KR20240116125A - Puzzle game teaching tool using coding blocks - Google Patents

Abstract

The present invention is a base plate made of a plate shape with a certain area and arranged horizontally, with a plurality of first coupling parts arranged in an oval row on the upper surface, a shape of a single hexahedron or a shape of a plurality of hexahedrons fastened laterally. It is made of polyomino, and a second coupling part is formed on the bottom to be meshed with the first coupling part, a coding block with a command marker indicating the connection direction is formed on the upper surface, and a plate-shaped block with the base plate and the upper and lower surfaces. It is disposed oppositely and includes a play board on which a fastening path image is formed having an open hole that allows the first coupling part and the second coupling part to be coupled, wherein the command marker has two end points, and the two It has a guide image that connects end points to indicate a specific path, and the two end points represent both ends of the guide image, and represent a connection point with the end point of the guide image formed in another coding block that is connected adjacently. This is about a puzzle game teaching tool using coding blocks.

Description

Puzzle game teaching tool using coding blocks {Puzzle game teaching tool using coding blocks}

The present invention relates to a learning tool, and more specifically to a puzzle game tool using coding blocks.

Recently, prefabricated teaching aids have been appearing that can guide infants and toddlers who lack creativity or are not familiar with prefabricated teaching aids to easily follow the assembly learning process.

Korean Patent No. 10-2409265 (hereinafter referred to as the '265 patent') discloses a coding tool using polyomino.

The 265 patent will be described with reference to FIGS. 1 and 2. The 265 patent installs a plurality of coupling parts 113 coupled to the block 120 on a part of the teaching aid, and displays a destination image 116 on the remaining part. These 265 patents state that when a teaching aid is photographed using an application (APP) of the smartphone 10, a movement path 132 along which the character moves to the destination image 116 of the teaching aid is displayed on the screen of the smartphone 10. do.

Accordingly, infants and toddlers learn by looking at the screen of the smartphone 10 and sequentially combining blocks of arrows that match the movement path to the coupling portion 113 of the teaching aid, or using the arrow marker displayed on the screen of the smartphone 10 ( Or icons) are sequentially pressed or arranged sequentially on the left screen 133 to perform learning.

However, the 265 patent has the inconvenience of having to use a smartphone app to take pictures and operate the smartphone from the infant's perspective. In addition, the 265 patent has the disadvantage that infants and toddlers have difficulty concentrating when learning and get bored easily because the difficulty level is low enough that the problem can be solved just by recognizing the direction of progress.

Domestic registered patent No. 10-2409265 (registration date, 2022.06.10)

The purpose of the present invention is to provide a puzzle game teaching aid using coding blocks that infants and young children can use more easily.

In addition, the purpose of the present invention is to provide a puzzle game teaching aid using coding blocks that improves learning concentration.

In order to achieve the above problem, the puzzle game teaching aid using coding blocks according to an embodiment of the present invention is made of a plate shape with a certain area and is arranged horizontally, and a plurality of first coupling parts are arranged on the upper surface to form a row. base plate; It is made of polyomino having the shape of a single hexahedron or a shape in which a plurality of hexahedrons are joined laterally, and a second coupling part in a shape that meshes with the first coupling part is formed on the bottom surface, and a command marker indicating the connection direction is formed on the upper surface. A coding block formed; It has a guide image that connects the two end points to indicate a specific path, and the two end points represent both ends of the guide image, and are connected to the end points of the guide image formed in other adjacent coding blocks. Indicates a point.

The command marker has a rectangular shape, and the remaining area excluding the area where the guide image is formed can be used as the background image.

The fastening path image includes a path marker having a plurality of fastening markers displayed so that a plurality of coding blocks can be consecutively combined, a start marker indicating the starting point of the path marker, and a target marker indicating the ending point of the path marker. may include.

A plurality of fastening markers constituting the sieve path image may be displayed so that coding blocks of at least two different polyominoes are fastened.

The fastening path image may further include a first connection point located between the start marker and the start point, and a second connection point located between the target marker and the end point.

The fastening path image includes a path marker having a plurality of fastening markers displayed so that a plurality of the coding blocks can be consecutively combined, a first connection point indicating the starting point of the path marker, and an ending point of the path marker. It includes a second connection point, and the first and second connection points may have the same shape as the end point.

The guide image may include a first guide image in which the first end point faces the left direction and the second end point faces the right direction, and a guide image in which the first end point faces the right direction and the second end point faces the left direction. 2 guide images, a third guide image in which both the first and second end points are directed to the right, a fourth guide image in which the first end point is directed downward and the second end point is directed upward, A fifth guide image in which the first end point points downward and the second end point points in the right direction, and a sixth guide in which the first end point points in the right direction and the second end point points upward. Can include images.

The game board has a background image formed in some or all of the areas other than the area where the fastening path image is formed, and the background image allows the recognition algorithm of the smartphone app to recognize the design of the game board using the background image. You can.

According to an embodiment of the present invention, the present invention has the advantage of increasing the learning concentration of infants and young children by increasing the learning difficulty compared to the prior art and enabling learning using learning aids for a long period of time.

In addition, the present invention has the advantage that infants and young children can easily use it because it solves the problem by directly fastening the block to the teaching board.

Figure 1 is a diagram showing a learning tool according to a conventional embodiment.
Figure 2 is a diagram showing an example of using a conventional smartphone and learning aids.
Figure 3 is a diagram showing a puzzle game tool using coding blocks according to an embodiment of the present invention.
Figure 4 is a diagram showing an image of a fastening path according to the first embodiment of the present invention.
Figure 5 is a diagram showing an image of a fastening path according to a second embodiment of the present invention.
Figure 6 is a diagram showing a coding block according to an embodiment of the present invention.
Figure 7 is a diagram showing the types of coding blocks according to an embodiment of the present invention.
Figure 8 is a diagram showing the types of command markers of coding blocks according to an embodiment of the present invention.
Figures 9 and 10 are diagrams showing the completion state of learning of a puzzle game teaching aid using coding blocks according to an embodiment of the present invention.
Figures 11 and 12 are diagrams showing an example of using a smartphone app for a puzzle game tool using coding blocks according to an embodiment of the present invention.

Hereinafter, embodiments disclosed in the present specification will be described in detail with reference to the attached drawings. However, identical or similar components will be assigned the same reference numbers regardless of reference numerals, and duplicate descriptions thereof will be omitted. Additionally, in describing the embodiments disclosed in this specification, if it is determined that detailed descriptions of related known technologies may obscure the gist of the embodiments disclosed in this specification, the detailed descriptions will be omitted.

Terms containing ordinal numbers, such as first, second, etc., may be used to describe various components, but the components are not limited by the terms. The above terms are used only for the purpose of distinguishing one component from another.

Singular expressions include plural expressions unless the context clearly dictates otherwise.

In this application, each step described may be performed regardless of the listed order, except when it must be performed in the listed order due to a special causal relationship.

In this application, terms such as “comprise” or “have” are intended to designate the presence of features, numbers, steps, operations, components, parts, or combinations thereof described in the specification, but are not intended to indicate the presence of one or more other features. It should be understood that it does not exclude in advance the possibility of the existence or addition of elements, numbers, steps, operations, components, parts, or combinations thereof.

Hereinafter, the present invention will be described with reference to the attached drawings.

Figure 3 is a diagram showing a puzzle game tool using coding blocks according to an embodiment of the present invention. Referring to Figure 3, the puzzle game teaching aid using coding blocks according to an embodiment of the present invention includes a base board 110, a coding block 120, and a play board 130.

Assembly learning is carried out by directly assembling a plurality of coding blocks 120 composed of a set of polyomino blocks each having a different shape using unit blocks of polyomino blocks according to an embodiment of the present invention on the playboard 130. This can promote creativity and fine motor development.

The base plate 110 is a plate member that provides a space for learning to assemble. It is made of a plate shape with a certain area and is arranged horizontally. A plurality of first coupling parts 111 are arranged on the upper surface to form an oval row.

The coding block 120 is made of polyomino having a shape in which a plurality of hexahedrons are joined laterally, and on the bottom is a second coupling part 121 that is engaged with the first coupling part 111 of the base plate 110. is formed, and a plurality of blocks are assembled on the base plate 110 by the first coupling portion 111 and the second coupling portion 121 to form a set of blocks of various shapes. A command marker 122 indicating the connection direction between coding blocks is formed on the upper surface of the coding block 120. The command marker 122 formed in each coding block 120 has various forms.

The play board 130 is made of a film or plate shape with an area equal to or relatively small as the base plate 110 and is arranged to face the base plate 110 up and down, and is a fastening path where a plurality of coding blocks 120 are fastened. An image 131 is formed. The fastening path image 131 may have various forms and has the nature of a problem that infants and young children must solve in the teaching aid of the present invention. The background image 132 of the game board 130 may be formed in some or all of the areas other than the area where the fastening path image 131 is formed.

When the background image 132 is photographed through a learning tool app on a smartphone, the background image 132 is recognized by the recognition algorithm of the learning tool app and may have a function to recognize the design of the game board.

Figure 4 is a diagram showing an image of a fastening path according to the first embodiment of the present invention. Referring to FIG. 4, the fastening path image 131 includes a start marker 131a, a path marker 131b, and a target marker 131c.

The start marker 131a indicates the starting point A1 of the path marker 131b. That is, the start marker 131b indicates the fastening marker where the path begins among the plurality of fastening markers 10 forming the path marker 131b and one of the three open surfaces of the fastening marker as the starting point (A1). do.

The path marker 131b is composed of a plurality of fastening markers 10 and displays various paths according to the arrangement of the fastening markers 10. Each of the plurality of fastening markers 10 may have various shapes such as triangles, squares, and pentagons, and has an open hole B in the center. The open hole B is a hole penetrated by the first coupling portion 111 of the coding block 120. A second coupling part 121 is located at the bottom of the open hole B so that the first coupling part 111 penetrating the open hole B can be fastened to the second coupling part 121. In the case where the fastening marker 10 is rectangular, the rectangle is preferably a square. In FIG. 4, all fastening markers 10 are square and are shown as six.

The target marker 131c marks the end point A2 of the path marker 131b. That is, the target marker 131c indicates an engagement marker at which the path ends and one of the three open surfaces of the engagement marker among the plurality of engagement markers 10 forming the path marker 131b as the end point A2. do.

Meanwhile, the fastening path image 131 includes a connection point 20 located between the start marker 131a and the start point A1, and a connection point 20 located between the target marker 131c and the end point A2. ) may further be included.

Of course, when the connection point 20 is used in the fastening path image 131, the start marker 131a and the target marker 131c can be omitted.

Figure 5 is a diagram showing an image of a fastening path according to a second embodiment of the present invention. The fastening path image 131 according to the second embodiment of the present invention has the same configuration as the fastening path image 131 according to the first embodiment of the present invention. However, the fastening path image 131 according to the second embodiment of the present invention has a different shape of the fastening marker 10 constituting the path marker 131b.

In the case of the first embodiment, the fastening marker 10 has the same size, and in the case of a square, the fastening marker 10 may be a square, whereas the fastening marker 10 according to the second embodiment may have a different size, and in the case of a square, it may be a rectangle. there is. In particular, one coding block 120 is fastened to one fastening marker 10. FIG. 5 shows an example in which the path marker 131b is composed of two fastening markers 10 the size of two squares and one fastening marker 10 the size of three squares.

Figure 6 is a diagram showing a coding block according to an embodiment of the present invention, and shows a coding block of the smallest size (i.e., unit block size) among coding blocks as an example.

Referring to (a) of FIG. 6, the coding block 120 includes an upper surface portion 120a and a lower surface portion 120b that is coupled to or separated from the upper surface portion 120a.

A command marker 122 is formed or attached to the upper surface portion 120a, a second coupling portion 121 is formed on the lower surface portion 120b, and a groove (h) is formed to facilitate separation from the upper surface portion 120a. ) is formed.

Referring to (b) of FIG. 6, the coding block 120 is composed of a single hexahedral body, and a command marker 122 is attached to the upper surface of the body for use.

The second coupling part 121 is made of a cross pillar extending downward at a certain length from the center of the bottom of the unit block forming each coding block 120 and can be fastened by being inserted into the first coupling part 111, making assembly easy. However, the movement of the coding block 120 in the assembled state can be minimized.

For this purpose, when the second coupling part 121 is inserted into the first coupling part 111 and fastened to the game board 130, the second coupling part 121 is fastened from the inside without passing through the game board 130. It can have a thickness that allows it to be maintained.

In addition, the first coupling part 111 is made of a recessed cross groove as shown in FIG. 3, and the second coupling part 121 is made of a protruding cross pillar shape, so that the same assembly function can be implemented. It may be made up of various shapes of protrusions and grooves, such as a combination of cylindrical protrusions and circular grooves like Lego, a combination of square grooves and square pillars, and a combination of straight plate-shaped protrusions and straight grooves.

In addition, the first and second coupling portions 111 and 121 are composed of a combination of a magnet with a + polarity and a magnet with a - polarity in addition to a combination of protruding protrusions and grooves, and can be coupled to each other through an adsorption force caused by a magnetic field. In addition, the first coupling part 111 is made of protruding lines that protrude upward in a line shape on the game board 130, and the second coupling part 121 is made in a form in which the edges are supported on each protruding line and are mutually connected to each other. A contract may be concluded.

Meanwhile, in one coding block 120, a second combining portion 121 may be formed for each unit block, and only one second combining portion 121 may be formed in one coding block 120.

Figure 7 is a diagram showing the types of coding blocks according to an embodiment of the present invention. Referring to FIG. 7, the coding block 120 is a tool used to perform assembly learning, and has a shape (1) in which two single blocks are connected, a shape (2) in which three single blocks are connected in succession, and a shape in which four single blocks are connected in succession. Connected shape (3), 4 single blocks connected to form a square (4), 3 single blocks connected to form an 'ㄴ' shape (5), 4 single blocks connected to form an 'ㄹ' shape (6) ), 4 single blocks connected to form the opposite of shape 7 (7), 4 single blocks connected to form a 'ㅜ' shape (8), 4 single blocks connected to form an 'ㄱ' shape (9) ), and a shape (10) in which four single blocks are connected to form the opposite of shape number 9.

And a fastening groove 122a is formed on the upper surface of each coding block 120 to which the command marker 122 is attached or fastened.

Figure 8 is a diagram showing the types of command markers of coding blocks according to an embodiment of the present invention. The coding block 120 shown in (a) of FIG. 8 is a coding block twice the size of the unit block, that is, a coding block of shape number 2 shown in FIG. 7. And, the coding block 120 shown in (b) of FIG. 8 is a coding block three times the size of the unit block, that is, a coding block of shape 3 shown in FIG. 7.

The command marker 122 has a guide image 122a with two end points 31 and 32. The end points 31 and 32 represent both ends of the guide image 122a and are connection points with the end points of the guide image formed in the connecting coding block.

It may be the same image as the connection point 20 shown in FIG. 5.

The guide image 122a includes six types. The types of guide image 122a will be described based on the shape shown in FIG. 8.

In the first guide image 122a, one end point 31 is formed on the left side among the three open sides on the lower side, and the other end point 32 is formed on the right side among the three open sides on the upper side, It has an image connecting two end points (31, 32) with three straight lines. Of course, it can be an image connecting two end points (31, 32) with one straight line. That is, the first end point 31 faces left, and the second end point 32 faces right.

In the second guide image 122a, one end point 31 is formed on the right side of the three open surfaces on the lower side, and the other end point 32 is formed on the left side among the three open surfaces on the upper side, It has an image connecting two end points (31, 32) with three straight lines. Of course, it can be an image connecting two end points (31, 32) with one straight line. That is, the first end point 31 faces the right direction, and the second end point 32 faces the left direction.

In the third guide image 122a, one end point 31 is formed on the right side among the three open sides on the lower side, and the other end point 32 is formed on the right side among the three open sides on the upper side, 2 It has an image connecting the end points (31, 32) with three straight lines. That is, both the first and second end points 31 and 32 face to the right.

In the fourth guide image 122a, one end point 31 is formed on the lower side among the three open lower sides, and the other end point 32 is formed on the upper side among the three open upper sides. , has an image connecting two end points (31, 32) with one straight line. That is, the first end point 31 faces downward, and the second end point 32 faces upward.

In the fifth guide image 122a, one end point 31 is formed on the lower side of the three open surfaces on the lower side, and another end point 32 is formed on the right side among the three open surfaces on the upper side, It has an image connecting two end points (31, 32) with two straight lines. That is, the first end point 31 faces downward, and the second end point 32 faces right.

In the sixth guide image 122a, one end point 31 is formed on the right side of the three open surfaces on the lower side, and another end point 32 is formed on the upper side among the three open surfaces on the upper side, It has an image connecting two end points (31, 32) with two straight lines. That is, the first end point 31 faces to the right, and the second end point 32 faces upward.

Meanwhile, the command marker 122 may further include a background image 122b. In the case of further including the background image 122b, the command marker 122 has a rectangular shape, and the remaining area excluding the area where the guide image 122a is formed is used as the background image 122b.

Figures 9 and 10 are diagrams showing the completion state of learning of a puzzle game teaching aid using coding blocks according to an embodiment of the present invention.

Before explaining FIGS. 9 and 10, the state before learning is completed will first be described. First, the coding block 120 of shape 2 and the coding block 120 of shape 3 shown in FIG. 7 are provided to infants and toddlers for each type of command marker 122. That is, two sets of six coding blocks 120 with different types of guide images 122a are provided to infants and young children.

Referring to FIG. 9 , infants and toddlers identify the starting point (A1) by recognizing the starting marker (131a) or the connection point (20) next to the starting marker (131b). Then, infants and toddlers find a guide image with the end point (31 or 32) at the same location as the start point (A1) among the guide images (122a) of the 12 coding blocks. For example, since the lower side is the starting point A1 in FIG. 9, the infant or toddler selects the coding blocks 120 of shapes 2 and 3 on which the 4th, 5th, and 6th guide images are formed.

In addition, infants and toddlers determine the number of unit blocks constituting the fastening path image 131 and the direction of change in the path from the fourth, fifth, and sixth guide images 122a. For example, in Figure 9, since the number of unit blocks until the path change is two for infants and toddlers, the coding block 120 of shape 2 is selected, and since the direction of change is left, another end point is formed on the left side of the sixth guide image. One coding block 120 formed is selected and fastened on the fastening path image 131.

In the same way, infants identify the end point of the fastened coding block 120 as the starting point and use the sixth guide image 122a with an end point formed on the right side and another end point formed on the upper (or lower) side. Select the coding block (120) of shape 2 and shape 3. And, since the number of unit blocks from the start point to the end point is three, the coding block 120 of shape 3 is finally selected and fastened on the fastening path image 131.

Similar to FIG. 9 , when the fastening path image shown in FIG. 10 is presented to an infant or toddler, the infant or child uses the coding block 120 of the shape 2 having the fourth guide image and the coding block 120 of the shape 3 having the second guide image ( 120) and the coding block 120 of shape 2 having the fifth guide image will be selected and fastened on the fastening path image 131.

As shown in Figures 9 and 10, the correct coding blocks 120 are fastened on the fastening path image 131, the coding education app installed on the smartphone is run, and the coding blocks 120 are fastened through the coding education app. When the game board 130 is photographed, an image of Pororo moving on the same path as the image of the fastening path where the coding block 120 is fastened is played, as shown in FIGS. 11 and 12.

The technical features disclosed in each embodiment of the present invention are not limited to the corresponding embodiment, and unless they are incompatible with each other, the technical features disclosed in each embodiment may be combined and applied to other embodiments.

Therefore, in each embodiment, each technical feature is mainly explained, but unless the technical features are incompatible with each other, they can be applied in combination with each other.

The present invention is not limited to the above-described embodiments and the attached drawings, and various modifications and variations may be made from the perspective of those skilled in the art. Therefore, the scope of the present invention should be determined not only by the claims of this specification but also by equivalents to these claims.

110: Base plate 120: Coding block
130: Playboard 111: First coupling portion
121: second coupling portion 122: command marker
131: Fastening path image 131a: Start marker
131b: path marker 131c: goal marker
10: Fastening marker 20: Connection point
31, 32: Endpoint

Claims (8)

A base plate made of a plate shape with a certain area and arranged horizontally, with a plurality of first coupling parts arranged in an oval row on the upper surface;
It is made of polyomino having the shape of a single hexahedron or a shape in which a plurality of hexahedrons are joined laterally, and a second coupling part in a shape that meshes with the first coupling part is formed on the bottom surface, and a command marker indicating the connection direction is formed on the upper surface. A coding block formed; and
It includes a play board on which a fastening path image is formed and has an open hole that allows the first coupling part and the second coupling part to be coupled,
The command marker has two endpoints and a guide image that connects the two endpoints to display a specific path, and the two endpoints represent both ends of the guide image, and other coding blocks connected adjacently. A puzzle game teaching aid using coding blocks representing the connection points with the end points of the guide image formed in . According to claim 1,
The command marker is in the shape of a square, and is a puzzle game tool using coding blocks that uses the remaining area as the base image, excluding the area where the guide image is formed. According to claim 1,
The fastening path image includes a path marker having a plurality of fastening markers displayed so that a plurality of coding blocks can be consecutively combined, a start marker indicating the starting point of the path marker, and a target marker indicating the ending point of the path marker. Puzzle game teaching aid using coding blocks including. According to clause 3,
A puzzle game tool using coding blocks where the plurality of fastening markers constituting the sieve path image are displayed so that coding blocks of at least two different polyominoes are fastened. According to clause 3,
The fastening path image is a puzzle game tool using coding blocks, further comprising a first connection point located between the start marker and the starting point, and a second connection point located between the target marker and the end point. According to claim 1,
The fastening path image is a puzzle game tool using a path marker with a plurality of fastening markers displayed so that a plurality of the coding blocks can be consecutively combined, and the first and second connection points have the same shape as the end point. . According to claim 1,
The guide image may include a first guide image in which the first end point faces the left direction and the second end point faces the right direction, and a guide image in which the first end point faces the right direction and the second end point faces the left direction. 2 guide images, a third guide image in which both the first and second end points point to the right, a fourth guide image in which the second end points point in an upward direction, the first end point points in a downward direction, A puzzle game tool using coding blocks including a fifth guide image in which the second end point faces the right direction, and a sixth guide image in which the first end point faces the right direction and the second end point faces the upward direction. . According to claim 1,
The game board has a background image formed in some or all of the areas other than the area where the fastening path image is formed, and the background image allows the recognition algorithm of the smartphone app to recognize the design of the game board using the background image. Puzzle game teaching aid using coding blocks.