a method in which a mandala pattern is drawn on the dome-shaped roof and floor surrounding the user using a three-dimensional view of VR, or a color is painted on an existing black and white mandala pattern It is content that gives stability to the mind and body.

In FIG. 51, (a) is a mandala-patterned roof, and (b) is an example of a mandala-shaped floor. And, (c) exemplifies VR healing content in which the roof and floor of the mandala pattern of (a) and (b) are displayed.

Although the present invention has been described above using several preferred embodiments, these examples are illustrative and not restrictive. Those of ordinary skill in the art to which the present invention pertains will understand that various changes and modifications can be made without departing from the spirit of the present invention and the scope of the appended claims.

100 display device 200 computer
310, 320 display device 400 user terminal
10 motion recognition device

Claims (6)

a first display device for displaying a virtual reality (VR) screen to a child with a disability;
a motion recognition device for recognizing the location and motion of the disabled child;
a second display device for viewing by the therapist or guardian of the disabled child;
A terminal used by a therapist or guardian of the disabled child, a user terminal for transmitting a command signal; and
In communication with the first display device, and providing occupational therapy content for occupational therapy of a child with a disability based on VR to the first display device, receiving the location and motion information of the child with a disability from the motion recognition device; , thereby providing an interactive (interaction) possible occupational therapy content to the first display device, and mirroring the same screen as the screen provided on the first display device to display on the second display device, the A computer that selects the type and difficulty of occupational therapy content according to a command signal including a command and a control command for selecting the type and difficulty of occupational therapy content from the user terminal and performs a control command;
The computer provides occupational therapy content in the form of an interactive game in response to the location and motion information of the disabled child received from the motion recognition device,
The computer displays a plurality of clothing images on the screen, and provides 'wearing detective clothes' content, an occupational therapy content in the form of a game, in which the character is changed into a detective suit by putting the clothes touched by the disabled child among the clothing images on the character. but,
The 'wearing detective clothes' content consists of three modes: “play alone” where the user plays alone, “play with two” where two users play, and “play with a character” where the user plays with a virtual character,
In the “play alone” mode, the user proceeds with the content alone, using one character and one set of clothes selected by the user,
In the above “play for two” mode, two users progress through content together, using two characters and two sets of clothes,
In the above “playing with characters” mode, the user uses the content alone, sets the order with the virtual character and proceeds with the content, uses one character and a costume set,
A guidance effect to help the user to progress the content in all modes occurs,
In the 'wearing detective clothes' content, a bogie is arranged in a semicircle shape around the user's upper body as a user-selectable attire, and the user moves the hand to move the cursor over the clothes. Removed from the seat, the removed clothes are replaced with the character's daily clothes, and the same clothes are created in the user's avatar,
When the user cannot select a view, a guidance effect is generated that creates a glowing border around the look of the outfit guided through the character's lines,
If the user succeeds in removing the outfit from the bogie, the guidance effect for success is executed, and the guidance character expresses a message of joy with exclamation words,
The computer provides VR healing content for psychological stability of families of children with disabilities as content linked to the game-type occupational therapy content,
The VR healing content consists of meditation VR and color therapy,
A screen for selecting the user's current emotional state is provided in the VR healing content, and when the user's current emotional state selection is completed, the contents of meditation VR and color therapy change according to the selected emotional state and move to the corresponding content UI Content providing system for children with disabilities, characterized in that.
delete delete The method according to claim 1,
the computer,
A content providing system for children with disabilities, characterized in that it provides occupational therapy content in the form of a game that avoids obstacles according to the user's body movements while flying.
The method according to claim 1,
the computer,
A content providing system for children with disabilities, characterized in that it provides occupational therapy content in the form of a game to draw a predetermined shape by drawing a line on the screen according to the movement of the hand of the disabled child.
The method according to claim 1,
the computer,
A content providing system for children with disabilities, characterized in that it displays areas filled with different colors on the screen, and provides occupational therapy content in the form of games that allows children with disabilities to select an area of the same color as the presented object.

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