KR20150132461A - Tablet computer - Google Patents

Abstract

A tablet computer includes an operating system including an application framework layer and an application layer, and an overlay system. The overlay system controls access to the application programs and provides a first user interface and a second operating environment associated with the second user interface. Optionally, the overlay system provides a first operating environment associated with the first user interface. The overlay system includes access control configured to allow or deny requests for access in resources and / or data in a second operating environment. Optionally, the overlay system is implemented in an application framework layer of the operating system and includes a hypervisor providing an operating platform including a first user interface, a second operating environment, and an application space providing access to the application layer .

Description

Tablet computer {TABLET COMPUTER}

Cross reference to related applications

This application claims the benefit of US Provisional Application No. 61 / 069,336, filed March 13, 2008, entitled " Widgetized Avatar and a Method and System of Creating and Using Same & Which is a continuation-in-part of U.S. Application No. 12 / 381,663, entitled " Widgetized Avatar and a Method and System of Creating and Using Same ", each of which is incorporated herein by reference in its entirety Are hereby incorporated by reference as if fully set forth.

This application claims the benefit of U.S. Provisional Application No. 61 / 070,942, filed March 26, 2008, entitled " Hypervisor and Virtual Machine Ware, " filed March 12, 2009, This application is a continuation-in-part of U.S. Serial No. 12 / 381,666, entitled "Hypervisor and Virtual Machine Ware," each of which is incorporated herein by reference in its entirety as if fully set forth herein.

This application was filed on March 17, 2009, filed on March 17, 2008, and claims the benefit of U.S. Provisional Application No. 61 / 069,775 entitled "Social Based Search Engine, System And Method" Filed on even date herewith, which application is a continuation-in-part of U.S. Serial No. 12 / 381,905 entitled " Social Based Search Engine, System and Method ", each of which is incorporated herein by reference in its entirety as if fully set forth herein.

This application claims the benefit of U.S. Provisional Application No. 61 / 069,777, filed March 17, 2008, entitled " A Widgetized Platform, System and Method ", filed March 17, 2009, This application is a continuation-in-part of U.S. Serial No. 12 / 383,001 entitled " Widget Platform, System and Method ", each of which is incorporated herein by reference in its entirety as if fully set forth herein.

This application was filed on March 24, 2009, filed March 24, 2008, and claims the benefit of U.S. Provisional Application No. 61 / 070,611 entitled "Webtop and Monetization Engine, System and Method" No. 12 / 383,456, titled " Webtop and Monetization Engine, System and Method ", each of which is incorporated herein by reference in its entirety as if fully set forth herein.

The present application is related to U.S. Provisional Application No. 61 / 090,054, filed on August 19, 2008, entitled "Modular Application Computing Apparatus, System and Method," filed on October 20, 2008, Filed June 26, 2009, which claims the benefit of U.S. Provisional Application No. 61 / 106,645 entitled "System and Method for Providing Applications and Peripherals to a Fixed Price Component-Based Computing Platform, This application is a continuation-in-part of U.S. Serial No. 12 / 459,171, entitled "Providing Applications and Peripherals to a Fixed Price Component-based Computing Platform," each of which is incorporated herein by reference in its entirety as if fully set forth herein.

This application claims the benefit of US Provisional Application No. 61 / 190,810, filed September 2, 2008, entitled " Widgetized Avatar and a Method and System of Creating and Using Same ", filed on June 30, 2009 Filed on March 13, 2008 and entitled "Widgetized Avatar, " filed on March 13, 2008, which is a continuation of US application Ser. No. 12 / 494,940 entitled " Widgetized Avatar And A Method & filed on March 13, 2009, which claims the benefit of U.S. Provisional Application No. 61 / 069,336, entitled " A Method and System of Creating and Using Same ", entitled " Widgetized Avatar and a Method & "Filed on even date herewith, and each of these applications is incorporated herein by reference in its entirety as if fully set forth herein.

This application claims the benefit of U.S. Provisional Application No. 61 / 090,054, filed on August 19, 2008, entitled "Modular Application Computing Apparatus, System and Method," filed on August 19, 2009, Is a continuation-in-part of U. S. Application No. 12 / 544,129 entitled " Modular Application Computing Apparatus, System and Method ", each of which is incorporated herein by reference in its entirety as if fully set forth herein.

This application claims the benefit of US Provisional Application No. 61 / 190,810, filed September 2, 2008, entitled " A Widgetized Avatar and a Method and System of Creating and Using Same & This application is a continuation-in-part of U. S. Application Serial No. 12 / 584,264, filed on June 11, 2005, entitled " Widgetized Avatar and a Method and System of Creating and Using Same ", each of which is incorporated herein by reference in its entirety Are included in the specification.

This application was filed on September 2, 2009, filed on September 2, 2008, and claims the benefit of U.S. Provisional Application No. 61 / 190,809 entitled "Stable Active X Linux Based Operating Environment" This application is a continuation-in-part of U. S. Application No. 12 / 584,265 entitled " Stable Active X Linux Based Operating Environment ", each of which is incorporated herein by reference in its entirety as if fully set forth herein.

This application claims the benefit of U.S. Provisional Application No. 61 / 190,806, filed on September 2, 2008, entitled " Modular Application Computing Apparatus, System and Method ", filed on September 2, 2009, Quot; Modular Application Computing Apparatus, System and Method ", each of which is incorporated herein by reference in its entirety as if fully set forth herein.

This application was filed on September 28, 2009, which claims the benefit of U.S. Provisional Application No. 61 / 100,416, filed September 26, 2008, entitled " Hypervisor and Webtop in a Set Top Box Environment & No. 12 / 586,777, titled " Hypervisor and Webtop in a Set Top Box Environment ", each of which is incorporated herein by reference in its entirety as if fully set forth herein.

This application claims the benefit of U.S. Provisional Application No. 61 / 210,190, filed March 12, 2009, entitled "A Device and Method for Creating, Distributing, Managing and Monetizing Widgets" This application is a continuation-in-part of U. S. Application Serial No. 12 / 586,884, entitled " Device and Method for Creating, Distributing, and Managing and Monetizing Widgets, " filed on the same date as the present application, each of which is incorporated herein by reference in its entirety Are included in the specification.

This application claims the benefit of U.S. Provisional Application No. 61 / 210,190, filed March 12, 2009, entitled "A Device and Method for Creating, Distributing, Managing and Monetizing Widgets" Filed on September 29, 2009, which is a continuation-in-part of US Application No. 12 / 586,884 entitled " Device and Method, " < / RTI > filed on even date herewith, each of which is a continuation-in-part of U.S. Serial No. 12 / 586,904, entitled " Forming, Distributing, Managing and Monetizing Widgets ", each of which is incorporated herein by reference in its entirety as if fully set forth herein.

This application is a continuation-in-part of U.S. Application No. 12 / 381,663, filed March 13, 2009, entitled " A Widgetized Avatar and a Method and System of Creating and Using Same & This application is a continuation-in-part of U.S. Serial No. 12 / 592,207, filed on even date herewith, entitled " Widgetized Avatar and a Method and System of Creating and Using Same ", each of which is incorporated herein by reference in its entirety .

This application is a continuation-in-part of U.S. Application No. 12 / 383,456, filed March 24, 2009, entitled "Webtop and Monetization Engine, System and Method," filed on November 25, 2009, This application is a continuation-in-part of U.S. Serial No. 12 / 592,508 entitled "Webtop and Monetization Engine, System and Method," each of which is incorporated herein by reference in its entirety as if fully set forth herein.

This application claims the benefit of US Provisional Application No. 61 / 207,980, filed February 17, 2009, entitled " System And Method For Providing Expert Search In A Modular Computing System & Filed on March 13, 2009, entitled " A Widgetized Avatar And A Method And System ", filed March 13, 2009, entitled " Virtual Marketplace Accessible to Widgetized Avatars & No. 12 / 381,663, filed November 20, 2009, entitled " A Widgetized Avatar And Method And Creating And Using Same & / RTI > 592,207, each of which is incorporated herein by reference in its entirety as if fully set forth herein.

This application is a continuation-in-part of U.S. Application No. 12 / 592,207, filed November 20, 2009, entitled " Widgetized Avatar and a Method and System of Creating and Using Same ", filed on November 30, 2009 No. 12 / 628,075, titled " Widgetized Avatar and Method ", filed September 2, 2008, entitled " Widgetized Avatar And A Filed June 30, 2009, which claims the benefit of U.S. Provisional Application No. 61 / 190,810 entitled " Method And System Of Creating And Using Same ", which is entitled " Widgetized Avatar And Method Of Creating And Using Same & U.S. Serial No. 12 / 494,940; U.S. Application Serial Nos. 12 / 592,207 and 12 / 494,940, filed March 13, 2008, entitled " Widgetized Avatar And A Method And System Of Creating And Using Same " Filed March 13, 2009, which is a continuation-in-part of U. S. Application No. 12 / 381,663 entitled " Widgetized Avatar And A Method And System Of Creating And Using Same "; The entireties of each of the applications listed in this paragraph are incorporated herein by reference as if fully set forth herein.

This application claims the benefit of US Provisional Application No. 61 / 207,980, filed February 17, 2009, entitled " System And Method For Providing Expert Search In A Modular Computing System & Filed on March 13, 2009, which is a continuation-in-part of U.S. Application No. 12 / 628,031 entitled " Widgetized Avatar and a Method and System of Creating and Using Same Including Storefronts " Filed on November 20, 2009, entitled " A Widgetized Avatar And A Method And System Of Creating And Using Same & US Application No. 12 / 592,207, entitled " Using Same ", each of which is incorporated herein by reference in its entirety as if fully set forth herein.

This application is a continuation-in-part of U.S. Patent Application No. 12 / 381,663, filed March 13, 2009, entitled " A Widgetized Avatar And A Method And System Of Creating And Using Same & Filed on November 30, 2009, which is a continuation-in-part of U.S. Application No. 12 / 592,207, entitled " A Widgetized Avatar And A Method And System Of Creating And Using Same " a continuation of U.S. Serial No. 12 / 628,090, entitled " a Method and System of Creating and Using Same ", each of which is incorporated herein by reference in its entirety as if fully set forth herein.

This application claims the benefit of U.S. Provisional Application No. 61 / 204,141, filed December 31, 2008, entitled " System and Method for Purchasing Applications and Peripherals, " filed on December 29, 2009, Filed on even date herewith, and each of these applications is incorporated herein by reference in its entirety as if fully set forth herein. [0002] This application is a continuation-in-part of U.S. Serial No. 12 / 655,308 entitled " System and Method for Purchasing Applications and Peripherals. &Quot;

This application claims the benefit of US Provisional Application No. 61 / 207,980, filed February 17, 2009, entitled " System And Method For Providing Expert Search In A Modular Computing System & Filed on February 5, 2010 and entitled " Virtual Marketplace Accessible To Widgetized Avatars ", filed on February 5, 2010, which is a continuation-in-part of U.S. Application No. 12 / 628,046 entitled " A Virtual Marketplace Accessible To Widgetized Avatars & No. 12 / 381,663, filed on March 13, 2009, which is a continuation-in-part of U.S. Serial No. 12 / 701,000, entitled " A Widgetized Avatar And A Method And A System Of Creating And Using Same & Filed on November 20, 2009, which is a continuation-in-part of U.S. Application No. 12 / 592,207 entitled " A Widgetized Avatar And A Method And System Of Creating And Using Same & All of which are incorporated herein by reference as if fully set forth herein.

This application claims the benefit of US Provisional Application No. 61 / 207,980, filed February 17, 2009, entitled " System and Method for Providing Expert Search In a Modular Computing System & Which is a continuation-in-part of U.S. Application No. 12 / 707,203 entitled " System and Method For Providing Expert Search In A Modular Computing System ", each of which is incorporated herein by reference in its entirety, .

This application claims the benefit of US Provisional Application No. 61 / 207,980, filed February 17, 2009, entitled " System And Method For Providing Expert Search In A Modular Computing System & Filed on February 5, 2010 and entitled " Virtual Marketplace Accessible To Widgetized Avatars ", filed on February 5, 2010, which is a continuation-in-part of U.S. Application No. 12 / 628,046 entitled " A Virtual Marketplace Accessible To Widgetized Avatars & This application is a continuation-in-part of U.S. Serial No. 12 / 701,000, filed on February 22, 2010, which is a continuation-in-part of U.S. Application No. 12 / 709,710 entitled "Virtual Marketplace Accessible To Widgetized Avatars" Filed on November 20, 2009, which is a continuation-in-part of U.S. Application No. 12 / 381,663, entitled " A Widgetized Avatar And A Method And System Of Creating And Using Same & No. 12 / 592,207, entitled "A Widgetized Avatar And A Method And System Of Creating And Using Same," each of which is incorporated herein by reference in its entirety as if fully set forth herein have.

This application was filed on February 22, 2010, which claims the benefit of U.S. Provisional Application No. 61 / 208,277, filed February 20, 2009, entitled "System And Method For Defined Searching And Web Crawling" This application is a continuation-in-part of U.S. Serial No. 12 / 709,839 entitled " System And Method For Defined Searching And Web Crawling ", each of which is incorporated herein by reference in its entirety as if fully set forth herein.

This application claims the benefit of U.S. Provisional Application No. 61 / 069,777, filed March 17, 2008, entitled " Widget Platform, System and Method ", filed March 17, 2009, 12 / 383,001, filed on February 24, 2010, which is a continuation-in-part of US Application No. 12 / 711,666 entitled " Widget Platform, System and Method & And each of these applications is incorporated herein by reference in its entirety as if fully set forth herein.

This application claims the benefit of US Provisional Application No. 61 / 207,980, filed February 17, 2009, entitled " System And Method For Providing Expert Search In A Modular Computing System & Filed on March 8, 2010 and entitled " Virtual Marketplace Accessible To Widgetized Avatars ", which is a continuation-in-part of U.S. Application No. 12 / 628,046 entitled " A Virtual Marketplace Accessible To Widgetized Avatars & No. 12 / 381,663, filed on March 13, 2009, which is a continuation-in-part of U.S. Serial No. 12 / 719,218, entitled " A Widgetized Avatar And A Method And A System Of Creating And Using Same & Filed on November 20, 2009, which is a continuation-in-part of U.S. Application No. 12 / 592,207 entitled " A Widgetized Avatar And A Method And System Of Creating And Using Same & All of which are incorporated herein by reference as if fully set forth herein.

This application was filed on March 11, 2010, filed March 11, 2009, and claims the benefit of U.S. Provisional Application No. 61 / 209,974 entitled "System And Method For Providing User Access" This application is a continuation-in-part of U.S. Serial No. 12 / 722,058 entitled " System And Method For Providing User Access ", each of which is incorporated herein by reference in its entirety as if fully set forth herein.

This application claims the benefit of US Provisional Application No. 61 / 210,936, filed March 24, 2009, entitled " Apparatus, System and Method for an Icon Drive Tile Bar in a Graphical User Interface & This application is a continuation-in-part of US application no. 12 / 730,500, filed Mar. 24, entitled " Apparatus, System and Method for an Icon Drive Tile Bar in a Graphical User Interface ", each of which is incorporated herein by reference in its entirety Incorporated herein by reference as if fully set forth.

This application claims the benefit of US Provisional Application No. 61 / 216,718, filed May 20, 2009, entitled " A Device And Method For Creating, Distributing, Managing And Monetizing Widgets In A Mobile Environment & Filed May 19, 2008, and filed on September 29, 2009, which is a continuation-in-part of U.S. Application No. 12 / 783,153 entitled " Device and Method for Creating, Distributing, Managing and Monetizing Widgets in a Mobile Environment " Filed on September 29, 2009, entitled " Device and Method for Creating ", entitled " Device and Method for Creating < RTI ID = 0.0 & , Filed March 12, 2009, each of which is entitled " A Device and Method for Creating, Distributing, and Managing < RTI ID = 0.0 & " U.S. Provisional Application No. 61 / 210,190, filed on April 7, 2009, entitled " A Device and Method for Creating, Distributing, Managing and Monetizing Widgets Using Templates & No. 12 / 755,818, filed on April 7, 2010, which claims the benefit of Serial No. 61 / 212,129, entitled " A Device and Method For Creating, Distributing, Management and Monetizing Widgets Using Templates " Priority is also claimed, the entirety of each of these applications being incorporated herein by reference as if fully set forth herein.

This application claims the benefit of US Provisional Application No. 61 / 216,717, filed May 20, 2009, entitled " Device and Method for Creating, Distributing, Managing and Monetizing Widgets Including Streaming & This application is a continuation-in-part of U.S. Application No. 12 / 783,172, filed on June 19, entitled " Device and Method for Creating, Distributing, Managing and Monetizing Widgets Including Streaming ", each of which is incorporated herein by reference in its entirety Which is incorporated herein by reference.

This application is a continuation-in-part of U.S. Application No. 12 / 628,046 filed on November 30, 2009 and entitled " A Virtual Marketplace Accessible To Widgetized Avatars ", filed on March 8, 2010, 12 / 848,276, filed August 2, 2010, entitled " Virtual Marketplace Accessible To Widgetized Avatars ", filed August 2, 2010, which is a continuation-in-part of U.S. Application No. 12 / 719,218 entitled " And each of these applications is incorporated herein by reference in its entirety as if fully set forth herein.

This application claims the benefit of U.S. Provisional Application No. 61 / 707,845, filed September 28, 2012, entitled " Tablet Computer for Children ", the entirety of which is incorporated herein by reference in its entirety Are included in the specification.

Technical field

BACKGROUND OF THE INVENTION 1. Field of the Invention The present invention relates to the field of computers, and more particularly to user environments and access control for operating systems and applications.

On a tablet computer, an operating system (OS) and one or more application programs may be executed. The OS typically boots up to its own user interface (UI) or customized UI that resides on top of the operating system. A single UI can have problems for at least the following reasons:

Open / constrained access to everyone: all users (e.g., parents or children) of the tablet computer access the same applications and content;

Privacy: Personal information about a user can be disclosed to other users;

Security: One user can have unauthorized access to another user's information;

Content Management: Content can not be filtered or constrained based on user profiles.

Personal computers are also vulnerable to some of the same problems that tablet computer users face today. Known methods for handling these problems include providing a dual OS computing environment. In a typical dual OS computing environment, a user may: (1) install two OSs, select one OS before booting up, and reboot to select another OS; (2) two different OS's will be installed and booted up at the same time, and the user will have to switch from one OS to another OS via keystrokes or actions; Or (3) access another OS on the Internet or on a virtual machine existing on the network.

Disadvantages of configurations requiring reboots to switch between OSs include, but are not limited to, the time and inconvenience required to reboot when switching from one OS to another.

Disadvantages of configurations that involve different OSs running concurrently include, but are not limited to, incompatibility of applications and / or content across OSs.

Disadvantages of configurations involving accessing an OS on a remote virtual machine include, but are not limited to, the requirements of the Internet and / or network access.

There is a need for a user environment for a tablet computer that overcomes problems associated with a single UI while providing a customizable, manageable, user-friendly user experience and access to applications, content, and device settings to multiple users. It is also possible to attract users to perform educational or other constructive benefits as prerequisites for receiving access to other activities that are of interest to the user, such as consuming entertainment content such as games, music and / or video It is also necessary for the user environment to encourage desirable behavior.

In an exemplary embodiment, the tablet computer includes an OS overlay system, an integrated adaptive learning system, highly detailed, customizable and remotely accessible parental controls, a curated application store, multiple profile management capabilities, - Kid-safe Browsing capabilities are provided.

The tablet computer, in some embodiments, may be a touch screen display, one or more processors, a storage medium, a wireless data communication interface, an operating system including an application framework layer and an application layer, Lt; RTI ID = 0.0 > and / or < / RTI >

The overlay system may, in some embodiments, include instructions for controlling substantially all accesses to application programs at an application layer of an operating system, instructions for providing a first user interface, 2 instructions for providing an operating environment, instructions for requesting input of an authentication code for accessing a first user interface from a second operating environment, and at least one of system settings, application programs, The method may include instructions for accepting at the first user interface a configuration of an access control configured to permit or deny a request for access in a second operating environment, the data including at least one of an Internet resource, a text file, an image file, , Video files, and e-books It includes a. Optionally, the overlay system may be configured to be executed by one or more processors in the application framework layer of the operating system. In some embodiments, the overlay system includes instructions for executing a hypervisor configured to provide an operating platform including a first user interface, a second operating environment, and an application space providing access to an application layer . Optionally, the overlay system may also include instructions for providing a first operating environment associated with the first user interface.

In some embodiments, the overlay system may be configured to operate as a tablet computer, such as boot-up of the tablet computer, operation of the tablet computer from a dormant state, operation of the tablet computer from the locked state, and inactivity of the tablet computer for a predetermined period of time In response to one or more events, it may be configured to default to a second operating environment.

In some embodiments, the overlay system includes instructions for providing an electronic commerce interface configured to communicate with a remote content source using a wireless data communication interface, and instructions for obtaining and installing content from a remote content source on a tablet computer And may further include instructions for performing the above operations.

In some embodiments, access control may include instructions for intercepting user input in a second operating environment, determining whether a request for access in a second operating environment is allowed under an operative configuration of access control And instructions for granting a request for access in the second operating environment only if the request for access in the second operating environment is allowed under the valid configuration of the access control.

In some embodiments, the access control may include instructions for requesting confirmation of compliance with one or more conditions specified in the first user interface prior to allowing the request for access in the second operating environment, One or more conditions specified in the user interface include at least one of an event outside the tablet computer and an event in the second operating environment.

In some embodiments, the overlay system includes instructions for tracking user activity in a second operating environment, instructions for generating a report on user activity in a second operating environment, And displaying the report on the activity in the first user interface.

In some embodiments, the overlay system includes instructions for accepting a configuration of access control from a different computer using a wireless data communication interface, and a report on user activity in a second operating environment using a wireless data communication interface To a different computer. ≪ RTI ID = 0.0 >

In some embodiments, the tablet computer may further comprise an adaptive learning system that includes at least one of a direct definition of the desired technology, a skill acquisition training, and a configuration and evaluation interface, Instructions for executing at least one indirect educational component including one or more enhancements designed to encourage one or more behaviors associated with acquiring or enhancing a desired skill, instructions for executing the instructional components, and direct training components and indirect training And at least one technological enabler supporting at least one of the components.

In some embodiments, the at least one indirect education component of the adaptive learning system may include an access requiring an acknowledgment of compliance with one or more conditions specified in the first user interface before a request for access in the second operating environment is allowed The one or more conditions associated with the configuration of the control and specified in the first user interface include at least one of an event external to the tablet computer, an event in the second operating environment, and performance of skill acquisition training.

In some embodiments, the adaptive learning system may further include a dynamic learning path, which may include instructions for analyzing the captured data regarding performance of the skill acquisition training, instructions based on one or more predetermined criteria Instructions for determining an evaluation of the performance of the skill acquisition training, and instructions for automatically personalizing the subsequent instance of the skill acquisition training based on the evaluation. The one or more predetermined criteria may include one or more of user skill and user learning style in the desired technology.

In some embodiments, the adaptive learning system includes instructions for awarding a virtual prize to a user of a second operating environment in response to a performance of one or more behaviors associated with acquiring or enhancing a desired skill, credit and badge, and instructions for arbitrating exchange of a virtual prize with at least one of status, usage time allocation, and authorization for content access.

In some embodiments, the adaptive learning system may further include instructions for awarding a supplemental virtual prize to a user of the second operating environment in response to a performance of the desired prize action, wherein the desired prize action comprises: Maintaining some or all of the virtual prize, and following a predetermined goal of virtual prize allocation.

In some embodiments, the at least one technical enabler of the adaptive learning system includes: instructions for capturing input data from an input source, the input source including a touch screen display and input data for processing by the one or more processors, And an alternative input source that is operable to capture and transmit an alternate input source, wherein the alternative input source includes at least one of a keyboard, a touch sensitive pad, a mouse, a track ball, a pen device, a joystick, a game controller, Comprising at least one; Instructions for capturing offline usage data that reflect use of the tablet computer in offline mode; And at least one of instructions for utilizing the wireless data communication interface to automatically transmit offline usage data reflecting the use of the tablet computer in offline mode to a different computer when the tablet computer is in the online mode .

Various embodiments may include one or more of these and other features as described herein while remaining within the spirit and scope of the present invention. Additional features of the tablet computer, its attributes and various advantages and embodiments will become more apparent with reference to the accompanying drawings and the following detailed description.

Preferred embodiments of the present invention are illustrated by way of example and not by way of limitation in the accompanying drawings, in which like reference numerals refer to like elements.
1 is a diagram illustrating a core architecture of an OS overlay system in accordance with some embodiments.
2 is a flow diagram illustrating a process for entering an operating mode according to some embodiments.
3 is a diagram illustrating a graphical user interface for an operating mode according to some embodiments.
4 is a diagram illustrating a child-safe and learning ecosystem according to some embodiments.
FIG. 5 is a diagram illustrating components of a Fundamental Adaptive Learning System (FALS) according to some embodiments.
Figures 6A-6C are diagrams illustrating aspects of the FALS programmatic learning path in accordance with some embodiments.
Figures 7A-7C are diagrams illustrating aspects of the architecture and components of FALS in accordance with some embodiments.
8 is a diagram illustrating aspects of a parental control system in accordance with some embodiments.
9 is a diagram showing an example of a user interface for prompting input of a password according to some embodiments.
10 is a diagram illustrating a user interface for accessing a parental dashboard according to some embodiments.
11 is a diagram illustrating a user interface for managing notifications, messages, and alerts for a child's profile in accordance with some embodiments.
12 is a diagram illustrating a user interface for alerting a user to a blocked link-out in accordance with some embodiments.
Figure 13 is an illustration of an example of a user interface for providing parental guidance, ratings, and alerts in accordance with some embodiments.
14 is a diagram showing an example of a user interface for notifying a parent of a specific warning about apps according to some embodiments.
15 is a diagram illustrating an example of a user interface for tracking and controlling time and usage according to some embodiments.
16 is a diagram illustrating a selection user interface for parental control for selecting a particular device in accordance with some embodiments.
17 is a diagram illustrating a user interface for managing access to an application according to some embodiments.
18 is a diagram illustrating a user interface for placing content according to some embodiments on a "white list" of approved content.
19 is a diagram showing a user interface for acquiring and downloading contents according to some embodiments.
20 is a diagram for personalized content for a particular KID user account in accordance with some embodiments.
21 is a diagram illustrating a user interface in which profile details are entered by a parental control system according to some embodiments.
22 is a diagram showing a user interface including a view for management and acquisition of virtual money according to some embodiments.
23 is a diagram illustrating a user interface for accessing control for a plurality of the KID user profiles and / or accounts registered with the parental control system according to some embodiments.
24 is a diagram illustrating a user interface for a chore list system according to some embodiments.
25 is a diagram illustrating a user interface for reviewing and tracking incentives and compensation for progress in educational content in accordance with some embodiments.
26 is a diagram illustrating a user interface for consuming or exchanging digital content or virtual currency or other credits or compensation for obtaining an actual item in accordance with some embodiments.
27 is a diagram illustrating components and steps for managing user apps for a user profile in accordance with some embodiments.
28 is a diagram showing a user interface for a homepage for a curated app store according to some embodiments.
29 is a diagram showing a user interface for a homepage for a selected App Store in another view according to some embodiments.
30 is a diagram illustrating a user interface for a selected AppStore interface according to some embodiments.
31 is a diagram illustrating a user interface for presentation of available apps according to some embodiments.
32 is a diagram showing two views of a selected AppStore according to some embodiments.
33 is a block diagram illustrating a computer system in which some embodiments of the present invention may be implemented in accordance with some embodiments.
34 is an illustration showing a view of a visual aspect of an interface for displaying information according to some embodiments.

In the following description, numerous specific details are set forth in order to provide a more thorough understanding of some embodiments of the invention. However, those of ordinary skill in the art will appreciate that embodiments of the present invention may be practiced without these specific details or with different implementations of these details. In addition, some well-known structures have not been shown in detail in order to avoid unnecessarily obscuring the present invention.

Operating system overlay and multifunctional user interface on tablet computers

According to some embodiments, the operating system (OS) of the computer is provided with at least two different user interfaces (UI), each of which can be customized based on a particular user type or profile. For example, in the context of a family group, a user interface type or profile may include one or more interfaces or profiles ("child mode") for a child and one or more interfaces or profiles ("parent mode & . The exemplary embodiments described herein refer to the parent / parent mode and the kid / kid mode to illustrate examples of different user types and user interfaces. It should be understood, however, that such description is for the purpose of illustration and should not be construed as limiting the scope of the invention, and that such embodiments may be implemented in any multi-user environment . ≪ / RTI > Other user and user types may be used in conjunction with embodiments of the present invention without departing from the spirit of the invention. In some embodiments, each type of UI is different in visual appearance and in the workflow. Embodiments can be implemented in any OS including a mobile OS such as Android, iOS, bada, BlackBerry OS, S40 and Windows Phone, as well as a desktop or laptop OS such as Windows and Mac OS. For purposes of illustration, some exemplary embodiments described herein are implemented in the Android OS for mobile devices.

In an exemplary Kid mode, the user browses web content unique to the age and gender; Acquiring virtual money by performing activities on the tablet; Consuming virtual currency in the App Store for Kid; To improve their educational skills through core-curriculum, state-standardized lessons, and in particular to select apps and games that are tailored for kids (eg, identified as appropriate for age or gender groups earlier). A "kid friendly" environment is provided that allows access.

In the exemplary parent mode, the user has unrestricted access to all applications and content; Access to tablet settings; Configuration of access control (e.g., Kid mode) for other users; Unrestricted access to content acquisition facilities such as an online app store, a music store on a video store, and the like; And a default OS environment that allows purchase by one-click is provided.

According to some embodiments, a parent or supervisory user may monitor the time and use of their child's content by viewing reports and analysis. Parents may also allow or restrict access to their child's app, game or content type in a Kid mode through a series of on / off switches or other indications of whether access is enabled. In some embodiments, monitoring and configuration capabilities may be implemented via an online parent dashboard accessible via the Internet.

The advantage of combining a single OS with a plurality of different UIs is that one environment can control another environment or become a supervisor of the other environment. Another advantage is that each user of the tablet can have their own unique UI and user experience.

OS overlay

The architecture of OS overlays is quite different from other solutions. According to some exemplary embodiments, the core architecture is as shown in FIG. As shown, the OS overlay is built on the existing OS core, the OS overlay system manager library is added to the application framework level 101 of the existing OS core, and the additional application is added to the application level (103). As shown in FIG. 1, native and third-party OS overlay applications 105 are included in the application layer of the OS core with the native and third party Android applications 107. In the application framework layer 100, an OS overlay system manager library 109 is included with the Android system manager library 111.

The OS overlay architecture allows a single OS to provide a plurality of switchable and customizable UIs supported and managed by the mode manager. In an exemplary embodiment for use in a family group, the switchable UI mode allows the KID to use the tablet device in a protected Kid mode environment, while the parent allows the parent control manager < RTI ID = 0.0 > and / Allows the board to manage the access of the Kid mode to apps, content, and settings. The parent can also enjoy unrestricted access to all the functions of the OS in the parent mode. The OS overlay architecture also provides a monitoring mechanism within the OS level that provides access to, usage by, and consumption of the app by the device in the device, as well as providing a mechanism Allows embedded parental controls to help.

At the application framework level, the OS overlay system includes the following features and elements:

1. Mode Manager

In some exemplary embodiments, the mode manager provides advantages over tablets that are shared by the parent and the parent using the same interface without a separate controlled environment for the kids. Typically in such cases, control is applied indiscriminately to what is available, but may be referred to as "locked down" mode, or control is turned off to determine whether the activity is appropriate for a given user Resulting in a non-controlled environment in which any user can access content and change system settings. The mode manager provides a switchable user interface mode, including a parent mode and a kidd mode.

2. Parental Control Manager

In the exemplary embodiments, the parental control manager provides the ability to restrict and manage access to applications, content, and other settings in Kid Mode.

3. Child Monitoring Manager

In the exemplary embodiments, the child monitoring manager provides access, usage, and time tracking for all activities in the Kid mode. In some embodiments, the child monitoring manager is linked with an online parent dashboard accessible via the Internet, providing real-time web-based reporting. In some embodiments, the child monitoring manager also provides for monitoring the results of use of the content, testing, performance evaluation, and other user interaction with the content. In addition to being used immediately for use in conjunction with an adaptive learning system, as described herein, monitored results can also be uploaded to a remote facility, such as a server, where a wider performance analysis can be performed.

4. Application Manager

In the exemplary embodiments, an application manager provides the ability to restrict and manage access to an application via an Add Apps interface based on an individual user profile. This allows authorized application sets to be made available in Kid mode. The set of authorized applications available in Kid Mode are selected by the service provider or by the parent or other authority so that they can be identified as appropriate for age or gender groups or other user subgroups.

5. Content Manager

In the exemplary embodiments, the content manager filters content based on user profile parameters such as age, gender, and interest. This limits access to provide a secure environment in Kid mode. For example, the content manager may utilize the content using predefined categorization in metadata tags associated with user profile parameters. The content manager may limit content access to the user profile by comparing the metadata of the content with the parameters of the user profile and by providing only content with metadata that meets the user profile parameters. The content manager provides customizable settings that can be modified by the parent to provide personalized access to each user profile for the content.

At the application level, an exemplary embodiment of an OS overlay includes OS overlay system apps, third party preloaded apps, native Android apps, and third party apps.

1. OS overlay system apps

An exemplary OS overlay system application environment includes a full lineup of custom applications that create a tablet ecosystem environment. This enables one central user account for application access as well as purchases made within the application ("in-app" purchases). An exemplary OS overlay application environment includes the following:

a. A content service, including selected apps selected for free or paid acquisition kidding.

b. Music services for kids and parents;

c. Video services for kids;

d. Parentally controlled cloud storage;

e. File Synchronization Services - for easy file transfer between tablet devices and computers;

f. Educational Services - Supporting multiple learning topics with adaptive learning;

g. Content - Includes online Kid content for web, online video, games and crafts;

h. Book - storybook generator;

i. Diagnostic tools - designed for device and system troubleshooting and feedback;

j. Parent Dashboard - Provides rapid access to a web-based parent dashboard.

2. Preloaded custom third-party apps

An exemplary embodiment of an OS overlay is a pre-existing OS that can include one or more pre-selected customized third-party apps to provide and / or supplement experiences that are deemed important to a child, such as learning, And customized third-party apps loaded. Certain third-party apps, for example, are closely tied to the OS overlay system environment, including linking to the app-zone electronics retail store application of the OS overlay system to facilitate upgrading to a paid version of the free third- . In the exemplary embodiments, the preloaded customizable third-party app may include one or more of the following:

a. Apps

b. game

c. Social media

d. E-book

e. video

Along with these core manager libraries embedded directly at the application framework level of the operating system of the mobile device, the OS overlay can be used to provide a protected < RTI ID = 0.0 > Provide the environment:

1. Compatibility. This is built as an overlay on top of an existing operating system, so there is no compatibility issue with any application or content designed for a common operating system.

2. Instant On Experience. As soon as the device is powered on, all parental control related features are enabled.

3. Security. Unlike application-level security implementations that can raise application compatibility issues with other applications or be easily bypassed, the security of OS overlays is dependent on the security features of the base core OS, reducing the probability of bypass.

4. Integrity. Unlike the approaches in which separate features are implemented individually, OS overlays provide a fully integrated ecosystem for all applications and features. This also allows all compatible applications to request authorization in the security and security of the ecosystem (e.g., by inputting the parent password in the Kid mode or by configuring the control in the parent dashboard) .

5. Ease of use. As part of an integrated OS overlay system, configuration and access control for all applications and content in Kid Mode is managed within the ecosystem without the need to manage separate and separate settings for various applications.

6. Direct access. With the OS overlay system's integration with the core OS, applications and processes running under the OS overlay system can directly access low-level drivers such as Wi-Fi, cameras, displays, and audio. This provides an unparalleled level of access to core OS features that would not normally be allowed so far.

Mode Manager (Multi-mode UI)

The mode manager is embedded in an OS overlay system to provide multi-user interface support for the child and parent. The Kid mode and the Parent mode can be switched back and forth using the utilization flow shown in Fig. As shown in Figure 2, at step 201, a device running a mobile operating system with an OS overlay system is booted up. In step 203, the system determines whether the default is set to the Kid mode. In step 205, if the default is set to the Kid mode, enter the Kid mode. In step 207, if the default is not set to the Kid mode, enter the Parent mode. In step 209, to enter the parent mode from the Kid mode, the system determines whether a parent password is provided. If a parent password is provided, the system switches from the child mode to the parent mode. In step 211, in order to enter the Kid mode from the parent mode, the Kid mode icon is selected, and the process returns to step 205 to enter the Kid mode.

Parent mode

In some embodiments, the parent mode is the default user interface to the core OS. The parent mode includes, but is not limited to, general UI, open access to any application and content, open access to all device settings, full privilege to perform one-click purchases, and full control to perform system updates Lt; / RTI >

Kid Mode

In some embodiments, the Kid mode provides an embedded solution for unprotected and unrestricted access problems for any tablet. As part of the OS overlay system, this allows a profile-based safety environment for the KID as soon as the tablet is powered on. The Kid mode includes parent-controlled time, usage, and access constraints for applications. Examples of such constraints include constraining access to predefined child-friendly content and apps, time constraints that limit usage without direct parental monitoring, and parental monitoring of device usage through a child monitoring manager.

In some embodiments, content consumption is managed in the Kid mode, including by manual and remote approaches. For example, a cloud-based service maintains and provides a list of content based on the profile of an individual KID user. Content consumption managers provide a personalized and customized content consumption model.

In some embodiments, an integrated OS overlay system with preloaded applications and content, including specially selected games, apps, music, and video, suitable for a KID, will provide instantaneous usability of the device, regardless of the availability of Internet access for content downloading. to provide. The preloaded application and content may help maximize user enjoyment of the tablet, corresponding to content categories including categories of learning, creation, viewing, reading and play.

In some embodiments, preloaded apps and apps available for downloading from the content providing interface of the ecosystem, including app zone and treasure box interface, are selected specifically for a select, kid friendly app or games And verified.

In some embodiments, in the Kid mode, the virtual currency is obtained by getting a score for the math lesson; Or by completing an activity on a tablet that includes, but is not limited to, gaining a score for completing a regular assignment. Virtual currency can be acquired directly by distribution by parents. Virtual currency can be deducted for not completing the activity. The balance of the virtual currency for the user profile is stored locally and can be synchronized to the cloud-based profile of the ecosystem for remote management. Virtual currency distribution not only provides incentives and rewards to children for doing good, but also disciplines them.

In some embodiments, the educational app is preloaded as part of the OS overlay system and can be accessed in the Kid mode. It provides a comprehensive learning solution base for the standard curriculum. This introduces serious learning as part of the overall user experience. Educational apps also link to cloud-based educational platform services that track the progress and performance of each child and provide an analysis of proposed improvements across themes.

In some embodiments, the Kid Mode user interface includes a simple and intuitive user interface for the Kid. A unique problem in the standard user interface for the core OS of the mobile device, including the user interface for the parent mode, is the difficulty and complexity of navigation to the KID. Here are the features to specifically address the problem that the Kid faces on a regular tablet computer:

Large app icon. In the case of the younger kid, the finger control is not sufficiently developed to accurately pick up a small area of the surface. Thus, using the larger app icon 301, as shown in the home page interface wireframe diagram 300 shown in FIG. 3, makes it easier for the kid to launch the app. Kid mode also provides a plurality of scrollable screens for storing short cuts of these large app icons for easy access.

Pop-up access bar. For functions that are typically less frequently accessed, the Kid mode interface includes a pop-up access bar 303 that provides simple set-up access as well as a parent mode access link, as shown in FIG. This reduces clutter within the viewable interface and maintains a common kid-friendly theme.

Organize & arrange app icons. The Kid mode suggests a number of ways for the Kid to personalize their screens by grouping multiple apps in the app folder 305, as well as by allowing drag & drop of apps to the user ' s desired location. This facilitates personalization and creativity. Kid mode also enables certain apps to be pinned to their corresponding locations.

System status bar filter. Unauthorized notifications are filtered to prevent unsafe display and access that can violate the safety environment of Kid Mode for children.

Profile-based customization. Wallpapers, app button styles, and application shortcuts organization can be customized based on profiles of different children. The parent mode includes a completely separate setting that allows differentiation of the overall look and feel between the UI modes.

In some embodiments, the multi-mode system provides selected child-safe content. Access is provided only to content that is predetermined to be appropriate for the age or gender group or other subgroups given by the parent or service provider. Multi-mode configurations can also filter content within an application, providing a more secure content access environment for the Kid. The content may include pre-loaded music for the kidd; Preloaded music videos for kids; A preloaded e-book for kids; Kid's music store; Kid's Comics and Videos; Web content for kids; Online video for kids; Includes on-line craft for kids.

Child-Safety Learning and Compensation Ecosystem Overview

4 is a diagram illustrating aspects of a child-safe learning and compensation echo system 400 in accordance with some embodiments of the present invention. This ecosystem provides a limited environment for child-safety systems and content. According to some embodiments, the ecosystem includes a server 402 and a mobile device 404 that are communicatively coupled by a network, such as the Internet. The mobile device 404 includes a parent operating environment 406, such as a parent mode and a user interface, running on an application layer framework of a mobile operating system, as described above, a mode manager, a content manager, A management process 408 of a manager or the like, and a kidd operating environment 410, such as the KID mode and user interface as described above, access to the apps and resources 412 in the kidd operating environment is controlled by a parent operating environment (406) and the management process (408). The kidding environment 410 also includes access to a user interface used by the adaptive learning system, which is further described below.

Figure 4 further illustrates aspects of server 402 that provide online services and support for one or more mobile devices, including mobile device 404. In some embodiments, the server 402 includes an online service that is different from the engine of the adaptive learning system 414, described further below. The server 402 maintains a user account, including a parent account 416 and a child account 418. [ The parent account 416 includes account information such as the profile parameters, the purchased app, the reward credit purchased, the authentication credential, the identity of the owning ecosystem mobile device, and the KID account associated with the parent account 416. The Kid account 418 may include profile parameters (e.g., pictures, age, gender, education level, education topics, usage data, desired behavior), data collected and acquired from the adaptive learning system, And any reward credits distributed from the reward credits of the user to the kid account 418. According to some embodiments, personalization data for the kidding operating environment on the mobile device may be stored with the KID account 418 and downloaded to a different device in association with the KID account 418. [ In some embodiments, a single password or authentication credential is propagated through all accounts, profiles, and mobile device modes and operating environments to access a constrained area of any interface resource of the ecosystem.

Server 402, as shown in FIG. 4, also hosts a select content store system 420 that provides content for purchase to users of the ecosystem. Details of a carefully selected content store system are described further below. A carefully selected content store system 420 includes a selected reward store 422 that accepts credit as currency for purchasing selected content. In some embodiments, as described further below, the credit accepted by the compensation store 422 may be satisfied by satisfying certain conditions, such as completing the learning path in the adaptive learning system or completing tasks from the regular assignment list Mode interface from the mobile device 404 for the purchase of a selected app by a child user using the reward credits obtained by the child via the device 404. [

The server 402 includes a web server 424 for serving web sites and web pages of the ecosystem. The served web site can be used to monitor usage data for the KID account 418, review and generate analysis, insights, and recommendation reports from the adaptive learning system 414, generate new credits for distribution to the KID account 418, And a parent dashboard interface 426 through which the supervising user can access the parent account 416 for the management of the child account 418, including the purchase, and the management of the regular assignment list and compensation system.

The parent account 416 may be associated with several mobile devices, and each child account may be associated with any or all of these devices. Each parent account 416 therefore has a common child-safe learning and compensation ecosystem in which features and resources can be customized for the respective child user interface 418 and the child user interface associated with the child account 418 to provide.

Adaptive Learning on Tablet PC

Figure 5 illustrates a diagram of components of a basic adaptive learning system (FALS) in accordance with aspects of some embodiments of the invention. FALS includes direct training components, indirect training components, and technical auditors. Direct training components are in the FALS utility center to organize, provide and monitor skills acquisition activities, and to ensure the acquisition or enhancement of skill sets. The direct training component comprises a courseware definition and personalization 502 for presenting the training material to the user, a technique acquisition method 504 for providing interaction with the user to teach the learning task, And an insight and recommendation dashboard 506 for providing other recommendations at the next stage. Direct training components lead to the acquisition or enhancement of the basic skill set.

As shown in Figure 5, the indirect training component is part of the FALS infrastructure that supports direct training components. Indirect learning components enable FALS to achieve the most effective acquisition and enhancement of the underlying skill set. Indirect instructional components, frequency and amount of practice; Repetition of practice; A willingness to improve proficiency; Competition to improve proficiency; Symbolic rewards for achievement (progress and mastery); And enhancements or features that indirectly contribute to the acquisition of skills by influencing user motivation and behavior, such as type or virtual rewards for achievement. Ganghwa is widely recognized as necessary to achieve and maintain behavioral changes leading to improved performance in behavioral and histological literature. Thus, although indirect, they are critical to achieving the goals of FALS. The indirect education component includes a content store 508, a touch device echo system and app 510, a gaming UI and a mechnix 512, and a virtual currency and compensation system 514.

As further illustrated in FIG. 5, the technical ambabler is part of a technical infrastructure developed to support direct and indirect training components. A technical enabler is a software solution and service required to operate educational components in a manner that maximizes their utility to users and supervisory users. The technical enabler includes an offline / online function 516, a data capture & acquisition 518, a supervisory user environment 520, a synchronization 522, and a privacy compliance system 524. The offline operation of FALS allows the user to have the same Internet access as having available Internet access, with the ability to continue data capture and acquisition while in offline mode, and the added ability to automatically synchronize data sets with cloud- While benefiting, it allows you to continue practicing when Internet access is not available.

According to some embodiments of the present invention, a basic adaptive learning system (FALS) provides each user with a personalized learning program based on proficiency in each of the basic skill sets required in the curriculum. This allows supervisory users to gain insight into progress and proficiency in basic skill set acquisition. In some aspects, this may include supplemental learning courseware that follows a set of mandatory skills required by the Core Curriculum State Standards, and that the user autonomously updates these skill sets through learning, practice, repetition, evaluation, immediate feedback, incentives, Provide a working environment that can be learned or reinforced.

FALS is organized around a set of skills, referred to below as "fundamentals," a set of specific skills, each of which must be learned by the end of the level level on a given topic in order to progress to the next level in a given subject . FALS follows the core curriculum state standards to determine what is mandatory, and reflects how the fundamentals are taught and learned in the classroom in their structure and path. FALS then provides personalized courseware for each user based on their proficiency in each of the underlying skill sets required in the curriculum.

FALS may be implemented on a mobile device with a touch screen input interface. Each basic skill set is specially designed to benefit from its own user interface set and appearance and feel, to be optimized for touch-based user interaction, and to train or enhance the acquisition of skill sets.

According to an aspect of some embodiments of the present invention, the entire application user interface is a gaming interface designed to maximize practice and repeat visits. Providing a unique visual identity system that identifies the given fundamentals and the lessons in the visual learning path that the user travels through, this includes gaming mechanisms that reinforce participation in FALS, drive iterative practice and repeat visits to FALS, , Auditory, kinesthetic, and motor neural clues and interactions.

FALS operates with access to all of the core features required for skill set acquisition, in offline mode, i. E., Without connection to the Internet and cloud services, to provide user information and user behavior Set ") and automatically synchronizes this data set with cloud applications and services when the device is online.

FALS captures user interaction and behavior with a mobile device with a touch screen input interface. Specifically, FALS captures information related to educational goals, including practice attempts that do not necessarily lead to proficiency assessments or completion of training items. FALS also captures user events and interactions with software and allows optimizing the performance of the entire system from both the educational and application perspectives.

FALS components work together to meet the educational objectives of enabling or enhancing the acquisition of a set of basic skills. The attributes, interactions, and interdependencies of these components are described in detail below.

The basic adaptive learning system includes a courseware definition and personalization system; Applications and cloud-services integrated into mobile computing devices; A method of acquiring a technology set integrated with a game-based user interface and dynamics, a touch mobile computing device; Online analysis-based insights and referral solutions; And a virtual-money based compensation system that can be exchanged for virtual and type goods; FALS content store for courseware and third party applications and materials; And an ecosystem for seamless integration of third-party applications with the FALS platform, applications and accessories.

Each of the above-described features will be described in more detail as follows.

Courseware Definition and Personalization System

In some embodiments, a basic adaptive learning (FAL) system includes a courseware definition and personalization system (CDPS). The CDPS is a standardized curriculum organized according to the basic set of mandatory skills; A programmatic learning path for each of the underlying skill sets; And an adaptive learning algorithm that personalizes the learning path for each user and dynamically adjusts based on the user's individual performance in the skill set and the skill of the user. The FAL system is unique in that the system creates and dynamically adjusts the optimal learning path within the predefined courseware leading to mastery of the underlying skill set following a standard curriculum, such as a common core state standard curriculum. This dynamic updating and personalization of each user's level of comfort ensures motivation and continuous progress.

In some embodiments, the reference curriculum of the FAL system conforms to a common core state standard. A key element of the curriculum is the "fundamental" skill set. The basic skill set is a compulsory skill that must be acquired by the user at the end of the school year, and conditions the ability to progress through the grade level.

The hierarchy and interdependencies within and across the base technology sets define the sequencing of the courseware. Progress within the basic skill set is based on achieving the skill level above the standard and completion of the required lesson sequence. Scoring and analysis stimulates dynamic updating of learning paths within a set of basic skills.

Game-like user interface and dynamics

In accordance with an aspect of some embodiments of the present invention, the gaming user interface includes a high participation level, in other words, an increase in the number of lessons practiced, an iterative practice of the same lesson, an increase in the number of hours spent in practice, Ensure improvement in the skill set's mastery. Gaming Mencinics acts as an enforcement and incentive for behavioral practice, specifically driving users to achieve higher proficiency.

The main user interface is designed to provide a number of visual cues and menus that make the skill set acquisition attractive and enjoyable interaction, while encouraging the user to navigate the learning path. The navigation elements in the user interface organize the subject into a specific area of the user interface that is immediately recognizable after the first use; Expressing a set of individual basic skills as a character and a theme that fills the level levels; Providing unique identity systems and color coding extending beyond the character's presence to lessons in a given fundamentals; Using a particular character throughout the interface to provide a particular feature, such as a guide, map, or hint; Organize the lessons visually along the path the user moves; Gradually release content to the user as milestones are met and unlock new training items or additional lessons; Visually indicating completion levels and scores on the learning path; Provide additional "unlock" of previously locked content and discovery, such as a quest, upon completion of a given fundamentals; Perform educational activities that are not directly integrated into the user learning pathway, such as supplemental optional activities, such as quests, for rewards and markings; It converts the practice into a discovery process by providing a menu bar that is always available, but in a collapsible form, to provide hotkeys to features that are bound to game-style dynamics described below.

In addition to the navigation elements of the user interface, audio, video, and animation are used throughout the application to provide an engaging experience. Game-type elements include: an animated background; Background music and sound effects with interaction and output; Audio and video instructions and maps; Quiz animation and sound effects.

Much like in the game, the user is placed in a stimulating environment with intuitive interactions and clues that increase interactivity in the learning experience and provide incentives and reinforcement for frequent visits and additional practice.

Enhancements from the game mechanics are used to encourage use and retain users. The game mechanics will gradually unlock additional content; Discovery of new areas with additional functionality; An immediate feedback mechanism with audio enhancement; Strengthening audiovisual for each accomplishment or reward obtained; Rankings compared to friends or general user groups; A certificate awarded for accomplishment with the value of the collection and the authority to rise; Hints, clues, and in-game advantages that can be bought in exchange for virtual currency; And access to in-game purchases for third party compensation and content expansion.

Typical results obtained from these mechanics are measured by user engagement and loyalty, measured as the frequency of visits and the time spent per visit. In addition, user retention is a typical performance indicator achieved through a reward system.

The application of gaming-dynamics and social-gaming tools for learning behavior is an innovation made possible by the ability to extend beyond mobile devices to take advantage of additional applications and user-groups.

Adaptation to School Environment

When FALS is used in classroom situations in conjunction with classroom learning, the system provides the option to use a main user interface, or an alternative user interface that provides a more traditional navigation path and content discovery model.

Through a specific dashboard, a teacher can assign a set of basic skills or subsets to different users, depending on the individual lesson plan or proficiency level. The user can then practice the lesson by accessing specific content within an individual "shelf" in the user environment.

The skill set acquisition methods are the same, but the indirect components of FALS are not available in the simplified interface. However, user information is captured and accessible for insight and recommendation in a specific dashboard.

Additional curriculum building tools are also available for supplementary materials to follow the class schedule, and can be used for non-traditional curriculum activities as well as enhancement of learning behaviors. Specific evaluation tools are also available.

Programmatic learning path

In some embodiments, the FAL system defines a programmatic learning path for each of the underlying skill sets. Completion of the learning path demonstrates proficiency in the basic skill set. In addition, some embodiments may provide a "programmable" learning path and / or a set of basic skills so that course content and / or instructional skills may be readily adapted to fit a real school curriculum or schedule. Among other benefits, this allows the customization of the FAL system to follow different course content and / or instructional skills that may be used by a given individual or institution.

Figures 6A-6C are diagrams illustrating aspects of the FALS programmatic learning path according to aspects of some embodiments. Figure 6a illustrates an example of how to present learning paths to achieve and demonstrate proficiency in Topic 1 602, Topic 2 604, Topic 3 606, and Topic 4 608, in accordance with aspects of embodiments of the present invention FIG. The Topic 1 path, shown in bold lines and containing lessons 611, 612, 613 and 614, introduces a learning path for mastery of topic 1. To prove mastery of topic 1, it is required that the user complete the path between "L1" and "Topic 1 mastery ".

In a typical case, reaching Topic 1 mastery requires completion of lessons 611, 612, 613, and 614 as indicated by the bold arrows. Depending on the user's skill in completing the lesson, the user may follow alternative paths indicated by the dashed arrows. As shown, the user may skip 612 and 613 after 611 and proceed directly to 614.

As shown in FIG. 6A, lessons can be shared among different topics. For example, the lesson 611 may include a lesson of a shared important lesson that starts the necessary paths to achieve the topic 1 mastery 602, the topic 2 mastery 604, the topic 3 mastery 606, and the topic 4 mastery 608 It is a step lesson. In particular, lessons 611, 618, and 619 are learned and progressed to topic 2 mastery 604.

Programmatic learning path for topic mastery

6B shows an example diagram of a stage for navigating a learning path towards "Topic 1 Mastery" 602 when lessons 613 and 614 are locked, according to an aspect of the present invention. Unlocking lessons is a control method for sequencing lesson completion. Initially, the user can only use the first lesson 611 in the sequence in the path. If the user completes this available lesson with a satisfactory score, the next lesson 612 in the sequence is unlocked. In the stage shown in FIG. 6B, the user is available 611 and 612. Lessons 613 and 614 are locked. The user can not attempt 613 or 614. When 612 is completed, 613 will be unlocked and available.

Dynamic path progression

According to an aspect of an embodiment of the present invention, the path progression to mastery in the topic is dynamic. In some cases, completing a lesson with a minimum completion score will pass the lesson linearly, as shown in FIG. 6B. Completing the lesson with the highest tier score allows the user to skip some lessons along the path by allowing the user to unlock some or all of the lessons up to the next critical step lesson.

As shown in the exemplary path depicted in FIG. 6C, according to an aspect of an embodiment of the present invention, if the user fails to complete or fails the attempted lesson, the user may be sent "downward" . This sub-lesson attempt enhances the user's ability to pass the failed lesson. In particular, as shown in FIG. 6C, in path segment P1 620, the user completes the lesson 611 and continues the lesson 612. At path segment P2 622, the user can "skip " lesson 614, completing lesson 612 with a higher score hierarchy. At path segment P3 624, the user fails in lesson 614 and is moved "backward" to lesson 613. At path segment P4 626, the user passes through lesson 613 and back to lesson 614. At path segment P5 628, the user passes the lesson 614 and completes the lesson path to achieve the "Topic 1 Mastery" 602 state.

Lesson Completion Score

According to an aspect of an embodiment of the present invention, solving each activity in a lesson results in a numerical value. This value is stored. The lesson will end when all the activities listed are solved. At the end of the lesson, the sum of the stored values is the completed "score".

A lesson is considered "completed" or "passed" if the user's completion score matches or exceeds a predefined standard. Completing the lesson advances the user along the learning path.

If the user's completion score is lower than the passing score, the lesson is not completed. As shown in FIG. 6, failure to complete the lesson may result in a supplementary movement along the lesson path.

Adaptive Learning Algorithm

In some embodiments, the adaptive learning algorithm (ALA) operates at a basic level. It provides recommendations that are designed to determine user proficiency in the underlying skill set and to provide supervisory users with guidance on actions to improve the user's proficiency and mastery of the class, subject, or underlying skill.

ALA's recommendations and outputs include additional courseware, textbooks, supplementary learning applications, and other products and services. Additionally, the ALA may recommend revisiting the previous technology set and introducing additional content for the related technology set or the current desired technology set.

The evaluation engine includes at least two evaluation processes included in the ALA. An initial assessment is a diagnostic tool used by supervisory users to assess a user's understanding and proficiency in a given set of basic skills. Completion of the initial evaluation provides data to generate a recommendation for placement of the user in a particular critical step lesson. The ALA further includes a continuous evaluation process of the user's progress and proficiency along the learning path. If the user attempts additional lessons, the evaluation engine in the continuous evaluation process will create or modify recommendations, update dynamic lesson paths, feedback metrics and detailed analysis-based insights, and refine and refine future assessments .

Figure 7a illustrates the architecture of a basic adaptive learning system in accordance with aspects of an embodiment of the present invention, including three main components: a user environment 701, a supervisory user environment 703, and a cloud environment 705, FIG. The supervising user environment 703 and the user environment 701 are inherently equipped in a mobile computing device and are primarily used to display and manage content. In some embodiments, all of the analysis, storage, and computing are provided by a cloud service, but embodiments may also be capable of performing analysis, storage, and computing in any combination of local or distributed schemes without departing from the spirit of the present invention. have.

The integration of user environment 701 and supervisory user environment 703 with OS overlays in a dual or multi-UI configuration allows the adaptive learning system to manage handshaking and handover between each user environment. As will be described in detail below, the adaptive learning system is guided by the supervising user when he or she is to select the basic skill set to act on, but the user can autonomously complete the evaluation. In some embodiments, the evaluation results and the recommended courseware are submitted for approval to a supervising user who can decide whether to reject or approve the evaluation if it is not decisive. Once the referral is approved, the user can go through the learning program autonomously without supervision.

The hosting of essential assets and engines in the cloud allows a basic adaptive learning system to be deployed across a wide range of devices. Some embodiments provide implementations on a device with a touch screen input interface. This cross-device approach extends the use-case scenario and facilitates implementation.

With further reference to Fig. 7A, the user environment 701 is responsible for rendering lesson data. This receives the lesson data from the cloud 705 and displays the question to the user in the user environment 701. [ It interacts with the user through the input method provided by the mobile computing device. By extending the input type of the question to the functionality of the mobile computer device, this allows the user to have an interactive and participatory experience when practicing the lesson. Questions are displayed one at a time, each waiting for an answer from the user. At the end of the exercise, the results are submitted to the cloud for storage and analysis.

Game Interface

The basic skill set includes core learning materials that follow state standards, but the user interface provides a rich and highly interactive experience. By using the game-based learning path interface, users can visualize their progress and participate actively in learning. Users can see the key steps they have reached and the need to unlock to master the underlying skill set.

Director user environment

The supervisor user environment provides a tool for the supervisory user to guide the mastery of the basic skill set and monitor its progress. The supervising user may initiate an evaluation that is used by the adaptive learning system to recommend a learning path that meets user proficiency demonstrated by the evaluation. During the evaluation, the user is interrogated until the cloud-based rating engine recommends the courseware based on the user's performance. In some embodiments, the recommendation is provided to the supervising user, and if approved, the courseware will be added to the user's learning path.

Stores are also available for supervisory users to purchase additional courseware. This allows one-click purchases of new courseware to be added to the user's courseware list.

Cloud service environment

In accordance with an aspect of an embodiment of the present invention, the cloud service environment 705 includes an assessment engine 707, an insight & recommendation engine 709, and a data store 711 for courseware and other data and content. The evaluation engine 707 is designed to evaluate the user's proficiency in the basic skill set and to set the learning path to achieve the skill set. The insight & recommendation engine 707 is responsible for storing and analyzing the lesson data taken by the user. In some embodiments, this is a network-based solution that provides a highly customizable interface with immediate insight into user performance and proficiency. Insight-based recommendations are provided to supervisory users to help personalize the user's courseware.

The cloud-based storage storage system 711 is primarily responsible for serving lesson data and assets. Downloadable courseware packages built for portable offline access can be imported into the user environment. Lesson data is entered into the repository using an input tool that allows the data entry user to visually generate the problem via the web interface. This allows a controlled, standardized look and feel of the lesson data and input types.

How to acquire skills integrated in touch mobile computing devices

The main user interface of a mobile computing device is a touch interface that allows for intuitive, natural user interaction and mapping. Recognizing this extension, in some embodiments of the present invention, the basic adaptive learning system has been specifically designed to take full advantage of the touch interface. For example, the user interface of a lesson is designed for touch input and provides a "clickable" selectable asset by touch. Drag and drop input actions are widely used. The menu bar can be enlarged / reduced to allow comfort. More importantly, certain technology sets require the use of a touch and can not be replicated on a non-touch device. The following is a further description of firmware level integration with non-traditional input methods and mobile computing device interfaces.

Not all skill sets can be acquired through traditional curriculum activities. For example, some basic skill sets, such as motor neuron and vocal techniques that are mandatory in core curriculum standards or commonly taught in schools, require non-traditional input methods. Certain behavioral skills can not be taught, enriched or measured without the supervisory user intervention, but nevertheless help in the successful acquisition of the curriculum basic skill set. Examples of motor neuron techniques include hand-writing that can be practiced by the use of a stylus input device that the user can grasp. Using the touch screen input interface, the handwriting can be evaluated against standard characters that can be introduced into the interface along the guide lines used by the child to copy characters. Examples of speech techniques include recording a speech input and evaluating the input against a stored answer (e.g., a waveform for a sound) to determine whether the correct word, morpheme, or phoneme is pronounced.

The basic adaptive learning system handles all of these tasks in a specific and unique way not found in traditional online learning environments. These methods include integrating firmware levels with mobile computing devices to enable customization of the user interface for a specific set of activities as well as kinesthetic and auditory activities; And integration with native applications across a dual-UI system that supports integration with OS overlays and the acquisition of non-traditional curriculum skills.

The combination of reinforcement and evaluation of mastery, the sequence in which the lessons are introduced, the layout and visual cues in the lessons, and the required user interface are inspired by classroom instruction and follow teacher recommendations on how to acquire skill sets. FALS may also be used to collect and study items, as well as to ensure that the scores received by the system as inputs from the supervisor are assessed by the supervisor, the integrity of the child for the assignment, , And non-traditional curricular activities, including the enhancement of learning behaviors that help master the basic skill set.

Firmware level integration with mobile computing device interface

In some embodiments, the basic adaptive learning system includes skill-building activities and various input / output methods to assist in the acquisition of motor neuron skills and vocal skills. In particular, input / output methods rely on visual and auditory displays for single and multi-touch gestures, finger-based and stylus-based inputs, audio-recording and audio-playback, hints and guidance. Interface layer integration with these I / O interfaces directly enhances the acquisition of the required motor neuron or vocal skills.

For example, input about handwriting provides for the capture of data relating to a conventional pen and pen marking, and also for transmission of this data to a computer for evaluation and feedback to the user via the tablet computer screen Can be captured through a pen-like device that allows the user to perform handwriting exercises in an environment similar to the paper experience they provide. The pen device may include one or more optical cameras or other sensors that capture data about markings made by the pen, as well as data about a user's grip on the pen. Handwriting exercises may be provided on a printed handwriting surface that includes a physical representation of the handwriting class available within the FALS. One or more cameras may be mounted on the top of the pen or along the length of the pen to record the image of the paper surrounding the area being marked and the user's grip which may be used by the system to mark the user as a digital representation of the physical writing surface Contextualize. Alternatively, an optical sensor is mounted at or near the recording tip of the pen to capture data about the movement of the tip over the paper, similar to how the known optical mouse input device operates. FALS receives user input from a pen-type device, evaluates compliance with the corresponding education standards, and provides feedback, including appropriate guidance and supplemental exercises, on the screen of the tablet computer.

In some cases, measurement of user proficiency can not be achieved in an automated manner through the collection of inputs through the user interface. In these cases, supervisory users can supplement the learning model by observing the user's output synchronously or asynchronously and verifying or invalidating the response.

Integration with integrated native applications across OS overlays and dual UI systems

According to an aspect of an embodiment of the present invention, the two types of activities can not be performed solely in a computerized environment and require a managed interaction between offline activity performance and tracking and verification thereof via a computing device. For example, these activities may be offline, requiring the user to perform tasks such as research, item collection, and report generation; And the adoption of behaviors that reinforce or condition the acquisition and retention of knowledge referred to herein as "learning behaviors."

In both cases, the basic adaptive learning system can negotiate or "commit" tasks and goals that are predefined in the user interface or personalized by the supervising user, between the user environment and the supervisor user environment; Associating the duration and frequency of measurements with the achievement of the agreement or goal; Associating the accomplishment and reward of the goal, in the form of a virtual currency exchangeable with a virtual or type of commodity, discussed further below; And an interface and handshake system that enable actions to monitor performance, including verifying achievements and rewarding.

In some embodiments, the achieved achievement is included in the learning path for activities, which is a set of obligatory basic skill sets, and is reported through insight & recommendation solutions along with the rewards obtained.

Analysis-based insights and recommendation engines

Referring to FIG. 7A, the insight and recommendation engine 709 is an online monitoring and reporting interface tied to a cloud-service infrastructure. This provides the supervising user with the functional capability to create detailed insights into end user proficiency, detect problem areas, and recommend intervention or adapt the learning path. The monitoring interface may be accessed via a user device or via any other device connected to the Internet.

In accordance with an aspect of an embodiment of the present invention, insight and recommendation engine 709 can be used to provide real-time monitoring of progress and performance against standards, data mining at 4 to 5 granularity levels, including data-mining analysis, direct access to summary indicators of performance, tracking of achievements and rewards, tracking of practice time and usage, and educational items based on user needs, recommendations for further practice or courseware do.

Insight and recommendation engine 709 provides real-time monitoring of progress and performance against standards. Monitoring includes collecting real-time user-level data stored in the cloud from native applications, compiling this data according to standardized key performance indicators, and automatically updating the monitoring interface. In addition to comparisons to proficiency standards, user performance can be compared to personalized standards defined by supervisory users or peer-group performance benchmarks.

The insight and recommendation engine 709 also provides data-mining analysis at, for example, 4 to 5 granularity levels. 7B provides an exemplary view of the interface provided in the web-based browser interface 713 in accordance with aspects of some embodiments. In some exemplary embodiments, as shown in FIG. 7B, a data-mining analysis may be provided at an approximate granularity level for the entire subject, such as mathematics, reading and writing, and may be drilled down to a finer granularity level . Key performance indicators such as acquired score 715, courseware completion 717, and spent time 719 may be provided at the granularity level for each subject 721, 723, and 725. For each of the underlying skill sets in the subject, for the topics in the base skill set, for the lessons in the topic, and for the questions in the lesson, the main performance indicators / RTI > Supervisory users can analyze key performance indicators for different information layers, including different reference period analysis, including daily, weekly, monthly, yearly, or customized time periods, or analysis of major areas of difficulty and expertise in each area You can customize several parameters for this. Different methods of customized reporting are available to supervisory users, such as by dynamic dashboard updates or by selection-based updates. These levels of analysis allow the supervising user to examine the details of the average score at a high granularity level to identify targeted problems with customized learning activities.

Insight and recommendation engine 709 further provides direct access to a summary indicator of performance. In order to streamline the data-analysis process, summary indicators are readily available at a glance at the overview reporting level. Depending on the granularity level defined above, further detailed drill down is also available for each data point.

The insight and recommendation engine 709 further provides tracking of accomplishments and rewards, including past achievements, awarded prizes, certificates obtained, and searchable stores of collected rewards, in addition to performance indicators.

The insight and recommendation engine 709 further provides a trace of practice time and usage. In addition to performance and proficiency-based monitoring, supervisory users can correlate user-level results with spent time and with attempted practice lessons.

The insight and recommendation engine 709 further provides recommendations for additional practice or courseware. Depending on the proficiency level achieved, additional courseware is recommended to the user. For example, if proficiency is below an acceptable standard (in the default or supervisory user settings), additional practice is recommended until it is mastered. In the adaptive learning approach, this can lead to lesson practice of lesser difficulty until the lesson under consideration is mastered. If the proficiency is at or above the acceptable standard (in the default or supervisory user setting), the lesson under consideration is considered to be mastered. Additional practice in the same topic or the same set of basic skills is recommended until the higher level is mastered in the hierarchy. In an adaptive learning approach, this may lead to practice of lesser difficulty lessons until the topic or underlying skill set under consideration is mastered.

The functions provided by the insight and recommendation engine 709 enhance the acquisition of the basic skill set. They allow for early detection of problem areas, intervention through the provision of coaching or guidance, adaptation of the learning path, and enhancement of achievement. They follow classroom learning and provide the ability to adapt the schedule of the learning path to adapt to the user's schedule.

According to some embodiments, the insight and recommendation engine 709 is accessed by an insight and recommendation solution of the web-based browser interface 713. The web-based browser interface 713 for the recommendation and insight solution can be used to provide flexible access from a mobile computer device with an OS overlay system and an adaptive learning system, or from any one device running a web browser. .

A virtual money based compensation system that can be exchanged for virtual and type goods

The virtual money based compensation system provides incentives for users to continue practice and provide motivation for achievement. Virtual currency can be acquired through achieving high proficiency in each lesson, topic, and basic skill set. After each lesson, the user receives immediate feedback on his / her performance and is notified of the number of coins obtained. The account indicator is available in the user environment and displays the number of coins obtained so far. In addition to providing incentives for desired behavior, in some embodiments, virtual money is used as part of a financial learning process that teaches money management, saving, usage, selection, and other financial skills. Financial education courses may be included as part of the FAL system, or may be organized by the parent in accordance with personal guidelines.

The virtual coin can be exchanged for actual compensation in the user environment. The user can visit the treasure box store and exchange coins for various rewards. Rewards are organized by category and by virtual coin value and can be used to create virtual goods such as games, applications, music, ebooks, video content ... from real toys, games, outdoor equipment, Commodities. The user can also identify desired items and strive for a specific number of coins required for these items.

The virtual coin used in the reward system is purchased through parental control in the parent environment, and can also be used for a periodic task list, described in more detail below, for educational or non-educational purposes. The supervising user can, for example, add a "bonus" coin to achieve a particular basic skill set master goal and help ensure that the user focuses on the priority learning objectives. In another aspect, the supervising user can compensate for continued practice or superior performance by awarding additional coins from a list of regular assignments for exchanging particular items identified as desired by the user.

The integration of the basic adaptive learning system with the virtual monetary compensation system increases the real and perceived value of the learning achievement for the user and leads to repetitive visits.

Content store

The content store in FALS allows for addition, expansion, and update of existing training items. In some embodiments, the content store also opens FALS for the provision of third party content, such as multimedia content such as applications, textbooks, books, books, and videos. This extends the provided subject and language provided, making FALS more and more appropriate for a greater number of children, including users whose English is a second language.

The content store environment includes browsing and browsing by class, subject, and basic skill set; Update and extend courseware with preview functionality; Recommendation of educational items from FALS curriculum or third parties; In-app purchase and acquisition of third party applications; And features of localization to other geographic areas, including navigation, content and payment.

In some embodiments, the in-app purchase function allows the third party application to use the central user account to make purchases via the payment gateway included as part of the tablet's ecosystem. A transaction may require a password to prevent unauthorized purchases.

Ecosystem integration with third-party apps

According to an aspect of some embodiments of the present invention, the FALS as a platform includes ecosystem applications that enable some of the aforementioned functions, such as a child-safe store where virtual coins can be exchanged for compensation, Leverages the planning and goal-setting application that organizes appointments between users. FALS also allows for monitoring and controlling behavior with third party-provided educational applications, such as third party games and applications, that are not a direct part of FALS, through the authorization and configuration system. FALS also allows third party applications and accessories to seamlessly integrate into some of the FALS functions, such as referral, supervisor monitoring, and compensation and exchange systems. These enablers allow to provide control, data capture, monitoring and incentives for FALS educational purposes. The FALS platform supports a wide range of content types and formats, including newspapers, digital books, interactive textbooks and workshops, audio and video materials as well as applications.

The FALS platform is an environment for creating applications for third party developers, content owners, and accessory creators to integrate into an adaptive learning system for training. The platform is designed to enable third parties to create and manage cloud applications across devices and Web sites, including user authentication and authorization, adaptive learning paths, achievement and reward systems, virtual money for "in-app" And integrating user data, functionality, and other features of an adaptive learning system, including application discovery and distribution through integration, store environments, and controlled access to them. The end-user benefits include, in particular, an extension of courseware accessible to a wide range of subjects as well as additional training methods and languages.

The platform has software development kits, tools, documentation, and developer web portals to assist in the development, integration and management of third party applications. A software development kit (SDK) consists of a component library, an example application, and a document for developers of applications for the platform. The component library standardizes the way to access the integration points of the platform. In some embodiments, the component library is available for use in Android-based applications and web-based applications (HTML / Javascript). The platform includes a developer web portal where developers request an account, submit applications and content for review and approval, manage application permissions, and access application reports. A developer web portal is also where developers access documents, libraries, examples, and support tools.

This platform allows the integration of third party applications into the user authentication and authorization scheme of the adaptive learning system. This integration provides a consistent workflow and user experience for initiating user "sign in" and authorization requests. In some embodiments, the OpenID and Oauth 2.0 standards for authentication and authorization are used. Authentication is exposed to third party applications using the provided component library. This library simplifies UI and initiation for authentication requests. Authorization is similarly simplified for third party applications. For example, a third party application uses a component library provided to request a specific permission list. The component library will render a standard UI to prompt the user to allow or deny the request. The result is then passed back to the application.

The benefit of integration of user authentication / authorization is the ability for end users to quickly start using third party applications and services without going through too long a sign-in process; Retention of control by the end user on data that the application can access; And the elimination of the need for sign-up / sign-in flow in third party applications, thereby saving developer effort.

The platform also allows the integration of third party applications or content "lessons" into the adaptive learning path by the user of categorization and metadata tags. Lessons are typically elements of an application or content library consumed in a single sitting. For example, in a game, a lesson might be the level of a game. In a book, a lesson will be a chapter of a book. The adaptive learning path will use this lesson data to create a learning path that can be personalized for the end user.

Integration into the adaptive learning path allows developers to receive voluntary use increases because end users will organically experience and discover their applications and content. End users benefit from the discovery and experience of various applications and content.

The platform also allows the integration of compensation features with the achievement of an adaptive learning path to third party applications and content. End-users will be able to mark achievements and be rewarded with standardized tokens, rankings, and challenges within the platform. Integration allows end users to experience progress and performance that surpasses a single application, and developers benefit from stronger and deeper engagement with end users in an adaptive learning system.

Other compensation schemes of the adaptive learning system available to third party applications and content providers include access to the virtual money system. Under integration, the virtual currency / credit, which is purchased by the parent and distributed to the user as an incentive for use, and which pays for rewards and accomplishments, is exchangeable to acquire a third party application via the kid mode exchange interface, And may be distributed through accomplishment of the application. Virtual currency can also be used to upgrade third-party applications from trial versions or free versions.

The platform also allows integration of tracking and analysis features of an adaptive learning system with third party applications. In some embodiments, the third party application submits the results, actions, and experience to the platform. The data is processed and becomes available information for integration into recommendations for the store, reporting for end users, and analysis for developers in the developer web portal. With this integration, the end user receives a report on the status, progress and recommendation of new lessons and activities based on both learning activity from the third party application and both the FALS and the third application.

The integration of ecosystem cloud storage allows third-party applications to store state and data in the cloud. Progress, scores, and other user state data are available on all devices and are synchronized with the cloud storage system to provide seamless integration across multiple devices to end users. The integration provides reliable and secure storage in the ecosystem for persistent user data, eliminating the need for a third application developer to provide separate data storage for the end user.

The application discovery and distribution system is used to publish and integrate third party applications and content into a content store environment. Developers use the developer web portal to submit applications and content for approval. The approval process ensures that the level of use and quality of the API reaches the standard. Once approved, applications and content are available for end users to purchase and download.

Capture and capture trace data

Figure 7C shows a diagram illustrating some exemplary embodiments of a system for capturing and obtaining trace data. According to aspects of some embodiments of the invention, the FALS data tracking technology allows for the capture of user information and behavior in terms of interaction with the mobile device. All of the captured data can be stored and used for direct training purposes, such as notification to an adaptive learning algorithm, or indirect training purposes, such as improving user interaction for acquiring or enhancing a particular skill set. Although not all of the captured data is used straight away, the data is stored for historical purposes and provides a data set that can be mined to keep FALS rich and evolving.

In the process for data capture and acquisition, trace data is generated 727 and submitted 729 as a statement. Each statement represents a single action, event, or other state. A statement is a form of actor-verb-object. The actor is the end user who performs the verb. The object is the object of the verb. Statements are also transformed into human readable sentences. A statement includes an affirmative ID (identification) for detecting a duplicate statement; Timestamp of statement; agent; verb; It contains more objects.

The statement also has common characteristics that depend on the verb / object being traced, including data representing the outcome of the statement. For example, in the case of a statement containing a "user answers question" - verb - object, the results may include whether the user answered the question correctly, how long it took to answer the question, and It will include the user submitted answers. The common characteristic to the statement further includes information describing the context of the statement. For example, if the statement is part of a larger set of statements, the context will contain references to the larger set. Another use of the context is to describe the location or device of the statement.

Tracking statements are designed to be flexible. A new statement is easily generated. Optional context and additional data properties allow tracking of user behavior across multiple types of devices and environments. This includes statements submitted based on input mechanisms (touch, stylus, keyboard), device screen size, physical location, and other device and demographic information.

The raw trace data is stored in a high performance high availability data store 731. From this, the raw trace data is processed (733) by parsing the statement into assertion types 735 and converted into usable data. The available data, such as the reporting data 737 submitted to the reporting service, will primarily be a report for the educator, supervisor or parent and end user of the FALS end user.

The available data is also used to synchronize state on the backend service with the client device. Achievement, compensation, and other gaming mechanics data 739 are submitted to the reward service via tracking API 741. Usage data is also used in internal processes to understand and analyze user behavior, participation rates, benchmarking efficiency of adaptive learning, and other usage metrics and statistics.

Other data 743 may include free-form structured data that does not correspond to any known statement type. Data 743 is stored in backend service 745 for future use. The free-form structured data may be generated by a new client application configured to track certain data not known to the tracking API 741. At a later point in time, the tracking API 741 may be updated so that the free-form data 743 is available data, e.g., a new statement type for this data is defined, and then the data 743 ) Can be merged into the report. This acceptance of the other data 743 allows new client apps to be developed separately from the development of the tracking API 741 and allows future use of the acquired data.

The ability to build simple tracking statements in an asynchronous tracking system allows third party applications to provide the same high performance tracking and data synchronization to users of the adaptive learning system platform.

Offline use and synchronization between offline and online

According to an aspect of some embodiments of the present invention, the FALS operates in an off-line mode, i.e., without an Internet connection, and delivers a direct education function. This capability enables use-cases of FALS to further extend existing solutions. Unlike pen and paper solutions, the FALS system can capture user interaction and input, without constraints on location and time. For example, any partial attempt or practice run can be captured in the system and mined for additional insight into proficiency and learning path. Unlike traditional pens and papers, online synchronization enables consistent and detailed reporting of user activity.

Unlike online solutions, users can move and use FALS in settings that do not provide Internet access. For example, a user can work out of the classroom or outside the school environment, "outdoors", in groups, constantly pursue practice, or capture insights. In addition, FALS can consist of assignments and schedules by one supervisor user and can be handed over to the user's benefit at different times, locations or learning situations. The ability to supervise asynchronously and achieve this level of personalization is very different from the online solution model, which typically requires supervisory users to attend during the session.

The data sets, inputs, and interactions to be captured are captured and automatically synchronized with backend and cloud services at the moment Internet access becomes available.

To support offline use, backend services are designed to receive data asynchronously. Clients submit a large number of statements each time an Internet connection is available. The back-end service is lightweight and flexible, allowing for fast and reliable submission of trace data. By using an asynchronous statement submission and placing the core of the application logic on the client, the training service can operate without an Internet connection.

Settings and data are periodically synchronized from the back-end service to the training service client. This effectively enables the "push" service, allowing the service to send updates to the client for updating courseware and training course data.

Parental Control on Tablet PC

Parental control has been used in digital television services, computers, browsers, video games, mobile phones and software. Parental control has been implemented in various forms, including: 1) content filters that restrict access to content; 2) usage control that places a time limit or prohibits the use of a certain type; 3) a usage management tool that allows enforcement of behavior; And 4) a monitoring tool that can track activities. Parental control is typically about movies, music, photos, and web pages, or other traditionally defined content. However, these functions are very difficult on tablet computers because tablet computers further include touch-input interfaces, third party applications, in-app purchases, social networking integration and interfaces, and social gaming features.

According to an aspect of an embodiment of the present invention, the parental control includes a content acquisition whitelist that allows the child to select by the character picture rather than a textual description or name for the child yet to be read. In some embodiments, the parental control interface is implemented in a touch screen input environment rather than a mouse and cursor input.

Parental control is embedded across multiple child profiles and across different user interfaces or devices, which are registered or set up under the parental control system, and in some embodiments there is one for the parent and one for the child. Tablets provide a unique environment for implementing parental controls because tablets can be used for operating systems, system overlays, browsers, and third-party applications, including social networking, social gaming features, Because it introduces multiple user interfaces and software environments.

According to an aspect of an embodiment of the present invention, parental control is also implemented for a third party application running on an OS overlay system. Content filtering as a way to implement parental controls may not be effective in third-party applications that can bypass these controls, but parental controls implemented in OS overlay systems can be used to control the use of third- effective. For example, on a web browser, parental controls may filter or block access to web addresses or web pages, which may allow a user to gain access to the device's native OS system. A request for a web resource in a browser may be sent to the web server if the request meets a predetermined parameter corresponding to the user's environment, such as parameters determining acceptable content, web page, and / or domain, in- Are allowed to be captured and processed. Requests for resources that are not allowed in the corresponding user environment are ignored. This approach advantageously prevents display of third party advertisements and link-outs to unauthorized web pages and / or domains.

In some embodiments, a password entry may be required to authorize access to certain processes and actions in the OS overlay system while in the Kid mode. The password may be the same as the password set for entering the parent mode. Approval of access by entering a password does not require leaving the kid mode UI or leaving the current navigation state. In addition, the interface for urging the user to input a password includes not a direct instruction to input a password, but a prompt for a child user to request the parent to access or allow the parent. In a tablet environment across a user interface dedicated to children, content constraints are less important than secondary authorizations such as purchase or non-purchase.

In some embodiments, in addition to limiting and managing access, parental control includes the use of virtual money to compensate for positive behavior monitored by the device. Examples of rewards and interfaces for the use of virtual money include exchange centers for content, apps, games, apps and real-time games that can be themed as treasure chest motifs.

In some embodiments, parental controls provide third-party apps, in-app purchases and social networking linking and usage control within advertisements. Although the third party application may be approved and / or appropriate for a given user, the third party application may provide functionality for in-app purchase, advertising, and social networking links that are not approved / . OS overlay and native driver implementations facilitate disabling linking of the type described above by intercepting all linking web requests and allowing only authorized linking to an approved web page and / or domain. Also, in some embodiments, the parental control is implemented and / or enforced within a browser, such as a browser for the Android mobile OS.

8 is a diagram illustrating a parental control system 800 in accordance with aspects of an embodiment of the present invention. The parental control system 800 may be accessible as a web-browser-based interface on a tablet device, or as a personal computer application running on a personal computer operating system. Changes to the management parameters or settings can be propagated to the applicable devices. The parental control system 800 includes a security / protection feature 801, a monitoring and tracking feature 803, a content management feature 805, a profile management feature 807, and a compensation and incentive feature 809.

The security / protection features 801 include features that manage the security of the environment and the privacy of the children of the system. For example, the security / protection feature 801 includes a persistent management tool for prompting for a password and for granting access to the constrained action, interface, application, or area when the password is authenticated. 9 shows an example of interfaces 902 and 904 and prompts 906 and 908 that are employed to indicate to the user to obtain the parent password.

Figures 10-25 include user interfaces that are used to access some features of the parental control system 800. [ The interfaces may be implemented in various formats, including mobile device apps, windowed computing applications, browser-based environments, or other user formats or combinations thereof.

10 shows an example of an interface 1000 for managing a buddy list as part of a security / protection feature 801. [ The friend-list management feature allows management of those that each child can access by adding, deleting or blocking friend requests, such as friend requests 1002 and 1004. From the parent account, the supervising parent can control which other ecosystem users establish a friend connection with the child account.

11 shows an example of an interface 1100 for managing notifications, messages, and alerts for a child's profile. According to some embodiments, the parental control system 800 provides an interface within the parental account from the server of the child-safe ecosystem. This interface communicates and manages alerts and notifications, such as messages 1102 accessible to the parent account regarding each child's activities, messages and progress in the ecosystem. This interface also allows control over when and how to receive notification of a child's account.

12 shows an example of an interface 1200 that alerts a user to an OS overlay system and a blocked link-out that is blocked by the parental control system 800. [ The parental control system may also be used to provide third-party advertising on third-party apps, in-app purchases, and unauthorized web sites, without requiring any changes to the third-party apps provided by the third- Systematically block link-outs. In the exemplary embodiments, the OS overlay system captures substantially all user input, including user input at a third party app, determines whether each user request is for an allowed resource determined in the user profile, Lt; RTI ID = 0.0 > user < / RTI > Further, with respect to web resources, the OS overlay system limits content accessible in the web browser by allowing the browser to access and render content only from predetermined web pages and / or domains, Display of third party advertisements, in-app purchases, and link out to unauthorized websites.

13 shows an example of an interface 1300 for providing advertisements, social networks, web link outs, and parental guidance, ratings, and alerts on age fitness for apps, websites, and third content. 14 shows an interface 1400 for notifying a parent of a specific alert for an app.

8, in accordance with an aspect of an embodiment of the present invention, a parental control system 800 includes a monitoring and tracking feature 803 for activities performed on the device online. The tracking and monitoring feature 803 may review and approve messages sent to / from each child's account, which may be performed from the interface shown in Figure 11; Monitoring of those that each child can access by approving or rejecting friend requests, which may be performed from the interface shown in Figure 10; 15 on the interface 1500 shown in FIG. 15, including the receipt of immediate feedback on the type and level of completed activity, as well as the tracking and control of each child's activity usage and spent time, Tracking and control of time and usage; And monitoring messages, including locating the device via a personal location system locator or a Wi-Fi locator.

15, which illustrates a particular view of the interface 1500, the time management and usage interface 1500 may be configured to display the last playback date 1502, consumption time 1504, etc. for a particular profile of a particular device on a particular device Use markings are included. Instant activity-specific feedback and content and activity recommendations may be presented to the parent via one of the views (not shown) within the time management and usage interface 1500. This information can provide parents with insight into how well their children are performing or not.

8, a content management feature 805 for content management for websites, videos, music, photos, and apps is included in the parental control system 800. [ The content management feature 805 can be used to manage and control a plurality of devices, manage applications, manage content whitelists, categorize and manage third-party applications for kidding friendliness, Lt; RTI ID = 0.0 > a < / RTI > personalized content list.

16 is a diagram illustrating a parental control selection interface 1600 for selecting a particular device from a group of devices registered under the same parental control system for management. This centralized system and interface allows parental control of the content available across a plurality of registered devices in the system (i.e., computer 1602, tablet 1604, television box 1606).

17 is a diagram showing an interface for managing access to an application according to an aspect of an embodiment of the present invention. As shown, the interface 1700 is for managing applications for a particular device previously selected from the interface 1600 shown in FIG. Interface 1700 allows parents to manually add and remove apps that each child can see, hear, play, and experience. This feature allows the user to separately control which content is to be displayed in both the child mode and the parent mode. In both modes, a separate browser becomes available. In child mode, Kid has a Kid-safe browser that can safely browse specific content online, while in Parent mode, the browser is a full-featured browser with no restrictions.

Figure 18 shows the content in a "whitelist" of approved content organized as shown on the interface 1800 for each age-appropriate and consistent, manually preselected, category-based icon. Gt; 1800 < / RTI > In contrast to blacklisted content based on a constrained wordlist, the whitelisted content provides complete control of the parents on what the child wishes to view and search.

FIG. 19 depicts a flow chart of a method for acquiring and downloading content according to aspects of an embodiment of the present invention, including a third party application and a list of content, including an option 1902 for filtering for relevance, brand, character, Lt; RTI ID = 0.0 > 1900 < / RTI >

20 is a diagram illustrating an interface 2000 having a view of parental control over personalized content for a particular KID user account. Interface 2000 is an area where parents can browse and create customized white lists of websites, videos, games, and crafts. In the view shown in Fig. 20, websites 2002 and 2004 have been added to the whitelist. In some embodiments, the whitelist is managed by a server of the child-safe ecosystem and is controlled via a web interface. The whitelist is made available via a network connection to any mobile device in a child-safe ecosystem to allow access to white-list items by devices associated with a particular KID user account. Each whitelist item may be assigned an icon presented on the mobile device for selection to the Kid Mode interface. In some embodiments, the whitelist is deployed and customized for each separate child user account. A customized whitelist allows parents to extend access to the mobile device system to content that is available on the Internet, but may not be part of a selectable app available in a child-safe ecosystem. This feature also allows the parent to specifically control all content for a particular child.

8, a profile management feature 807 is included in the parental control system 800. [ The profile management feature 807 includes management of one or more specific KID user accounts created or registered under the parental control system 800. More specifically, the profile management feature 807 automatically provides an experience across content and applications to create an automated experience for each child's profile based on age, gender, and other preferences associated with the profile. Includes selected. 21 is a diagram showing an example of an interface 2100 in which profile details are input by the parental control system. Other profile management features 807 include virtual money management and management of a plurality of child user accounts and profiles registered with a particular parental control system.

22 is a diagram showing an interface 2200 including a view for management and acquisition of virtual money. According to an aspect of the embodiment of the present invention, the virtual money can be used as a compensation for completion of a predetermined activity or task including completion of a lesson from the above-described adaptive learning system, Completion is recorded. The routine assignment list is described in more detail below.

The interface 2200 shown in FIG. 22 allows for the allocation and management of the currency of the kid, which can be acquired and consumed within the child-safe ecosystem. In some embodiments, the management and assignment of coins is based on the activity and performance of each child. For example, a way to compensate for activity is to buy virtual money as real money; Distributing virtual currency to user accounts based on a record of completion of a given task, goal, or activity in a child-safe ecosystem, and providing content and apps to a child's user account to fulfill orders paid in virtual currency . In some embodiments, the parental control system 800 has full control over the virtual currency purchased in real money, can either manually distribute the money to the user's account of the child, And may be automatically distributed based on the distribution method. The predetermined distribution scheme for automatic distribution can also be managed and overridden by the parent account. In some embodiments, if the user accounts of the different children have purchased content or apps in virtual currency and the content or application has already been purchased by another child account associated with the same parent account, You will be given access to the app, but the parent account is earned as much as the virtual currency spent. The interface 2200 shows a balance 2202 of the virtual currency available for distribution and an area 2204 for inputting a distribution amount for distribution to the user account of the child.

23 is a diagram illustrating an interface 2300 for accessing control for a plurality of the KID user profiles and / or accounts registered with the parental control system 800. [ The parental control system 800 provides the ability to control, monitor, and personalize a plurality of parental accounts on any device.

Figures 24-26 are illustrations of interfaces for accessing and managing compensation and incentives in a child-safe ecosystem, including a regular task list system, an adaptive learning system, and a treasure box virtual money store system. 24 is a diagram showing a regular assignment list interface 2400 for a regular assignment list system. The Regular Assignment List System helps Kid learn about responsibilities, duties and trust by assigning or tracking activities or regular assignments to the Kid through the regular assignment list interface. Parents can select the regular task priority of the child on a daily and weekly basis, and track and compensate for them in the regular task list interface 2400.

25 is a diagram showing an interface 2500 for reviewing and tracking incentives and compensation for progress in educational contents. The interface 2500 provides a report on the summary of per topic performance, per-lesson performance, assignments, progression over course sets, lessons and topics, proficiency assessments, and mastered skills, ongoing skills, deficiencies, problems or difficulties The user profile associated with the selected user profile. The interface 2500 includes a view for a particular child, including a report of performance associated with a particular KID user profile. The interface 2500 also provides detailed metrics and insights into the abilities of the child user by rating, topic, topic, and lesson.

26 illustrates an interface 2600 for consuming or exchanging virtual currency or other credits or compensation for obtaining digital content or actual items, such as games, apps, music, video, or types of goods or accessories, to be. As already described for some embodiments, the virtual currency is managed and distributed by the parental control system and can be purchased by actual funds. Virtual currency can also be credited to a parent account through a promotional or subscription program. In some embodiments, a treasure chest or treasure box theme is employed to present the interface 2600.

Character-based display of parental control information

34 is an exemplary interface for displaying to the user a message relating to parental control or other information. In some embodiments, information about parental control, such as time control and access control, is displayed on the touch screen of the tablet computer using the child friendly animated character example shown in FIG. In this embodiment, the use of the animated character provides an illusion that the tablet computer is a character that can speak to the user. The animated character is not limited to displaying information about parental control, but can be used in conjunction with the display of any information about the user.

For example, without limitation, the character's animation may be describing that the animation is approaching or has reached its time limit; Describe that the requested content requires parental authority; Propose to temporarily suspend the use of the tablet computer for exercise or other activities; Reminding the user that the user is required to be satisfied under the valid configuration of parental control to receive the requested access; Or provide instructions and / or feedback in the FALS described here. The animation can optionally be scripted as if the computer itself has parental controls or other restrictions on the use of the tablet computer and / or access to the content, so that the time, inconvenience, and interpersonal It alleviates conflicts from parents or other supervisors. The use of friendly and non-threatening visual styles in face design and in the context of animated characters spoken, as shown in Figure 34, but also in terms of time control, access control and / or other limitations ≪ / RTI > of the user.

Selected App Store on Tablet PC

According to an aspect of an embodiment of the present invention, a child-safe eco system for a tablet computer includes an interface for accessing a purchase of a selected app from a selected app store. In some embodiments, a select AppStore is implemented as a device application running in an OS overlay system of a mobile device. Depending on what UI is being used, different applications with different interfaces can be used to access the selected App Store. In some embodiments, select AppStores include selected apps grouped by age, gender, and interests. In some embodiments, each app is individually selected, authorized, and tested before being listed in the selected app store. Alternatively, some apps are automatically evaluated based on parameter values for parameters such as age, gender, and interest assigned by a third-party app publisher. Each app can be given a content rating. In some embodiments, the purchase of an App Store within the Kid Mode UI is not limited to being traded in virtual currency or credit, while purchases within the Parent Mode UI are traded in real money, virtual currency or other credits.

According to an aspect of the embodiment of the present invention, the selected apps in the selected app stores are filtered before they are included in the store. An app is initially submitted by a developer through a dedicated website that receives all apps for approval, for example. Apps are reviewed, rated, and approved before being included in the store for purchase. In some embodiments, the rating and approval are associated with demographic parameters such as age, gender, and / or interest. The demographic parameters for the app are compared to the user's profile to determine the suitability of the app for a particular profile. The apps are made available to the account of a particular kid based on a combination of the kid profile and the general rating. The benefit of having a carefully selected app store is ensuring that the app is suitable for a given user type.

Content ratings for apps that can be determined by an app publisher, by a system administrator, or by a parent user are used to assist the app's careful selection. The content rating may include categorical content description categories such as "social media" or "adult content ", or may be ranked against maturity. The content rating may provide (1) a visual reminder of the app, and (2) a censored level based on the user's profile. A given rating may, for example, prevent an app from being included in the store because its content rating is not suitable for the app. The content rating can be given to the app by a third party content rating provider that can be used with the user profile to filter and select the app store content based on the user profile, which can be stored and retrieved in the device ecosystem database.

27 is a diagram illustrating a process 2700 for selecting apps for a user profile. Third party content rating 2702 is transferred to a device ecosystem database 2704, such as that managed by Fuhu, Inc., for that tablet device, over a wide area network, such as the Internet. The app is sent to the device along with the content rating, where the content rating for the app is compared to the user profile 2706. A determination is made by the device as to whether the particular app is suitable for the profile. If appropriate, the app will appear to be available in a select AppStore interface, such as the interface represented by the view shown in Figures 28-32 described below.

In addition to censoring at the purchasing stage, apps purchased and released in an environment such as a kid mode can be controlled or supervised by turning access on or off through the app management tool from other environments, such as the parent mode.

Featured AppStores offer the added benefit of a smaller inventory that can provide promotional opportunities for app developers who might not be available in app stores with larger inventory. App developers who may be buried in other apps "superstores" can usually be featured on large app banners or as highlighted apps across the entire app store. Unlike app superstores, which typically charge developers for this type of promotional opportunity, select annstores can only provide impressions that only a "boutique" app store with a smaller inventory can offer And the like.

28-29 are views showing views 2800 and 2900 from a select AppStore provided in a parent mode according to an aspect of an embodiment of the present invention. 28 and 29 show homepages for selected app store apps. 28 shows a featured app banner featured on top of the interface 2800, below which is a zone 2802 for showing a group of apps, such as a news app. Zone 2802 is a horizontal scrollable zone that is independent of other portions of the interface. The interface 2800 further includes a zone 2804 for showing the app categories, and a zone 2806 for showing a group of other apps, such as a mandatory app. Zone 2808 includes icons linked to other areas of the selected App Store.

29 shows a different view or interface 2900 for a selected AppStore. The interface 2900 includes a banner 2902 featuring a horizontally scrollable and selectable banner of cover art illustrations for the apps, a zone 2904 for selecting a category, Area 2906 and area 2908 for accessing other selected app store features such as account settings, downloaded apps, virtual coins or credit purchases, virtual coins or credit exchanges, support, and terms of service do.

30 shows an example of a selected AppStore interface 3000 when it appears in a Kid Mode operating environment logged in under a specific KID user profile. When designed specifically for children, the selected App Store interface 3000 for Kid Mode operation has a simple and easy-to-use interface for children to scroll through different screens of their apps and browse for apps of interest. It is a security system that prompts the parent or guardian to enter a password at all purchases and password entry to remove unauthorized purchases from children. The payment gateway is based on the parent user account and allows the supervisor of the parent environment to receive an e-mail notifying him of the purchase.

31 shows another simple, horizontal scrollable interface 3100 for presentation of available apps when the device is operating in Kid mode. The select app store interface for Kid mode filters out a subset of all apps available to supervisors for purchases. According to aspects of an embodiment of the present invention, selected apps do not include any in-app advertising or any social network integration. Apps purchased from a carefully selected app store may be automatically made available to the user in the Kid mode, or may be further constrained based on the user's profile.

Figure 32 shows two views 3200 and 3202 of a selected app store that is constrained to purchase by virtual currency or credit. In some embodiments, a carefully selected app reward store does not require a password entry prior to each purchase. As described above, the corresponding virtual currency may be acquired by purchasing by actual funds through the payment gateway of the parent account. Once purchased, money can be spent on completion of learning activities, or on children at the completion or completion of tasks on the regular assignment list. What is offered in the select app store may include some, if not all, apps available for purchase in the App Store that are selected for this particular user profile. Featured app store offers simple categorization of games, apps, and music.

Multiple profile management on Tablet PC

According to an aspect of some embodiments of the invention, the user profile is an account linked to a particular individual user of the electronic device. It associates an individual's specific settings and preferences with a unique identifier and gives the individual the option of requiring a password to log in to the profile. This allows individuals to personalize their user interface while providing privacy and security measures.

Computers have faced the problem of multiple users sharing a single electronic device, which creates well known risks: privacy breach, personal data breach, unauthorized purchase, credit card information, or identity theft. Tablet computers are particularly vulnerable to these dangers, because they are portable and are often shared within the home or work environment, unlike smartphones.

The device ecosystem provides the option to create multiple user profiles to manage content on the tablet computer. First, it allows parents of multiple children to keep each child's experience separate from other children, which is important when the age is large or at a young age. Second, the parent can adjust experience for each user profile based on factors such as age, sex, interests, preferences, and so on. Third, parents can monitor the activity of each profile, including frequency of use, preferences, location usage, system requirements, system capabilities, availability of peripherals, and connectivity, thanks to built-in parental controls.

Kid Safe Browsing on Tablet PC

The Kid-Safe Browser is a web browser that runs on a portable, touch-based computing device. The Kid-Safe Browser examines all requests and compares them to a whitelist of parent-approved URLs. If the request URL is not present in the whitelist, the KID-safe browser will prevent the request from completing. Other features of the Kid-safe browser include easier UI, parental control, security features, content blocking and filtering for use by young children.

In some embodiments, execution on a touch-based device requires a simplified browser UI. Text entry can be a challenge, especially in the case of young kids. Instead of requiring text input, the Kid-Safe browser displays the whitelist URL as a graphical icon. By using graphics instead of text, young kids can quickly and easily identify their favorite websites.

The security features of the Kid-safe browser include a parent URL management interface of the whitelist URL, with constrained access by password entry. The parent URL management interface allows adding, modifying, and updating the whitelist. Downloads, pop-ups, and other unsafe activities are blocked. Any changes to the Kid-safe browser settings require the parent to successfully enter their password. The kid is prevented from following any links from advertisements, marketing and promotional links that are not whitelisted to external sites. Kid is prevented from entering any URL in the address bar of the Kid-safe browser. Also, by default, access to the web search engine is blocked.

Figure 33 is a block diagram illustrating a computer system 3300 in which some embodiments of the present invention may be implemented. The computer system 3300 includes a bus 3302 or other communication mechanism for communicating information and a processor 3304 for processing information in combination with the bus 3302. The computer system 3300 also includes a main memory 3306, such as a random access memory (RAM) or other dynamic storage device, coupled to the bus 3302 for storing instructions and information to be executed by the processor 3304 . Main memory 3306 may also be used to store temporary variables or other intermediate information during execution of instructions executed by processor 3304. Computer system 3300 further includes a read only memory (ROM) 3308 or other static storage device coupled to bus 3302 for storing static data and instructions for processor 3304. A storage device 3310, such as a magnetic disk, optical disk, or flash memory device, is provided and coupled to bus 3302 for storing information and instructions.

Computer system 3300 can be coupled via bus 3302 to a display 3312, such as a cathode ray tube (CRT) or liquid crystal display (LCD), for displaying information to a computer user. Input device 3314, which includes alphanumeric and other keys, is coupled to bus 3302 and communicates information and command selections to processor 3304. Another type of user input device is a cursor control 3316, such as a mouse, trackball, or cursor direction key, for communicating direction information and command selections to the processor 3304 and for controlling the movement of the cursor on the display 3312 . This input device typically has two degrees of freedom in two axes, i.e., a first axis (e.g., x) and a second axis (e.g., y), which allow the device to specify a position in the plane . In some embodiments, input device 3314 is incorporated into a display 3312, such as a touch screen display, for communicating command selections to processor 3304. Other types of input devices include video cameras, depth cameras, or 3D cameras. Another type of input device includes a voice command input device, such as a microphone, operatively coupled to the voice interpretation module for command selection delivery to the processor 3304. [

Some embodiments relate to the use of computer system 3300 to implement the techniques described herein. According to some embodiments, these techniques are performed by computer system 3300 in response to processor 3304 executing one or more sequences of one or more instructions contained in main memory 3306. [ These instructions may be read into main memory 3306 from another machine-readable medium, such as storage device 3310. [ Execution of the sequence of instructions contained in main memory 3306 causes processor 3304 to perform the process steps described herein. In alternative embodiments, hardwired circuitry may be used in place of or in combination with software instructions to implement the invention. Thus, embodiments are not limited to any particular combination of hardware circuitry and software. In a further embodiment, a plurality of computer systems 3300 are operably coupled to implement the embodiments in a distributed system.

As used herein, the term "machine-readable medium" refers to any medium that participates in providing data that causes the machine to operate in a particular manner. In an embodiment implemented using computer system 3300, various machine-readable media are involved in providing instructions to processor 3304 for execution, for example. Such media may take many forms, including but not limited to, storage media and transmission media. The storage medium includes both non-volatile media and volatile media. Non-volatile media includes, for example, optical disks, magnetic disks, or flash memory devices, such as storage devices 3310. The volatile media includes dynamic memory, such as main memory 3306. [ The transmission medium includes coaxial cables, copper wires, and optical fibers, including wires including bus 3302. [ The transmission medium may also take the form of acoustic or optical waves, such as those generated during radio and infrared data communications. All such media must be tangible in order for the instructions carried by the medium to be detected by a physical mechanism for reading the instructions into the machine.

Typical forms of machine-readable media include, for example, a floppy disk, a flexible disk, a hard disk, a magnetic tape, any other magnetic medium, a CD-ROM, any other optical medium, a punch card, A ROM, a PROM, an EPROM, a FLASH-EPROM, a flash memory device, any other memory chip or cartridge, a carrier described below, or any other computer readable medium .

Various forms of machine readable media may be involved in carrying one or more sequences of one or more instructions to the processor 3304 for execution. For example, an instruction may initially be carried on a magnetic disk of a remote computer. The remote computer may load the instruction into the dynamic memory and transmit the instruction via the data transmission line using the modem. A modem local to the computer system 3300 may receive data on a data transmission line and convert the data to an infrared signal using an infrared transmitter. The infrared detector may receive the data carried in the infrared signal and an appropriate circuit may place the data on the bus 3302. Bus 3302 carries the data to main memory 3306, which retrieves and executes the instructions from this main memory. The instructions received by main memory 3306 may optionally be stored on storage device 3310 either before or after execution by processor 3304.

Computer system 3300 also includes a communication interface 3318 coupled to bus 3302. The communication interface 3318 provides bidirectional data communication coupling to the network link 3320 that is connected to the local network 3322. [ For example, communication interface 3318 may be an integrated services digital network (ISDN) card or other Internet access device, or a modem that provides a data communication connection to a corresponding type of data transmission line. As another example, communication interface 3318 may be a local area network (LAN) that provides a data communication connection to a compatible LAN. Wireless network links may also be implemented. In any such implementation, communication interface 3318 sends and receives electrical, electromagnetic, or optical signals that carry digital data streams representing various types of information.

Network link 3320 typically provides data communication over one or more networks to other data devices. For example, the network link 3320 may provide a connection to a host computer 3324 via a local network 3322 or to data equipment operated by an Internet service provider (ISP) 3326. ISP 3326 in turn provides data communication services over a world wide packet data communication network, now commonly referred to as the Internet 3328. Both the local network 3322 and the Internet 3328 utilize electrical, electromagnetic, or optical signals to carry digital data streams. Signals over various networks, and digital signals on network link 3320 and through communication interface 3318, which carry digital data to / from computer system 3300, are exemplary forms of carrier waves that carry information.

Computer system 3300 can receive data and send messages, including program code, via network (s), network link 3320 and communication interface 3318. [ In the Internet example, the server 3330 may send the requested code for the application program via the Internet 3328, the ISP 3326, the local network 3322, and the communication interface 3318.

The received code may be executed by processor 3304 upon reception and / or stored in storage device 3310 or other non-volatile storage for later execution. In this manner, computer system 3300 may obtain application code in the form of a carrier wave.

Other features, aspects and objects of the present invention can be obtained from a review of the drawings and the claims. It is to be understood that other embodiments of the invention may be developed and are within the spirit and scope of the claims and the invention.

The foregoing description of the preferred embodiments of the present invention has been presented for purposes of illustration and description. It is not intended to be exhaustive or to limit the invention to the precise form disclosed. Numerous additions, deletions, and modifications are contemplated as being within the scope thereof. Accordingly, the scope of the present invention is indicated by the appended claims rather than the foregoing description. Also, all changes that come within the meaning and range of equivalency of the claims and their elements and features are also included within the scope of the claims.

Claims (20)

As a tablet computer,
An operating system including a touch screen display, one or more processors, a storage medium, a wireless data communication interface, an application framework layer and an application layer, and an overlay system stored in the storage medium and configured to be executed by the one or more processors
/ RTI >
The overlay system comprises:
Instructions for controlling access to one or more application programs at the application layer,
Instructions for providing a first user interface,
Instructions for providing a second operating environment associated with a second user interface,
Instructions for requesting an input of an authentication code for accessing the first user interface from the second operating environment,
Instructions for accepting at the first user interface a configuration of access control configured to permit or deny a request for access in the second operating environment to at least one of a system configuration, an application program, data, and a hardware resource; The data includes one or more of Internet resources, text files, image files, audio files, video files, and electronic books.
≪ / RTI > The method according to claim 1,
Wherein the access control comprises:
Instructions for intercepting user input in the second operating environment,
Instructions for determining whether a request for access in the second operating environment is allowed under an operative configuration of the access control; and
Instructions for granting a request for access in the second operating environment only if a request for access in the second operating environment is permitted under the valid configuration of the access control
≪ / RTI > The method according to claim 1,
Wherein the access control comprises instructions for requesting confirmation of compliance of one or more conditions specified in the first user interface prior to granting a request for access in the second operating environment, Wherein the at least one condition specified comprises at least one of an event outside the tablet computer and an event in the second operating environment. The method according to claim 1,
The overlay system comprises:
Instructions for tracking user activity in the second operating environment,
Instructions for generating a report on user activity in the second operating environment, and
Instructions for displaying the report on user activity in the second operating environment in the first user interface;
And a tablet computer. 5. The method of claim 4,
The overlay system comprises:
Instructions for accepting a configuration of the access control from a different computer using the wireless data communication interface, and
Instructions for communicating the report on user activity in the second operating environment to a different computer using the wireless data communication interface;
And a tablet computer. The method according to claim 1,
Wherein the overlay system is configured to run by the one or more processors in the application framework layer of the operating system. The method according to claim 1,
Wherein the overlay system further comprises instructions for providing a first operating environment associated with the first user interface. The method according to claim 1,
The overlay system includes instructions for executing a hypervisor configured to provide an operating platform including the first user interface, the second operating environment, and an application space providing access to the application layer Tablet computer. The method according to claim 1,
Further comprising an adaptive learning system,
Wherein the adaptive learning system comprises:
Instructions for executing at least one direct instructional component comprising at least one of a definition of a desired technique, a skill acquisition training, and a configuration and evaluation interface,
Instructions for executing at least one indirect instructional component comprising one or more enhancements designed to encourage one or more actions associated with acquiring or enhancing the desired technique; and
Instructions for executing at least one technological enabler supporting at least one of the direct training component and the indirect training component
≪ / RTI > 10. The method of claim 9,
Wherein the at least one indirect education component of the adaptive learning system is configured to determine whether the at least one indirect learning component of the adaptive learning system is in the second operating environment, Wherein the one or more conditions specified in the first user interface comprises at least one of an event external to the tablet computer, an event in the second operating environment, and performance of skill acquisition training Tablet computer. 10. The method of claim 9,
Wherein the adaptive learning system further comprises a dynamic learning path,
Wherein the dynamic learning path comprises:
Instructions for analyzing captured data regarding the skill acquisition training,
Instructions for determining an evaluation regarding the skill acquisition training based on the one or more predetermined criteria, and
Instructions for automatically personalizing a subsequent instance of the skill acquisition training based on the evaluation
≪ / RTI > 12. The method of claim 11,
Wherein the at least one predetermined criterion comprises at least one of a user's skill in the desired technique and a user's learning style. 10. The method of claim 9,
Wherein the adaptive learning system comprises:
Instructions for awarding a virtual prize to a user of the second operating environment in response to one or more actions associated with acquiring or enhancing the desired technique, wherein the virtual prize comprises at least one of a virtual credit and a badge -, and
Instructions for arbitrating exchange of said virtual prize with at least one of status, usage time assignment, and authorization for content access
And a tablet computer. 14. The method of claim 13,
Wherein the adaptive learning system further comprises instructions for awarding a supplemental virtual prize to a user of the second operating environment in response to a desired prize action, wherein the desired prize action is a portion of the virtual prize for a predetermined period of time Or keeping all of them, and following a predetermined goal regarding the allocation of the virtual prize. 10. The method of claim 9,
Wherein the at least one technical enabler comprises:
Instructions for capturing input data from an input source, the input source including at least one of a touch screen display and an alternative input source operable to capture and transmit input data for processing by the one or more processors The alternative input source comprising at least one of a keyboard, a touch sensitive pad, a mouse, a trackball, a pen device, a joystick, a game controller, a motion detection device, a microphone and a camera,
Instructions for capturing offline usage data that reflect use of the tablet computer in offline mode, and
Instructions for using the wireless data communication interface to automatically transmit the offline usage data reflecting the use of the tablet computer in offline mode to a different computer when the tablet computer is in an online mode,
≪ / RTI > The method according to claim 1,
The overlay system may include at least one of a boot-up of the tablet computer, an operation of the tablet computer from a dormant state, an operation of the tablet computer from a locked state, and an inactivity of the tablet computer during a predetermined period of time In response to one or more events selected from the group of the first operating environment. The method according to claim 1,
The overlay system comprises:
Instructions for providing an electronic commerce interface configured to communicate with a remote content source using the wireless data communication interface, and
Instructions for arbitrating acquisition and installation of content from the remote content source on the tablet computer
And a tablet computer. The method according to claim 1,
Wherein the access control comprises instructions for granting or denying a request for access based on at least one of time, time allocation, satisfaction of a predetermined condition, and a maximum session duration. The method according to claim 1,
Further comprising instructions for causing the touch screen display to display information using a character based interface. As a tablet computer,
An operating system including a touch screen display, one or more processors, a storage medium, a wireless data communication interface, an application framework layer and an application layer, and an overlay system stored in the storage medium and configured to be executed by the one or more processors
/ RTI >
The overlay system comprises:
Instructions for controlling access to one or more application programs at the application layer,
Instructions for providing a first operating environment associated with a first user interface,
Instructions for providing a second operating environment associated with a second user interface,
Instructions for requesting an input of an authentication code for accessing the first user interface from the second operating environment,
Instructions for accepting at the first user interface a configuration of access control configured to permit or deny a request for access in the second operating environment to at least one of a system configuration, an application program, data, and a hardware resource; The data includes one or more of Internet resources, text files, image files, audio files, video files, and electronic books.
/ RTI >
Wherein the access control comprises:
Instructions for intercepting a request for access in the second operating environment,
Instructions for determining if a request for access in the second operating environment is allowed under the valid configuration of the access control, and
Instructions for granting a request for access in the second operating environment only if a request for access in the second operating environment is permitted under the valid configuration of the access control
≪ / RTI >

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