KR102474622B1 - Apparatus for Providing Online Accounting Service and Driving Method Thereof - Google Patents

Abstract

The present invention relates to an online arithmetic service device and a driving method of the same, wherein the online arithmetic service device according to an embodiment of the present invention includes first arithmetic data related to arithmetic from a first abacus device of a learner learning arithmetic. When the communication interface unit receives the second abacus data related to the arithmetic from the second abacus device of the instructor who remotely guides the learner, and the instructor's second abacus device participates in the learner's arithmetic ( G) Based on the received 1st and 2nd arithmetic data, the learner's arithmetic scene and the instructor's arithmetic scene are created as an integrated first screen on the 1st abacus device and the 2nd abacus device. It can be controlled to be displayed on the screen, and a control unit that creates a conversation channel between the learner and the instructor and further implements it on the first screen.

Description

Apparatus for Providing Online Accounting Service and Driving Method Thereof

The present invention relates to an online abacus service device and a method of operating the device, for example, through an online arithmetic service platform, a student and a teacher remotely show each other an operation of counting an electronic abacus through a single class screen, and conduct a video call or The present invention relates to an online arithmetic service device and a driving method of the device for providing a service by configuring a chat channel or the like on one screen.

In general, the calculation method of suman count called Jusan was imported from China and greatly influenced the calculation method of the early Joseon Dynasty. Korea's Supansem used China's Supansem as it was, but Japan imported it and invented the current Supansem. This kind of arithmetic was widely used, but it declined due to the limitations of not being able to perform complex calculations other than the 4th law operation and the spread of inexpensive and accurate electronic calculators, but recently it has been applied to students' education.

In other words, abacus education is not only about arithmetic operation, but it is renewing awareness of abacus because it instills memorization, concentration, and self-confidence in learning. In this aspect, the demand of consumers is still continuing in the market recently.

Korean Patent Publication No. 10-2004-0104215 (2004.12.10) Korean Patent Publication No. 10-2004-0062924 (2004.07.09) Korean Patent Publication No. 10-2017-0074083 (2017.06.29)

In an embodiment of the present invention, for example, through an online abacus service platform, a student and a teacher remotely show each other an operation of counting electronic abacus through one class screen, and a conversation channel such as video call or chat together on one screen An object of the present invention is to provide an online arithmetic service device configured to provide services and a driving method of the device.

An online arithmetic service device according to an embodiment of the present invention receives first arithmetic data related to arithmetic from a first abacus device of a learner learning arithmetic, and a second abacus device of an instructor who remotely guides the learner. A communication interface unit for receiving second arithmetic data related to the arithmetic respectively from the first arithmetic unit, and the received first arithmetic data and the second arithmetic data when the learner participates in the learner's arithmetic on the instructor's second abacus device. Based on the data, the learner's arithmetic scene and the instructor's arithmetic scene are generated as an integrated first screen and controlled to be displayed on the first abacus device and the second abacus device, and the learner and the and a control unit generating a conversation channel of the instructor and further implementing it on the first screen.

The communication interface unit may communicate with at least one of a computer and an electronic abacus constituting the learner's abacus device and the instructor's abacus device.

The control unit may further display learner information on the instructor's textbook and a plurality of learners learning the arithmetic on the first screen.

The control unit may control the learner's abacus device to play an animation-type class lecture video and display problem presentation areas for presenting problems, respectively, when the learner's abacus device requests self-learning.

The control unit may not display the reproduction of the class lecture video on the second screen when a problem solving request is requested from the learner's abacus device.

When arithmetic learning is performed for a plurality of learners, the control unit may implement user information for the plurality of learners in a matrix form on a screen.

The control unit may manage the plurality of learners based on an instructor selected from a list of instructors capable of arithmetic learning provided by the learner's abacus device.

In addition, in the driving method of the online arithmetic service device according to an embodiment of the present invention, the communication interface unit receives first arithmetic data related to arithmetic from a first abacus device of a learner learning arithmetic, and the learner is remotely operated. Receiving second arithmetic data related to the arithmetic respectively from a second abacus device of an instructor guided by the instructor; Based on 1 arithmetic data and the second arithmetic data, the learner's arithmetic scene and the instructor's arithmetic scene are created as an integrated first screen on the first abacus device and the second abacus device. and creating a conversation channel between the learner and the instructor and further implementing it on the first screen.

According to an embodiment of the present invention, for example, many students who are interested in abacus can conduct non-face-to-face classes online, and due to the nature of abacus, memorization and concentration can be improved so that students can gain confidence in learning.

In addition, according to an embodiment of the present invention, in the case of a teacher, that is, an instructor, online classes can be conducted easily by enabling one-to-many classes like offline classes such as private academies.

1 is a diagram showing an online arithmetic service system according to an embodiment of the present invention;
2 is a block diagram illustrating the detailed structure of the online arithmetic service device of FIG. 1;
3 to 14b are diagrams illustrating an online arithmetic service screen according to an embodiment of the present invention, and
FIG. 15 is a flowchart illustrating a driving process of the online arithmetic service device of FIG. 1 .

Hereinafter, embodiments of the present invention will be described in detail with reference to the drawings.

1 is a diagram showing an online arithmetic service system according to an embodiment of the present invention.

As shown in FIG. 1, the online abacus service system 90 according to an embodiment of the present invention includes a learner's abacus device (or first abacus device) 100 and an instructor's abacus device (or second abacus device) 105 , A part or all of the communication network 110, the online arithmetic service device (or online arithmetic class platform) 120, and the third party device 130.

Here, "including part or all" means that the online arithmetic service system 90 is formed by omitting some components such as the third party device 130, or the components constituting the online arithmetic service device 120. Some or all of them mean things that can be configured by being integrated into a network device (eg, a wireless switching device, etc.) constituting the communication network 110, and will be described as including all of them to help a sufficient understanding of the present invention.

The learner's abacus device 100 is a first abacus device, which is connected to user terminal devices such as desktop computers, laptop computers, tablet PCs, smart phones, and smart TVs constituting the screen and the user terminal devices by wire or wirelessly and operates. It may include an abacus (or electronic abacus). Of course, it is possible to have a display unit that implements a screen on its own, or to use only a monitor connected through a jack, etc., so the embodiment of the present invention is not particularly limited to any one configuration. will be.

For example, the user terminal device such as the above computer can access the online arithmetic service device 120 of FIG. . Accordingly, the learner operates the abacus machine after executing the corresponding program of the user terminal device, so that arithmetic data for counting the abacus machine may be provided to the online arithmetic service device 120 of FIG. 1 . Of course, the arithmetic data according to the learner's arithmetic is provided to the online arithmetic service device 120 through the user terminal device, but if the abacus machine has a communication module and can perform data transmission operation by itself, the direct communication network 110 ), the arithmetic data may be provided to the online arithmetic service device 120. Here, the learner's arithmetic data may be referred to as first arithmetic data.

Through the learner's abacus device 100, the learner can be provided with various types of service screens provided by the online abacus service device 120. For example, a teacher teaching his or her abacus may participate in class together and perform 1:1 Various screens such as the screen when class is taking place, the screen when another teacher and multiple students, that is, a group class, the screen when a student is playing a game related to perinatal alone, and the screen when playing a game in a group. A screen is provided, and details will be discussed later.

Above all, the learner's abacus device 100 is configured so that all operations can be seen at a glance on one screen when the teacher, that is, the instructor's abacus device 105 of FIG. 1 participates. Of course, this operation may be possible by generating a corresponding screen in the online arithmetic service device 120 of FIG. 1 and transmitting the video. For example, when 60 unit video frames per second are implemented on a screen, all operations are implemented on one screen according to time changes in all unit video frames. For example, the first area on the left shows a scene related to the learner's multiplication. In addition, the lower part shows the chapter related to the lecturer, that is, the teacher's calculation. And, the upper right side shows the scene of the textbook. And, in the lower right corner, a conversation channel between the learner and the instructor can be displayed in the form of a chat, and furthermore, information about the teacher currently using the service and the user of the learning can be displayed. In this way, when using the arithmetic service, all scenes are integrated and displayed on one screen, thereby increasing the learning efficiency related to the arithmetic of the learner.

On the other hand, the instructor's abacus device 105 includes a user terminal device or abacus owned by an instructor, that is, a teacher, who conducts classes related to perinatal care for students through the online perinatal service device 120. Here, since the user terminal device or the abacus device is not significantly different from the configuration of the learner's abacus device 100, further description will be omitted.

It can be seen that the lecturer's main board device 105 conducts classes at a given time, such as offline, rather than accessing and taking lectures at a desired time, such as an Internet lecture on the Internet, that is, an in-class. Or it can be operated in the form of tutoring. Classes may not be held at a specific time, but may be called spontaneously. Instructor's abacus device 105 can also be provided with a service screen so that students and teachers' arithmetic operations can be seen at a glance on one screen, as mentioned above, when a teacher participates in a student's abacus class. . Of course, through the instructor's abacus device 105, the teacher monitors the learner's arithmetic operation, that is, the student's arithmetic operation, and at the request of the student, the screen is divided or the screen is switched so that the learner and the teacher's arithmetic operation can be viewed at a glance. Since it may be possible, in the embodiment of the present invention, it will not be particularly limited to any one form.

For example, the instructor of the instructor mainboard device 105 may access the service by executing a program according to a set class time. However, if there is no participation of students or a specific student does not participate in class, participation in class may be urged by inviting them to a chat room through a conversation channel such as a chat configured on a corresponding screen. Alternatively, by clicking a specific button, a message such as SMS may be sent to students absent from class. Since this can be made in various ways according to the intention of the system designer, the embodiment of the present invention will not be particularly limited to any one form.

Of course, learners and instructors using the learner's abacus device 100 and the instructor's abacus device 105 execute a program on a user terminal device, access a service, and transmit a control command such as screen switching through a touch operation on the screen, for example. Although a command is transmitted, a voice command may be uttered using a voice recognition module so that the screen can be controlled through this, so in the embodiment of the present invention, no particular operation will be limited.

The communication network 110 includes both wired and wireless communication networks. For example, as the communication network 110, a wired or wireless Internet network may be used or interlocked. Here, the wired network includes an Internet network such as a cable network or a public switched telephone network (PSTN), and the wireless communication network includes CDMA, WCDMA, GSM, EPC (Evolved Packet Core), LTE (Long Term Evolution), and Wibro networks. meaning to include Of course, the communication network 110 according to an embodiment of the present invention is not limited thereto, and may be used as an access network of a next-generation mobile communication system to be implemented in the future, for example, a cloud computing network under a cloud computing environment, a 5G network, and the like. For example, when the communication network 110 is a wired communication network, an access point within the communication network 110 can access an exchange of a telephone company, but in the case of a wireless communication network, it accesses an SGSN or GGSN (Gateway GPRS Support Node) operated by a communication company to transmit data. or data can be processed by accessing various repeaters such as BTS (Base Transceiver Station), NodeB, e-NodeB, etc.

The communication network 110 may include an access point. Access points include small base stations such as femto or pico base stations that are often installed in buildings. Here, femto or pico base stations are classified according to how many learner abacus devices 100 or instructor abacus devices 105, etc. can be connected to a maximum of small base stations. Of course, the access point includes a short-range communication module for performing short-range communication such as the learner's abacus device 100 or the instructor's abacus device 105 and ZigBee and Wi-Fi. The access point may use TCP/IP or Real-Time Streaming Protocol (RTSP) for wireless communication. Here, short-range communication may be performed in various standards such as Bluetooth, ZigBee, infrared (IrDA), RF (Radio Frequency) such as UHF (Ultra High Frequency) and VHF (Very High Frequency), and ultra-wideband communication (UWB) in addition to Wi-Fi. can Accordingly, the access point can extract the location of the data packet, designate the best communication path for the extracted location, and forward the data packet to the next device, for example, the online arithmetic service device 120 along the designated communication path. An access point may share several lines in a general network environment, and includes, for example, a router, a repeater, and a repeater.

The online arithmetic service device 120 provides service screens such as learning related to arithmetic and games related to arithmetic to the learner's abacus device 100 and the instructor's abacus device 105. Of course, the online perinatal service device 120 operates as an online (perinatal class) platform, and uploads content to the DB 120a, such as an online lecture, that is, an in-class, so that the learner can access and watch the class at any time he or she wants. Rather, it can be seen that there is a difference in that it is conducted in a non-face-to-face manner in the form of 1:1 or 1:many between learners and teachers, just as classes are conducted offline at specific times. Of course, the online arithmetic service device 120 may open a specific arithmetic course, recruit learners, and then allocate a time so that the lecturer and the learners can access the class at a specific time. However, in the online perinatal service device 120 according to an embodiment of the present invention, after a learner registers as a member and selects a specific instructor currently registered in the service, of course, these instructors are instructors who can conduct classes, and select the corresponding instructor as a learner. It may be possible to proceed with the class by selecting immediately. For example, it can be seen that an automatic contract is made for a specified period through a method such as payment of expenses by both the learner and the instructor.

Above all, in the online perinatal service device 120, in the latter class method, when a total of 50 instructors are registered, a specific instructor may not be able to class on a specific day or at a specific time due to personal circumstances. In this case, by connecting to the online arithmetic service device 120 through the instructor's abacus device 105 or smartphone, etc., it is displayed on the screen so that learners can know that the instructor's class is currently unavailable, Alternatively, it may not be exposed on the screen. The former method may be referred to as a deactivation method of a specific item or icon, and the latter method may be referred to as an on-screen non-exposure method. In this way, by enabling the learner to select instructors who can teach on the screen and immediately proceed with the lesson, the service can be performed more freely than the method of providing the service by opening a specific perinatal class course. Of course, in the embodiment of the present invention, it will not be particularly limited to any one of the above forms.

The main operation of the online arithmetic service device 120 according to the embodiment of the present invention is a service when a learner practices or performs arithmetic by himself, and when a learner conducts a 1:1 one-on-one class with an instructor, Various types of services are provided, such as when a large number of learners are conducting a class with a single instructor or when a large number of learners are conducting a game. Here, when a plurality of learners conduct classes with one instructor, information on a plurality of learners may be configured in the form of a matrix. In addition, if one learner wants to practice abacus by himself, a video clip of the class is played on one side and the state of operating his or her abacus machine is displayed on the screen, while the problem is presented on the screen and the result is displayed on the same screen. can do. In an embodiment of the present invention, all of these scenes are integrated and configured on a single screen so that they can be viewed. The service screen will be dealt with again later.

The online arithmetic service device 120 according to an embodiment of the present invention performs arithmetic learning and provides a game to practice the arithmetic learning. In addition to the method of opening a course as mentioned above, perinatal learning may be possible in a method in which instructors who are available for classes on a specific day and at a specific time are improvised and the class is conducted. For example, the contract period according to the cost payment can be freely set according to the agreement between the learner and the instructor. Of course, you can pay for registration in the opened course, and even if you spontaneously select a specific instructor and take classes concurrently, payment may be made in such a way that the time cost is paid first and then the cost is settled when the class is completed. .

In addition, as the online arithmetic service device 120 can collect big data related to arithmetic learning, it analyzes the learner's level based on the learner's performance in the game, that is, the result data, and matches the instructor to class based on this. can make this happen. Previously, if 50 instructors available for classes on a specific day or at a specific time were exposed on the screen, based on the learner's performance data, the number of instructors exposed on the screen can be reduced that much, and customized instructor matching can be achieved through this. have.

The third party device 130 may include a manager device of a manager who operates the online arithmetic service device 120, or a server or computer device of a manufacturer that produces and provides online programs related to arithmetic learning. In the case of an administrator, access the online perinatal service device 120 with the administrator menu address and register notices necessary for service operation so that they are displayed on the service screen of users such as learners or instructors, or display various analysis results related to (big) data analysis. You can also have your admin check it for you. Also, in the case of a program production company, an operation such as program upload can be performed by accessing the online arithmetic service device 120 operating as a server, for example.

FIG. 2 is a block diagram illustrating the detailed structure of the online arithmetic service device of FIG. 1 .

As shown in FIG. 2, the online arithmetic service device 120 of FIG. 1 according to an embodiment of the present invention includes a communication interface unit 200, a control unit 210, an online arithmetic management unit 220, and a storage unit 230. includes some or all of

Here, "including part or all" means that some components such as the storage unit 230 are omitted to configure the online arithmetic service device 120, or some components such as the online arithmetic management unit 220 are a control unit ( 210), which can be integrated into other components such as, etc., and will be described as including all of them to help a sufficient understanding of the invention.

The communication interface unit 200 communicates with the learner's abacus device 100, the instructor's abacus device 105, and the third party device 130 via the communication network 110 of FIG. During communication, the communication interface unit 200 may perform operations such as modulation/demodulation, muxing/demuxing, encoding/decoding, resolution conversion scaling, and the like. Since this is obvious to those skilled in the art, further description will be omitted.

The communication interface unit 200 provides a service screen to the learner's abacus device 100 when there is a service request from the learner's abacus device 100, for example. Here, providing a service screen technically means providing image data. For example, in order to implement an image on a computer screen, pixel data is included in a data packet, compressed and transmitted, and the learner's abacus device 100 restores it and displays it on the screen. The communication interface unit 200 is involved in these operations.

In addition, the communication interface unit 200 also provides a service screen to the instructor abacus device 105 when there is a service request from the instructor abacus device 105 . For example, if a specific instructor is selected on the learner's abacus device 100, the same screen as the learner's abacus device 100 can be seen on the instructor's abacus device 105 of the corresponding instructor. Here, the learner's abacus device 100 and the instructor's abacus device 105 allow learners and instructors to view abacus on one screen, and also show conversation channels and teaching materials, such as chat rooms, on the corresponding screen. .

The control unit 210 is in charge of overall control operations of the communication interface unit 200, online calculation management unit 220, and storage unit 230 of FIG. 2 constituting the online calculation service device 120 of FIG. When there is a service request from the learner's abacus device 100 or the instructor's abacus device 105 through the communication interface unit 200, the control unit 210 controls the online abacus management unit 220 to provide the service to the corresponding abacus device. do.

In addition, it has been described above that the control unit 210 can take various forms when the instructor abacus device 105 participates in the learner's arithmetic. Typically, this may be done by opening a perinatal course, or by improvisedly selecting an instructor. In this way, when the instructor participates in the learner's arithmetic, the learner's arithmetic scene and the instructor's calculation are based on the first arithmetic data calculated by the learner through a abacus machine such as an electronic abacus and the second arithmetic data calculated by the instructor through the abacus machine. A calculation scene is created as a first screen of a unit frame and controlled to be displayed on the first main board device and the second main board device, and a conversation scene between a learner and an instructor can be implemented on the first screen. To this end, the controller 210 may operate in conjunction with the online arithmetic management unit 220 . Of course, in this process, the controller 210 may temporarily store the arithmetic data in the storage 230 and then retrieve and provide the data to the online arithmetic management unit 220.

For example, as a method of integrating and displaying a plurality of scenes on one screen, there may be a method of overlaying two unit video frames, i.e., superimposing them and displaying them on the screen, or mixing a plurality of scenes on one unit video frame. It may be possible to display the method on the screen. Although not intended to be limited to any one method, in an embodiment of the present invention, video data may be formed in a form mixed in one video frame as in the latter case.

The online arithmetic management unit 220 includes a program for providing a arithmetic learning service according to an embodiment of the present invention, and executes the program under the control of the controller 210. The online abacus management unit 220 provides service screens in a designated format to the learner's abacus device 100 and the instructor's abacus device 105, but provides the service screens by reflecting real-time changing situations. To this end, it is possible to use the arithmetic data related to the arithmetic of the learner and the instructor. Here, the abacus data is data reflecting the calculated appearance when a user, that is, a learner or an instructor, places an abacus egg. For example, if the number 5 is counted in the abacus, it is possible to know in which unit the number 5 was counted. Accordingly, the online arithmetic management unit 220 can recognize in which unit the learner and the instructor counted the number, and implement it in the video.

In addition, the online arithmetic management unit 220 according to an embodiment of the present invention can provide a course for learning arithmetic and, as mentioned above, a service that enables learners to spontaneously select a specific instructor to perform learning. . For example, in the case where a course is opened, the service may be provided based on this when a specific instructor or learner selects the corresponding course. On the other hand, in the case of an impromptu instructor selection service, instructors who are currently available for classes are selected and displayed on the screen so that learners can select them. Of course, in the case of an instructor that a learner cannot currently select on the service screen, it can be made to be in a deactivated state or to be not exposed on the screen. In addition, the instructor's profile and the like can be exposed on the screen. Therefore, when a learner selects a specific instructor, a service screen is provided through matching with the corresponding instructor. When matching is made in this way, the online arithmetic management unit 220 may provide a service so that the learner and the instructor can view the same screen. For example, the online arithmetic management unit 220 according to an embodiment of the present invention may be regarded as providing a platform service for arranging a meeting and matching between a learner for arithmetic learning and an instructor, that is, a teacher capable of conducting arithmetic lectures.

The storage unit 230 may temporarily store various types of data under the control of the controller 210 and output the temporarily stored data. For example, the storage unit 230 may store arithmetic data to enable states related to arithmetic of learners and instructors to be implemented on a screen, and then provide the arithmetic data to the online arithmetic management unit 220 . In addition, the storage unit 230 may store and provide identification information about the learner's abacus device 100 or the instructor's abacus device 105 of a learner or instructor with membership registration.

Meanwhile, as another embodiment of the present invention, the control unit 210 may include a CPU and a memory, and may be formed as a single chip. The CPU includes a control circuit, an arithmetic unit (ALU), a command interpreter, and a registry, and the memory may include RAM. The control circuit performs control operations, the operation unit performs operation operations of binary bit information, and the instruction interpretation unit performs an operation of converting high-level language into machine language and machine language into high-level language, including an interpreter or compiler. , the registry may be involved in software data storage. According to the above configuration, for example, at the beginning of the operation of the online arithmetic service device 120 of FIG. 1, the program stored in the online arithmetic management unit 220 is copied, loaded into a memory, i.e. RAM, and then executed to calculate data The processing speed can be increased rapidly.

3 to 14b are diagrams illustrating screens of online arithmetic services according to embodiments of the present invention.

FIG. 3 shows a login screen provided by the online arithmetic service device 120 of FIG. 1 . In addition, when an ID or password is lost, a screen as shown in FIG. 4 may be provided. 5A and 5B show member registration screens for foreigners and locals, respectively.

6A is a screen that can be seen when a student enters, and the left side shows a menu that can be used after payment, and the right side shows a menu. You can select various items such as Curating and Basic Course to learn or play games.

Figure 6b shows the screen state after payment. Compared to FIG. 6A , after payment, the GO button can be activated and displayed so that teachers can be seen. For example, a learner can click the GO button to see a list of available instructors, and if a specific instructor is selected, a detailed screen such as a profile can be viewed. Alternatively, you may be able to see a list of tutors who have already selected a tutor and paid for it. Of course, since the configuration of the interface screen can be variously changed, the embodiment of the present invention will not be particularly limited to any one form.

7A is a screen that the teacher can see upon entering. In the case of the teacher, a button is created to view the students. 7B is a screen that the teacher can see after payment. A GO button may be displayed as shown in FIG. 6B above. If you select the corresponding GO button, you can check the students taking your own abacus learning (or the students you teach abacus learning).

8 is a class screen of a teacher and a student, the upper left abacus 800 is the teacher abacus, and the lower left abacus 810 is the student abacus. When the electronic abacus is connected, the red light at the top right 801 of the abacus is green. It turns into fire, and from this point on, if you move the abacus, it will appear to move on the screen as well. In addition, the upper right screen 820 is a screen for uploading textbooks by teachers, the lower screen 830 is a space where teachers and students can chat, and the right side 840 of the chatting area shows who the student entered. You can see who it is, and if you select that student, you can see the student's abacus (or movement of the abacus).

Normally, the monitor screen is controlled by receiving a user command in a touch screen manner. Therefore, for example, the online arithmetic service device 120 of FIG. 1 can recognize which button (or item) is selected on the provided screen based on the coordinate values touched on the touch screen while providing the screen. According to this principle, it is possible to recognize that a specific student has been selected.

Above all, the online arithmetic service device 120 of FIG. 1 according to an embodiment of the present invention displays the teacher's abacus in the first area, the student's abacus in the second area, and the textbook in the third area on one screen. , the efficiency of arithmetic learning can be increased by forming and displaying a conversation channel in the fourth area. In the fifth area, user information of a student who has entered a current lecture can be viewed.

FIG. 9 is an example of a game screen of land grabbing game in which four students access each other, add or subtract numbers inside, and the student who matches the most numbers first occupies a lot of land. The student may be randomly selected from which country or which type of student. For example, in the top menu 900, the level can be adjusted. A screen can be switched to another screen through the menu button at the bottom of the screen.

FIG. 10 is a screen created so that several students can take classes as a group. When each student accesses, the color of the student seat 1000 changes to indicate that they are connected. Then, the student's answer is entered as a number in the student's seat (1000). Through this, the teacher can check at a glance which student made the wrong number. Looking at the screen, the upper left corner is the screen (or area) where the teacher gives problems, and the left abacus is the teacher's abacus and the right abacus is the student's abacus.

11 is a screen for a student to study alone, and an animation type lecture video is played on the central screen (or area) 1100, and the student selects from the menu according to the level. According to the lecture, the student places, for example, an electronic abacus offline, and the shape of the placement appears on the abacus on the screen. The number in the center is an area in which students are given problems in conjunction with the lecture, and the bar on the right shows the performance by conducting 10 times. As a show, selecting the bar shows where the student got it wrong or got it right.

12 is a screen for a student to solve textbooks by himself. If the student selects and uses the electronic abacus for each level, the abacus on the screen moves together and the record is recorded in the right bar, and pressing the bar shows the correct and incorrect results and process. . The role of these bar bars is all the same.

In FIGS. 13A and 13B , the basic step creates only the upper row and the left row. The middle step creates the top, left, and right rows, and the advanced step creates the whole. When the answer is correct, the color changes from yellow to blue, for example. That is, the color change screen is displayed. Also, yellow stars continue to generate randomly. If the answer is incorrect, the star will stay in yellow instead of moving.

14A illustrates a screen of a problem in which the falling problem is quickly calculated and eliminated with an electronic abacus. If the answer is incorrect, the question does not disappear, and if it disappears at the bottom, a negative score is given. The online arithmetic service device 120 of FIG. 1 may provide such a game image according to a learner's request.

In the case of FIG. 14B, the screen of the problem that is quickly calculated and eliminated with the electronic abacus with the muzzle 1400 directed toward the falling problem is exemplified. If the answer is incorrect, it will not disappear, and if it disappears at the bottom, it will be a negative score. For example, the online arithmetic service device 120 of FIG. 1 knows information about the service screen currently provided to the learner's abacus device 100 . Therefore, it is possible to know what kind of problem the learner's abacus device 100 is aiming for through direction or motion information, and accordingly, when data related to arithmetic is input from the learner's abacus device 100, it is compared with the previously stored data to determine whether they match. You will be able to judge whether the answer is correct or incorrect.

FIG. 15 is a flowchart illustrating a driving process of the online arithmetic service device of FIG. 1 .

Referring to FIG. 15 together with FIG. 1 for convenience of description, the online arithmetic service device 120 of FIG. 1 according to an embodiment of the present invention provides a method related to arithmetic from the first abacus device 100 of a learner learning arithmetic. 1 The arithmetic data is received, and the second arithmetic data related to the arithmetic is received from the second abacus device 105 of the instructor who remotely guides the learners (S1500).

Here, the arithmetic calculation may be performed through a abacus machine owned by the learner and the instructor, such as an electronic abacus. In addition, the learners and instructors can be taught remotely from a distance rather than existing in the same space, and can be conducted in a non-face-to-face manner. In this respect, due to the nature of online services, it can be done regardless of nationality.

In addition, the online arithmetic service device 120 determines the learner's arithmetic scene and the instructor's arithmetic based on the first arithmetic data and the second arithmetic data previously received when participating in the learner's arithmetic in the second abacus device 105. The counting scene is integrated (or integrated) to create one first screen and controlled to be displayed on the first abacus device 100 and the second abacus device 106, and the conversation scene between the learner and the instructor is displayed on the first screen It can be further implemented in (S1510). Here, the abacus data can be regarded as data including information on how abacus eggs are placed on the electronic abacus, for example.

According to an embodiment of the present invention, the method in which the instructor participates in the learner's calculation can be roughly divided into two cases. One is to open a abacus course and register students through the course and manage it. Or, as mentioned above, a student improvises a teacher in the process of carrying out perinatal learning and gives a class. Of course, these two methods can be operated in parallel, and students, who are service users, will be able to choose.

In addition to the above, the online arithmetic service device 120 of FIG. 1 according to the embodiment of the present invention can perform various operations, and since other details have been sufficiently described above, they will be replaced with those contents.

On the other hand, even if all the components constituting the embodiment of the present invention are described as being combined or operated as one, the present invention is not necessarily limited to these embodiments. That is, within the scope of the object of the present invention, all of the components may be selectively combined with one or more to operate. In addition, although all of the components may be implemented as a single independent piece of hardware, some or all of the components are selectively combined to perform some or all of the combined functions in one or a plurality of pieces of hardware. It may be implemented as a computer program having. Codes and code segments constituting the computer program may be easily inferred by a person skilled in the art. Such a computer program may implement an embodiment of the present invention by being stored in a computer-readable non-transitory computer readable media, read and executed by a computer.

Here, the non-transitory readable recording medium means a medium that stores data semi-permanently and can be read by a device, not a medium that stores data for a short moment, such as a register, cache, or memory. . Specifically, the above-described programs may be provided by being stored in a non-transitory readable recording medium such as a CD, DVD, hard disk, Blu-ray disk, USB, memory card, or ROM.

Although the preferred embodiments of the present invention have been shown and described above, the present invention is not limited to the specific embodiments described above, and is common in the art to which the present invention pertains without departing from the gist of the present invention claimed in the claims. Of course, various modifications and implementations are possible by those with knowledge of, and these modifications should not be individually understood from the technical spirit or perspective of the present invention.

100: learner abacus device 105: instructor abacus device
110: communication network 120: online abacus service device
130: third party device 200: communication interface unit
210: control unit 220: online abacus management unit
230: storage unit

Claims (8)

Receives first arithmetic data related to arithmetic from the first abacus device of a learner learning arithmetic, and receives second arithmetic data related to the arithmetic from a second abacus device of an instructor remotely guiding the learner. a receiving communication interface unit; and
When the second abacus device of the instructor participates in the learner's calculation, based on the received first calculation data and the second calculation data, the learner's calculation scene and the instructor's calculation scene are integrated. A control unit for generating one first screen and controlling display on the first main board device and the second main board device, and generating a conversation channel between the learner and the instructor and further implementing it on the first screen; but
The control unit performs customized instructor matching by reducing the number of instructors exposed to the screen based on the learner's performance data if an arbitrary number of instructors available for classes are exposed on a specified day or at a specified time,
The control unit controls the learner's abacus device to play an animation-type class lecture video and display problem presentation areas for presenting problems, when the learner's abacus device requests to study alone,
The control unit controls the learner's abacus device to display a menu item selected according to the learner's level on the screen of the learner's learning alone and further displays a bar showing performance, and when the bar is selected, the learner knows where An online arithmetic service device that shows whether you counted incorrectly or correctly. According to claim 1,
The communication interface unit communicates with at least one of a computer and an electronic abacus constituting the learner's abacus device and the instructor's abacus device. According to claim 1,
The control unit further displays learner information on the instructor's textbook and a plurality of learners learning the arithmetic on the first screen. delete According to claim 1,
Wherein the control unit does not display the reproduction of the class lecture video on the first screen when a problem solving request is requested from the learner's abacus device. According to claim 1,
Wherein the control unit implements user information for the plurality of learners on a screen in the form of a matrix when arithmetic learning is performed for a plurality of learners. According to claim 6,
The control unit manages the plurality of learners based on an instructor selected from a list of instructors capable of learning arithmetic provided by the learner's abacus device. The communication interface unit receives first arithmetic data related to arithmetic from a first abacus device of a learner learning arithmetic, and second arithmetic related to the arithmetic from a second abacus device of an instructor remotely guiding the learner. receiving count data respectively; and
When the control unit participates in the learner's calculation on the instructor's second abacus device, the learner's calculation scene and the instructor's calculation scene are based on the received first calculation data and the second calculation data. Creating an integrated first screen and controlling it to be displayed on the first main board device and the second main board device, and creating a conversation channel between the learner and the instructor and further implementing it on the first screen. including;
If an arbitrary number of instructors available for classes are exposed on a designated day or at a designated time, the controller performs customized instructor matching by reducing the number of instructors exposed to the screen based on the learner's performance data;
controlling, by the control unit, the learner's abacus device to play an animation-type class lecture video and to display problem-proposing areas for presenting problems, respectively, when the learner's abacus device requests self-learning; and
The control unit controls the learner's abacus device to display menu items selected according to the learner's level on the screen of the learner's learning alone and further displays a bar showing performance, and when the bar is selected, the learner knows where Showing whether the count is wrong or correct;
A driving method of an online arithmetic service device further comprising:

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