Multi-sensory interaction ASD user interaction learning system and implementation method

Abstract

The invention discloses a multi-sensory-interaction ASD user interaction learning system and an implementation method, the multi-sensory-interaction ASD user interaction learning system comprises a table plate, a plurality of control modules and a plurality of telescopic pipes with different identifications, the plurality of control modules are connected with a plurality of stations on the table plate in a one-to-one correspondence mode, and the plurality of telescopic pipes are connected with the plurality of stations on the table plate in a one-to-one correspondence mode. Each control module is connected with the telescopic pipe with the corresponding identification; the plurality of telescopic pipes are used for being touched by an ASD user so as to be correspondingly connected to the plurality of control modules, the table plate is used for bearing the plurality of corresponding control modules on the plurality of stations, and the control modules are used for performing visual and auditory feedback so as to complete interactive learning of the ASD user. According to the application, visual and auditory feedback control can be performed through the control module after the control module identifies the connection of the telescopic tube of the corresponding identifier, and the tactile feedback of the ASD user to the telescopic tube and the control module is matched, so that the purpose of attracting attention by multi-sensory interaction stimulation of the ASD user is achieved, and the diversified learning requirements of the ASD user are met.

Description

Technical Field

[0001] The present application relates to the technical field of assisted rehabilitation training, and in particular to a multi-sensory interactive ASD user interactive learning system and implementation method. Background Art

[0002] Autism Spectrum Disorder (ASD) is a neurodevelopmental condition characterized by impairments in social interaction, communication, and language behavior, as well as repetitive behaviors and a restricted range of interests. These characteristics pose a huge challenge to the learning and social adaptability of children with ASD, especially in educational settings. Traditional educational methods can hardly meet their sensory needs and personalized learning styles. Learning through Play (LtP) is an educational approach that promotes the development of cognitive, social, and emotional skills by incorporating play methods into the learning environment. It emphasizes stimulating children's interest and initiative in learning through fun and interactive experiences. For children with ASD, LtP can combine sensory stimulation and personalized exploration to provide them with a more suitable learning method.

[0003] At present, educational tools and methods for children with autism spectrum disorder (ASD) have made certain progress, but still face many limitations. First, the insufficient provision of sensory stimulation is a major problem. Children with ASD have unique needs for sensory input, but existing tools often fail to make full use of multi-sensory stimulation (such as vision, touch, and hearing) to attract and maintain children's attention. In addition, many tools are designed with fixed rules, lack flexibility and modularity, and cannot adapt to the diverse learning needs of children with ASD. Because each ASD child has different sensory, social, and cognitive performance, this closed design limits children's independent exploration and creativity, and fails to effectively encourage their personalized learning.

[0004] In terms of social interaction, existing designs focus more on individual activities rather than group collaboration, which makes it difficult for tools to promote interaction and cooperation among children. Social interaction is essential for the learning and socialization of children with ASD, so this lack further limits their overall development. In addition, these tools are also inadequate in terms of integration with educators' teaching goals and methods, making it difficult for educators to effectively integrate them into actual classroom teaching. In particular, many tools fail to support teachers in adjusting complexity according to children's ability levels, thus ignoring the highly individual differences of children with ASD.

[0005] Therefore, the prior art still needs to be improved and developed. Summary of the invention

[0006] The main purpose of this application is to provide a multi-sensory interactive ASD user interaction learning system and an implementation method, aiming to solve the problems in the prior art that the interactive tools cannot attract the attention of ASD users by using multi-sensory stimuli and cannot meet the diverse learning needs of ASD users.

[0007] In the first aspect of the embodiment of this application, a multi-sensory interactive ASD user interaction learning system is provided. Among them, the multi-sensory interactive ASD user interaction learning system includes a tabletop, a plurality of control modules, and a plurality of telescopic tubes with different identifiers. The plurality of control modules are respectively and correspondingly connected to a plurality of workstations on the tabletop, and each control module is connected to the telescopic tube with the corresponding identifier; the plurality of telescopic tubes are used to be touched by ASD users to be correspondingly connected to the plurality of control modules, and the tabletop is used to carry the corresponding plurality of control modules on the plurality of workstations; when any one of the plurality of control modules is placed on the corresponding workstation of the tabletop, the control module is used to start and be in the first feedback state; when any one of the control modules is in the first feedback state and the ASD user inserts one end of the telescopic tube into the control module, the control module is used to detect the detection identifier of the telescopic tube; any one of the control modules is used to switch the first feedback state to the second feedback state and play the target sound when it is determined that the detection identifier matches the target identifier, so as to complete the connection between any one of the control modules and the corresponding telescopic tube. Until the ASD user correspondingly connects the telescopic tubes with different identifiers to the plurality of control modules to form a target space model, the plurality of control modules are used to be in the target feedback state to complete the interactive learning of the ASD user.

[0008] Optionally, in an embodiment of this application, the control module includes a main control chip, an identifier, a light strip, a speaker, a first connector, and an induction switch. The main control chip is respectively connected to the identifier, the light strip, and the speaker; the telescopic tube includes a telescopic joint and a second connector arranged in the housing, and the first connector is connected to the second connector; a connection structure is provided on each workstation of the tabletop, and the main control chip is activated when the induction switch is connected to the connection structure.

[0009] Optionally, in an embodiment of this application, the multi-sensory interactive ASD user interaction learning system further includes a connecting ball. A plurality of connection ports are provided on the connecting ball, and a third connector is provided in each connection port. One end of the telescopic tube is connected to the first connector of the control module through the second connector, and the other end of the telescopic tube is connected to the third connector of the connecting ball through another second connector.

[0010] Optionally, in an embodiment of the present application, the induction switch is a magnetic induction switch, the first connecting member is a first magnet, the second connecting member is a second magnet, the connection structure is a magnetic attraction structure, and the third connecting member is a third magnet.

[0011] Optionally, in an embodiment of the present application, the identifier is a color recognition sensor, and the control module further includes a rubber pad and a battery. The rubber pad is fixedly connected to the color recognition sensor, the battery is connected to the main control chip, and the color recognition sensor, the rubber pad, the battery, the light strip, the speaker, the first connecting member, and the induction switch are all arranged in the control shell of the control module; the outer wall of the telescopic joint has a tactile structure, so that the ASD user touches the tactile structure to form a tactile feedback, and the diameter of the telescopic joint corresponds to the size of the opening on the control shell.

[0012] Optionally, in an embodiment of the present application, the method for realizing multi-sensory interaction ASD user interaction learning further includes: when the ASD user removes the telescopic tubes with different identifiers from the corresponding multiple control modules respectively, each control module switches the second feedback state to the first feedback state to complete the disassembly of the control module and the corresponding telescopic tube.

[0013] In a second aspect of the embodiments of the present application, there is also provided a method for realizing a multi-sensory interaction ASD user interaction learning system based on any one of the above solutions. The method for realizing includes: when any one of the multiple control modules is placed on the corresponding work station of the table board, the control module starts and is in the first feedback state; when any one of the control modules is in the first feedback state and the ASD user inserts one end of the telescopic tube into the control module, the control module detects the detection identifier of the telescopic tube; when any one of the control modules determines that the detection identifier matches the target identifier, it switches the first feedback state to the second feedback state and plays the target sound to complete the connection between the control module and the corresponding telescopic tube. Until the ASD user connects the telescopic tubes with different identifiers to the multiple control modules respectively to form a target space model, the multiple control modules are in the target feedback state to complete the interaction learning of the ASD user.

[0014] Optionally, in an embodiment of the present application, the control module detects the detection identifier of the telescopic tube, and then further includes: when the control module determines that the detection identifier does not match the target identifier, it switches the first feedback state to the third feedback state and plays a sound indicating a failed match; when the ASD user inserts one end of another telescopic tube into the control module according to the sound indicating a failed match, the control module detects the updated detection identifier of the other telescopic tube until the control module determines that the updated detection identifier matches the target identifier, then switches the first feedback state to the second feedback state and plays a target sound to complete the corresponding connection between the control module and the other telescopic tube.

[0015] Optionally, in an embodiment of the present application, when the control module determines that the detection identifier matches the target identifier, it switches the first feedback state to the second feedback state and plays a target sound, and then further includes: when the telescopic tube is removed from the control module, the control module switches the second feedback state or the third feedback state to the first feedback state.

[0016] Optionally, in an embodiment of the present application, the detection identifier is a detected color, the target identifier is a target color, the first feedback state is a breathing light state, and the second feedback state is a constant-on state; when the control module determines that the detection identifier matches the target identifier, it switches the first feedback state to the second feedback state and plays a target sound, which specifically includes: the main control chip receives the detected color sent by the identifier; when the main control chip determines that the detected color matches the target color, it controls the light strip to switch from the breathing light state to the constant-on state and controls the speaker to play a target sound.

[0017] Optionally, in an embodiment of the present application, when the ASD user connects telescopic tubes with different identifiers to multiple control modules to form a target space model, the multiple control modules are in a target feedback state, which specifically includes: when the ASD user connects both ends of a part of the telescopic tubes and one end of another part of the telescopic tubes to multiple control modules respectively, and inserts the other ends of the other part of the telescopic tubes into the connection balls, the multiple main control chips control the light strips to switch to the constant-on state; when the multiple main control chips determine that the multiple telescopic tubes and the connection balls form a target space model, they control the corresponding speakers to play a sound indicating that the space model is completed to complete the interactive learning of the ASD user.

[0018] Beneficial effects: The present application provides a multi-sensory interactive ASD user interaction learning system and an implementation method. After the control module recognizes the connection of the telescopic tubes corresponding to the identification marks, visual and auditory feedback control is carried out, and combined with the tactile feedback of the telescopic tubes and the control module for ASD users, the purpose of attracting the attention of ASD users through multi-sensory interaction stimulation is achieved, and thus the diverse learning needs of ASD users are met. Description of the Drawings

[0019] In order to more clearly illustrate the technical solutions in the embodiments of the present application or the prior art, the following will briefly introduce the drawings required for use in the description of the embodiments or the prior art. Obviously, the drawings in the following description are only some embodiments recorded in the present application. For those of ordinary skill in the art, without creative efforts, other drawings can also be obtained based on these drawings.

[0020] Figure 1 Is a perspective view of a preferred embodiment of the interactive learning system of the present application;

[0021] Figure 2 Is a perspective view of the control module in a preferred embodiment of the interactive learning system of the present application;

[0022] Figure 3 Is an exploded view of the control module in a preferred embodiment of the interactive learning system of the present application;

[0023] Figure 4 Is an exploded assembly view of the telescopic tube in a preferred embodiment of the interactive learning system of the present application;

[0024] Figure 5 Is a perspective view of the connecting ball in a preferred embodiment of the interactive learning system of the present application;

[0025] Figure 6 Is a perspective view of the tabletop in a preferred embodiment of the interactive learning system of the present application;

[0026] Figure 7 Is a schematic diagram of the connection between the telescopic tube and the control module in a preferred embodiment of the interactive learning system of the present application;

[0027] Figure 8 Is a perspective view of the dice in a preferred embodiment of the interactive learning system of the present application;

[0028] Figure 9 Is a flowchart of a preferred embodiment of the implementation method for multi-sensory interactive ASD user interaction learning of the present application;

[0029] Figure 10 Is a flowchart of the operation of the control module in a preferred embodiment of the implementation method for multi-sensory interactive ASD user interaction learning of the present application.

[0030] Explanation of reference numerals:

[0031] 100, control module; 200, telescopic tube; 300, connecting ball; 400, tabletop;

[0032] 1, top cover; 2, light-shielding cylinder; 3, light strip; 4, male baffle; 5, first magnet; 6, female baffle; 7, identifier; 8, rubber pad; 9, control shell; 10, speaker; 11, charging port; 12, battery; 13, main control chip; 14, bottom cover; 15, magnetic induction switch;

[0033] 16, second magnet; 17, outer shell; 18, plastic end cap; 19, telescopic joint; 20, third magnet; 21, spherical shell; 23, magnetic attraction structure; 24, grid tabletop; 25, table leg.

[0034] Through the above-mentioned drawings, specific embodiments of the present application have been shown, and there will be more detailed descriptions hereinafter. These drawings and textual descriptions are not intended to limit the scope of the concept of the present application in any way, but to illustrate the concept of the present application to those skilled in the art by referring to specific embodiments. Detailed implementation manners

[0035] To make the purpose, technical solutions and effects of the present application clearer and more definite, the technical solutions in the embodiments of the present application will be clearly and completely described below in conjunction with the drawings in the embodiments of the present application. The described embodiments are only possible technical implementations of the present application, not all possible implementations. Based on the embodiments in the present application, those skilled in the art can fully combine the embodiments of the present application to obtain other embodiments without creative labor, and these embodiments are also within the protection scope of the present application.

[0036] In the related art, there are obvious deficiencies in the integration with classroom teaching. Although some tools have certain educational functions, they still take intervention as the core, emphasize direct behavior correction, and ignore the potential of learning tools themselves as media for exploration and innovation. This theory-driven design lacks openness and cannot meet the needs of ASD children in free exploration, creative activities, and autonomous learning. At the same time, the role and needs of teachers in the teaching process have not been fully considered, lacking compatibility with existing teaching activities and goals. In addition, the complexity and closedness of the tools limit the possibility for teachers to flexibly adjust the gameplay according to the students' abilities and classroom needs, thereby reducing the applicability of the tools. In contrast, an open design can better support the creativity and autonomy of ASD children, while providing greater operational flexibility for teachers. However, this point is rarely considered in existing designs.

[0037] The multi-sensory interactive ASD user interaction learning system and implementation method according to the embodiments of the present application will be described below with reference to the accompanying drawings. In view of the problem in the related art that the interactive tool cannot attract the attention of ASD users by multi-sensory stimulation and cannot meet the diverse learning needs of ASD users, the present application provides a multi-sensory interactive ASD user interaction learning system. In this system, after the telescopic tube with the corresponding identifier is connected under the control of the control module, visual and auditory feedback control is performed, and combined with the tactile feedback of the telescopic tube and the control module by the ASD user, the purpose of attracting the attention of the ASD user through multi-sensory interaction stimulation is achieved, and then the diverse learning needs of the ASD user are met. Thus, the technical problem that the interactive tool in the related art cannot attract the attention of ASD users by multi-sensory stimulation and cannot meet the diverse learning needs of ASD users is solved.

[0038] In view of the challenges faced by ASD children in color recognition, category formation and processing, as well as the problems existing in the existing educational tools for ASD children, such as insufficient sensory stimulation, closed design, lack of social interaction support, low adaptability to teaching needs, and insufficient adaptability to individual diversity, the present application combines modular design, multi-sensory interaction and open gameplay to specifically meet the special needs of ASD children in learning, social interaction and personalized development, and at the same time support the flexible application of educators in teaching activities. Through the multi-sensory interaction design of vision, touch and hearing, using modules that can emit light, telescopic tubes with rich tactile sensations and sound feedback, it effectively attracts the attention of ASD children, improves their learning participation, meets their sensory needs and promotes cognitive development and sensory integration ability.

[0039] The technical solution of the present application will be described in detail below with specific embodiments. These specific embodiments can be combined with each other, and the same or similar concepts or processes may not be repeated in some embodiments.

[0040] As Figure 1 shown, the embodiment of the present application provides a multi-sensory interactive ASD user interaction learning system. The interactive learning system includes a tabletop 400, a plurality of control modules 100 and a plurality of telescopic tubes 200 with different identifiers. The plurality of control modules 100 are respectively connected to a plurality of workstations on the tabletop 400 in one-to-one correspondence, and each control module 100 is connected to the telescopic tube 200 with the corresponding identifier. When the control module 100 is placed on the corresponding workstation of the tabletop 400, the control module 100 is activated. The activated control module 100 is used to detect the detection identifier of the corresponding telescopic tube 200, switch between the first feedback state and the second feedback state, and play a target sound.

[0041] It can be understood that the way of controlling the module 100 to emit light in this application can be replaced with other forms of feedback, such as sound prompts (such as buzzers), vibration feedback or mechanical pop-up indicators to provide interactive feedback. These feedback mechanisms can help children obtain immediate feedback when they complete color matching or the operation is successful.

[0042] In an embodiment of the present application, the control module 100 includes a main control chip 13, an identifier 7, a light strip 3, a speaker 10, a first connecting member and an induction switch connected in a control housing 9. The main control chip 13 is respectively connected to the identifier 7, the light strip 3 and the speaker 10; the telescopic tube 200 includes a telescopic joint 19 and a second connecting member disposed in a housing 17. One housing 17 is connected to one end of the telescopic joint 19, and the other housing 17 is connected to the other end of the telescopic joint 19. The first connecting member is connected to the second connecting member; a connecting structure is provided at each station of the tabletop 400, and the main control chip 13 is activated when the induction switch is connected to the connecting structure.

[0043] In an embodiment of the present application, the interactive learning system further includes a connecting ball 300. A plurality of connecting ports are provided on the connecting ball 300, and a third connecting member is provided in each connecting port. One end of the telescopic tube 200 is connected to the first connecting member of the control module 100 through the second connecting member, and the other end of the telescopic tube 200 is connected to the third connecting member of the connecting ball 300 through another second connecting member.

[0044] In an embodiment of the present application, the induction switch is a magnetic induction switch 15, the first connecting member is a first magnet 5, the second connecting member is a second magnet 16, the connecting structure is a magnetic attraction structure 23, and the third connecting member is a third magnet 20.

[0045] Specifically, a magnetic induction switch is integrated at the bottom of the control module. When the module is placed on the game tabletop (the tabletop is embedded with a magnet), the magnetic induction switch is triggered to start the circuit and core functions of the module. When the module is removed, it is automatically powered off, and the module can be charged through the charging port. When a child or teacher moves the module to the tabletop, the magnet automatically adsorbs the module to fix its position. The magnetic force cannot be sensed at non-matrix grid positions, so the module cannot be started, prompting the child to re-place it in the correct position. The magnetic induction triggers the switch at the bottom of the module, and the module enters the startup state.

[0046] In this embodiment, as Figure 2 and Figure 3As shown, the overall structure of the control module includes a top cover 1 (located at the top of the module, used to cover and protect internal components. The surface is frosted to enhance the touch and prevent reflections from affecting the visual experience), a shading tube 2 (located under the top cover, mainly used to block the light diffusion of the light strip and concentrate the light effect display. Ensure that the color light effect emitted by the light strip is concentrated in a specific area on the top cover to enhance visual clarity), a light strip 3 (controlled by the main control chip to achieve color switching and dynamic light effects. It can display a variety of colors and modes (such as breathing lights, constant light, flashing, etc.) according to task requirements), a male baffle 4 (used to combine with the "female baffle" to fix the internal structure of the module. Provide internal support to ensure that each component is in a stable position in the module), a first magnet 5 (fixed by a baffle), a female baffle 6 (combined with the "male baffle" to fix the internal frame of the module), and an identifier 7 (with a built-in color recognition sensor for detecting the color signal of the inserted telescopic tube. The detected color data is transmitted to the main control chip to trigger the corresponding corresponding light effects and sound feedback), rubber pad 8 (fixed identification module 7), control shell 9 (the main frame of the module, made of high-strength plastic, with frosted surface. Provides protection and enhances the overall appearance of the module), speaker 10 (used to play sound feedback, such as task completion prompt sound or error prompt sound. Combined with light effects, it provides multi-sensory interaction), charging port 11 (located on the side of the module, used to connect the power supply to charge the internal battery), battery 12 (provides the main power supply for the module to operate, and supports the use of the module in wireless state), main control chip 13 (the core control unit of the module, used to process the signal of the identification module and control the light strip, speaker and other functional modules. Supports multiple task logics and interactive functions), bottom cover 14 (located at the bottom of the module, used to encapsulate internal components. Combined with the magnetic induction switch, the module startup function is realized), magnetic induction switch 15 (when the module is placed on the magnetic suction point on the desktop, the magnetic induction switch is triggered, activating the module circuit and starting the working state).

[0047] like Figure 4 As shown, the overall structure of the telescopic tube includes a second magnet 16 (located at one end of the telescopic tube, used to connect with the magnetic contact on the top of the module to achieve physical fixation and circuit closure), a shell 17 (with a dedicated magnet slot inside to ensure that the magnet will not loosen after being embedded, and to prevent the magnet from slipping or shifting during operation), a plastic end cap 18 (combined with the end of the shell to connect the telescopic joint), and a telescopic joint 19 (the telescopic joint is hollow, and the plastic part itself has a certain stability and support, and can be stretched, contracted, bent, etc. There is a sense of segmentation and a "clicking" segmentation sound when the telescopic joint is stretched, contracted and bent). The surface of the telescopic tube is frosted. The color of the telescopic tube is consistent with that of the module.

[0048] like Figure 5As shown, the overall structure of the connecting ball includes a third magnet 20 (the magnet is embedded inside the connecting ball for the connection between the telescopic tube and the connecting ball. The magnet is fixed through the embedded slot to ensure stability during the connection operation), and a spherical shell 21 (designed to be spherical with six evenly distributed holes, each hole for connecting to the telescopic tube. Allowing users to connect multiple telescopic tubes to the connecting ball simultaneously to support the construction of complex structures and task completion). The surface of the connecting ball is treated with frosting. The color of the connecting ball is consistent with the colors of the telescopic tube and the module's light emission, forming a unified color coding system.

[0049] As Figure 6 shown, the tabletop includes a magnetic adsorption structure 23 (a strong magnet responsible for adsorbing the module), a grid tabletop 24 (for fixing the module), and table legs 25 (for raising the height of the tabletop). The desktop magnets are embedded in the tabletop in a uniform matrix arrangement to ensure that each magnetic adsorption point can be aligned with the magnetic induction switch at the bottom of the module. Neodymium magnets are used, with moderate strength, capable of adsorbing the module but not making it difficult to move. Arranged in an equidistant matrix layout to ensure coverage of the entire tabletop. Anti-slip pads are added to the bottom of the module to enhance the adsorption stability. The module can only be placed on the magnetic adsorption points to avoid mess or irregularity caused by random placement, making the module arrangement more orderly and meeting the normative requirements of teaching and games.

[0050] It can be understood that the shapes and materials of the control module, connecting ball, telescopic tube and other components of this application can be changed. For example, the shape of the module can be changed from a cube to other more attractive shapes (such as a star shape, a heart shape), or the material can be changed from hard plastic to soft material to make the whole more safe or more elastic. It is mainly built through modules, connecting balls and telescopic tubes to form a spatial structure, and this building process can be replaced by other types of three-dimensional construction methods, such as magnetic sheet module splicing, insert plate assembly, etc. By changing the module into a plate or planar structure, various three-dimensional forms can also be achieved, forming similar building and interaction effects.

[0051] In the embodiment of this application, as Figure 7As shown, the telescopic tube and the module are physically connected through precisely matched jacks and connecting terminals. Both ends of the telescopic tube are designed as plug-in ends, and the middle part forms a structure with adjustable length through telescopic joints, allowing children to adjust the length of the telescopic tube according to the task requirements. A unique interface design is adopted for the connection between the telescopic tube and the module. There is a hole on the top of the module for connecting the telescopic tube, and the bottom of the telescopic tube can be firmly inserted into the hole of the module. After connection, the telescopic tube can rotate freely, forming a flexible connection method. This connection method is also applicable to the connection between the connecting ball and the module, ensuring the compatibility between various parts. This design allows users to ensure the stability of the structure while freely building. It provides a flexible and stable connection, which can support the building of complex three-dimensional structures, thus stimulating children's creativity and spatial construction ability. Especially for autistic children, this connection method reduces the need for strength, making the entire building process smoother and simpler. In addition, this connection is not only applicable between a single module and the telescopic tube, but also can be used for the interconnection between multiple modules to form complex structures.

[0052] It can be understood that the magnetic connection method adopted in this application can be replaced by other connection methods, such as mechanical buckles, rotary threads, plug-ins, etc. to achieve the mutual connection of the module, the connecting ball, and the telescopic tube. By designing a unique buckle or plug-in structure, the convenient connection and disassembly functions can still be achieved.

[0053] In this embodiment, a unified color coding system is adopted among the module, the telescopic tube, and the connecting ball. Each component has a corresponding color (such as red, blue, green, etc.), and these colors run through the entire game process, forming a systematic learning framework. Function: Through the color coding system, autistic children can naturally learn color knowledge during the game. The colors of the module and other components are the same, making each selection and operation have an intuitive color association, helping children strengthen their recognition and memory of colors. In addition, through color matching and building, autistic children not only learn the basic knowledge of colors, but also learn the logical relationship between structures during continuous combination and building. This process from simple color recognition to complex building logic is an important part of the teaching objectives of the present invention.

[0054] It can be understood that the color coding system adopted in this application can be replaced by other visual signal systems, such as using shape coding, symbol coding, or different pattern markings, without changing the mutual matching characteristics between components. For example, identifiers of different geometric shapes can be used to replace colors, such as circles, triangles, and squares, and children complete the building by matching the same shapes.

[0055] Such as Figure 8As shown, the interactive learning system of this embodiment further includes a dice. The dice is a hexahedron, and each surface has circular color dots 22, with one surface having white color dots. The surface of the dice is frosted. The color of the dice is consistent with the colors of the telescopic tube and the module's light emission, forming a unified color coding system. Children can choose the color for this selection by throwing the dice, aiming to convey the concept of taking turns to children and forming rules in a collective environment. The surface of the dice is frosted to facilitate children's grasping, prevent slipping, and enhance the gaming experience.

[0056] It can be understood that the social interaction mechanism of throwing the dice can be replaced by other types of random selection mechanisms, such as drawing lots, a random color generator on an electronic screen, etc. Determining the operation sequence or component selection of participants through other forms of randomness can still achieve social interaction in the game. The existing interactive method of selecting colors and taking turns through a dice can be replaced by electronic or digital means. For example, develop a supporting mobile application to randomly select colors and operation instructions through a touch screen to replace the dice. This electronic interactive method can still achieve the purpose of randomly determining color selection and operation sequence and can add more interactive elements.

[0057] The method for implementing multi-sensory interaction for ASD user interactive learning described in the preferred embodiment of this application, as Figure 9 shown, the method for implementing multi-sensory interaction for ASD user interactive learning includes the following steps:

[0058] In step S101, when the control module is placed on the corresponding work station of the table board, the control module starts and is in the first feedback state.

[0059] Specifically, when the module is placed on the table board (with magnets embedded in the table top), the magnetic induction switch is triggered to start the circuit and core functions of the module. It automatically powers off when the module is removed, and the module can be charged through the charging port.

[0060] In step S102, when the control module is in the first feedback state and the ASD user inserts one end of the telescopic tube into the control module, the control module detects the detection identifier of the telescopic tube.

[0061] In a possible implementation, when the control module determines that the detected identifier does not match the target identifier of the control module, it switches the first feedback state to the third feedback state and plays a sound indicating a matching failure; when the ASD user inserts one end of another telescopic tube into the control module according to the sound indicating a matching failure, the control module detects the updated detected identifier of the other telescopic tube until the control module determines that the updated detected identifier matches the target identifier, then switches the first feedback state to the second feedback state and plays a target sound to complete the corresponding connection between the control module and the other telescopic tube.

[0062] The detected identifier is a detected color, the target identifier is a target color, the first feedback state is a breathing light state, and the second feedback state is a constant-on state.

[0063] Specifically, the module is equipped with a color detection sensor. When the telescopic tube is inserted into the module, the module detects the color information of the telescopic tube through the sensor. The color of the telescopic tube is matched with the target color stored in the module through a preset standard (RGB value). If the colors match, the signal processing unit confirms that the input is correct and starts the subsequent feedback process.

[0064] Furthermore, after the telescopic tube is inserted into the module, the color detection sensor of the module starts to work and detects the color information of the telescopic tube. If the color match is successful, the light effect of the module switches from the breathing light mode to the constant-on state, and at the same time, the speaker emits a clear upward sound as a success prompt. If the colors do not match, the light effect of the module switches to the fast flashing state and emits a clear downward sound as an error prompt. After three flashes, the module returns to the breathing light state.

[0065] In step S103, when the control module determines that the detected identifier matches the target identifier of the control module, it switches the first feedback state to the second feedback state and plays a target sound to complete the connection between the control module and the corresponding telescopic tube.

[0066] In a possible implementation, the main control chip receives the detected color sent by the identifier; when the main control chip determines that the detected color matches the target color, it controls the light strip to switch from the breathing light state to the constant-on state and controls the speaker to play a target sound.

[0067] In a possible implementation, when the telescopic tube is removed from the control module, the control module switches the second feedback state or the third feedback state to the first feedback state.

[0068] In this embodiment, the first feedback state is the breathing light state (default): the initial state of the module is the breathing light mode, gradually lighting up and extinguishing, indicating that the module is in the "waiting to connect" state. The second feedback state is the constant light state (matching successful): when the module detects color matching, the light effect switches from the breathing light mode to the constant light state, indicating that the task is completed. The third feedback state is the flashing state (matching error): if the colors do not match, the light effect of the module switches to the fast flashing state, flashing three times, prompting the user to re-operate. After three flashes, it returns to the breathing light state. Recovery state (removing the telescopic tube): when the telescopic tube is removed from the module, the module returns from the constant light state to the breathing light state.

[0069] Specifically, refer to Figure 10 , after the telescopic tube is connected to the module, the module transfers the detection result to the LED control unit; the LED control unit adjusts the light mode according to the matching status, keeping it constantly lit if the match is successful, flashing if the match is incorrect, and switching to the breathing light after flashing in case of no connection or incorrect match. Speaker (whether to start can be selected through the main control chip): when the match is successful, a clear xylophone sound that rises will be emitted, and when the match fails, a clear xylophone sound that drops will be emitted.

[0070] In step S104, when the ASD user connects the telescopic tubes with different identifiers to the multiple control modules correspondingly, the multiple control modules are all in the second feedback state to complete the interactive learning of the ASD user.

[0071] In a possible implementation, when the ASD user connects both ends of a part of the telescopic tubes and one end of another part of the telescopic tubes to the multiple control modules correspondingly, and plugs the other ends of the other part of the telescopic tubes into the connection ball, the main control chip controls the light strip to switch to the constant light state; when the multiple main control chips determine that the multiple telescopic tubes and the connection ball form a target space model, they control the corresponding speakers to play the sound of the completion of the space model to complete the interactive learning of the ASD user.

[0072] Specifically, when the end condition set by the game is reached (such as all modules are correctly matched and built), the game ends. Specifically, the module records the task completion situation through wireless communication, providing data support for subsequent analysis or teaching improvement. Educators can understand the performance of children in the game based on the data feedback and provide targeted guidance and teaching.

[0073] In a possible implementation, when the ASD user removes the telescopic tubes with different identifiers from the corresponding multiple control modules respectively, each control module switches the second feedback state to the first feedback state to complete the disassembly of the control module and the corresponding telescopic tube.

[0074] Specifically, the order of disassembly can be determined by rolling a dice, and the entire structure can be gradually disassembled.

[0075] It should be noted that in individual games, children can place the modules and telescopic tubes on the table for color matching games. Each module and telescopic tube has a color coding, and children need to match them according to the same color to build a spatially diverse and structurally stable model. This process not only exercises children's hands-on ability but also cultivates their color recognition and spatial imagination. In multiplayer games, when multiple children participate in the game together, a dice can be used to determine each child's action to create a turn-taking and cooperative gaming atmosphere. Each child takes turns rolling the dice, and the colored dots on the dice will indicate the color of the telescopic tube to be selected next; if the dice shows white dots, the turn is skipped, which adds a certain degree of uncertainty and strategy to the game. Such a design not only enables children to learn to take turns and share while waiting but also allows everyone to participate in the building process. After the color matching is completed, the game does not end. Recycling the built structure can also be carried out by rolling a dice. Children decide which color of telescopic tube to remove according to the colored dots on the dice and gradually disassemble the entire structure. This recycling process is equally interesting, allowing children to stay focused during the disassembly process and gradually understand the connection between construction and disassembly.

[0076] It can be understood that this application supports not only single-person interaction but also multi-person interaction. Educators can guide children to participate in diverse learning and social activities by adjusting the modules, rules, and difficulty levels. The open design provides a natural scenario for social interaction, enabling children to gradually learn and adapt to the mode of interacting with others during the game. Through modular and open design, the tool can adjust the gameplay and difficulty according to the ability levels and interests of different children, supporting personalized learning needs. Educators can freely adjust the usage method of the tool according to classroom goals and seamlessly integrate it into existing teaching activities to help teachers achieve comprehensive support for cognitive, sensory training, and social skill cultivation in different teaching scenarios. In addition, while providing clear task goals (such as color matching and structure building), this application allows children to freely explore after completing the tasks, avoiding a decline in interest caused by overly fixed rules, thereby effectively enhancing the learning effect and gaming experience. Through stable and comfortable sensory input, this invention helps ASD children regulate their emotions to a certain extent and reduces the risk of sensory overload or behavioral out-of-control. For example, the sound and tactile feedback of the stretching tubes have a soothing effect on children and can relieve anxiety. With a modular component design, the tool has a stable structure and is suitable for a variety of teaching scenarios, including classroom teaching, rehabilitation training, and home education. The modules and accessories are easy to replace and upgrade, capable of meeting long-term usage requirements.

[0077] In the description of the present application, unless otherwise clearly defined and limited, terms such as "installed", "connected", "joined", "fixed", etc. shall be understood in a broad sense. For example, it may be a fixed connection, a detachable connection, or integrated; it may be a mechanical connection, an electrical connection or communication with each other; it may be directly connected, or indirectly connected through an intermediate medium, and it may be the communication inside two elements or the interaction relationship between two elements. For those of ordinary skill in the art, the specific meanings of the above terms in the present application can be understood according to specific circumstances.

[0078] In the description of the present application, it should be understood that the orientation or positional relationship indicated by terms such as "center", "longitudinal", "transverse", "length", "width", "thickness", "upper", "lower", "front", "rear", "left", "right", "vertical", "horizontal", "top", "bottom", "inner", "outer", "clockwise", "counterclockwise", "axial", "radial", "circumferential", etc. is based on the orientation or positional relationship shown in the drawings, and is only for the convenience of describing the present application and simplifying the description, rather than indicating or implying that the device or element referred to must have a specific orientation, be constructed and operated in a specific orientation, and thus should not be construed as a limitation on the present application.

[0079] In addition, the terms "first" and "second" are only used for descriptive purposes and cannot be understood as indicating or implying relative importance or implicitly specifying the quantity of the indicated technical features. Thus, the features defined with "first" and "second" may explicitly or implicitly include one or more of such features. In the description of the present application, the meaning of "a plurality" is at least two, such as two, three, etc., unless otherwise clearly and specifically defined.

[0080] It should be noted that: in the present application, unless otherwise clearly defined and limited, the first feature may be in direct contact with the second feature "above" or "below", or the first and second features may be indirectly in contact through an intermediate medium. Moreover, the first feature being "above", "over" and "on top of" the second feature may mean that the first feature is directly above or obliquely above the second feature, or merely indicates that the first feature has a higher horizontal height than the second feature. The first feature being "under", "beneath" and "underneath" the second feature may mean that the first feature is directly below or obliquely below the second feature, or merely indicates that the first feature has a lower horizontal height than the second feature.

[0081] The terms "first", "second", "third", "fourth", etc. (if any) in the description, claims, and the above-mentioned drawings of the present application are used to distinguish similar objects and do not necessarily describe a specific order or sequence. It should be understood that the data used in this way can be interchanged under appropriate circumstances so that the embodiments of the present application described herein, for example, can be implemented in an order other than those illustrated or described herein. In addition, the terms "comprising" and "having" and any variations thereof are intended to cover non-exclusive inclusion. For example, a process, method, system, product, or device that comprises a series of steps or units does not necessarily have to be limited to those steps or units clearly listed, but may include other steps or units not clearly listed or inherent to these processes, methods, products, or devices.

[0082] In the description of this specification, the description with reference to terms such as "one embodiment", "some embodiments", "schematic embodiments", "examples", "specific examples", or "some examples" means that the specific features, structures, materials, or characteristics described in connection with the embodiment or example are included in at least one embodiment or example of the present disclosure. In this specification, the schematic representations of the above terms do not necessarily refer to the same embodiment or example. Moreover, the specific features, structures, materials, or characteristics described can be combined in any one or more embodiments or examples in a suitable manner.

[0083] Finally, it should be noted that the above embodiments are only used to illustrate the technical solutions of the present application and are not intended to limit them. Although the present application has been described in detail with reference to the foregoing embodiments, those of ordinary skill in the art should understand that they can still modify the technical solutions described in the foregoing embodiments, or perform equivalent replacements for some or all of the technical features. However, such modifications or replacements do not cause the essence of the corresponding technical solutions to deviate from the scope of the technical solutions of the embodiments of the present application.

Claims

1. A multi-sensory interactive learning system for ASD users, characterized by: The multi-sensory interactive ASD user interactive learning system comprises a table, a plurality of control modules and a plurality of telescopic tubes with different labels, wherein the plurality of control modules are connected to a plurality of workstations on the table in a one-to-one correspondence, and each control module is connected to a corresponding telescopic tube with a corresponding label; the plurality of telescopic tubes are used to be touched by an ASD user to be connected to the plurality of control modules in a corresponding manner, and the table is used to carry the corresponding plurality of control modules on the plurality of workstations; When any of the plurality of control modules is placed on a workstation corresponding to the table top, the control module is used to start and be in a first feedback state; When any of the control modules is in the first feedback state and the ASD user inserts one end of the telescopic tube into the control module, the control module is configured to detect a detection mark of the telescopic tube; Any of the control modules is used to switch the first feedback state to the second feedback state and play the target sound when it is determined that the detection identifier matches the target identifier, so as to complete the connection between any of the control modules and the corresponding telescopic tube, until the ASD user connects the telescopic tubes with different identifiers to multiple control modules to form a target space model, and multiple control modules are used to be in the target feedback state to complete the interactive learning of the ASD user.

2. The multi-sensory interactive ASD user interactive learning system according to claim 1, characterized in that: The control module includes a main control chip, an identifier, a light strip, a speaker, a first connecting piece and an induction switch, and the main control chip is connected to the identifier, the light strip and the speaker respectively; The telescopic tube includes a telescopic joint and a second connecting member disposed in the housing, and the first connecting member is connected to the second connecting member; A connection structure is provided on each of the workstations of the table top, and the main control chip is activated when the induction switch is connected to the connection structure.

3. The multi-sensory interactive ASD user interactive learning system according to claim 2, characterized in that: The multi-sensory interactive ASD user interactive learning system also includes a connecting ball, which is provided with multiple connecting ports, each of which is provided with a third connecting piece, one end of the telescopic tube is connected to the first connecting piece of the control module through the second connecting piece, and the other end of the telescopic tube is connected to the third connecting piece of the connecting ball through another second connecting piece.

4. The multi-sensory interactive ASD user interactive learning system according to claim 3, characterized in that: The induction switch is a magnetic induction switch, the first connecting member is a first magnet, the second connecting member is a second magnet, the connecting structure is a magnetic attraction structure, and the third connecting member is a third magnet.

5. The multi-sensory interactive ASD user interactive learning system according to claim 2, characterized in that: The identifier is a color recognition sensor, the control module further includes a rubber pad and a battery, the rubber pad is fixedly connected to the color recognition sensor, the battery is connected to the main control chip, and the color recognition sensor, the rubber pad, the battery, the light strip, the speaker, the first connector and the induction switch are all arranged in a control shell of the control module; The outer wall of the telescopic joint has a tactile structure, so that the ASD user touches the tactile structure to form tactile feedback, and the diameter of the telescopic joint corresponds to the size of the opening on the control shell.

6. A method for implementing the ASD user interactive learning system based on the multi-sensory interaction according to any one of claims 1 to 5, characterized in that: The implementation method includes: When any of the plurality of control modules is placed on a workstation corresponding to the table top, the control module is started and is in a first feedback state; When any of the control modules is in the first feedback state and the ASD user inserts one end of the telescopic tube into the control module, the control module detects a detection mark of the telescopic tube; When any of the control modules determines that the detection identifier matches the target identifier, the first feedback state is switched to the second feedback state, and the target sound is played to complete the connection between the control module and the corresponding telescopic tube, until the ASD user connects the telescopic tubes with different identifiers to multiple control modules to form a target space model, and the multiple control modules are in the target feedback state to complete the interactive learning of the ASD user.

7. The method for implementing the multi-sensory interactive ASD user interactive learning system according to claim 6, characterized in that: The control module detects the detection mark of the telescopic tube, and then further includes: When the control module determines that the detection identifier does not match the target identifier, the control module switches the first feedback state to a third feedback state and plays a matching failure sound; When the ASD user inserts one end of the other telescopic tube into the control module according to the matching failure sound, the control module detects the update detection identifier of the other telescopic tube until the control module determines that the update detection identifier matches the target identifier, switches the first feedback state to the second feedback state, and plays the target sound to complete the corresponding connection between the control module and the other telescopic tube.

8. The method for implementing the multi-sensory interactive ASD user interactive learning system according to claim 7, characterized in that: When the control module determines that the detection identifier matches the target identifier, the control module switches the first feedback state to the second feedback state and plays the target sound, and then further includes: When the extension tube is removed from the control module, the control module switches the second feedback state or the third feedback state to the first feedback state.

9. The method for implementing the multi-sensory interactive ASD user interactive learning system according to claim 7, characterized in that: The detection mark is a detection color, the target mark is a target color, the first feedback state is a breathing light state, and the second feedback state is a constant light state; When the control module determines that the detection identifier matches the target identifier, the control module switches the first feedback state to the second feedback state and plays the target sound, which specifically includes: The main control chip receives the detection color sent by the identifier; When the main control chip determines that the detected color matches the target color, the main control chip controls the light strip to switch from the breathing light state to the constant light state, and controls the speaker to play the target sound.

10. The method for implementing the multi-sensory interactive ASD user interactive learning system according to claim 9, characterized in that: When the ASD user connects the telescopic tubes with different markings to the multiple control modules to form a target space model, the multiple control modules are in a target feedback state, which specifically includes: When the ASD user connects two ends of a part of the telescopic tubes and one end of another part of the telescopic tubes to the multiple control modules, and plugs the other end of another part of the telescopic tubes into the connecting ball, the multiple main control chips control the light strips to switch to a constant light state; When the multiple main control chips determine that the multiple telescopic tubes and the connecting balls form a target space model, they control the corresponding speakers to play the space model completion sound to complete the interactive learning of the ASD user.

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