CN209879840U - Systems and Kits for Teaching Programming Skills - Google Patents

Abstract

The utility model discloses a system and a kit for teaching programming skills. A plurality of elements displaying human-readable indicia representing at least one or more machine-readable instructions encoded therein are disclosed. The input device detects the machine-readable instructions, which are subsequently received by the controller. The controller adjusts the position of the intersection of the longitudinal and transverse members beneath the housing and the position of objects engaged therewith.

Description

Systems and Kits for Teaching Programming Skills

technical field

The present invention relates to educational toys, and in particular, the present invention relates to educational toy systems and kits that link a sequential series of steps with corresponding actions of physical objects.

Background technique

With the prevalence of technology in today's world, children already have access to some games on mobile and tablet computers. These games provide freedom of choice to participants and game creators, many of which involve guiding abstract characters through various objectives or quests in a virtual world. Some of these games have been developed to further include educational content.

In addition to the entertainment provided by such virtual games, many children have physical toys with a wide range of stimuli including the ability to move and be moved, flashing lights, sounds, and noises; all designed to stimulate the child and grab their attention.

A range of educational toys has also been developed to develop and educate young children about technology (particularly programming concepts) from an early age.

One such educational toy is a physical toy that has an on-board scanner for reading instruction cards in a certain sequence. The toy then moves and performs actions according to the scanned sequence. The other is a physical toy that receives input from physical cards or blocks that are placed in a desired sequence in recesses formed in a matrix in the main console for wireless transmission from the console to the physical toy .

In yet another arrangement, the sequence of actions to be performed is specified by arranging a card or block to be imaged and processed by a camera fitted to the portable electronic device (eg mobile phone or tablet computer). The motion sequence creates a virtual character on the device's screen to perform the provided motion sequence.

However, these arrangements suffer from various drawbacks.

Since children's dexterity and fine motor skills are still developing, the instruction cards/blocks need to be large enough that they can be easily arranged in the desired order. If these cards/blocks are then "scanned" or "read" by a part of the same object performing a sequence of actions, then this means that the object must be relatively large, which reduces its manipulability. Additional cost and complexity arises when imaging and wireless transmission aspects are used. Also, given that children already have a lot of "screen time" watching cartoons and playing interactive games, some parents would prefer that there be no further interaction with virtual characters (even in an educational setting).

It is therefore an object of the present invention to provide a system which solves or ameliorates at least some of these drawbacks.

Contents of the invention

Features and advantages of the present invention will be set forth in the description which follows, and in part will be obvious from the description, or may be learned by practice of the principles disclosed herein. The features and advantages of the invention may be realized and obtained by means of the instruments and combinations particularly pointed out in the appended claims.

A first aspect of the utility model provides an educational system for teaching programming skills, the system comprising:

a plurality of elements, wherein each element displays human-readable indicia representing at least one or more machine-readable instructions encoded therein,

a housing having a plane below which at least a first individually movable member and a second individually movable member intersect at a point,

an object movably supported on the plane and engageable with the intersection of the first movable member and the second movable member,

an input device configured to detect the machine-readable instructions from each element in a series of elements selected from the plurality of elements,

A controller configured to receive the machine-readable instructions from the input device and to sequentially adjust the position of the intersection of the movable member beneath the housing and the position of the object engaged therewith.

Preferably, the input device and the controller are attached to the housing.

Preferably, the first individually movable member extends transversely through the housing and the second individually movable member extends longitudinally along the housing.

Preferably, the individually movable members together define an addressable position matrix comprising row and column values.

Preferably, the object is magnetically engageable with the movable member at its point of intersection.

Preferably, the machine readable instructions are magnetically, optically or physically encoded into the element.

Preferably, the object is selected from the group comprising: vehicles, animals, people and monsters.

Preferably, the object is a device for marking a sheet supported on the surface of the planar housing.

Preferably, the object is a device for marking the plane of the housing.

Preferably, the object is a pen or pencil.

Preferably, the system further comprises a plurality of objects positionable with respect to the plane in the vicinity of a predetermined location of movement of the object.

Preferably, the position of the object on the plane corresponds to the position of the same object in one of the provided graphical representations.

Preferably, the machine readable instructions are parameters selected from the group consisting of: left direction, right direction, upward direction, downward direction, one or more value, start and end.

A second aspect of the present utility model provides a kit for teaching programming skills, the kit includes:

a plurality of elements, wherein each element displays human-readable indicia corresponding to at least one or more machine-readable instructions encoded therein,

A housing having a plane with at least a first individually movable member and a second individually movable member below the plane, wherein the first individually movable member extends transversely through the housing to align with the second independently movable member Individual moving members intersect at the intersection point,

object, which is movably supported on the plane and which can be joined to the intersection point,

an input device configured to detect the machine readable instructions from each element in a series of elements selected from the plurality of elements,

a controller configured to receive the machine-readable instructions from the input device and sequentially adjust the position of the intersection of the second individually movable member and the first individually movable member under the housing and The position of this object to be joined.

Description of drawings

In order to describe the manner in which the above and other advantages and features of the present invention are attained, a more particular description of the principles briefly described above will be rendered by reference to specific embodiments thereof which are illustrated in the appended drawings. The principles herein are described and explained with additional particularity and detail through the use of the accompanying drawings, with the understanding that these drawings depict only exemplary embodiments of the invention, and are therefore not to be considered limiting of its scope.

Below will explain the preferred embodiment of the present utility model in further detail by way of example and with reference to accompanying drawing, wherein:

Figure 1 depicts an exemplary embodiment of the system of the present invention in one configuration in an assembled state.

FIG. 2 is an exploded version of the embodiment depicted in FIG. 1 .

3A-3D are perspective views of exemplary physical objects depicted in the system shown in FIG. 1 .

Figure 4a depicts the front and back of an exemplary "task card" that may be used with the system depicted in Figure 1 .

Figure 4b depicts the front and back of an additional exemplary "task card" that may be used with a simplified system similar to the system depicted in Figure 1 .

Figure 5a is an exemplary view of a programming element that may be used with the system depicted in Figure 1 .

FIG. 5b is an exemplary view of an alternative embodiment of a programming element that may be used with the system depicted in FIG. 1 .

Figure 6a is a perspective view below the plan view of the interior of the housing with the cover removed.

Figure 6b is a perspective view below a plan view of the interior of the housing in another embodiment of the housing, where the cover has been removed.

FIG. 7 is an exemplary view of a flowchart describing various steps in using the system depicted in FIG. 1 .

Detailed ways

Various embodiments of the present invention are discussed in detail below. While specific implementations are discussed, it should be understood that this is done for illustration purposes only. A person skilled in the art will recognize that other components and configurations may be used without departing from the spirit and scope of the invention.

The disclosed technology addresses a need in the art for a fun and versatile way to encourage children to understand the fundamentals of programming.

Referring to FIG. 1 , an exemplary embodiment of the system of the present invention is depicted. The system 10 includes a housing 20 having a flat surface 22 with a plurality of marks (or holes) 24 in the flat surface 22 for designating rows and columns.

The object 29 may be guided on the surface to pass between items or obstacles 26 on the plane from the original position to the final position. It will be appreciated that the objects can be vehicles and animals, people or monsters, or any other similar avatar or figurine that can move from an original position to a final position as further described herein.

Although in the depicted arrangement the housing 20 also includes an input device 30 forming part of the housing, those skilled in the art will appreciate that the Such an input device is removed from the housing.

As depicted, a number of elements 50 and card 40 are also shown, which will be discussed in more detail in due course.

The input device may detect information corresponding to machine instructions encoded into the element. This can be detected magnetically, optically or physically by interacting with protrusions/recesses formed at appropriate locations in the element. Alternatively, it will be appreciated that the information may be encoded in the form of a barcode or other machine readable indicium.

Referring now to FIG. 2 , an exploded version of the system depicted in FIG. 1 is depicted wherein various components can be seen in greater detail. In particular, it can be seen that drawer 28 is received within the housing and provides a useful storage location for cards 40 , elements 50 and/or props/obstacles 24 .

It will also be understood that the depicted planes may include various graphical scenes without departing from the invention. Objects 29, props/obstacles 26, and planes 22 may be selected so as to have the same "theme", e.g. home location.

A number of exemplary obstacles are now depicted with reference to FIGS. 3A-3D : 26a is a tunnel, 26b is a house, 26c is a corner, and 26d is a wall. It will be appreciated that these obstacles are indicative only and shown for reference and that various other obstacles are possible without departing from the invention. Such objects can be included on the plane to provide further interest and engagement of the participants with the invention.

Referring now to Figure 4a, there is shown an exemplary representation of a "task" card in which parameters for interacting with the system are represented.

As depicted, the mission cards enact a number of different levels, with increasing levels of complexity in terms of the number and or sequence of moves required to complete the "task."

In the task cards depicted on the left hand side of the page, the sequence of actions required to complete the task such that the object moves from the starting position to the ending position needs to be determined by the child using basic logical analysis.

On the right-hand side of the page (corresponding to the front of the card), the sequence of answers required to complete the "task" is visually presented in two different ways.

Looking at the task card depicted in the top row of the figure, it can be seen that the dog 41a on the left hand side needs to move to the same square as the house 42a - three squares to the right.

The solution to the task (programming sequence required to move the dog from the starting position to the final position) is shown on the card on the right-hand side of the page. As shown, the sequence of actions the dog needs to take requires the input of a "START" element, a "RIGHT" direction element, a multiplier "3" element, and a "GO" element. These sequences are depicted in the middle portion of the answer side of the task card 44b, and a corresponding grid representation is shown below at the position marked 45a (the latter without the start/go command).

Similarly, referring to the task card located in the middle of the figure, the dog 41b needs to return home 42b, avoiding the fence 43b in the way. It can be seen that the dog's starting position has been moved up three squares (relative to the dog's starting position on the first card), and therefore, the dog must take the appropriate move from that position.

Referring now to the answers and programming sequences required on the front of the card for this task, it can be seen that a series of commands 44b are shown within a row and a graphical representation of the required series of commands is shown below in a grid at 45b .

That is, the sequence specified is that the program needs to start receiving the program; move up one square; move three squares to the right; move down three squares and then execute the program. Once each of these instructions has been entered into the system, real-world objects will move accordingly.

Finally, referring to the bottommost task on the card, it can be seen that dog 41c needs to move in a relatively complex series of moves in order to reach "home" at the upper right corner location in the grid. Turning to the front of the card, the command required is also specified at 44c, and the accompanying graphical depiction of each command is given at 45c.

As can be seen, the dog must travel 2 steps to the right, 2 steps up, 2 steps to the right, 1 step down, 2 steps to the right, and 3 steps up in order to reach the home destination.

Of course, it will be understood that the depicted exemplary embodiments are in no way limiting, but may specify any number of possible "tasks".

Each of these tasks consists of the concept of having an object move a number of squares in a particular direction with or without obstacles. Accordingly, changes may be made to the obstacles, programming cards, and objects so that a child has access to programming the movement and actions of any one of a monster, a person, or another figurine on the plane of the housing.

Similarly, although not shown, it will be appreciated that a marking object (eg, pen or pencil) can be caused to move across the plane in a similar manner to dogs 41a, 41b, 41c or other objects. In this way, the object will be a pen or pencil. If this object is replaced by a marker object such as this, it should be understood that this is essentially programming the plotter using a programming sequence.

Referring now to Figure 4b, there is shown an exemplary representation of "task" cards in a further embodiment in which parameters for interacting with the system are represented.

As depicted, the mission cards enact a number of different levels, with increasing levels of complexity in terms of the number and or sequence of moves required to complete the "task." These task cards are different from those depicted in Figure 4a for use with another housing and a different element 50 depicted in Figure 5b and discussed in more detail below.

In the task card depicted on the left hand side of the page in Figure 4a, the sequence of actions required to complete the task to travel from the start position to the end position needs to be determined by the child using basic logical analysis.

On the right-hand side of the page, corresponding to the front of the card, the sequence of answers required to complete the "task" is visually presented in two different ways.

Looking at the task card depicted in the top row of the figure, it can be seen that we need to travel two squares to the right from POINT A (point A) on the left hand side (41d) to reach FINISH (end point) (42d). This is an easy task to accomplish.

On the front of the card shown on the right-hand side of the page, the solution to the task (the programming sequence required to move from the starting position to the final position) is shown. As shown, the sequence of actions to be performed requires input of a START element, a right direction element, a multiplier "2" element and a "GO" element. These sequences are depicted in the lower portion of the answer side of the task card 44d, and the corresponding grid representation is shown below at the location marked 45d (the latter without the start/go command).

Similarly, referring to the task card located in the middle of the figure, we need to travel from POINT C (point C) (41e) to the end point (42e), avoiding the square 43e in between.

Referring now to the answers and programming sequences required on the face of the card for this task, it can be seen that a series of commands 44e are shown in a row, and the required series of commands are given below in a grid at 45e Graphical representation of the command.

That is, the sequence specified is that the program needs to start receiving the program; move up one space; move left three spaces; move down one space, and then execute the program. Once each of these instructions has been entered into the system, real-world objects will move accordingly.

Finally, referring to the bottommost task on the card, it can be seen that in "hard mode" we need to travel from point B (41f) to the end point (42f). Turning to the front of the card, again at 44f the required commands are specified, and at 45f an accompanying graphical depiction of each command is given.

It can be seen that in order to move, we need to start, move down 2 spaces, move left 2 spaces, and then go in order to reach the end destination.

Of course, it will be appreciated that the depicted exemplary embodiments are in no way limiting, but may specify any number of possible "tasks" with various levels of difficulty associated therewith.

Referring now to Figure 5a, there is depicted a plurality of programming elements 50 discussed in more detail. These elements are depicted as including human readable letters, directional arrows, or numbers that correspond to encoded machine readable information contained in the elements. Those skilled in the art will understand that other information may also be depicted without departing from the scope of the present invention.

One element is a START element 51 which engages at a protrusion 51 b with a corresponding recess formed in the other element 50 . In this way, the START element will always be the first element in the series.

In this case, START element 51 is shown engageable with upward direction arrow 52 at recess 52a. The directional arrow 50 may also engage a numerical element 53, in this case the number four 53 on the right-hand side of the START element. Furthermore, this arrangement is adjusted by the interaction of the protrusions on the number element 53b with the recesses on the direction element 52b.

Similarly, rightward directional element 54 is engageable with upward directional element 52 and numerical element 55 having a value of 5, and downward element 56 via corresponding protrusions and recesses.

Finally, a down direction element 56 is shown engageable with a GO (Go) command element 58 and a value element 57 having a value of two.

In this way, steps in simple programs can be combined by arranging elements together. The series of steps may correspond to the number of steps and directional movements required to transport the object on the plane from the starting position to the final position.

It will be appreciated that the distance expressed in a single unit of each of the programming elements may be adjusted according to the dimensions of the plane and housing without departing from the scope of the present invention.

It will be appreciated that in the arrangement of programming elements depicted in Figure 5a, the following sequence will be detected:

· Once the START element is detected, the input device is ready to receive the program:

· Move up 4 units

·Move 5 units to the right,

· Move down 2 units,

• The sequence begins as soon as a GO element is scanned.

In this way, direction and number elements can be used to specify a wide variety of commands in a virtually unlimited arrangement, which enables a child to become familiar with the concept of programming sequences of instructions.

The concept of a sequence of commands that a given object then follows forms the basis for understanding how the operation of a program in a computer works.

It will be appreciated that the programming element may interact with the input device in any of a variety of ways without departing from the scope of the present invention. For example, a programming element may be encoded using a magnetic, physical or optical input detectable by an input device. It will be appreciated that, in the depicted embodiment, the programming elements, size and shape may be configured so as to be received in recesses of the housing to facilitate entry of information contained in these elements into the input device.

The physical shape of the individual elements controls how the elements are combined—this is the location of the corresponding recesses and protrusions.

The distinctive number markings and directions printed on each block, along with the large size, aid in guiding the child's development of logic and formulating a series of commands in the correct order (start-command (direction/number)-go).

Referring to Figure 5b, it is also possible in an alternative embodiment of the invention to provide a simplified version of the programming element 50, which corresponds to the task depicted in Figure 4b.

These elements are depicted as including human readable letters, directional arrows, or numbers that correspond to encoded machine readable information contained in the elements. Those skilled in the art will understand that other information may also be depicted without departing from the scope of the present invention.

One element is a START element 51 , which is shown arranged at the beginning of a sequence specifying instructions starting from the object's position at POINT A (as encoded by POINT A element 52 ).

In the depicted sequence, a POINT A (point A) element 52 is above a down arrow element 54 and a right arrow element 56, and a GO (go out) element 58 in the sequence of instructions that have been arranged for a particular task .

The additional elements POINT C (point C) 59a, left direction 59b, up direction 59c, POINT B (point B) 59d and POINT D (point D) 59e have not been used in his particular instruction sequence, but for completeness purpose, to include it.

In this way, directions and steps in simple programs can be combined by arranging these elements together. The series of steps may correspond to the directional movements required to transport the object on a plane from a starting position or specific point to a final position or other specific point.

The concept of a sequence of commands that a given object then follows forms the basis for understanding how the operation of a program in a computer works.

It will be appreciated that the programming element may interact with the input device in any of a variety of ways without departing from the scope of the present invention. For example, a programming element may be encoded using a magnetic, physical or optical input detectable by an input device. It will be appreciated that, in the depicted embodiment, the programming elements, size and shape may be configured so as to be received in recesses of the housing to facilitate entry of information contained in these elements into the input device.

The dots and directions printed on each block, along with the large size, aid in guiding the child's development of logic and formulating a series of commands in the correct order (start - command (direction/number) - go).

Referring now to FIG. 6a , there is depicted the underside of the embodiment of the housing depicted in FIG. 1 , wherein the outer cover has been removed to illustrate how the sequence of instructions specified by arranging the elements is executed in the physical world.

It can be seen that there is a battery 60 which supplies power to a first electric motor 62 and a second electric motor 64 under the control of a controller 66 .

The controller controls the operation of two switches 68 and 69 to turn power to the motors 62,64 on and off. As can be understood by those skilled in the art, the controller 66 may be a microprocessor, for example, an Arduino series microcomputer. Although not shown, it can be seen in the corresponding view of FIG. 1 that the input device 30 is in electronic communication with the controller 66 .

The first electric motor 62 is coupled to a gearbox 72 which in turn is coupled to a toothed belt 74 . The rotation of the motor 62 is transmitted via a gearbox to a gear meshing with a belt 74 causing the belt to move across the plane. Member 80 is coupled to the belt and moves with the belt, in this case in a direction extending transversely through the housing.

Similarly, when the controller 66 activates the switch 69, motion of the second motor 64 is transmitted to the second belt 78 via the gearbox 76, thereby causing motion of the belt 78 relative to the plane.

Another member or rod 82 is coupled to the second belt 78 which moves as the belt moves.

The members or rods 80 , 82 are coupled to each other at an intersection 86 in such a manner that they are movable relative to each other. Thus, when the belt 74 is moved under operation of the motor 62, the transversely extending member may be caused to move to the left or right over the longitudinally extending member 82, thereby causing the crossing point 86 to move to the left or to the right.

If the belt 78 is also moved under the operation of the motor 64 , the point of intersection moves up and down on the transversely extending member 80 . Such movement can occur simultaneously or sequentially.

As depicted, a magnet 88 is also included at the point of intersection whereby it translates under operation of the first and second members 80 and 82 . The magnet can engage an object 29 on top of the housing such that the object moves with the movement of the first and second members.

Accordingly, it will be appreciated that operation of either or both of these motors means that the position of the magnet 88 at the intersection of the members can be changed to almost any point on the plane. Thus, the X-Y plotter is essentially formed by the operation of laterally and longitudinally extending members operating on the underside of the housing.

Accordingly, the present invention teaches a way of teaching children to program the movement of an X-Y plotter in an essentially engaging and entertaining manner. It will be appreciated that variations in the arrangement of members 80 and 82 may be deployed if they can be placed at various locations around the housing without detracting from the invention. For example, the first member may be individually controllable so as to be independently movable along the second member, wherein the first member need not extend through the housing at all.

Referring to Figure 6b, there is depicted an exemplary representation of another embodiment of the underside of the housing depicted in Figure 1, wherein the outer cover has been removed to illustrate how the sequence of instructions specified by arranging the elements would appear in the physical world implement.

This embodiment is similar to that depicted in FIG. 6 a , where members 80 and 82 intersect at point 86 . However, as shown, two laterally extending belts 78a/78b are coupled to either end of the member 82 so that both ends of the member together move the housing up and down upon operation of the motors 62, 64 and gearbox (not labeled). body. Similarly, longitudinally extending straps 74a, 74b are coupled to either end of the member 80 to provide movement of the transversely extending member 80 .

Other aspects of this embodiment are similar to those depicted in Figure 6a.

For greater accuracy in the positioning of members 80 and 82, distance measuring units 81(a) (for measuring movement along the X-axis) and 81(b) (for measuring movement along the Y-axis) are provided . An indicator LED 83 is provided on the reader to provide feedback on a successful scan of the programming element.

In the depicted embodiment, a number of printed circuit boards 89a, 89b in electronic communication with the motors 62, 64, reader 30, battery 60 are visible. It will be appreciated that the two circuit boards 89a, 89b could easily be combined into one circuit board and located at another location under the housing without affecting the scope of the present invention.

Referring to Fig. 7 again, a simple flow chart of the present utility model is provided. At step 110, the operator scans a START element into the input device to signal the beginning of the program sequence.

At step 112, the directional element is selected and scanned or otherwise passed to the input device for reading. At step 114, the digital element is passed to the input device for reading. Once the data has been verified as read at 116 (which may be indicated by activating a light or sound), the data may be saved as instructions or code at step 118 . If the data from the number or barcode is incorrect or has not been read, it can also be re-entered (and the operator can be advised using a light or sound).

At step 120, the information that has been provided by reading the various elements may be evaluated to determine whether the instruction should be executed. If not, then another orientation or digital element can be checked. (This essentially involves considering whether a "GO" element has already been scanned - either indicating the end of the phase or providing an instruction by the operator).

Assuming a "GO" command has been provided at 120, the input device may provide the command to the controller, as shown at step 122, which then controls the operation of the motor before the program and action ends (step 124), to operate on the transverse and longitudinal members as previously described with respect to FIG. 6 .

The utility model provides a way for young children to develop the concept of programming. This is a versatile, friendly, and fun way for children to develop their cognitive and engagement skills by encouraging them to consider what steps are needed to move an object from a first location to a final location. Variations in the form of the type of object, the complexity and number of commands required, the presence of obstacles, the scene and the commands mean that various levels are available, where the options are essentially unlimited.

In this way, a child can learn the fundamentals of programming a series of commands without interacting with a mobile phone or tablet screen, but by controlling something in the physical world.

However, it will be appreciated that such a configuration would not necessarily be mandatory, and that various other configurations would be possible.

For example, it is contemplated that the controller and input device could be located at a distance from the housing and send commands via wireless or wired communication to the X-Y depicted in FIG. 6 without departing from the scope of the present invention. Switches and motors of the plotter.

It should be clear that those skilled in the art will understand that the depicted directions, tasks, obstacles and objects are for illustrative purposes only and should not be viewed as limiting.

The above embodiments are described by way of example only. Many variations are possible without departing from the scope of the invention as defined in the appended claims.

For clarity of explanation, in some instances, the techniques of the present invention may be presented as comprising individual functional blocks comprising means, means components, steps or routines in a method embodied in software or a combination of hardware and software.

Methods according to the above examples may be implemented using computer-executable instructions stored on or otherwise available from a computer-readable medium. Computer-executable instructions may be, for example, binary, intermediate format instructions such as assembly language, firmware, or source code. Examples of computer-readable media that can be used to store instructions used, information and/or information created during methods according to the described examples include flash memory, non-volatile memory, and the like.

Means for implementing methods according to the present invention may include hardware, firmware, and/or software, and may take any of a variety of form factors. For example, the functions described herein may also be embodied in peripheral devices, or implemented on circuit boards between different chips or in different processes performed in a single device.

The instructions, the media for conveying such instructions, the computing resources for executing them, and other structures for supporting such computing resources are the means for providing the functionality described in these disclosures.

While various examples and other information were used to explain aspects within the scope of the appended claims, no limitations should be implied on the claims based on specific features or steps in such examples, as those skilled in the art would be able to Various implementations are derived using these examples.

Further, although certain subject matter has been described in language specific to examples of structural features and/or methodological steps, it is to be understood that the subject matter defined in the appended claims is not necessarily limited to these described features or acts. For example, such functionality may be distributed or performed in different ways in different components than those identified herein. Rather, the described features and steps are disclosed as examples of components of a system and methods within the scope of the appended claims.

Claims (14)

1. A system for teaching programming skills, said system comprising: a plurality of elements, wherein each element displays human-readable indicia corresponding to encoded at least one or more machine-readable instructions, A housing having a plane below which at least a first individually movable member and a second individually movable member are disposed, wherein the first individually movable member and the second individually movable member intersect at a point place, an object movably supported on said plane and engageable with the intersection of said first movable member and said second movable member, an input device configured to detect said machine readable instructions corresponding to each element in a series of elements selected from said plurality of elements, a controller configured to receive the machine-readable instructions from the input device and to sequentially adjust the position of the intersection of the movable member beneath the housing and the position of the object engaged therewith. 2. The system of claim 1, wherein the input device and the controller are attached to the housing. 3. A system according to any one of the preceding claims, wherein the first individually movable member extends transversely through the housing and the second individually movable member extends along the housing The body extends longitudinally. 4. The system of claim 3, wherein the individually movable members together define an addressable position matrix comprising row and column values. 5. A system according to any one of the preceding claims, wherein the object is magnetically engageable with the moveable member at its intersection point. 6. The system of any one of the preceding claims, wherein the machine readable instructions are magnetically, optically or physically encoded into the element. 7. The system of any one of the preceding claims, wherein the object is selected from the group consisting of: vehicles, animals, people and monsters. 8. The system of any one of claims 1 to 6, wherein the object is a device for marking a sheet supported on a surface of the housing. 9. The system of any one of claims 1 to 6, wherein the object is a device for marking the plane of the housing. 10. The system of any one of claims 1 to 6, wherein the object is a pen or pencil. 11. A system according to any one of the preceding claims, wherein the system further comprises a plurality of objects positionable with respect to the plane in the vicinity of a predetermined location of movement of the object. 12. The system of claim 11, wherein the position of the object on the plane corresponds to the position of the same object in one of the provided plurality of graphical representations. 13. The system of any one of the preceding claims, wherein the machine readable instructions are parameters selected from the group consisting of: left direction, right direction, up direction, direction Down direction, one or more values used as a multiplier for the predetermined movement distance, start and end. 14. A kit for teaching programming skills, the kit comprising: a plurality of elements, wherein each element displays human-readable indicia corresponding to encoded at least one or more machine-readable instructions, A housing having a plane below which at least a first individually movable member and a second individually movable member are disposed, wherein the first individually movable member extends transversely through the housing to communicate with said second individually movable member movable longitudinally intersects at an intersection point, an object movably supported on said plane and engageable with said intersection point, an input device configured to detect said machine readable instructions corresponding to each element in a series of elements selected from said plurality of elements, a controller configured to receive the machine readable instructions from the input device and sequentially adjust the position of the intersection of the second individually movable member and the first individually movable member beneath the housing and The position of said object to engage with.