An interactive teaching system and method for simulating the biomechanical changes of the cervical spine in people who frequently look down at their phones.

Abstract

This invention relates to the field of medical education technology, and discloses an interactive teaching system and method for simulating the biomechanical changes of the cervical spine in people who frequently look down at their phones. The system includes a physical model module, a sensing and control module, and a software visualization module. The physical model module is constructed as a movable cervical spine model, incorporating ligament structures and flexible tubular structures to simulate nerves or blood vessels. The sensing and control module drives the cervical spine model to produce flexion or extension movements via a drive mechanism, and collects biomechanical data during the cervical spine movement using pressure sensors, angle sensors, and tension sensors. The software visualization module receives the sensor data, drives the virtual 3D cervical spine model to move synchronously, and displays the data as a pressure distribution map and angle-pressure relationship curves. When the pressure reaches a preset threshold, a simulated intervertebral disc herniation demonstration is triggered. This invention demonstrates the changes in cervical spine curvature and intervertebral disc stress under different head-down postures, and is suitable for medical teaching and popular science demonstrations.

Description

Technical Field

[0001] This invention belongs to the field of medical education technology, specifically relating to an interactive teaching system and method for simulating the biomechanical changes of the cervical spine in people who frequently look down at their phones. Background Technology

[0002] With the widespread use of smartphones, tablets, and other electronic devices, the phenomenon of people spending long periods of time looking down at these devices in daily life and work has become increasingly common, and this group is often referred to as the "smartphone addicts." Maintaining a head-down posture for extended periods significantly alters the stress state of the cervical spine, subjecting it to a load far exceeding that of a normal upright posture. As the head flexion angle gradually increases, the pressure on the cervical vertebrae and intervertebral discs increases non-linearly, easily leading to straightening or even reversal of the cervical spine's physiological curvature, subsequently causing a series of cervical spine diseases such as intervertebral disc degeneration, disc bulging, or herniation. Simultaneously, disc herniation can also compress adjacent nerve roots or blood vessels, producing clinical symptoms such as neck and shoulder pain, upper limb numbness, and dizziness. Therefore, the impact of head-down behavior on the biomechanical state of the cervical spine has become an important research and teaching topic in medical education, rehabilitation medicine, and sports medicine.

[0003] In medical education, the structure and biomechanical changes of the cervical spine are typically explained using anatomical specimens, static teaching models, or two-dimensional images. For example, some educational institutions use cervical spine skeleton models made of plastic or resin to demonstrate the basic anatomical structure of the cervical spine, while others use medical atlases, imaging data, or multimedia courseware to assist teaching. While these traditional teaching methods can help students understand the basic anatomical morphology of the cervical spine, they generally suffer from insufficient dynamic demonstration capabilities. Because the biomechanical changes of the cervical spine are a continuous dynamic process, static models or two-dimensional images alone cannot intuitively demonstrate the changes in cervical curvature, intervertebral disc stress, and the process of intervertebral disc herniation at different head-down angles, resulting in students' insufficiently intuitive and in-depth understanding of the relevant biomechanical mechanisms.

[0004] In recent years, with the development of 3D printing and virtual simulation technologies, some medical teaching equipment has begun to attempt to demonstrate human anatomy through 3D models or digital simulations. However, most existing models still primarily display static structures and lack the ability to simulate cervical spine movements and their biomechanical changes in real time. For example, while some 3D-printed cervical spine models can simulate basic flexion and extension movements, they are usually only used to demonstrate the range of motion of the joints and cannot reflect key biomechanical parameters such as changes in intervertebral disc pressure and ligament tension under different postures. In addition, although some virtual simulation software can demonstrate cervical spine movements on a computer, it lacks the intuitive tactile experience of a physical model, resulting in relatively limited immersion and interactivity in teaching.

[0005] Furthermore, existing teaching models present the formation process of intervertebral disc herniation in a relatively simple way. Most models only use fixed structural features to indicate the location of the herniation, failing to realistically simulate the dynamic process of the disc gradually bulging and eventually protruding under long-term abnormal stress conditions. They also struggle to visually demonstrate the mechanism by which a herniated disc compresses nerve roots or blood vessels. This, to some extent, limits students' comprehensive understanding of the development and progression of cervical spine diseases.

[0006] Therefore, how to construct a teaching device that can comprehensively display the anatomical structure, motion state, and biomechanical changes of the cervical spine, so that it has both the intuitiveness of a physical model and the ability to dynamically simulate the effects of head-down posture on cervical spine pressure changes and the formation of intervertebral disc herniation, and realize the visualization of various teaching information, has become a technical problem that urgently needs to be solved in the field of medical teaching models. Summary of the Invention

[0007] To address the aforementioned shortcomings of existing technologies, this invention aims to solve the problems of static models or two-dimensional images primarily used in current medical teaching to demonstrate cervical spine structure, which are insufficient for intuitively showing the biomechanical changes of the cervical spine under different postures. Furthermore, existing teaching models lack dynamic simulations of intervertebral disc stress changes, the formation process of intervertebral disc herniation, and its neurovascular compression effects. The purpose of this invention is to provide an interactive teaching system and method for simulating the biomechanical changes of the cervical spine in people who frequently look down at their phones. By constructing a movable cervical spine physical model with realistic anatomical structures and combining it with a sensing and detection system, a drive control system, and a virtual visualization system, the system achieves dynamic simulation and real-time display of changes in cervical curvature, intervertebral disc pressure, and the process of intervertebral disc herniation under different head-down angles. This allows instructors and learners to intuitively understand the impact of prolonged head-down posture on the biomechanical state of the cervical spine, thereby improving the intuitiveness, interactivity, and teaching effectiveness of medical teaching.

[0008] To achieve the above-mentioned objectives, the present invention adopts the following technical solution: an interactive teaching system for simulating the biomechanical changes of the cervical spine in people who frequently look down at their phones, comprising: a physical model module, a sensing and control module, and a software visualization module; The physical model module includes a skull model, the first to seventh cervical vertebrae connected in sequence, and intervertebral disc structures set between adjacent cervical vertebrae. The cervical vertebrae are connected by joint structures to form a movable cervical vertebra model. The intervertebral disc structure includes an annulus fibrosus structure and a nucleus pulposus structure disposed inside the annulus fibrosus structure. A pre-designed weak area is provided on one side of the annulus fibrosus structure to form a local protrusion when the intervertebral disc is subjected to pressure. The physical model module also includes ligament structures to limit the range of motion of the cervical spine and flexible tubular structures to simulate nerves or blood vessels. The sensing and control module includes a drive mechanism for driving the movement of the cervical spine model, a sensor assembly for detecting biomechanical changes in the cervical spine, and a controller for controlling the drive mechanism and processing the sensor signals. The sensor assembly includes at least a pressure sensor and an angle sensor. The pressure sensor is disposed in the contact area of ​​the intervertebral disc structure or adjacent vertebral bodies and is used to detect changes in intervertebral pressure. The software visualization module is connected to the controller and is used to receive data collected by the sensor components and drive the virtual cervical spine model to move synchronously. At the same time, it displays the intervertebral pressure data in a graphical manner and triggers a simulation demonstration of intervertebral disc herniation when the pressure reaches a preset threshold.

[0009] According to another embodiment of the invention or any of the foregoing embodiments, the interactive teaching system includes a driving mechanism comprising a servo motor or a stepper motor and a transmission mechanism connected thereto. The transmission mechanism is connected to the lower part of the cervical spine model and is used to drive the cervical spine model to produce flexion or extension movements.

[0010] According to another embodiment of the invention or any of the foregoing embodiments, the interactive teaching system wherein the annulus fibrosus structure of the intervertebral disc is made of a flexible elastic material, and the nucleus pulposus structure is formed of a gel material or a soft elastic material to deform under pressure and simulate the stress state of the intervertebral disc.

[0011] According to another embodiment of the invention or any of the foregoing embodiments, the interactive teaching system wherein the intervertebral disc structure is a detachable modular structure, so as to facilitate the replacement of intervertebral disc models with different structural parameters or different degrees of degeneration.

[0012] According to another embodiment of the invention or any of the foregoing embodiments, the interactive teaching system includes an anterior longitudinal ligament, a posterior longitudinal ligament, a ligamentum flavum, an interspinous ligament, and a supraspinous ligament, each ligament being made of a material with a different elastic modulus and fixed at the corresponding cervical vertebra attachment position.

[0013] According to another embodiment of the invention or any of the foregoing embodiments, the interactive teaching system further includes a tension sensor disposed on the ligament structure for detecting changes in ligament tension during cervical spine movement.

[0014] According to another embodiment of the invention or any of the foregoing embodiments, the interactive teaching system includes a first flexible tube for simulating nerve roots and a second flexible tube for simulating vertebral arteries, wherein the first flexible tube and the second flexible tube are respectively disposed at the intervertebral foramen or transverse foramen position corresponding to the cervical spine model.

[0015] According to another embodiment of the invention or any of the foregoing embodiments of the interactive teaching system, the physical model module is further provided with a disc herniation driving component. When the intervertebral pressure is detected to reach a preset threshold, the herniation driving component pushes the intervertebral disc structure to produce a local herniation.

[0016] According to another embodiment of the invention or any of the foregoing embodiments, in the interactive teaching system, the software visualization module can generate a pressure distribution cloud map on the surface of a virtual intervertebral disc based on pressure data collected by sensors, using different colors to represent different pressure areas; the software visualization module is also used to draw an angle-pressure relationship curve based on the cervical flexion angle and intervertebral pressure data to demonstrate the influence of the head-down posture on the change of cervical spine force; the software visualization module includes a user interface, which is used to input the cervical flexion angle or select a preset cervical posture mode, and send corresponding control commands to the controller to drive the cervical spine model to move.

[0017] According to another embodiment of the invention or any of the foregoing embodiments, the interactive teaching system further includes a signal prompting component that provides feedback through light or sound prompts when a herniated disc or nerve compression is detected.

[0018] Accordingly, an interactive teaching method for simulating the biomechanical changes of the cervical spine in people who frequently look down at their phones is disclosed, characterized by the following steps: S1. Establish a cervical spine teaching model system. The system includes a movable cervical spine physical model, a sensor assembly mounted on the cervical spine physical model, a drive mechanism for driving cervical spine movement, and a controller communicatively connected to the sensor assembly and the drive mechanism, and establishes a virtual cervical spine three-dimensional model corresponding to the cervical spine physical model in the user terminal. S2. Input cervical spine posture parameters. The user inputs the cervical flexion angle or selects a preset cervical posture mode through the user terminal and sends the corresponding control command to the controller. S3, drives the movement of the cervical spine model. The controller controls the drive mechanism to drive the cervical spine physical model to produce forward flexion or backward extension movements according to the control command, so as to simulate the changes in cervical curvature under different head-down postures. S4. Collect biomechanical data. During the movement of the cervical spine model, pressure data of the intervertebral disc is collected by pressure sensors set at the contact points of the intervertebral disc or vertebral body, and cervical flexion angle data is collected by angle sensors. S5. Perform data processing and visualization. The controller transmits the collected angle and pressure data to the software visualization system, drives the virtual cervical spine 3D model to move synchronously, and converts the intervertebral pressure data into a pressure distribution map or angle-pressure relationship curve for display. S6, triggering a simulated intervertebral disc herniation. When the intervertebral pressure is detected to reach a preset threshold, the control system triggers the intervertebral disc herniation simulation process, causing the intervertebral disc structure to protrude locally, and simultaneously displays an animated demonstration of the intervertebral disc herniation in the virtual model; S7. Provide pressure feedback prompts. When a herniated disc comes into contact with or compresses a simulated nerve or blood vessel structure, visual or auditory prompts are provided through the user terminal to demonstrate the biomechanical effects of the herniated disc on the nerve or blood vessel.

[0019] The beneficial effects of this invention are: 1. This invention constructs an interactive teaching system that synchronously links a physical model and a virtual 3D model. This allows for real-time visualization of the physical model's motion state within a virtual interface, and quantitative analysis through pressure cloud maps and data curves, significantly enhancing the interactivity and visualization of the teaching process. The invention has a rational overall structure and provides intuitive teaching demonstrations, making it widely applicable in fields such as medical education, rehabilitation medicine training, and science popularization.

[0020] 2. This invention constructs a movable cervical spine physical model, enabling the cervical spine to simulate movement at different head-down angles. Compared to traditional static models, it can more intuitively demonstrate the changes in cervical curvature. By setting a composite elastic structure and pre-defined weak areas in the intervertebral disc structure, the intervertebral disc can deform under pressure and simulate the herniation process, thus realistically demonstrating the formation mechanism of intervertebral disc herniation.

[0021] 3. This invention, by incorporating sensing components such as pressure sensors and angle sensors, enables real-time acquisition of biomechanical parameters during cervical spine movement, allowing for a direct visualization of intervertebral pressure changes at different head-down angles during teaching. By setting up simulated nerve and blood vessel structures, the invention visually demonstrates the compression effect on nerve roots or blood vessels after a herniated disc, thus providing a more vivid explanation of the pathogenesis of related diseases. Attached Figure Description

[0022] Figure 1 A schematic diagram of the architecture of the interactive teaching system for simulating the biomechanical changes of the cervical spine in people who frequently look down at their phones, as described in the invention. Figure 2 This is a schematic diagram of the user interface of the interactive teaching system for simulating the biomechanical changes of the cervical spine in people who frequently look down at their phones. Figure 1 ; Figure 3This is a schematic diagram of the user interface of the interactive teaching system for simulating the biomechanical changes of the cervical spine in people who frequently look down at their phones. Figure 2 ; Figure 4 This is a schematic diagram of the user interface of the interactive teaching system for simulating the biomechanical changes of the cervical spine in people who frequently look down at their phones. Figure 3 ; Figure 5 A schematic diagram illustrating the steps of the interactive teaching method for simulating the biomechanical changes of the cervical spine in people who frequently look down at their phones, as described in the invention. Detailed Implementation

[0023] The technical solutions of the embodiments of the present invention will be clearly and completely described below with reference to the accompanying drawings. Obviously, the described embodiments are only some embodiments of the present invention, and not all embodiments. Based on the embodiments of the present invention, all other embodiments obtained by those skilled in the art without creative effort are within the scope of protection of the present invention.

[0024] like Figure 1 As shown in one embodiment, an interactive teaching system simulating the biomechanical changes of the cervical spine in people who frequently look down at their phones is provided for medical teaching. This system visually demonstrates the structural and biomechanical changes of the cervical spine under different head-down postures, enabling learners to understand the impact of prolonged head-down postures on the structure and function of the cervical spine. The teaching system mainly consists of a physical model module, a sensing and control module, and a software visualization module.

[0025] The physical model module is constructed as a physical model of the cervical spine with realistic anatomical features. The upper part of the model incorporates the skull structure, while the lower part connects sequentially to the first through seventh cervical vertebrae. The vertebrae are connected by movable joint structures, allowing the overall structure to simulate the flexion and extension movements of the cervical spine. Intervertebral disc structures are placed between adjacent cervical vertebrae to simulate the cushioning and load-bearing functions of the human cervical spine.

[0026] In the intervertebral disc structure, a fibrous annulus fibrosus forms the outer periphery, while the nucleus pulposus fills the interior. The annulus fibrosus is made of a flexible, elastic material, while the nucleus pulposus can be made of a gel or soft, elastic material, allowing the disc to deform under pressure, thus simulating the stress state of the intervertebral disc. A pre-designed weak area is set on one side of the annulus fibrosus, which can produce a local outward bulge when the pressure reaches a certain level, simulating the formation process of a herniated disc.

[0027] The cervical spine model can also incorporate ligamentous structures to restrict the range of motion of the cervical spine, such as the anterior longitudinal ligament, posterior longitudinal ligament, ligamentum flavum, interspinous ligament, and supraspinous ligament. Different ligaments can be made of materials with varying elastic moduli and fixed at their respective attachment points on the cervical spine, thereby simulating the restrictive effect of ligaments on cervical spine stability during model movement.

[0028] To simulate nerve or vascular structures, flexible tubular structures are incorporated into the cervical spine model at corresponding locations. For example, flexible tubes are placed at the intervertebral foramina to simulate nerve roots, and at the transverse foramina to simulate vertebral arteries. When a disc herniates, it can come into contact with or compress these structures, thus visually demonstrating the impact of a herniated disc on nerves or blood vessels in teaching. Tiny anchor points or holes are pre-drilled in the 3D-printed vertebral model to secure these ligamentous materials, ensuring their connection points conform to anatomy. These are then fixed to precise anatomical attachment points on the 3D-printed vertebral body using strong adhesive or micro-rivets.

[0029] The recommended materials for each ligament are listed in the table below: Table 1. Compositional materials, properties, and fixation locations of various ligaments

[0030] In some embodiments, the intervertebral disc structure can be designed as a modular and detachable structure. By replacing intervertebral disc modules with different structural parameters or different degrees of degeneration, various teaching scenarios can be simulated, such as normal intervertebral discs, degenerated intervertebral discs, and intervertebral disc herniation of different degrees.

[0031] The sensing and control module is used to drive the motion of the cervical spine model and acquire biomechanical data. The drive mechanism can use a servo motor or a stepper motor, and is connected to the lower part of the cervical spine model through a transmission mechanism to drive the cervical spine model to produce flexion or extension movements, thereby simulating different head-down postures.

[0032] Sensor components are placed at key locations on the cervical spine model to detect biomechanical changes during model movement. For example, pressure sensors are placed in the contact area between adjacent vertebrae or intervertebral discs to detect changes in intervertebral pressure; angle sensors are placed in the model structure to detect cervical flexion angles. In some embodiments, tension sensors can also be placed in the ligament structure to detect changes in ligament tension during cervical spine movement.

[0033] like Figure 2 As shown, the collected sensor data is processed by the controller and transmitted to the software visualization module for real-time display. The software visualization module communicates with the controller and creates a virtual 3D model of the cervical spine corresponding to the physical model on the user terminal. During teaching, the virtual model can move synchronously with the physical cervical spine model, thereby displaying changes in cervical curvature and internal structural state on the screen.

[0034] The software system can also generate a pressure distribution cloud map on the virtual intervertebral disc surface based on data collected by pressure sensors, using different colors to represent different pressure areas, allowing learners to intuitively observe the force distribution on the intervertebral disc. Simultaneously, the system can generate an angle-pressure relationship curve based on the cervical flexion angle and intervertebral pressure data, used to demonstrate the relationship between head-down posture and changes in intervertebral pressure.

[0035] like Figure 2-4 As shown, the user terminal provides an interactive interface where teachers or learners can input the target forward flexion angle or select a preset cervical spine posture mode, such as normal upright posture, mild head-down posture, moderate head-down posture, and severe head-down posture. The system controls the drive mechanism to move the cervical spine model according to the input parameters.

[0036] In some implementations, a disc herniation simulation component can be incorporated within the model. When the intervertebral pressure reaches a preset threshold, this component can push the intervertebral disc structure to produce a localized herniation, thereby simulating the formation process of a disc herniation. Simultaneously, an animated demonstration of the disc herniation is displayed in the virtual 3D model.

[0037] When a herniated disc comes into contact with or compresses a simulated nerve or blood vessel structure, the system can provide feedback through prompting components, such as light or sound prompts, to alert the learner and visually demonstrate the compression of the nerve or blood vessel.

[0038] like Figure 5 As shown, in the implementation of the teaching method, a cervical spine teaching model system is first established, and a virtual 3D cervical spine model corresponding to the physical model is constructed in the user terminal. Then, cervical spine posture parameters are input through the user terminal, such as setting the cervical flexion angle or selecting a preset posture mode. The control system drives the cervical spine model to produce corresponding movements according to the input parameters, and collects data such as intervertebral pressure and cervical spine angle during the movement. The collected data is transmitted in real time to the visualization system to drive the virtual model to move synchronously and generate pressure distribution maps and angle-pressure relationship curves. When the intervertebral pressure reaches a preset threshold, the system triggers a disc herniation simulation and displays the herniation process synchronously in both the physical and virtual models. When the herniated structure contacts or compresses simulated nerves or blood vessels, the system provides visual or auditory prompts to help learners understand the biomechanical effects of disc herniation on nerves or blood vessels.

[0039] The above structure and method can dynamically demonstrate the effects of different head-down postures on cervical curvature, intervertebral disc pressure, and intervertebral disc herniation during medical teaching, making the teaching process more intuitive, visual, and interactive, thereby improving teaching effectiveness.

[0040] Workflow of an interactive teaching system for medical education simulating cervical spine biomechanical changes in "text neck" users: Initialization: The model is in a neutral position (0° head-down angle). All servos retract, and protruding blocks are hidden. In the iPad app, the default selection page for "Three States of Cervical Curvature" displays "Normal Curvature".

[0041] Three states of cervical curvature feedback information: (1) Normal curvature information: Intervertebral disc pressure and tension information of various ligaments are displayed.

[0042] (2) Straightening curvature information: Intervertebral disc pressure and tension information of various ligaments are displayed.

[0043] (3) Reverse curvature information: Data on intervertebral disc pressure and tension of various ligaments are displayed, such as Figure 2 As shown.

[0044] Changes in pressure at different angles of cervical flexion: See the interface for "Changes in pressure at different angles of cervical flexion" (…). Figure 3 Input cervical flexion positions of 15 degrees, 30 degrees, 45 degrees and 60 degrees respectively, and the system will automatically report the changes in pressure between C5 and C6 and between C6 and C7 in the neck.

[0045] Real-time monitoring and feedback: (1) When the buckling angle is <15° (simulating the normal range): all servos remain retracted and the green light is on.

[0046] (2) When 15°≤ flexion angle < 30° (simulating mild head-down): servo motor 1 (C3-C4) is slightly pushed out about 2mm, the corresponding segment LED yellow light flashes slowly, and the APP prompts "C3-C4 intervertebral disc is slightly compressed".

[0047] (3) When 30°≤ flexion angle < 45° (simulating moderate head-down): servo motors 1 and 2 are pushed out to 4mm, the LED orange light flashes rapidly, the buzzer beeps intermittently, and the APP prompts "Increased risk of C4-C5 intervertebral disc herniation".

[0048] (4) When the flexion angle is ≥ 45° (simulating severe head tilt): all servos are fully extended (6mm), the protruding block presses against the red tubing (vertebral artery) and the yellow tubing (nerve root), the LED red light stays on, the buzzer sounds continuously, and the APP prompts "C5-C6 intervertebral disc herniation! Compression of nerve / blood vessel!" (5) Reset: Return the head to the neutral position, retract all servos, clear the alarm, and restore the model to its initial state.

[0049] Simulated herniated disc: When the user instructs the model to remain in a large-angle head-down position (e.g., simulating prolonged mobile phone use), the software can simulate the cumulative effect. When the cumulative pressure or instantaneous pressure exceeds a preset threshold: (1) Virtual level: Trigger a three-dimensional animation of virtual intervertebral disc kyphosis, bulging, and finally rupture and protrusion, and highlight the compressed nerve root or spinal cord.

[0050] (2) Physical level: Continuous pressure is applied to the physical intervertebral disc model, compressing the internal gel-like "nucleus pulposus" and ultimately causing it to physically "protrude" from the pre-set weak point of the annulus fibrosus, providing a strong visual and tactile impact, such as... Figure 4 As shown.

[0051] Working principle of the invention: This invention achieves a dynamic demonstration of the changes in cervical spine stress and the formation process of intervertebral disc herniation under different head-down postures through a collaborative approach of physical structure simulation, biomechanical data acquisition, data processing, and virtual visualization.

[0052] During the teaching process, users input cervical spine posture parameters through an interactive interface, such as setting the cervical flexion angle or selecting a preset posture mode (e.g., normal posture, slight head tilt, moderate head tilt, or severe head tilt). After receiving the input command, the control system activates the drive mechanism, which drives the cervical spine physical model to produce corresponding flexion or extension movements through the transmission structure. Because the skull structure is sequentially connected to the first to seventh cervical vertebrae and forms a movable connection through joint structures, relative movements occur between the cervical vertebrae under the driving action, thereby simulating the curvature changes of the human cervical spine under different head tilt postures.

[0053] As the cervical spine model moves, the intervertebral disc structure between adjacent vertebrae is subjected to compression or tension. The nucleus pulposus within the disc deforms under pressure, while the surrounding annulus fibrosus constrains the nucleus pulposus, thus simulating the cushioning and stress characteristics of a real intervertebral disc. As the cervical flexion angle gradually increases, the stress distribution on the anterior and posterior parts of the intervertebral disc changes, causing the intervertebral pressure to gradually increase. Because a pre-designed weak area is located on one side of the annulus fibrosus, when the local pressure exceeds a certain level, this area bulges outward, thus simulating the process of intervertebral disc herniation.

[0054] During the movement of the cervical spine model, pressure sensors placed in the intervertebral disc or vertebral body contact area detect changes in intervertebral pressure in real time, angle sensors record changes in the cervical spine flexion angle, and tension sensors placed in the ligament structure detect changes in ligament tension during movement. The data collected by each sensor is transmitted to the controller for processing and analysis.

[0055] The processed data is sent to the software visualization system. The virtual cervical spine 3D model moves synchronously according to the received angle data, ensuring that the virtual model's posture matches that of the physical model. Simultaneously, based on pressure sensor data, a pressure distribution cloud map is generated on the surface of the virtual intervertebral disc, with different colors representing different pressure areas. An angle-pressure change curve is plotted based on the angle and pressure data, thus visually reflecting the impact of the head-down posture on the stress state of the cervical spine.

[0056] When the system detects that the intervertebral pressure reaches a preset threshold, the control system triggers a simulation of intervertebral disc herniation, causing a localized herniation of the intervertebral disc structure in the physical model, and simultaneously displays a dynamic demonstration of the herniation in the virtual model. When the herniated structure contacts or compresses the flexible tubular structure simulating a nerve or blood vessel, the system provides prompts through lights or sounds to demonstrate the biomechanical effects of intervertebral disc herniation on nerves or blood vessels.

[0057] Through the above process, the relationship between changes in cervical spine posture, changes in intervertebral disc stress, and the formation of intervertebral disc herniation can be dynamically demonstrated in medical teaching. This allows learners to intuitively understand the impact of long-term head-down posture on cervical spine structure and function, thereby improving the intuitiveness and interactivity of teaching.

[0058] The foregoing has shown and described the basic principles, main features, and advantages of the present invention. Those skilled in the art should understand that the above embodiments are merely illustrative of the technical concept and characteristics of the present invention, intended to enable those skilled in the art to understand and implement the invention, and should not be construed as limiting the scope of protection of the present invention. All equivalent changes or modifications made in accordance with the spirit and essence of the present invention should be covered within the scope of protection of the present invention.

Claims

1. An interactive teaching system simulating the biomechanical changes of the cervical spine in people who frequently look down at their phones, comprising: Physical model module, sensing and control module, and software visualization module; The physical model module includes a skull model, the first to seventh cervical vertebrae connected in sequence, and intervertebral disc structures set between adjacent cervical vertebrae. The cervical vertebrae are connected by joint structures to form a movable cervical vertebra model. The intervertebral disc structure includes an annulus fibrosus structure and a nucleus pulposus structure disposed inside the annulus fibrosus structure. A pre-designed weak area is provided on one side of the annulus fibrosus structure to form a local protrusion when the intervertebral disc is subjected to pressure. The physical model module also includes ligament structures to limit the range of motion of the cervical spine and flexible tubular structures to simulate nerves or blood vessels. The sensing and control module includes a drive mechanism for driving the movement of the cervical spine model, a sensor assembly for detecting biomechanical changes in the cervical spine, and a controller for controlling the drive mechanism and processing the sensor signals. The sensor assembly includes at least a pressure sensor and an angle sensor. The pressure sensor is disposed in the intervertebral disc structure or the contact area of ​​adjacent vertebrae and is used to detect changes in intervertebral pressure. The software visualization module is connected to the controller and is used to receive data collected by the sensor components and drive the virtual cervical spine model to move synchronously. At the same time, it displays the intervertebral pressure data in a graphical manner and triggers a simulation demonstration of intervertebral disc herniation when the pressure reaches a preset threshold.

2. The interactive teaching system for simulating the biomechanical changes of the cervical spine in people who frequently look down at their phones, as described in claim 1, is characterized in that: The driving mechanism includes a servo motor or a stepper motor and a transmission mechanism connected thereto. The transmission mechanism is connected to the lower part of the cervical spine model and is used to drive the cervical spine model to produce flexion or extension movements.

3. The interactive teaching system for simulating the biomechanical changes of the cervical spine in people who frequently look down at their phones, as described in claim 1, is characterized in that: The annulus fibrosus structure of the intervertebral disc is made of a flexible elastic material, and the nucleus pulposus structure is formed of a gel material or a soft elastic material to deform under pressure and simulate the stress state of the intervertebral disc; the intervertebral disc structure is a detachable modular structure to facilitate the replacement of intervertebral disc models with different structural parameters or different degrees of degeneration.

4. The interactive teaching system for simulating the biomechanical changes of the cervical spine in people who frequently look down at their phones, as described in claim 1, is characterized in that: The ligamentous structures include the anterior longitudinal ligament, posterior longitudinal ligament, ligamentum flavum, interspinous ligament, and supraspinous ligament. Each ligament is made of a material with a different elastic modulus and is fixed at the corresponding cervical vertebra attachment position.

5. An interactive teaching system for simulating the biomechanical changes of the cervical spine in people who frequently look down at their phones, as described in claim 1, is characterized in that: The sensor assembly also includes a tension sensor, which is disposed on the ligament structure and is used to detect changes in ligament tension during cervical spine movement.

6. The interactive teaching system for simulating the biomechanical changes of the cervical spine in people who frequently look down at their phones, as described in claim 1, is characterized in that: The flexible tubular structure includes a first flexible tube for simulating nerve roots and a second flexible tube for simulating vertebral arteries, with the first and second flexible tubes respectively located at the intervertebral foramen or transverse foramen of the cervical spine model.

7. An interactive teaching system for simulating the biomechanical changes of the cervical spine in people who frequently look down at their phones, as described in claim 1, is characterized in that: The physical model module is also equipped with a disc herniation driving component. When the intervertebral pressure is detected to reach a preset threshold, the herniation driving component pushes the intervertebral disc structure to produce a local herniation.

8. An interactive teaching system for simulating the biomechanical changes of the cervical spine in people who frequently look down at their phones, as described in claim 1, is characterized in that: The software visualization module can generate a pressure distribution cloud map on the surface of a virtual intervertebral disc based on the pressure data collected by the sensor, and use different colors to represent different pressure areas. The software visualization module is also used to draw an angle-pressure relationship curve based on the cervical flexion angle and intervertebral pressure data to show the effect of the head-down posture on the change of cervical spine force. The software visualization module includes a user interface, which is used to input the cervical flexion angle or select a preset cervical posture mode and send the corresponding control command to the controller to drive the cervical spine model to move.

9. An interactive teaching system for simulating the biomechanical changes of the cervical spine in people who frequently look down at their phones, as described in claim 1, is characterized in that: The sensing and control module also includes a signal prompting component, which provides feedback through light or sound prompts when a herniated disc or nerve compression is detected.

10. An interactive teaching method simulating the biomechanical changes of the cervical spine in people who frequently look down at their phones, characterized by: Includes the following steps: S1. Establish a cervical spine teaching model system. The system includes a movable cervical spine physical model, a sensor assembly mounted on the cervical spine physical model, a drive mechanism for driving cervical spine movement, and a controller communicatively connected to the sensor assembly and the drive mechanism, and establishes a virtual cervical spine three-dimensional model corresponding to the cervical spine physical model in the user terminal. S2. Input cervical spine posture parameters. The user inputs the cervical flexion angle or selects a preset cervical posture mode through the user terminal and sends the corresponding control command to the controller. S3, drives the movement of the cervical spine model. The controller controls the drive mechanism to drive the cervical spine physical model to produce forward flexion or backward extension movements according to the control command, so as to simulate the changes in cervical curvature under different head-down postures. S4. Collect biomechanical data. During the movement of the cervical spine model, pressure data of the intervertebral disc is collected by pressure sensors set at the contact points of the intervertebral disc or vertebral body, and cervical flexion angle data is collected by angle sensors. S5. Perform data processing and visualization. The controller transmits the collected angle and pressure data to the software visualization system, drives the virtual cervical spine 3D model to move synchronously, and converts the intervertebral pressure data into a pressure distribution map or angle-pressure relationship curve for display. S6, triggering a simulated intervertebral disc herniation. When the intervertebral pressure is detected to reach a preset threshold, the control system triggers the intervertebral disc herniation simulation process, causing the intervertebral disc structure to protrude locally, and simultaneously displays an animated demonstration of the intervertebral disc herniation in the virtual model; S7. Provide pressure feedback prompts. When a herniated disc comes into contact with or compresses a simulated nerve or blood vessel structure, visual or auditory prompts are provided through the user terminal to demonstrate the biomechanical effects of the herniated disc on the nerve or blood vessel.

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