WO1989007817A1

WO1989007817A1 - Interactive audiovisual tutorial system

Info

Publication number: WO1989007817A1
Application number: PCT/US1989/000670
Authority: WO
Inventors: Glenn L. Smith; Keith L. Hansen
Original assignee: Minnesota Mining And Manufacturing Company
Priority date: 1988-02-22
Filing date: 1989-02-21
Publication date: 1989-08-24
Also published as: KR900700984A; AU4030189A

Abstract

An interactive audiovisual tutorial system in which a video program is executed with information to be displayed being transmitted from the video program to a display. Execution of the video program is controlled by a user input, including selection keys. Data storage correlates predefined segments of information with their location in the video program, the segments being broken down into chapters of information which are further subdivided into topics which, in turn, are further subdivided into concepts. The video program is accessed so as to enable selection of the chapters of information by use of predefined chapter selection keys and to enable selection of the topics within the chapter of information by use of predefined topic selection keys. In the preferred embodiment, the concepts of the video program may be sequentially accessed within the topic in forward or backward directions.

Description

INTERACTIVE AUDIOVISUAL TUTORIAL SYSTEM BACKGROUND OF THE INVENTION

Field of the Invention The present invention relates to the field of teaching aids and reference materials. More speci¬ fically, it is directed to an audiovisual system for use in educational settings as an individually tailored interactive tutorial or for use in practical settings as an intelligent video "reference manual".

Description of .-tehe Prior Art

Video disk players have found an expansive range of uses in the educational, home, and industrial fields. Interactive teaching systems, using a com- bihation of a computer and a video disk player, have been become popular educational tools, but the level of sophistication remains low and the cost remains high.

Many systems require a dedicated personal computer to perform even the most trivial interaction. This contributes greatly to the cost.

Typically the design of the user interface is often poorly implemented and often severely limits the usefulness of the teaching tool. For example, most systems do not allow the viewer to choose where to start the lesson. They require viewers to tediously scan through the material to find specific information of interest.

None of these systems include a video "glossary" for reference by the viewer when unfamiliar terms are introduced. Neither do they provide a way to "pause" a lesson, access separate reference material, and then resume the lesson plan where it was left off.

Often a viewer feels lost in the video program. There is no indication as to where one pre- sently is, where one is going, or 'how long it will take to get there. Exiting from a lesson is often possible only at predefined points.

As of yet, no video programs have been con- 5 ceived of as both a tutorial aid and a reference manual for quick on-line access to information.

A further problem is the lack of standar¬ dized production techniques that lower the cost involved with producing interactive video programs. 10 The present invention provides an audio¬ visual teaching apparatus wh__ich avoids these and other problems associated with^'existing apparatus.

-^■- Summary of the Invention

The present invention relates to an interac¬ tive audio-visual tutorial system.

One object of one embodiment of this inven¬ tion is to provide a modular design for interactive

20 video teaching systems. This modular design provides a significant advance over current systems both in its sophisticated user interface and its "assembly line" method of production of new materials.

Still another goal of one embodiment of this

25 invention is to provide a less expensive alternative to current systems without sacrificing any of this inven¬ tion's sophistication. Because it can use a video disk player's built-in microprocessor, this invention elimi¬ nates the requirement for a dedicated personal com¬

30 puter, but if the user so chooses, a personal computer can be used. The invention also discloses a unique design for using a standard hand-held remote control unit for viewer input.

A further objective of one embodiment of

35 this invention is to simplify production of interactive video programming.

Various other objects, features, and advan¬ tages of this invention will become apparent from the ensuing description of the preferred embodiment, when considered in conjunction with the accompanying drawings.

Brief Description of the Drawings

In the drawings, wherein like reference numerals indicate corresponding elements throughout the several views.

Fig. 1 is a plain view showing a video disk player unit, a remote control unit, and a TV receiver as utilized in a preferred, embodiment of the present invention. ..

Fig^'. 2 is a block diagram of an embodiment of a control program in accordance with the principles of the present invention.

Figs. 3A and 3B are a block diagram showing the operation of the control program when a chapter key is pressed.

Fig. 4 is a block diagram showing the opera¬ tion of the control program when the glossary key is pressed or when the lesson outline key is pressed.

Fig. 5 is a block diagram showing the opera¬ tion of the control program when the introduction key is pressed.

Fig. 6 is a block diagram showing the opera¬ tion of the control program when a particular topic is selected.

Fig. 7 is a block diagram of the operation of the control program when the return key is pressed. Fig. 8 is a block diagram of the operation of the control program when the pause or play key is pressed.

Figs. 9A, 9B and 9C are a block diagram ^~ showing the operation of the control program during the post-test feature of the software.

Figs. 10A, ΪOB, IOC, 10D and 10E are ^"a block diagram showing the operation of the control program during a chapter level test. -~^~- Fig. 11 is a block diagram showing the operation of the control program during user input.

Fig. 12 is 'a block diagram showing the operation of the control program whenever a still video frame is displayed to the user.

15 Figs. 13A, 13B, 13C and 13D are * a block diagram showing the operation of a control program during the display of a motion video.

Fig. 14 shows a typical hand-held remote control unit, used for user input. 0

Fig. 15 shows a customized version of the remote control unit, modified to conform to the teachings of this invention.

^' Fig. .16 is a block diagram showing the operation.of the control program during forward concept 5 jumping.

Fig. 17 is a block diagram showing the operation of the control program during backward con¬ cept jumping.

Fig. 18 is a block diagram showing the 0 operation of the control program during the still frame forward or still frame backward function.

Fig. 19 is an example of text wherein chapter, topic and concept information has been iden¬ tified. 5 Detailed Description of the Preferred Embodiment

HARDWARE

Referring to Fig. 1, the embodiment of an. interactive audiovisual tutorial system, generally referred to by the reference numeral 40. A video disk player 42 is connected to a television set or televi¬ sion monitor 44 and forms a self-contained interactive video retrieval and display system. User control of the system 40 is accomplished by use of a remote control unit 46 or by use of controls on the video disk player itself.

The video disk player 42 is a very flexible, user programmable system that employs a laser to read television program material from a rotating video disk. The signals generated by the video disk can drive either a television monitor or a conventional televi¬ sion receiver. Two channels of audios are separately available for connection to an optional user supplied stereo phonic sound system.

The video disk player includes a micro¬ computer, an EPROM that contains the basic operating system of the player, and a 8KB of random access memory, of which 7156 bytes are available to the user. This internal microcomputer controls all phases of video disk player operation, processing both external and internally stored command functions and internally generated control and status, signals. The integration of the microcomputer end of the video disk player design makes possible the many play, search, and display functions of which the player is capable. The video disk player 42 may also be connected to and controlled by a remote computer such as a personal co - puter .

Because the video disk player is program¬ mable the exact sequence and display of information presented to the viewer can be predetermined by the program designer. Programs can be constructed which allow viewer interaction with the display material. By entering responses from the remote control unit (RCU), the viewer may select particular topics for display, respond to questions and receive information appropriate to this response. In general, the controlling program may shape the presentation of the audio visual material to the users unique requirements.

The video disk player's microcomputer, in addition to exercising direct control over the video disk player's operations, provide the users with 7KB (7156 bytes) of programmable memory. This memory space is available for the storage and user design programs to control player operation. Execution of the programs stored memory is then done by an interpreter resident in the erasable programmable read only memory (EPROM). There is no provision to access the microcomputer instruction set directly.

User programs can be loaded in the memory in one of three ways:

From programs coded on the video disk; Manually from a remote control unit; Under the control of an attached host

Many of the commands used to program the video disk player have direct counterparts on buttons on the RCU (e.g. audio 1, display, etc.). They cause corresponding operations, to be performed by the player. Other commands can control program interpretation, direct path of execution, manage registers, etc.

The design goals of the present invention are fourfol :

1) Provide the individual with the most flexible format possible, and at the same time^', keep the system easy to learn and use;

2) Provide the option for additional expla¬ nation of terminology which may be unfamiliar;

3) Provide an optional overview of the ^' material covered;

4) Provide the viewer with a method to test his or her comprehension of the material.

In the present invention, the viewer has the ability to use a video program as a learning tool in essentially the same way as one might use a book. The viewer can decide where to start the lesson plan. The viewer never feels lost. It is very easy to start, quit, and start again. Reviewing materials is encouraged and facilitated by this design. A table of contents and illustrative chapter pages are present on the video disk to provide fast access to the specific areas of interest. When viewing a video segment within a chapter, the viewer can jump forward or backward a "concept", the viewer can exit the video segment or even pause the video display. The "concept" as used herein is defined as a point in the video program which begins a new sub-topic within a given topic.

A lesson outline gives an overview of the entire material, and a glossary provides a convenient way to check the definition of important terms. The system allows a user to jump from the video segment to another point such as the glossary or lesson outline and return to the same point within the video segment. After mastering the contents of the chapter, the viewer may complete an optional chapter test.

Viewers will be made aware of incorrect responses to test questions and, of course, be given the option to go back and review the appropriate material.

PRODUCTION

For some time, interactive video disks have been seen as exciting and worthwhile. The decision to produce however, often depends upon the total cost of the project. In order ^"to prevent costly "reinventing of the wheel", the task involved in producing each of the video disk titles will always be essentially the same;

I. Course Layout

A. Course Outline

B. Lesson Outline

C. Glossary

II. Writing

A. Scripting

B. Chapter Test and Post-Test Design

III. Graphics Design

A. Menus, Glossary, Lesson Outline B_.. Chapter Test and Post-Test

IV. Editing

A. Rolling Video

B. Menus, Glossary, Lesson Outline

C. Chapter Test and Post-Test

V. Programming

A. Programming and Flow Charting

B. Map Disk Geography

C. Frame Identific'ation

VI. Disk Mastering

VII. Set Up

VIII. Check Disk

IX. Proof Disk

The course layout will involve three tasks . First, an outline is made of the course materials to conform to the basic skeleton of the "open book" metaphor. This includes designing the table of con¬ tents and the chapter pages with topic headings. Second, the lesson outline is produced, which provides the viewer with an overview of the entire program. Finally, the glossary is built with definitions for the terms used in the materials.

A detailed written script for the video disk program is constructed. A program editor works from the Course Outline to "flesh out"^' the instructional materials. The program editor decides what information to convey to the viewer, what order the information is conveyed in, and what visual aids will compliment the 5 instruction. The program editor will decide what questions should be asked at the end of every chapter and when the entire program has been completed. The chapter test can be written with any number of questions per chapter. The video disks Post-Test is

10 restricted to ten questions.

Graphics design wi-ll be accomplished through the use of pre-designed templates. The production team is provided with layouts of each and every screen to be constructed. The intention of providing these exact

15 layouts is to enable a clerical person, with minimal video production training, to be able to simply type the text onto the pre-designed templates.

Editing will consist of blending the rolling video, menus, glossary, lesson outline, and chapter

^~ ~ test and post-test together to form a new one inch master video linear tape. The production team will be supplied with updated script that provides an accurate map of how the materials are to be laid down on the tape. The still frame graphics are inserted in spots ⁵ on the videotape where they do not interrupt the flow of information. Each still frame requires three video frames or 1/10 of a second of the master tape. Typically, these still frames will be placed on the master tape grouped with their "rolling video" counter- ⁰ parts. The prevents excessive search times for the videodisk player.

Once the master video tape is completed, a

"time code burn" is performed so that the position of every scene can be identified from a common reference 5 point (i.e., the start of the tape). These time codes are then converted into their equivalent frame numbers by using the multiplier "30 frames per second". The resulting frame number is added to the master tape 5 "base offset". The base offset value is the starting frame number on the video disk from where the video from the master tape is inserted sequentially.

Once the final frame numbers are identified, the clerical job of "content definition" is performed.

10 The script of the master tape is tagged with the frame numbers. Locations to be, identified include the beginning points for each chapter, the starting points for each topic within a chapter, and the concept points. Question review points will coincide with a

15 subset of the concept points. This process also includes identifying the frame numbers for the still frame graphics. Programming will be accomplished by inserting the frame addresses of these locations into the control program's internal tables. On a PC, the

- ^' data structures for the control program are updated with the frame identification points from the script. These data structures and the (unchanged) control program are loaded as "program dumps" on the videodisks. When the videodisks are inserted into the

²⁵ players, this control program and its data, are automa¬ tically loaded into the player's microprocessor, where they automatically start executing and take control over the player unit.

A preferred embodiment of a control program 0 48 in accordance with the principle of the present invention will be discussed. Referring to Fig. 2, the control program is loaded from the video disk. The control program runs through an initialization phase.

It sets up pointers to the data structures. Then the 5 main control loop is entered. First the Table of Contents (TOO frame is displayed. The program loads the current help frame. A subroutine is called, CKBIN, whose function is to wait for input from the operator. When the input is received, control transfers back to the main control loop. If the input corresponds to the chapter key, the chapter routine will be called. If the input key corresponds to the help key, the help routine will be called. If the input corresponds to the lesson outline key, the outline routine will be called. If the input corresponds to the terms key, the terms routine will be called. If the input corresponds to the test key, the post test routine will be called. Otherwise, the introduction routine will be called. At the completion of any of these routines, control trans¬ fers back to the point in the main loop where we first displayed the table of contents frame.

Referring now to Figs. 3A and 3B, the block diagram describes the flow of control within the chapter routine. Upon entry into the routine, the pointer is set to the chapter page frame numbers. Next, the frame is selected depending on what the chapter key input was. . -A test is made, .to see if the frame number is 0. If it is 0, then there is no such chapter and control returns to the calling routine. If the frame number is non-0, that particular frame, the chapter page, is displayed. Next, the frame number of the current help screen is loaded. And then the sub¬ routine CKBIN is ^"called to wait for user input. After input is received, control transfers back to this routine. If the user input was the chapter key, nothing happens. Control transfers back to wait for another input. If the user input was the topic number, then the topic routine is called. If the user input was the test key, then the chapter test routine is called. If the user input was the terms key, then the terms routine is called. If the user input was the help key, then the help routine is called. If the user input was the lesson outline key, then the outline routine is called. If upon completion of each of these sub-routines control transfers back to reload the current help value and to wait again for user input. If user input is the table of contents key, then the user exits from this routine and control is returned to the main loop.

Referring now 'to ^'Fig. 4, this block diagram describes the flow of control within the terms routine. The same functionality exists within the lesson outline routine. Upon entry into this routine, the frame number of the correct help frame is loaded as the current help frame number. The variable FIRST STILL is loaded with the frame number from the starting term variable. The variable LAST STILL is loaded with the frame number from the ending term variable. Sub¬ routine still sub is called to display the still sequence. Upon return from still sub, control exits from this routine and returns to the main control loop. Referring now to Fig. 5, describing the control for the introduction routine. Upon entry into this routine the starting frame number for the intro¬ duction rolling video is displayed in a freeze frame state. Variable starting frame is loaded with the frame number from the data structure start intro. The variable finish frame is loaded with the frame number from the data structure end intro. The routine auto stop is called, to play the motion sequence. Upon return from the auto stop routine, control, exits from the introduction routine and returns to the calling program.

Referring now to Fig. 6, which describes the control logic for the topics routine. Upon entry into the topics routine, the chapter number is used to index in to the topic table. The topic number is used to select the starting frame number. The chapter end frame is used as the finish frame number. Next, a check is made to see if the starting frame number is equal to 0. If it is 0 then control exits from the routine and returns to the calling procedure. If the starting frame number is ngt 0 then we display the starting frame number "in a freeze motion state. Immediately afterwards we call the auto stop routines to play the motion sequence. Upon return from the auto stop routine, we redisplay the chapter frame in a freeze motion state. Control then exits from the topic routine and returns to the calling procedure.

Referring now to Fig. 7. The control logic for the return routine is illustrated. Upon entry into the routine a stop command is issued which performs a freeze frame on the video display. Control then exits from the return routine and returns to the calling pro¬ cedure.

Referring now to Fig. 8 which describes the flow of control in the pause/play routine. Upon entry the pause variable is checked to see if its less then 0. If so, a program error has occurred and the program aborts. If the pause flag is equal to 0, then a stop command is issued to perform a freeze frame on the video display. Then the pause flag is set to 1 and control exits f om^' the pause/play routine and returns to the calling procedure. If pause was not 0 when the routine was called, then the pause variable is set to 0 and a play command is issued which instructs the video disk player to begin from the current frame number at normal speed with the audio in a unsquelch mode. Then control exits from the routine and returns to the calling procedure. 5 Figs. 9A, 9B, 9C are block diagrams which describe the video program's post test logic.

Figs. 10A, 10B, IOC, 10D are block diagrams which describe the chapter test logics.

Referring now to Fig. 11, the control logic

10 for the CKBIN routine which will wait for user input. Upon entry into the routine, the program will enable the remote control unit. Next it checks for input from the user. If there is no input, it will loop and check again until there is input. When input is received,

-^■- the program will disable the remote control unit. Next it saves the binary value of the key that was pressed. The program will double check to make sure that audio channel 2 is in off state and that audio channel 1 is in an on state. The program will make sure that the

²⁰ frame number display in the upper left hand corner of the video screen is turned off. The program will then clear any argument that might have been input from the remote control unit. At this point, control exits from this routine and returns to the calling procedure.

Referring now to Fig. 12, which describes the control logic for the still sub routine. Upon entry the direction variable is set to forward only. Next a freeze frame display of the first still frame is per¬ formed. Then the CKBIN routine is called to wait for

^~>o user input. When i.nput i.s recei.ved that input is checked to see if it is a forward key. If so, the still forward routine is called. If the input key was a backward key, then the still backward routine is called. If the routine was a return key, control exits 35 from this routine and returns to calling procedure. If the input was the help key then the still help routine is called. If the input was the chapter key then the chapter routine is called. If the input was the table of contents key, then the program control branches to the table of contents entry point within the main control loop.

The still backward and still forward routines have the same basic logic. Upon entry they call the routine still OK to determine what direction possibili¬ ties are available. Upon return from still OK we'll check to see if we can go backwards. If backwards is not a possibility, and this is the still backward routine, .then control exits from this routine and returns to the calling procedure. If the direction possibility is backward then we freeze frame and step back one frame. We execute again a step back function. Finally execute a step backward function a third time. At this point control exits from this routine and returns to the calling procedure. Note that in the case of still forward routine, we did not step backward but step forward each time we freeze frame.

Referring now to Figs. 13A, 13B, 13C, 13D, the control sequence is involved in the auto stop routine. Upon entry into the routine, the parameter is saved as the end frame. The video disk player is read to get the current frame number and it is saved in local storage. The current help.frame number is saved. The variable pause is set to on. And the variable AS is set to on to indicate that we are in an auto stop mode. Next the chapter number is used to find the spe¬ cific concept table. The current frame number and the end frame are compared to determine the number of fra¬ mes left in the motion sequence. If that count^' is greater than 90 frames then we begin a play sequence. If not, we perform an auto stop operation using the end frame value which causes the video disk player to play on an uninterrupted until it reaches the last frame. At that point we exit from the routine and return control to the calling procedure. If we were in a play sequence, we start at the current frame number, ^'run the video disk player at normal speed and unsquelch the audio of the video disk player. Next the pause flag is checked to determine whether it is off or on. If the pause flag is off, we again, execute a play function. If the pause flag is on; we call the routine CKBIN to wait for additional user input. When that input is received, we perform a stop function on the video disk player which causes it to freeze motion at the current frame. If the input was the forward concept key, then we call the scan forward routine. If the user input was the we call the scan back routine.

the return key, then we call the return routine. If the user input was the pause/play key then we call the pause/play routine. If the user input was the term key, then we read the video disk player and get the current frame number and save it in a local storage. The term routine is then called. Upon return from the term routine we restore the current help frame number. Next we display the saved frame number. If the user input was lesson outline, then we read the video disk player and get the current frame number and save it in local storage. The outline routine is called. Upon return from the outline routine, the help frame number is restores as the current help frame. And we display the frame number that we saved before the call of the outline routine. If the user input is the help key, we ^' read the video disk player, get the current frame and save it in a local storage. The help routine is then called. Upon return from the help routine, we display the previously saved frame number. In all cases we return in the loop to where the play function is exe¬ cuted.

Referring now to Fig. 16 which explains the concept jumping function contained within the scan for¬ ward routine. Upon entry to the routine, the current frame number is read from the video disk player and saved in local storage. The.,,pointer is used to examine the current entry in the 'concept jumping table. If the entry is greater than ^"the current frame number, then we check to see if the entry is .equal to 65,535. If the entry is equal to 65,535, we know we've hit the end of the concept jump table. We exit from the routine and return control to the calling procedure. Otherwise, we display the frame number from the current entry in the concept table. If the current entry is equal to the current frame number, then the pointer is bumped to point to the next slot in the concept table. That slot is examined to see if it is equal to 65,535. If so, then again, we exit from the scan forward routine and return control to the calling procedure. If not, we display, the frame from that entry in the concept table.

If the entry in the concept table is less than the current frame number, the pointer is bumped to the next slot in the concept table. And the comparison logic is executed again.

Referring now to Fig. 17, which explains the logic used in the scan backward routine. Upon entry into the routine, the video disk player is read to retrieve the current frame number and it is saved in local storage. That current frame number is compared to the current concept table entry. If the current concept table entry is greater than the current frame number, then we point at the previous concept table slot. If the current concept table entry is equal to

^' 5 the current frame number, again we point at the pre¬ vious concept table slot. If the current concept table entry is less than the current frame number, and that entry is not 0, then we display the frame number asso¬ ciated with the current concept table slot.

10 Another feature that is unique with this control program is the use of. the entire remote control unit. The prior art had restricted itself to the "official" user keys labeled 0 through 9 in Fig. 14. Referring to Fig. 15, this control program has custo-

15 mized all the keys (including the removal of • "Reject" and "Halt" key caps). This control program prevents the standard functions from occurring, then it executes the custom functions.

Although this embodiment retrofits an

•j r, existing remote control unit, such as the Pioneer remote control unit shown in Fig. 14, there is nothing in the invention to prevent the use of a custom remote control unit or' other input device. - •

Fig. 18 refers to the logic required for exe- ⁵ cuting the still forward and still backward functions.

Illustrated in Fig. 19 is some text which is highlighted to identify the chapters 50, topics 52, and concepts 54 contained in the tutorial text of the video program on the video disk. A subject matter person 0 will identify these information segments and a keyboard entry person will enter the frame numbers.

5

Claims

WHAT IS CLAIMED IS:

1. An interactive audiovisual tutorial system, comprising: a) a video disk player for playing a video disk on which a video program is stored; b) display means for displaying information transmitted from the video disk to the display means; c) user input means for controlling opera¬ tion of the audio video disk player; d) data storage means for correlating pre¬ defined segments of information with their location in the video program, the segments being broken down into chapters of information which are further subdivided into topics which in turn are further subdivided into concepts; and e) microprocessor-including program means for accessing the data storage means so as to enable selection of the chapters of information by use of pre¬ defined chapter selection keys and so as to enable selection of the topics within a chapter of information by use of predefined topic selection keys.

2. An interactive audiovisual tutorial system in accordance with claim 1, wherein the program means includes means for sequentially accessing the concepts within a topic in a forward or backward direction.

3. An interactive audiovisual tutorial system, comprising: a) a video disk player for playing a video disk on which a video program is stored; b) display means for displaying information transmitted from ^' the video disk of the video ^"disk program; c) user input means for controlling opera¬ tion of the video disk player; d) memory means for correlating pre-defined segments of information with their location in the video program, the segments being broken down into chapters of information which are further subdivided into topics which in turn are further subdivided into concepts and for providing a table of contents of the chapters of information and their related topics; and e) program means for accessing the memory means and transmitting to the display means the infor¬ mation segment selected.

4. A an interactive audio-visual tutorial system; comprisin l a) a video disk player for playing a video disk on which a video and corresponding audio program is stored; b) display means for displaying information transmitted from the video disk to the display means; c) program control means for controlling operation of the interactive audio-visual tutorial system; d) user input means for inputting control signals to ^" the program control means, the user input means including control signal means for: i) selecting and displaying a table of contents of the video program at the display means; ii) selecting and displaying an introduction to the video program at the display means; iii) selecting and displaying a chapter topic page at the display means; iv) selecting and displaying a topic within a current chapter of the video program at the display means; v) selecting and displaying a concept within a current topic at the display means; and e) the program control means including data storage means for correlating pre-defined information on the video program with predetermined, locations on the video disk.