Human-computer interaction method, device and medium for educational tablet computer

Abstract

A human-computer interaction method for an educational tablet is applicable to a student terminal, and there is at least one other student with similar learning habits in the adjacent position of each student's seat, and a first interaction channel is established with the student terminal of each adjacent other student. The method includes the following steps: S10 receives the seat position information sent by the teacher terminal; S20 collects the user's head image and pupil image; S30 determines whether the user and the adjacent student have similar concentration levels; S40 if so, determines whether the user and the adjacent student's sight focus positions are similar; S50 if not, determines that the user is not listening to the class seriously, and sends the determination result to the teacher terminal. Even if the student's attention frequently switches between multiple objects, it is still possible to relatively reliably determine whether the student's attention is on classroom learning. A method is also provided, applicable to the teacher terminal, for receiving the determination result sent by the student terminal and presenting it to the teacher.

Description

Technical Field

[0001] The present invention relates to the field of intelligent education, and in particular to a human-computer interaction method for an educational tablet computer. Background Art

[0002] With the progress of society, the application of tablet computers in the field of learning and education is becoming more and more popular. At present, educational tablets are more used for students' after-school education and are used more at home. However, in developed countries, educational tablets have been widely used in classrooms for interactive teaching. It is only a matter of time before educational tablets replace paper textbooks and become the teaching material carrier of classroom education.

[0003] The applicant's prior application, invention patent CN117670620B, provides a method for analyzing each student's classroom habits based on their classroom activity and classroom performance, and adjusting seats based on classroom habits, so that each student is surrounded by at least one other student with similar learning habits. However, classroom activity and classroom performance are more dependent on students' active input and teachers' subjective evaluation, and students will grow and change. The old method cannot adapt to dynamic adjustments and it is difficult to give an objective evaluation. Technical improvements in educational tablets are needed to support more advanced interactive evaluations, such as the degree to which students focus on learning in class.

[0004] Existing educational tablets focus more on after-school education, and will integrate the function of attention monitoring on educational tablets to replace the role of teachers. Traditional attention monitoring is usually achieved by collecting students' biological signs and combining eye tracking, facial expressions, etc. However, this method can only monitor whether students' attention is on the tablet. In the classroom scene, students' attention needs to be transferred between multiple objects such as teachers, tablets, classroom multimedia, and blackboards. The method of monitoring the attention of a single target is no longer applicable to educational tablets in the classroom. In other words, what the educational tablet needs to monitor is no longer the degree of students' concentration on the educational tablet, but the degree of students' concentration on classroom learning. Attention only to the educational tablet cannot represent attention to classroom learning. Attention to the blackboard, the teacher, and interaction with classmates can be considered as serious learning. Summary of the invention

[0005] The purpose of the present invention is to provide an interactive method that can effectively determine whether the student's attention is on classroom learning when the student's attention frequently switches between multiple objects.

[0006] According to one aspect of the present application, a human-computer interaction method for an educational tablet is provided, which is applicable to a student terminal, and each student seat has at least one other student with similar learning habits, and a first interaction channel is established with the student terminal of each adjacent other student, the method comprising the steps of:

[0007] S10 receives the seat position information sent by the teacher terminal, and the user adjusts the seat according to the seat position information;

[0008] S20 collects the user's head image and pupil image, analyzes the pupil image to obtain the pupil diameter representing the user's concentration level, analyzes the head image to obtain the head orientation representing the user's sight focus position, and shares the analysis result to other student terminals via the first interactive channel;

[0009] S30 receives the analysis results shared by other student terminals, and determines whether the concentration level of the user and the adjacent students is similar;

[0010] If not, it is determined that the user is not listening to the class attentively in S40, and the determination result is sent to the teacher's terminal; if so, it is determined whether the user's sight focus position is close to that of the adjacent students;

[0011] If not, it is determined at S50 that the user is not listening to the class seriously, and the determination result is sent to the teacher's terminal.

[0012] Preferably, in step S30, the step of determining whether the concentration level of the user and the adjacent student is similar is:

[0013] The pupil diameter of the user is recorded as Da, and the pupil diameters of the adjacent students are recorded as D1...Dn; the group mean of the pupil diameters of the adjacent students is recorded as P, which satisfies the relationship:

[0014] P = (D1 + ... + Dn) / n;

[0015] The group standard deviation of pupil diameters of adjacent students is recorded as Q, which satisfies the relationship:

[0016] Q= ;

[0017] Where Di is the pupil diameter of the i-th student in the group of adjacent students’ pupil diameters, and the value range of i is 1-n;

[0018] Determine whether the user's pupil diameter Da is within the range of the group mean P plus or minus m standard deviations Q, that is:

[0019] If m(PQ)≤Da≤m(P+Q), it is considered that the user and the adjacent students have similar concentration levels;

[0020] If m(PQ)>Da or Da>m(P+Q), it is determined that the user and the adjacent students have different levels of concentration.

[0021] Preferably, in step S40, before sending the identification result to the teacher terminal, the following steps are further included to review the identification result to be sent to the teacher terminal:

[0022] A coordinate system is established with time t as the horizontal axis and pupil diameter d as the vertical axis, and a dichotomy method is used to obtain the pupil diameter critical value dx that represents the user's concentration and inattention;

[0023] First, the preset value d1 is used as the pupil diameter threshold value for the first time to characterize the user's concentration and inattention, and the physiological upper limit dmax and the physiological lower limit dmin of the pupil diameter are preset. In step S30,

[0024] If it is determined that the user and the adjacent students have different concentration levels, the middle value between d1 and dmax is taken as the new critical value dx for the next judgment;

[0025] If it is determined that the user and the adjacent student have similar concentration levels, the middle value between d1 and dmin is taken as the new critical value dx for the next determination; in step S40,

[0026] If the relationship Da < dx is satisfied, the user is deemed to be in an inattentive state, and the step of sending the determination result that the user is not listening to the class seriously to the teacher's terminal is executed;

[0027] If the relationship Da≥dx is satisfied, the user is deemed to be in a focused state, and a step is performed to determine whether the user's sight focus position is close to that of an adjacent student.

[0028] Preferably, in step S40, the step of determining whether the head orientations of the user and the adjacent student are similar is:

[0029] Based on the collected user head image and the seat position information received from the teacher's terminal, analyze whether the user's line of sight is on the educational tablet or the blackboard, and output a yes or no result;

[0030] If the output result is: yes, the output result will be compared with the analysis results shared by other student terminals. If any adjacent student does not have the same result as the user, it is determined that the user's and the adjacent student's line of sight focus positions are not similar; if any adjacent student has the same result as the user, it is determined that the user's and the adjacent student's line of sight focus positions are similar.

[0031] Preferably, if the output result is: No, then it is determined whether the user's sight passes through any other student who is adjacent to the user and has similar learning habits. If not, it is determined that the user and the adjacent student are not close to each other.

[0032] If so, then based on the analysis results shared by other student terminals, determine whether the line of sight of the other student passes through the user; if so, it is determined that the user and the adjacent student's line of sight are close to each other and are in classroom interaction; if not, it is determined that the user and the adjacent student's line of sight are not close to each other.

[0033] Preferably, students in the same class are grouped together, and teacher users divide students into multiple groups with different learning habits according to their classroom activity and performance. The seats of students in the same group are adjusted to be adjacent to at least one other student in the same group, where adjacent means adjacent in front, behind, left, right or diagonally.

[0034] More preferably, multiple student groups are divided into Group 1, Group 2 and Group 3 with different learning habits in order from best to worst according to their classroom activity and classroom performance. When adjusting the students' seats, the seats of the students in Group 1 are configured not to be adjacent to any students in Group 3.

[0035] A human-computer interaction method for an educational tablet, applicable to a teacher terminal, comprising the steps of:

[0036] Establishing a second interactive channel with each student terminal;

[0037] Divide students with similar study habits into the same large group, arrange student seats in such a way that there is at least one other student with similar study habits in the adjacent position of each student's seat, and send the student seat information to each student's student terminal via the second interactive channel;

[0038] After receiving the result that any student is not attending class attentively, the teacher user checks whether the situation is true. If so, the teacher reminds the student to attend class attentively. If not, the teacher verifies whether other students in adjacent positions with similar learning habits are not attending class attentively. If so, the teacher reminds the student to attend class attentively.

[0039] A computer-readable storage medium stores a computer program, and when the computer program is executed by a processor, the processor is caused to execute the steps of the method.

[0040] A computer device comprises a memory and a processor, wherein the memory stores a computer program, and when the computer program is executed by the processor, the processor executes the steps of the method.

[0041] The present invention has the following beneficial effects:

[0042] The user adjusts the seat according to the seat position information, and there is at least one other student with similar learning habits around the user. The user's concentration level is represented by the pupil diameter, and the user's line of sight is represented by the head direction. First see whether the user is focused, and then see whether the content of the focus is similar. It is based on the data collected by the educational tablet and the values ​​of other students with similar learning habits. It does not rely too much on the educational tablet, but can also help teachers maintain classroom discipline. Even if the student's attention frequently switches between multiple objects, it can still be relatively reliably judged whether the student's attention is on classroom learning. BRIEF DESCRIPTION OF THE DRAWINGS

[0043] In order to more clearly illustrate the implementation methods of the present application or the technical solutions in the prior art, the drawings required for use in the implementation methods or the description of the prior art will be briefly introduced below. Obviously, the drawings described below are only some implementation methods of the present application. For ordinary technicians in this field, other drawings can be obtained based on these drawings without paying any creative work.

[0044] Figure 1 A step diagram of a human-computer interaction method according to an embodiment of the present application;

[0045] Figure 2 A pupil distance diagram of pupil size d described in one embodiment of the present application;

[0046] Figure 3 A coordinate system established when the system determines that the concentration levels are not similar in one embodiment of the present application;

[0047] Figure 4 A coordinate system established when the system determines that the concentration levels are similar in one embodiment of the present application;

[0048] Figure 5 It is a flowchart of the process of reviewing the identification result in step S40 of the human-computer interaction method described in one embodiment of the present application;

[0049] Figure 6 This is a flowchart of the process of determining whether the head orientations are similar in step S40 in the human-computer interaction method described in one embodiment of the present application;

[0050] Figure 7 Another flowchart of the process of determining whether the head orientations are similar in step S40 in the human-computer interaction method described in one embodiment of the present application;

[0051] Figure 8 This is a structural block diagram of a computer device according to an embodiment of the present application;

[0052] Fig. 9This is a communication connection block diagram of a student terminal and a teacher terminal according to an embodiment of the present application;

[0053] Description of Figure Numbers:

[0054] 100. Student terminal; 200. Teacher terminal; 300. Computer equipment. DETAILED DESCRIPTION

[0055] The following will be combined with the drawings in the embodiments of the present invention to clearly and completely describe the technical solutions in the embodiments of the present invention. Obviously, the described embodiments are only part of the embodiments of the present invention, not all of the embodiments. Based on the embodiments of the present invention, all other embodiments obtained by ordinary technicians in this field without creative work are within the scope of protection of the present invention.

[0056] In order to enable those skilled in the art to better understand the solution of the present invention, the present invention is further described in detail below in conjunction with the accompanying drawings and specific implementation methods.

[0057] Please refer to Figure 1 - Fig. 9 An embodiment of the present application provides a human-computer interaction method for an educational tablet, which is applicable to a student terminal 100 and a teacher terminal 200 respectively.

[0058] Next, the explanation will start from the student terminal 100:

[0059] A human-computer interaction method for an educational tablet is applicable to a student terminal 100, and there is at least one other student with similar learning habits in the adjacent position of each student seat, and a first interaction channel is established with the student terminal 100 of each adjacent other student, the method comprising the steps of:

[0060] S10: receiving the seat position information sent by the teacher terminal 200, and the user adjusts the seat according to the seat position information.

[0061] The student terminal 100 first receives the seat position information sent by the teacher terminal 200, and adjusts the seat according to the seat position information. The adjusted seat means that there is at least one other student with similar learning habits in the adjacent position of each student's seat. This is to create a positive learning atmosphere for each student. It is not terrible to have bad students around. What is terrible is that students who want to study hard cannot find classmates who can make progress together. Here, students with similar learning habits are classmates who can make progress together. After the seats are adjusted, students have an environment foundation for listening to the class seriously.

[0062] From the perspective of teachers, students with similar learning habits have similar behavioral characteristics. If one student is not listening to the class seriously, there are other students with similar habits who are also absent-minded. However, the one-size-fits-all approach of isolating good students from bad students has long been rejected in the education community. The method conceived by the present invention does not isolate good students from bad students, but ensures that there is at least one other student with similar learning habits next to each student's seat.

[0063] S20: Collect the user's head image and pupil image, analyze the pupil image to obtain the pupil diameter representing the user's concentration level, analyze the head image to obtain the head orientation representing the user's line of sight focus position, and share the analysis results to other student terminals 100 via the first interactive channel.

[0064] If educational tablets are to be popularized in classrooms, product costs must be controlled. Not every family can afford expensive educational tablets. Therefore, it is not advisable to integrate high-precision sensors on educational tablets. Relatively speaking, it is much easier to obtain the pupil diameter that represents the user's concentration by analyzing the pupil image, and to obtain the head orientation that represents the user's line of sight by analyzing the head image than to perform visual dynamic tracking or subtle facial expression analysis. The technology for collecting pupil images is relatively mature, and it is also relatively easy to obtain the pupil diameter through pupil images. See the attached Figure 2 This represents the diameter of the user's pupil.

[0065] Changes in the user's pupil diameter can characterize the user's concentration level to a certain extent. Pupil diameter is controlled by the autonomic nervous system, and when people focus on something or experience emotional fluctuations, the pupil will unconsciously expand or shrink. When students are listening to a lecture or participating in complex cognitive tasks (such as solving problems and understanding new concepts), their pupils will naturally dilate. This is because the brain needs more resources to process information, and the activity of the sympathetic nervous system increases, causing the pupil to dilate. Conversely, if students are confused, bored, or annoyed, their pupils may shrink.

[0066] It is inaccurate to characterize the user's concentration only by the change in the user's pupil diameter, but it is a low-cost implementation method, which is more conducive to the widespread application of educational tablets in regional education with general economic conditions. In order to make up for the unreliability of this monitoring, the comparison of the analysis results of other student terminals 100 can be introduced. The data of one person cannot accurately represent whether the class is listened to carefully, but the connection between the behavioral characteristics of the student and the adjacent classmates with similar habits can further reflect whether the student is abnormal in listening carefully compared with the adjacent classmates with similar habits.

[0067] S30: receiving the analysis results shared by other student terminals 100, and determining whether the concentration level of the user and the adjacent students is similar.

[0068] The analysis result of the student terminal 100 is shared with other student terminals 100, and similarly, it will also receive the analysis results sent to it by other student terminals 100. By judging whether the concentration level of the user and the adjacent students is similar, it can be monitored whether the user has physiological characteristics that are abnormal from other students in terms of listening carefully to the class.

[0069] S40: If not, it is determined that the user is not listening to the class attentively, and the determination result is sent to the teacher terminal 200; if so, it is determined whether the user's sight focus position is close to that of the adjacent student.

[0070] If they are not similar, it is determined that the user is not listening to the class seriously, and the determination result is sent to the teacher terminal 200. This is a logic that assumes that the student group is generally listening to the class seriously. There are two results. One is that the students reported by the student terminal 100 as not serious are really not serious, which is a reliable group situation. The other is that the students reported by the student terminal 100 as not serious are serious, but other students are not serious. If only the machine is the final decision, it is naturally unreasonable, but in the classroom, the teacher can directly observe the student with the naked eye. The role of the student terminal 100 is more to remind. It is not important whether the result of the student terminal 100 judgment is right or not. As long as the teacher can lock the approximate position and group of students who are not listening to the class seriously, it has played a role in assisting the teacher to maintain classroom discipline.

[0071] If they are similar, then determine whether the user's and the adjacent student's sight focus positions are similar. Here it is assumed that the judgment mechanism is not absolutely reliable, so it will not be easily determined whether the student is listening carefully to avoid slipping through the net. Therefore, it is further determined whether the user's and the adjacent student's sight focus positions are similar. Mature sight focus position judgment should rely on visual tracking technology, but dynamic visual tracking requires a large number of sensors and requires high chip computing power. In the classroom, educational tablets are more of an aid to teachers in monitoring students, and do not require too high precision. Therefore, the user's head direction is used to represent the student's sight focus position. It can generally determine whether the content that the student is focusing on is similar to that of other adjacent students with similar learning habits.

[0072] S50 : If not, it is determined that the user is not listening to the class seriously, and the determination result is sent to the teacher terminal 200 .

[0073] Therefore, we first look at whether the student is focused, and then look at whether the content of the focus is similar. This is based on the data collected by the educational tablet and the values ​​of other students with similar learning habits. It does not rely too much on the educational tablet, but can also help teachers maintain classroom discipline. Even if the student's attention frequently switches between multiple objects, it can still be relatively reliable to judge whether the student's attention is on classroom learning.

[0074] Preferably, in step S30, the step of determining whether the concentration level of the user and the adjacent student is similar is:

[0075] The pupil diameter of the user is recorded as Da, and the pupil diameters of the adjacent students are recorded as D1...Dn; the group mean of the pupil diameters of the adjacent students is recorded as P, which satisfies the relationship:

[0076] P = (D1 + ... + Dn) / n;

[0077] The group standard deviation of pupil diameters of adjacent students is recorded as Q, which satisfies the relationship:

[0078] Q= ;

[0079] Where Di is the pupil diameter of the i-th student in the group of pupil diameters of adjacent students, and the value of i ranges from 1 to n;

[0080] Determine whether the user's pupil diameter Da is within the range of the group mean P plus or minus m standard deviations Q, that is:

[0081] If m(PQ)≤Da≤m(P+Q), it is considered that the user and the adjacent students have similar concentration levels;

[0082] If m(PQ)>Da or Da>m(P+Q), it is determined that the user and the adjacent students have different levels of concentration.

[0083] Here, we first use the dispersion to measure whether it is close, and then use the standard deviation to calculate the dispersion. The following is a specific calculation example:

[0084] Suppose there is the following pupil diameter data for a student:

[0085] Pupil diameter of student A: a=5.0mm

[0086] Pupil diameter of student B: b=4.5mm

[0087] Pupil diameter of student C: c=5.5mm

[0088] Pupil diameter of student D: d=4.0mm

[0089] (1) Calculate the average pupil diameter of the group BCD.

[0090] P=(b+c+d) / 3=(4.5+5.5+4.0) / 3=4.67mm

[0091] (2) Calculate the standard deviation of the group BCD.

[0092] Q= ;

[0093] Q= ;

[0094] Q=

[0095] Q=0.623

[0096] (3) Determine whether the pupil diameter of Student A is within a reasonable range.

[0097] We determine whether the pupil diameter of student A is within the range of the mean Q of group BCD plus or minus one standard deviation. One standard deviation range: 4.67±0.623, that is:

[0098] [4.047,5.293]

[0099] The pupil diameter of student A is 5.0 mm, which falls within one standard deviation. This shows that the pupil diameter of student A is relatively close to the average pupil diameter of groups BCD, indicating that their concentration levels are similar.

[0100] If students have large individual differences, multiple standard deviations can be used to relax the judgment requirements.

[0101] Preferably, in step S40, before sending the identification result to the teacher terminal 200, the following steps are further included to review the identification result to be sent to the teacher terminal 200:

[0102] A coordinate system is established with time t as the horizontal axis and pupil diameter d as the vertical axis, and a dichotomy method is used to obtain the pupil diameter critical value dx that represents the user's concentration and inattention;

[0103] First, the preset value d1 is used as the pupil diameter threshold value for the first time to characterize the user's concentration and inattention, and the physiological upper limit dmax and the physiological lower limit dmin of the pupil diameter are preset. In step S30,

[0104] If it is determined that the user and the adjacent students have different concentration levels, the middle value between d1 and dmax is taken as the new critical value dx for the next judgment;

[0105] If it is determined that the user and the adjacent student have similar concentration levels, the middle value between d1 and dmin is taken as the new critical value dx for the next determination; in step S40,

[0106] If the relationship Da<dx is satisfied, the user is deemed to be in an inattentive state, and the step of sending the determination result that the user is not listening to the class seriously to the teacher terminal 200 is executed;

[0107] If the relationship Da≥dx is satisfied, the user is deemed to be in a focused state, and a step is performed to determine whether the user's sight focus position is close to that of an adjacent student.

[0108] In a class, repeat the above steps many times, and then gradually obtain a convergent group dynamic value through dichotomy.

[0109] Specifically, different courses have different levels of difficulty, and students have different levels of concentration. For simple subjects, students do not need to be very focused to be considered as listening carefully. For difficult subjects, other students with similar habits are very focused, but individual students are not so focused, so they can be considered as not listening carefully. Therefore, d1, which measures whether students listen carefully, should be a dynamic value that changes with the group. When the entire group is unreliable, users who listen carefully will be mistaken for not listening carefully and will be reminded to the teacher terminal 200. The teacher can naturally judge whether the user is serious or not. When it is found that the user is misjudged, he will naturally remind other students to listen carefully, so that the reliability of the group will return again.

[0110] Binary search is a concept used in digital-to-analog conversion circuits. The middle value of the two is taken each time to continuously approach the precise value. The difference is that, in the conception of the present invention, there is no static precise value, and a converging group dynamic value will be constantly pursued. The disadvantage is that it is not so reliable at the beginning. The advantage is that the greater the training volume, the more stable the student composition, and the more reliable the judgment result will be. However, teachers need to actively correct the group behavior of not listening carefully to the class.

[0111] Preferably, in step S40, the step of determining whether the head orientations of the user and the adjacent student are similar is:

[0112] Analyze whether the user's sight is on the educational tablet or the blackboard based on the collected user head image and the seat position information received from the teacher terminal 200, and output a yes or no result;

[0113] 1. If the output result is: yes, then the output result is compared with the analysis results shared by other student terminals 100. If any adjacent student does not have the same result as the user, then it is determined that the user's and the adjacent student's line of sight focus positions are not similar; if any adjacent student has the same result as the user, then it is determined that the user's and the adjacent student's line of sight focus positions are similar.

[0114] 2. If the output result is: No, then determine whether the user's line of sight passes through any other student who is adjacent to the user and has similar learning habits. If not, it is determined that the user's line of sight is not close to the adjacent student's.

[0115] If so, then based on the analysis results shared by other student terminals 100, determine whether the line of sight of the other student passes through the user; if so, it is determined that the user and the adjacent student's line of sight are close to each other and are in classroom interaction; if not, it is determined that the user and the adjacent student's line of sight are not close to each other.

[0116] More preferably,

[0117] Students in the same class are grouped together. Teachers divide students into multiple groups with different learning habits according to their class activity and performance. The seats of students in the same group are adjusted to be adjacent to at least one other student in the same group, where adjacent means in front, behind, left, right or diagonally.

[0118] Multiple student groups are divided into Group One, Group Two and Group Three with different learning habits according to their classroom activity and performance from best to worst. When adjusting the students' seats, the seats of the students in Group One are configured so as not to be adjacent to any students in Group Three.

[0119] The present invention also provides a human-computer interaction method of an educational tablet, which is applicable to a teacher terminal 200, and the method comprises the steps of:

[0120] The teacher terminal 200 establishes a second interactive channel with each student terminal 100 .

[0121] The teacher terminal 200 divides students with similar study habits into the same large group, and arranges student seats in such a way that there is at least one other student with similar study habits adjacent to each student's seat, and sends the student seat information to each student's student terminal 100 via the second interactive channel.

[0122] After the teacher terminal 200 receives the result that any student is not listening to the class carefully, the teacher user checks whether the situation is true. If so, the teacher reminds the student to listen to the class carefully. If not, the teacher verifies whether other students with similar learning habits in the adjacent positions of the student are not listening to the class carefully. If so, the teacher reminds the student to listen to the class carefully.

[0123] The function of the student terminal 100 is to remind the teacher terminal 200 that there are students who are not paying attention in class. Whether they are not paying attention is subject to verification by the teacher. The process of teachers reminding students is also a link of dynamic adjustment. The more students pay attention in class, the more accurate the judgment of the student terminal 100 will be. Even if it is a wrong judgment, it can also prove the existence of other students who are not paying attention in class. The terminal plays a more reminder role to help teachers lock the approximate location, not the reported students, but the students around them. This is especially meaningful for large class teaching.

[0124] The present invention also provides a computer-readable storage medium storing a computer program, wherein when the computer program is executed by a processor, the processor is caused to execute the steps of the method.

[0125] The present invention further provides a computer device 300, comprising a memory and a processor, wherein the memory stores a computer program, and when the computer program is executed by the processor, the processor executes the steps of the method.

[0126] Figure 3 FIG. 3 shows an internal structure diagram of a computer device 300 in an embodiment. The computer device 300 may be a terminal or a server. Figure 3 As shown, the computer device 300 includes a processor, a memory, and a network interface connected via a system bus. The memory includes a non-volatile storage medium and an internal memory. The non-volatile storage medium of the computer device 300 stores an operating system and may also store a computer program. When the computer program is executed by the processor, the processor may implement the method described in this embodiment. The internal memory may also store a computer program. When the computer program is executed by the processor, the processor may implement the method described in this embodiment. Those skilled in the art will understand that Figure 3 The structure shown in the figure is only a block diagram of a part of the structure related to the solution of the present application, and does not constitute a limitation on the computer device 300 to which the solution of the present application is applied. The specific computer device 300 may include more or fewer components than those shown in the figure, or combine certain components, or have a different arrangement of components.

[0127] Those skilled in the art can understand that all or part of the processes in the above-mentioned embodiment methods can be completed by instructing the relevant hardware through a computer program, and the program can be stored in a non-volatile computer-readable storage medium. When the program is executed, it can include the processes of the embodiments of the above-mentioned methods. Among them, any reference to memory, storage, database or other media used in the embodiments provided in this application can include non-volatile and / or volatile memory. Non-volatile memory may include read-only memory (ROM), programmable ROM (PROM), electrically programmable ROM (EPROM), electrically erasable programmable ROM (EEPROM) or flash memory. Volatile memory may include random access memory (RAM) or external cache memory. As an illustration and not limitation, RAM is available in many forms, such as static RAM (SRAM), dynamic RAM (DRAM), synchronous DRAM (SDRAM), double data rate SDRAM (DDRSDRAM), enhanced SDRAM (ESDRAM), synchronous link (Synchlink) DRAM (SLDRAM), memory bus (Rambus) direct RAM (RDRAM), direct memory bus dynamic RAM (DRDRAM), and memory bus dynamic RAM (RDRAM).

[0128] In this way, the user adjusts his seat according to the seat position information, and there is at least one other student with similar learning habits around the user, which improves the user's learning efficiency and promotes communication and collaboration between the user and the surrounding students in the learning process; the analysis results of the student terminal 100 are shared through the first interactive channel, so that the system can compare the analysis results of different student terminals 100, and timely discover student abnormalities based on the comparison results, thereby optimizing teaching management; the system analyzes the student's head direction, concentration level and line of sight focus position respectively, so that the system can effectively judge the student's attention when the student's attention frequently switches between multiple objects; the system humanely re-checks the analysis results after obtaining the analysis results, thereby improving the accuracy of the analysis results.

[0129] The above-mentioned embodiments only express several implementation methods of the present application, and the descriptions thereof are relatively specific and detailed, but they cannot be understood as limiting the scope of the present application. It should be pointed out that, for ordinary technicians in this field, several variations and improvements can be made without departing from the concept of the present application, and these all belong to the protection scope of the present application.

Claims

1. A human-computer interaction method for an educational tablet, characterized in that: Applicable to student terminals, and there is at least one other student with similar learning habits in the adjacent position of each student seat, and a first interactive channel is established with the student terminal of each adjacent other student; A coordinate system is established with time t as the horizontal axis and pupil diameter d as the vertical axis, and a dichotomy method is used to obtain the pupil diameter critical value dx that represents the user's concentration and inattention; First, the preset value d1 is used as the pupil diameter critical value for the first time to characterize the user's concentration and inattention, and the physiological upper limit dmax and the physiological lower limit dmin of the pupil diameter are preset, and the user's pupil diameter is recorded as Da; The method comprises the steps of: S10 receives the seat position information sent by the teacher terminal, and the user adjusts the seat according to the seat position information; S20 collects the user's head image and pupil image, analyzes the pupil image to obtain the pupil diameter representing the user's concentration level, analyzes the head image to obtain the head orientation representing the user's sight focus position, and shares the analysis result to other student terminals via the first interactive channel; S30 receives the analysis results shared by other student terminals, and determines whether the concentration level of the user and the adjacent students is similar; If it is determined that the user and the adjacent students have different concentration levels, the middle value between d1 and dmax is taken as the new critical value dx for the next judgment; If it is determined that the user and the adjacent students have similar concentration levels, the middle value between d1 and dmin is taken as the new critical value dx for the next judgment; If not, then it is determined that the user is not listening to the class attentively, and the determination result is sent to the teacher terminal, and the determination result to be sent to the teacher terminal is reviewed; if yes, it is determined whether the user and the adjacent students are close in sight. The review steps are: if the relationship Da < dx is satisfied, the user is determined to be in an inattentive state, and the step of sending the determination result that the user is not listening to the class seriously to the teacher terminal is executed; if the relationship Da ≥ dx is satisfied, the user is determined to be in an attentive state, and the step of determining whether the user's sight focus position is close to that of the adjacent students is executed; If not, it is determined at S50 that the user is not listening to the class seriously, and the determination result is sent to the teacher's terminal.

2. The human-computer interaction method of an educational tablet according to claim 1, characterized in that: In step S30, the step of determining whether the concentration level of the user and the adjacent student is similar is as follows: The pupil diameters of adjacent students are recorded as D1...Dn; the group mean of the pupil diameters of adjacent students is recorded as P, which satisfies the relationship: P = (D1 + ... + Dn) / n; The group standard deviation of pupil diameters of adjacent students is recorded as Q, which satisfies the relationship: Q= ； Where Di is the pupil diameter of the i-th student in the group of adjacent students’ pupil diameters, and the value range of i is 1-n; Determine whether the user's pupil diameter Da is within the range of the group mean P plus or minus m standard deviations Q, that is: If m(PQ)≤Da≤m(P+Q), it is considered that the user and the adjacent students have similar concentration levels; If m(PQ)>Da or Da>m(P+Q), it is determined that the user and the adjacent students have different levels of concentration.

3. The human-computer interaction method of an educational tablet according to claim 1, characterized in that: In step S40, the step of determining whether the head orientations of the user and the adjacent student are similar is as follows: Based on the collected user head image and the seat position information received from the teacher's terminal, analyze whether the user's line of sight is on the educational tablet or the blackboard, and output a yes or no result; If the output result is: yes, the output result will be compared with the analysis results shared by other student terminals. If any adjacent student does not have the same result as the user, it is determined that the user's and the adjacent student's line of sight focus positions are not similar; if any adjacent student has the same result as the user, it is determined that the user's and the adjacent student's line of sight focus positions are similar.

4. The human-computer interaction method of an educational tablet according to claim 3, characterized in that: If the output result is: No, then determine whether the user's sight passes through any other student who is adjacent to the user and has similar learning habits. If not, it is determined that the user and the adjacent student's sight focus positions are not close; If so, then based on the analysis results shared by other student terminals, determine whether the line of sight of the other student passes through the user; if so, it is determined that the user and the adjacent student's line of sight are close to each other and are in classroom interaction; if not, it is determined that the user and the adjacent student's line of sight are not close to each other.

5. The human-computer interaction method of an educational tablet according to claim 1, characterized in that: Students in the same class are grouped together. Teachers divide students into multiple groups with different learning habits according to their class activity and performance. The seats of students in the same group are adjusted to be adjacent to at least one other student in the same group, where adjacent means in front, behind, left, right or diagonally.

6. The human-computer interaction method of an educational tablet according to claim 5, characterized in that: Multiple student groups are divided into Group One, Group Two and Group Three with different learning habits according to their classroom activity and performance from best to worst. When adjusting the students' seats, the seats of the students in Group One are configured so as not to be adjacent to any students in Group Three.

7. A human-computer interaction method for an educational tablet, characterized in that: Applicable to a teacher terminal, the method comprises the steps of: Establishing a second interactive channel with each student terminal; Divide students with similar study habits into the same large group, arrange student seats in such a way that there is at least one other student with similar study habits in the adjacent position of each student's seat, and send the student seat information to each student's student terminal via the second interactive channel; After receiving the result that any student is not attending the class attentively, the teacher user checks whether the situation is true. If so, the teacher reminds the student to attend the class attentively; if not, the teacher checks whether other students with similar learning habits in the adjacent position of the student are not attending the class attentively. If so, the teacher reminds the student to attend the class attentively; Among them, the student terminal reviews the recognition result to be sent to the teacher terminal: a coordinate system with time t as the horizontal axis and pupil diameter d as the vertical axis is established, and the pupil diameter critical value dx representing the user's concentration and inattention is obtained by using the dichotomy method; first, the preset value d1 is used as the pupil diameter critical value representing the user's concentration and inattention for the first time, and the physiological upper limit dmax and physiological lower limit dmin of the pupil diameter are preset, and the user's pupil diameter is recorded as Da; if it is determined that the user and the adjacent students are not similar in concentration, the middle value between d1 and dmax is taken as the new critical value dx for the next judgment; if it is determined that the user and the adjacent students are similar in concentration, the middle value between d1 and dmin is taken as the new critical value dx for the next judgment; if the relationship: Da<dx is satisfied, it is determined that the user is in an inattentive state, and the step of sending the recognition result that the user is not listening carefully to the class to the teacher terminal is executed; if the relationship: Da≥dx is satisfied, it is determined that the user is in a focused state, and the step of judging whether the user and the adjacent students' line of sight are close is executed.

8. A computer-readable storage medium, characterized in that: A computer program is stored, and when the computer program is executed by a processor, the processor is caused to perform the steps of the method according to any one of claims 1 to 7.

9. A computer device, characterized in that: The method comprises a memory and a processor, wherein the memory stores a computer program, and when the computer program is executed by the processor, the processor executes the steps of the method according to any one of claims 1 to 7.

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