TWM474995U - Mosaic type interactive teaching system - Google Patents

Abstract

A mosaic type interactive teaching system and teach method is disclosed in the present invention and the interactive teaching system includes a plurality of handheld devices, a server, a vertical screen and a motion detecting sensor. Each of the handheld devices includes a touch screen and a teaching application program. The server includes a database and the database stores a plurality of teaching objects for the teaching application programs. The server is communicated with the handheld devices and transfers the teaching objects to the handheld devices by a communication protocol. The vertical screen is connected with one of the handheld devices and the teaching application program can be displayed on the vertical screen. The motion detecting sensor is connected with one of the handheld devices and configured for operating the teaching application program shown in the vertical screen.

Description

Splicing interactive teaching system

This creative department is about a splicing interactive teaching system, especially a splicing interactive teaching system through a handheld device.

Traditional textbooks are just a combination of one-page paper. Teachers use a variety of teaching techniques in the classroom to present students with what they want to express in the textbook. With the advancement of information technology and the development of digital media, one-page textbooks and even a whole bunch of textbook content can be presented in digital media products. Although the weight of the student burden is greatly reduced after the textbooks are placed in the digital media, the way of education is to let the students remember the knowledge and lack the actual situation to use the knowledge correctly. In view of this, WJ Lee et al. developed an learning educational tool that combines situational performance with desktop interaction in an L-shaped teaching device disclosed by "The Effects of Using Embodied Interactions to Improve Learning Performance", called Digital Learning Playground (Digital). Learning Playground (DLP), which displays multimedia contexts on the screen, allows students to interact in a realistic situation through a somatosensory controller. The desktop design can provide a platform for group collaboration, and students can collaborate on the desktop. In this immersive situational teaching environment, It really allows students to have an immersive experience and a good learning environment.

However, such a device is more suitable for the teaching of small groups. When some students are using the system, other students can only watch and watch the situation of other students, which is more difficult for teachers. And at this stage, the tablet computer may become one of the tools for learning in the future classroom. At all levels of schools in the United States, and because Apple has put a large amount of textbook content into its own software platform, it gradually began to use the tablet. Computers (such as ipad, etc.) as an aid to the class, the United States also stipulated that by the end of 2017, will be fully converted into electronic textbooks. Therefore, how to use this tool to combine the contents of textbooks to give teachers the help of teaching, no longer let the tablet computer become a tool for students to play games and access the Internet, but to make teachers and students have extra points in teaching and learning. .

The purpose of this creation is to provide a splicing interactive teaching system. Through this splicing interactive teaching system, students can have an immersive experience and a good learning environment.

According to the above objective, the present invention discloses a spliced interactive teaching system comprising a plurality of handheld devices, each of the handheld devices comprising a touch screen and a teaching application; a server comprising a database, the database storing the a plurality of teaching objects required by the teaching application, the server communicates with the handheld devices via a communication protocol, and transmits the teaching objects to the handheld devices; a vertical screen for connecting to one of the handheld devices Having the teaching application displayed on the vertical screen; and a body sensation detector for connecting to one of the handheld devices, through the body sensation detector for operating the teaching displayed on the vertical screen application.

Another purpose of this creation is to provide a splicing interactive teaching system. Through this splicing interactive teaching system, students can design their own teaching activities, so that students have extra points in teaching and learning.

According to the above objective, the present invention discloses a splicing interactive teaching system, which includes a plurality of tablet computers, each of which includes a touch screen and a teaching application, and the teaching application is operated through the touch screen; a database comprising a plurality of teaching objects required for the teaching application, communicating with the tablet via a communication protocol, and transmitting the teaching objects to the handheld devices; a vertical screen for Connected to one of the tablets to allow the teaching application to be displayed on the vertical screen; and a somatosensory detector for connecting to one of the tablets to operate the display through the motion detector The instructional application on the vertical screen.

10‧‧‧Splicing interactive teaching system

102‧‧‧Handheld devices

1022‧‧‧Touch panel

1024‧‧‧ teaching application

104‧‧‧Server

1042‧‧‧Database

106‧‧‧ vertical screen

108‧‧‧Skin Sense Detector

201~205‧‧‧Steps

1A is a block diagram showing a splicing interactive teaching system of an embodiment of the present creation; FIG. 1B is a schematic diagram showing a splicing interactive teaching system of an embodiment of the present creation; and FIG. 2 is a splicing according to FIG. 1A. Flow chart of the splicing interactive teaching method set by the interactive teaching system; Fig. 3 is a schematic diagram showing the teaching application software on the touch screen of the handheld device; Fig. 4A to Fig. 4B show the teaching system of the creation Schematic diagram of the communication mode; and Figures 5A and 5B show the communication of the teaching system of the present creation between different groups intention.

The technical solution of the present creation will be described in detail below with reference to the accompanying drawings. It is to be noted that, in the different illustrations, the same element symbols represent the same or similar elements. The face direction of the additional pattern mentioned below is defined as the normal vector perpendicular to the plane. The directional term used herein is used to describe and understand the present invention and is not intended to limit the present invention.

Fig. 1A is a block diagram showing a mosaic interactive teaching system of an embodiment of the present creation. As shown in FIG. 1A, the splicing interactive teaching system 10 mainly includes a plurality of handheld devices 102, a server 104, a vertical screen 106, and a body sensation detector 108. The plurality of handheld devices 102 are preferably tablet computers, and each of the handheld devices 102 has a touch panel 1022 and a teaching application 1024. The user can operate the teaching application 1024 on the handheld device 102 through the touch panel 1022. In addition, an object (such as a material or a pattern) can be transmitted between the handheld device 102 and the handheld device 102 or between the handheld device 102 and the server 104 through a predetermined communication protocol, and the communication protocol is a technology familiar to the technical field. It is well known to the person and will not be described here. The server 104 includes a database 1042. The database 1042 stores the teaching objects required by the teaching application 1024. The server 104 communicates with the handheld device 102 through a communication protocol and transmits the teaching objects to the handheld device 102. The vertical screen 106 can be used to connect to one of the handheld devices 102, or in various embodiments, can be first connected to the server 104, and then the teaching application 1024 of the handheld device 102 can be displayed on the vertical screen 106 via the server 104. This is not limited. The vertical screen 106 may be a screen projected through the projector, or in different embodiments, the vertical screen 106 may be a large screen liquid crystal display device, which is not limited herein. Similarly, the somatosensory detector 108 is used to connect to one of the handheld devices. The device 102 is connected to the server 104 and then connected to the handheld device 102 through the server 104, which is not limited herein. If the user needs to use the function of physical interaction, the teaching application 1024 can be displayed on the vertical screen 106, and then the motion detection device 108 detects the user's motion, and the teaching application 1024 interacts in the vertical screen 106. . In the embodiment of the present invention, the vertical screen 106 may be a screen of a liquid crystal display screen or a projection device, which is not limited herein. The somatosensory detector 108 can be, for example, a KINECT produced by Microsoft Corporation, but any detector that can detect human activity can be used as the somatosensory detector 108 of the present invention, which is not limited herein.

Fig. 1B is a schematic diagram showing a mosaic interactive teaching system of an embodiment of the present creation. As shown in FIG. 1B, in a teaching activity, the handheld device 102 is assigned to different students, and the students are divided into different groups according to the design of the teaching activity. The students design the required teaching materials on the teaching application 1024 on the handheld device 102 according to the roles of the different groups. Through the teaching application 102, a suitable object is found in the database 1042 of the server 104 as a teaching material for teaching activities. Students in the same group can communicate the teaching materials required for the design through the teaching application 1024. As the teaching activity proceeds, students of different groups may pass different teaching objects from the teaching application 1024 on the handheld device 102 through a particular communication protocol. The teaching application 1024 can be displayed on the vertical screen 106 if the student needs to demonstrate the teaching activities on the big screen and let all the students understand the flow or steps of the activity. The student can then operate the teaching application 1024 on the vertical screen 106 through the somatosensory detector 108 so that all students can see the teaching activity process.

Fig. 2 is a flow chart showing the splicing interactive teaching method set by the splicing interactive teaching system according to Fig. 1A. The splicing interactive teaching method in this embodiment is completed by the splicing interactive teaching system of FIG. 1A, and each student and teacher are assigned to one. The handheld device 102 allows the student and the teacher to communicate through the handheld device 102, and can complete the design and teaching activities of the splicing interactive teaching method through the handheld device. As shown in FIG. 2, at the beginning of the teaching activity, in step 201, the teacher first explains the theme of the teaching activity through the handheld device 102, and explains the content of the teaching activity through the teacher's explanation, and the student has a preliminary concept. To design the content of teaching activities. Next, in step 202, the teacher assigns the students to a plurality of groups. For example, if the subject of this teaching activity is shop shopping, the teacher assigns the student as a store and a buyer. In step 203, among the plurality of groups, the students in the same group formulate the teaching objects required for the teaching scene and the teaching theme according to the assigned application 1024 on the handheld device 102 according to the assigned role. Since the handheld device 102 and the handheld device 102 can communicate and communicate with each other through a predetermined communication protocol, objects (such as materials or patterns, etc.) can be transferred between the handheld device 102 and the handheld device 102 through the communication protocol. For example, in the teaching theme of merchandise shopping, students assigned as store owners begin to discuss in the conversation area of the teaching application 1024 to determine the items required by the store, the prices of the goods and commodities required, and display in the merchandise area. The goods and required items of the store show the price of the goods in the price zone, as shown in Figure 3, on the touch screen of the handheld device. Students assigned as buyers are conceiving the items they need to purchase. Next, in step 204, among the plurality of groups, the students in different groups start interacting through the handheld device 102. For example, during the transaction of the subject matter of the merchandise shopping, the student assigned to the buyer begins to communicate with the student assigned to the seller, and in the process of communication, communication can be performed on the individual handheld device 102, however, To further deepen the experience of the spliced interactive teaching, the interaction between the store and the buyer can be displayed on the vertical screen 106, and the interaction between the store and the buyer can be performed through the sensation detector 108. Not limited. Finally, in step 205, the transaction is completed and the teaching topic is ended. After finishing the teaching theme, the teacher is targeting each other. What are the advantages and disadvantages of the process of teaching? Through the teaching themes designed by the above teaching system, students no longer only learn knowledge on paper. Through an interactive teaching environment, students can experience their own experiences and obtain different learning effects.

Figures 4A and 4B show a schematic diagram of the communication mode of the teaching system of the present creation. In the teaching system 10 of the present creation, in order to achieve a manner in which the handheld device 102 and the handheld device 102 or the handheld device 102 and the server 104 can move objects arbitrarily, a preset communication protocol is used in communication. The communication mode between the handheld device 102 and the handheld device 102 can be communicated in the following manner. As shown in FIG. 4A, the teaching system 10 of the present creation sets each handheld device 102 to have a specific location distribution, and all students are divided into groups. The teaching objects can be transferred to each other between the same group. The grouping is set on the teaching application 1024 of the handheld device 102, and the same group means that the two handheld devices 102 all set the same group name. For example, in the teaching theme of store shopping, the group names of the A handheld device and the B handheld device are all set as merchants. In the same group, if the adjacent positions of the up, down, left, and right are actually the presence of a tablet, the object can be delivered. For example, a merchant of the handheld device 102 numbered 5 will only communicate information to merchants of the handheld device 102 numbered 2, 4, 6, and 8. In the same group, since each handheld device 102 is set to communicate only with the adjacent handheld device 102, if there are no other handheld devices 102 in the up, down, left or right positions, the object cannot be delivered. In the same group, it is assumed that the handheld device 102 of No. 4 is to transfer 100 yuan to No. 5, and the object moves to the rightmost side of the screen of the No. 4 handheld device 102, and then appears from the leftmost side of the fifth screen, as in the first As shown in Figure 4B, the true visual effect is achieved.

Figures 5A and 5B show schematic diagrams of the teaching system of the present creation communicating between different groups. As shown in Figure 5A, communication between different groups is like shopping at a store. The teaching theme is used for communication between the buyer and the store. First, the first group (buyer) first requests the transaction to the second group (store), and the second group (store) (the position 5 in the figure) After receiving the information of the first group (buyer) requesting the transaction, the user of the first group (buyer) is set as a member of the group and broadcast to all the first group (buyer) The user knows that the user of the second group (store) is in the transaction, and deletes the user of the second group (store) from the tradable list, causing a false offline state, so that no one will be in the same time again. To request a transaction. Then, the user of the first group (buyer) starts to transfer the teaching object with the user of the second group (store), for example, the handheld device of No. 2 transmits 1OO yuan to the handheld device of No. 5, and the handheld device of No. 2 has The special adjustment of the transfer mechanism, after the object is transferred to the top of the screen of No. 2 disappears, it will appear from the top of the No. 5 screen, like the effect of face-to-face transmission. When the first group (buyer) proposes to end the transaction request, the second group (store) will delete the position of the number 2 in the matrix, as shown in Figure 5B, and broadcast all the first groups on the line (buy) The user of the home, the second group (store) has closed the transaction, and the second group (store) will return to the second group (store) list that can be traded.

In summary, through the splicing interactive teaching system and method of the present invention, the handheld device is not only a one-way presentation tool but an interactive function. The so-called interactive function here is the interaction between students and students, not just the interaction between students and teachers. In the group communication mode described above, it is like a mosaic pattern. For example, each student is considered to be one of the small patterns in the mosaic pattern, and each small pattern has its beauty or value. In the patchwork process, each small pattern is placed in the correct position, and the overall effect and aesthetics can be seen when combined. In the embodiment of the present invention, the small pattern represents a student or a handheld device, and the learning method has a different change in the way of learning, so that the learning effect can be better, that is, the stitching interactive teaching system and the present invention. method. And learning from the concept of patchwork The combination of activities can enhance the learners' memory and deeper understanding of the teaching materials, thus improving the learning outcomes of the students. In addition, in a cooperative learning manner, social skills that can communicate with each other can be stimulated, opportunities for peer interaction can be increased, and interpersonal relationships of learners can be expanded, thereby enhancing students' motivation for learning. Due to the flexible use of the tablet computer, it is convenient for the teacher at the teaching site to make a more flexible and optimized configuration mechanism in planning the teaching method.

Compared with the traditional book teaching, with the splicing interactive teaching system and method of the creation, the user can complete the teaching content through the splicing and interactive teaching method, and the teaching content is not only the text on the book and the simple pattern. Through an interactive approach, students' sense of participation increases, which in turn increases learning outcomes. Through the splicing interactive teaching system and method of the present invention, combined with the handheld device and the existing projection screen in the classroom, the teacher can combine the two devices according to the activity content or select independent operation to provide flexible teaching activities and content planning. Objects in the teaching application can be passed to each other using natural gestures, and one-to-one or one-to-many combinations can be selected for the activity needs.

Although the present invention has been disclosed in the above preferred embodiments, it is not intended to limit the present invention, and those skilled in the art can make various changes without departing from the spirit and scope of the present invention. Retouching, therefore, the scope of protection of this creation is subject to the definition of the scope of the patent application attached.

10‧‧‧Splicing interactive teaching system

102‧‧‧Handheld devices

1022‧‧‧Touch panel

1024‧‧‧ teaching application

104‧‧‧Server

1042‧‧‧Database

106‧‧‧ vertical screen

108‧‧‧Skin Sense Detector

Claims (11)

A splicing interactive teaching system comprising: a plurality of handheld devices, each of the handheld devices comprising a touch screen and a teaching application; and a server comprising a database for storing the plural required for the teaching application a teaching object, communicating with the handheld devices via a communication protocol, and transmitting the teaching objects to the handheld devices; a vertical screen for connecting to one of the handheld devices, the teaching application being displayed on the And a body-sensing detector for connecting to one of the handheld devices, through the body-sensing detector to operate the teaching application displayed on the vertical screen. The splicing interactive teaching system of claim 1, wherein the handheld devices are tablet computers, and the teaching application is operated through the touch screen. The splicing interactive teaching system of claim 1, wherein the handheld devices are divided into a plurality of groups according to the teaching activities. The spliced interactive teaching system of claim 3, wherein in the groups, the handheld devices in the same group communicate and design the teaching required for the teaching activity through the teaching application object. A splicing interactive teaching system as described in claim 3, wherein in the groups, The handheld devices of different groups communicate and transmit the teaching objects required for the teaching activities through the teaching application. The splicing interactive teaching system of claim 3, wherein in the groups, the handheld devices in different groups display the teaching application on the vertical screen, and through the sense of the body The detector operates on the teaching application on the vertical screen. A splicing interactive teaching system comprising: a plurality of tablet computers, each of the tablet computers comprising a touch screen and a teaching application, wherein the teaching application is operated through the touch screen; the server includes a database, and the server The database stores a plurality of teaching objects required by the teaching application, communicates with the tablet through a communication protocol, and transmits the teaching objects to the handheld devices; a vertical screen for connecting to one of the tablets a computer for allowing the teaching application to be displayed on the vertical screen; and a body sensation detector for connecting to one of the tablets, through the body sensor to operate the display on the vertical screen Teaching application. The splicing interactive teaching system of claim 7, wherein the handheld devices are divided into a plurality of groups according to the teaching activities. The splicing interactive teaching system described in claim 8 of the patent application, wherein among the groups, The handheld devices in the same group communicate and design the teaching objects required for the teaching activities through the teaching application. The splicing interactive teaching system of claim 8, wherein in the groups, the handheld devices in different groups communicate and transmit the teaching required for the teaching activity through the teaching application object. The splicing interactive teaching system of claim 8, wherein in the groups, the handheld devices in different groups display the teaching application on the vertical screen, and through the sense of the body The detector operates on the teaching application on the vertical screen.