WO2005111968A1

WO2005111968A1 - An electronic learning device

Info

Publication number: WO2005111968A1
Application number: PCT/AU2005/000696
Authority: WO
Inventors: Deane Nathan
Original assignee: Antennahead Pty Ltd
Priority date: 2004-05-13
Filing date: 2005-05-13
Publication date: 2005-11-24

Abstract

An input mechanism (10) for an electronic learning device including a substantially flat surface; position detection means (12) associated with the substantially flat surface and arranged to detect the position of a person's finger touching the surface; tactile feedback means (14) arranged to provide a tactile sensation to the finger touching the surface to enable the person to control movement of the finger.

Description

AN ELECTRONIC LEARNING DEVICE

Technical Field This invention relates to an electronic learning device and to an input mechanism for an electronic learning device .

Background to the Invention Learning theorists classify students into three basic types: auditory learners who learn by listening, visual learners who learn by seeing, and kinaesthetic learners who learn by touch and movement. To date, electronic learning devices have been produced in the form of electronic book readers and the like. These cater for auditory learning by the production of sounds and for visual learning by the visual appearance of the electronic book display and provision of flashing lights or the like. However, there remains a need for an electronic learning device that adequately caters for kinaesthetic learning.

Summary of the Invention In a first aspect the present invention provides an input mechanism for an electronic learning device including: a substantially flat surface; position detection means associated with the substantially flat surface and arranged to detect the position of a person's finger touching the surface; tactile feedback means arranged to provide a tactile sensation to the finger touching the surface to enable the person to control movement of the finger. The tactile feedback means may include cut out portions of a stencil. The tactile feedback means may operate to vibrate the surface . The tactile feedback means may be arranged to control movement of the finger within predefined boundaries. The predefined boundaries may define a letter or number or a shape . In a second aspect the present invention provides an electronic learning device including an input mechanism according to the first aspect of the invention, the operation of the device being responsive to the position detection means. The operation of the device may be further responsive to the association of a particular stencil with the surface . The electronic learning device may further include stencil detection means to detect the association of a particular stencil with the surface. The stencil detection means may include a radio frequency tag associated with the stencil. In a third aspect the present invention provides an electronic learning device that is arranged to identify learning accessories which are used in relation to the device . The accessories may include templates or letters or numbers and the learning device may identify the accessories by way of a radio frequency tag associated with each accessory.

Brief Description of the Drawings An embodiment of the present invention will now be described, by way of example only, with reference to the accompanying drawings, in which: Figure 1 is a perspective view of an electronic learning device according to an embodiment of the present invention; Figure 2 is a schematic view of the electronic learning device of Figure 1; Figure 3 is a schematic view of the input device of the electronic learning device of Figure 1; Figure 4 is a perspective view of the input device of Figure 3 being used in conjunction with a stencil; Figure 5 is an exploded view of a block letter that may be used in conjunction with the electronic learning device of Figure 1 ; Figures 6 to 8 illustrate an alternative embodiment of an electronic learning device which incorporates an LCD touch screen display; and Figure 9 is a schematic illustration of an embodiment of the electronic learning device being used in a wireless mode .

Detailed Description of the Preferred Embodiment Referring to Figure 1 an electronic learning device 30 is shown including an input device 10. Input device 10 is connected by cable 70a to host system 40. Host system 40 is a game console and is connected by cable 70b to television 80 which is used to display information to a user. Host system receives readable media in the form of disc 50 and receives readable and writeable media in the form of memory card 60. Disc 50 stores software that includes various lessons to be carried out through use of input device 10. Referring to Figure 2, the functional components of electronic learning device 30 are shown in more detail. Host system 40 includes a CPU 401 operatively coupled to memory controller 408. Memory controller in turn is coupled to graphics processing unit 402, main memory 405 and DSP 406. Memory controller 408 is also coupled to input/output devices in the form of input device 10, television 80, memory card 60, Speaker 80b and disc 50.

Speaker 80b is physically mounted inside television 80 and is used to play sounds to a user. Referring to Figure 3, input device 10 is shown in schematic form. Input device 10 includes a micro- controller 20 that controls operation of the device and receives inputs from content identification sensor 21, Dpad 23, buttons 24, and from position detection means in the form of touch panel sensor 22. Micro-controller provides outputs to speaker 25, vibration motor 26, output (audible) 27 and output (audible and visible) 28. Input device 10 is operatively connected to host system 40. Content identification sensor 21 is a radio frequency tag reader that can interrogate a radio frequency tag embedded in any one of a number of stencils 14 that may be used in conjunction with input device 10. The input device may determine which stencil is currently being used in association with touch panel 12 based on the identity of the radio frequency tag that responds to the radio frequency tag reader. Touch panel sensor 22 is the output from touch panel 12 and provides an indication of at what points pressure is being applied to touch panel 12 such as by finger pressure or by use of a stylus. Particularly, touch panel sensor 22 includes an antenna (not shown) embedded beneath the surface of pad. The antenna is made up of two thin layers of Mylar (thin polyester film) , separated by a fraction of a millimetre. One layer consists of vertical conductive lines, while the other layer consist of horizontal conductive lines. Combined the two Mylar layers form an antenna, to transmit an electric field. The conductive lines are formed from conductive ink. When a region is pressed using a finger on the surface of the pad the Mylar layers touch, making an electrical contact, a strength detector measures the signal strength from the antenna. Microcontroller 20 contains an algorithm to calculate the position. Touch sensitive pads of this type are commercially available and have been used, for example, as cursor movement input devices for laptop computers . Vibration motor 26 operates to vibrate the input device and particularly to vibrate touch panel 12 to impart the sense of vibration to a finger or the like that may be touching panel 12. The input device 10 may further include a microphone that may be used in voice based learning exercises, and may include a headphone jack for quiet learning. Referring to Figure 4, input device 10 is shown and includes an input mechanism including a substantially flat surface being the upper surface of touch sensitive pad 12. The input mechanism further includes tactile feedback means in the form of stencil 14 having a cut out portion 16. The perimeter of the cut out portion defines a boundary which in this example describes an upper case letter "Y" . Stencil 14 may be associated with touch pad 12 by laying stencil 14 on top of pad 12. The periphery of stencil 14 fits within a recessed area provided around pad 12 and generally indicated by reference numeral 18. Fitting stencil 14 within recess 18 ensures correct registration of stencil 14 with respect to pad 12. The cut out portion 16 provides tactile feedback to guide the finger of a user to touch the surface within the boundary defined by the edges of cut out portion 16. An example learning exercise conducted by way of electronic learning device 10 will now be described with reference to Figures 1 and 4. A student initiates the educational software stored on disc 50 and is prompted to carry out a lesson to instruct the student about the shape of the letter "Y" and how to correctly write that letter. A virtual teacher character appears on the screen of television 80 and instructs the student to select one from a range of stencils by displaying an image of the stencil . In this case, an image of stencil "Y" 14 is depicted on screen 80. The student selects the appropriate stencil and inserts this into recessed portion 18 of input device 10. A radio frequency tag (not shown) is embedded in stencil 14. This tag is interrogated by radio frequency tag reader (not shown) mounted inside the housing of input device 10. When the correct stencil is sensed by host system 40, the lesson proceeds. The student is now instructed that the cut out shape they see on the stencil is known as the letter "Y" . To reinforce the student's comprehension of "Y" they are asked to trace out the shape of the letter by pressing their finger onto the part of pad 12 that is exposed through cut out portion 16. The lesson instructs the student how to correctly draw "Y" by directing them to trace out the letter in a particular manner. An image of "Y" is shown on screen and letter strokes are indicated to the student by various on screen directions. A starting point and direction of movement for the first stroke of "Y" is shown commencing at the top of the left hand limb of the "Y" and ending at the join of the limbs. The student is required to make this letter stroke and host system 40 monitors the output from touch panel sensor 22 and compares this with known correct response information.

The edges of the cut out portion 16 provide tactile feedback to the student by feeling the edges and the surface of the stencil with their finger to guide their finger to stay within the boundary defined by the perimeter of cut out portion 16. When the student has correctly made the first stroke of letter "Y" the second stroke beginning at the top of the right hand limb of "Y" is explained to the student and they are required to carry this out by tracing out the second stroke correctly on pad 12. This process continues until the entire letter "Y" has been traced out correctly.

After completion of the tracing out of "Y" the student may be prompted to repeat the lesson, or move on to the next lesson. The student is prompted to select a different stencil for the next lesson. In another embodiment, a stencil is provided which includes the cut-out shape of a hand. The student places their hand in the cut-out portion and uses their fingertips to identify and count syllables in response to instructions from the on-screen tutor. As an alternative to the above described embodiment, the input mechanism of input device 10 may provide tactile feedback to a user by way of vibration motor 26. The student may be asked to trace out "Y" for example without the use of a template. During the tracing operation, the output of touch panel sensor is monitored to determine the shape being traced by the student. If the finger of the student deviates from what is considered to be a correct shape then vibration motor 26 is activated. This provides tactile feedback to user by sensing vibration with their finger to inform them that they have deviated from a correct response. Referring to Figures 6 , 7 & 8 , an alternative embodiment of an input device 100 is shown which comprises an LCD touch screen instead of the touch panel sensor.

The LCD touch screen is of the order of 9 inches measured diagonally from corner to corner. No game play buttons exist, and an icon based interface may be displayed on the touch screen which is navigated by the student pressing on particular icons. A wireless link connects the input device to a central host machine and a wireless mouse supports menu selections. The LCD screen can display graphic elements that form selectable regions on the LCD screen. The graphic elements may consist of a dotted line that forms a silhouette of a letter, number or shape. The system may provide a tactile sensation by way of vibration motor if the child traces outside of the dotted region. Alternatively, the area out of the dotted line may be desensitised so as to avoid any interference with random probing of a child's finger or palm of their hand. This may be done by simply disregarding any sensed touches that are made in the desensitised area. The dotted outline provides a guide for a fingertip when tracing out a letter, number or shape in accordance with the lesson display on the screen of the host system. The input device provides a pulse sensation to indicate that a lesson has been performed correctly. The tactile involvement of having to touch and drag a finger along the surface of the screen facilitates a logical connection between all the senses. The LCD screen may display a software keyboard by displaying letters or numbers that the student may utilise to type a message. The LCD screen may display an icon based interface . In the above described embodiment the position detection means took the form of a touch panel sensor including rows of connectors that overly one another and touch together upon application of finger pressure to give an indication of finger position with respect to the flat surface. Similarly, other forms of position detection means can be employed such as the use of infra-red beams and infra red detectors provided in rows and columns around the periphery of the flat surface. When a finger touches the surface, the position of the finger can be deduced by which infra red beams are interrupted by the finger. In the above described embodiment the particular stencil attached to the input device was determined by a radio frequency tag and tag reader. Other arrangements could be used such as an arrangement of pegs on the stencil that cause closing of particular switches mounted on the input device. The combination of switches closed allows detection of which stencil is being used. In the above described embodiment a stencil was shown depicting a letter ^WY" . Similarly, stencils can be created which depict different numbers or letters. Still further, a stencil may include cut-out portions which can be used to control operation of host system 40 such as by activating a menu or the like. Referring to figure 6, block letters, numbers and shapes are used as instructional materials when placed on top of the planar surface. These particular items do not have to physically touch the surface of the pad. They are sensed from within a 20 mm proximity of the planer surface by way of a radio frequency tag. For example if a child has to find a missing letter to a word the software system will display the word minus the missing letter which the child has to find. When they have selected the block letter they will place it on the device for a response. Figure 5 depicts an exploded view of block letter "A" 90. Radio frequency tag 92 sits within a circular recess 94 provided on letter body 96 and is held in place by snap fit lid 98. Referring to figure 7, the student may use the stylus to trace out letters or words on the LCD touch screen. The shape traced out is displayed on the screen in real time to assist the student in practising tracing out of letters and words. Referring to figure 8, a further alternative template 114 is shown. Template 114 is formed in one piece from a resilient rubber and includes the letters of the alphabet provided as raised portions of the mat in the shapes of the various letters of the alphabet. Template 114 includes an RFID tag (not shown) which identifies the template to the input device. When the student presses on a particular letter, this causes pressure to be applied to the touch pad and causes an output from touch pad sensor. With information relating to the layout of the letters, it is possible to deduce which letter the student has pressed. Template 114 can be used to allow a student to indicate the various letters of the alphabet . Figures 6 , 7 and 8 depict a universal menu bar formed from buttons 119 and arrow buttons 120. In Figures 6 & 7 the menu bar is displayed by the LCD screen. In Figure 8, the menu bar is provided as part of template 114. The menu bar is consistent throughout the exercises that the student is asked to perform. Large buttons make it easy for a child to control the learning experience. Each button 119 is assigned a learning mode "Read-me" (reads story) , "Say-me" (says whole word, sight words) , Sound-me (sounds each phenome) and Spell-me (says each letter name) . The directional arrows 120 make it easy to select any one of four virtual learning modes including Trace-me (letter shape and directionality, correct entry/exit points) , "Find-me" (find missing letter in word) , Match-me (match or make displayed letter/word) and "Write-me" (practice handwriting using a stylus) . The on screen tutor displays facial emotions in sympathy with the students actions to cerate a rewarding and appropriate learning process. The student may select that the on screen tutor provides a hint or demonstration of the lesson at hand. Referring to figure 9, electronic learning device 100 is shown in schematic form. The content identifying means is shown in the form of RF Antenna 121. Learning device 100 connects wirelessly to hub 150 which in turn allows connection to remote users. In the above described embodiment the educational software program prompted the student to apply a particular stencil. Alternatively, the software program can be arranged to initiate a lesson or other activity when a stencil is detected on input device 10. The particular stencil detected dictates which lesson or activity is activated. The activity may be presenting a menu. Preferably, the graphics presented to the student are three dimensional to assist with comprehension and learning. In the above described embodiment the electronic learning device included an input device that plugs into a host system in the form of a game console. Similarly, the host system could be a computing device such as a personal or laptop computer. As a further alternative, the electronic learning device could take the form of a stand alone unit . Any reference to prior art contained herein is not to be taken as an admission that the information is common general knowledge, unless otherwise indicated. Finally, it is to be appreciated that various alterations or additions may be made to the parts previously described without departing from the spirit or ambit of the present invention.

Claims

CLAIMS :

1. An input mechanism for an electronic learning device including : a substantially flat surface; position detection means associated with the substantially flat surface and arranged to detect the position of a person's finger touching the surface; tactile feedback means arranged to provide a tactile sensation to the finger touching the surface to enable the person to control movement of the finger.

2. An input mechanism according to claim 1 wherein the tactile feedback means includes cut out portions of a stencil .

3. An input mechanism according to claim 1 wherein the tactile feedback means operates to vibrate the surface.

4. An input mechanism according to claim 1 wherein the tactile feedback means is arranged to control movement of the finger within predefined boundaries.

5. An input device according to claim 4 wherein the predefined boundaries define a letter or number or shape .

6. An electronic learning device including an input mechanism according to claim 1, the operation of the device being responsive to the position detection means .

7. An electronic learning device according to claim 6 wherein the operation of the device is further responsive to the association of a particular stencil with the surface.

8. An electronic learning device according to claim 7 further including stencil detection means to detect the association of a particular stencil with the surface .

9. An electronic learning device according to claim 8 wherein the stencil detection means includes a radio transmitter associated with the stencil.

10. An electronic learning device that is arranged to identify learning accessories which are used in relation to the device.

11. An electronic learning device according to claim 10 wherein the accessories include templates or letters or numbers and the learning device identifies the accessories by way of a radio frequency tag associated with each accessory.