JP2021060597A - Program creation support system and method and program therefor - Google Patents

Abstract

To provide a program creation support system capable of learning creation of a program by a simple method.SOLUTION: A program creation support system includes: a table for managing association of unique codes of a plurality of articles with instructions of a program; acquisition means for acquiring codes of the plurality of arranged articles when creating the program; a code recognition processing section for recognizing the codes of the plurality of articles acquired by the acquisition means; and a program generation processing section 103 which refers to the table, identifies instructions corresponding to the codes recognized by the code recognition processing section, and generates a program composed of the identified instructions. The acquisition means acquires start articles, a plurality of operation articles arranged after the start articles, and the codes of articles from an arrangement of articles formed from end articles. The code recognition processing section refers to the table and recognizes the codes of the plurality of operation articles.SELECTED DRAWING: Figure 1

Description

The present invention relates to a program creation support system, a method thereof, and the program thereof, and relates to a program creation assisting technique particularly suitable for programming learning.

With the development of AI (artificial intelligence) and information technology (IT), a shortage of IT engineers is expected, and the importance of developing human resources for programming is being emphasized. In Japan, the Ministry of Education, Culture, Sports, Science and Technology has advocated the importance of programming education for children as one of the measures to develop human resources for programming, and programming education has become indispensable in elementary schools from 2020. Various programming education systems, educational jigs, toys, etc. for children have already been proposed, and some of them have been put into practical use.

As one of them, programming education support for beginners using computers and the Internet has been advocated. For example, in Patent Document 1, a learner client, a learning manager client, and a learning management server are connected through a network to grasp the process of solving a problem by a learner online in real time and create a database. A programming education support system that can easily and accurately grasp each learner's programming proficiency by reproducing the answering process on an arbitrary time axis based on the recorded data and visualizing it with a graph is disclosed. ..

Further, in Non-Patent Document 1, as a service for children called "programming" developed by the Ministry of Education, Culture, Sports, Science and Technology, a program is assembled by combining a plurality of pictures (blocks) while operating a mouse on the screen of a display device. , Computer-based programming for children is disclosed. Further, Non-Patent Document 2 discloses a technique for operating a robot by creating a program using image recognition by an AR marker. According to this, the program is automatically transferred to the robot by taking a picture of the "Dosa card" and the "Joken card" on which the image serving as the AR marker is written alternately and taking a picture with the tablet.

Japanese Unexamined Patent Publication No. 2006-227218

Ministry of Education, Culture, Sports, Science and Technology "Programin" October 22, 2013 http://www.mext.go.jp/programin/ Toshiyuki Hara, "Study on Introducing Augmented Reality into Programming Experiences in Science Experiment Classes for Children", Information Processing Society of Japan 75th (2013) National Conference Proceedings (4), Information Processing Society of Japan, March 6, 2013, pp. 385-386

The technique described in Patent Document 1 has a subject of allowing a learning management server to easily and accurately grasp a learner's programming proficiency, and details how to make a learner create a program. It has not been.

Further, since the programming introduced in Non-Patent Document 1 is operated on the screen, the use of a personal computer (PC) or the like is a prerequisite. When programming is learned in a school class, it costs a considerable amount of money because a PC corresponding to the number of students is required, and the students need to learn the basic operations for operating the PC screen. In addition, Non-Patent Document 2 discloses the concept of photographing a card on which an AR marker is described with a tablet and programming it, but it is a specific problem or technical means for making it easier for children to program. There is no suggestion.
Therefore, a mechanism or teaching material that does not cost much and allows children to easily learn how to create a program is desired.

An object of the present invention is to provide a program creation support system capable of creating a program by a simple method, a method thereof, and a program thereof.

The program creation support system according to the present invention is preferably a program creation support system that supports the creation of a program using a computer.
Multiple articles, each with a unique code,
A table that manages the relationship between the code of the plurality of articles and the instructions of the program, and
When creating a program, an acquisition means for acquiring the code of each of a plurality of arranged articles, and an acquisition means.
A code recognition processing unit that recognizes the code of each of the plurality of articles acquired by the acquisition means, and
It has a program creation processing unit that identifies an instruction corresponding to the code recognized by the code recognition processing unit with reference to the table, and generates a program composed of a plurality of the specified instructions. It is configured as a program creation support system.
The present invention is also understood as a program creation support method realized by the program creation support system and a program creation support program.

According to the present invention, a program can be created by a simple method.

It is a figure which shows the structure of the program creation support system by Example 1. FIG. It is a figure which shows the configuration example of a mobile terminal. It is a figure which shows the example of the program sheet. It is a figure which shows the example of the chip used for making a program. It is a figure which shows the example of a program instruction. It is a figure which shows the example of a program instruction. It is a figure which shows the arrangement example of the chip in program making. It is a figure which shows the arrangement example of the chip in program making. It is a figure which shows the arrangement example of the chip in program making. It is a figure which shows the structure example of the curriculum management table. It is a figure which shows the configuration example of the user management table. It is a figure which shows the structure example of the teacher management table. It is a figure which shows the configuration example of the program management table. It is a flowchart which shows the schematic operation of program creation. It is a flowchart which shows the process operation of program creation. It is a flowchart which shows the process operation of program creation. It is a figure which shows the example of the screen display of a mobile terminal. It is a figure which shows the connection structure of a program creation support system. It is a flowchart which shows the schematic operation of the program creation by Example 3. FIG. It is a figure which shows the example of the task sheet used in Example 7. It is a figure which shows the example of the program sheet used in Example 7. It is a figure which shows the example of the chip used in Example 8. It is a figure which shows the arrangement example of the chip in Example 8. It is a figure which shows the arrangement example of the chip in Example 8.

A preferred example of the present invention is realized by a program creation support system using a computer. A plurality of chips with a pattern on which instructions are defined in advance and a predetermined sheet for arranging the chips are prepared. The user selectively arranges a plurality of chips on the sheet according to the purpose. The array of chips is photographed by a camera provided in a mobile terminal such as a smartphone. The processing device (for example, a server) in the program creation support system recognizes the image of the pattern of each chip from the image of the array of chips acquired by the camera, identifies the instruction code that constitutes the program, and programs from the array of instruction codes. Create data. The created program data is transmitted to the mobile terminal and executed. The execution of the program is displayed as a moving image of the character on the screen of the display unit of the mobile terminal, for example.

According to a preferred example, in a school class in which the user consists of a large number of students, a program creation class can be performed if there is one mobile terminal owned by the teacher. That is, each time each student finishes the chip arrangement, the camera of the mobile terminal takes a picture of the chip arrangement, sends the image to the server, and creates a program on the server. Then, each time the program is executed, it can be viewed as a video on the screen of the mobile terminal, so that the program performance can be confirmed for each student.

According to a preferred example of the present invention, it is possible to create a program by a simple operation of arranging chips on a sheet, as compared with a program creation operation of creating a program while operating a PC screen by one user. it can. Therefore, it is easy to learn the procedure for creating a program, and the teacher and the student who teach the program creation are less burdened. Moreover, since it is not necessary to prepare a PC for each user, it is suitable for a situation where a large number of people learn at the same time. In addition, since it can be handled by preparing a set of a chip and a sheet for each user, it can be realized at low cost.

Hereinafter, an embodiment of the present invention will be described in detail with reference to the drawings.
FIG. 1 shows an example of the overall configuration of the program creation support system.
The program creation support system is configured by connecting a server 1 that supports program creation and a plurality of mobile terminals 2 used by users via a communication network 9.

The server 1 is a computer that manages user information, communicates data with a mobile terminal, creates and executes a program, and performs various data processing. Details of its function and processing will be described later. Although the hardware configuration of the server 1 is not shown, it has hardware resources such as a processing device (processor) for executing a program, a memory, an external storage device such as a hard disk, an input device, and a display device.

In order to support the creation of a program, the server 1 includes an information management unit 102 that registers and manages information on users and workers of the mobile terminal 2, a program creation processing unit 103 that creates a program, and a program creation process. It has an image processing unit 104 that recognizes an image of the chip. Further, as a database (DB), it has a management information DB 105 for registering user information and various management information related to the use of programming learning, and a program DB 106 for storing information related to program creation. The configuration and functions of these processing units and DB will be described in detail later. In the illustrated example, the management information DB 105 and the program DB 106 are configured as separate DBs, but these may be configured as one DB.

The server 1 has a site for program creation support, and by connecting to this site from the mobile terminal 2, the program creation support can be received.
The mobile terminal 2 is, for example, a terminal such as a smartphone (hereinafter, simply referred to as a smartphone). The hardware configuration of the mobile terminal 2 will be described later with reference to FIG.

FIG. 2 shows the hardware configuration of the mobile terminal 2.
The mobile terminal 2 is, for example, a mobile terminal such as a smartphone (hereinafter, simply referred to as a smartphone), and has a processor (CPU) 202 that executes various application programs and the like, a memory 203 that stores data and programs, and a screen touch type. An input unit 204, a display unit 205 for displaying a screen, a camera 206 for a shooting function, a barcode reader 207 for reading a two-dimensional barcode, and a network connection unit 208 for data communication with a server 1 through a network 9. Have. The smartphone can connect to many sites via the Internet, and the CPU 202 executes the application desired by the user. In addition to the above, smartphones have various functions such as voice input / output functions.

[Program sheet and chip]
FIG. 3 shows an example of a program sheet.
The program sheet (hereinafter, simply referred to as a sheet) 30 is, for example, A4 size paper used for creating a program. In school lessons, the teacher distributes a pre-printed sheet 30 to each student. The sheet 30 is preferably made of plastic rather than ordinary paper so that the student can use it many times and withstand the placement of the chips.

A program area 302 is secured in a large space in the center of the seat 30. The title 301 is printed on the upper end of the sheet 30, and the identification unit 305 including the two-dimensional bar code is printed on the upper right end. Title 301 is, for example, the name of the curriculum. The two-dimensional bar code of the identification unit 305 contains identification information for identifying the curriculum.

In the program area 302, a matrix-like ruled line is printed by a plurality of vertical lines and horizontal lines, a "start" mark 303 is printed at the upper left end thereof, and a guideline 304 with a thick vertical line is printed downward. It is printed. Matrix lines and guideline 304 provide guidance for arranging chips. The matrix-shaped vertical and horizontal lines are the X / Y coordinates in the image processing of the chip pattern. The original information of the sheet 30 is stored in the program DB 106 as an image.

The student, who is the worker, arranges the chips from top to bottom according to the guideline 304. At other times, the chips are placed from left to right along the matrix lines. 7A to 7C show an example in which a plurality of chips 40 are arranged on the sheet 30.

FIG. 4 shows an example of a chip used for creating a program.
Chip 40 is an indicator in which program instructions are defined. For example, it is a plastic rectangular piece having a length of about 2 cm and a width of 5 cm, which expresses (prints) the operation of a command with a pattern. Each pattern is different for each command. It is preferable that a simple adhesive material is formed on the back surface of the chip 40 so that the chip 40 can be easily fixed on the sheet 30 and easily peeled off. The original information of the pattern of the chip 40 is stored in the program DB 106 as an image.

Although 17 types of chips are shown in FIG. 4, the number of chips can be further increased depending on the type of instruction. A plurality of chips 40 for distribution will be referred to as a chipset. The sheet 30 and the chipset 40 are sold and shipped to the user in response to a request from the user. In addition, in response to a request from the mobile terminal 2, the server 1 may provide a service for printing the sheet 30 or the chipset 40 on the designated printer.

[Example of program instruction]
FIG. 5 shows an example of a program instruction (instruction list).
Program instructions include nine instructions (operation instructions) that represent display / movement, two instructions (control instructions) that represent control statements, four instructions (input / output instructions) that represent input / output, and parameters, that is, 1 to 9. It is composed of instructions (parameters) that represent the numerical values up to and four other instructions.

Each chip and the instruction correspond uniquely, and the relationship between the chip design, the instruction name, the instruction operation, and the parameters is as shown in the figure. The remarks represent a reference explanation. For example, in an operation command, a picture pointing to the right (the first "moving: directed" command in FIG. 5) is a command indicating "move in a specified direction", and when this arrow points to the right. Indicates to move to the right, and to the left when facing left. The parameters represent the number and direction of operation instructions, numbers, and the like. In relation to instructions, it is possible to set parameters for instructions that can specify parameters. For example, the "move: directed" command can set the number of parameters, but the "pick up" command cannot set the parameters.

As illustrated in FIG. 6, in the right-facing picture "moving: oriented" command, when the parameter is "3", it means "turning three times to the right". Here, the arrangement of one chip 401 representing a certain instruction is indispensable, and the arrangement of the parameter 402 is arbitrary. Parameter 402 changes according to the type of instruction and its execution level.

In the "Other" command, the "START" command is not used when "Start" is printed on the sheet 30. The "END" instruction is placed at the end of the chip array. Operator and conditional statements are provided, but they may not be used depending on the content of the curriculum.

The relationship between the chip pattern (that is, the image of the pattern), the name indicating the operation, and the operation of these instructions is defined in the instruction table (indicated by reference numeral 50), which is a correspondence table, and is stored in the program DB 106. .. Here, an example of the screen display of the instruction table 50 is as shown in FIG. 5, but the instruction table 50 stored in the program DB 106 includes unique code data (instruction code) corresponding to the image of the pattern.

In one example, a plurality of instructions (referred to as instruction sets) are selected from the instruction table 50 according to the curriculum. Further, when a new chip pattern or a new command is specified, or when a default pattern is to be deleted or changed, the contents of the command table 50 can be changed. It is possible to change the correspondence between the chip design and the instruction in the instruction table 50 by the input instruction (not shown) of the server 1 or the input instruction of the administrator from the mobile terminal 2.

[Description of various tables]
Next, the configurations of various tables used for program creation support will be described with reference to FIGS. 8 to 11. Each table 80 to 110 is stored in the management information DB 105.

FIG. 8 shows a configuration example of the curriculum management table.
The curriculum management table 80 is a table that manages a curriculum for creating a program provided to a user and instructions used in the curriculum. Here, the curriculum may be said to be a problem or problem for the user to program. The curriculum, the specific task content corresponding to the curriculum, and the sheets used in the curriculum are associated with each other. This will be described later with reference to FIG.

The curriculum management table 80 is used in the curriculum selected from the curriculum number that identifies the curriculum, the address that executes the application according to the curriculum, the character set representing the character used in the application, and the instruction table 50. Register the reference numbers of all instructions (reference numbers of the instruction table 50). Here, the application is a program that performs a series of processes starting from the selection of the curriculum, the process of capturing the image of the sheet and the chip array by the mobile terminal 2, and the process of creating the program. A character is a character used as a moving image in executing a program, for example, an image of a rabbit or a turtle, or an image of a famous animation.

The reason for registering the reference numbers of all the instructions used in the curriculum in the instruction set is to speed up the program creation process. That is, in the program creation process, the process of recognizing the image of each chip from the image of the chip array while referring to the instruction table 50 is performed, but if all the chip images registered in the instruction table 50 are scanned at this time, it is very large. It takes a long time. On the other hand, if the instruction corresponding to the reference number registered in the instruction set is scanned, the time required for image recognition is significantly shortened.

FIG. 9 shows a configuration example of the user management table.
The user management table 90 is a table that manages information of a user who creates a program. The user management table 90 includes identification information that is a user identification ID, a program data storage destination index (ID) that indicates a user name and an address that stores program data, and a curriculum management table 80 as curriculum identification information. Register the curriculum number selected from, the update date and time, the e-mail address of the mobile terminal owned by the user as personal information, and the like. The curriculum number used in the past is sequentially registered as a log in the curriculum identification information. In this example, the program data storage destination ID represents the address of the program management table 110 that manages the created program data or the information that specifies the program management table 110.

When studying a program in a school class or a group, the teacher management table 100 is mainly used because data communication is performed with the server 1 using the mobile terminal 2 owned by the teacher. Therefore, the user does not have to register the information about the student including the ID that identifies the student in the user management table 90. On the other hand, when all the students have the mobile terminal 2 and each person independently creates a program, the user information of all the students is registered in the user management table 90.

FIG. 10 shows a configuration example of the teacher management table.
The teacher management table 100 is a table that manages information about the teacher and the students who make up the class when the program is learned in the class of the school. The teacher management table 100 is selected from the curriculum management table as a teacher ID that identifies the teacher, a teacher's name, a program data storage destination index (ID) that indicates an address that stores the program data, and curriculum identification information. Register the curriculum number to be used, the student identification ID of the class as user identification information, the e-mail address of the mobile terminal owned by the teacher as personal information, and the like. All the plurality of student IDs constituting the class are registered in the user identification information. The curriculum number used in the past is sequentially registered as a log in the curriculum identification information.

FIG. 11 shows a configuration example of the program management table.
The program management table 110 is a table that manages information about the created program. The program management table 110 registers the user identification ID that created the program, the curriculum number, the created program data, the registration date and time of the program, and the modification date and time. In this embodiment, the student identification ID is registered as the user identification ID. The program data is the created program itself, and in the case of a multi-line program step, the number of lines is registered.

[Outline operation of program creation]
Next, a schematic operation of program creation will be described with reference to FIG.
This example shows a flow when a teacher who owns a mobile terminal 2 gives a programming lesson to a plurality of students. In the figure, the steps shown by the solid line represent the processing operation by the mobile terminal or the server, and the steps shown by the dotted line represent the movement of a human being (teacher or student).

First, the teacher operates the mobile terminal 2 and inputs an account and a password to log in (S1201). Then, the mobile terminal 2 is connected to the server 1 via the network 9 and is connected to the program creation site of the present case. Then, the screen for curriculum selection is displayed on the display unit 205 on the mobile terminal 2. The teacher selects the desired curriculum from the displayed screen (S1202).

Here, the operation from the selection of the curriculum to the preparation of the sheet 30 will be described. As for the selection of the curriculum, the screen of the curriculum list as shown in FIG. 15A is displayed on the display unit 205 of the mobile terminal 2. The teacher selects the desired curriculum (task) from the displayed curriculum list. Then, as shown in FIG. 15B, a screen showing the details of the selected task is displayed. If the teacher confirms the details of the assignment and agrees, select the "sheet" at the bottom of the screen. Then, a sheet corresponding to the curriculum as shown in FIG. 15C is printed. The sheet can be printed using a printer specified in advance. When programming in a school lesson, it is necessary to understand the lesson contents in advance, so that the operations up to this point can be completed in advance and the sheet can be prepared in advance.
The screen information as shown in FIGS. 15A to 15C is stored in the management information DB 105, and is transmitted to and displayed on the mobile terminal 2 in response to an input instruction from the mobile terminal 2.

In the actual programming class, the teacher distributes the prepared sheet 30 and chipset 40 to a plurality of students (S1203) and gives programming questions (S1204). The question is to explain the task shown in FIG. 15 (B). For example, the subject "Let's put an apple on the table and get out of the room" corresponding to the curriculum "Training 1". As a slightly advanced question (for example, "Introduction 3"), there may be a theme such as "athletic meet where rabbits and turtles compete" without saying each movement.

The student performs programming, that is, the task of arranging the chips 40 on the distributed sheet 30 (S1211). As a result of the arrangement work of the chips 40, the chips are arranged on the sheet 30, for example, as shown in FIGS. 7A to 7C. According to the experimental example, FIGS. 7A to 7C are examples of answering the task "Let's put an apple on a table and get out of the room" by arranging a plurality of different chips.

When the work of arranging the chips 40 on the sheet 30 is completed, the teacher photographs the completed chip array sheet 40 with the camera 206 of the mobile terminal 2 and transmits the captured image to the server 1 (S1205).

The server 1 performs a program creation process based on the received image (S1206). This process will be described in detail later. The program created by the server 1 is executed by the mobile terminal 2 (S1207).

[Program creation process]
Next, the program creation process will be described with reference to FIGS. 13 and 14.
FIG. 13 shows an overall flowchart of the program creation process.
Prior to this process, the site operated by the server 1 is accessed from the teacher's mobile terminal 2, and personal information including the name of the user (student) is registered in the user management table 90. Further, in the teacher management table 100, the teacher's name, the e-mail address of the mobile terminal 2, and the identification ID of the student (user) of the class involved in the programming class are registered.

Further, the curriculum selection process (S1202) of FIG. 12 selects a curriculum using the curriculum selection screen (FIG. 15), and the curriculum number selected from the curriculum management table 80 is registered in the teacher management table 100. In the process of this example, since a different curriculum is not selected for each student, it is not necessary to select and register the curriculum number in the user management table 90.
Further, as shown in FIG. 12, the sheet 30 and the chipset corresponding to the selected curriculum number were distributed to a plurality of students, and the students completed the work of arranging the chips 40 on the sheet 30 in the programming class. And.

Here, an example of chip arrangement will be described with reference to FIGS. 7A to 7C.
An example of this chip arrangement is an example in which three students each performed different chip arrangements for the task "Let's put an apple on a table and get out of the room". All of FIGS. 7A to 7C perform the same operation, and the answer is correct. Incidentally, the operation by the program instruction based on the arrangement of the illustrated chips is as follows.
・ 2 steps to the right ・ 3 steps down ・ Pick up ・ 2 steps to the left ・ Place ・ 2 steps down ・ Open the door.

The explanation is returned to FIG. The teacher operates the mobile terminal 2 to log in (S1301). In this case, the information management unit 102 of the server 1 refers to the teacher management table 100, confirms the teacher identification ID, and if the curriculum number is not registered, displays the curriculum on the display unit of the mobile terminal 1. A screen prompting selection is displayed, and the above processing is performed from the screen based on FIG. Then, the information management unit 102 refers to the curriculum management table 80 based on the curriculum number registered in the teacher management table 100, and starts the application registered in the curriculum management table 80 (S1302). When the application is started, the information of the curriculum management table 80 in which the selected curriculum number is registered is taken into the memory of the mobile terminal 2 and stored.

The teacher uses the barcode reader 207 of the mobile terminal 2 to read the identification unit 305 of the sheet 2. Further, the camera 206 is used to take a picture of the sheet (chip arrangement sheet) 30 in which the chips 40 are arranged. The information of the identification unit 305 and the captured image of the chip arrangement sheet (chip arrangement sheet image) are temporarily stored in the memory 203 (S1303). When registering the chip array sheet image in the memory 203, the teacher inputs a user identification ID (in this case, a student identification ID) from the input unit 204 in order to display that the image was created by a specific user (student). input. A user identification ID is assigned to the chip array sheet image and stored in the memory 203.

The information from the identification unit 305 includes information for identifying the curriculum, and the CPU 202 compares the identification information with the curriculum number registered in the curriculum management table 80. As a result of the comparison, if the two match, it is determined that the used sheet 30 is correct, and the subsequent processing is continued. On the other hand, if it is determined that the result of the comparison is incorrect, the CPU 202 displays that fact on the display unit 205 and prompts the user to confirm the sheet 30 and the curriculum number.

When the regular sheet 30 corresponding to the curriculum number is used, the CPU 202 transmits the chip arrangement sheet image to the server 1 via the network connection unit 208 (S1303). The chip arrangement sheet image may be transmitted to the server 1 each time the chip arrangement sheet image for each student is acquired, or may be performed when the chip arrangement sheet images of a plurality of students are stored in the memory 203. .. A teacher identification ID, a curriculum number, and a user identification ID (student identification ID in this example) are assigned to the chip arrangement sheet image and transmitted to the server 1.

When the server 1 receives the chip arrangement sheet image, the information management unit 102 confirms whether the sender's address is the e-mail address registered in the teacher management table 100. Further, the student identification ID and the teacher identification ID given to the received chip arrangement sheet image are acquired, and it is confirmed whether or not they are registered in the teacher management table 100. If the result of this confirmation is correct, the process proceeds to image processing and program creation processing. (In addition, when the individual user sends the chip arrangement sheet image from his / her mobile terminal to the server, the information management unit 102 refers to the user management table 90 and confirms whether the e-mail address is properly registered. become.)
In the program creation process, the image processing unit 104 first performs a process of recognizing the image of the pattern of the chip from the acquired image (S1304). After that, the program creation processing unit 103 performs a program generation process based on the recognition result (S1305). These processes will be described later with reference to FIG.

The program data created by the program creation processing unit 103 is stored in the program management table 110 according to the processing of the information management unit 102. That is, in the program management table 110, the "user ID" is the student ID of the user who created the program, the "curriculum number" is the curriculum number registered in the teacher management table 100, and the "program" is created. The date and time when the program is stored is registered in the "program registration date and time" of the program data.

After that, the program registered in the program management table 110 can be executed (S1307). In one example, the execution of a program includes the process of testing the program and confirming it before the execution of the program. This is because there are cases where the control statement chips and parameter chips are not arranged according to a predetermined rule in the arrangement of the chips 40, or there is no "END", and these must be errors in the execution of the program. Is. If such an error is found in the test and confirmation process, the program data is corrected.

That is, for the purpose of testing and confirming the program, the program data stored in the program management table 110 is transmitted to the source mobile terminal 2 via the network 9 and executed by the CPU 202. The execution of the program by the CPU 202 is displayed on the display unit 205 as, for example, a moving image of the character registered in the curriculum management table 80. The teacher looks at the moving image displayed on the display unit 205, and determines whether the displayed moving image is correct based on the initially set "task" and the chip arrangement in the chip arrangement sheet image acquired by the camera. As a result, if it is determined that it is not correct, the student who created the program is verbally instructed to correct the programming. At the same time, when the input unit 204 instructs the program to be modified, the instruction is transmitted to the server 1 and the flag being modified (not shown) is stored in the program management table 110. When the student has modified the programming, the modified chip array sheet image is transmitted to the server 1 in the same manner as described above. In this case, the modified (modified version) program data is stored in the program management table 110 in the same manner. At the same time, the modification date and time of the program management table 110 is registered.

The modified version program is executed on the mobile terminal 2 owned by the teacher in the same manner as described above. As a result, if there is no error, that fact is transmitted to the server 1, and a flag (not shown) indicating program completion is registered in the program management table 110.
An example of executing the program after completion will be described later with reference to FIG.

Next, the image processing (S1304) and the program creation processing (S1304) will be described in detail with reference to the flowchart of FIG.
The image processing (S1304) is a process of recognizing and cutting out an image of a pattern drawn on each chip 40 from the chip arrangement sheet image. Since the image taken by the camera 206 may be tilted, first, in the process of image correction (S1401), the tilt of the image is corrected based on the image of the sheet 30. For example, if it is determined that the guideline 304 of the sheet 30 is tilted by an angle θ with respect to the vertical axis (Y axis), the entire acquired image is rotated by an angle θ to align the vertical axis with the guideline 304.

Next, in the image putter matching (S1402), it is determined whether or not the image of the pattern of each chip 40 constituting the chip arrangement matches the pattern registered in the instruction table 50 with reference to the instruction table 50. By this process, the code data corresponding to the image of the pattern registered in the instruction table 50 is selected. Even if there is an eraser, dust, etc. on the sheet 30, those images are not selected (excluded). In image pattern matching, the acquired chip arrangement image is not compared with all the images registered in the instruction table 50, and only the chip image corresponding to the instruction reference number originally registered in the curriculum management table 80 is used. The processing time is speeded up by comparing the images. Coordinate information (X / Y coordinate information on the sheet 30) of the place where the pattern image is recognized is added to the code data (command code) output as a result of image pattern matching.

In the program creation process (S1304), the instruction codes corresponding to the images of the patterns specified by the image processing are aligned (S1403). The reason for aligning the instruction codes is that the image of the pattern recognized by pattern matching was converted into the instruction code, but the arrangement is still in the state where the chips 40 are arranged, so the instruction codes are rearranged. This is to align. This alignment is based on the coordinate information added to the instruction code, for example, with the Y coordinate as a reference. Further, when generating the program, the instruction table 50 is referred to to confirm whether the instruction codes are arranged correctly. For example, as a result of the above image processing, it is correct if the instruction code of the parameter "number of times" is lined up to the right of the instruction code of "move", but the parameter "number of times" is to the right of the instruction code of "pick up" or "put". If is lined up, it is judged that it is not correct because it is not permitted in the instruction table 50. If the arrangement is incorrect, the parameter is ignored in one example. Even if the parameters are arranged correctly with respect to the instruction code, if the instruction code of the parameter is shifted to the right beyond the permissible range, the instruction code is moved to the left, for example, a "moving" instruction. Align to the right of the code.

When the arrangement and confirmation of the instruction codes are completed, the program data is generated by programming the arranged instruction codes in this order (S1404). The data of the created program is stored in the "program" area of the program management table 110. A user identification ID, a curriculum number, and a program registration date and time are also registered in the program management table 110.

By the above processing operation, a program based on the arrangement of the patterns of the chips 40 is created. For example, as shown in FIGS. 7A to 7C, if the same subject but different chip arrangement, the instruction code arrangement is also different, so that the program is different. However, the operation of the character displayed on the screen of the display unit 205 becomes the same by executing the program.

[Run program]
In the first embodiment, the created program is executed by the CPU 202 of the mobile terminal 2 owned by the teacher. It is assumed that the execution of the program is displayed on the screen of the display unit 205 as a moving image accompanied by the movement of the character. However, the program is not limited to this, and is executed by various devices.

FIG. 16 shows a device (referred to as a connected device) connected to the server 1 in the program creation support system. For example, a device including a projector for projecting a moving image or an image on a screen, a large display device 151, an audio device 152, and an operating device 153 such as a robot or a miniature car is connected to the server 1 via a network 9.

The connected device on which the program is executed is not limited to one, and a plurality of devices can be used. For example, when "sound" is used from the input / output commands in the command list shown in FIG. 5, the operation of the character is displayed on the display device 151, and the sound is further generated from the audio device 152. As another example, when using a robot that emits sound, when "sound" and "control connected device" are used from the input / output commands in the command list shown in FIG. 5, the designated destination is specified. The robot operates as the program is executed, and sound is emitted from the speaker provided by the robot.

The connected device can be any device having an IP address that can connect to the Internet. For management of connected devices, a connected device management table for registering the IP address or URL of the connectable device is prepared in the management information DB 105 of the server 1, and the connected device of the output destination is determined by referring to the connected device management table. By selecting it, it is possible to connect to the device on which the program is executed. The selection of the connected device may be decided in advance, or may be selected from the mobile terminal 2 or another mobile terminal owned by the teacher after the program is completed.

[Program creation support system for the visually impaired]
Although the first embodiment is premised on the creation of a program by a visually impaired person, the present invention is also useful when a visually impaired person creates a program. As an example, Braille is applied to the sheet 30 and each chip 40 for the visually impaired. That is, Braille is formed on the matrix lines and the guideline 304 of the sheet 30, the title 301, and the "start" mark 303 in addition to the above-mentioned printing. Further, in addition to the above-mentioned pattern, Braille indicating the "name" of the chip is applied to a predetermined position of each chip 40. Further, in the instruction table 50, in addition to the configuration shown in FIG. 5, note data is registered corresponding to the "name" of each chip.

The user relies on the Braille of the sheet 30 and each chip 40 to program the chips 40 side by side on the sheet 30. The operation from the acquisition of the chip array sheet image by the camera to the generation of the program data is the same as that in the first embodiment. In executing the program, the display function and the voice output function of the mobile terminal 2 can be enabled, or the program can be executed by connecting to the audio device 152 shown in FIG. In the execution of the program, the state of the arrangement of a plurality of chips is output as a change in the sound due to the note, so that the visually impaired person can grasp the performance of the program based on the change in the sound.

[Program creation support system by other examples]
In the program creation support system according to the first embodiment, the server 1 includes the program creation processing unit 103, the image processing unit 104, and the management information DB 105 and the program DB 106 that store related tables and information. However, in the program creation support system according to the second embodiment, the mobile terminal 2 can have all or a part of these processing functions and DBs.

For example, when the mobile terminal 2 has all the processing functions and related tables and information, the site that first provides the programming creation service (for example, the site operated by the server 1) is accessed and the related application (program creation) is accessed. Functions and related management information) are downloaded and stored in the mobile terminal 2. After that, the program can be created in the same manner as in the above embodiment. In this case, the sheet 30 and the chip 40 can be created by printing with a printer designated by a printing instruction from the mobile terminal 2. The processes shown in FIGS. 13 and 14 are programmatically executed in the CPU 202 included in the mobile terminal 2.

Further, as an example of providing a part of processing functions and DBs to the mobile terminal 2, for example, the server 1 holds an instruction table 50, and the mobile terminal 2 has a curriculum management table 80, an image processing function, and a program creation. It can have a function. In this case, the instruction-image pair used according to the curriculum is acquired from the instruction table 50 and stored in the curriculum management table 80. The program creation function can refer to the curriculum management table 80 and perform a process of specifying an instruction corresponding to the image of the chip. Usually, many users' mobile terminals 2 can be connected to the server 1. Therefore, all the instruction / image pairs are managed as a population in the instruction table 50, and the instructions and images selected from the instruction table 50 are selected from the instruction table 50 according to the curriculum specified by the request from the user's mobile terminal 2. It is meaningful to provide only the pair to the mobile terminal 2.

[Program creation behavior by other examples]
In the first embodiment, as shown in FIG. 12, it is assumed that the arrangement of the chips 40 on the sheet 30 created by the student is photographed by using the mobile terminal 2 possessed by the teacher. However, the learning of the program is not limited to school lessons, and the user can also do it by himself / herself. According to the third embodiment, the user has a mobile terminal and can perform basic operations such as a login operation by himself / herself.

As shown in FIG. 17, the user himself / herself logs in using the mobile terminal (S1201), selects the curriculum (S1202), prepares the sheet and the chipset, and programs (S1211'). In this case, the teacher management table 100 is not used, but the user management table 90 is used. The other main processing operations are the same as those in the first embodiment.

In addition to learning to create a program, this program creation support system can also be applied to a game device for creating a program, a control device by a program, a program creation for controlling a toy, and the like.

[Program creation support processing flow by other examples]
In the first embodiment, in the processing flow with reference to FIG. 13, it has been described that the image acquisition and transmission (S1303), the program creation process (S1305), and the program execution (S1307) are performed as a series of processes. According to the fourth embodiment, these processing steps can be divided into a plurality of steps and performed at different timings. For example, in a school class, in the first time, students are trained to arrange chips 40 on a sheet 30, a chip array created by a plurality of students is photographed by a camera 206, and a plurality of chip array sheet images are stored in a memory. The chip array sheet image stored in the memory 203 is transmitted to the server 1 in the second time until it is stored in the 203, the program is created by the server, and the created program is transmitted to the mobile terminal 2 and stored in the memory. It is stored in 203 until the program of one student is executed as a test, the program created by the remaining students is executed as a test in the third time, and then the program is modified. It is possible to carry out. Especially in school lessons, it is important to watch the progress of all the students, so it is meaningful to divide the program creation process into several parts as described above.

[Management table by another example]
In the first embodiment, it is assumed that the reference numbers of all the instructions used in the curriculum (reference numbers of the instructions selected from the instruction table 50 of FIG. 5) are registered in the curriculum management table 80. In the fifth embodiment, the chip image, name, operation, parameter, and instruction code data of the instruction selected from the instruction table 50 may be registered. Further, by downloading the application for program creation support to the mobile terminal 2 from the server 1, the process of creating a program based on the chip arrangement image can be performed by the CPU 202 of the mobile terminal 2.

As another example of the fifth embodiment, a plurality of instructions selected from the instruction table 50, a sheet 30, and a chip 40 are provided in response to a user's request to finally support the user in creating a program. Business is possible. In this case, the curriculum management table 80 becomes a contract management table for each user, and the curriculum number becomes a contract identification code unique to the user. For example, the information management unit 102 of the server 1 has a contract management table in which each data of the chip image, name, operation, parameter, and instruction code of the selected instruction, which follows the above other example, is registered, and the user. A management table, a program management table, and an application for supporting program creation are provided to the user's mobile terminal 2. In the mobile terminal 2, the CPU 202 can create a program by the processes shown in FIGS. 13 and 14 based on the acquired chip arrangement image.

[Sheet by other example]
The sheet 30 is not limited to that shown in FIG. Considering the ease and convenience of arranging the chips 40, it is preferable that the program area 302 is printed with a "start" mark, a ruled line, or a guideline 304, but according to the alternative, they are not always required. If the starting position and the arrangement direction of the arrangement of the chips 40 are known, or if the user is proficient to some extent, there may be no ruled line or guideline 304 in the program area 302. Further, the "start" mark 303 can be replaced with a "START" chip.

Also, according to another example, the sheet 30 is not always required. In short, the start position, the arrangement direction, and the end position are clarified according to the arrangement rule of the chips 40, the chips 40 are arranged on a blank sheet of paper, a desk, or a table, and the arrangement is photographed by a camera. A similar action or effect can be obtained. The image acquired by the camera is a chip array image without a sheet. For example, when arranging chips on a desk, there is no problem even if there is a foreign substance such as an eraser or a pencil on the desk. This is because the eraser and pencil images are excluded in the process of image recognition based on the image taken by the camera, and only the chip-specific image can be recognized and extracted.

As another example of not using a sheet, for example, a chip 40 is created with a quadrilateral cardboard card having a length and width of about 1 to 2 m, and this card is programmed by arranging them in a schoolyard to arrange the cards. It is also possible to acquire an image of the chip array by shooting from a high place with a camera equipped with a wireless communication function mounted on the drone.

[Example of assignment sheet]
Example 7 is a specific example of the task (curriculum) sheet shown in FIG. 15 (B). As shown in FIG. 18, the task sheet 70 mainly includes a task sentence 702 and a pictorial drawing, and has a task number 701 and an identification unit 705 to manage the task (or task sheet). The identification unit 705 is formed by a two-dimensional bar code including identification information (problem identification information) for identifying a task. The task identification information is associated with the curriculum number registered in the curriculum management table 80.

In light of the first embodiment, the teacher (or the user) distributes the task sheet 70 corresponding to the task to the students each time the task changes. Then, when the teacher (or user) distributes (uses) the task sheet 70 (for example, in the case of S1204), the teacher (or the user) causes the barcode reader 207 of the mobile terminal 2 to read the identification unit 705 of the task sheet 70. Further, in the program creation process (FIG. 13), after the application is started (step S1302), the identification unit 305 of the sheet 3 (in the first embodiment) is identified by the task sheet 70 instead of being read by the barcode reader 207. The part 705 is read by the bar code reader 207. As a result, the assignment sheet 70 and the curriculum number registered in the curriculum management table 80 are associated with each other. Other operations are the same as in the first embodiment, and can be understood by replacing the identification unit 305 in FIG. 13 with the identification unit 705.

When the task sheet 70 is used, the sheet on which the chips 40 are arranged does not have to have the identification unit 305. FIG. 19 shows an example of this sheet 30'. That is, according to the first embodiment, the sheet 30 is changed every time the curriculum changes, but according to the seventh embodiment, the task sheet 70 may be changed when the task changes, and the sheet 30 does not have the identification unit 305. There is no need to change ´. Therefore, the sheet 30'can be used as a dedicated sheet (for example, a mount on a desk) for arranging the chips 40.

As an application example of the seventh embodiment, a booklet including the task sheet 70 over a plurality of pages is provided to the user for a fee or free of charge. In this case, the identification unit 705 may include the site information of the server 1 that performs the program creation service in addition to the problem identification information. The user reads the identification unit 705 of the target task sheet 70 with the barcode reader 207 of the mobile terminal 2, accesses the site of the program creation service based on the read information, and corresponds to the task sheet 70. The information registered in the curriculum management table 80 can be acquired to receive the program creation service.

[Chip by another example]
In the eighth embodiment, in order to facilitate the arrangement of the chips 40, the outer peripheral portion of the chips 40 is provided with irregularities. As shown in FIG. 20, the flat plate-shaped chip 40 is formed with triangular concave portions 411 and 412 on the upper side and the left side, and triangular convex portions 421 and 422 are formed on the right side and the lower side. The reason why the chip 40 is provided with irregularities is to regulate the arrangement of the chips 401, in other words, to simplify the arrangement of the chips. As shown in FIG. 21, the user can easily arrange (or may be referred to as a combination) a plurality of chips 40 in order by engaging the convex portion of one chip with the concave portion of another chip. Can be done. As a specific example, as shown in FIG. 22, since the "moving: oriented" instruction can add parameters (see FIG. 5), the chip 401 of the "moving: oriented" instruction has a convex portion 422 on the right side. The parameter chip 402 has a recess 412 only on the left side. Although not shown in FIG. 22, as another example of the unevenness of the chip with reference to FIG. 5, for example, since no parameter is added to the "pick up" command, a convex portion is provided on the right side of the chip of the "pick up" command. There is no. Further, since all the parameters are added to the operation command, the control command, and the like, the parameter has a concave portion 412 only on the left side of the chip, and does not have a concave portion or a convex portion on the other side. Further, as shown in FIG. 22, the chip 401 of the "end" command has a recess 411 only on the upper side.

According to the eighth embodiment, the arrangement of the instruction and parameter chips can be managed by appropriately forming irregularities on the sides of the rectangular chip 40 and arranging the plurality of the chips. As a result, the arrangement of the chips can be uniformly managed, so that the sheet 30 for arranging the chips can be omitted.

Further, since the chip arrangement can be managed, the time and load for executing the image correction function (S1401 (FIG. 14)) in the image processing and the program creation processing code data alignment function (S1403) can be reduced. As a whole, the time for creating a program can be speeded up. For example, when the chips 40 having no unevenness are arranged on the sheet 30 as in the first embodiment, even if there is a guideline 304, the left and right sides of the plurality of chips are uneven, biased, or tilted. Often arranged. In such a case, the image correction function (S1401) can be used for normal correction, but the processing time or load for that is required. On the other hand, according to the eighth embodiment, since the arrangement of the chips is managed by the unevenness provided on the chips, it is possible to prevent the user from unevenness or inclination of the arrangement of the chips. Therefore, processing such as an image correction function (S1401) by an image processing program is almost unnecessary, and the program creation process can be speeded up.

According to the eighth embodiment, a triangular unevenness is formed on the side of the rectangular chip, but the uneven shape is not limited to the triangular shape, and various applications such as a semicircle and a square can be applied. Further, when only a specific parameter is applied to a specific command, unevenness of a specific shape can be applied to both chips. For example, since only the "direction, height" parameters are added to the "jump" instruction, the two chips have a specific relationship. Therefore, while triangular irregularities are applied to the majority of instruction chips, special irregularities (for example, semicircle) are applied to the right side of the "jump" instruction chip and the left side of the "direction, height" parameter chip. Circular unevenness) can be applied. In this way, it is possible to prevent a chip with the "direction, height" parameter from being selected for a chip with another operation instruction.

[Chip by another example]
As another example of the chip 40, the pattern, shape, and size applied to the chip 40 are not limited to those shown in FIGS. 4 to 5. The picture is not limited to the abstract picture or character shown in FIG. 4, but may be a concrete picture such as a rabbit running, rotating, or picking up an object. It will be easier for young children to understand the relationship between the picture and the meaning of the command. Other examples may be playing cards and cards. Further, the shape of the chip is not limited to a quadrilateral, and may be various shapes. For example, it may be a cutout shape of a picture of a rabbit running, sleeping, or flying.

Further, although the name of the chip 40 is referred to as the chip 40 in the first embodiment, the name is not limited to this. For example, a card, a part, a piece, a small piece, a piece of paper, an element, may be generically called a part or an article.
The chips are preferably flat cards for the convenience of arranging them and then putting them away and storing them, but they are not necessarily limited to flat members. In short, it is feasible as long as it is an article that can be arranged and the characteristic of the pattern or shape (referred to as visual characteristic) of the article and the command are uniquely associated with each other. An article having visual characteristics may be referred to as a part having a unique display.

Further, in the above embodiment, the pattern of the chip 40 is image-recognized and related to the instruction, but the present invention is not limited to this. For example, it is possible to attach a unique number or bar code to each chip 40 in addition to the pattern, and recognize the number or bar code to associate it with an instruction. In that case, the relationship between the number or barcode and the instruction is registered in the instruction table shown in FIG.

Further, as another example regarding the chip 40, the chip can be created and used by the user himself / herself. For example, the user can increase the number of chips by creating chips 40 having the same shape and pattern as in FIG. 4 by hand or by copying. In this case, if the design of the chip created by the user is the same as or within the permissible range, the design of the chip 40 created by the user is recognized as the same image in the image processing of the server 1, so there is a problem. Absent.

[Other examples]
In the above embodiment, the identification unit 305 of the sheet 30 is read by the barcode reader 207 of the mobile terminal 2. In the alternative, the camera 206 can read the identification unit 305, and the image recognition function can recognize the identification information included in the identification unit 305.

Further, in the above embodiment, it is assumed that the camera 206 of the mobile terminal 2 captures an array of chips arranged on a sheet. According to an alternative example, not only the camera of the mobile terminal but also a camera having a communication function or an image of a chip array taken by a normal digital camera is stored in a USB memory or an SD memory, and this memory is created as a program. It is also possible to acquire an image of the chip arrangement by loading it in a server or terminal for use.
The present invention can be implemented by various modifications and applications other than the above-mentioned examples or alternative examples.

1: Server 2: Mobile terminal 9: Network 102: Information management unit 103: Program creation processing unit 104: Image processing unit 105: Management information DB 106: Program DB
202: CPU 203: Memory 204: Input unit 205: Display unit 206: Camera 207: Bar code reader 208: Network connection unit 30: Sheet 301: Title 302: Program area 303: Start mark 304 Guideline 305: Identification unit 40: Chip 50: Instruction table 70: Assignment sheet 80: Curriculum management table 90: User management table 100: Teacher management table 110: Program management table

Claims (12)

A program creation support system that supports the creation of programs using a computer.
Multiple articles, each with a unique code,
A table that manages the relationship between the code of the plurality of articles and the instructions of the program, and
When creating a program, an acquisition means for acquiring the code of each of a plurality of arranged articles, and an acquisition means.
A code recognition processing unit that recognizes the code of each of the plurality of articles acquired by the acquisition means, and
With reference to the table, there is a program creation processing unit that identifies an instruction corresponding to the code recognized by the code recognition processing unit and generates a program composed of a plurality of the specified instructions. And
The plurality of articles include a start article indicating a start mark as a start position, a plurality of motion articles defining an operation, and an end article indicating an end mark as an end position.
The acquisition means acquires the code of each article in an array formed from the start article, the plurality of moving articles arranged after the start article, and the end article.
The code recognition processing unit is a program creation support system characterized by recognizing the codes of the plurality of moving articles arranged between the start article and the end article. A program creation support system that supports the creation of programs using a computer.
Multiple articles, each with a unique code,
A guideline for guiding the arrangement of the plurality of articles, a sheet on which the plurality of articles are arranged, and a sheet in which a start mark indicating the start position of the arrangement is provided at a predetermined position of the guideline.
A table that manages the correspondence between the code of the plurality of articles and the instruction of the program, and
With the start mark as the start position, an acquisition means for acquiring the codes of the plurality of articles arranged on the sheet according to the guideline, and
A code recognition processing unit that recognizes the code possessed by the plurality of articles acquired by the acquisition means, and a code recognition processing unit.
It has a program creation processing unit that identifies an instruction corresponding to the code recognized by the code recognition processing unit with reference to the table, and generates a program composed of the plurality of specified instructions. ,
A program creation support system characterized by this. A program creation support system that supports the creation of programs using a computer.
A plurality of articles having irregularities on the outer circumference and each having a unique cord,
A table that manages the correspondence between the code and the instruction of the program possessed by each of the plurality of articles, and
When creating the program, a code recognition processing unit that recognizes the code possessed by each article of a plurality of articles arranged so that the irregularities of the article are engaged with each other.
It has a program creation processing unit that identifies an instruction corresponding to the code recognized by the recognition processing unit with reference to the instruction table, and generates a program composed of the plurality of specified instructions. A program creation support system characterized by this. A curriculum sheet is used that is presented to the user for programming and has at least a curriculum and a display of curriculum identification information that identifies the curriculum.
The plurality of articles are arranged by the user according to the curriculum of the curriculum sheet.
The table is a curriculum management table that manages the correspondence between the curriculum identification information that identifies the curriculum for programming and the code and the instruction of each of the plurality of articles used for programming based on the curriculum. Including,
The program creation support system according to any one of claims 1 to 3. Each of the plurality of articles has a unique visual characteristic and the unique code.
The program creation support system according to any one of claims 1 to 4. The computer includes a server and a terminal.
The server has the table, the code recognition processing unit, and the program creation processing unit.
The terminal has the acquisition means, an input unit, a display unit, a processor that executes a program, and a storage unit.
The program created by the program creation processing unit on the server is transmitted to the terminal, the processor of the terminal executes the received program, and the display unit displays the execution state of the program. To do
The program creation support system according to any one of claims 1 to 5. The computer includes a terminal
The terminal has the acquisition means, an input unit, a display unit, a processor that executes a program, and a storage unit.
The processor has the code recognition processing unit and the program creation processing unit.
The storage unit stores the table and
The program created by the program creation processing unit is executed by the processor, and the state of the execution is displayed on the display unit.
The program creation support system according to any one of claims 1 to 5. It has a program management table that manages program data created by the program creation processing unit, and a connected device management table that manages information on a plurality of devices that can be connected to the computer.
The program creation processing unit executes the program registered in the program management table on the device selected with reference to the connected device management table.
The program creation support system according to any one of claims 1 to 7. It is a program creation support method that supports the creation of programs using a computer.
Multiple articles, each with a unique code, are used
A step of managing the relationship between the code of the plurality of articles and the instruction of the program in a table stored in the storage means, and
When creating the program, the acquisition step to acquire the code of each of the plurality of arranged articles, and
A code recognition processing step for recognizing the code of each of the plurality of articles acquired by the acquisition step, and a code recognition processing step.
With reference to the table, there is a program creation processing step of specifying an instruction corresponding to the code recognized in the code recognition processing step and generating a program composed of a plurality of the identified instructions. And
The plurality of articles include a start article indicating a start mark as a start position, a plurality of motion articles defining an operation, and an end article indicating an end mark as an end position.
The acquisition step acquires the code for each article in an array formed from the start article, the plurality of moving articles arranged after the start article, and the end article.
The code recognition processing step is a program creation support method comprising recognizing the code of the plurality of moving articles arranged between the start article and the end article. It is a program creation support method that supports the creation of programs using a computer.
Multiple articles, each with a unique code, are used
A guideline for guiding the arrangement of the plurality of articles and a sheet on which the plurality of articles are arranged are used, in which a start mark indicating the start position of the arrangement is provided at a predetermined position of the guideline.
A step of managing the correspondence between the code of the plurality of articles and the instruction of the program in a table stored in the storage means, and
An acquisition step of acquiring the codes of the plurality of articles arranged on the sheet according to the guideline with the start mark as a start position, and
A code recognition processing step for recognizing the code possessed by the plurality of articles acquired in the acquisition step, and a code recognition processing step.
It has a program creation processing step of specifying an instruction corresponding to the code recognized in the code recognition processing step with reference to the table and generating a program composed of a plurality of the identified instructions. A program creation support method characterized by this. It is a program creation support method that supports the creation of programs using a computer.
Multiple articles with irregularities on the outer circumference and each with a unique cord are used.
A step of managing the correspondence between the code and the instruction of the program possessed by each of the plurality of articles in a table stored in the storage means, and
When creating the program, a code recognition processing step of recognizing the code possessed by each article of a plurality of articles arranged by engaging the irregularities of the article, and
It has a program creation processing step of referring to the instruction table, specifying an instruction corresponding to the code recognized in the recognition processing step, and generating a program composed of a plurality of the identified instructions. A program creation support method characterized by this. A curriculum sheet is used that is presented to the user for programming and has at least a curriculum and a display of curriculum identification information that identifies the curriculum.
The plurality of articles are arranged by the user according to the curriculum of the curriculum sheet.
The table is a curriculum management table that manages the correspondence between the curriculum identification information that identifies the curriculum for programming and the code and the instruction of each of the plurality of articles used for programming based on the curriculum. Including,
The program creation support method according to any one of claims 9 to 11.

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