WO2005045728A1

WO2005045728A1 - A method of computer aided learning

Info

Publication number: WO2005045728A1
Application number: PCT/AU2004/001557
Authority: WO
Inventors: Peter Michael Ison; Linda Anne Wright
Original assignee: Peter Michael Ison; Linda Anne Wright
Priority date: 2003-11-11
Filing date: 2004-11-11
Publication date: 2005-05-19

Abstract

A method of computer-aided learning utilizing a multiple-portion image, the method comprising dividing a base image into a multiplicity of portions, defining a predetermined relationship between each portion of the base image, displaying an initial configuration of the portions of the base image, selecting an image portion as a selected image portion, moving each selected image portion in relation to the other image portions from a first position to a second position, and providing feedback on whether moving each of the selected image portions of the image occurs according to the relationship defined.

Description

A METHOD OF COMPUTER AIDED LEARNING Field of the Invention. The present invention relates to computer aided learning and in particular to a method of computer aided learning utilizing the assembly and/or disassembly of a multiple-portion image. Background Art. Computer aided learning is not new and has been used since the development of computers. It has become more widespread since the emergence of world wide computer networks. Current theories of learning embrace the paradigm of constructivism where students construct knowledge, skills and processes through experiential, non-linear learning. Another important sphere of computer aided learning is in virtual learning where complex tasks can be performed using a display and computer to generate the display and an image of the task as it occurs. Typical learning is problem-based learning wherein a student learns by solving a puzzle or task. "Compose the picture" puzzles, such as jigsaw puzzles, have long been some of the most popular types of puzzles. These puzzles traditionally involve cutting an image into pieces and then randomly mixing them. The puzzle is solved when the player has positioned the pieces so that the original image is reconstructed. These types of puzzles can be implemented in a paper or board format as well as on the computer. In one computerized implementation of a "compose the picture" puzzle, the player repeatedly swaps the position of two pieces until the image is accurately represented to the player. When the two pieces are swapped, the computer is able to display a new configuration of the pieces to the player. In another computerized implementation of the "compose the picture" puzzle, a single piece is left out so that a piece may be shifted to an empty position. The player repeatedly shifts different pieces of the puzzle into the position left empty until the image is accurately represented to the player. Successful image puzzles rely oh an appropriate "discovery factor."

The discovery factor is the point in time when a seemingly chaotic group of puzzle pieces becomes recognizable as the target image. In standard analogue image puzzles, jigsaw puzzles for instance, the discovery factor is affected by a number of play variables: image content, orientation, position, and the number of puzzle pieces. Computer puzzles may introduce play variables which are impossible to modify in the analogue world, such as aspect ratio and scale. Computer-based "compose the picture" puzzles must also be solvable more quickly than analogue puzzles. Computer-based puzzle players are simply unwilling to sit in front of a computer arranging a puzzle for hours on end like they might with a traditional jigsaw puzzle. Players may also not have a long period of time to spend playing the puzzle in order to reach a solution. This need to shorten the time for recognition and completion of the puzzle is especially necessary in the realm of on-line gaming. In on-line gaming, games may be played over networks such as the Internet and the World Wide Web. Play time, therefore, must be minimized to keep the player interested and to reduce on-line charges and computing resources. One way of accomplishing this is to reduce the number of puzzle pieces. Too few pieces, however, often results in a puzzle which is too easily solved. The need to shorten playing time, therefore, must be carefully balanced with the need to maintain an adequate level of challenge and pleasure for the player. Using a computer, images may be used which are of highly complex nature, for example an image may be of a mechanical device having many interrelated parts. Images may also be used which are three-dimensional. It is sometimes difficult for a person to visualise the interrelationship between parts from a two-dimensional representation, no matter how simple or complex. While many attempts have been made to address the problems of complexity in representation through 3D graphics, less attention has been paid (in puzzle systems) to the logical, non-graphical relationships between parts, especially where such parts have real-world analogs. One particularly relevant system is that of Felix Ritter, Thomas Strothette, Oliver Deussen and Bernhard Preim (Ritter and Strothotte) and is described hereafter as a "3D Puzzle System". The docking system used in the 3D Puzzle System works by virtue of the fact that the author of the model defines a specific point or points on each object to be connected, with a corresponding point or points on one or more other objects. Objects must be moved to within a certain distance of each other, and transformed (rotated and correctly oriented) so that the docking points correspond to one another, and so that no part of either piece or any other piece projects in such a way that a collision occurs. If all of these conditions are fulfilled, the pieces will then "snap" together. Disassembly involves pulling the pieces off with a rapid motion of the computer interface controls, though the emphasis of Ritter and Strothotte in their description of their system is clearly on assembly. One of the advantages of the docking system is that, especially with regard to mechanical components, the attachment points can be located in position analogous to shared connectors on the components which must marry up. For example, if piece A has a pair of tongues which is unique with respect to the set of all pieces in their orientation to one another, and piece B has a pair of grooves which corresponds to the tongues on piece A, only piece B may attach to piece A, and then only in one orientation. This emulates the manner in which the real world components attach. However, the attachment points of the components as described, lack specific identifying information, making it possible using the 3D puzzle system to connect one component to another component by simply finding an arrangement that fulfils the conditions of attachment, in much the same way as a puzzle piece may be connected to another puzzle piece by virtue of correspondence of their shapes, while still being wrong. For example, in the 3D Puzzle System, Piece A may define three docking points in an equilateral triangle, and likewise a logically unrelated piece B may also have defined an equilateral triangle of the same size. Provided that no collisions occur which preclude the pieces coming together, the pieces will snap together. Most interestingly, where a puzzle author has not taken the trouble to define a unique pattern of docking points, it is possible for many pieces to actually fit, and still be wrong. This condition can seriously detract from the learning value of the exercise and even mitigate against its utility altogether. For example, in the context of a gas tank on a motorcycle, the author may elect to create only one docking point for the gas cap, and may place this in a prominent position, over the opening in the tank. This single dockmg point will then accept a gas cap with an analogous connector, but it will also accept any other part with a single connector, provided that there are no collisions. So, the brake lever and clutch levers meant for attachment to the handlebars could also attach to the gas tank, as could any other part with a single connector. So the motorcycle could be assembled in a completely incorrect manner, and there is nothing inherent in the system to prevent this situation, either for the author or the student. There is likewise no way for the student to recognise that they have made an error, unless the student possesses knowledge of the construction sufficient to recognise the error. The authors of "Virtual 3D Puzzles" claim that this is in keeping with the puzzle metaphor, but the system does not and cannot, by virtue of the way the system has been designed, eliminate this possibility. The onus is on the puzzle author having sufficient detailed knowledge of the nature of the puzzle and the multitudinous possible combinations of patterns to prevent his. The assertion is made by Ritter and Strothotte, that errors can be as valid in learning as successes, and while this is strictly true, not all errors are of equal value. In the jigsaw puzzle context, it is difficult to see how an error such as fitting a piece of blue sky into a section of brick wall can be helpful, even while the shapes may agree. Thus there are limitations to this metaphor which must be addressed as disadvantages. Furthermore, and significantly, when creating models in the 3D Puzzle System, it is readily apparent that all of the information pertaining to the logical "order of assembly" is implicit in the shapes of the objects in the set of all shapes in the puzzle, and in the placement of docking points on each piece of the 3D puzzle. In light of this, the 3D Puzzle System is a true three-dimensional jigsaw puzzle, because the manner in which pieces co-relate in almost identical to the manner in which pieces of a jigsaw puzzle fit together. This fact adds significantly to the difficulty of producing models which "work" and which are bug-free, which they must be if they are to achieve their teaching and learning objectives. The 3D Puzzle System shares the docking system method with CAD systems and jigsaw puzzles. There is, therefore, a need for a computer aided learning system which allows a user to learn by assembly and disassembly of a representative model or image of an object or machine which can provide an intriguing challenge to a user, which is visually stimulating for the player, the difficulty level of which is adjustable, and which may allow the manipulation of large expensive and/or complex objects to be dealt with without requiring the physical presence of the object. It will be clearly understood that, if a prior art publication is referred to herein, this reference does not constitute an admission that the publication forms part of the common general knowledge in the art in Australia or in any other country. Summary of the Invention. The present invention is directed to a method of computer aided learning, which may at least partially overcome at least one of the abovementioned disadvantages or provide the consumer with a useful or commercial choice. In one form, the invention resides in a method of computer-aided learning utilizing a multiple-portion image, the method comprising: a. dividing a base image into a multiplicity of portions; b. defining a predetermined relationship between each portion of the base image; c. displaying an initial configuration of the portions of the base image; d. selecting an image portion as a selected image portion; e. moving each selected image portion in relation to the other image portions from a first position to a second position; and f. providing feedback on whether moving each of the selected image portions of the image occurs according to the relationship defined. The portions of a base image/model according to the invention are preferably associated in a logical, deterministic or hierarchical relationship with greater emphasis on the order of assembly than on the properties of the portions of the image as virtual 3D objects. The system therefore preferably allows the user to change the ease or difficulty with which the attachment process can be accomplished. If ease of use is required, the computer can be instructed to automatically select the other component or components to which the desired component can be attached. Otherwise, the user can manually select the component or component to which the component attaches on the model itself. The user is not required to transform the piece to be attached, or the pieces the component attaches to. This may be an advantage in the learning context because it makes it possible to speed up the assembly and disassembly process and vary the learning emphasis, if what is of interest is the order of assembly, it is an advantage to allow the computer to assist the attachment process by selecting the components which this component attaches to, and obviate the need to manipulate pieces. The invention may provide advantages related to the order of assembly and relationship data, as the invention may allow whole models to be related to other whole models to create very sophisticated structures without overwhelming the user with difficulty or complexity without reference to graphical details or 3D mathematics. The manner of describing the critical data regarding the portions of the base image and its association with the graphical objects, including whole models may be an important element of eth present invention. The invention may be embodied in a virtual assembly/disassembly software program, enabling a user to assemble and/or disassemble models of articles. Examples of articles which may form a part of the invention may include: ■ vehicles such as motorcycles, motor vehicles, helicopters, boats, trains and the like; ■ mechanical appliances such as refrigerators, washing machines, cameras, lawn mowers or the like; and ■ living or non-living things such as bodies having anatomical parts for medical and biological science. The articles provided according to the invention may include others such as buildings or architectural items. Any article may be suited or adapted for use according to the method provided that it has or can be adapted to be divided into multiple portions. The various parameters of the method (difficulty, learning objectives etc) may be set by an instructor or by the pupil as a user. With the use of mouse and the keyboard, the user may manually choose appropriate tools and parts to construct or deconstruct the model. The parts may be put in place or moved from their place in the correct sequence, allowing the software to allow the completion of the task. If not, then the software may notify the user that the move was incorrect and that another attempt should be made. The computer aided learning method may be a software program, operable on a computer system or network. The method may operate on a single computer, multiple computers or even on a world wide computer network such as over the Internet. The computer system or network may suitably be associated with an interactive display media such as a monitor or the like. The system or network may also be associated with a user interface. The interface and the display may comprise a single unit such as a touchscreen. The interface may also have virtual reality capabilities. There may be one or more selection tools provided as a part of the interface, for example, a mouse, light pen or the like. The user-interface may be defined as "the parts of the system with which the user comes into contact physically, perceptually or cognitively." Consequently, the user-interface generally includes the hardware (e.g. keyboard, mouse, joy-stick, touch screen), as well as software features (i.e. the graphical and structural organisation of a program). Some interaction tools may require the user to interact directly with the objects of interest (e.g. by directly controlling graphical objects with a mouse). Other interaction tools may demand that the user interact by intermediary actions, e.g. by typing commands. The method may be based about the manipulation of a multiple portion image. The may generally be a plurality of images supplied in a software program. The images may be grouped into categories, each image in the category having similar characteristics. The user may choose an image to manipulate or the image may be chosen from those available at random by the software. The image may be a two dimensional image or a three dimensional image, but will preferably be three dimensional to add to the realism of the learning experience. Each image may be a computer generated model of a multipart article or it may be prepared from a picture of an article. The images of articles may require some manipulation prior to use as a part of the method allowing the image to be divided appropriately. It is important to note that the method does not provide a computer aided design process. The images of articles used according to the method of the present invention may be of mechanical or non-mechanical articles. Machines and other mechanical articles are particularly preferred due to their modularity and being comprised of a multiplicity of easily definable parts . A background image may be displayed. The background image may preferably be chosen to relate to the image chosen by the user. For example, if an image of a car is chosen, the background image may include an image of the interior of a workshop. Further layers of complexity may also be added, such as the equipment provided as a part of the background may be operable using the interface. For example, in the example of the car and workshop, the hoists may operate to elevate the car during deconstruction, and/or the tools may operate. The background will generally be related to and/or interactive with the base image chosen. Suitably, the base image may be divided by the software designer or adapted prior to being included in the software. The adaptor may be required to define the relationship between each of the parts which make up the image. As stated above, the adaptor may use pictures or drawings of an article when doing so. The images may be provided or viewable in wire frame or as visually correct representations of the article. The image may look like a three dimensional representation of the article represented. The division of the image may generally be accomplished on the basis of the parts of the article. This is simpler when dealing with a machine as the parts may be already defined. The number of portions into which the base image is divided may vary depending upon a difficulty or complexity level chosen by the user. The more difficult the user requires the learning to be, the more real the division of the base image may become. Simulated problems may also be encountered during the assembly or disassembly process. The relationship between each portion of the base image may be defined by the software designer or the adaptor. The relationship may be an assembly order (operable in reverse for disassembly) or a sequence. The relationship may alternatively be a working relationship or a positional relationship. The portions of the divided base image may be displayed in initial configuration dependant upon the desire of the user. For example, if assembly of an article is the learning experience desired, then the portions of the image relating to each part of the article may be displayed randomly over the display. For disassembly, the article may be displayed as an assembled unit. All portions of the image may be displayed on the display at a single time, or alternatively the portions may be available from a menu or the like provided as a part of the software. For example, using the car and workshop example from earlier, the parts of a car requiring assembly or repair according to the method may be provided as a part of the interactive background on the walls or floor of the simulated workshop. There may be additional "red herring" parts or parts which do not form a part of the base image chosen in order to increase the choices and therefore the difficulty provided. There may be a variety of different parts provided which are usable in the base image. For example, there may be a variety of carburettors which can be used in the construction of a car which differ in performance characteristics. The portions may be grouped together on the display according to predetermined groupings for example, parts of a vehicle chassis may be grouped together and separated from parts of a vehicle's engine which may also be grouped together. The step of selecting the portion of the image may be accomplished in a variety of ways available in computer systems, for example by highlighting, clicking or the like or by using the selection tool provided. Suitably, only one portion may be selectable at a time. A selected portion may comprise more than one portion related according to the predetermined relationship. In this way, once a portion has been moved into the correct predetermined relationship with at least one other portion, the portions may be treated as a single portion for selection and movement purposes. Moving the selected portion may be accomplished by manual means. Various methods of moving a selected item are common to computer systems such as the "click and drag" system. Movement may be accomplished according to coordinate systems. Providing feedback on whether moving each of the selected image portions of the image occurs according to the relationship defined may be accomplished using an audio or visual system or a combination thereof. The portions may "snap" into position and/or be locked in position once the correct relationship is satisfied. A completed base image may be adapted to simulate a real life copy of the base image. Again using the car example, a completed engine may be "started" and run. The feedback may be spoken or lights or any means recognisable to a user as being feedback, whether positive or negative feedback. The software may be adapted such that a portion may indicate its relationship with at least one other portion after a predetermined number of incorrect attempts at positioning the portion. The correct portion in a sequence may be indicated, for example by lighting up of otherwise indicated should a number of incorrect attempts be made. The steps in the method may be capable of partial or complete auto- completion. This may enable the user to gain an idea of the sequence or relationship between the portions. Auto-completion may be an option selectable by the user. There may also be a help function available at a user's prompting. The method may further include the provision of tools required to assist in the definition of the relationship between portions of the base image. For example, the correct tool may be required in order to complete the relationship, such as a spanner may be needed to attach one portion of an image of a vehicle to a second portion. The tool may have to be used to select, drag or manipulate the correct portion of the image in order to achieve positive feedback. The tools provided may be dependant upon the base image chosen by the user. The tools may form part of the background in the initial configuration of the image. Once an image is chosen by the user, the software may provide a corresponding background and the tools for use with the image may be provided as a part of the display. There may be fastening methods also defined as a part of the relationship between portions. For example, mechanical construction may require the use of bolts, nails, adhesives, welding of the like be used to satisfy the relationship between portions. Specific tools may have to be used to manipulate specific fasteners or fastening means. If living things are provided as the base image, for example when learning about biology or the surgery, then the tools may be scalpel, retractors and the like and the fasteners may be sutures and bandages and the like. Accordingly, the tools, fasteners and backgrounds may all be provided dependant upon the base image chosen by the user. The complexity of the tools and fasteners provided may be determined according to the level of complexity chosen by the user. The method may be adapted in any way such that the learning needs of the user may be provided for including allowing increased levels of difficulty to continue stimulation of the learning desire in a user. Preferably, a hierarchy of order of assembly information format describes the fundamental assembly and disassembly relationship of mechanical parts (portions of the base image) as they relate one to another, irrespective of what type of mechanical part is being employed. The nature of the attribute or image portion information may include at least some but preferably all of the following parameters as a minimum, for each component or image portion:

1. The name of the component or image portion:

2 A description of the component or image portion; 3. A reference to textual information about the component or image portion for assistance;.

4. Whether the component or image portion is a root component or not;

5. Whether or not the component or image portion may be detached once it is attached; 6. The set of all named graphical objects in the 3D model file which comprise this logical component or image portion.

7. The components that this component or image portion attaches to (or none if the component or image portion is a root component);

8. The set of tools which the component or image portion requires to perform an attachment;

9. The set of fasteners which the component or image portion requires to perform an attachment;

10. The set of tools which the component or image portion requires to perfoπn a detachment; 11. The set of fasteners which the component or image portion requires to perform a detachment;

12. The set of components which block the attachment or detachment of the component or image portion (i.e. if one or more of the component or image portion in this set are currently attached, the attachment or detachment of the instant component or image portion will be blocked).

13. The set of components which are detached with this component or image portion when it is detached, and if detached together, will be reattached together (for example, petrol caps are detached together with a petrol tank when the petrol tank is detached, and restored in their place when the petrol tank is re-attached). 14. Whether a component or image portion is a separate sub-assembly, and if so, the name of the component or image portion (possibly another subassembly) which must be successfully completed before the instant component or image portion can be attached. i addition to the set of information as outlined above, other sets of information may be included, such as a complete set of allowed tools and fasteners, and information specifying the source of a 3D model to which this model description relates. Such information, and any other information needed to assist in creating a virtual world is also allowed for in this description, such as for example, the inclusion of other models to create a more realistic environment, or text information on surfaces. The order of assembly information may be described in this manner by relating components or image portions to graphical objects logically, by name, and not mathematically. The components or image portions in this respect may be described as "discrete", in that the order of assembly pathway is not defined as a linear pathway, but rather is defined according to the interconnections which are allowed under the parameters. Again, unlike the 3D puzzle system, this definition may be such that reference to the complex 3D graphical information itself is not used. The order of allowable interconnections, from first to last, of the components or image portions according to the invention, may be taken as a default order of assembly for use with the method of auto-completion. This can also be regarded as an "ideal" or "prescriptive" sequence, which is valuable when informing someone unfamiliar with an obj ect of the best way of assembling it. The components or image portions in the system may satisfy the rules of the relationship as defined and thereby allow for "attachment" when the conditions for their attachment according to said rules have been met. The conditions for attachment may be or include as follows:

"Are the components or image portions that this component or image portion attaches to themselves attached; and; are they all selected on the graphical representation of the model; and has the user selected all and only the correct tools required to attach the the component or image portion, and; has the user selected all and only the correct fasteners required to attach the component or image portion? "

The conditions for detachment are as follows:

"Is the component or image portion to be detached selected on the graphical representation of the model, and; are the blocking components or image portions associated with this component or image portion detached, and; has the user selected all and only the correct tools required to detach the component^" It is clear that these conditions for attachment and detachment are clearly analogous to the basic processes that a mechanic or other person must go through in order to correctly assembly or disassemble a mechanical object. For example, translation of these conditions into ordinary English maybe as follows: "Are the parts that this pat attached to already attached, and; do I know where it goes, and; is there nothing in the way, and; do I have the right tools, and; do I have the right fasteners? If so, I can attach the component."

And for detachment: "Is there anything preventing this part from being taken off; and; do I have the right tools, and; do I have the right fasteners? If so, I can detach the component." These processes can be aided by the computer, by having the computer perform these steps or fulfil these conditions in an automated way. In a second form, the invention may reside in a method of computer- aided learning utilizing a multiple-portion image, the method comprising a first system adapted to allow a user to a. input or create at least a portion of a digital base image; b. define a multiplicity of portions forming a base image; and c. define a predetermined relationship between each portion of the base image; and a second system adapted to use the image and relationship defined in the first system and display an initial configuration of the portions of the base image; wherein a user can a. select an image portion as a selected image portion; b. move each selected image portion in relation to the other image portions; and either the first or the second system providing feedback on whether moving each of the selected image portions of the image occurs according to the relationship defined. According to this preferred embodiment, each of the first and second systems may be separate but interrelatable computer programs. The first system may be the program in which the digital images are created, for example by using computer aided design to create a digital image of each part of the base image. If the base image is loaded into the first system rather than created using the first system, the first system maybe adapted to define each of a number of portions of the image. The system may then be used to define a relationship between the portions. According to a first preferred embodiment, the relationship may be a simple linear order according to which the parts must be moved in a particular single path sequence. If a portion is not moved according to the sequence, then the movement may be disallowed. This may be referred to as a "simple" relationship between portions. According to this embodiment, for each portion that is correctly moved, there is a single next correct portion and movement allowed. According to a second preferred embodiment, the relationship may be a "complex" relationship. According to this relationship, the portions may be moved if they satisfy a complex relationship which simulates a real construction environment. According to this embodiment, a multiple path sequence is provided, such that the movement of the portions of the image may be allowed as long as one of the multiple paths is followed. According to this embodiment, for each portion that is correctly moved, there may be at least one and generally a plurality of next correct portions and movements allowed, any of which can be made and allowed by the system. The complex relationship may simulate a real-life construction environment more than the definition of a simple relationship. The information which is set up in the first system may be loaded into the second system when complete. The first system may be associated with a database of base images which, when complete, may be downloaded into the second system, either on demand or during set-up of the second system. The second system may be sold with a set of pre-loaded images. This set may be expandable through access to the internet for example, and downloading more base images from a database of such images or from the first system. According to this preferred embodiment, the first system may be located remotely from the second system and accessed using appropriate predetermined protocols. Images within the systems may be adapted to be associated or used in the creation of further base images. For example, a base image which has been properly constructed according to the relationships defined (a car engine for example) may be used in the construction of a car which may also require proper construction using the systems. A further level of functionality may be added by allowing a user to build a device such as a car or boat or the like using base images defined in the systems. Still further, a system may be provided allowing vehicles or the like constructed using the first and/or second systems to interact with one another such as in a virtual race environment. Some advantages of the order of assembly map, being separately defined and distinct from the 3D objects which it describes may be firstly, because the map itself contains valuable data which is made accessible which would otherwise be obscured, and secondly, because the methods and processes of authoring models in VMAP admits a valuable division of labour in the production of models. With respect to the former, the value of the hierarchical order of assembly information is inherent. Also, it is true that the creation of such a hierarchy, which results in the specification of an order of assembly for a complex object can also be an aid to learning; the student becomes author in order increase their understanding. Other uses for this information can be found include documentation, communication of assembly information to other applications, design for maintenance, maintenance scheduling and many other purposes wherein it is more important to know that a complex machine consists of and how the components are arranged than it is to know what it looks like per se. For example, having the hierarchical description of the components of the model separate to the 3D model, but with reference to it, it would be possible to add documentation to the other information on each component, each tool and each fastener that is used. It would further be possible to add information about the mean time to failure of a component or fastener. Still further, it would be possible to include other documents, or references to them so that other information procured by third parties or by other applications could be accessed. Someone skilled in the art would appreciate these advantages and be able to extend the utility of this advantage still further without exceeding the spirit or intent of the application. With respect to the separation of the commercial division of labor in the production of first and second systems is another important aspect. Its importance becomes apparent when it is considered that large numbers of models may need to be produced and highly efficient and cost effective methods of doing so will be required to meet demand. Thus, it is a significant advantage for one group of skilled person to be able to produce 3D models which may be described textually by another group without also providing access to the new mathematical data on a single project without both teams needing to have common skills. One group skilled in production of graphical objects may pass their work to another team skilled only in the description of the logical relationships of the parts and their order of assembly. By contrast, the authoring of a 3D puzzle requires that all persons working on the project have the same high-order skills, and must have reference to the raw 3D graphical information itself. A still further advantage in the use of this method is that the invention may take 3D graphical information of many formats, instead of compelling the creation and use of a proprietary 3D format which provides for the inclusion of data relating to the specific docking points. Detailed Description of the Invention. The method may be described with reference to a single user computer system. The user may open the software program embodying the method. The program will be run on a computer system or network associated with an interactive display media such as a monitor or the like. There is one or more selection tools provided as a part of the interface, for example, a mouse, light pen or the like. The invention may be embodied in a virtual assembly/disassembly software program, enabling a user to assemble and/or disassemble models of articles. The user may then choose from a database of images provided, the image of a motor car as the image most appealing and/or most closely related to the learning need of the user. Examples of articles which may form a part of the database include: ■ vehicles such as motorcycles, motor vehicles, helicopters, boats, trains and the like; ■ mechanical appliances such as refrigerators, washing machines, cameras, lawn mowers or the like; and ■ living or non-living things such as bodies having anatomical parts for medical and biological science. The instructor or the pupil then sets the level of difficulty of the learning exercise and the process is initiated. The number of portions into which the base image is divided may vary depending upon a difficulty or complexity level chosen by the user. The more difficult the user requires the learning to be, the more real the division of the base image may become. Simulated problems may also be encountered during the assembly or disassembly process. The base image selected by the user will have been divided into a multiplicity of portions prior to being entered into the database of images associated with the software. During this preparation phase of the software, the software designer will define a predetermined relationship between each portion of the base image, such that the image can only be manipulated according to that predetermined relationship. The relationship may be a sequential relationship for simpler or easier users and may escalate in difficulty to a simulated real situation in which most if not all variables of the relationship maybe simulated. A background image will be displayed, the background image related to the base image chosen. For example, if an image of a car is chosen, the background image may include an image of the interior of a workshop. Further layers of complexity will be added, such as the equipment provided as a part of the background may be operable using the interface. For example, in the example of the car and workshop, the hoists operate to elevate the car during deconstruction, and/or the tools may operate. The background will generally be interactive with the base image chosen. The image chosen will then be displayed in an initial configuration of the portions of the base image, in either the assembled or disassembled configuration. The user can then move a selected item using the "click and drag" system. With the use of mouse and the keyboard, the user may manually choose appropriate tools and parts to construct or deconstruct the model by selecting an image portion as a selected image portion and moving each selected image portion in relation to the other image portions from a first position to a second position. The parts may be put in place or moved from their place in the correct sequence, allowing the software to allow the completion of the task. The software will further include the provision of tools required to assist in the definition of the relationship between portions of the base image. For example, the correct tool may be required in order to complete the relationship, such as a spanner may be needed to attach one portion of an image of a vehicle to a second portion. The tool may have to be used to select, drag or manipulate the correct portion of the image in order to achieve positive feedback. The tools provided will be dependant upon the base image chosen by the user. The tools will generally form part of the background in the initial configuration of the image. Once an image is chosen by the user, the software may provide a corresponding background and the tools for use with the image may be provided as a part of the display. There may be fastening methods also defined as a part of the relationship between portions. For example, mechanical construction may require the use of bolts, nails, adhesives, welding of the like be used to satisfy the relationship between portions. Specific tools may have to be used to manipulate specific fasteners or fastening means. If living things are provided as the base image, for example when learning about biology or the surgery, then the tools may be scalpel, retractors and the like and the fasteners may be sutures and bandages and the like. Accordingly, the tools, fasteners and backgrounds may all be provided dependant upon the base image chosen by the user. The complexity of the tools and fasteners provided will be determined according to the level of complexity chosen by the user. The software will provide feedback on whether moving each of the selected image portions of the image occurs according to the relationship defined. If not, then the software may notify the user that the move was incorrect and that another attempt should be made. The steps in the method may be capable of auto-completion. This may enable the user to gain an idea of the sequence or relationship between the portions. Auto-completion may be an option selectable by the user. There may also be a help function available at a user's prompting. In the present specification, the word "comprising" and its derivatives including "comprises" and "comprise" include each of the stated integers but does not exclude the inclusion of one or more further integers. Reference throughout this specification to "one embodiment" or "an embodiment" means that a particular feature, structure, or characteristic described in connection with the embodiment is included in at least one embodiment of the present invention. Thus, the appearance of the phrases "in one embodiment" or "in an embodiment" in various places throughout this specification are not necessarily all referring to the same embodiment. Furthermore, the particular features, structures, or characteristics may be combined in any suitable manner in one or more combinations.

Claims

Claims:

1. A method of computer-aided learning utilizing a multiple-portion image, the method comprising: a. dividing a base image into a multiplicity of portions; b. defining a predetermined relationship between each portion of the base image; c. displaying an initial configuration of the portions of the base image; d. selecting an image portion as a selected image portion; e. moving each selected image portion in relation to the other image portions from a first position to a second position; and f. providing feedback on whether moving each of the selected image portions of the image occurs according to the relationship defined.

2. A method according to claim 1 wherein the portions of a base image are associated in an assembly pathway, in a logical, deterministic or hierarchical relationship with greater emphasis on the order of assembly than on the properties of the portions of the image as virtual 3D objects.

3. A method according to claim 1 wherein the division of the base image is performed on the basis of the parts of an article in the image. This is simpler when dealing with a machine as the parts may be already defined.

4. A method according to claim 3 wherein the number of portions into which the base image is divided varies depending upon a difficulty or complexity level chosen by the user.

5. A method according to claim 1 wherein the steps in the method are capable of partial or complete auto-completion.

6. A method according to claim 1 wherein the method further includes the provision of virtual tools required to assist in the definition of the relationship between portions of the base image.

7. A method according to claim 2 wherein the order of assembly information is defined by relating image portions to graphical objects logically on a discrete basis such that the order of assembly pathway is not defined as a linear pathway, but according to the relationships defined.

8. A method according to claim 2 wherein the relationship between image portions is a complex relationship, in which a multiple path sequence is provided, such that the movement of the portions of the image is allowed as long as one of the multiple paths is followed.

9. A method of computer-aided learning utilizing a multiple-portion image, the method comprising a first system adapted to allow a user to a. input or create at least a portion of a digital base image; b. define a multiplicity of portions forming a base image; and c. define a predetermined relationship between each portion of the base image; and a second system adapted to use the image and relationship defined in the first system and display an initial configuration of the portions of the base image; wherein a user can c. select an image portion as a selected image portion; d. move each selected image portion in relation to the other image portions; and either the first or the second system providing feedback on whether moving each of the selected image portions of the image occurs according to the relationship defined.

10. A method according to claim 9 wherein each of the first and second systems is a separate but interrelatable computer program, the first system one in which the digital images are created, and the prepared digital images are loaded into the second system for manipulation according to the method.