KR102665736B1 - Block teaching apparatus for cognitive learning - Google Patents

Abstract

Provided is a block for cognitive learning. A cognitive learning block comprises: a block plate having a plurality of grooves at different locations regularly formed therein; and a plurality of color blocks that can be inserted into the grooves, so that the shape and color of a given figure can be expressed on the block plate by selective combinations of the grooves and the color blocks. The block further comprises: a plurality of contact switches arranged on the inner surface of the grooves in a number equal to the number of colors of the color blocks; and a switching band formed in a band shape on the outer surface of the color blocks and overlapping with one of the plurality of contact switches, wherein the color of the color block inserted into the groove being automatically determined based on the position of the switching band detected from the plurality of contact switches.

Description

Block teaching apparatus for cognitive learning}

The present invention relates to a cognitive learning aid (educational tool/tool) containing blocks, and more specifically, to a cognitive learning block aid that can improve the user's learning effect.

Educational tools (hereinafter referred to as teaching aids) to assist learning have been developed in various forms. They usually play an auxiliary role in learning that focuses on the teacher's delivery of information, but cognitive learning materials that focus on the learner's thoughts and actions can play a more core role in learning.

For example, for cognitive training, development of thinking skills, etc., learners can directly handle materials in the form of matching or assembling blocks, which can help children who are cognitively developing or adults with reduced cognitive abilities (e.g., elderly people with dementia, etc.) Can improve cognitive ability. An example of such a block teaching aid is disclosed in Korea Utility Model No. 20-0260817, etc.

However, even though it has been a long time since these block teaching aids were developed, there are only minor changes in the shape of the blocks, and there is a problem in that it is difficult to expect improved learning effects because they follow old methods of use. In particular, the existing block teaching aids had many shortcomings in terms of encouraging voluntary learning for users with limited cognitive ability and increasing learning efficiency, so improvements were needed.

Republic of Korea Registered Utility Model Publication No. 20-0260817, (January 17, 2002)

The technical problem of the present invention is to solve these problems and provide a cognitive learning block tool that can improve the user's learning effect during cognitive learning.

The technical problem of the present invention is not limited to the problems mentioned above, and other technical problems not mentioned will be clearly understood by those skilled in the art from the description below.

The block teaching tool for cognitive learning according to the present invention includes a block plate in which a plurality of grooves at different positions are regularly drilled, and a plurality of color blocks that can be inserted into the grooves, and the shape and color of a given figure are mixed with the grooves. In the block teaching tool for cognitive learning that can be expressed on the block board by selectively combining the color blocks, a plurality of contact switches arranged on the inner surface of the groove in the same number as the number of colors of the color blocks; And a switching band formed in a strip shape on the outer surface of the color block and overlapping with one of the plurality of contact switches, the position of which varies depending on the color of the color block, the switching detected from the plurality of contact switches. The color of the color block inserted into the groove is automatically determined according to the position of the band.

The plurality of contact switches may be continuously arranged along the longitudinal direction of the groove, and the switching band may be spaced differently from the end of the color block depending on the color of the color block.

Among the plurality of contact switches, one that overlaps the switching band generates a detection signal, and the rest that do not overlap the switching band all generate a non-detection signal that is an inverse signal of the detection signal, and the detection signal is It may be an on or off signal of a contact switch.

When the contact switch and the switching band overlap, the ends of the contact switch and the switching band may be coupled to each other in a concavo-convex manner.

The switching band is formed as a recessed groove on the outer surface of the color block, and the contact switch may include a protruding button that elastically protrudes from an end and is inserted into the recessed groove.

It may further include a light emitting module that emits light at the bottom of the groove and is obscured when the color block is inserted into the groove.

The light emitting module may selectively emit light in one of the colors of the color blocks to display the color of the color block that matches the groove.

A control module connected to the light emitting module and the plurality of contact switches formed in each of the plurality of grooves, a data communication module that connects the control module and the user's smartphone by wired or wirelessly to enable data communication, and the smartphone It is installed in and may further include a learner app configured to remotely interact with the control module through data communication to control the light emitting module or receive a detection signal from the contact switch.

The learner app can simultaneously control the light emitting modules formed in each of the plurality of grooves to directly display the shape and color of the learning figure stored in the learner app on the block board.

The learner app compares the detection signal provided from the contact switch of each of the plurality of grooves with the shape and color of the learning figure stored in the learner app, and displays the shape and color of the learning figure and the block plate. It is possible to determine whether the shape and color of the expressed figure match.

According to the present invention, the user's desire to learn can be stimulated during cognitive learning using an improved block tool, and the learning method can be improved in a simple and digitalized manner. Therefore, even users with low cognitive ability can actively use block teaching aids and learn more fun, thereby improving the learning effectiveness of learners. In addition, the teaching tool itself generates, manages, and provides various learning data, such as individual user's learning achievement, which could only be known by checking it directly by a person such as a teacher, thereby improving the overall efficiency of cognitive learning and reducing the burden on teachers.

Figure 1 is a perspective view of a block aid for cognitive learning according to an embodiment of the present invention.
Figure 2 is a diagram showing a side view of the color block of the cognitive learning teaching aid of Figure 1 and a cross-sectional view of the block plate into which the color block is inserted.
Figure 3 is an operational diagram showing the color block of Figure 2 inserted into the block board.
Figure 4 is an operational diagram showing the operation of the light emitting module of the block plate.
Figure 5 is a block diagram showing how the cognitive learning tool of Figure 1 operates.
Figures 6 and 7 are usage diagrams illustrating the cognitive learning process using the learner app of Figure 5.

Advantages and features of the present invention and methods for achieving them will become clear by referring to the embodiments described in detail below along with the accompanying drawings. However, the present invention is not limited to the embodiments disclosed below and may be implemented in various different forms, and the present embodiments are only provided to ensure that the disclosure of the present invention is complete and to provide common knowledge in the technical field to which the present invention pertains. It is provided to fully inform those who have the scope of the invention, and the invention is merely defined by the claims. Like reference numerals refer to like elements throughout the specification.

In this specification, representative reference symbols without alphabets and detailed reference symbols with alphabets are used together to indicate a plurality of color blocks and contact switches. That is, color blocks are generally indicated by the representative reference code 200, but when distinguishing the colors of color blocks or emphasizing color distinction, they can be indicated by at least any one of 200a, 200b, 200c, and 200d. Likewise, contact switches are generally indicated by the representative reference number 111, but when distinguishing their positions or emphasizing position distinction, they can be indicated by at least any one of 111a, 111b, 111c, and 111d.

Hereinafter, the block tool for cognitive learning according to the present invention will be described in detail with reference to FIGS. 1 to 7.

Figure 1 is a perspective view of a block teaching aid for cognitive learning according to an embodiment of the present invention, and Figure 2 is a diagram showing a side view of the color block of the cognitive learning aid of Figure 1 and a cross-sectional view of the block plate into which the color block is inserted. Figure 2(a) is a side view of the color block, and Figure 2(b) is a cross-sectional view of the block plate.

Referring to Figure 1, the block teaching tool (1) for cognitive learning according to the present invention is made so that color blocks (200) can be inserted into the grooves (110) formed in the block plate (100). The color block 200 may have at least two or more colors, and the switching band 201 is formed at a different position for each color (see comparison (a) in Figure 2).

Referring to Figure 2, the switching band 201 is sensed by the contact switch 111 disposed inside the groove 110. Since the contact switches 111 are arranged in plural numbers to detect the position of the switching band 201, the color of the color block 200 is automatically determined from the position of the switching band 201 detected by the contact switch 111. .

This structure reads the color of the color block 200 in a mechanical way, so there are fewer errors and thus accurate data about the user's cognitive learning (accuracy of block selection, degree of correspondence with the entire shape, and learning achievement by period of accumulating these individual processes) etc.) can be provided from the cognitive learning block aid (1) of the present invention.

In particular, users or teachers can receive data through the smartphone (A) screen linked to the device (block teaching aid), and learning figures to be presented to the user are displayed directly on the smartphone (A) screen or block board (100). Because this can be done, learning efficiency improves and users can learn more actively. In addition, the learning process can be customized to the user through the learner app (see 600 in FIG. 5), which will be described later, enabling user-centered cognitive learning and voluntary cognitive learning.

The block teaching tool (1) for cognitive learning of the present invention is specifically constructed as follows. The block aid for cognitive learning (1) includes a block plate (100) in which a plurality of grooves (110) at different positions are regularly opened, and a plurality of color blocks (200) that can be inserted into the grooves (110), In the cognitive learning block aid (1), which allows the shape and color of a given figure to be expressed on the block board (100) by selectively combining the groove (110) and the color block (200), the inner surface of the groove (110) is colored. A plurality of contact switches 111 are arranged in the same number as the number of colors of the block 200, and are formed in a strip shape on the outer surface of the color block 200 and overlap one of the plurality of contact switches 111, but the color block ( A color block 200 inserted into the groove 110 according to the position of the switching band 201 detected from the plurality of contact switches 111, further including a switching band 201 whose position varies depending on the color of the 200). The color is automatically determined.

In one embodiment of the present invention, a plurality of contact switches 111 are continuously arranged along the longitudinal direction of the groove 110, and the switching band 201 is connected to the color block 200 according to the color of the color block 200. The spacing away from the end may be formed differently (see Figure 2). Additionally, when the contact switch 111 and the switching band 201 overlap, the ends of the contact switch 111 and the switching band 201 may be coupled to each other in a concavo-convex manner.

In addition, the cognitive learning block aid (1) can be operated in conjunction with the user's smartphone (A) through the control module (400) and the data communication module (500), and the learner app (600) installed on the smartphone (A) ), the learning figure stored in the learner app 600 is directly displayed on the block board 100 (via the light emitting module (see 300 in FIG. 2)), or the user expresses it from the detection signal of the contact switch 111. By determining whether the shape matches the presented shape, user-centered learning can be carried out, such as presenting the shape in a customized way.

Hereinafter, the configuration and effects of the present invention will be described in more detail based on an embodiment of the present invention.

Referring to FIG. 1, the block plate 100 may be a plate-shaped structure widely formed in a square or rectangular shape. The block plate 100 may have a certain thickness and may have a space formed inside it. The groove 110 is open to the upper surface of the block plate 100 and accommodates the color block 200 inserted into the groove 110 therein.

A plurality of grooves 110 are arranged regularly. The grooves 110 extend inside the block plate 100 through the upper surface of the block plate 100, and each groove 110 is disposed at different positions. Therefore, the block plate 100 is formed in a form in which a plurality of grooves 110 at different positions are opened regularly. For example, a plurality of grooves 110 arranged in a square shape may be disposed on the block plate 100.

An organizing box 120 capable of accommodating the color blocks 200 may be formed around the block plate 100. For example, the organizer 120 may be divided into multiple locations to accommodate color blocks 200a, 200b, 200c, and 200d of different colors. Additionally, the stick 121 used to strengthen the user's small muscles may be placed in the organizer 120.

Therefore, the user can insert the color block 200 into the groove 110 by hand, but can also further develop or strengthen the muscles of the fingers by manipulating the color block 200 using the stick 121 instead of the hand. These configurations may be additionally formed on the block plate 100 as needed.

The internal structure of the block plate 100 is confirmed through FIG. 2. Figure 2(b) shows a cross section of the block plate 100. The control module 400 and data communication module 500 shown together are shown conceptually, and their actual locations can be formed at a desired point, such as inside the block plate 100 or outside the block plate 100. The control module 400 and data communication module 500 will be described again later.

The block plate 100 may have a space formed between the upper surface 101 and the lower surface 102, and the groove 110 may be open in the direction from the upper surface 101 to the lower surface 102. The groove 110 may have a cylindrical shape, but may also be transformed into a polygonal shape. The groove 110 may be formed in a shape corresponding to the shape of the color block 200.

The color blocks 200 are formed in plural numbers. As shown in Figure 1, a number of color blocks 200 can be formed and inserted into a number of grooves 110 formed in the block plate 100 to express a shape. That is, the user can express the shape and color of a given figure (such as a learning figure described later) on the block board 100 by selectively combining the grooves 110 and the color blocks 200.

Although referred to as a figure in this specification, the form that can be expressed on the block board 100 does not exclude other forms such as letters.

A portion of the color block 200 may be exposed even after it is inserted into the groove 110 so that it can be easily pulled out later (see FIG. 3). That is, the length of the color block 200 may be longer than the length of the groove 110. On the other hand, the outer periphery of the color block 200 and the inner periphery of the groove 110 have corresponding shapes, so the color block 200 can be seated and properly fixed when inserted into the groove 110. In this embodiment, a cylindrical color block 200 and a cylindrical groove 110 are illustrated (see Figure 1).

Referring to FIG. 2, a plurality of contact switches 111 are disposed on the inner surface 110a of the groove 110. As shown in (b) of FIG. 2, a plurality of contact switches 111a, 111b, 1111c, and 111d are arranged at different positions and are positioned separately at different positions inside the groove 110. As shown, a plurality of contact switches 111a, 111b, 1111c, and 111d may be sequentially arranged along the longitudinal direction of the groove 110.

A plurality of contact switches 111 are disposed in each groove 110. That is, a plurality of contact switches 111 are disposed in all grooves 110 of the block plate 100 as shown. The number of contact switches (111a, 111b, 1111c, 111d) arranged in the groove 110 is the same as the number of colors of the color block 200, and therefore the position of the switching band 201 can be detected at different positions. .

The contact switch 111 may be inserted into the inner surface 110a (referring to the inner peripheral surface) of the groove 110. The end of the contact switch 111 may protrude into the inner space of the groove 110. Therefore, it is possible to contact the color block 200 with the end of the contact switch 111, and when the color block 200 is fully inserted, the switching band 201 on the outer surface of the color block 200 is connected to one of the plurality of contact switches 111. can be detected.

When the contact switch 111 and the switching band 201 overlap, the ends of the contact switch 111 and the switching band 201 may be coupled to each other in a concavo-convex manner. For this purpose, the switching band 201 is formed as an indented groove on the outer surface of the color block 200, and the contact switch 111 is a protrusion that elastically protrudes from the end and is inserted into the indented groove (i.e., switching band). It may include a button 1111.

That is, the contact switch 111 may be formed as a push switch that generates a signal by pressing or protruding the protruding button 1111. Within that limit, the contact switch 111 can be implemented in various ways. For example, it is possible to configure a plurality of contact switches (111a, 111b, 1111c, 111d) continuous in the longitudinal direction of the groove 110 in a module form and to mount them on the inner surface (110a) of the groove 110.

However, the form of the contact switch 111 does not need to be limited to this, and the contact switch 111 can be transformed into other forms as long as it can detect the switching band 201. That is, in other embodiments, it is possible to form a different type of contact switch and a switching band of a corresponding type. However, in this embodiment, the explanation is based on the contact switch 111 of the illustrated type.

The switching band 201 is formed in a strip shape on the outer surface of the color block 200, as shown in (a) of FIG. 2. The switching band 201 overlaps with any one of the plurality of contact switches (111a, 111b, 1111c, 111d) arranged on the inner surface of the groove 110, especially color blocks (200a, 200b, 200c, 200d) of different colors. The location varies depending on the color. Therefore, the colors of the color blocks (200a, 200b, 200c, 200d) can be automatically determined from the position of the switching band 201 detected by the plurality of contact switches (111a, 111b, 1111c, and 111d).

Hereinafter, the structure and connection method of the contact switch and the switching band will be described in more detail with reference to FIG. 3.

In this embodiment, the color block 200 is illustrated as four types of color blocks (200a, 200b, 200c, 200d) with different colors, and in Figure 3, the four types of color blocks (200a, 200b, 200c, 200d) are shown against each other. Each is shown inserted into another groove 110. When each color block (200a, 200b, 200c, 200d) is inserted into the groove 110, the switching band 201 of the color block overlaps with one of the plurality of contact switches 111.

The switching band 201 may be formed as a recessed groove formed on the outer surface of the color block 200, as described above. Since the switching band 201 surrounds the outer surface of the color block 200 in a strip shape, it easily overlaps with the switching band 201 even if the contact switch 111 is placed on only one side.

The switching band 201 is an end (refers to the insertion end where the color block is inserted into the groove) depending on the color of the color block (200a, 200b, 200c, 200d) - the insertion end has different shapes at both ends of the color block or has an external end. (can be distinguished by displaying colors, etc.) are formed at different intervals, and the contact switches 111 are arranged continuously along the longitudinal direction of the groove 110, so switching at different positions as shown in FIG. 3 Band 201 may overlap with any one of different overlapping switches 111a, 111b, 1111c, and 111d.

As described above, when overlapping, the ends of the contact switches (111a, 111b, 1111c, 111d) and the switching band 201 can be coupled to each other in a concavo-convex manner, and the protruding button 1111 protrudes and is elastically connected to the switching band 201. can get caught in Therefore, the color block may be temporarily fixed (until the user applies external force to remove the color block) by the protrusion of the protruding butt 1111.

When color blocks (200a, 200b, 200c, 200d) of different colors are inserted into the groove 110, a plurality of contact switches are installed inside the groove 110 where each color block (200a, 200b, 200c, 200d) is accommodated. Among (111), one that overlaps with the switching band 201 generates a detection signal (S1), and the rest that do not overlap with the switching band 201 all generate non-detection signals that are inverse signals of the detection signal. Therefore, the position of the switching band 201 can be determined by distinguishing the detection signal (S1) from the non-detection signal.

The detection signal S1 may be an on or off signal of the contact switch 111. That is, the detection signal (S1) is a signal generated when the contact switch 111 overlaps with the switching band 201, and is a non-detection signal generated when the contact switch 111 does not overlap with the switching band 201. A distinguishable signal is sufficient. When the contact switch 111 is formed as a push switch as in this embodiment, the on signal may be generated when pressure is applied to the protruding button 1111, or may be generated when the pressure is released, so Depending on the type of switch, the detection signal (S1) can be set to either an on signal or an off signal.

That is, as shown in FIG. 3, the protruding button 1111 protruding from the contact switch 111 is inserted into the indented groove-shaped switching band 201, and the pressure of the protruding button 1111 is released (i.e., protruding). state), the contact switch 111 may overlap the switching band 201. In this state, if the contact switch 111 generates an on signal, the on signal can be set as the detection signal (S1). Conversely, if the contact switch 111 generates an off signal in the same state, the off signal can be set as the detection signal (S1). It can also be set to S1).

In any case, the contact switches that do not overlap the switching band 201 are in a different state (pressure applied to the protruding button) than the contact switches 111a, 111b, 1111c, and 111d overlapped with the switching band 201. Therefore, a non-detection signal opposite to the detection signal (S1) is generated. Therefore, the detection signal (S1) is clearly distinguished from the non-detection signal.

Therefore, the overlap state with the switching band 201 can be determined from the contact switches (111a, 111b, 1111c, 111d) that generate the detection signal (S1) among the plurality of contact switches arranged in each groove (110), and from that, the switching band The position of (201) is detected, and therefore the color of the color block (200) is also determined.

As an example, a plurality of contact switches 111 arranged in the groove 110 may have a specific number depending on the height, and since the number of the contact switch 111 is specified when the detection signal (S1) is generated, the corresponding contact switch ( The position of the switching band 201 overlapped with 111) can also be specified.

In addition, the contact switches 111 of different grooves 110 may be identified with distinct numbers. That is, all contact switches 111 may have their own unique numbers that specify the location of the groove 110 and the location inside the groove 110. In this way, when the arrangement of the contact switches 111 is specified by number, when one detection signal S1 is generated, the detection signal S1 is generated from the unique number of the contact switch 111 that generated the detection signal S1. The groove 110 and the position of the switching band 201 inside the groove 110 can be determined together.

Such examples are explained in more detail as follows. For example, in Figure 3, if the groove 110 into which the first color block (200a) is inserted is groove No. 1, and the contact switch 111a overlapped with the switching band 201 in groove No. 1 is switch No. 1, which is at the lowest position. , the corresponding contact switch (111a) may have a unique number 11. If switch 1 of all grooves 110 detects the switching band 201 at the lowest position in the drawing, and the color block 200a with the switching band 201 at the corresponding position is red, the contact switch 111a Through the detection signal S1 generated, it can be determined that a red color block has been inserted into the first groove on the left of FIG. 3.

Equally, if the groove 110 into which the second color block 200b is inserted is groove 2, and the contact switch 111b overlapped with the switching band 201 in groove 2 is switch 2, which is one level higher, The contact switch 111b may have a unique number 22. If the No. 2 switch of all grooves 110 detects the switching band 201 at a position one level higher, and the color block 200b with the switching band 201 at the corresponding position is blue, a contact switch 111b is created. Through one detection signal (S1), it can be determined that a blue color block has been inserted into the second groove on the left in FIG. 3.

In this way, the position and color of the groove 110 into which the third color block (200c) is inserted, and the position and color of the groove 110 into which the fourth color block (200d) is inserted, also overlap with the switching band 201. It can be determined from the detection signal S1 of the switches 111c and 111d.

Therefore, practically using the present invention, not only the colors of the color blocks (200a, 200b, 200c, 200d) inserted into the groove 110, but also the groove 110 into which each color block (200a, 200b, 200c, 200d) is inserted The position of can be determined, and it can also be determined that the color block has not been inserted from the groove 110 without the detection signal S1.

In this embodiment, the control module 400 can receive this detection signal (S1) and store the combination state of the groove 110 and the color block as data, and connect the smartphone (A) to the smart phone (A) through the data communication module 500. When connected, data can be directly transmitted to the learner app (600) mounted on the smartphone (A) or control operations instructed by the app can be performed. Hereinafter, the light emitting module 300 will be described in detail with reference to FIG. 4, and then the control module 400, data communication module 500, learner app 600, etc. will be described in more detail.

Figure 4 is an operational diagram showing the operation of the light emitting module of the block plate.

Referring to FIG. 4, the light emitting module 300 is disposed on the bottom 110b side of the groove 110. The light emitting module 300 emits light from the bottom 110b of the groove 110, but is obscured when a color block (see 200 in FIG. 2) is inserted into the groove 110. For example, when a light sensor, etc. is placed in the groove 110 and the light B of the light emitting module 300 is blocked by insertion of the color block 200, the operation of the light emitting module 300 is stopped. It is also possible.

For example, the light emitting module 300 may emit light through a hole 110c formed in the bottom 110b of the groove 110. The bottom 110b of the groove 110 is in contact with the end of the color block 200 (see FIG. 3). Some may be opened to form through holes 110c. The light emitting module 300 is disposed in a position overlapping with the through hole 110c on the bottom 102 side of the block plate 100 and can emit light B upward of the groove 110.

For example, the light emitting module 300 may be formed as a multicolor LED module capable of emitting light in at least one of three colors (three primary colors of light), and the color of the color block 200 can be expressed through a combination of colors. In addition, white light can be expressed through a combination of colors.

Accordingly, the light emitting module 300 can selectively emit light in one of the colors of the color block 200 to display the color of the color block 200 that matches the groove 110. The light emitting module 300 may also be given a different number for each groove 110, and a control signal (S2) is applied to the light emitting module 300, but each groove 110 emits light (B) of a different color to make a specific groove. The color block 200 that needs to be inserted into (110) can be informed to the user by the color of light (B).

In addition, it is possible to unify the light B emitted from the light emitting module 300 into white light to remove color information and inform the user only of the location of the groove 110 where the color block 200 will be inserted. By using the configuration of the light emitting module 300, the contact switch 111, and the switching band 201 described above, more active cognitive learning and improved learning effects can be provided to the user.

The light emitting module 300 is also connected to the control module 400 and can receive a control signal (S2), and on one side of the block plate 100, the light emitting module 300, control module 400, data communication module 500, etc. A power supply unit (not shown) that supplies power required for operation may be formed. The power unit can be formed by appropriately utilizing built-in power or external power.

Figure 5 is a block diagram showing how the cognitive learning tool of Figure 1 operates.

Referring to Figure 5, the control aspect of the present invention will be described in more detail. A cognitive learning block tool (see 1 in FIG. 1) according to an embodiment of the present invention includes a light emitting module (see 300 in FIG. 2) formed in each of a plurality of grooves (see 110 in FIGS. 1 and 2) and a plurality of contact switches. (see 111 in FIG. 2) and a control module 400, which is all connected, and a data communication module 500 that connects the control module 400 and the user's smartphone (see A in FIG. 1) by wire or wirelessly to enable data communication. ), and may further include a learner app 600 that is installed on the smartphone (A) and remotely linked to the control module 400 through data communication.

For example, the control module 400 may be configured as a module capable of receiving various signals, performing calculations, or applying signals. The control module 400 may include a computing device such as a microprocessor. The control module 400 may also include a memory device for signal storage. The control module 400 may process signals on its own using a built-in calculation function, but when it operates in conjunction with an external control program (e.g., app for learners), the signal transmitted to the control module 400 is transmitted to the control program. It may also be provided to be analyzed and processed.

For example, when the control module 400 is connected to the smartphone (A) through the data communication module 500 and linked with the learner app 600 installed on the smartphone (A), the above-described detection signal is connected to the learner app 600. It can be provided and analyzed at 600. Additionally, since the learner app 600 is remotely linked to the control module 400, it is also possible to transmit a control signal from the control module 400.

The data communication module 500 can connect the control module 400 and the user's smartphone (A) to enable data communication. The data communication module 500 may be a wireless communication module, for example, a Bluetooth module that directly connects the smartphone A and the control module 400 to enable data communication. The smartphone (A) may also have a built-in Bluetooth module. However, it is also possible to connect the smartphone (A) and the control module 400 through other connection methods such as Wi-Fi.

Since the control module 400 and the data communication module 500 can be composed of electronic devices mounted on a board, they can be placed using the internal or external space of the block board 100. By compactly forming the modules using an appropriate implementation method, they can be placed without difficulty even in the limited space of the block plate 100. The control module 400 may be connected to the contact switch 111 and the light emitting module 300 by wire.

The learner app 600 is a program installed on the smartphone (A). When the smartphone (A) and the control module 400 are remotely connected, it is linked with the control module 400 to control or touch the light emitting module 300. It is formed to receive a detection signal from the switch 111. The learner app 600 can be transformed into various forms as long as it is an app or program with such a remote control function.

Therefore, the user can receive information about the combination state of the color block (see 200 in FIG. 2) and the home 110 with the smartphone (A) on which the learner app 600 is installed, and the learner app 600 provides Various other analysis results can also be provided.

Additionally, it is possible to operate the light emitting module 300 by sending the control signal S2 to the light emitting module 300 through control by the learner app 600. The learner app 600 simultaneously controls the light emitting modules 300 formed in each of the plurality of grooves 110 to display the shapes and colors of the learning figures stored in the learner app 600 on a block board (see 100 in FIG. 1). can be displayed directly.

In addition, the learner app 600 performs an operation to compare the detection signal (S1) provided from the contact switch 111 of each of the plurality of grooves 110 and the shape and color of the learning figure stored in the learner app 600. Thus, it is possible to determine whether the shape and color of the learning figure matches the shape and color of the figure expressed on the block board 100 (see FIG. 7). The learner app 600 having these functions can be used to induce and assist cognitive learning in various ways, as will be described later. Hereinafter, this will be described in detail.

Figures 6 and 7 are usage diagrams illustrating the cognitive learning process using the learner app of Figure 5.

The learner app (see 600 in FIG. 5) is installed on the smartphone (A), but operates the control module (see 400 in FIG. 5) remotely through data communication and moves from the block board 100 to the control module 400. Various signals can also be received, analyzed, and processed. In addition, the learner app 600 stores various types of learning figures C, which can be output on the screen Aa of the smartphone A or displayed directly on the block board 100.

A user performing cognitive learning can run the learner app 600 pre-installed on his or her smartphone (A) and perform cognitive learning according to the guidance of the learner app 600. After starting, the learner app 600 can guide the user through the learning process through voice and screen. The user can enter the menu of the learner app 600 according to the instructions and load the learning shape (C) stored in the app, and the learning shape (C) may be presented through the automatic operation of the learner app 600.

As an example, as shown in FIG. 6, the learning figure (C) stored in the learner app 600 may be output through the smartphone (A) screen (Aa) or directly on the block board 100. Both can be done in parallel. In cases where the user cannot easily recognize the shape output through the screen Aa, outputting the shape through the block board 100 can be of great help to the user's cognitive learning.

The figure output through the block plate 100 may be formed by light emitted through the groove 110. That is, the above-mentioned light emitting module (see 300 in FIG. 4) is controlled by the command of the learner app 600 to emit light from each groove 110 in exactly the same form as the learning figure (C) displayed on the screen (Aa). You can. As a result, as shown in FIG. 6, a light emitting area (D) in which grooves 110 emitting light in the same shape as the learning figure (C) are gathered can be formed in the block plate 100.

Therefore, the user can express a shape by directly inserting a color block (see 200 in FIGS. 1 and 3) into the groove 110 of the light emitting area (D). As described above, the light-emitting module 300 is capable of expressing the colors of the color blocks 200, so users who do not yet have sufficient cognitive ability can adjust the light-emitting color to induce insertion of the color blocks 200.

In addition, as described later, the learner app 600 compares the learning shape (C) and the detected shape (see E in FIG. 7) from the detection signal of the contact switch 111 placed inside the home 110 to create a color block. Since the insertion accuracy of (200) can be determined, once the user becomes familiar with it, the difficulty can be adjusted by unifying the emission color to white, etc. and presenting only the shape of the figure to the user. In that way, the effectiveness of the user's cognitive learning can be improved. When the user becomes familiar again, the light emission of the block board 100 can be completely removed, and the learning figure (C) can be presented only through the screen (Aa) of the smartphone (A).

Referring to FIG. 7, the lower the cognitive ability of a user, the higher the probability of inserting an incorrect color block into the groove 110. Therefore, a user undergoing cognitive learning may represent at least part of the shape incorrectly. For example, in a figure expressed by a user inserting color blocks, a correctly combined color block 200-1 and an incorrectly combined color block 200-2 may coexist, as shown in FIG. 7.

The learner app 600 is linked with the above-described control module (see 400 in FIG. 5) to receive the detection signal (see S1 in FIG. 3) of the contact switch 111 and compare and analyze it with the stored learning figure (C). You can. As described above, the shape and color of the figure actually expressed on the block board 100 are determined by the detection signal of the contact switch (see 111 in FIG. 5), so the accuracy of the figure expressed by the user and the achievement of cognitive learning related thereto Data can be created and accumulated.

For example, in the learner app 600, comparative analysis can be performed through matching between a detected shape (E) generated by processing a detection signal and a stored learning shape (C). Therefore, the position of the color block 200-2 incorrectly combined on the block board 100 is accurately determined, and the error with the presented learning figure C is calculated to determine the achievement level of the trial (expressing the figure with color blocks) For example, the degree of error in a shape can be displayed as a percentage or displayed as a picture to make it easier for users to understand. In addition, by accumulating this data, it is possible to show the user's cognitive learning results by informing them of achievement and changes over a period of time. In addition, based on these data, it is possible to strengthen the user's cognitive stimulation and increase the learning effect by adjusting the difficulty of cognitive learning step by step or providing more difficult shapes according to the learning time. do.

In this way, the color and combination position of the color block (see 200 in FIG. 1) are automatically determined, converted into data, and linked with the learner app 600, thereby improving the quality of cognitive learning and improving learning effectiveness. .

Although embodiments of the present invention have been described above with reference to the attached drawings, those skilled in the art will understand that the present invention can be implemented in other specific forms without changing its technical idea or essential features. You will be able to understand it. Therefore, the embodiments described above should be understood in all respects as illustrative and not restrictive.

1: Block teaching tool for cognitive learning 100: Block board
101: Top of block plate 102: Bottom of block plate
110: Home 110a: Inside
110b: bottom 110c: through hole
111, 111a, 111b, 1111c, 111d: contact switch
1111: Protruded button
120: Organizer 121: Stick
200, 200a, 200b, 200c, 200d: color block
200-1: Matched color blocks
200-2: Incorrectly combined color blocks
201: switching band 300: light emitting module
400: Control module 500: Data communication module
600: Learner app A: Smartphone
Aa: Smartphone screen S1: Detection signal
S2: Control signal B: Light
C: Shape for learning D: Emitting area
E: Detected shape

Claims (10)

It includes a block board with a plurality of grooves at different positions regularly drilled, and a plurality of color blocks that can be inserted into the grooves, and the shape and color of a given figure is formed by selectively combining the grooves and the color blocks. In the cognitive learning block tool that can be expressed in,
A plurality of contact switches arranged on the inner surface of the groove in the same number as the number of colors of the color blocks; and
It is formed in a strip shape on the outer surface of the color block and overlaps with any one of the plurality of contact switches, further comprising a switching band whose position varies depending on the color of the color block,
The switching band is formed with a recessed groove on the outer surface of the color block, and the contact switch includes a protruding button that elastically protrudes from an end and is inserted into the indented groove, and the protruding button elastically performs the switching. The color block is fixed by hanging on the band,
The plurality of contact switches are continuously arranged along the longitudinal direction of the groove, and the switching bands are spaced differently from the ends of the color blocks depending on the color of the color blocks,
All contact switches have a unique number that specifies the location of the groove and the height of the inside of the groove. When a detection signal is generated, the unique number determines the groove in which the detection signal was generated and the switching band inside the groove. A block teaching tool for cognitive learning in which the groove into which the color block is inserted and the color of the color block are automatically determined by determining the position together. delete According to paragraph 1,
Among the plurality of contact switches, one that overlaps the switching band generates a detection signal, and the rest that do not overlap the switching band all generate a non-detection signal that is an inverse signal of the detection signal, and the detection signal is A block aid for cognitive learning that is the on or off signal of a contact switch. delete delete According to paragraph 1,
A block teaching aid for cognitive learning further comprising a light-emitting module that emits light at the bottom of the groove and is obscured when the color block is inserted into the groove. According to clause 6,
The light-emitting module is a block aid for cognitive learning that selectively emits light in one of the colors of the color blocks to display the color of the color block matching the groove. In clause 7,
A control module connected to both the light emitting module and the plurality of contact switches formed in each of the plurality of grooves,
A data communication module that connects the control module and the user's smartphone wired or wirelessly to enable data communication, and
A block aid for cognitive learning that is installed on the smartphone and further includes a learner app configured to remotely interact with the control module through data communication to control the light emitting module or receive a detection signal from the contact switch. According to clause 8,
The learner app is a cognitive learning block tool that simultaneously controls the light-emitting modules formed in each of the plurality of grooves to directly display the shape and color of the learning figure stored in the learner app on the block board. According to clause 8,
The learner app compares the detection signal provided from the contact switch of each of the plurality of grooves with the shape and color of the learning figure stored in the learner app, and displays the shape and color of the learning figure and the block plate. A cognitive learning block tool that determines whether the shape and color of the expressed shapes match.

Images