An augmented reality pet care teaching system

Abstract

The present invention is an augmented reality pet care teaching system, specifically referring to a teaching system that utilizes augmented reality technology to enable learners to interact with virtual objects in a real-world environment, thereby achieving the goal of learning how to care for pets.

Description

[Technical Field]

[0001] This invention relates to an augmented reality pet care teaching system, and more particularly to a teaching system that uses augmented reality technology to allow learners to interact with virtual objects in a real environment in order to learn how to care for pets. [Previous Technology]

[0002] Over time, Taiwanese society's values ​​regarding pets have undergone significant changes. Around 1950 (Republic of China Year 39), the trend of keeping cats and dogs gradually emerged, initially focusing on practicality, such as guarding the house, driving away pests, and playing a protective or alarm role to ensure the safety of the owner's property. After 1970 (Republic of China Year 59), people's motivation for keeping pets gradually shifted to seeking emotional satisfaction, emphasizing the companionship and entertainment value of pets. In the late 1990s, the trend of keeping cats gradually flourished, becoming another important pet companion in the family. With the economic progress and improved living standards, people's living habits have tended towards diverse forms such as community housing and apartment buildings. This shift means a reduction in home space, and the guarding and alarm functions of pets have gradually faded; coupled with changes in population and social consciousness, Taiwan is facing a wave of declining birth rates, with the birth rate declining year after year. As of April 2023 (Republic of China Year 112), according to data from the Statistics Department of the Ministry of the Interior, Taiwan's aging index had reached 147.9. Taiwan officially entered an aging society in 2018 and is projected to further enter a super-aged society by 2025 (Republic of China Year 114). Despite the increasing aging trend, the birth rate has continued to decline. From 9.9% in 2012 (Republic of China Year 101) to 6% in 2022 (Republic of China Year 111), the birth rate decreased by 3.9 percentage points in 10 years. These changes in lifestyle have shifted the purpose of pet ownership from early labor-related needs to a greater emphasis on emotional needs. The fast pace and habits of modern life have led to widespread loneliness and emptiness, making pets important companions that provide emotional comfort to their owners. These changes have elevated the status of pets within the family, treating them as family members and giving them an importance similar to that of relatives. Pet ownership has become a trend in Taiwan, but the accompanying problems are becoming increasingly prominent, especially abandonment. According to data from the Council of Agriculture's Animal Protection Information Network (2020), there are approximately 155,869 stray dogs in Taiwan, a 6.19% increase from 146,773 in 2018. In 2021 (Republic of China year 110), public animal shelters nationwide housed 32,388 stray cats and dogs. Stray animals not in shelters may pose a threat to community safety. To address this issue, in addition to promoting pet registration, it is necessary to strengthen owner education and raise awareness of animal protection to prevent abandonment and abuse. The government's subsidy policy for sterilizing domestic dogs and cats, implemented in 2023 (Republic of China year 112), helps reduce abandonment and euthanasia, while also preventing the emergence of infectious diseases and environmental hygiene problems.

[0003] Furthermore, in 1998 (Republic of China Year 87), the government promulgated the Animal Protection Act, whose legislative purpose was to respect the right to life of animals and prevent cruelty. This represents a shift in Taiwan's view of animals from being treated as property to being regarded as individuals with life value. The implementation of this law also laid the foundation for life education, making animal protection an important part of the education system. With the promotion of the curriculum, students can gain a more comprehensive understanding of biodiversity, the operation of ecosystems, and cultivate a value of respecting life, promoting a sense of social responsibility for animal protection. Table 1 shows a summary of the key points in the development of life (animal) education: Table 1 Key Points in the Development of Life (Animal) Education years event Main content 1997 The "Implementation Plan for Promoting Life Education in Junior High Schools of Taiwan Province" was promulgated. Promote life education program in secondary schools 2000 Establish a "School Life Education Project Team" This laid the foundation for the future life education curriculum. 2001 Ministry of Education's Mid-Term Plan for Promoting Life Education The plan to implement life education throughout the sixteen years from primary school to university marks a significant milestone in the promotion of life education in our country. 2014 General Outline of the Twelve-Year Basic Education Curriculum Formal inclusion of life issues in the curriculum syllabus 2019 108 Curriculum Guidelines Animal protection knowledge will be appropriately integrated into topics such as "environmental education," "life education," and "moral education," and will be developed simultaneously in elementary, junior high, and high schools, and integrated into the teaching curriculum.

[0004] In recent years, over 60% of Taiwanese people currently own pets, with dogs overwhelmingly ranking first (59%), followed by cats (27%). Therefore, this study focuses on cats and dogs. Taiwan is increasingly emphasizing animal-related education courses, and pet issues have become a significant topic in the animal sector. Due to the high acceptance of digital products among modern people, digital learning methods, combining the internet and multimedia teaching materials to provide a visual learning environment, have become an educational trend. However, many issues still need to be addressed in implementing these educational courses. [Summary of the Invention]

[0005] The main objective of this invention is to provide an augmented reality pet care teaching system. This system, based on the Taiwan Society for the Prevention of Cruelty to Animals (TSPCA) and grounded in animal protection laws, combines augmented reality (AR) technology with gamified teaching materials. The system design, integrating augmented reality technology and gamified teaching materials, helps to enhance learners' interest and concentration during the learning process by introducing augmented reality and game elements, thereby achieving better learning outcomes. Learners can complete learning tasks and experience interactive modes related to pet care simply by participating in augmented reality mobile games.

[0006] In more detail, this invention proposes an augmented reality pet care teaching system that uses a smartphone or tablet to execute designed teaching materials as a pet care knowledge course. Students can complete learning tasks through augmented reality technology according to the learning guide and simulate interactive scenarios of raising and caring for pets. In this way, students can develop basic pet knowledge concepts in the process of raising and interacting with pets.

[0007] An augmented reality pet care teaching system of the present invention includes: an Android application, including a learner interface, the learner interface further including a main menu and a learning guide, a learner can select one of a plurality of pet options in a virtual pet object to be learned through the main menu to begin learning the selected pet option, the learning guide including a plurality of topics related to the life and health of pets, each of the topics providing a plurality of explanations of the selected pet option for the learner to refer to and interact with; and an augmented reality module, including a virtual object library and a pet status and behavior module, which can display When a learner interacts with a selected pet option using a virtual object library, the learner observes the pet's status and autonomous behavior. The virtual object library provides realistic virtual objects, including a food-related virtual object, a play-related virtual object, and the pet virtual object itself. The learner can interact with the selected pet option using either the food-related or play-related virtual object. The pet status and behavior module includes a pet behavior branch module and a pet interaction learning theme, allowing the learner to learn how to properly care for and interact with the selected pet option. Specifically, when the learner selects one of the multiple pet options, they can then select either the food-related or play-related virtual object from the virtual object library. They can then observe the pet's behavior related to the selected option from the pet behavior branch module within the pet status and behavior module, and finally, map this behavior to the pet interaction learning theme to obtain the learner's interaction results.

[0008] Preferably, the learner interacts with the plurality of virtual pet options in the virtual pet object through the learner interface of the Android application in any of the following ways: gesture control, touch operation, voice command and a device sensor detection operation, to perform interactive behaviors such as feeding, playing games or health checks.

[0009] Preferably, the pet status and behavior module includes a pet behavior branch module, which generates a feeding behavior, a playing behavior, an autonomous behavior and an abnormal behavior based on the learner's interactive operation behavior, and presents them in real time in a mobile communication module.

[0010] Preferably, the learning guide includes a plurality of learning topics such as a diet topic, a play topic, a medical and health topic, an abnormal state handling topic, and a basic pet behavior judgment topic.

[0011] Preferably, the augmented reality pet care teaching system further includes a learning process recording module, which records the interaction process and learning progress between the learner and one of the multiple pet options in the virtual pet object, and automatically adjusts the difficulty of the learning content according to the interaction process, so as to realize a personalized learning path planning and a feedback mechanism.

[0012] Preferably, the Android application and the augmented reality module can be stored in a cloud server and synchronized with a mobile communication module via a wireless network to realize real-time switching of multiple devices and cloud backup of the learning process.

[0013] Preferably, the plurality of pet options of the virtual pet object includes at least one pet cat and one pet dog, and the learner can choose different pet options for learning experience, and provide corresponding care knowledge and interactive simulation behavior according to different pet options.

[0014] Preferably, the augmented reality pet care teaching system further includes a multi-user interactive module, which allows multiple learners to collaborate or compete within the augmented reality module to carry out team care tasks or interactive challenges, thereby promoting community communication and collaborative learning.

[0015] Preferably, the augmented reality pet care teaching system further includes an instant feedback module that provides visual, auditory or text prompts in real time based on the correctness of the learner's operation during the interaction between the learner and multiple pet options in the virtual pet object, so as to enhance the learner's learning motivation and learning effectiveness.

[0016] To make this disclosure more obvious and understandable, specific embodiments are provided below, and detailed descriptions are given in conjunction with the accompanying drawings.

Implementation Method

[0017] The following description provides detailed examples in conjunction with the accompanying drawings, but these examples are not intended to limit the scope of this disclosure. Furthermore, the drawings are for illustrative purposes only and are not drawn to their original dimensions. For ease of understanding, the same elements will be designated with the same symbols in the following description.

[0018] The terms “including,” “containing,” “having,” etc., mentioned in this disclosure are all open-ended terms, meaning “including but not limited to.”

[0019] In the description of the various embodiments, when the terms "first", "second", "third", "fourth", etc. are used to describe the elements, they are only used to distinguish these elements from each other and do not limit the order or importance of these elements.

[0020] In the description of the various embodiments, the term "coupled" or "connected" may refer to two or more elements making direct physical or electrical contact with each other, or making indirect physical or electrical contact with each other. "Coupled" or "connected" may also refer to two or more elements operating or acting on each other.

[0021] Please refer to Figure 1, which shows a preferred embodiment of the first architecture of an augmented reality pet care teaching system of the present invention. As shown in Figure 1, an augmented reality pet care teaching system 1 includes: an Android application 11, including a learner interface 111, which further includes a main menu 1111 and a learning guide 1112. A learner X can select one of a plurality of pet options in a virtual pet object 1213 to be learned through the main menu 1111, such as a pet cat 12131 and a pet dog 12132, to begin learning the selected pet option. The learner X interacts with the plurality of virtual pet options in the virtual pet object 1213 through the learner interface 111 of the Android application 11 in any of the following ways, such as gesture control and touch operation. The learning guide 1112 includes multiple themes related to the pet's life and health, such as a feeding theme 11121, a play theme 11122, a medical and health theme 11123, an abnormal state handling theme 11124, and a basic pet behavior judgment theme 11125. Each of these themes can provide multiple forms of explanation for the selected pet option for the learner X to refer to and learn from. The multiple forms of explanation include text explanations, image explanations, or audio / video explanations, or combinations thereof. An augmented reality module 12 includes a virtual object library 121 and a pet status and behavior module 122. It can display the learner X's interaction with the selected pet option, such as a cat 12131 or a dog 12132, using the virtual object library 121. The learner X can choose different pet options for learning experiences, and corresponding care knowledge and interactive simulation behaviors are provided based on the different pet options. The virtual object library 121 provides realistic virtual objects, including a food-related virtual object 1211, a play-related virtual object 1212, and the pet virtual object 1213. The learner X can use the food-related virtual object 1211 or the play-related virtual object 1212 to interact with the selected pet option. If the pet cat 12131 / pet dog 12132 interacts and learns, the pet status and behavior module 122 includes a pet behavior branch module 1221 and a pet interaction learning theme 1222, so that the learner X can learn to properly care for and interact with the selected pet option. The pet behavior branch module 1221 generates a feeding behavior 12211, a play behavior 12212, an autonomous behavior 12213 and an abnormal behavior 12214 based on the learner X's interactive operation behavior, and presents them in real time in a mobile communication module A. Furthermore, the pet interaction learning theme 1222 includes a feeding theme 12221, a play theme 12222 and a medical health theme 12223.When the learner selects one of the multiple pet options, the learner X can then select either the food-related virtual object 1211 or the play-related virtual object 1212 from the virtual object library 121. The learner can then observe the pet behavior related to the selected pet option from the pet behavior branch module 1221 within the pet status and behavior module 122, specifically the food behavior 12211, play behavior 12212, autonomous behavior 12213, and abnormal behavior 12214. Finally, the learner can refer to the pet interaction learning theme 1222 for the food theme 12221, play theme 12222, or medical health theme 12222 to obtain the learning result. A learning process recording module 13 records the interaction process and learning progress between the learner X and one of the multiple pet options in the pet virtual object 1213, and automatically adjusts the difficulty of the learning content based on the interaction process, realizing a personalized learning path planning and feedback mechanism. A multi-user interactive module 14 allows multiple learners X to collaborate or compete within the augmented reality module 12, undertaking team care tasks or interactive challenges to promote community interaction and collaborative learning; and an instant feedback module 15 provides real-time visual, auditory, or textual prompts based on the correctness of learner X's actions during interaction with multiple pet options in the virtual pet object 1213, thereby enhancing learner X's learning motivation and learning effectiveness; wherein, the image resources of the augmented reality module 12 and the virtual object library 121 are constructed using 3D modeling and animation technology, and support visual output at different resolutions and device compatibility to enhance the realism and immersion of virtual pet interaction.

[0022] The augmented reality pet care teaching system 1 shown in Figure 1 includes an Android application 11, an augmented reality module 12, a learning process recording module 13, a multi-user interaction module 14, and an instant feedback module 15, all of which can be stored in a cloud server B and synchronized with the mobile communication module A via a wireless network. This enables real-time switching between multiple devices and cloud backup of the learning process. The mobile communication module A can be a mobile phone, tablet computer, portable computer, or high-end e-book reader.

[0023] Please refer to Figure 2, which shows a preferred second architecture of the augmented reality pet care teaching system of the present invention. As shown in Figure 2, its components are exactly the same as those in Figure 1, so they will not be described again. However, the Android application 11 in Figure 2 is stored in the mobile communication module A; on the other hand, the augmented reality module 12, the learning process recording module 13, the multi-user interaction module 14, and the instant feedback module 15 can be stored in the cloud server B. The area enclosed by the dotted line in Figure 2 is the augmented reality pet care teaching system 1. This is because if the virtual object library 121 includes more virtual objects, the pet virtual object 1213 includes more pet virtual objects, the pet behavior branch module 1221 in the pet status and behavior module 122 includes more behaviors, or the pet interactive learning theme 1222 includes more themes, then the required hardware space and computing power cannot be handled by a single mobile communication module A, such as a mobile phone, tablet, portable computer, or high-end e-reader. In this case, the augmented reality module 12, the learning process recording module 13, the multi-user interaction module 14, and the real-time feedback module 15 must be moved to the cloud server B, which can also be used and learned by multiple learners simultaneously.

[0024] Furthermore, the augmented reality pet care teaching system 1 can also be applied to Macintosh operating systems. Therefore, the Android application can be replaced with an Apple application (iOS applications). Thus, two embodiments can be derived: one embodiment is that the Apple application and the augmented reality module 12 can coexist in a mobile communication module A, and the other embodiment is that the Apple application can be stored in a mobile communication module A, and the augmented reality module 12 can be stored in a cloud server B.

[0025] Continuing from the above, Figure 1 is used as an example. Learner X uses the Android application 11 of the augmented reality pet care teaching system 1 located in the mobile communication module A. From the main menu 1111 of the learner interface 111, they select two options from the pet virtual object 1213 in the virtual object library 121 of the augmented reality module 12: the pet cat 12131 and the pet dog 12132. For example, the pet cat 12131 is selected. Learner X can then select either the food-related virtual object 1211 or the play-related virtual object 1212 from the virtual object library 121. For example, the food-related virtual object 1211 is selected. Then, from the pet behavior branch module 1221 within the pet status and behavior module 122, observe the pet behaviors related to the selected pet option, including eating behavior 12211, playing behavior 12212, autonomous behavior 12213, and abnormal behavior 12214. Taking this example, if the virtual object related to eating 1211 was selected earlier, it can be observed from the eating behavior 12211. Finally, by referring to the pet interaction learning theme 12221, playing theme 12222, or medical health theme 12223 within the pet interaction learning theme 1222, the learning result for the eating theme 12221 can be obtained. Note that if the learner X needs to repeat the experience, they can use a reset button D (as shown in Figure 3) to reset the virtual object in the scene; if the pet becomes sick due to an operational error, the learner X can use a hospital button C (as shown in Figure 3) to treat it and continue the following content and learning.

[0026] Please refer to Figure 3, which shows some of the operation icons and augmented reality pet illustrations of the augmented reality pet care teaching system of the present invention displayed on a mobile phone. As shown in Figure 3, it includes the actions of the pet cat 12131 shown in Figure 3A under various conditions in augmented reality, and the actions of the pet dog 12132 shown in Figure 3B under various conditions in augmented reality. Figure 3A includes a pet status and behavior module icon 122', the hospital button C, a virtual object library icon 121', a pet cat icon 12131', a learning guide icon 1112', and the return button D. Figure 3B includes the pet status and behavior module icon 122', the hospital button C, the virtual object library icon 121', a pet dog icon 12132', and the learning guide icon 1112'. Learner X generates the aforementioned icons and two buttons through the operation of the learner interface 111 (not shown in Figure 3) to conduct augmented reality learning of pet care.

[0027] Please refer to Figure 4, which is a branch diagram of pet behavior in the augmented reality pet care teaching system of the present invention. Figure 4 is designed according to different scenarios and course content to reflect the pet's actions when the learner X interacts with the pet cat 12131 / pet dog 12132. Autonomous behavior refers to the spontaneous actions of the pet cat 12131 / pet dog 12132 in the scenario, and these actions vary depending on the mood value. These behaviors help the learner X to experience the pet's behavioral characteristics and needs more realistically, thereby gaining a deeper understanding of the importance of pet breeding and care. The pet's status is decided and updated based on the status index value to reflect the current status.

[0028] Please refer to Figure 5, which is an architecture diagram of the pet status and behavior module of the augmented reality pet care teaching system of the present invention. Figure 5 realizes the interactive relationship between the food-related virtual object 1211 / the play-related virtual object 1212 and the behavior of the pet cat 12131 / the pet dog 12132. When the learner X interacts with the pet cat 12131 / the pet dog 12132 by correctly operating the food-related virtual object 1211 / the play-related virtual object 1212, the correct operation will increase the pet status index, and the index will decrease when the operation is incorrect or there is no interaction, allowing the learner X to understand the behavior of interacting with pets when operating the teaching system. To further explain, Figure 5 shows how the learner X increases the pet status index when interacting with the pet cat 12131 / the pet dog 12132 (hereinafter referred to as pet) by correctly operating, and decreases the index when the operation is incorrect or there is no interaction. The value of the pet status index will affect the pet's status and behavior. The pet's behavior allows learner X to understand how to interact with a pet while operating the teaching system. Realistic visual effects enhance learning interest and motivation, encouraging learner X to actively explore and learn. During the learning process, learner X learns about pet care by interacting with the pet and observing its behavior. When the pet's physiological needs are met, it enters a physiologically satisfied state; otherwise, it enters a physiologically unsatisfied state. In the physiologically unsatisfied state, the pet only responds to the virtual object 1211 related to food / play related to play; in the physiologically satisfied state, learner X can interact with the pet using play items or voice functions.

[0029] Please refer to Table 2, which shows the interaction design between the learner and the pet. When the pet's physiological needs are met, the pet enters a physiologically satisfied state; otherwise, it enters a physiologically unsatisfied state. In the physiologically unsatisfied state, the pet only reacts to food-related virtual objects 1211; in the physiologically satisfied state, the learner X can interact with the pet using play props or voice functions. Table 2: Interaction Design between Learner and Pet Learning topics Learner Operation Interactive Design Theme 1: Food Theme Feeding tools for pets: Non-toxic food Meat, feed, pumpkin, corn, salmon Pets exhibit eating behaviors Poisonous food items for feeding pets: Chocolate, grapes, onions Pet exhibiting abnormal behaviors indicative of illness Place the water bowl next to the pet Pets make drinking / eating behaviors Place a collar on your pet dog The pet dog will move in the direction of the phone's center of gravity. Place the litter box next to your cat. Pet cats exhibit eating and defecation behaviors Theme Two: Theme of the game Place the ball next to the pet dog The pet dog is playing by bouncing a ball. Place bones in the scene The pet dog will pick up the bone and place it in a fixed location. Place a scratching post next to your cat. The pet cat is playing by scratching the scratching post. Place a cat toy next to your cat. The pet cat is playing with a cat toy. Take the comb and move it on the pet cat. The pet cat lay down and purred during play. Turn on the voice function and say the pet's name. The pet will run up to the learner and sit down. Activate the voice function and say "Sit down". The pet will sit down and play in place. Activate the voice function and say "lie down". Pets will lie down and play in place. To enable voice control, say "roll". Pets will playfully roll around in place. Theme 3: Healthcare Theme Click the hospital button to get vaccinated The pet is exhibiting unusual behavior such as growling or growling. Click the hospital button to perform ligation. Pet exhibiting abnormal behavior in heat Scan the physical chip image with your mobile phone The pet disappeared into the scene space. Click the hospital button to treat illness The pet dog exhibits abnormal behavior indicative of illness. Take the comb and move it on the pet cat. Pet cat exhibits abnormal behavior indicative of illness.

[0030] The satisfaction survey of the teaching materials of this invention is implemented after teaching activities. It uses a modified version of the "Digital Learning Quality Satisfaction Standard" proposed in existing literature as the satisfaction scale for this invention. Its scope includes: teaching material content, learning guidance, teaching material design, and teaching media. The survey is designed using a five-point Likert scale, where 5 points represent "partially agree," 4 points represent "agree," 3 points represent "partially agree," 2 points represent "disagree," and 1 point represents "partially disagree." Higher scores indicate higher satisfaction, and vice versa.

[0031] Table 3 shows the student satisfaction survey results for augmented reality teaching materials. The analysis results show that the average satisfaction score for the content of the pet-themed teaching system's teaching materials is 4.350, indicating high learner satisfaction with the information, narratives, and examples in the materials. The average satisfaction score for the learning guide is 4.450, indicating that the learning guide effectively promotes learning and concentration. The average satisfaction score for the teaching material design is 4.700, showing that the augmented reality teaching method is considered interesting and engaging, increasing learning interactivity. The average satisfaction score for the teaching media is 4.607, reflecting the good user experience of the augmented reality teaching materials in terms of ease of operation and steps. The overall average satisfaction score is 4.523, indicating that learners highly value the augmented reality teaching materials for improving learning motivation and effectiveness. The standard deviation of all satisfaction indicators is controlled within 10% of the mean, showing high data consistency and stable results. Table 3 Student Teaching Material Satisfaction Survey Dimension average Standard deviation Number of people Textbook content 4.350 0.413 30 Learning Guide 4.450 0.464 30 Textbook Design 4.700 0.302 30 Teaching Media 4.607 0.266 30 Overall satisfaction 4.523 0.365 30

[0032] Table 4 shows the teacher satisfaction survey on augmented reality teaching materials. In terms of mean, the average score for teaching material design was 4.720, indicating that teachers highly praised the teaching materials designed with augmented reality technology, believing that their interactivity and vividness effectively promoted students' learning experience. The average score for teaching media was 4.640, indicating that teachers generally considered the augmented reality teaching materials easy to operate and supportive of teaching activities. The average score for learning guidance was 4.533, indicating that teachers highly recognized its organization and guidance, helping students focus on learning objectives. However, the average score for teaching material content was 4.333, which, while still relatively high, was relatively low, possibly indicating room for improvement in terms of information content or narrative clarity. Regarding standard deviation, the standard deviation for teaching media was 0.260, showing that teachers had a relatively consistent view on the ease of operation and user experience of the augmented reality teaching materials, with most teachers highly affirming their convenience. The standard deviation for teaching material design was 0.340, indicating that teachers' evaluation of the teaching materials designed with augmented reality technology was relatively stable, with most teachers satisfied with its interactive design. The standard deviation of the textbook content was 0.417, indicating that teachers' overall satisfaction with the presentation of information, narrative style, and examples in the textbook was consistent. However, the standard deviation of the learning guidance was 0.533, indicating a significant difference in teachers' satisfaction with the learning guidance, which may reflect different levels of acceptance of guidance methods among different teachers. Table 4: Teacher Textbook Satisfaction Survey Dimension average Standard deviation Number of people Textbook content 4.333 0.417 8 Learning Guide 4.533 0.533 8 Textbook Design 4.720 0.340 8 Teaching Media 4.640 0.260 8 Overall satisfaction 4.545 0.395 8 Based on the experimental results and questionnaire analysis, the proposed augmented reality-based teaching system has a positive impact on students' learning outcomes and motivation. Regarding learning outcomes, although the test scores of the augmented reality-based learning group showed greater improvement than the traditional textbook learning group, all students made significant progress in pet knowledge learning, regardless of the teaching method. Regarding learning motivation, because the augmented reality teaching method relatively easily enhances students' concentration and interest, the textbook satisfaction survey results show that most students and teachers have high levels of satisfaction.

[0033] In summary, the augmented reality pet care teaching system of the present invention is a feasible augmented reality teaching system with a convenient learning method. It has also verified the effectiveness of augmented reality in improving learning motivation and effectiveness, making it a highly suitable interactive pet learning model for educational applications. Future development directions for this invention include further optimization of the augmented reality system functions, such as adding more interactive elements and personalized learning. It can also be expanded to include other age groups, such as primary school education. Furthermore, cross-platform support, such as Macintosh operating systems and iOS applications, can be implemented to increase application adoption.

[0034] Although this disclosure has been disclosed above with reference to embodiments, it is not intended to limit this disclosure. Anyone with ordinary knowledge in the relevant technical field may make some modifications and refinements without departing from the spirit and scope of this disclosure. Therefore, the scope of protection of this disclosure shall be determined by the appended claims. [Simplified Explanation of the Diagram]

[0035] Figure 1 is a preferred embodiment of the first architecture of an augmented reality pet care teaching system of the present invention; Figure 2 is a preferred embodiment of the second architecture of an augmented reality pet care teaching system of the present invention; Figure 3 is a partial display of operation icons and augmented reality pet illustrations of the augmented reality pet care teaching system of the present invention on a mobile phone; Figure 4 is a pet behavior branch diagram of the augmented reality pet care teaching system of the present invention; and Figure 5 is a pet status and behavior module architecture diagram of the augmented reality pet care teaching system of the present invention.

Claims

1. An augmented reality pet care teaching system, comprising: An Android application includes a learner interface, which further includes a main menu and a learning guide. A learner can select one of several pet options from a set of virtual pet objects to begin learning about that selected pet option via the main menu. The learning guide includes several topics related to the life and health of pets, each of which provides explanations of the selected pet option in multiple formats for the learner's reference and interactive learning. The application also includes an augmented reality module, comprising a virtual object library and a pet status and behavior module, which can display... When a learner interacts with a selected pet option using a virtual object library, the learner observes the pet's status and autonomous behavior. The virtual object library provides realistic virtual objects, including a food-related virtual object, a play-related virtual object, and the pet virtual object itself. The learner can interact with the selected pet option using either the food-related or play-related virtual object. The pet status and behavior module includes a pet behavior branch module and a pet interaction learning theme, allowing the learner to learn how to properly care for and interact with the selected pet option. Specifically, when the learner selects one of the multiple pet options, they can then select either the food-related or play-related virtual object from the virtual object library. They can then observe the pet's behavior related to the selected option from the pet behavior branch module within the pet status and behavior module, and finally, map this behavior to the pet interaction learning theme to obtain the learner's interaction results.

2. The augmented reality pet care teaching system as described in claim 1, wherein, The learner interacts with the plurality of virtual pet options in the virtual pet object through the learner interface of the Android application in any of the following ways: gesture control, touch operation, voice command, and device sensor detection operation, to perform feeding, play games, or health checks. Interactive behaviors such as...

3. The augmented reality pet care teaching system as described in claim 1, wherein, The pet status and behavior module includes a pet behavior branch module, which generates a feeding behavior, a playing behavior, an autonomous behavior, and an abnormal behavior based on the learner's interactive operation behavior, and presents them in real time in a mobile communication module.

4. The augmented reality pet care teaching system as described in claim 1, wherein, The learning guide includes several learning topics, such as a diet topic, a play topic, a medical and health topic, an abnormal situation handling topic, and a basic pet behavior assessment topic.

5. The augmented reality pet care teaching system as described in claim 1 further includes a learning process recording module, which records the interaction process and learning progress between the learner and one of the multiple pet options in the virtual pet object, and automatically adjusts the difficulty of the learning content according to the interaction process, so as to realize a personalized learning path planning and a feedback mechanism.

6. The augmented reality pet care teaching system as described in claim 1, wherein, The Android application and the augmented reality module can be stored in a cloud server and synchronized with a mobile communication module via a wireless network, enabling real-time switching between multiple devices and cloud backup of the learning process.

7. The augmented reality pet care teaching system as described in claim 1, wherein, The virtual pet item includes at least one cat and one dog among its multiple pet options, and the learner can choose different pet options for the learning experience, depending on the different pets. The type options provide corresponding care knowledge and interactive simulation behaviors.

8. The augmented reality pet care teaching system as described in claim 1 further includes a multi-user interactive module that allows multiple learners to collaborate or compete within the augmented reality module to perform team care tasks or interactive challenges, thereby promoting community communication and collaborative learning.

9. The augmented reality pet care teaching system as described in claim 1 further includes an instant feedback module that provides visual, auditory, or textual prompts in real time based on the correctness of the learner's operation during the interaction between the learner and multiple pet options in the virtual pet object, so as to enhance the learner's learning motivation and learning effectiveness.

Images