WO2019090479A1 - 一种互动型视频授课方法及*** - Google Patents
一种互动型视频授课方法及*** Download PDFInfo
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- WO2019090479A1 WO2019090479A1 PCT/CN2017/109740 CN2017109740W WO2019090479A1 WO 2019090479 A1 WO2019090479 A1 WO 2019090479A1 CN 2017109740 W CN2017109740 W CN 2017109740W WO 2019090479 A1 WO2019090479 A1 WO 2019090479A1
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- 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
- G09B5/08—Electrically-operated educational appliances providing for individual presentation of information to a plurality of student stations
- G09B5/14—Electrically-operated educational appliances providing for individual presentation of information to a plurality of student stations with provision for individual teacher-student communication
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- H—ELECTRICITY
- H04—ELECTRIC COMMUNICATION TECHNIQUE
- H04N—PICTORIAL COMMUNICATION, e.g. TELEVISION
- H04N21/00—Selective content distribution, e.g. interactive television or video on demand [VOD]
- H04N21/40—Client devices specifically adapted for the reception of or interaction with content, e.g. set-top-box [STB]; Operations thereof
- H04N21/47—End-user applications
- H04N21/472—End-user interface for requesting content, additional data or services; End-user interface for interacting with content, e.g. for content reservation or setting reminders, for requesting event notification, for manipulating displayed content
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- H—ELECTRICITY
- H04—ELECTRIC COMMUNICATION TECHNIQUE
- H04N—PICTORIAL COMMUNICATION, e.g. TELEVISION
- H04N21/00—Selective content distribution, e.g. interactive television or video on demand [VOD]
- H04N21/80—Generation or processing of content or additional data by content creator independently of the distribution process; Content per se
- H04N21/83—Generation or processing of protective or descriptive data associated with content; Content structuring
- H04N21/845—Structuring of content, e.g. decomposing content into time segments
Definitions
- the present invention relates to the field of Internet of Things technologies, and in particular, to an interactive video teaching method and system.
- the object of the present invention is to provide an interactive video teaching method and system for improving the existing online and offline education modes that rely too much on teacher resources and cannot fundamentally solve the problem of equal distribution of educational resources.
- An embodiment of the present invention provides an interactive video teaching method, which specifically includes: dividing a target instruction video into a plurality of video segments, wherein each video segment includes a complete semantic meaning, and marking between each two adjacent video segments There is a trigger node; during the process of playing the lecture video, the activity of monitoring whether the student has a question occurs; when the activity of the student's question is detected, the control lecture video is suspended at the subsequent trigger node closest to the currently played video clip. Playing and triggering a process of processing the student's questioning activity; at the end of the process of processing the student's questioning activity, the control lecture video continues to play the next video segment from the subsequent triggering node.
- An embodiment of the present invention provides another interactive video teaching method, which specifically includes: dividing a target instruction video into a plurality of video segments, wherein each video segment includes a complete semantic meaning, between each two adjacent video segments. Marking a trigger node; setting a mechanism for triggering a video about the teacher questioning link to be played at a part of the triggering node; playing the associated triggering node when the target taught video is played to the triggering node provided with the above mechanism A video about the teacher's questioning session is used to ask the student; the student's response activity to the question is monitored, and the corresponding response activity is triggered according to the monitoring result.
- An embodiment of the present invention provides an interactive video teaching system, the system including a main control device, wherein the main control device includes: a memory; a processor; and an interactive video teaching device, wherein the interactive video teaching device is installed on
- the memory includes one or more software function modules executed by the processor, and the interactive teaching device comprises: a segmentation module configured to divide the target lecture video into a plurality of video segments, wherein each video segment includes a complete semantic meaning , each two adjacent video segments are marked with a trigger node; the monitoring module is configured to play the lecture During the frequency process, the monitoring activity of the student questioning occurs; the first control module is configured to control the lecture video to be suspended at the subsequent trigger node closest to the currently played video segment when the activity of the student questioning occurs. Playing, and triggering a process of processing the activity of the student's question; the second control module is configured to control the instructional video to continue playing the next video from the subsequent triggering node at the end of the process of processing the student's questioning activity Fragment.
- the embodiment of the present invention provides another interactive video teaching system, which includes a main control device, wherein the main control device includes: a memory; a processor; and an interactive video teaching device, wherein the interactive video teaching device is installed on And comprising: one or more software function modules executed by the processor, the apparatus comprising: a segmentation module configured to divide the target lecture video into a plurality of video segments, wherein each video segment includes a complete semantic meaning, each A trigger node is marked between two adjacent video segments; a mechanism setting module is configured to set, at a part of the trigger node, a mechanism for triggering a video about the teacher questioning session to be played; the first control module is configured to be taught as a target When the video is played to the trigger node where the above mechanism is set, the video related to the teacher questioning link associated with the current trigger node is played to ask the student to ask questions; and the second control module is configured to solve the problem for the student.
- the response activity is monitored, and the trigger phase is controlled according to the monitoring result.
- the interactive video teaching method and system provided by the embodiment of the present invention segments a pre-made video course and sets a trigger node between the segment and the segment for triggering the interaction process during subsequent use.
- the control video is paused after the trigger node that is followed by the lecture, and the process of processing the student's question is triggered to satisfy the student initiative.
- Interactive needs At least a part of the trigger nodes are provided with a mechanism for triggering a video about the teacher's question being played to meet the needs of the student's passive interaction.
- this approach and system provides a new online education model that is low-cost, highly interactive, reproducible, and capable of being upgraded on demand, with a certain range of popularity.
- This new educational model can significantly alleviate or even completely solve the current imbalance in the distribution of educational resources.
- FIG. 1 is a block diagram of an interactive video teaching system according to an embodiment of the present invention.
- FIG. 2 is a schematic block diagram of a main control device according to an embodiment of the present invention.
- FIG. 3 is a flowchart of an interactive video teaching method according to an embodiment of the present invention.
- step S105 shown in FIG. 3 according to an embodiment of the present invention
- FIG. 5 is a flowchart of another interactive video teaching method according to an embodiment of the present invention.
- 6A is a statistical data of a student's classroom performance obtained by statistically obtained in an example according to an embodiment of the present invention.
- Figure 6B is personal information associated with the student of Figure 6A;
- FIG. 7 is another interactive video teaching method according to an embodiment of the present invention.
- FIG. 8 is another interactive video teaching method based on the method shown in FIG. 7 according to an embodiment of the present invention.
- FIG. 9 is a block diagram of an interactive video teaching device according to an embodiment of the present invention.
- FIG. 10 is another interactive video teaching device based on the device shown in FIG. 9 according to an embodiment of the present invention.
- FIG. 11 is a block diagram of another interactive video teaching apparatus different from the apparatus shown in FIG. 9 and FIG. 10 according to an embodiment of the present invention.
- Icons 100-interactive video lecture system; 110-master control device; 120-first response device; 130-second response device; 112-memory; 114-processor; 116-interactive video lecture device; 1162, 1602 - segment division module; 1164 - listening module; 1166 - first control module; 1168 - second control module; 1170 - progress monitoring module; 1172 - fifth control module; 1174, 1604 - mechanism setting module; 1176, 1606 - Three control modules; 1178, 1608 - fourth control module; 1180 - labeling module; 1182 - monitoring module.
- FIG. 1 is a block diagram of an interactive video teaching system 100 according to an embodiment of the present invention.
- the interactive video teaching system 100 includes a main control device 110, a first response device 120, and a second response device 130.
- the first response device 120 and the second response device 130 are communicatively coupled to the main control device 110, respectively.
- the first response device 120 can be configured to send a response signal to the main control device 110 in response to the student's operation.
- the second response device 130 can be used to monitor the student's attendance status.
- FIG. 2 is a schematic block diagram of a main control device 110 according to an embodiment of the present invention.
- the main control device 110 includes a memory 112, a processor 114, and an interactive video conferencing device 116.
- the memory 112 and the processor 114 are electrically connected directly or indirectly to implement data transmission or interaction.
- the interactive video conferencing device 116 includes at least one software functional module that can be stored in the memory 112 or in the operating system of the main control device 110 in the form of software or firmware.
- the processor 114 is configured to execute executable modules stored in the memory 112, such as interactive video.
- the teaching function 116 includes a software function module or a computer program.
- FIG. 3 is a flowchart of an interactive video teaching method according to an embodiment of the present invention.
- the application scenario of the method can be a classroom or a place similar to the classroom for collective classes (also can be used for personal one-to-one or one-to-many online teaching).
- the method illustrated in the figure can be applied to the interactive video lecture system 100 shown in FIG. 1. It is to be understood that the order of execution of the steps in the method provided by the present embodiment is not limited by the specific order shown in FIG. 3 or the following.
- step S101 the target lecture video is divided into several video segments.
- the pre-made lecture video may be divided into a plurality of video clips according to, for example, a voice group.
- Each video segment contains a complete semantic meaning, and a trigger node is marked between every two adjacent video segments.
- all the trigger nodes located after the video segment are referred to as the subsequent trigger nodes of the video segment, and all the trigger nodes located before the video segment are referred to as the preamble trigger of the video segment. node.
- step S103 during the process of playing the lecture video, it is monitored whether an activity of the student's question occurs.
- each student may be equipped with a first response device 120.
- the first response device 120 can issue a first signal in response to a predetermined operation of the student.
- the first response device 120 may be a smart stick mounted with a device capable of sensing an angle change, such as a gyroscope, or may provide a signal by means of video recognition.
- the smart stick may emit the first signal when the angle of inclination of the smart stick relative to a horizontal plane based on, for example, a desk surface, exceeds a predetermined angle under the operation of the student.
- the preset angle may be, but not limited to, 60 degrees.
- the main control device 110 monitors the first signal, it is determined that the activity of the student questioning occurs; when the main control device 110 listens to the plurality of the first signals, it is determined that the activity of the plurality of student questions occurs; when the main control device 110 When the first signal described above is not monitored, it is determined that an activity without a student's question occurs.
- step S105 when the activity of the student's question is detected, the control lecture video is paused at the subsequent trigger node closest to the currently played video segment, and the process of processing the student's questioned activity is triggered.
- the control lecture video pauses playing when the current video clip is played, and triggers a process of processing the student's questioned activity.
- the main control device 110 may also first determine whether there are multiple student questioning actions, and if there are multiple student questioning actions, determine the order of processing the multiple actions. Then, the actions of the plurality of students are processed in accordance with the determined order.
- the main control device 110 listens to the plurality of first signals, it may be determined that an activity of multiple student questions occurs, in which case the processing order may be determined according to the chronological order of the received plurality of first signals. Successive.
- the process of processing the activity asked by each student may include the following sub-steps.
- Sub-step S51 determining the personal information and location information of the student who is questioning.
- the first response device 120 provided for each student may have a unique device identifier, and the unique device identifier of each first response device 120 is pre-established in association with the corresponding student personal information and student seat information.
- the first signal sent by the first response device 120 in response to the preset operation of the student includes the unique device identifier of the first response device 120.
- the student personal information and the student seat information may be associated in the system of the main control device 110 according to the pre-provided classroom seat map, and then the unique device identifier of the first response device 120 is The student's personal information is associated so that the unique device identification for each first responding device 120 is pre-established in association with the corresponding student personal information and student seat information.
- the unique device identifier of the first device may be obtained from the received first signal, and then determined according to the relationship between the obtained unique device identifier and the student personal information and the student seat information. The personal information and location information of the student who asked the question.
- an electronic tag may be provided on each student's desk, and the location information of the desk is written in the electronic tag.
- the first response device 120 is provided with a radio frequency reader capable of reading the electronic tag, so that the first signal includes position information of the desk read from the electronic tag by the radio frequency reader.
- the main control device 110 monitors the first signal, the unique device identifier of the first responding device 120 and the location information of the desk can be obtained from the received first signal (the location information of the desk is obtained can be understood as equivalent to The student's seat information is obtained, and then the personal information of the student who is questioning is determined according to the relationship between the unique device identification and the student's personal information.
- the position information of the student can also be determined by monitoring the position of the sound source of the voice answered by the student by means of indoor sound source localization. This technique is especially suitable for situations where the student's location may move.
- Sub-step S52 The video having the orientation of the teacher's station matching the position information of the student is retrieved according to the determination result to indicate that the student starts to ask questions.
- a database containing a number of interactive videos is stored in the system of the main control device 110.
- the main control device 110 can retrieve the video of the corresponding teacher station orientation according to the location information of the student to indicate that the student starts to ask questions. It is also possible to embed the pronunciation of the student's name into the voice environment to embed the voice of the student's name when playing the video.
- Step S53 Identify the student's question.
- the student's question is identified as speech recognition.
- Step S54 matching the recognition result with the problem in the pre-established problem database, and according to the matching result Controls playing a video about the content that answers the question, or plays a video about content that cannot answer the question.
- the process of controlling the playback of the corresponding video according to the matching result may be as follows.
- the maximum matching value in the matching result is obtained.
- the maximum matching value is greater than or equal to the first preset threshold such as 90%
- the target problem corresponding to the maximum matching value in the question database is determined, and the video for playing the content for answering the target question is controlled.
- the maximum matching value is smaller than the first preset threshold and greater than the second preset threshold, such as 50%
- the target question corresponding to the maximum matching value in the question database is played in a video or voice manner to determine the played according to the student's reply. Whether the question is consistent with the question raised by the student.
- the video for answering the target question is controlled to be played. If it is determined that the two are inconsistent according to the student's reply, then control to play a video about the content that cannot answer the question raised by the student, for example, "I can't answer this question now, and the church helps the church to help you.”
- control plays a video about the content that cannot answer the question, and the student's question can be added to the question database and marked as pending, waiting for the administrator to input the answer .
- Step S107 at the end of the process of processing the activity of the student's question, the control lecture video starts to play the next video segment from the subsequent trigger node.
- a video about the content asking the student whether to solve his or her question is played. Then, listen to the student's answer. If a positive answer is heard, it can be understood that the process of processing the student's questioned activity ends, so that the target lecture video can be controlled to continue playing the next video clip from the above-mentioned subsequent trigger node. If a negative answer is heard, control plays a video about the content that cannot answer the question, and then controls the target lecture video to continue playing the next video clip from the subsequent trigger node.
- the main control device 110 can monitor the progress of the broadcast of the lecture video.
- the progress of the target lecture video can be monitored at a preset monitoring node.
- the monitoring node is not necessarily the above-mentioned trigger node.
- the monitoring node can be placed anywhere in the video.
- the course progress monitoring may be performed first to determine whether to continue the subsequent interaction process according to the monitoring result. If the monitoring result is that the course progress lags more than the preset duration, such as 120 seconds, you can play a video about the content of the questions under the class, and at the same time indicate that the student's course time is insufficient, and the questions can be left to be answered by the assistants.
- the preset duration such as 120 seconds
- each video segment may be marked with a corresponding special according to the content of the video segment. Note label. Then, the student's concentration is monitored, and when the current state of concentration of the student is monitored and the currently-played video clip is not consistent with the labeled focus label and the current focus state lasts longer than the preset duration, the student is remind.
- the concentration label may include, but is not limited to, the following three types: a label that reads or calculates at a low head; a label that pays attention to the video; and a label that does not require the requirement.
- the concentration of the student can be monitored by the second response device 130.
- the second response device 130 can be, but is not limited to, smart 3D glasses.
- the second response device 130 can obtain the personal information of the student by performing Bluetooth matching with the first response device 120.
- 3D glasses equipped with electronic switches for each student enable students to see stereoscopic images of the lecture videos and increase student participation.
- 3D glasses can be equipped with devices such as balance sensors, microphones, and headphones.
- the main control device 110 can The student is individually alerted by controlling the buzzer in the student's 3D glasses.
- the microphone can help collect voice information and increase the accuracy of voice recognition.
- FIG. 5 is a flowchart of another interactive video teaching method according to an embodiment of the present invention. Different from the method shown in FIG. 3, the method of the embodiment further includes the following steps.
- step S201 a mechanism for triggering the video about the teacher questioning link to be played is set at a part of the triggering node.
- 3-5 teacher question interaction links may be set in the instruction video corresponding to the content of one class hour, that is, the trigger mechanism may be set at 3-5 trigger nodes.
- Step S203 when the target lecture video is played to the trigger node where the mechanism is set, control to play a video about the teacher question link associated with the current trigger node to ask the student.
- the corresponding challenge video at different trigger nodes is usually different.
- the main controller Before controlling the playing of the question video, the main controller can pre-determine whether the question to be asked in the current question video has been questioned in the class time, and if so, directly skip the current teacher questioning link.
- Step S205 Listening to the student's response activity regarding the question raised, and controlling the corresponding process of processing the response activity according to the monitoring result control.
- the first response device 120 can issue a second signal in response to the student's operation.
- the responsive activity can include an activity by the student to issue a second signal in response to the question being raised by the first responding device 120.
- the first signal and the second signal may, but need not, include an identifier for distinguishing the two, so that the main control device 110 distinguishes between the activity of the student questioning and the response activity described above. Therefore, the difference between the two operations of triggering the first signal and the second signal for the triggering of the first responding device 120 can be determined by the system according to different scenarios.
- the association with the student's personal information and location information can be realized, and the specific party for the association can be realized.
- the method can be operated by referring to the above-mentioned first signal in association with the student's personal information and location information. Therefore, the main control device 110 can select the personal information and the location information of the student corresponding to the at least one second signal randomly or according to a preset algorithm in all the second signals that are monitored, and then adjust according to the acquired information.
- a video with the orientation of the teacher's station that matches the student's location information is played to indicate that the student is beginning to answer the question.
- the preset algorithm may be, but is not limited to, selected according to the number of times the student answers the question in the current class or based on the sequence in which the second signal is received.
- the monitored answer is identified (eg, speech recognition).
- the identification of the above answer it may be preferable to first determine whether the current course progress is delayed by more than a preset time length, such as 120 seconds, compared to the predetermined course progress. If the result of the determination is no, the video of the content asking whether there are other answers can be retrieved and the above-mentioned process of "selecting the student" and “recognizing the answer” is repeated, and then the content of the answer to the question is posted. The video is played; if the result of the determination is YES, the video of the content about the answer to the question is directly retrieved for playback.
- a preset time length such as 120 seconds
- the main control device 110 controls the lecture video to continue playing the next video clip from the current trigger node.
- the main control device 110 may according to the pre-stored student personal information. Randomly select or select a certain bit according to a predetermined algorithm or select several students in turn to answer the question.
- the main control device 110 can also be constructed with a database for counting student classroom performance and record students based on feedback from students during each interaction and during the concentration monitoring process.
- the performance of the students to the overall performance of the students, so that the teacher or the school can have a general understanding of each student's learning situation.
- classroom performance can include but is not limited to the following three types: performance on answering questions; performance on proactive questions; performance on concentration.
- the implementation of positioning the student may be replaced by a broadband (UWB) technique or by an indoor sound source localization technique.
- UWB broadband
- the above-mentioned student's questioning activity or the above-mentioned student response activity monitoring for the teacher's question can also be realized by image recognition technology, but under the condition that the indoor projection light is dark, the image recognition technology often has a misjudgment.
- the monitoring of student concentration can also be achieved by face image recognition technology, but in the case where the indoor projection light is dark and the student's position is far from the image acquisition device, misjudgment often occurs.
- the lecture video is fragmented to trigger and call the corresponding interactive video through the peripheral signal at the corresponding node during the interaction process, so as to implement flexible teaching and Interaction,
- Different triggering mechanisms can be set according to different scenarios to meet the needs of diverse interactive scenarios.
- the problem database can be continuously strengthened and enriched during the use process to achieve on-demand upgrade of the database.
- using speech recognition as an interactive medium even through video lectures, it is possible to return the classroom to a natural way of communication.
- interactive videos of different interaction forms can be prepared, and the interactive video can be selected randomly or logically in the process of playing the lecture video, so that the interaction process is diverse and diversified.
- the positioning of the student is realized by the cooperation of the main control device 110 and the first response device 120 for the first time in the online education mode, so that the video teaching system is applied to the large class (non-one-to-one teaching) )become possible.
- the use of the first response device 120 such as a smart stick, makes the student's active questioning more natural, and can effectively reduce the false positive rate and reduce the difficulty of technical implementation compared with image recognition.
- the use of a second response device 130 such as smart 3D glasses, enables the lecture to be changed from a 2D scene to a 3D scene, thereby making the video lecture scene closer to the real lecture scene and the student's sense of participation is stronger.
- the monitoring of student concentration through the sensors on the smart 3D glasses can significantly improve the teaching effect, and can significantly reduce the false positive rate and simplify the technical implementation complexity compared with the face recognition technology.
- FIG. 7 is another interactive video teaching method according to an embodiment of the present invention. It is to be noted that the specific implementation of the steps in the method provided in this embodiment is similar to the above description, and details are not described herein again.
- Step S301 the target lecture video is divided into several video segments, wherein each video segment contains complete semantics, and a trigger node is marked between each two adjacent video segments.
- Step S303 a mechanism for triggering the video about the teacher questioning link to be played is set at a part of the triggering node.
- Step S305 When the target lecture video is played to the trigger node where the mechanism is set, the video about the teacher question link associated with the current trigger node is played to ask the student.
- Step S307 monitoring the response activity of the student about the question, and triggering a corresponding process of processing the response activity according to the monitoring result.
- FIG. 8 is another interactive video teaching method based on the embodiment shown in FIG. 7 according to an embodiment of the present invention.
- the method provided in this embodiment differs from the method of the embodiment in FIG. 7 in that it further includes the following steps.
- step S401 during the process of playing the lecture video, it is monitored whether an activity of the student's question occurs. This step may be performed after step S301, but is not limited thereto.
- Step S403 when the activity of the student questioning occurs, the control lecture video is paused at the subsequent trigger node closest to the currently played video segment, and triggers the process of processing the student's questioned activity.
- Step S405 At the end of the process of processing the activity of the student's question, the control lecture video starts to play the next video segment from the subsequent trigger node.
- steps S401 to S405 reference may be made to the above detailed description regarding steps S103 to S107 shown in FIG.
- FIG. 9 is a block diagram of an interactive video teaching device 116 according to an embodiment of the present invention.
- the interactive video teaching device 116 includes a segment dividing module 1162, a listening module 1164, a first control module 1166, a second control module 1168, a progress monitoring module 1170, and a fifth control module 1172.
- the segmentation module 1162 is configured to divide the target lecture video into a plurality of video segments, wherein each video segment includes a complete semantic meaning, and a trigger node is marked between each two adjacent video segments.
- the monitoring module 1164 is configured to monitor whether an activity of the student's question occurs during the playing of the lecture video.
- the first control module 1166 is configured to, when listening to the activity of the student questioning, control the paused play of the lecture video at the subsequent trigger node closest to the currently played video segment, and trigger the process of processing the student's questioned activity. .
- the second control module 1168 is configured to control the instructional video to continue playing the next video segment from the subsequent triggering node when the process of processing the activity of the student's question ends.
- the progress monitoring module 1170 is configured to monitor a play progress of the target lecture video at a preset monitoring node.
- the fifth control module 1172 is configured to trigger, when the current play progress is delayed by more than the preset duration, compared to the preset play progress of the target lecture video, triggering a response to the monitoring node associated with the delay exceeding A specific video of duration is played.
- Each of the above modules may be implemented by software code.
- each of the above modules may be stored in the memory.
- the above modules can also be implemented by hardware such as an integrated circuit chip.
- FIG. 10 is another interactive video teaching device 116 provided based on the interactive video teaching device 116 of FIG. 9 in accordance with an embodiment of the present invention.
- the interactive video teaching device 116 in this embodiment further includes the following modules: a mechanism setting module 1174, a third control module 1176, a fourth control module 1178, an annotation module 1180, and a monitoring module. 1182.
- the mechanism setting module 1174 is configured to set a mechanism for triggering a video about the teacher questioning session to be played at a portion of the triggering node.
- the third control module 1176 is configured to control playing a video related to the teacher questioning link associated with the current trigger node to play a question to the student when the target lecture video is played to the trigger node where the mechanism is set.
- the fourth control module 1178 is configured to monitor the response activity of the student regarding the question raised, and according to the monitoring The resulting control triggers a corresponding process of processing the response activity.
- the labeling module 1180 is configured to label each video clip with a corresponding focus label according to the content of the video clip.
- the monitoring module 1182 is configured to monitor the concentration of the student by the third device, and when the current concentration state of the monitored student is not consistent with the labeled label of the currently played video segment, and the current concentration state duration exceeds When the preset time is long, the third device is controlled to remind the student.
- Each of the above modules may be implemented by software code.
- each of the above modules may be stored in the memory.
- the above modules can also be implemented by hardware such as an integrated circuit chip.
- FIG. 11 is a block diagram of another interactive video-teaching device 116 that differs from the devices illustrated in FIGS. 9 and 10 in accordance with an embodiment of the present invention.
- the interactive video teaching device 116 includes a segment dividing module 1602, a mechanism setting module 1604, a third control module 1606, and a fourth control module 1608.
- the segmentation module 1602 is configured to divide the target lecture video into a plurality of video segments, wherein each video segment includes a complete semantic meaning, and a trigger node is marked between each two adjacent video segments.
- the mechanism setting module 1604 is configured to set a mechanism for triggering a video about the teacher questioning session to be played at a portion of the triggering node.
- the third control module 1606 is configured to control playing a video related to the teacher questioning link associated with the current trigger node to play a question to the student when the target lecture video is played to the trigger node where the mechanism is set.
- the fourth control module 1608 is configured to monitor the response activity of the student regarding the question raised, and control the process of triggering the corresponding response activity according to the monitoring result.
- Each of the above modules may be implemented by software code.
- each of the above modules may be stored in the memory.
- the above modules can also be implemented by hardware such as an integrated circuit chip.
- each block of the flowchart or block diagram can represent a module, a program segment, or a portion of code that includes one or more of the Executable instructions. It should also be noted that in some alternative implementations, the functions noted in the box may also be The same sequence as noted in the drawings occurs.
- each block of the block diagrams and/or flowcharts, and combinations of blocks in the block diagrams and/or flowcharts can be implemented in a dedicated hardware-based system that performs the specified function or function. Or it can be implemented by a combination of dedicated hardware and computer instructions.
- the functions, if implemented in the form of software functional modules and sold or used as separate products, may be stored in a computer readable storage medium.
- the technical solution of the present invention which is essential or contributes to the prior art, or a part of the technical solution, may be embodied in the form of a software product, which is stored in a storage medium, including
- the instructions are used to cause a computer device (which may be a personal computer, server, or network device, etc.) to perform all or part of the steps of the methods described in various embodiments of the present invention.
- the interactive video teaching method and system provided by the embodiments of the present invention realizes a new online education mode with low cost, high interaction, strong reproducibility and the ability to be upgraded on demand, and in a certain popularized situation, this brand new
- the education model can significantly alleviate or even completely solve the current imbalance in the distribution of educational resources.
- the lecture video is fragmented to trigger and invoke the corresponding interactive video through the peripheral signals at the corresponding node during the interaction process to achieve flexible teaching and interaction, and can be set according to different scenes. Different triggering mechanisms to meet the needs of diverse interactive scenarios.
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Abstract
本发明实施例提供一种互动型视频授课方法及***,涉及物联网技术领域。所述方法具体实现过程为,预先将目标授课视频按照语意划分为若干视频片段,每两个视频片段之间设有触发节点,然后在播放授课视频的过程中根据外界信号反馈,在片段之间***对应的互动过程,同时对课程的进度进行监控和调整,并对学生的专注度进行实时监控。这种方法和***提供了一种低成本、高互动、可复制性强且能够按需升级的全新在线教育模式。这种全新的教育模式能够显著地缓解甚至完全解决目前教育资源分配严重不均衡的现状。
Description
本发明涉及物联网技术领域,具体而言,涉及一种互动型视频授课方法及***。
随着互联网的普及以及人工智能进入普通民众的生活,在线教育开始越来越普及。目前,教育行业非常明显的分成了线上和线下教育。线下教育本质上是一个劳动密集型产业,严重地依赖于教师资源。由于地域经济差异显著,直接导致了线下教育资源分配不均。线上直播教育消除了地域差异,优秀老师的课程可以通过互联网进入小城市家庭。但是,现有的线上直播教育模式同样依赖于教师资源,一个优秀老师所能影响的学生数量非常有限,不能根本上解决教育资源分配问题。而且直播课程要求公司在硬件上投入巨大,导致在线直播教育课程成本高涨,普通家庭无法承受这般高额的费用。
发明内容
本发明的目的在于提供一种互动型视频授课方法及***,以改善现有线上和线下教育模式过于依赖教师资源而无法在根本上解决教育资源均等分配的问题。
本发明实施例提供一种互动型视频授课方法,该方法具体包括:将目标授课视频划分为若干视频片段,其中,每个视频片段包含完整的语意,每两个相邻的视频片段之间标记有触发节点;在播放授课视频的过程中,监听是否有学生提问的活动发生;当监听到有学生提问的活动发生时,控制授课视频在离当前播放的视频片段最近的后序触发节点处暂停播放,并触发对学生提问的活动进行处理的过程;在对学生提问的活动进行处理的过程结束时,控制授课视频从所述后序触发节点处开始继续播放下一个视频片段。
本发明实施例提供另一种互动型视频授课方法,该方法具体包括:将目标授课视频划分为若干视频片段,其中,每个视频片段包含完整的语意,每两个相邻的视频片段之间标记有触发节点;在一部分触发节点处设置用于触发关于教师提问环节的视频被播放的机制;当目标授课视频播放至设置有上述机制的触发节点处时,播放与当前的触发节点相关联的关于教师提问环节的视频,以对学生进行提问;对学生的关于所提问题的响应活动进行监听,并根据监听结果触发相应的对上述响应活动进行处理的过程。
本发明实施例提供一种互动型视频授课***,该***包括主控制设备,其中,该主控制设备包括:存储器;处理器;以及互动型视频授课装置,其中,该互动型视频授课装置安装于存储器中,并包括一个或多个由处理器执行的软件功能模块,互动型授课装置包括:片段划分模块,配置成将目标授课视频划分为若干视频片段,其中,每个视频片段包含完整的语意,每两个相邻的视频片段之间标记有触发节点;监听模块,配置成在播放授课视
频的过程中,监听是否有学生提问的活动发生;第一控制模块,配置成当监听到有学生提问的活动发生时,控制授课视频在离当前播放的视频片段最近的后序触发节点处暂停播放,并触发对学生提问的活动进行处理的过程;第二控制模块,配置成在对学生提问的活动进行处理的过程结束时,控制授课视频从上述后序触发节点处开始继续播放下一个视频片段。
本发明实施例提供另一种互动型视频授课***,该***包括主控制设备,其中,主控制设备包括:存储器;处理器;以及互动型视频授课装置,其中,该互动型视频授课装置安装于存储器中,并包括一个或多个由处理器执行的软件功能模块,该装置包括:片段划分模块,配置成将目标授课视频划分为若干视频片段,其中,每个视频片段包含完整的语意,每两个相邻的视频片段之间标记有触发节点;机制设置模块,配置成在一部分触发节点处设置用于触发关于教师提问环节的视频被播放的机制;第一控制模块,配置成当目标授课视频播放至设置有上述机制的触发节点处时,控制播放与当前的触发节点相关联的关于教师提问环节的视频,以对学生进行提问;第二控制模块,配置成对学生的关于所提问题的响应活动进行监听,并根据监听结果控制触发相应的对响应活动进行处理的过程。
本发明实施例提供的互动型视频授课方法及***,通过对预制作的视频课程进行片段化,并在片段与片段之间设置触发节点以用于后续使用期间的互动过程的触发。在播放授课视频期间,若监听到有学生提问的活动发生,则控制授课视频在其之后的且与其进行的触发节点处暂停播放,并触发对学生提问的活动进行处理的过程,以满足学生主动互动的需求。另外,上述触发节点中的至少一部分触发节点处设有用于触发关于教师提问的视频被播放的机制,以满足学生被动互动的需求。与现有的线下或线上教育模式不同,这种方法和***提供了一种低成本、高互动、可复制性强且能够按需升级的全新在线教育模式,在一定普及范围的情况下,这种全新的教育模式能够显著地缓解甚至完全解决目前教育资源分配严重不均衡的现状。
为了更清楚地说明本发明实施例的技术方案,下面将对实施例中所需要使用的附图作简单地介绍,应当理解,以下附图仅示出了本发明的某些实施例,因此不应被看作是对范围的限定,对于本领域普通技术人员来讲,在不付出创造性劳动的前提下,还可以根据这些附图获得其他相关的附图。
图1为本发明实施例提供的一种互动型视频授课***的方框示意图;
图2为本发明实施例提供的主控制设备的方框示意图;
图3为本发明实施例提供的一种互动型视频授课方法的流程图;
图4为本发明实施例提供的图3中所示步骤S105所包括的子步骤的流程图;
图5为本发明实施例提供的另一种互动型视频授课方法的流程图;
图6A为本发明实施例提供的在一实例中统计得到的某位学生课堂表现的统计数据;
图6B是与图6A中的学生关联的个人信息;
图7为本发明实施例提供的另一种互动型视频授课方法;
图8为本发明实施例提供的基于图7所示方法的另一种互动型视频授课方法;
图9为本发明实施例提供的一种互动型视频授课装置的方框图;
图10为本发明实施例提供的基于图9所示装置的另一种互动型视频授课装置;
图11为本发明实施例提供的不同于图9和图10所示的装置的另一种互动型视频授课装置的方框图。
图标:100-互动型视频授课***;110-主控制设备;120-第一响应设备;130-第二响应设备;112-存储器;114-处理器;116-互动型视频授课装置;1162、1602-片段划分模块;1164-监听模块;1166-第一控制模块;1168-第二控制模块;1170-进度监控模块;1172-第五控制模块;1174、1604-机制设置模块;1176、1606-第三控制模块;1178、1608-第四控制模块;1180-标注模块;1182-监控模块。
为使本发明实施例的目的、技术方案和优点更加清楚,下面将结合本发明实施例中的附图,对本发明实施例中的技术方案进行清楚、完整地描述,显然,所描述的实施例是本发明一部分实施例,而不是全部的实施例。通常在此处附图中描述和示出的本发明实施例的组件可以以各种不同的配置来布置和设计。
因此,以下对在附图中提供的本发明的实施例的详细描述并非旨在限制要求保护的本发明的范围,而是仅仅表示本发明的选定实施例。基于本发明中的实施例,本领域普通技术人员在没有做出创造性劳动前提下所获得的所有其他实施例,都属于本发明保护的范围。
图1是本发明实施例提供的一种互动型视频授课***100的方框示意图。请参阅图1,互动型视频授课***100包括主控制设备110、第一响应设备120和第二响应设备130。第一响应设备120和第二响应设备130分别与主控制设备110通信地连接。其中,第一响应设备120可以用于响应于学生的操作而向主控制设备110发送响应信号。第二响应设备130可以用于对学生的听课状态进行监控。
图2是本发明实施例提供的主控制设备110的方框示意图。请参阅图2,主控制设备110包括存储器112、处理器114和互动型视频授课装置116。其中,存储器112和处理器114之间直接或间接地电连接,以实现数据的传输或交互。互动型视频授课装置116包括至少一个可以软件或固件的形式存储于存储器112中或固化在主控制设备110的操作***中的软件功能模块。处理器114用于执行存储器112中存储的可执行模块,例如互动型视频
授课装置116包括的软件功能模块或计算机程序。
图3是本发明实施例提供的一种互动型视频授课方法的流程图。该方法的应用场景可以为教室或类似于教室的可供集体上课的场所(也可以用于个人一对一或者一对多在线教学)。请参阅图3,图中所示出的方法可以应用于图1中所示的互动型视频授课***100。要理解,本实施例提供的方法中的各步骤的执行顺序不以图3或下述内容所示出的具体顺序为限制。
步骤S101,将目标授课视频划分为若干视频片段。
本实施例中,可以将预先制作的授课视频例如按照语音群划分为若干视频片段。每个视频片段包含完整的语意,且每两个相邻的视频片段之间标记有触发节点。本实施例中,为了便于说明,将位于视频片段之后的所有触发节点都称为该视频片段的后序触发节点,并将位于视频片段之前的所有触发节点都称为该视频片段的前序触发节点。
步骤S103,在播放授课视频的过程中,监听是否有学生提问的活动发生。
本实施例中,作为一种实施方式,每个学生可以配备有第一响应设备120。该第一响应设备120可以响应于学生的预设操作而发出第一信号。例如,第一响应设备120可以是安装有能够感测角度变化的装置诸如陀螺仪的智能棒,也可以通过视频识别的方式提供信号。当在学生的操作下使得智能棒相对于以例如课桌表面为基准的水平面的倾斜角度超过预设角度时,智能棒可以发出上述第一信号。其中,上述预设角度可以是但不限于60度。
当主控制设备110监听到上述第一信号时,则确定有学生提问的活动发生;当主控制设备110监听到多个上述第一信号时,则确定有多个学生提问的活动发生;当主控制设备110未监听到上述第一信号时,则确定没有学生提问的活动发生。
另外,要理解,本发明各实施例中所提及的措辞“学生”和“教师”仅是用于说明性目的,应被理解为包括广泛的含义。其中,“学生”泛指任何通过授课视频进行学习的用户,特别是指在校学生。“教师”泛指视频中包含的扮演教师角色的授课者,特别是指执业教师。
步骤S105,当监听到有学生提问的活动发生时,控制授课视频在离当前播放的视频片段最近的后序触发节点处暂停播放,并触发对学生提问的活动进行处理的过程。
本实施例中,当主控制设备110监听到有学生提问的活动发生时,控制授课视频在播放完当前视频片段时暂停播放,并触发对学生提问的活动进行处理的过程。
另外,本实施例中,主控制设备110还可以先确定是否有多个学生提问的动作发生,如果有多个学生提问的动作发生,则确定对上述多个动作的处理的先后次序。然后,按照所确定的先后次序对所述多个学生提问的动作进行处理。
如上所述的,当主控制设备110监听到多个第一信号时,可以确定有多个学生提问的活动发生,这种情况下可以根据接收到的多个第一信号的时间先后确定处理次序的先后。
作为一种实施方式,参阅图4,对每个学生提问的活动进行处理的过程可以包括如下子步骤。
子步骤S51:确定提问的学生的个人信息及位置信息。
本实施例中,为每个学生配备的第一响应设备120可以具有唯一设备标识,且每个第一响应设备120的唯一设备标识与相应的学生个人信息和学生座位信息预先建立过关联关系。第一响应设备120响应于学生的预设操作而发出的第一信号中包括有该第一响应设备120的唯一设备标识。
具体地,对于学生座次固定的教室,可以在主控制设备110的***中根据预先提供的教室座次图将学生个人信息和学生座位信息进行关联,然后再将第一响应设备120的唯一设备标识与学生的个人信息建立关联,从而实现对每个第一响应设备120的唯一设备标识与相应的学生个人信息和学生座位信息预先建立关联关系。当主控制设备110监听到第一信号时,可以从接收到的第一信号中获取第一设备的唯一设备标识,然后根据获取到的唯一设备标识与学生个人信息和学生座位信息的关联关系,确定提问的学生的个人信息及位置信息。
具体地,对于学生座次不固定的教室,可以在每个学生的课桌上设有电子标签,该电子标签中写入有课桌的位置信息。第一响应设备120中设有能够阅读电子标签的射频读写器,以便第一信号中包括由射频读写器从电子标签中读取到的课桌的位置信息。当主控制设备110监听到第一信号时,可以从接收到的第一信号中获取第一响应设备120的唯一设备标识和课桌的位置信息(获取到了课桌的位置信息可以被理解为等同于获取到了学生的座位信息),然后再根据唯一设备标识与学生个人信息的关联关系,确定提问的学生的个人信息。
也可以利用室内声源定位的方式通过监听学生回答的声音的音源位置来确定学生的位置信息。该技术尤其适合在学生位置可能发生移动的场合。
子步骤S52:根据确定结果调取具有与学生的位置信息相匹配的教师站位朝向的视频进行播放以示意该学生开始提问。
本实施例中,在主控制设备110的***中存储有包含若干互动视频的数据库。主控制设备110可以根据学生的位置信息调取相应的教师站位朝向的视频进行播放以示意该学生开始提问。另外还可以将学生的名字的发音嵌入到语音环境中,以在播放视频时可以嵌入关于学生名字的语音。
步骤S53:对该学生的问题进行识别。
在学生陈述问题时,对该学生的问题进行识别如语音识别。
步骤S54:将识别结果与预先建立的问题数据库中的问题进行匹配,并根据匹配结果
控制播放关于解答所述问题的内容的视频,或者播放关于无法解答所述问题的内容的视频。
本实施例中,根据匹配结果控制播放相应视频的过程可以如下。根据匹配结果,获取匹配结果中的最大匹配值。当最大匹配值大于或等于第一预设阈值诸如90%时,确定问题数据库中的与最大匹配值对应的目标问题,并控制播放关于解答该目标问题的内容的视频。当最大匹配值小于第一预设阈值且大于第二预设阈值诸如50%时,以视频或语音的方式播放问题数据库中的与最大匹配值对应的目标问题,以根据学生的回复确定所播放的问题是否与该学生提出的问题相一致。若根据学生的回复判定两者基本一致,则控制播放解答该目标问题的视频。若根据学生的回复判定两者不一致,则控制播放关于无法解答该学生提出的问题的内容的视频,例如可以播放“这个问题我现在无法回答,课下助教会帮助你”。当最大匹配值小于或等于第二预设阈值时,控制播放关于无法解答所述问题的内容的视频,并且可以将该学生的问题添加到问题数据库中并标注为待回答,等待管理人员输入答案。
步骤S107,在对学生提问的活动进行处理的过程结束时,控制授课视频从上述后序触发节点处开始继续播放下一个视频片段。
例如,当播放完关于解答上述目标问题的内容的视频,或者播放完关于无法解答学生的问题的内容的视频后,可以理解为对学生提问的活动进行处理的过程结束,从而可以控制授课视频从上述后序触发节点处开始继续播放下一个视频片段。
再例如,在播放关于解答上述目标问题的内容的视频之后,播放关于询问学生是否解决其疑问的内容的视频。然后,对学生的回答进行监听。若监听到肯定的回答,则可以理解为对学生提问的活动进行处理的过程结束,从而可以控制目标授课视频从上述后序触发节点处开始继续播放下一个视频片段。若监听到否定的回答,则控制播放关于无法解答所述问题的内容的视频,然后再控制目标授课视频从上述后序触发节点处开始继续播放下一个视频片段。
可选地,主控制设备110可以对授课视频的播放进度进行监控。例如,可以在预设的监控节点处监控目标授课视频的播放进度。要注意,所述监控节点不一定是上述触发节点。原则上,监控节点可以设置于视频的任何位置处。当与目标授课视频的预设播放进度相比,当前播放进度延滞超过预设时长时,触发对与所述监控节点相关联的响应于所述延滞超过预设时长的特定视频进行播放或者以特定倍率加速播放速度。作为示例,当主控制设备110响应于有学生提问的活动而控制授课视频在当前视频片段的最近后序触发节点处暂停时,可以先进行课程进度监控以根据监控结果判断是否继续后续的互动过程。如果监控结果为课程进度滞后超过预设时长诸如120秒,则可以播放关于课下解答问题的内容的视频,同时以示意学生课程时间不足,所提问题可以留待课下由助教解答。
可选地,本实施例中,可以预先根据视频片段的内容,对每个视频片段标注相应的专
注度标签。然后对学生的专注度进行监控,当监控到学生当前的专注度状态与当前播放的视频片段被标注的专注度标签不符合且当前的专注度状态持续时间超过预设时长时,对该学生进行提醒。
其中,专注度标签可以包括但不限于以下三种:低头阅读或计算的标签;抬头关注视频的标签;不做要求的标签。
本实施例中,可以通过第二响应设备130对学生的专注度进行监控。第二响应设备130可以是但不限于智能3D眼镜。第二响应设备130可以通过和第一响应设备120进行蓝牙匹配来获取所属学生的个人信息。
为每个学生配备电子开关的3D眼镜,可以使学生能够看到授课视频的立体影像,增加学生的参与感。另外,3D眼镜中可以设有平衡传感器、话筒和耳机等装置。当学生在要求抬头的时间期间(非学生看书阅读或计算时间)低头时,3D眼镜倾斜超过预设角度将触发平衡传感器开始计时,当累计计时超过指定时间如90秒时,主控制设备110可以通过控制播放该学生3D眼镜里的蜂鸣器单独提醒该学生。另外,学生回答问题时,话筒可以帮助搜集语音信息,增加语音识别的准确度。
图5是本发明实施例提供的另一种互动型视频授课方法的流程图。与图3中所示的方法不同的是,本实施例的方法还包括下述步骤。
步骤S201,在一部分触发节点处设置用于触发关于教师提问环节的视频被播放的机制。
本实施例中,可以在对应一个课时的内容的授课视频中设置3-5个教师提问互动环节,即,可以在3-5个触发节点处设置触发机制。
步骤S203,当目标授课视频播放至设置有所述机制的触发节点处时,控制播放与当前的触发节点相关联的关于教师提问环节的视频,以对学生进行提问。
本实施例中,不同触发节点处对应的提问视频(即,用于教师提问环节的互动视频)通常是不同的。主控制器在控制播放提问视频前,可以预先判断当前提问视频中的待提问的问题是否已在本节课时内被提问过,如果是,则直接跳过当前的教师提问环节。
步骤S205,对学生的关于所提问题的响应活动进行监听,并根据监听结果控制触发相应的对所述响应活动进行处理的过程。
本实施例中,第一响应设备120可以响应于学生的操作而发出第二信号。相应地,所述响应活动可以包括学生响应于所提问题操作第一响应设备120而发出第二信号的活动。
要注意,第一信号与第二信号中可以但不必须包含用于将两者区分开的标识,以便于主控制设备110区分上述学生提问的活动和上述响应活动。因此,针对第一响应设备120的触发发出第一信号和第二信号的两种操作的不同可以通过***根据不同场景来判断的。
根据上述第二信号能够实现与学生的个人信息和位置信息的关联,实现关联的具体方
式可以参照上述第一信号与学生的个人信息和位置信息进行关联的方式操作。由此,主控制设备110可以在监听到的所有第二信号中,随机地或根据预设算法选取出至少一个第二信号对应的学生的个人信息和位置信息,然后再根据获取到的信息调取具有与学生的位置信息相匹配的教师站位朝向的视频进行播放以示意该学生开始回答问题。其中,预设算法可以是但不限于以本次课时内学生回答问题的次数为依据进行选取或者以第二信号被接收到的先后顺序为依据进行选取。
在被选定的学生陈述自己的答案时,对监听到的答案进行识别(如语音识别)。关于上述答案的识别结束时,可以优选地先判断当前课程进度与预定的课程进度相比是否延滞超过预设时长如120秒。如果判断结果为否,则可以调取关于询问是否有其他答案的内容的视频进行播放并重复上述的“选择学生”和“识别答案”的过程,然后再调取关于公布问题的答案的内容的视频进行播放;如果判断结果为是,则直接调取关于公布问题的答案的内容的视频进行播放。
在播放完关于公布答案的内容的视频后,主控制设备110控制授课视频从当前触发节点处开始继续播放下一个视频片段。
要理解,如果在播放完关于教师提问的内容的视频后,在预定时间诸如10秒内,主控制设备110未收到任何第二信号,则主控制设备110可以根据预先存储的学生个人信息来随机选择或根据预定的算法选择某一位或依次地选择几位学生回答问题。
要注意,在图3和图5所例示的实施例中,主控制设备110还可以构建有用于统计学生课堂表现的数据库并根据每次互动过程中以及专注度监控过程中的学生的反馈记录学生的表现,以对学生的总体表现进行数据化,使得教师或校方能够对每个学生的学习情况有大致的了解。其中,课堂表现可以包括但不限于下述三种:关于回答问题方面的表现;关于主动提出问题方面的表现;关于专注度方面的表现。可以参照图6A作为示例提供的在某一实例中统计得到的某位学生课堂表现的统计数据,另外图6B是与该学生关联的个人信息。
另外,在图3和图5所例示的实施例中,关于对学生进行定位的实现方式还可以通过宽带(UWB)技术来替代,也可以通过室内声源定位技术来辅助。关于上述学生的提问活动或上述针对教师提问而发生的学生响应活动的监听,还可以通过图像识别技术来实现,但是在室内投影光线较暗的条件下,图像识别技术经常会出现误判。同样地,关于学生专注度的监控,也可以通过人脸图像识别技术来实现,但是在室内投影光线较暗且学生所在位置距离图像获取设备较远的条件下,往往会出现误判。
综上所述,本发明实施例提供的互动型视频授课方法中,授课视频被片段化以在互动过程中于相应节点处通过外设信号触发和调用相应的互动视频,以实现柔性化教学和互动,
且可以根据不同的场景设置不同的触发机制以满足多元化的互动场景需求。另外,对于学生提问环节的互动,可以在使用过程中不断的强化和丰富问题数据库,以实现针对数据库的按需升级。同时,以语音识别为互动媒介,即使是通过视频授课,也能够让课堂回归自然沟通的方式。另外,面对相同的互动场景可以准备不同互动形式的互动视频,在播放授课视频过程中可以随机地或者按照某种逻辑地选择互动视频,以使互动过程呈现多样性和多元化。
此外,在本发明实施例中,通过主控制设备110和第一响应设备120的配合实现学生的定位被首次应用于线上教育模式中,使得视频授课***应用于大班课(非一对一授课)成为可能。此外,采用第一响应设备120诸如智能棒使学生主动提问的方式更自然,而且与图像识别相比能够有效减少误判率和降低技术实现的难度。采用第二响应设备130诸如智能3D眼镜,使得授课从2D场景变为3D场景,从而使视频授课场景更贴近于真实授课场景且学生的参与感更强。而且,通过智能3D眼镜上的传感器实现学生专注度的监控,能够显著地利于提升授课效果,同时与人脸识别技术相比还能够显著降低误判率和简化技术实现的复杂度。
图7是本发明实施例提供的另一种互动型视频授课方法。要注意,关于该实施例提供的方法中的与上述实施例中描述的步骤相类似的步骤,其具体实现方式可以参照上述的具体描述,在此不再赘述。
步骤S301,将目标授课视频划分为若干视频片段,其中,每个视频片段包含完整的语意,每两个相邻的视频片段之间标记有触发节点。
步骤S303,在一部分触发节点处设置用于触发关于教师提问环节的视频被播放的机制。
步骤S305,当目标授课视频播放至设置有所述机制的触发节点处时,播放与当前的触发节点相关联的关于教师提问环节的视频,以对学生进行提问。
步骤S307,对学生的关于所提问题的响应活动进行监听,并根据监听结果触发相应的对所述响应活动进行处理的过程。
图8是本发明实施例提供的基于图7所示实施例的另一种互动型视频授课方法。本实施例中提供的方法与图7中的实施例的方法不同的是,还包括有如下各步骤。
步骤S401,在播放所述授课视频的过程中,监听是否有学生提问的活动发生。该步骤可以位于步骤S301之后执行,但不限此。
步骤S403,当监听到有学生提问的活动发生时,控制授课视频在离当前播放的视频片段最近的后序触发节点处暂停播放,并触发对学生提问的活动进行处理的过程。
步骤S405,在对学生提问的活动进行处理的过程结束时,控制授课视频从所述后序触发节点处开始继续播放下一个视频片段。
要注意,关于步骤S401至步骤S405的具体实现方式,可以参照上述关于图3中所示步骤S103至步骤S107的详细描述。
图9是本发明实施例提供的一种互动型视频授课装置116的方框图。如图所示,本实施例中,互动型视频授课装置116包括片段划分模块1162、监听模块1164、第一控制模块1166、第二控制模块1168、进度监控模块1170、第五控制模块1172。
片段划分模块1162,配置成将目标授课视频划分为若干视频片段,其中,每个视频片段包含完整的语意,每两个相邻的视频片段之间标记有触发节点。
监听模块1164,配置成在播放所述授课视频的过程中,监听是否有学生提问的活动发生。
第一控制模块1166,配置成当监听到有学生提问的活动发生时,控制授课视频在离当前播放的视频片段最近的后序触发节点处暂停播放,并触发对学生提问的活动进行处理的过程。
第二控制模块1168,配置成在所述对学生提问的活动进行处理的过程结束时,控制授课视频从所述后序触发节点处开始继续播放下一个视频片段。
进度监控模块1170,配置成在预设的监控节点处监控所述目标授课视频的播放进度。
第五控制模块1172,配置成当与所述目标授课视频的预设播放进度相比,当前播放进度延滞超过预设时长时,触发对与所述监控节点相关联的响应于所述延滞超过预设时长的特定视频进行播放。
以上各模块可以是由软件代码实现,此时,上述的各模块可存储于存储器内。以上各模块同样可以由硬件例如集成电路芯片实现。
本发明实施例所提供的互动型视频授课装置116,其实现原理及产生的技术效果和前述方法实施例相同,为简要描述,装置实施例部分未提及之处,可参考前述方法实施例中相应内容。
图10是本发明实施例基于图9所示互动型视频授课装置116提供的另一种互动型视频授课装置116。与图9所示的装置相比,本实施例中的互动型视频授课装置116还包括有以下模块:机制设置模块1174、第三控制模块1176、第四控制模块1178、标注模块1180、监控模块1182。
机制设置模块1174,配置成在一部分触发节点处设置用于触发关于教师提问环节的视频被播放的机制。
第三控制模块1176,配置成当目标授课视频播放至设置有所述机制的触发节点处时,控制播放与当前的触发节点相关联的关于教师提问环节的视频,以对学生进行提问。
第四控制模块1178,配置成对学生的关于所提问题的响应活动进行监听,并根据监听
结果控制触发相应的对所述响应活动进行处理的过程。
标注模块1180,配置成根据视频片段的内容,对每个视频片段标注相应的专注度标签。
监控模块1182,配置成通过第三设备对学生的专注度进行监控,当监控到学生当前的专注度状态与当前播放的视频片段被标注的专注度标签不符合且当前的专注度状态持续时间超过预设时长时,控制第三设备对学生进行提醒。
以上各模块可以是由软件代码实现,此时,上述的各模块可存储于存储器内。以上各模块同样可以由硬件例如集成电路芯片实现。
本发明实施例所提供的互动型视频授课装置116,其实现原理及产生的技术效果和前述方法实施例相同,为简要描述,装置实施例部分未提及之处,可参考前述方法实施例中相应内容。
图11是本发明实施例提供的不同于图9和图10所示的装置的另一种互动型视频授课装置116的方框图。如图所示,本实施例中,互动型视频授课装置116包括片段划分模块1602、机制设置模块1604、第三控制模块1606、第四控制模块1608。
片段划分模块1602,配置成将目标授课视频划分为若干视频片段,其中,每个视频片段包含完整的语意,每两个相邻的视频片段之间标记有触发节点。
机制设置模块1604,配置成在一部分触发节点处设置用于触发关于教师提问环节的视频被播放的机制。
第三控制模块1606,配置成当目标授课视频播放至设置有所述机制的触发节点处时,控制播放与当前的触发节点相关联的关于教师提问环节的视频,以对学生进行提问。
第四控制模块1608,配置成对学生的关于所提问题的响应活动进行监听,并根据监听结果控制触发相应的对响应活动进行处理的过程。
以上各模块可以是由软件代码实现,此时,上述的各模块可存储于存储器内。以上各模块同样可以由硬件例如集成电路芯片实现。
本发明实施例所提供的互动型视频授课装置,其实现原理及产生的技术效果和前述方法实施例相同,为简要描述,装置实施例部分未提及之处,可参考前述方法实施例中相应内容。
在本申请所提供的几个实施例中,应该理解到,所揭露的装置和方法,也可以通过其它的方式实现。以上所描述的装置实施例仅仅是示意性的,例如,附图中的流程图和框图显示了根据本发明的多个实施例的装置、方法和计算机程序产品的可能实现的体系架构、功能和操作。在这点上,流程图或框图中的每个方框可以代表一个模块、程序段或代码的一部分,所述模块、程序段或代码的一部分包含一个或多个用于实现规定的逻辑功能的可执行指令。也应当注意,在有些作为替换的实现方式中,方框中所标注的功能也可以以不
同于附图中所标注的顺序发生。例如,两个连续的方框实际上可以基本并行地执行,它们有时也可以按相反的顺序执行,这依所涉及的功能而定。也要注意的是,框图和/或流程图中的每个方框、以及框图和/或流程图中的方框的组合,可以用执行规定的功能或动作的专用的基于硬件的***来实现,或者可以用专用硬件与计算机指令的组合来实现。
所述功能如果以软件功能模块的形式实现并作为独立的产品销售或使用时,可以存储在一个计算机可读取存储介质中。基于这样的理解,本发明的技术方案本质上或者说对现有技术做出贡献的部分或者该技术方案的部分可以以软件产品的形式体现出来,该计算机软件产品存储在一个存储介质中,包括若干指令用以使得一台计算机设备(可以是个人计算机,服务器,或者网络设备等)执行本发明各个实施例所述方法的全部或部分步骤。
需要说明的是,在本文中,诸如第一和第二等之类的关系术语仅仅用来将一个实体或者操作与另一个实体或操作区分开来,而不一定要求或者暗示这些实体或操作之间存在任何这种实际的关系或者顺序。而且,术语“包括”、“包含”或者其任何其他变体意在涵盖非排他性的包含,从而使得包括一系列要素的过程、方法、物品或者设备不仅包括那些要素,而且还包括没有明确列出的其他要素,或者是还包括为这种过程、方法、物品或者设备所固有的要素。在没有更多限制的情况下,由语句“包括一个……”限定的要素,并不排除在包括所述要素的过程、方法、物品或者设备中还存在另外的相同要素。
应注意到:相似的标号和字母在下面的附图中表示类似项,因此,一旦某一项在一个附图中被定义,则在随后的附图中不需要对其进行进一步定义和解释。
以上所述,仅为本发明的具体实施方式,但本发明的保护范围并不局限于此,任何熟悉本技术领域的技术人员在本发明揭露的技术范围内,可轻易想到变化或替换,都应涵盖在本发明的保护范围之内。因此,本发明的保护范围应以所述权利要求的保护范围为准。
本发明实施例提供的互动型视频授课方法及***实现了一种低成本、高互动、可复制性强且能够按需升级的全新在线教育模式,在一定普及范围的情况下,这种全新的教育模式能够显著地缓解甚至完全解决目前教育资源分配严重不均衡的现状。在这种全新的教育模式中,授课视频被片段化以在互动过程中于相应节点处通过外设信号触发和调用相应的互动视频,以实现柔性化教学和互动,且可以根据不同的场景设置不同的触发机制以满足多元化的互动场景需求。
Claims (24)
- 一种互动型视频授课方法,其特征在于,所述方法包括:将目标授课视频划分为若干视频片段,其中,每个视频片段包含完整的语意,每两个相邻的视频片段之间标记有触发节点;在播放所述授课视频的过程中,监听是否有学生提问的活动发生;当监听到有学生提问的活动发生时,控制所述授课视频在离当前播放的视频片段最近的后序触发节点处暂停播放,并触发对学生提问的活动进行处理的过程;在所述对学生提问的活动进行处理的过程结束时,控制所述授课视频从所述后序触发节点处开始继续播放下一个视频片段。
- 根据权利要求1所述的方法,其特征在于,所述对学生提问的活动进行处理的过程包括:确定是否有多个学生提问的动作发生,如果有多个学生提问的动作发生,则确定对上述多个动作的处理的先后次序;按照所确定的先后次序对所述多个学生提问的动作进行处理,其中,对每个学生提问的动作进行处理的步骤包括:确定提问的学生的个人信息及位置信息;根据确定结果调取具有与所述学生的位置信息相匹配的教师站位朝向的视频进行播放以示意该学生开始提问;监听学生所提出的问题,并对该学生的问题进行识别;将识别结果与预先建立的问题数据库中的问题进行匹配,并根据匹配结果控制播放关于解答所述问题的内容的视频,或者播放关于无法解答所述问题的内容的视频。
- 根据权利要求2所述的方法,其特征在于,根据所述匹配结果控制播放相应视频的步骤包括:获取匹配结果中的最大匹配值;当所述最大匹配值大于或等于第一预设阈值时,确定所述问题数据库中的与所述最大匹配值对应的目标问题,并控制播放关于解答所述目标问题的内容的视频;当所述最大匹配值小于第一预设阈值且大于第二预设阈值时,播放所述问题数据库中的与所述最大匹配值对应的目标问题,以确定所播放的问题是否与该学生提出的问题相一致,若一致,则控制播放关于解答所述目标问题的内容的视频,若不一致,则控制播放关于无法解答该学生提出的问题的内容的视频;当所述最大匹配值小于或等于第二预设阈值时,控制播放关于无法解答所述问题 的内容的视频。
- 根据权利要求3所述的方法,其特征在于,所述方法还包括:在播放关于解答所述目标问题的内容的视频之后,播放关于询问学生是否解决其疑问的内容的视频;对学生的回答进行监听;若监听到肯定的回答,则控制所述目标授课视频从所述后序触发节点处开始继续播放下一个视频片段;若监听到否定的回答,则控制播放关于无法解答所述问题的内容的视频,然后控制所述目标授课视频从所述后序触发节点处开始继续播放下一个视频片段。
- 根据权利要求2至4中任一项所述的方法,其特征在于,每个学生配备有第一设备;所述在播放所述授课视频的过程中,监听是否有学生提问的活动发生的步骤包括:监听是否接收到第一设备响应于学生的预设操作而发出的第一信号;当监听结果为有接收到所述第一信号时,则确定有学生提问的活动发生;当监听结果为接收到多个所述第一信号时,则确定有多个学生提问的活动发生;当监听结果为没有收到任何第一信号时,则确定没有学生提问的活动发生。
- 根据权利要求5所述的方法,其特征在于,每个第一设备具有唯一设备标识,所述第一设备的唯一设备标识与学生个人信息和学生座位信息预先建立过关联关系,且所述第一信号中包括有关于所述第一设备的唯一设备标识的信息;所述确定提问的学生的个人信息及位置信息的步骤包括:从接收到的所述第一信号中获取所述第一设备的唯一设备标识;根据所述唯一设备标识与学生个人信息和学生座位信息的关联关系,确定提问的学生的个人信息及位置信息。
- 根据权利要求5所述的方法,其特征在于,每个第一设备具有唯一设备标识,所述唯一设备标识与学生个人信息预先建立过关联关系;每个学生的课桌上设有电子标签,所述电子标签中写入有课桌的位置信息,所述第一设备中设有能够阅读所述电子标签的射频读写器,且所述第一信号中包括由所述射频读写器从所述电子标签中读取到的课桌的位置信息;所述确定提问的学生的个人信息及位置信息的步骤包括:从接收到的所述第一信号中获取所述第一设备的唯一设备标识和所述课桌的位置信息;根据所述唯一设备标识与学生个人信息的关联关系,确定提问的学生的个人信息。
- 根据权利要求1所述的方法,其特征在于,所述方法还包括:在一部分触发节点处设置用于触发关于教师提问环节的视频被播放的机制;当目标授课视频播放至设置有所述机制的触发节点处时,控制播放与当前的触发节点相关联的所述关于教师提问环节的视频,以对学生进行提问;对学生的关于所提问题的响应活动进行监听,并根据监听结果控制触发相应的对所述响应活动进行处理的过程。
- 根据权利要求8所述的方法,其特征在于,每个学生配备有第二设备,所述第二设备用于响应于学生的操作而发出第二信号,所述响应活动包括学生响应于所述所提问题操作所述第二设备而发出第二信号的活动。
- 根据权利要求9所述的方法,其特征在于,根据所述第二信号能够实现与学生的个人信息和位置信息的关联;所述对学生的关于所提问题的响应活动进行监听,并根据监听结果控制触发相应的对所述响应活动进行处理的过程的步骤包括:根据预设逻辑以及监听到的所有所述第二信号,获取至少一个第二信号对应的所述学生的个人信息和位置信息;根据获取到的所述信息调取具有与所述学生的位置信息相匹配的教师站位朝向的视频进行播放以示意该学生开始回答问题。
- 根据权利要求1-4和8-10中任一项所述的方法,其特征在于,所述方法还包括:在预设的监控节点处监控所述目标授课视频的播放进度;当与所述目标授课视频的预设播放进度相比,当前播放进度延滞超过预设时长时,触发对与所述监控节点相关联的响应于所述延滞超过预设时长的特定视频进行播放,或者触发加快或者减慢视频播放速度的操作。
- 根据权利要求1所述的方法,其特征在于,所述方法还包括:根据视频片段的内容,对每个视频片段标注相应的专注度标签;对学生的专注度进行监控,当监控到学生当前的专注度状态与当前播放的视频片段被标注的专注度标签不符合且所述学生当前的专注度状态持续时间超过预设时长时,对所述学生进行提醒。
- 一种互动型视频授课方法,其特征在于,所述方法包括:将目标授课视频划分为若干视频片段,其中,每个视频片段包含完整的语意,每两个相邻的视频片段之间标记有触发节点;在一部分触发节点处设置用于触发关于教师提问环节的视频被播放的机制;当目标授课视频播放至设置有所述机制的触发节点处时,播放与当前的触发节点相关联的所述关于教师提问环节的视频,以对学生进行提问;对学生的关于所提问题的响应活动进行监听,并根据监听结果触发相应的对所述响应活动进行处理的过程。
- 根据权利要求13所述的方法,其特征在于,所述方法还包括:在播放所述授课视频的过程中,监听是否有学生提问的活动发生;当监听到有学生提问的活动发生时,控制所述授课视频在离当前播放的视频片段最近的后序触发节点处暂停播放,并触发对学生提问的活动进行处理的过程;在所述对学生提问的活动进行处理的过程结束时,控制所述授课视频从所述后序触发节点处开始继续播放下一个视频片段。
- 一种互动型视频授课***,其特征在于,所述***包括主控制设备,其中,所述主控制设备包括:存储器;处理器;及互动型视频授课装置,所述互动型视频授课装置安装于所述存储器中,并包括一个或多个由所述处理器执行的软件功能模块,所述装置包括:片段划分模块,配置成将目标授课视频划分为若干视频片段,其中,每个视频片段包含完整的语意,每两个相邻的视频片段之间标记有触发节点;监听模块,配置成在播放所述授课视频的过程中,监听是否有学生提问的活动发生;第一控制模块,配置成当监听到有学生提问的活动发生时,控制所述授课视频在离当前播放的视频片段最近的后序触发节点处暂停播放,并触发对学生提问的活动进行处理的过程;第二控制模块,配置成在所述对学生提问的活动进行处理的过程结束时,控制所述授课视频从所述后序触发节点处开始继续播放下一个视频片段。
- 根据权利要求15所述的***,其特征在于,所述第一控制模块的对学生提问的活动进行处理的过程包括:确定是否有多个学生提问的动作发生,如果有多个学生提问的动作发生,则确定对上述多个动作的处理的先后次序;按照所确定的先后次序对所述多个学生提问的动作进行处理,其中,对每个学生提问的动作进行处理的步骤包括:确定提问的学生的个人信息及位置信息;根据确定结果调取具有与所述学生的位置信息相匹配的教师站位朝向的视频进行播放以示意该学生开始提问;监听学生所提出的问题,并对该学生的问题进行识别;将识别结果与预先建立的问题数据库中的问题进行匹配,并根据匹配结果控制播放关于解答所述问题的内容的视频,或者播放关于无法解答所述问题的内容的视频。
- 根据权利要求15所述的***,其特征在于,所述***还包括为每个学生配备的第一设备;所述监听模块配置成在播放所述授课视频的过程中,监听是否有学生提问的活动发生:监听是否接收到第一设备响应于学生的预设操作而发出的第一信号;当监听结果为有接收到所述第一信号时,则确定有学生提问的活动发生;当监听结果为接收到多个所述第一信号时,则确定有多个学生提问的活动发生;当监听结果为没有收到任何第一信号时,则确定没有学生提问的活动发生。
- 根据权利要求17所述的***,其特征在于,每个第一设备具有唯一设备标识,所述第一设备的唯一设备标识与学生个人信息和学生座位信息预先建立过关联,且所述第一信号中包括有关于所述第一设备的唯一设备标识的信息;所述第一控制模块确定提问的学生的个人信息及位置信息的方式包括:从接收到的所述第一信号中获取所述第一设备的唯一设备标识;根据所述唯一设备标识与学生个人信息和学生座位信息的关联关系,确定提问的学生的个人信息及位置信息。
- 根据权利要求15所述的***,其特征在于,所述互动型视频授课装置还包括以下模块:机制设置模块,配置成在一部分触发节点处设置用于触发关于教师提问环节的视频被播放的机制;第三控制模块,配置成当目标授课视频播放至设置有所述机制的触发节点处时,控制播放与当前的触发节点相关联的所述关于教师提问环节的视频,以对学生进行提问;第四控制模块,配置成对学生的关于所提问题的响应活动进行监听,并根据监听结果控制触发相应的对所述响应活动进行处理的过程。
- 根据权利要求19所述的***,其特征在于,所述***还包括第二设备,所述第二设备配置成响应于学生的操作而发出第二信号,所述响应活动包括学生响应于所述所提问题操作所述第二设备而发出第二信号的活动。
- 根据权利要求20所述的***,其特征在于,根据所述第二信号能够实现与学生的个人信息和位置信息的关联;所述第四控制模块配置成对学生的关于所提问题的响应活动进行监听,并根据监听结果控制触发相应的对所述响应活动进行处理的过程的方式包括:根据预设逻辑以及监听到的所有所述第二信号,获取至少一个第二信号对应的所述学生的个人信息和位置信息;根据获取到的所述信息调取具有与所述学生的位置信息相匹配的教师站位朝向的视频进行播放以示意该学生开始回答问题。
- 根据权利要求15-21中任一项所述的***,其特征在于,所述互动型视频授课装置还包括以下模块:进度监控模块,配置成在预设的监控节点处监控所述目标授课视频的播放进度;第五控制模块,配置成当与所述目标授课视频的预设播放进度相比,当前播放进度延滞超过预设时长时,触发对与所述监控节点相关联的响应于所述延滞超过预设时长的特定视频进行播放。
- 根据权利要求15所述的***,其特征在于,所述***还包括被配置成对学生的专注度状态进行监控的第三设备;所述互动型视频授课装置还包括以下模块:标注模块,配置成根据视频片段的内容,对每个视频片段标注相应的专注度标签;监控模块,配置成通过所述第三设备对学生的专注度进行监控,当监控到学生当前的专注度状态与当前播放的视频片段被标注的专注度标签不符合且所述当前的专注度状态持续时间超过预设时长时,控制所述第三设备对所述学生进行提醒。
- 一种互动型视频授课***,其特征在于,所述***包括主控制设备,其中,所述主控制设备包括:存储器;处理器;及互动型视频授课装置,所述互动型视频授课装置安装于所述存储器中,并包括一个或多个由所述处理器执行的软件功能模块,所述装置包括:片段划分模块,配置成将目标授课视频划分为若干视频片段,其中,每个视频片段包含完整的语意,每两个相邻的视频片段之间标记有触发节点;机制设置模块,配置成在一部分触发节点处设置用于触发关于教师提问环节的视频被播放的机制;第一控制模块,配置成当目标授课视频播放至设置有所述机制的触发节点处时, 控制播放与当前的触发节点相关联的所述关于教师提问环节的视频,以对学生进行提问;第二控制模块,配置成对学生的关于所提问题的响应活动进行监听,并根据监听结果控制触发相应的对所述响应活动进行处理的过程。
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