A multi-sensory interactive asd user interaction learning system and implementation method

Abstract

The application discloses a multi-sensory interactive ASD user interaction learning system and an implementation method thereof. The multi-sensory interactive ASD user interaction learning system comprises a table board, a plurality of control modules and a plurality of telescopic pipes with different marks. The plurality of control modules are connected with the plurality of workstations on the table board one by one, and each control module is connected with a corresponding telescopic pipe. The plurality of telescopic pipes are used to be touched by ASD users to be connected with the plurality of control modules. The table board is used to carry the plurality of control modules on the plurality of workstations. The control module is used to carry out audio-visual feedback to complete the interactive learning of the ASD user. The application can control the audio-visual feedback after the control module identifies the corresponding mark of the telescopic pipe, and cooperate with the tactile feedback of the ASD user to the telescopic pipe and the control module, so as to realize the purpose of attracting the attention of the ASD user through multi-sensory interaction stimulation, and further adapt to the diversified learning needs of the ASD user.

Description

TECHNICAL FIELD

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

[0002] Autism Spectrum Disorder (ASD) is a neurodevelopmental condition characterized by difficulties in social interaction, communication, and language behavior, accompanied by repetitive behaviors and limited interests. These characteristics pose significant challenges to the learning and social adaptation of ASD children, especially in educational settings. Traditional educational methods struggle to meet their sensory needs and individualized learning styles. Learning through Play (LtP) is an educational approach that integrates play methods into learning environments to promote cognitive, social, and emotional skill development. It emphasizes engaging and interactive experiences to stimulate children's interest and initiative in learning. For ASD children, LtP can combine sensory stimulation and personalized exploration to provide a more suitable learning approach.

[0003] Currently, educational tools and methods for children with Autism Spectrum Disorder (ASD) have made some progress, but still face many limitations. First, the lack of adequate sensory stimulation is a major problem. ASD children have unique needs for sensory input, but existing tools often fail to fully utilize multi-sensory stimulation (such as vision, touch, and hearing) to attract and maintain children's attention. In addition, many tools use fixed rule design, lack flexibility and modularity, and cannot adapt to the diverse learning needs of ASD children. Since each ASD child exhibits different sensory, social, and cognitive characteristics, this closed design limits children's autonomous 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 crucial for the learning and socialization of ASD children, so this deficiency further limits their overall development. In addition, these tools also have shortcomings in integrating 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 individualized differences of ASD children.

[0005] Therefore, the existing technology still needs to be improved and developed. SUMMARY

[0006] The main purpose of the present application is to provide a multi-sensory interactive ASD user interaction learning system and implementation method, aiming to solve the problem that the existing interactive tools cannot attract the attention of ASD users by using multi-sensory stimulation and cannot adapt to the diversified learning needs of ASD users.

[0007] The first aspect of the embodiment of the present application provides a multi-sensory interactive ASD user interaction learning system, wherein the multi-sensory interactive ASD user interaction learning system comprises a table board, a plurality of control modules and a plurality of telescopic pipes with different labels, the plurality of control modules are connected to the plurality of workstations on the table board one by one, each control module is connected to the telescopic pipe with the corresponding label; the plurality of telescopic pipes are used to be touched by ASD users to be connected to the plurality of control modules, and the table board is used to carry the plurality of control modules on the plurality of workstations; when any control module of the plurality of control modules is placed on the corresponding workstation of the table board, the control module is used to start and be in a first feedback state; when any control module is in the first feedback state and the ASD user inserts one end of the telescopic pipe into the control module, the control module is used to detect the detection label of the telescopic pipe; any control module is used to switch the first feedback state to a second feedback state and play a target sound when it is determined that the detection label matches a target label, so as to complete the connection of any control module and the corresponding telescopic pipe, and until the ASD user connects the telescopic pipes with different labels to the plurality of control modules to form a target space model, the plurality of control modules are used to be in a target feedback state to complete the interactive learning of the ASD user.

[0008] Optionally, in an embodiment of the present application, the control module comprises a master control chip, an identifier, a lamp strip, a loudspeaker, a first connecting piece and an induction switch, the master control chip is connected to the identifier, the lamp strip and the loudspeaker respectively; the telescopic pipe comprises a telescopic joint and a second connecting piece arranged in a shell, the first connecting piece is connected to the second connecting piece; each workstation of the table board is provided with a connecting structure, and the master control chip is activated when the induction switch is connected to the connecting structure.

[0009] Optionally, in an embodiment of the present application, the multi-sensory interactive ASD user interaction learning system further comprises a connecting ball, a plurality of connecting ports are arranged on the connecting ball, a third connecting piece is arranged in each connecting port, one end of the telescopic pipe is connected to the first connecting piece of the control module through the second connecting piece, and the other end of the telescopic pipe is connected to the third connecting piece of the connecting ball through another second connecting piece.

[0010] Optionally, in an embodiment of the present application, the inductive switch is a magnetic inductive 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.

[0011] Optionally, in an embodiment of the present application, the identifier is a color recognition sensor, the control module further comprises a rubber pad and a battery, the rubber pad is fixedly connected with the color recognition sensor, the battery is connected with the master control chip, the color recognition sensor, the rubber pad, the battery, the lamp strip, the loudspeaker, the first connecting member and the inductive switch are arranged in the control shell of the control module; the outer wall of the flexible joint has a touch structure, so that the ASD user touches the touch structure to form a touch feedback, and the diameter of the flexible joint corresponds to the size of the opening on the control shell.

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

[0013] The second aspect of the embodiment of the present application further provides an implementation method of a multi-sensory interactive ASD user interaction learning system based on any one of the above-mentioned schemes, wherein the implementation method comprises: when any one of the plurality of control modules is placed on the corresponding work station of the table board, the control module is started and is in a 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 flexible tube into the control module, the control module detects the detection identifier of the flexible tube; any one of the control modules switches the first feedback state to a second feedback state and plays a target sound when it is determined that the detection identifier matches a target identifier, to complete the connection of the control module and the corresponding flexible tube; and when the ASD user connects the flexible tubes with different identifiers to the plurality of control modules to form a target space model, the plurality of control modules are in a 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 comprises: the control module switches the first feedback state to a third feedback state and plays a matching failure sound when it is determined that the detection identifier does not match the target identifier; when the ASD user inserts one end of another telescopic tube into the control module according to the matching failure sound, the control module detects an updated detection identifier of another telescopic tube, until the control module determines that the updated detection identifier matches the target identifier, 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 another telescopic tube.

[0015] Optionally, in an embodiment of the present application, the control module switches the first feedback state to the second feedback state and plays a target sound when it is determined that the detection identifier matches the target identifier, and then further comprises: 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 detection 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 light state; the control module switches the first feedback state to the second feedback state and plays a target sound when it is determined that the detection identifier matches the target identifier, and specifically comprises: the main control chip receives the detection color sent by the identifier; the main control chip controls the light strip to switch from the breathing light state to the constant light state and controls the loudspeaker to play a target sound when it is determined that the detection color matches the target color.

[0017] Optionally, in an embodiment of the present application, when the ASD user connects the telescopic tubes with different identifiers on multiple control modules to form a target space model, the multiple control modules are in a target feedback state, and specifically comprises: when the ASD user connects two ends of a part of the telescopic tubes and one end of another part of the telescopic tubes with the multiple control modules, and inserts the other end of the other part of the telescopic tubes into the connecting ball, the multiple main control chips control the light strip to switch to a constant light state; the multiple main control chips control the corresponding loudspeakers to play a space model completion sound when it is determined that the multiple telescopic tubes and the connecting ball form a target space model, 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 implementation method, the present application controls the audiovisual feedback control after the identification of the corresponding identification of the telescopic pipe connection, cooperates with the tactile feedback of the ASD user to the telescopic pipe and the control module, realizes the purpose of attracting the attention of the multi-sensory interaction stimulation of the ASD user, and further meets the diversified learning needs of the ASD user. BRIEF DESCRIPTION OF DRAWINGS

[0019] In order to more clearly illustrate the technical solutions in the embodiments of the present application or the prior art, the drawings needed to be used in the embodiments or prior art description will be briefly introduced below. Obviously, the drawings in the following description are only some embodiments described in the present application, and for those skilled in the art, other drawings can also be obtained without creative labor on the basis of 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 the preferred embodiment of the interactive learning system of the present application;

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

[0023] Figure 4 is an exploded assembly diagram of the telescopic pipe in the preferred embodiment of the interactive learning system of the present application;

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

[0025] Figure 6 is a perspective view of the table plate in the preferred embodiment of the interactive learning system of the present application;

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

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

[0028] Figure 9 is a flow chart of the preferred embodiment of the multi-sensory interactive ASD user interaction learning implementation method of the present application;

[0029] Figure 10 is a control module workflow diagram in the preferred embodiment of the multi-sensory interactive ASD user interaction learning implementation method of the present application.

[0030] Reference signs:

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

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

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

[0034] Through the above drawings, the specific embodiments of the present application have been shown, and more detailed descriptions will be given 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 DESCRIPTION

[0035] In order to make the purpose, technical solutions and effects of the present application more clear and explicit, the technical solutions in the embodiments of the present application will be described clearly and completely below in combination 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 certainly 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 related art, there are obvious deficiencies in the integration with classroom teaching. Although some tools have certain educational functions, they still focus on intervention, emphasize direct behavior correction, and ignore the potential of learning tools as exploration and innovation media. 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 are not fully considered, and there is a lack of compatibility with existing teaching activities and goals. In addition, the complexity and closedness of the tool limit the possibility of teachers adjusting the play flexibly according to the students' ability and classroom needs, thereby reducing the applicability of the tool. In contrast, open design can better support the creativity and autonomy of ASD children, while providing greater operational flexibility for teachers. However, existing designs rarely consider this.

[0037] The multi-sensory interactive ASD user interaction learning system and implementation method of the embodiments of the present application are described below with reference to the accompanying drawings. In view of the problem that the interaction tool in the related art cannot attract the attention of ASD users by using multi-sensory stimulation and cannot adapt to the diversified learning needs of ASD users, the present application provides a multi-sensory interactive ASD user interaction learning system. In the system, after the control module is connected to the corresponding identification flexible tube, audiovisual feedback control is performed, and tactile feedback of the ASD user on the flexible tube and the control module is matched to achieve the purpose of attracting the attention of the ASD user by multi-sensory interaction stimulation, and then meet the diversified learning needs of the ASD user. Thus, the technical problem that the interaction tool in the related art cannot attract the attention of ASD users by using multi-sensory stimulation and cannot adapt to the diversified learning needs of ASD users is solved.

[0038] In view of the challenges of ASD children in color recognition, category formation and processing, and the problems of the existing ASD child education tool in the prior art, such as insufficient sensory stimulation, closed design, lack of social interaction support, low teaching demand adaptation, and insufficient adaptation to individual diversity, the present application combines modular design, multi-sensory interaction and open play, and is specially designed to meet the special needs of ASD children in learning, social interaction and personalized development, while supporting the flexible application of educators in teaching activities. Through multi-sensory interaction design of vision, touch and hearing, using light-emitting modules, flexible tubes with rich tactile sensation and sound feedback, the attention of ASD children can be effectively attracted, their learning participation can be improved, their sensory needs can be met, and their cognitive development and sensory integration ability can be promoted.

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

[0040] As shown in Figure 1 The embodiments of the present application provide a multi-sensory interactive ASD user interaction learning system, which includes a table board 400, a plurality of control modules 100 and a plurality of flexible tubes 200 with different identifications. The plurality of control modules 100 are connected one by one with a plurality of workstations of the table board 400, and each control module 100 is connected with the flexible tube 200 with a corresponding identification. When the control module 100 is placed on the corresponding workstation of the table board 400, the control module 100 is started. The started control module 100 is used to detect the detection identification corresponding to the flexible tube 200, switch between the first feedback state and the second feedback state, and play target sound.

[0041] It can be understood that the light emitting manner of the control module 100 in the present application can be replaced by other forms of feedback, such as sound prompts (such as a buzzer), vibration feedback or mechanical pop-up indications to provide interactive feedback. These feedback mechanisms can help children obtain immediate feedback when completing color matching or operation success.

[0042] In an embodiment of the present application, the control module 100 includes a main control chip 13 connected in the control shell 9, an identifier 7, a lamp strip 3, a loudspeaker 10, a first connecting piece and an induction switch, the main control chip 13 is connected with the identifier 7, the lamp strip 3 and the loudspeaker 10 respectively; the telescopic pipe 200 includes telescopic joints 19 and a second connecting piece arranged in the shell 17, one shell 17 is connected to one end of the telescopic joint 19, and the other shell 17 is connected to the other end of the telescopic joint 19, and the first connecting piece is connected with the second connecting piece; each of the workstations of the table plate 400 is provided with a connecting structure, and the main control chip 13 is activated when the induction switch is connected with 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 arranged on the connecting ball 300, a third connecting piece is arranged in each of the connecting ports, one end of the telescopic pipe 200 is connected with the first connecting piece of the control module 100 through the second connecting piece, and the other end of the telescopic pipe 200 is connected with the third connecting piece of the connecting ball 300 through the other second connecting piece.

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

[0045] Specifically, the control module is integrated with a magnetic induction switch at the bottom. When the module is placed on the game table (the table is embedded with a magnet), the magnetic induction switch is triggered, and the circuit and core function of the module are started. When the module is removed, the power is automatically turned off, and the module can be charged through the charging port. The child or teacher moves the module to the table, and the magnet automatically attracts the module to fix its position. The non-matrix grid position cannot be inducted to the magnetic force, so the module cannot be started, prompting the child to reposition it to the correct position. The magnetic induction triggers the switch at the bottom of the module, and the module enters the starting state.

[0046] In the embodiment, as Figure 2 and Figure 3As shown, the control module as a whole consists of a top cover 1 (located at the top of the module, used to cover and protect the internal components. The surface is treated with a matte finish to enhance the tactile experience while preventing glare from affecting the visual experience), a light-shielding cylinder 2 (located below 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, realize color switching and dynamic light effect. According to the task requirements, display a variety of colors and modes (such as breathing light, constant light, flashing, etc.), a male baffle 4 (used in combination 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 within the module), a first magnet 5 (fixed by the baffle), a female baffle 6 (combined with the "male baffle" to fix the internal frame of the module), a recognizer 7 (built-in color recognition sensor, used to detect the color signal inserted into the telescopic tube. The detected color data is transmitted to the main control chip to trigger the corresponding light effect and sound feedback), a rubber pad 8 (fixing the recognition module 7), a control shell 9 (the main frame of the module, made of high-strength plastic, with a matte finish on the surface. Provides protection and enhances the overall appearance of the module), a speaker 10 (used to play sound feedback, such as task completion prompt or error prompt. Combined with light effect, provide multi-sensory interaction), a charging port 11 (located on the side of the module, used to connect the power supply to charge the internal battery), a battery 12 (provides the main power for the module to run, supports the module to be used in a wireless state), a main control chip 13 (the core control unit of the module, used to process the signal of the recognition module and control the light strip, speaker and other functional modules. Support a variety of task logic and interactive functions), a bottom cover 14 (located at the bottom of the module, used to encapsulate the internal components. Combined with the magnetic induction switch, realize the starting function of the module), a magnetic induction switch 15 (when the module is placed on the desktop magnetic attraction point, the magnetic induction switch is triggered, activating the module circuit and starting the working state).

[0047] As shown in Figure 4 , the telescopic tube as a whole consists of a second magnet 16 (located at one end of the telescopic tube, used to connect with the magnetic contact at the top of the module, realize physical fixation and circuit closing), a shell 17 (with a special magnet slot inside, ensure that the magnet will not loosen after embedding, at the same time avoid the magnet slipping or shifting during operation), a plastic end cover 18 (combined with the end of the shell, connecting the telescopic joint), a telescopic joint 19 (the telescopic joint is hollow, the plastic part itself has a certain stability and support, can be stretched, contracted, bent and other operations. When the telescopic joint is stretched, contracted and bent, it has a paragraph sound and "click click" paragraph sound). The surface of the telescopic tube is treated with a matte finish. The color of the light emitted by the telescopic tube is consistent with the type of the module.

[0048] As shown in Figure 5As shown, the connecting ball is integrally formed to include a third magnet 20 (embedded in the interior of the connecting ball, used for connecting the telescopic tube and the connecting ball, the magnet is fixed by embedding into the slot, to ensure stability during the connection operation), a spherical shell 21 (designed as a sphere, with six evenly distributed cavities, each cavity is used for connecting with the telescopic tube. Allow users to connect multiple telescopic tubes to the connecting ball at the same time, support complex structure building and task completion). The surface of the connecting ball is sandblasted. The color of the connecting ball is consistent with the color of the telescopic tube and the module light, forming a unified color coding system.

[0049] As shown in Figure 6 The table plate includes a magnetic structure 23 (strong magnet, responsible for attracting modules), a grid table top 24 (fixed module), and a table leg 25 (raises the height of the table top). The table top magnet is embedded in the table plate in a uniform matrix arrangement, ensuring that each magnetic attraction point can align with the magnetic induction switch at the bottom of the module. Neodymium magnets are used, with moderate strength, capable of attracting modules but not difficult to move. According to the equidistant matrix layout, the entire table top is covered. Anti-slip pads are added to the bottom of the module to improve the stability of the attraction. Modules can only be placed on magnetic attraction points to avoid clutter or irregularity caused by random placement, making the module arrangement more orderly and meeting the standard requirements of teaching and games.

[0050] It can be understood that the shape and material of the control module, connecting ball, telescopic tube and other components of the present application can be changed, such as changing the shape of the module from a cube to other more attractive shapes (such as star-shaped, heart-shaped), or changing the material from hard plastic to soft material, making the whole more secure or more flexible. The main building process is through modules, connecting balls and telescopic tubes to form a spatial structure, which can be replaced by other types of three-dimensional construction methods, such as magnetic sheet module splicing, plug-in plate assembly, etc. By changing the module to a plate or flat structure, various three-dimensional shapes can also be achieved, forming similar building and interactive effects.

[0051] In the embodiments of the present application, as shown in Figure 7As shown, the telescopic tube is physically connected with the modules through precisely matched sockets and connection terminals. The two ends of the telescopic tube are designed as plug-in ends, and the middle end forms an adjustable length structure through a telescopic joint, allowing children to adjust the length of the telescopic tube according to the task requirements. The connection between the telescopic tube and the module adopts a unique interface design. The top of the module has a hole for connecting the telescopic tube, and the bottom of the telescopic tube can be stably inserted into the hole of the module. After connection, the telescopic tube can rotate freely, forming a flexible connection mode. This connection mode is also applicable to the connection of the ball and the module, ensuring the compatibility between the parts. This design allows users to build freely while ensuring the stability of the structure. It provides a flexible and stable connection that can support complex three-dimensional structure building, thereby stimulating the creativity and spatial construction ability of children. Especially for children with autism, this connection mode reduces the need for force, making the entire building process smoother and simpler. In addition, this connection is not only applicable to the connection between a single module and a telescopic tube, but also applicable to the interconnection between multiple modules, forming a complex structure.

[0052] It can be understood that the magnetic connection mode adopted in the present application can be replaced by other connection modes, such as mechanical buckles, rotating threads, plug-in connections, etc. to realize the mutual connection of modules, connection balls and telescopic tubes. Through the design of unique buckles or plug-in structures, convenient connection and disassembly functions can still be achieved.

[0053] In the present embodiment, a unified color coding system is adopted among the modules, telescopic tubes and connection balls. Each component has a corresponding color (such as red, blue, green, etc.), and these colors are used throughout the game, forming a systematic learning framework. Function: Through the color coding system, children with autism can naturally learn color knowledge during the game. The modules and other components have consistent colors, so that each selection and operation has an intuitive color association, helping children to strengthen their cognition and memory of colors. In addition, through color matching and building, children with autism not only learn the basic knowledge of colors, but also learn the logical relationship between structures in the process of continuous combination and building. This transition from simple color recognition to complex building logic is an important part of the teaching objectives of the present application.

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

[0055] As shown in the above embodiment, the present application adopts a color coding system to realize the connection between the modules, the telescopic tubes and the connection balls. However, it can be understood that the color coding system can be replaced by other visual signal systems, such as using shape coding, symbol coding or different pattern identification, without changing the matching characteristics between components. For example, different geometric shape identifiers can be used to replace colors, such as circles, triangles and squares, and children complete the building by matching the same shapes. Figure 8As shown, the interactive learning system in this embodiment also includes a die. The die is a hexahedron with 22 circular colored dots on each surface, one of which is white. The die surface has a frosted finish. The color of the die matches the colors of the telescopic tube and the module's light emission, forming a unified color coding system. Children can choose their color by rolling the die, which aims to convey the concept of taking turns and establish rules in a group environment. The frosted surface of the die makes it easy for children to grip, prevents slipping, and enhances the gaming experience.

[0056] Understandably, the social interaction mechanism of dice rolling can be replaced by other types of random selection mechanisms, such as drawing lots or random color generators on electronic screens. Social interaction in the game can still be achieved by using other forms of randomness to determine the order of participants' actions or component selections. The existing interaction method of using dice for color selection and turn-based participation can be replaced by electronic or digital means. For example, developing a corresponding mobile application that uses a touchscreen to randomly select colors and operation commands instead of dice. This electronic interaction method can still achieve the goal of randomly determining color selection and operation order, and can add more interactive elements.

[0057] The preferred embodiment of this application describes a multi-sensory interactive ASD user interaction learning implementation method, such as... Figure 9 As shown, the multi-sensory interactive ASD user interaction learning implementation method includes the following steps:

[0058] In step S101, when the control module is placed on the workstation corresponding to the table, the control module is activated and enters the first feedback state.

[0059] Specifically, when the module is placed on a table (with a magnet embedded in the desktop), the magnetic induction switch is triggered, activating the module's circuitry and core functions. Power is automatically cut off when the module is removed, and the module can be charged via 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 mark of the telescopic tube.

[0061] In a possible implementation, when the control module determines that the detection identifier does not match the target identifier of the control module, 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 another telescopic tube into the control module according to the matching failure sound, the control module detects an updated detection identifier of another telescopic tube, until the control module determines that the updated detection identifier matches the target identifier, 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 another telescopic tube.

[0062] The detection identifier is a detection 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 light state.

[0063] Specifically, the module is provided 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 according to a preset standard (RGB value). If the colors match, the signal processing unit confirms that the input is correct, and starts a subsequent feedback process.

[0064] Further, when 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 colors match successfully, the light effect of the module is switched from the breathing light mode to the constant light state, and the loudspeaker emits a rising crisp sound as a successful prompt. If the colors do not match, the light effect of the module is switched to a fast flashing state, and the loudspeaker emits a sinking crisp sound as an error prompt. After three times of flashing, the module returns to the breathing light state.

[0065] In step S103, when the control module determines that the detection identifier matches the target identifier of the control module, the control module 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 detection color sent by the identifier; when the main control chip determines that the detection color matches the target color, the main control chip controls the light belt to switch from the breathing light state to the constant light state, and controls the loudspeaker 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 a breathing light state (default): the module initial state is a breathing light mode, gradually brightening and extinguishing, indicating that the module is in a "waiting to connect" state. The second feedback state is a constant light state (matching success): when the module detects color matching, the light effect switches from the breathing light mode to the constant light state, prompting the task to be completed. The third feedback state is a flashing state (matching error): if the color does not match, the module light effect switches to a fast flashing state, flashing three times, prompting the user to re-operate. After three flashes, it returns to the breathing light state. Recovery state (remove the telescopic tube): when the telescopic tube is removed from the module, the module recovers from the constant state to the breathing light state.

[0069] Specifically, referring to Figure 10 , after the telescopic tube is connected to the module, the module transmits the detection result to the LED control unit; the LED control unit adjusts the light mode according to the matching state, and if the matching is successful, it is always on, if the matching is wrong, it flashes, and if there is no connection and the flashing after the matching error, it switches to the breathing light. Speaker (whether to start can be selected through the master control chip): when the matching is successful, a clear xylophone sound that rises will be emitted, and when the matching fails, a clear xylophone sound that sinks will be emitted.

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

[0071] In a possible implementation, when the ASD user connects one end of a part of the telescopic tubes and one end of another part of the telescopic tubes to the plurality of control modules, and inserts the other end of the other part of the telescopic tubes into the connection ball, the master control chip controls the light belt to switch to a constant light state; when the plurality of master control chips judge that the plurality of telescopic tubes and the connection ball form a target space model, the corresponding speaker plays a space model completion sound, completing the interactive learning of the ASD user.

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

[0073] In a possible implementation, when the ASD user removes the telescopic tubes with different identities from the corresponding plurality of control modules, 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 the dice, and the entire structure is gradually disassembled.

[0075] It should be noted that in individual games, children can place the modules and flexible tubes on the table for color matching games. Each module and flexible tube has a color code, and children need to match them according to the same color to build a color- diverse and structurally stable spatial model. This process not only exercises children's hands-on ability, but also cultivates their color recognition and spatial imagination. In multi-player games, when multiple children participate in the game, the dice can be used to determine the actions of each child to create a turn-based and cooperative game atmosphere. Each child takes turns rolling the dice, and the color points on the dice will indicate the color of the flexible tube to be selected next; if the dice show a white point, the round is a pass, which adds a certain degree of uncertainty and strategy to the game. This design not only allows children to learn to take turns and share while waiting, but also enables everyone to participate in the building process. After the color matching is completed, the game does not end. The recycled structure can also be disassembled by rolling the dice. Children decide which color of flexible tube to remove based on the color points on the dice, and gradually disassemble the entire structure. This recycling process is also full of interest, allowing children to remain focused during the disassembly process and gradually understand the connection between construction and disassembly.

[0076] It can be understood that the present application not only supports single interaction but also supports multi- interaction. Educators can adjust the modules, rules, and difficulty to guide children to participate in diverse learning and social activities. The open design provides a natural scene for social interaction, allowing children to gradually learn and adapt to the pattern of interacting with others during the game. The tool, through modular and open design, can adjust the play and difficulty according to the ability level and interest of different children, supporting personalized learning needs. Educators can freely adjust the use of the tool according to classroom goals, seamlessly integrating it into existing teaching activities, helping teachers achieve comprehensive support for cognitive, sensory training, and social skill development in different teaching scenarios. In addition, while providing clear task goals (such as color matching and structure building), the application allows children to freely explore after completing the task, avoiding the decline in interest caused by overly fixed rules, thereby effectively improving learning effectiveness and game experience. The invention helps ASD children regulate their emotions to some extent through stable and comfortable sensory input, reducing the risk of sensory overload or behavioral out of control, such as the soothing effect of the sound and tactile feedback of the flexible tube on children, which can alleviate anxiety. Using modular component design, the tool structure is stable and suitable for various teaching scenarios, including classroom teaching, rehabilitation training, and family education. The modules and accessories are easy to replace and upgrade, meeting long-term use requirements.

[0077] In the description of the application, unless otherwise clearly specified and limited, the terms "mounting", "connection", "connecting", "fixing" and the like should be understood in a broad sense, for example, can be fixed connection, can also be detachable connection, or integral; can be mechanical connection, can also be electrical connection or can communicate with each other; can be directly connected, can also be indirectly connected through an intermediate medium, can be the internal communication of two elements or the interaction relationship between two elements. For those skilled in the art, the specific meaning of the above terms in the application can be understood according to the specific circumstances.

[0078] In the description of the application, it should be understood that the terms "center", "longitudinal", "transverse", "length", "width", "thickness", "upper", "lower", "front", "rear", "left", "right", "vertical", "horizontal", "top", "bottom", "inner", "outer", "clockwise", "counterclockwise", "axial", "radial", "circumferential" and the like indicate the orientation or positional relationship based on the orientation or positional relationship shown in the drawings, and are only for the convenience of describing the application and simplifying the description, and do not indicate or imply that the device or element referred to must have a particular orientation, be constructed and operated in a particular orientation, and therefore cannot be understood as a limitation on the application.

[0079] In addition, the terms "first", "second" are only for descriptive purposes and cannot be understood as indicating or implying relative importance or implicitly indicating the number of technical features indicated. Therefore, the features defined with "first", "second" can explicitly or implicitly include one or more of the features. In the description of the application, the meaning of "multiple" is at least two, for example, two, three, etc., unless otherwise clearly specified and limited.

[0080] It should be noted that: in the present application, unless otherwise clearly specified and limited, the first feature is "on" or "under" the second feature, which can be direct contact between the first and second features, or indirect contact between the first and second features through an intermediate medium. Moreover, the first feature "above", "above" and "above" the second feature can be directly above or obliquely above the first feature, or only indicate that the horizontal height of the first feature is higher than that of the second feature. The first feature "below", "below" and "below" the second feature can be directly below or obliquely below the first feature, or only indicate that the horizontal height of the first feature is less than that of the second feature.

[0081] The terms "first", "second", "third", "fourth" and the like in the description and in the claims of the present application, if any, are used for distinguishing between similar elements and not necessarily for describing a particular sequential or chronological order. It is to be understood that the use of these terms herein is to be construed to cover the embodiments of the application whether or not the embodiments are described using the same term. Furthermore, these terms can be used interchangeably in different examples of the application. The terms "comprise", "comprising", "include", "including" and "has", "having", "contain", "containing" as used herein are intended to cover the respective terms whether or not used in the above sense. The terms "comprise", "comprising", "include", "including" and "has", "having", "contain", "containing" are used in their open-ended, conventional sense, that is, they are used to include "consist of" and "consisting of".

[0082] In the description of the application, the terms "one embodiment", "some embodiments", "certain embodiments" or "exemplary embodiment" (among others) used can mean the same embodiments or similar embodiments unless context clearly indicates otherwise. Moreover, the terms "the", "a", "an", "at least one", and "one or more" used in this disclosure are used in the sense that they mean the same singular or plural, unless context clearly indicates otherwise. The term, "based on" used in this disclosure means at least one of the stated value or values, but can also mean the plurality of values combined to one stated value.

[0083] Finally, it should be noted that the above-mentioned embodiments are merely used to illustrate the technical solutions of the present application, rather than limiting the present application; although the present application is described in detail with reference to the above embodiments, those skilled in the art should understand that the technical solutions recorded in the above embodiments can be modified or equivalent replacements can be made to some or all of the technical features; and these modifications or replacements do not cause the essence of the corresponding technical solutions to deviate from the scope of the embodiments of the present application.

Claims

1. A multi-sensory interactive ASD user interaction learning system, characterized in that, The multi-sensory interactive ASD user interaction learning system comprises a table board, a plurality of control modules and a plurality of telescopic pipes with different labels, the plurality of control modules are connected with a plurality of workstations on the table board one by one, and each control module is connected with a corresponding labeled telescopic pipe; the plurality of telescopic pipes are used to be touched by an ASD user to be connected with the plurality of control modules, and the table board is used to carry the plurality of corresponding control modules on the plurality of workstations; When any one of the plurality of control modules is placed on the corresponding workstation of the table board, the control module is used to start and be in a first feedback state; When any one of the plurality of control modules is placed on the corresponding workstation of the table board, the control module is used to start and be in a first feedback state; When any one of the plurality of control modules is placed on the corresponding workstation of the table board, the control module is used to start and be in a first feedback state; The control module comprises a main control chip, an identifier, a lamp strip, a loudspeaker, a first connecting piece and an induction switch, and the main control chip is connected with the identifier, the lamp strip and the loudspeaker respectively; The telescopic pipe comprises a telescopic joint and a second connecting piece arranged in a shell, and the first connecting piece is connected with the second connecting piece; Each workstation of the table board is provided with a connecting structure, and the main control chip is activated when the induction switch is connected with the connecting structure; The multi-sensory interactive ASD user interaction learning system further comprises a connecting ball, a plurality of connecting ports are arranged on the connecting ball, a third connecting piece is arranged in each connecting port, one end of the telescopic pipe is connected with the first connecting piece of the control module through the second connecting piece, and the other end of the telescopic pipe is connected with the third connecting piece of the connecting ball through another second connecting piece.

2. The multi-sensory interactive ASD user interaction learning system of claim 1, wherein, The induction switch is a magnetic induction switch, the first connecting piece is a first magnet, the second connecting piece is a second magnet, the connecting structure is a magnetic attraction structure, and the third connecting piece is a third magnet.

3. The multi-sensory interactive ASD user interaction learning system of claim 1, wherein, The identifier is a color recognition sensor, the control module further comprises a rubber pad and a battery, the rubber pad is fixedly connected with the color recognition sensor, the battery is connected with the main control chip, and the color recognition sensor, the rubber pad, the battery, the lamp strip, the loudspeaker, the first connecting piece and the induction switch are arranged in a control shell of the control module; The outer wall of the telescopic joint has a touch structure, so that the ASD user touches the touch structure to form a touch feedback, and the diameter of the telescopic joint corresponds to the size of the opening on the control shell.

4. A method of implementing a multi-sensory interactive ASD user interaction learning system as claimed in any one of claims 1 to 3, characterized in that, The implementation method comprises: When any of the control modules is placed on the corresponding work station of the table board, the control module is started and 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 the detection mark of the telescopic tube; When the ASD user connects the telescopic tubes with different marks on the plurality of control modules to form a target space model, the plurality of control modules are in a target feedback state, to complete the interactive learning of the ASD user.

5. The method of implementing a multi-sensory interactive ASD user interaction learning system as claimed in claim 4, wherein, The control module detects the detection mark of the telescopic tube, and further includes: When the control module determines that the detection mark does not match the target mark, the first feedback state is switched to a third feedback state, and a matching failure sound is played; When the ASD user inserts one end of another telescopic tube into the control module according to the matching failure sound, the control module detects an updated detection mark of another telescopic tube, until the control module determines that the updated detection mark matches the target mark, the first feedback state is switched to a second feedback state, and a target sound is played, to complete the corresponding connection of the control module and another telescopic tube.

6. The method of implementing a multi-sensory interactive ASD user interaction learning system as claimed in claim 5, wherein, The control module determines that the detection mark matches the target mark, and the first feedback state is switched to a second feedback state, and a target sound is played, and 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.

7. The method of implementing a multi-sensory interactive ASD user interaction learning system as claimed in claim 5, wherein, 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; The control module determines that the detection mark matches the target mark, and the first feedback state is switched to a second feedback state, and a target sound is played, and specifically includes: The main control chip receives the detection color sent by the identifier; When the main control chip determines that the detection color matches the target color, the control chip controls the lamp strip to switch from the breathing light state to the constant light state, and controls the loudspeaker to play a target sound.

8. The method of implementing a multi-sensory interactive ASD user interaction learning system as claimed in claim 7, wherein, When the ASD user connects the telescopic tubes with different marks on the plurality of control modules to form a target space model, the plurality of control modules are in a target feedback state, and specifically includes: When the ASD user connects one end of a part of the telescopic tubes and one end of another part of the telescopic tubes with the plurality of control modules, and inserts the other end of the other part of the telescopic tubes into the connecting ball, the plurality of main control chips control the lamp strip to switch to the constant light state; The plurality of master chips control the corresponding loudspeakers to play the sound of the space model when judging that the plurality of telescopic tubes and the connecting ball form a target space model, so as to complete the interactive learning of the ASD user.

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