CN209879840U - System and kit for teaching programming skills - Google Patents

Abstract

The utility model discloses a system and external member for teaching programming skill. 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 then received by the controller. The controller adjusts the position of the intersection of the longitudinal member and the transverse member below the housing and the position of the object engaged therewith.

Description

System and kit for teaching programming skills

Technical Field

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

Background

With the popularity of technology in the world today, children have access to some games on mobile and tablet computers. These games provide freedom of choice to participants and game creators, where many games involve directing abstract characters through various goals or tasks 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 large number of stimuli, including the ability to move and be moved, flashing lights, sounds, and noises; all of these are designed to stimulate children and attract their attention.

A series of educational toys have also been developed to develop and educate young children from the young age to reach technology (particularly programming concepts).

One such educational toy is a physical toy with an onboard scanner for reading the instruction cards in a certain order. 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 order in a recess 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 a portable electronic device (e.g., a mobile phone or tablet computer). The sequence of actions creates a virtual character on the screen of the device to perform the provided sequence of actions.

However, these arrangements all suffer from various drawbacks.

As the dexterity and fine motor skills of children are still developing, the instruction cards/blocks need to be so large that they can be easily arranged in the desired order. If these cards/blocks are then "scanned" or "read" by the portion of the same object that performs the sequence of actions, this means that the object must be relatively large, which reduces its maneuverability. Additional cost and complexity are incurred when using imaging and wireless transmission aspects. In addition, given the large amount of "screen time" that children have had in watching cartoons and playing interactive games, some parents prefer not to have further interaction with virtual features (even in educational environments).

It is therefore an object of the present invention to provide a system that addresses or ameliorates at least some of these deficiencies.

Disclosure of Invention

The 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 present invention provides an educational system for teaching programming skills, the system comprising:

a plurality of elements, wherein each element displays human-readable indicia thereon, the human-readable indicia representing 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 and the second individually movable member intersect at a point,

an object movably supported on the plane and engageable with an 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 a position of an intersection of a movable member beneath the housing and a 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 values and column values.

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

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

Preferably, the object is selected from the group consisting of: vehicles, animals, humans, and monsters.

Preferably, the object is a device for marking a sheet supported on a 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 about the plane in a 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, up direction, down direction, one or more values used as multipliers for the predetermined movement distance, start and end.

A second aspect of the invention provides a kit for teaching programming skills, the kit comprising:

a plurality of elements, wherein each element displays human-readable indicia thereon, the human-readable indicia representation 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 therebelow, wherein the first individually movable member extends transversely through the housing to intersect the second individually movable member at an intersection point,

an object movably supported on the plane and engageable with the intersection,

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

a controller configured to receive the machine readable instructions from the input device and to sequentially adjust a position of an intersection of the second individually movable member and the first individually movable member beneath the housing and a position of the object engaged therewith.

Drawings

In order to describe the manner in which the above-recited and other advantages and features of the invention can be obtained, 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. Understanding that these drawings depict only exemplary embodiments of the invention and are not therefore to be considered to be limiting of its scope, the principles herein are described and explained with additional specificity and detail through the use of the accompanying drawings.

Preferred embodiments of the invention will be explained in further detail below by way of example and with reference to the accompanying drawings, in which:

fig. 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.

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

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

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

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

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

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

Fig. 6b is a perspective view below a plan view of the interior of the housing with the cover removed in another embodiment of the housing.

FIG. 7 is an exemplary diagram of a flowchart depicting steps in using the system depicted in FIG. 1.

Detailed Description

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 illustrative purposes only. It will be appreciated by those skilled in the art that other components and configurations may be used without departing from the spirit and scope of the present invention.

The disclosed technology addresses a need in the art for a methodology that encourages children to understand the underlying principles of programming in an interesting and versatile manner.

Referring to fig. 1, an exemplary embodiment of a system of the present invention is depicted. The system 10 includes a housing 20 having a planar surface 22, and a plurality of markings (or holes) 24 on the planar surface 22 for identifying rows and columns.

The object 29 can be guided over a surface to pass between props (items) or obstacles 26 from an original position to a final position on the surface. It will be appreciated that the object may be a vehicle and animal, a human or monster, or any other similar avatar or figurine that may be moved from an original position to a final position as further described herein.

While 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 such input device may be removed from the housing without departing from the scope of the present invention.

As depicted, a number of elements 50 and cards 40 are also shown, which will be discussed in more detail where appropriate.

The input device may detect information corresponding to machine instructions encoded into the component. This can be detected magnetically, optically or physically by interaction with protrusions/recesses formed at suitable locations in the element. Alternatively, it will be appreciated that this information may be encoded in the form of a bar code or other machine-readable indicia.

Referring now to FIG. 2, an exploded version of the system depicted in FIG. 1 is depicted, wherein the 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 card 40, element 50 and/or props/obstacles 24.

It will also be appreciated that the depicted planes may include various graphical scenes without departing from the invention. Object 29, prop/barrier 26, and plane 22 may be selected so as to have the same "theme", e.g., in the depicted embodiment, the theme is the location where the dog moves from a starting location through the props of the fence and tunnel to the home.

Referring now to fig. 3A-3D, a plurality of exemplary obstacles are depicted: 26a is a tunnel, 26b is a house, 26c is a corner, and 26d is a wall. It will be understood that these obstacles are indicative only and are shown for reference, and that various other obstacles are possible without departing from the invention. Such objects may be included on a plane to provide further interest and participation of participants in the present invention.

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

As depicted, the task card enacts a number of different levels, with increasing levels of complexity in terms of the number and or sequence of movements required to complete a "task".

In the task card depicted on the left hand side of the page, the sequence of actions required to complete a task to move an object from a starting position to an ending position needs to be determined by a child using basic logic 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 uppermost 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 42 a-three squares to the right.

The solution to this task (the programming sequence required to move the dog from the start position to the final position) is shown on the card on the right hand side of the page. As shown, the sequence of actions that 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 task card 44b, and the corresponding grid representation (the latter without start/departure commands) is shown below at the location labeled 45 a.

Similarly, referring to the task card located in the middle of the figure, dog 41b needs to return home 42b, avoiding fence 43b on the road. 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 movement from that position.

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

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

Finally, referring to the bottom-most task on the card, it can be seen that dog 41c needs to move in a relatively complex series of movements in order to reach the "home" in the upper right-hand position in the grid. Turning to the front of the card, the required instructions are again specified at 44c, and an accompanying graphical depiction of the various commands is given at 45 c.

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 embodiment is in no way limiting, and that any number of possible "tasks" may be specified.

Each of these tasks consists of the concept of having the object move multiple tiles in a particular direction with or without obstacles. Accordingly, changes may be made to the obstacles, programming cards, and objects so that a child may come into contact with movements and actions that program any 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 (e.g., a pen or pencil) may be caused to move through a plane in a similar manner as the dog 41a, 41b, 41c or other object. In this way, the object will be a pen or pencil. If the object is replaced by a marker object such as this, it will be appreciated that this is essentially the use of a programming sequence to program the plotter.

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

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

In the task card depicted on the left-hand side of the page in fig. 4a, the sequence of actions required to complete a task to travel from a start position to an end position needs to be determined by the child using basic logic 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 cards depicted in the top row of the figure, it can be seen that we need to go two squares to the right from POINT a (POINT a) (41d) on the left hand side to FINISH (end POINT) (42 d). This is an easy task to accomplish.

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

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

Referring now to the answer and programming sequence required on the front of the card for this task, it can be seen that a series of commands 44e are shown in the rows and a graphical representation of the required series of commands, represented in a grid, is given below at 45 e.

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

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

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

Of course, it will be understood that the depicted exemplary embodiment is in no way limiting, and may specify any number of possible "tasks" having various difficulty levels associated therewith.

Referring now to FIG. 5a, a number of programming elements 50 discussed in more detail are depicted. These depicted elements include human-readable letters, directional arrows, or numbers that correspond to encoded machine-readable information contained in the elements. It will be understood by those skilled in the art 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 projection 51b with a corresponding recess formed in the other element 50. In this way, a START element will always be the first element in the series.

In this case, START element 51 is shown as engageable with upward directional arrow 52 at recess 52 a. The directional arrow 50 may also engage with 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 52 b.

Similarly, the right direction element 54 may be engaged with the upward direction element 52 and the numerical element 55 having a value of 5, and the downward element 56 via corresponding protrusions and recesses.

Finally, the downward direction element 56 is shown engageable with a GO (GO) command element 58 and a numerical element 57 having a value of 2.

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

It will be understood that the distance of the single unit representation of each of the programming elements may be adjusted according to the dimensions of the plane and the housing without departing from the scope of the invention.

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

once a START element is detected, the input device is ready to receive the program:

move 4 units upwards

The shift is made to the right by 5 units,

move down by 2 units of the weight of the sample,

once the GO element is scanned, the sequence starts.

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

The notion of a series of commands followed by a given object then forms the basis for understanding how the operation of a program in a computer functions.

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, the programming element may be encoded with a magnetic, physical, or optical input that is detectable by the 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 the input 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 sharp numerical indicia and directions printed on the blocks, along with the large size, assist in guiding the development of the child's logic and formulating a series of commands in the correct order (start-command (direction/number) -go).

Referring to fig. 5b, a simplified version of a programming element 50, corresponding to the task depicted in fig. 4b, may also be provided in an alternative embodiment of the present invention.

These depicted elements include human-readable letters, directional arrows, or numbers that correspond to encoded machine-readable information contained in the elements. It will be understood by those skilled in the art that other information may also be depicted without departing from the scope of the present invention.

One element is a START element 51, shown arranged at the beginning of a series that specifies an instruction starting from the position of the object at POINT a (as encoded by POINT a element 52).

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

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 are included for completeness.

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

The notion of a series of commands followed by a given object then forms the basis for understanding how the operation of a program in a computer functions.

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, the programming element may be encoded with a magnetic, physical, or optical input that is detectable by the 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 the input of information contained in these elements into the input device.

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

Referring now to fig. 6a, the bottom surface of the embodiment of the housing depicted in fig. 1 is depicted, wherein an external cover has been removed to illustrate how the instruction sequences specified by the arrangement of elements are executed in the physical world.

It can be seen that there is a battery 60 which supplies electrical power to the first and second motors 62, 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 will be appreciated by those skilled in the art, the controller 66 may be a microprocessor, such as 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 motor 62 is coupled to a gearbox 72, which in turn is coupled to a toothed belt 74. Rotation of the motor 62 is transferred via the gearbox to a gear engaged with the belt 74, causing the belt to move through the plane. The member 80 is coupled to 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, the motion of the second motor 64 is transferred to the second belt 78 via the gear box 76, thereby causing movement of the belt 78 relative to the plane.

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

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

If the belt 78 is also moved under operation of the motor 64, the crossover point moves up and down on the laterally extending member 80. This movement may occur simultaneously or sequentially.

As depicted, a magnet 88 is also included at the intersection point, which thereby translates under operation of the first and second members 80 and 82. The magnet may engage an object 29 on top of the housing so that the object moves as the first and second members move.

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, an X-Y plotter is essentially formed by the operation of laterally and longitudinally extending members operating on the underside of a housing.

Accordingly, the present invention teaches ways to essentially program the movement of an X-Y plotter for children in an attractive and interesting way. It will be appreciated that variations in the arrangement of the 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 controlled so as to be movable along the second member in an independent manner, wherein the first member need not extend through the housing at all.

Referring to fig. 6b, an exemplary representation of another embodiment of the bottom surface of the housing depicted in fig. 1 is depicted, wherein an external cover has been removed to illustrate how the instruction sequences specified by the arrangement elements are executed in the physical world.

This embodiment is similar to the embodiment depicted in FIG. 6a, wherein 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 move the housing up and down together upon operation of the motors 62, 64 and gearbox (not labeled). 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 FIG. 6 a.

For higher accuracy of positioning of the 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 the successful scan of the programming element.

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

Turning to fig. 7, a simple flow diagram of the present invention is provided. At step 110, a START element is scanned into the input device by the operator, signaling the START of the program sequence.

At step 112, the directional element is selected and scanned or otherwise communicated to an input device for reading. At step 114, the digital element is passed to an input device for reading. Once the data has been verified as read at 116 (which may be indicated by a triggering of a light or sound), the data may be saved as an instruction or code at step 118. The data from the numbers or bar codes may also be re-entered (and a light or sound may be used to advise the operator) if it is incorrect or has not been read.

At step 120, the information that has been provided by the reading of the various elements may be evaluated to determine whether the instruction should be executed. If not, then additional orientations or numerical elements may be checked. (this essentially involves considering whether the "GO" element has been scanned-indicating the end of the phase or an instruction provided by the operator).

Assuming that 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 motors to operate the transverse and longitudinal members as previously described with respect to fig. 6, before the program and action ends (step 124).

The utility model provides a mode to the notion of young child development programming. This is a versatile, friendly and interesting way to let children develop their cognitive and participation skills by encouraging them to consider which steps are needed to move an object from a first location to a final location. The variation in the form of the type of object, the required complexity and instructions, the presence of obstacles, the scene, and the number of commands means that various levels are available, with options being essentially unlimited.

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

However, it will be understood 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 may be located at a distance away from the housing and send commands to the switches and motors of the X-Y plotter depicted in fig. 6 via wireless or wired communication without departing from the scope of the present invention.

It should be clear that the depicted directions, tasks, obstacles and objects are only for illustrative purposes and should not be considered 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 this disclosure may be presented as including individual functional blocks comprising apparatus, apparatus components, steps or routines embodied in software, or a combination of hardware and software.

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

An apparatus implementing a method according to the present invention may comprise 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 a peripheral device, or implemented on a circuit board between different chips or on different processes performed in a single device.

The instructions, the media used to convey such instructions, the computing resources used to execute them, and other structures used to support such computing resources are means for providing the functionality described in these disclosures.

While various examples and other information may be used to explain aspects within the scope of the appended claims, no limitations should be implied from the claims based on the specific features or steps in such examples, as those skilled in the art are able to derive various implementations 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 the described features or acts. For example, such functionality may be distributed among or performed in different components than those identified herein in a different manner. Rather, the described features and steps are disclosed as examples of components of systems and methods within the scope of the appended claims.

Claims (14)

1. A system for teaching programming skills, the system comprising:

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

a housing having a plane below which at least a first and a second individually movable member are disposed, wherein the first and second individually movable members intersect at a point,

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

an input device configured to detect the machine readable instructions corresponding to 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 a position of an intersection of a movable member beneath the housing and a 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. The system of any one of the preceding claims, wherein the first individually movable member extends transversely through the housing and the second individually movable member extends longitudinally along the housing.

4. The system of claim 3, wherein the individually movable members together define an addressable position matrix comprising row and column values.

5. The system of any one of the preceding claims, wherein the object is magnetically engageable with the movable member at an intersection thereof.

6. The system of any preceding claim, wherein the machine readable instructions are encoded into the element magnetically, optically or physically.

7. The system of any one of the preceding claims, wherein the object is selected from the group comprising: vehicles, animals, humans, 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. The system of any one of the preceding claims, wherein the system further comprises: a plurality of objects positionable about the plane in a 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 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, right, up, down, one or more values of a multiplier used as a predetermined movement distance, start and end.

14. A kit for teaching programming skills, the kit comprising:

a plurality of elements, wherein each element has human-readable indicia displayed thereon, the human-readable indicia representative of at least one or more machine-readable instructions corresponding to the encoded code,

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 intersect the longitudinally movable second individually movable member at an intersection point,

an object movably supported on the plane and engageable with the intersection point,

an input device configured to detect the machine readable instructions corresponding to 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 a position of an intersection of the second and first individually movable members beneath the housing and a position of the object engaged therewith.