EP3867894A1 - Interactive artificial intelligence controlled education system - Google Patents
Interactive artificial intelligence controlled education systemInfo
- Publication number
- EP3867894A1 EP3867894A1 EP19797854.7A EP19797854A EP3867894A1 EP 3867894 A1 EP3867894 A1 EP 3867894A1 EP 19797854 A EP19797854 A EP 19797854A EP 3867894 A1 EP3867894 A1 EP 3867894A1
- Authority
- EP
- European Patent Office
- Prior art keywords
- child
- artificial intelligence
- children
- detection
- education
- Prior art date
- Legal status (The legal status is an assumption and is not a legal conclusion. Google has not performed a legal analysis and makes no representation as to the accuracy of the status listed.)
- Pending
Links
Classifications
-
- G—PHYSICS
- G09—EDUCATION; CRYPTOGRAPHY; DISPLAY; ADVERTISING; SEALS
- G09B—EDUCATIONAL OR DEMONSTRATION APPLIANCES; APPLIANCES FOR TEACHING, OR COMMUNICATING WITH, THE BLIND, DEAF OR MUTE; MODELS; PLANETARIA; GLOBES; MAPS; DIAGRAMS
- G09B5/00—Electrically-operated educational appliances
- G09B5/06—Electrically-operated educational appliances with both visual and audible presentation of the material to be studied
Definitions
- This invention relates to an interactive artificial intelligence controlled education system based on acting of cartoon characters according to scenarios provided to them depending on detection of speeches and movements of children with artificial intelligence as a support for children with autism, attention deficit, hyperactivity disorder, development retardation or psychological and neurological problems requiring special support for normal development.
- the invention relates to cartoon characters liked by children with attention deficit or concentration problem.
- this invention was devised to provide the children with the related education under control of an interactive artificial intelligence with cartoon characters liked by children.
- Autism is a communication problem.
- 3 years of age is an age in which autism problem is manifested clearly.
- An education initiated at the age of 3 is a nonnal treatment procedure.
- An education initiated before the age of 3 is an early treatment procedure, and is highly successful.
- Instructors become pleased, and cheerful. They show the children their happiness. The child likes it, and starts to observe his/her environment even if just a bit. For experiencing the same cheer again. This is a crack on the bell jar, and is valuable. With patience, instructors attempt to break up the bell jar and enable the child to communicate with the external world. A year passes by, and the child is no longer isolated from the external world, and is capable of communication. However, despite physically being 4 years old, he/she is mentally 3 years old.
- the education thereafter is for catching up peers of the child.
- These educations may be used for advanced and beginner level autism.
- Sphere of influence of the education is not only limited to autism. It may be easily used for children with development retardation, attention deficit, hyperactivity and similar yet different problems. Moreover, it may also be used for educations of healthy children with no problem with ease as well.
- FIG. 1 Various cartoon characters consisting of models placed onto a skeleton.
- FIG. 3 Visual of the detection of finger and hand movement and movements such as clapping of a child with OpenCv.
- Fig. 4 Scenario flow diagram in which a cartoon character waits for watching by a child while singing, and then attendance of the child with his/her movements.
- Fig. 5 Scenario flow diagram in which a child is expected to follow when a cartoon character speaks or moves, and in case of not following the child is stimulated by calling for his/her name.
- Fig. 6 Scenario flow diagram in which a child is expected to look and finger-point an object named by a cartoon character.
- Fig. 7 Scenario flow diagram in which a cartoon character tells a story, and a child is expected to answer questions such who, what, where, how, why and what happened relating to the story.
- Fig. 8 Scenario flow diagram in which a cartoon character asks questions relating to self-care, social skills and various skills, and a child is expected to answer the same.
- Fig. 9 Scenario flow diagram in which a child is expected to recognize concepts, and to answer questions asked by a cartoon character relating to the larger one or shorter one with respect to two glass shown.
- Fig. 10 Scenario flow diagram relating to action recognition skill.
- Fig. 11 Scenario flow diagram relating to action recognition and imitation skill.
- Fig. 12 Scenario flow diagram in which a child is expected to react to educaities.
- Fig. 13 Scenario flow diagram in which a cartoon character says hallo or claps and expects correspondence from a child by saying hallo back and clapping back.
- 9 - Device such as computer, tablet, telephone, etc. providing education fitted with microphone, camera and loudspeaker.
- the components such as movements of the cartoon character (1), environment of the cartoon and background are controlled with the systems of the invention.
- These cartoon characters (1) consists of 2 basic components: the skeleton (2) and the model (3).
- the skeleton (2) consists of joints just like a human skeleton, and animations of the cartoon characters (1) are enabled with movements of these joints.
- the model (3) is like a clothed cartoon character (1) placed onto the skeleton (2), and comprises body and clothing components of the skeleton (2).
- the model (3) technically consists of polygons. Thanks to this polygon structure, a 3 -dimensional visuality skill is enabled.
- the cartoon characters (1) are each a model (3), and placed onto the skeleton (2) (Fig. 1). Movements are designed on the skeleton (2).
- the model (3) on the skeleton (2) moves upon the movement of the skeleton (2).
- Different models (3) can be placed onto a skeleton (2). For example, if a waving skeleton (2) movement is designed and a Pepe model is placed thereon, Pepe waves; and if a Spiderman model is placed thereon, Spiderman waves.
- the cartoon characters (1) in the application is in an interactive communication with the child (4).
- the cartoon characters determine their movements in accordance with speeches and movements of the child.
- the speeches and movements of the child (4) are detected with the artificial intelligence (5).
- the voice processing, voice recognition and similar libraries of the system and the cloud and similar utilities providing this service are used for the speech detection (7).
- the related voice processing, voice recognition libraries and the cloud and similar utilities providing this service interact with the microphone of the device (9) such as computer, tablet, telephone, etc. providing communication fitted with microphone, camera and loudspeaker executing the program, and interpret the incoming voices.
- the words desired to be caught are entered into the voice processing, voice recognition libraries and the cloud and similar utilities as a data.
- the program executes an operation depending on the word upon articulation of any of the related words.
- the application detects the movements of the children along with the speech.
- the image processing, image recognition and similar libraries of the system and the cloud and similar utilities providing this service are used for the movement detection (8) (Fig. 2).
- the system comprises a number of libraries based on image processing. Face and eye detection may be performed with the image processing, image recognition and similar libraries and the cloud and similar utilities providing this service, thusly it is detected that the child is in front of the application and in communication with the same.
- the detection of objects such as hand and finger as well as detection of movements (8) such as bouncing and clapping may be realized with the image processing, image recognition and similar libraries and the cloud and similar utilities providing this service (Fig. 3).
- the application is based on acting of the cartoon characters (1) according to scenarios (6) provided to them depending on the speech detection (7) and the movement detection (8) of children (4) with the artificial intelligence (5).
- Scenario (6) flow diagram in which the cartoon character (1) says hallo or claps, and expects correspondence from the child (4) by saying hallo back and clapping back (Fig. 13).
- the child (4) is expected to clap.
- Education of children with autism (4) may be divided into various levels from the beginner level to the treatment completion level (Each level comprises harder practices and exercises depending on the basis of a previous level).
- the child (4) can communicate and fulfill basic commands. Looking of the child (4) upon calling for his/her name is one of the first operations (Fig. 5). The child (4) is given simple commands such as "Come here", and the child (4) is expected to fulfill these commands. It is expected to sing songs, play games and participation of the child (4) into these games (Fig. 4). Games such as quoits, finger plays and games such as Ring a ring of roses are played; and the child (4) is expected to initially watch these games and then participate in them. In this level, the aim to provide the child (4) with the ability to communicate with the external world. It is highly important to make eye contact with the child (4) while talking. It is attempted to make eye contact while playing. The game is paused in case the child (4) loses eye contact, and is resumed after enabling the eye contact again. It is aimed for the child to speak simple words such as mom, dad and food.
- the child (4) is expected to eat on his/her own, unclothe without help, wash his/her hands and face with help, brush his/her teeth with help, meet toilet requirements with help, be able to walk on a flat line, be able to bounce on a single foot, and hit a ball onto the ground and hold it back.
- the child can discharge liquids from a vessel into another vessel.
- the child can form various shapes with a soft material.
- the child (4) is expected to distinguish and choose the desired one among a number of cards or objects. Objects in the house or around are recognized. Concepts are learned such as big, small, and long and short (Fig. 9). The concept of contrast is learned. Colors are learned. Classifications are learned such as "Which one is a food?" or "Which one is a toy?". The child is expected to answer questions such as "Is it eatable?" or "Is it sweet?". Distinguishing is learned with questions such as "Which ones are eatable among the pictures on the table?" The child is expected to count from 1 to 10, and be able to choose pictures with the same or different components. The child completes a 4-piece puzzle.
- Fie/she recognizes body parts such as nose and mouth. He/she recognizes emotions such as sadness and happiness. He/she answers questions such as "who, what, when" relating to a story. He/she uses subjects and verbs during speech. He/she uses pronouns during speech. He/she knows the concept of plurality. He/she answers questions asked relating to his/her daily routine. He/she can explain 2 successive events in the order of occurrence. He/she distinguishes front and rear portions of clothes. He/she collects his/her belongings. He/she participates in group plays. He/she gets in line, and waits for his/her turn. He/she shares his/her belongings. He/she asks for permission from elderlies.
- the child is expected to answer questions relating to the functions of objects.
- the children (4) are expected to explain a scenario with sentences on showing pictured cards ranked in line with the scenario (6).
- the child answers questions such as "why, how, who"; he/she can fulfill 3- or 4-consecutive directives (go to the closet, get the pencil, leave it onto the table, etc.).
- He/she answers questions relating to short and simple stories speaks with minimal voice mistakes, talks about his/her experiences. He/she knows materials of some objects. He/she distinguishes objects with different textures. He/she forms a link between objects and numbers. He/she matches objects groups with the same number. He/she forms a whole by combining two halves.
- He/she fulfills directives relating to a location in a room. He/she explains events in the order of occurrence. He/she answers questions relating to an object, a person or objects seen. He/she forms a story from the pictures shown and answers questions comprising cause and effect relation. He/she knows the differences (high, deep, high-pitched) in voices.
- the child (4) is expected to express his/her wishes. He/she shows their emotions. He/she understands emotions of other people. He/she abides by the rules of ruled games. He/she explains rules of a game to another person. He/she directs games and his/her friends. He/she fulfills an undertaken responsibility. He/she adopts a target, and directs his/her behaviors accordingly. He/she animates a certain event or situation. He/she uses unique ways to express himself/herself. He/she stands up for his/her rights. He/she explains his/her daily experiences. He/she uses a verb complying with a subject in a sentence. He/she asks for meanings of new and unknown words.
- the children (4) are expected to use their reasoning skills (Fig. 10). They are expected to share their opinions about stories. The children (4) notice contrasts and educaities embedded into the stories (like going swimming in winter) (Fig. 12). They answer questions such as "What do you see, what do you hear, or what is here?" Questions such as "How do you think it will happen? are answered, and commented. Details not provided in the stories are predicted with reasoning (it is cold if he is overdressed). They are expected to go by circumstances (such as asking for an umbrella if it is rainy).
Landscapes
- Engineering & Computer Science (AREA)
- Business, Economics & Management (AREA)
- Physics & Mathematics (AREA)
- Educational Administration (AREA)
- Educational Technology (AREA)
- General Physics & Mathematics (AREA)
- Theoretical Computer Science (AREA)
- Electrically Operated Instructional Devices (AREA)
Abstract
Description
Claims
Applications Claiming Priority (2)
Application Number | Priority Date | Filing Date | Title |
---|---|---|---|
TR2019/02975A TR201902975A2 (en) | 2019-02-27 | 2019-02-27 | INTERACTIVE ARTIFICIAL INTELLIGENCE CONTROLLED EDUCATION SYSTEM |
PCT/TR2019/000059 WO2020176045A1 (en) | 2019-02-27 | 2019-09-16 | Interactive artificial intelligence controlled education system. |
Publications (1)
Publication Number | Publication Date |
---|---|
EP3867894A1 true EP3867894A1 (en) | 2021-08-25 |
Family
ID=68426798
Family Applications (1)
Application Number | Title | Priority Date | Filing Date |
---|---|---|---|
EP19797854.7A Pending EP3867894A1 (en) | 2019-02-27 | 2019-09-16 | Interactive artificial intelligence controlled education system |
Country Status (3)
Country | Link |
---|---|
EP (1) | EP3867894A1 (en) |
TR (1) | TR201902975A2 (en) |
WO (1) | WO2020176045A1 (en) |
Family Cites Families (4)
Publication number | Priority date | Publication date | Assignee | Title |
---|---|---|---|---|
US6517351B2 (en) * | 1998-02-18 | 2003-02-11 | Donald Spector | Virtual learning environment for children |
US8202094B2 (en) * | 1998-02-18 | 2012-06-19 | Radmila Solutions, L.L.C. | System and method for training users with audible answers to spoken questions |
WO2011115727A1 (en) * | 2010-03-18 | 2011-09-22 | Ohm Technologies Llc | Method and apparatus for training brain development disorders |
CN107274466A (en) * | 2017-05-31 | 2017-10-20 | 珠海金山网络游戏科技有限公司 | The methods, devices and systems that a kind of real-time double is caught |
-
2019
- 2019-02-27 TR TR2019/02975A patent/TR201902975A2/en unknown
- 2019-09-16 EP EP19797854.7A patent/EP3867894A1/en active Pending
- 2019-09-16 WO PCT/TR2019/000059 patent/WO2020176045A1/en unknown
Also Published As
Publication number | Publication date |
---|---|
WO2020176045A1 (en) | 2020-09-03 |
TR201902975A2 (en) | 2020-09-21 |
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