Digital teaching platform and method for engineering skills of sports robot

Abstract

The invention belongs to the technical field of engineering teaching, and discloses a digital teaching platform and method for engineering skills of a sports robot, and the platform comprises a mechanical assembly simulation module which is used for constructing a three-dimensional virtual assembly scene of a tennis robot; the circuit connection simulation module comprises a circuit diagram display unit, an element interaction unit and a circuit verification unit; the motion capture teaching module integrates IMU data acquisition, motion mapping and feedback functions; the interaction control module supports movement, view angle switching and tool selection; and the data storage module adopts SqlServer 2008 and is used for storing assembly, circuit, action and operation logs and supporting export and query. The platform design gives consideration to teaching and playability, and stable operation and long-term reliability are ensured.

Description

Technical Field

[0001] This invention belongs to, but is not limited to, the field of engineering teaching technology, and particularly relates to a digital teaching platform and method for engineering skills in motion robots. Background Technology

[0002] Currently, engineering education and the cultivation of skilled personnel urgently need to explore an innovative path to achieve the integration of science and education, and the fusion of industry and education, in order to cultivate high-quality, outstanding engineers. The construction of this path should emphasize the cultivation of interdisciplinary thinking and deeply integrate artificial intelligence into the talent cultivation system of universities. In order to actively respond to the State Council's policy guidance on promoting the high-quality development of the sports industry and the Ministry of Education's relevant requirements on strengthening the cultivation of outstanding engineers in universities, this invention, based on the concept of "Artificial Intelligence+", proposes an engineering skills teaching method. It aims to create an innovative approach that organically integrates engineering education and sports technology, promoting the coordinated development of educational resources and industry needs.

[0003] To address the problems existing in current engineering teaching models, this invention proposes a digital teaching platform and its teaching method for engineering skills in motion robots. This platform utilizes virtual simulation technology to construct an immersive learning environment, deeply integrating engineering practices such as robot assembly and circuit connection with tennis movement instruction, achieving simultaneous advancement of theoretical learning and practical operation. Furthermore, through a visual feedback mechanism and multi-perspective interactive design, it effectively enhances teaching effectiveness and user learning experience. Summary of the Invention

[0004] To address the problems existing in the prior art, this invention provides a digital teaching platform and method for motion robot engineering skills.

[0005] This invention is implemented as follows: a digital teaching platform and method for motion robot engineering skills, the platform comprising:

[0006] The mechanical assembly simulation module is used to construct a three-dimensional virtual assembly scene for tennis robots. It provides functions such as dragging and dropping parts, selecting tools, and step-by-step assembly guidance. It also supports clicking on parts to trigger a pop-up window with function instructions. The mechanical assembly simulation module has built-in assembly sequence logic, which breaks down the robot assembly process into a series of small levels, each level corresponding to fixed parts installation steps.

[0007] The circuit connection simulation module includes a circuit diagram display unit, a component interaction unit, and a circuit verification unit. The circuit diagram display unit is used to display the core circuit connection diagram. The component interaction unit supports dragging and snapping of circuit components and displaying functional information. The circuit verification unit is used to detect the correctness of component connections and simultaneously display the corresponding programming code.

[0008] The motion capture teaching module integrates an IMU sensor data acquisition unit, a motion mapping unit, and a feedback unit. The data acquisition unit is used to acquire the angle, angular velocity, and angular acceleration data of the player's tennis motion. The motion mapping unit converts the acquired data into the robot's motion response in the virtual scene. The feedback unit displays the motion completion rate through a three-color light strip: red corresponds to too fast, green corresponds to standard, and blue corresponds to too slow.

[0009] The interactive control module is used to receive user operation commands, including movement, viewpoint switching, tool selection, and control the viewpoint switching of the virtual scene, including first-person view, top-down view, and multi-angle fixed viewpoints and operation responses. It also supports operation reset and exit functions.

[0010] The data storage module is used to store assembly step data, circuit connection data, action acquisition data, and user operation logs. The data storage module uses a SQL Server 2008 database and supports data export and historical record query.

[0011] Furthermore, the virtual scene of the mechanical assembly simulation module is built based on the Unity 2021.3.16fc1 engine, and the scene rendering and event triggering control are implemented using the C# language. It supports WASD keys to control movement, space and Ctrl keys to control vertical movement, right mouse button to adjust the view, and R key to reset the view.

[0012] Furthermore, the component interaction unit of the circuit connection simulation module adopts an adsorption mechanism, which automatically fixes the component when it is dragged to the correct position and returns it to the initial position when the position is incorrect. During the connection process, the right screen displays the programming code of the corresponding circuit in real time. The circuit components include a UART to CAN module, a power module, a control module, and a sensor module.

[0013] Furthermore, the motion capture teaching module uses a WT01DCL-RF type IMU sensor, receives and processes sensor signals through Python, and maps the player's forehand and backhand strokes, serves, and footwork to the virtual robot based on a simplified kinematics analysis algorithm. The motion visualization is then captured through a binocular camera simulation module.

[0014] Furthermore, the interactive control module supports multi-view adaptive switching: during the mechanical assembly stage, it defaults to a first-person perspective, automatically switches to a top-down perspective when installing bearing bolts, and resets after installation; during the circuit connection stage, it is fixed to a desktop front view; during the teaching platform stage, it defaults to a rear view, and supports a drop-down option to switch to a front, left, or right view.

[0015] Another objective of this invention is to provide a digital teaching method for tennis movements based on the aforementioned digital teaching platform, comprising the following steps:

[0016] S1: Users can select to enter the mechanical assembly level, circuit connection level or teaching platform level through the menu interface. The menu interface supports music control and instruction manual viewing functions.

[0017] S2: Enter the mechanical assembly level. Follow the step-by-step guidance prompts, select tools such as electric drills and wrenches, drag parts to the operating table, switch to the top view to complete the installation of bolts and bearings, click on the parts to view the function description, and enter the circuit connection level after completing all assembly steps.

[0018] S3: Enter the circuit connection level. Refer to the circuit diagram on the central display and drag the circuit components on the left to the correct position on the control panel (verify the accuracy of the position through the adsorption mechanism). Click on the component interface to complete the circuit connection. The system verifies the correctness of the connection in real time and displays the programming code. After the connection is correct, enter the teaching platform level.

[0019] S4: Enter the teaching platform level. Players complete actions such as forehand and backhand shots, serves, and footwork. The IMU sensor collects motion data and transmits it to the platform. The platform maps the motion to the virtual robot through simplified kinematic analysis and provides feedback on the completion of the motion through a three-color light strip. Players adjust their motion based on the feedback.

[0020] S5: During the teaching process, users can switch perspectives and export motion data through the interactive control module. The system automatically stores operation logs and motion data for subsequent analysis and review.

[0021] Furthermore, in step S2, the assembly sequence of the mechanical assembly level is as follows: first install the chassis module, then assemble the receiving and sending switching mechanism, receiving and sending ball module, ball storage module, ball shooting module, electronic control module, wheel leg mechanism, display screen, binocular camera, and interactive arm in sequence. Each step is fixed with bolts and bearings, and is equipped with a real machine demonstration picture and prompt pop-up window.

[0022] Furthermore, in step S4, the feedback logic of the motion capture teaching module is as follows: by calculating the deviation value between the collected angular velocity and angular acceleration and the standard motion data, the light strip displays red when the deviation value is greater than the preset threshold, green when the deviation value is within the range of ± the preset threshold, and blue when the deviation value is less than - the preset threshold.

[0023] Another object of the present invention is to provide a computer device comprising a memory and a processor, the memory storing a computer program, which, when executed by the processor, causes the processor to perform the steps of the digital teaching method for tennis movements as described in claim 6.

[0024] Another object of the present invention is to provide a computer-readable storage medium storing a computer program, which, when executed by a processor, causes the processor to perform the steps of the digital teaching method for tennis movements.

[0025] Based on the above technical solutions and the technical problems solved, the advantages and positive effects of the technical solution to be protected by this invention are as follows:

[0026] (1) Balancing playability and stability. In the game design process, we prioritize playability, ensuring the game provides a certain level of fun and challenge while also being educational. Simultaneously, we emphasize software stability, ensuring continuous and stable service during long-term operation and avoiding instability caused by software updates.

[0027] (2) User-friendliness and ease of use. The game interface is simple and clear, conforms to the user's habits, and provides a friendly interactive experience. The functional design should simplify the operation process as much as possible, reduce the user's learning cost, and enable all types of users to quickly get started and become proficient in the game.

[0028] (3) Compatibility and scalability. The game has good compatibility, working smoothly with various operating systems, hardware devices, and third-party software to ensure a consistent user experience in different environments. At the same time, the game is also scalable, allowing for the easy addition of new features or modules as needed for future development.

[0029] (4) Openness and Standardization. The game design follows the principle of openness, adopting standardized interfaces and protocols to facilitate data exchange and collaboration with other systems. This helps to achieve interoperability between the game itself and improves the game's applicability and flexibility.

[0030] Secondly, as supplementary evidence of the inventive step of the claims of this invention, it is also reflected in the following important aspects:

[0031] (1) The technical solution of the present invention overcomes technical bias:

[0032] This technical solution breaks through traditional technological biases in the following dimensions: First, addressing the industry perception that "there are domain barriers between engineering skills training and sports science teaching," it achieves structured integration of cross-domain knowledge by constructing a data coupling model between a biomechanical analysis module and a robot control system. Its multimodal teaching evaluation system significantly improves the efficiency of cross-disciplinary knowledge application. Second, it overcomes the traditional contradiction of "the incompatibility between immersive teaching and engineering training," and its innovative teaching platform enables real-time collaboration between theoretical courses and practical training. Third, it changes the market perception that "sports technology products cannot effectively serve engineering education." By solving the "AI + sports + engineering" problem, it forms a technology transfer path and popular science curriculum system with independent intellectual property rights, realizing the transformation of core technologies in the field of sports robot R&D and training. Attached Figure Description

[0033] Figure 1 This is the menu interface provided in the embodiments of the present invention;

[0034] Figure 2 This is an assembly sequence diagram provided in an embodiment of the present invention;

[0035] Figure 3 This is a mechanical assembly demonstration diagram ① provided in the embodiments of the present invention;

[0036] Figure 4 This is a mechanical assembly demonstration diagram ② provided in the embodiments of the present invention;

[0037] Figure 5 This is a mechanical assembly demonstration diagram ③ provided in the embodiments of the present invention;

[0038] Figure 6 This is a mechanical assembly demonstration diagram (④) provided in an embodiment of the present invention.

[0039] Figure 7 Figure ⑤ shows a mechanical assembly demonstration of the machine provided in this embodiment of the invention.

[0040] Figure 8 This is a circuit connection demonstration diagram ① provided in the embodiment of the present invention;

[0041] Figure 9 This is a circuit connection demonstration diagram ② provided in the embodiment of the present invention;

[0042] Figure 10 This is a circuit connection demonstration diagram ③ provided in the embodiment of the present invention;

[0043] Figure 11 This is the portal provided in the embodiments of the present invention;

[0044] Figure 12 This is a demonstration diagram of the teaching platform provided in this embodiment of the invention ①;

[0045] Figure 13 Figure ② shows a demonstration of the teaching platform provided in this embodiment of the invention. Detailed Implementation

[0046] To make the objectives, technical solutions, and advantages of this invention clearer, the invention will be further described in detail below with reference to embodiments. It should be understood that the specific embodiments described herein are merely illustrative and not intended to limit the invention.

[0047] This invention provides a digital teaching platform for tennis movements, the platform comprising:

[0048] The mechanical assembly simulation module is used to construct a three-dimensional virtual assembly scene for tennis robots. It provides functions such as dragging and dropping parts, selecting tools, and step-by-step assembly guidance. It also supports clicking on parts to trigger a pop-up window with function instructions. The mechanical assembly simulation module has built-in assembly sequence logic, which breaks down the robot assembly process into a series of small levels, each level corresponding to fixed parts installation steps.

[0049] The circuit connection simulation module includes a circuit diagram display unit, a component interaction unit, and a circuit verification unit. The circuit diagram display unit is used to display the core circuit connection diagram. The component interaction unit supports dragging and snapping of circuit components and displaying functional information. The circuit verification unit is used to detect the correctness of component connections and simultaneously display the corresponding programming code.

[0050] The motion capture teaching module integrates an IMU sensor data acquisition unit, a motion mapping unit, and a feedback unit. The data acquisition unit is used to acquire the angle, angular velocity, and angular acceleration data of the player's tennis motion. The motion mapping unit converts the acquired data into the robot's motion response in the virtual scene. The feedback unit displays the motion completion rate through a three-color light strip: red corresponds to too fast, green corresponds to standard, and blue corresponds to too slow.

[0051] The interactive control module is used to receive user operation commands, including movement, viewpoint switching, and tool selection, and to control the viewpoint switching of the virtual scene, including first-person view, top-down view, and multi-angle fixed viewpoints and operation responses. It also supports operation reset and exit functions.

[0052] The data storage module is used to store assembly step data, circuit connection data, action acquisition data, and user operation logs. The data storage module uses a SQL Server 2008 database and supports data export and historical record query.

[0053] The virtual scene of the mechanical assembly simulation module is built on the Unity 2021.3.16fc1 engine and uses C# language to implement scene rendering and event triggering control. It supports WASD keys to control movement, space and Ctrl keys to control vertical movement, right mouse button to adjust the view, and R key to reset the view.

[0054] The component interaction unit of the circuit connection simulation module adopts an adsorption mechanism. When a component is dragged to the correct position, it is automatically fixed. If the position is incorrect, it returns to the initial position. During the connection process, the right screen displays the programming code of the corresponding circuit in real time. The circuit components include a UART to CAN module, a power module, a control module, and a sensor module.

[0055] The motion capture teaching module uses a WT01DCL-RF type IMU sensor, receives and processes sensor signals through Python language, and maps the player's forehand and backhand hitting, serving and footwork movements to the virtual robot based on a simplified kinematic analysis algorithm. The motion visualization capture is achieved through a binocular camera simulation module.

[0056] The interactive control module supports multi-view adaptive switching: the default view is first-person view during the mechanical assembly stage, and it automatically switches to a top-down view when the bearing bolts are installed, and resets after installation; the view is fixed to the desktop front view during the circuit connection stage; the default view is the rear view during the teaching platform stage, and it supports switching to the front, left or right view through a drop-down option.

[0057] The tennis motion digital teaching platform proposed in this invention achieves full-process teaching from tennis robot structural cognition to motion learning and training through the collaborative operation of multiple sub-modules, including mechanical assembly simulation, circuit connection simulation, and motion capture teaching. The platform runs entirely in the Unity 2021.3.16fc1 environment and, combined with database storage and sensor data acquisition, realizes two-way binding between virtual interaction and real motion input.

[0058] The mechanical assembly simulation module works by rendering 3D models, performing collision detection, and handling event triggering within a Unity scene using C# scripts. The platform incorporates standardized assembly sequence logic for robot parts, breaking down the complete assembly process into sequential mini-levels. When a user drags a part, the system continuously monitors the spatial overlap and orientation matching between the part and the target mounting point. If the threshold is met, it automatically triggers snap-in and plays a prompt animation; otherwise, the part returns to its initial position. Clicking on any part triggers a pop-up window with functional descriptions, and the system uses an event listener mechanism to call the corresponding description text. Viewpoint control is achieved using WASD, spacebar, Ctrl, and the right mouse button. Translation, rotation, and reset are controlled by adjusting the virtual camera's pose parameters, ensuring an immersive assembly experience. Based on logical judgment, when performing detailed steps such as bearing bolts, the module automatically switches to a preset overhead view to improve operational accuracy; after completing the step, it automatically returns to the default view.

[0059] The circuit connection simulation module operates in a closed loop: "Circuit Diagram Display Unit—Component Interaction Unit—Line Verification Unit." The system first displays the circuit block diagrams of modules such as UART to CAN, power supply, control, and sensors in real time on the right-hand window. When the user drags a component to the target point, the script calculates the error between the component and the port position. If the error is below the snapping threshold, the position is automatically locked; if it is above the threshold, the component bounces back to the starting area. After detecting that all port connections are correct, the line verification unit automatically matches the preset node connection logic and generates the corresponding programming code on the right, allowing the user to understand the correspondence between the circuit and control logic. If a connection error occurs, the system highlights the incorrect line and prompts for re-operation, thus constructing a complete visual circuit teaching process.

[0060] The motion capture teaching module utilizes a WT9011DCL-RF IMU to collect the player's acceleration, angular velocity, and attitude angle data. A Python program listens to the IMU output via serial port and performs filtering, coordinate transformation, and simplified kinematic calculations on the acquired signals, mapping the actual wrist swing angle changes to corresponding joint motion commands for the virtual robot. The robot model in Unity receives these commands and drives the skeletal animation system in real time, synchronizing forehand, backhand, serve, and footwork movements. To ensure clear teaching feedback, the module uses a three-color LED strip to output the motion completion rate: red for movements that are faster than the standard trajectory, green for the standard range, and blue for movements that are slower, enabling real-time correction. Simultaneously, a binocular camera simulation module generates a visual representation of the motion path, allowing students to easily observe differences in the motion trajectory.

[0061] The interactive control module serves as the platform's input bus, uniformly managing perspective switching, tool selection, and operation response logic. The system automatically selects the optimal perspective based on the current teaching stage; for example, it defaults to first-person view during assembly, locks the desktop view during circuit connection, and uses a rear-following view during action teaching. It also allows users to switch to multiple fixed perspectives as needed. Internally, it dynamically updates the camera matrix, rendering status, and interactive prompts by detecting keyboard and mouse input events.

[0062] This invention provides a method for digitally teaching tennis movements based on the aforementioned digital tennis movement teaching platform, comprising the following steps:

[0063] S1: Users can select to enter the mechanical assembly level, circuit connection level or teaching platform level through the menu interface. The menu interface supports music control and instruction manual viewing functions.

[0064] S2: Enter the mechanical assembly level. Follow the step-by-step guidance prompts, select tools such as electric drills and wrenches, drag parts to the operating table, switch to the top view to complete the installation of bolts and bearings, click on the parts to view the function description, and enter the circuit connection level after completing all assembly steps.

[0065] S3: Enter the circuit connection level. Refer to the circuit diagram on the central display and drag the circuit components on the left to the correct position on the control panel (verify the accuracy of the position through the adsorption mechanism). Click on the component interface to complete the circuit connection. The system verifies the correctness of the connection in real time and displays the programming code. After the connection is correct, enter the teaching platform level.

[0066] S4: Enter the teaching platform level. Players complete actions such as forehand and backhand shots, serves, and footwork. The IMU sensor collects motion data and transmits it to the platform. The platform maps the motion to the virtual robot through simplified kinematic analysis and provides feedback on the completion of the motion through a three-color light strip. Players adjust their motion based on the feedback.

[0067] S5: During the teaching process, users can switch perspectives and export motion data through the interactive control module. The system automatically stores operation logs and motion data for subsequent analysis and review.

[0068] In step S2, the assembly sequence of the mechanical assembly level is as follows: first install the chassis module, then assemble the receiving and launching switching mechanism, receiving and launching module, ball storage module, ball launching module, electronic control module, wheel and foot mechanism, display screen, binocular camera, and interactive arm in sequence. Each step is fixed with bolts and bearings, and is equipped with a real machine demonstration picture and prompt pop-up window.

[0069] In step S4, the feedback logic of the motion capture teaching module is as follows: by calculating the deviation value between the collected angular velocity and angular acceleration and the standard motion data, the light strip is displayed in red when the deviation value is greater than the preset threshold, in green when the deviation value is within ± the preset threshold, and in blue when the deviation value is less than - the preset threshold.

[0070] The proposed digital teaching method for tennis movements is based on a unified digital teaching platform. Through steps such as menu selection, mechanical assembly, circuit connection, motion capture, and process recording, it constructs a complete teaching process from structural understanding to movement training. The core of this method lies in enabling users to assemble a tennis robot, learn circuitry, and acquire movements in a virtual environment through modular guidance, human-computer interaction, real-time sensor data acquisition, and kinematic mapping.

[0071] In step S1, the system first loads the menu interface, where users can choose to enter a mechanical assembly level, a circuit connection level, or a teaching platform level. The menu interface responds to user click commands through an event listener mechanism, controlling scene transitions and enabling background music on / off and manual viewing functions. Each button is bound to its corresponding scene via a jump function in a C# script, enabling switching between modules.

[0072] In step S2, the mechanical assembly stage operates based on a preset structural assembly sequence. The system first loads the installation prompts for the chassis module. The user selects tools such as an electric drill and wrench from the toolbar, and then drags and drops parts onto the operating table. When the three-dimensional position and angle of the part relative to the target installation point meet the adsorption rules, it is automatically fixed; if the deviation exceeds the threshold, it returns to its original position. To facilitate the installation of bolts and bearings, the system automatically switches to a top-down view to improve operational accuracy. Whenever the user clicks on a part, the system retrieves its associated function description pop-up and displays a real machine demonstration image to assist in structural understanding. After the chassis, receiver / send switching mechanism, receiver / send module, ball storage module, ball launching module, electrical control module, wheel mechanism, display screen, binocular camera, and interactive arm are installed in sequence, the system automatically jumps to the circuit connection stage.

[0073] In step S3, the system loads the circuit connection interface, and the central screen displays a standard circuit diagram. The user drags and drops components such as the UART-to-CAN module, power module, sensor module, and control module from the left component bar. The platform uses a snap-in mechanism to detect if the components are in the correct connection area. After a component is placed, the user clicks its interface to complete the circuit connection. The system verifies the matching relationship of each circuit in real time. If the connection is correct, the corresponding programming code is displayed synchronously in the right window to help the user understand the mapping from circuit to control logic; if the connection is incorrect, the system highlights a warning and prevents the user from proceeding to the next level.

[0074] In step S4, the teaching platform level is responsible for motion acquisition and mapping. The WT01DCL-RF IMU sensor collects angular velocity, angular acceleration, and attitude angle data of the user's forehand and backhand strokes, serves, and footwork, and transmits this data to the platform in real time via a Python program. The platform uses a simplified kinematics analysis algorithm to convert this data into virtual robot joint angle changes, achieving synchronized motion mapping. The system calculates the deviation value based on the difference between the player's actions and the standard actions: a three-color LED strip displays red when the deviation value is greater than a threshold, green when the deviation is within ± the threshold, and blue when the deviation is less than - the threshold, thus forming an instant correction mechanism.

[0075] In step S5, users can switch perspectives and export motion data at any time. The interactive control module allows users to input and update camera parameters and operation commands via keyboard and mouse. The system automatically records assembly steps, circuit connection records, motion data, and logs in the background to support subsequent analysis and training effect review.

[0076] Through the above steps, this invention realizes a multi-dimensional digital teaching process of structural cognition, circuit understanding and action training, which has strong interactivity, real-time performance and traceability.

[0077] The Sports Robot Dream Factory game platform aims to provide professional services for tennis enthusiasts, robotics R&D engineers, and university students. Through three main game levels—mechanical assembly, circuit connection, and a tutorial platform—players learn the assembly process of various mechanisms in a tennis robot, the placement of core components, and the connection of wires. The game culminates in tennis motion instruction and feedback. The platform's homepage offers options to select levels or progress from the first to the last, and also provides music, instruction manual, and parts information buttons. Through this system, players can gain a deeper understanding of the tennis robot assembly process and related knowledge, and complete tennis challenges virtually.

[0078] 1. Overall Software Design

[0079] 1.1 Software Requirements Overview

[0080] This software adopts the traditional software development life cycle approach, and its design employs a modular, step-by-step, and progressively refined structured software design method.

[0081] This software mainly has the following functions.

[0082] (1) Robot Parts Assembly: By picking up the electric drill and simultaneously dragging the parts on the left to the right workbench, and installing the bearing bolts, the robot parts are assembled, providing a hands-on learning experience. Players can learn about the latest development process of motion robots and stimulate their interest in learning engineering knowledge.

[0083] (2) Part Description Display: Clicking on a part displays a detailed description of the function of each mechanical and electrical component, providing knowledge and helping players complete the game. Players can learn engineering knowledge and gain a deeper understanding of the principles of robot development.

[0084] (3) Core Component Placement and Circuit Connection: Place the core components in their corresponding positions on the desktop according to the prompts. Click on two parts and connect the correct circuits according to their voltage values. Players can learn about the design and assembly process of the robot's core components and cultivate their interest in electronics.

[0085] (4) Perspective Switching: The game defaults to a first-person perspective, allowing players to freely move and switch viewpoints. However, to facilitate the installation of bearings and bolts in mechanical assembly sections, the perspective is fixed at a top-down angle, automatically switching back to the default view upon completion. Circuit connection levels have a fixed perspective facing the tabletop for easy placement of 2D parts. The tutorial platform uses an intuitive and realistic rear-view perspective. Additionally, to meet certain action observation needs, players can switch to a front, left, or right perspective from the dropdown menu, eliminating blind spots and providing a more comprehensive action observation experience.

[0086] 1.2 Software Environment:

[0087] This software is developed using Unity, employing C# and Python languages. The primary function of C# is to support platform operation and manage event triggering; the runtime environment is the .NET platform. The primary function of Python is to receive and process sensor signals; the interpreter is CPython.

[0088] Unity version: 2021.3.16fc1

[0089] .NET SDK version: 8.0.404

[0090] Python version: 3.10.8

[0091] Development tool: Visual Studio 2022

[0092] Programming languages: C#, Python

[0093] Table 1 Software Environment Information

[0094]

[0095] 2. Software Function Description

[0096] The main contents of the software include: (1) menu interface (2) mechanical assembly level (3) circuit connection level (4) teaching platform level.

[0097] 2.1 Menu Interface

[0098] When users log into the game, they first enter the menu interface. The menu displays information such as the game name and robot design illustrations. Players can choose to enter any level or exit the game from this interface. A music start / pause function is located in the upper left corner, allowing users to play music at any time. During gameplay, exit and music buttons are also located in the upper right corner for convenient player operation. Figure 1 As shown.

[0099] 3.2 Mechanical Assembly Part

[0100] This section provides a simulation function that allows users to assemble a tennis robot using mechanical tools.

[0101] The assembly process is divided into a series of small levels based on the assembly order of the parts. Players need to move around, freely switch perspectives, select mechanical tools and assembly tools, drag the corresponding parts, fix the perspective, and assemble the parts in the appropriate positions. The assembly order diagram is shown below. Figure 2 As shown.

[0102] During assembly, clicking on a part will display a corresponding prompt image, providing guidance. Players will then use the appropriate assembly tools based on the prompt image and the part's shape to complete the tennis robot assembly. A demonstration of the assembly process is shown in the image below:

[0103] Figure 3 Mechanical assembly machine demonstration diagram ①

[0104] Figure 4 Mechanical assembly machine demonstration diagram ②

[0105] Figure 5 Mechanical assembly machine demonstration diagram ③

[0106] Figure 6 Mechanical assembly machine demonstration diagram ④

[0107] Figure 7 Mechanical assembly machine demonstration diagram ⑤

[0108] 3.2 Circuit Connection Section

[0109] This section allows users to virtually simulate the creation of core components for a tennis robot by placing circuit elements and connecting different types of wires. The specific game flow is as follows:

[0110] (1) First, observe the circuit diagram on the middle screen to get a basic understanding of the circuit connection method.

[0111] (2) Click on the circuit components on the left side of the desktop. The upper left screen will display an introduction to their functions, principles, and connection methods. Learn the working principles of each component.

[0112] (3) Refer to the circuit diagram of the central display and drag the circuit components on the desktop to place them on the worktable in a reasonable manner. After selecting a component, it will flash. If it is dragged to the correct position, it will be snapped to the correct position. If the position is wrong, it will return to its original position.

[0113] (4) After placing the circuit components in the correct positions, connect the two components by clicking the corresponding interface (click the corresponding interface to connect the two components).

[0114] (5) The right screen will display programming code during the component connection process.

[0115] (6) Once all components are placed correctly and the wiring is complete and correct, the game ends and a victory message appears.

[0116] In the digital teaching platform for motion robot engineering skills of this invention, the circuit connection demonstration module fully reproduces the real teaching environment through virtual simulation, enabling learners to complete operations such as circuit board component identification, wiring planning, and electronic control logic verification in an immersive scenario. Figure 8 to Figure 10 As shown. Figure 8 The system's interface layout is demonstrated in the initial state of a circuit connection task. The platform presents a teaching atmosphere close to a real computer lab through a combination of virtual experimental desktops, monitors, toolbars, and control panels. The system provides a complete circuit connection area on the right, including functional modules such as the main control board, driver board, sensor ports, power supply terminals, and communication interfaces. Learners can freely move components, drag wires, and observe changes in the circuit structure within this area. Meanwhile, the left-hand interface embeds circuit schematics, instructional explanations, and a code editing window, enabling learners to simultaneously compare the structural connections and program logic, forming an integrated understanding path of "circuit-control-action."

[0117] like Figure 9 As shown, when students begin actual wiring operations, the system automatically enters the component identification and connection highlighting stage. The main control board's digital I / O, PWM, CAN, I2C, UART, and other interfaces are clearly labeled. After the user selects a component, the system automatically displays its functional description and corresponding port information, and dynamically maps the dotted lines in the schematic diagram to the simulation ports, enabling beginners to accurately understand the electrical relationships between components. If the wiring does not meet the voltage level, port type, or communication protocol requirements, the platform will display an error message in real time and mark the incorrect circuit with a bright color, guiding students to re-check the logic, thus achieving a process similar to "teaching assistant error correction" in real teaching. Furthermore, the simulation interface supports multi-view switching and zoom observation, allowing users to view component pin details and circuit layout, effectively improving the operability of learning complex circuits.

[0118] Figure 9 This demonstrates the system status after the circuit connection task enters the deep interactive stage. At this point, students have completed the connection of some circuits, and the platform automatically generates a dynamic wiring diagram. A component description window appears at the top of the interface, intuitively displaying the functional parameters, usage precautions, and typical applications of the currently selected components. The connection area below uses colors to distinguish different electrical channels, such as power supply circuits, signal input circuits, control output circuits, and motor drive channels, clearly presenting the electrical architecture of the complex system. As students continue to complete the construction of the remaining structures, the platform automatically performs circuit consistency checks and virtual voltage flow simulations. In the final step, a model verification algorithm confirms whether the circuit meets the actual operating requirements of the tennis robot control system, allowing students to obtain a near-real-world experimental experience in a virtual environment.

[0119] The circuit connection demonstration modules shown in Figures 8 to 10 effectively realize an integrated teaching process from component recognition, wiring operation, logic verification to system verification, ensuring that students can master the construction method of real robot electronic control system in a simulation environment, and significantly improve the visualization, comprehensibility and operability of engineering teaching.

[0120] 3.3 Teaching Platform Levels

[0121] After completing the mechanical assembly and circuit connection challenges, proceed into... Figure 11 Use the portal to enter the final tutorial platform level.

[0122] Figure 11 Portal

[0123] The teaching platform uses the WT01DCL-RF type IMU from Wittek Technology. After simplifying the kinematic analysis of the original professional platform, it retains the corresponding calculations of the angle, angular velocity and angular acceleration output by the IMU, and reflects the player's forehand and backhand movements in reality in the level based on the corresponding angular velocity and angular acceleration.

[0124] Figure 12 Teaching platform actual machine demonstration image ①

[0125] Meanwhile, the simplified kinematic analysis is translated into LED strip displays for the tennis robot in the level scene. The LED strip will flash in different states depending on the player's execution of the action. Red, green, and blue correspond to actions that are too fast, just right, and too slow, respectively, helping players improve their movements.

[0126] Figure 13 Teaching platform actual machine demonstration image ②

[0127] Figure 8 to Figure 10The circuit connection shown in the demonstration module fully replicates the wiring, driving, and information interaction process of a real robot electronic control platform through virtual simulation, realizing a closed-loop teaching path from "cognition—building—integration—verification". First, based on a visual component panel, the system modularly presents key hardware such as the main control board, motor drive, sensors, power supply module, and actuators. Students can view the component name, interface type, and function description one by one, completing the component cognition stage. Subsequently, in the wiring operation, the platform uses drag-and-drop interactive logic. Students must step by step complete the wiring connections for the power supply positive and negative terminals, PWM signal, I2C bus, encoder feedback port, etc., according to task instructions. The system can detect the correctness of the wiring in real time and help learners correct errors through color coding or prompts, effectively reducing the risk of damage to components caused by wiring errors in a real environment for beginners.

[0128] After completing the basic wiring, the logic verification phase begins. Students can start the virtual robot program and view information such as motor speed, sensor feedback signals, and port voltage waveforms through a graphical programming interface or embedded code terminal. The system displays the logic execution results in real time and provides error feedback, enabling learners to clearly identify the causes of circuit anomalies, such as reverse signal connection, insufficient drive power supply, or logic level mismatch, thereby achieving a deeper understanding of the circuit design. Finally, in the system verification phase, students can drive the robot to complete forward movement, turning, obstacle avoidance, and other action tests on the simulation platform, forming a complete learning experience from circuit construction to electronic control strategy verification. The addition of this module greatly enhances the visualization and operational immersion of engineering teaching, allowing students to master the robot electronic control assembly process in a near-hands-on manner even without a real hardware environment.

[0129] After completing the mechanical assembly and circuit construction, learners will... Figure 11 The portal shown leads to the final stage—the teaching platform module. In this stage, the system constructs a motion interaction model based on the Wittek WT01DCL-RF IMU inertial sensor, simplifying the traditional kinematic measurement framework and extracting core variables to achieve real-time binding of motion capture and teaching feedback. The platform calculates the three-axis angular velocity, angle, and angular acceleration output by the IMU, derives the user's swing posture through the model, and projects the motion trajectory into a virtual tennis scene.

[0130] Figure 12 and Figure 13The demonstration showcased the teaching platform's operational performance. Players performed forehand and backhand swings in a real-world environment. The platform model determined the rhythm of the swing based on changes in angular velocity, assessed explosive power based on angular acceleration, and ultimately drove the virtual tennis robot to deliver the shot feedback. The system also incorporated a visual indicator light, displaying rhythmic cues on the robot's shoulder or beside the racket's trajectory: red indicated too fast a swing, green represented a reasonable swing, and blue alerted to insufficient power or a slow rhythm. Through this real-time feedback, the platform can not only be used for instructional demonstrations but also as a sports training aid, helping learners gradually correct their posture and improve coordination and execution.

[0131] The final stage not only simplifies the presentation of professional kinematics content, but also combines engineering control with sports movement training to create an interdisciplinary and comprehensive teaching experience. This allows students to master sensor applications and feedback control principles through immersive interaction, significantly improving their learning outcomes.

[0132] Example 1: Overall System Implementation

[0133] This embodiment provides a digital teaching system for tennis movements, which runs entirely on a single computer device. Its software architecture integrates a mechanical assembly simulation module, a circuit connection simulation module, a motion capture teaching module, a feedback module, an interactive control module, and a data storage module. Upon startup, the system first loads the main control interface, and the modules communicate via a message manager and an event scheduler. For example, when a user enters a mechanical assembly level, the main control component calls the mechanical assembly module to load the part models, installation logic, and interaction rules. Internally, the system manages the information of each module using a unified object structure, enabling stable switching between virtual scenes, sensor motion mapping, and data recording functions, thereby supporting the implementation of the system-level functions described in claim 1.

[0134] During operation, the system collaborates through data interfaces between modules. For example, after mechanical assembly is completed, the system automatically reads the assembly completion information from the mechanical assembly simulation module and transmits it to the circuit connection simulation module, which then loads the circuit diagram and component models. The motion capture teaching module receives data from external motion sensors during the teaching phase and generates virtual actions through its internal mapping algorithm. The feedback module judges motion deviations in real time based on the mapping results and outputs corresponding three-color feedback signals. The data storage module continuously records assembly steps, circuit connection records, and motion data in the background, providing basic data for subsequent review. This embodiment discloses the system architecture, module functions, and collaboration methods.

[0135] Example 2: Mechanical Assembly Adsorption and Viewpoint Control

[0136] In this embodiment, the system uses the part dragging event as a trigger signal. When the user moves the virtual part to the vicinity of the target installation position, the system calculates the spatial distance between the part's centroid and the target point as the spatial position matching degree, and simultaneously calculates the angle between the part's local orientation vector and the target installation direction as the orientation matching degree. When the spatial distance is less than a preset first distance threshold and the angle is less than a preset second angle threshold, the system performs an adsorption action to fix the part in the installation position. If either condition is not met, the part automatically returns to the starting area. This adsorption algorithm ensures the accuracy of the virtual assembly process.

[0137] When the system detects that a part has entered a precision installation step (such as bolt fixing or bearing installation), the mechanical assembly module sends a perspective switching request to the interactive control module. The interactive control module immediately switches the camera to a top-down view, allowing the user to observe the installation area with higher precision. After installation, the system reverts to the default first-person perspective. This embodiment fully discloses the adsorption judgment logic and perspective linkage mechanism.

[0138] Example 3: Circuit Connection Adsorption and Connection Relationship Verification

[0139] In this embodiment, the circuit connection simulation module displays the circuit diagram and draggable components. When the user drags a component to the circuit board area, the system calculates the spatial distance between the component's reference point and the center of the target connection area. When this distance is less than a preset snap-in distance threshold, the system fixes the component in the correct position; if it is greater than the threshold, the component automatically returns to the left-hand candidate area. This snap-in mechanism ensures that circuit components are placed in the correct area, improving the accuracy of the connection operation.

[0140] After the user clicks on the component interface to complete the circuit connection, the system compares the user's connected port combinations one by one according to the preset connection relationship table. When all port combinations match the preset values, the connection is considered correct. The system then automatically generates the control program code corresponding to the connection and displays it in the right window; if the comparison is inconsistent, the system outputs an error message and prevents the user from proceeding to the next stage. This embodiment fully discloses the adsorption mechanism, connection verification, and code output mechanism.

[0141] Example 4: Motion Acquisition and Kinematic Mapping

[0142] This embodiment uses motion sensors to collect angular velocity, angular acceleration, and attitude angle data. The system receives data packets in real time through a serial communication port and performs format parsing and noise reduction on the collected data. Subsequently, the system calculates the spatial motion trajectory of the hand based on the sensor's position on the player's hand and generates corresponding motion parameters, providing input for the motion mapping algorithm. This embodiment fully discloses the motion data acquisition process.

[0143] The motion capture teaching module calculates the differences in angular velocity, angular acceleration, and attitude angles based on the collected data, and then performs a weighted summation according to preset weights to obtain the motion deviation value. The system maps motion parameters to virtual object movements through a virtual skeleton driving algorithm, ensuring that the virtual robot's movements are synchronized with real movements. This embodiment discloses the motion mapping calculation method.

[0144] Example 5

[0145] During the motion instruction process, this embodiment compares the aforementioned motion deviation value with a first threshold. When the deviation value is greater than the first threshold, the system determines that the user's motion is too fast; when the deviation value is within the threshold range, it is determined to be a standard motion; when the deviation value is less than the negative first threshold, it is determined to be a slow motion. These three cases correspond to the first, second, and third feedback signals, respectively.

[0146] Upon receiving a feedback signal, the feedback module drives the three-color indicator light assembly: the first feedback signal illuminates red, the second feedback signal illuminates green, and the third feedback signal illuminates blue. This three-color light indication method intuitively reflects the completion rate of the action, allowing the user to accurately adjust the pace of the action. This embodiment fully discloses the threshold comparison and feedback output mechanism.

[0147] Example 6: Cross-module process control and data storage

[0148] In this embodiment, after the user selects a level in the menu interface, the system calls the corresponding modules in logical order. After the mechanical assembly level is completed, the system writes the assembly completion mark to the data storage module and automatically switches to the circuit connection level; after the circuit connection level is verified to be correct, it automatically enters the motion tutorial level. During the motion tutorial process, the user can switch perspectives or export data at any time through the interactive control module. This embodiment discloses the complete process management logic.

[0149] The data storage module uses structured tables to record assembly steps, circuit connection records, action acquisition data, and operation logs. Whenever a user completes a key step or action acquisition, the system writes the relevant data to the database. After the user triggers an export command, the system organizes the corresponding data into a file format for review and analysis.

[0150] It should be noted that embodiments of the present invention can be implemented in hardware, software, or a combination of both. The hardware portion can be implemented using dedicated logic; the software portion can be stored in memory and executed by a suitable instruction execution system, such as a microprocessor or dedicated-design hardware. Those skilled in the art will understand that the above-described devices and methods can be implemented using computer-executable instructions and / or included in processor control code, for example, such code provided on a carrier medium such as a disk, CD, or DVD-ROM, a programmable memory such as read-only memory (firmware), or a data carrier such as an optical or electronic signal carrier. The devices and modules of the present invention can be implemented by hardware circuitry such as very large-scale integrated circuits or gate arrays, semiconductors such as logic chips, transistors, or programmable hardware devices such as field-programmable gate arrays, programmable logic devices, etc., or by software executed by various types of processors, or by a combination of the above-described hardware circuitry and software, such as firmware.

[0151] The above description is merely a specific embodiment of the present invention, but the scope of protection of the present invention is not limited thereto. Any modifications, equivalent substitutions, and improvements made by those skilled in the art within the scope of the technology disclosed in the present invention, and within the spirit and principles of the present invention, should be covered within the scope of protection of the present invention.

Claims

1. A digital teaching platform for motion robot engineering skills, characterized in that, include: The mechanical assembly simulation module is used to perform drag-and-drop operation detection on virtual parts and perform adsorption fixation based on the spatial position matching degree and orientation matching degree of the parts and the target position. The circuit connection simulation module is used to display circuit diagrams, receive drag-and-drop operations of circuit components, and verify the correctness of circuit connections according to a preset connection relationship table. The motion capture teaching module is used to acquire angular velocity, angular acceleration and attitude angle data collected by motion sensors, and map the data into motion parameters of virtual objects; The feedback module is used to output a first feedback signal, a second feedback signal, or a third feedback signal based on the difference between the motion parameters and the standard motion data. The interactive control module is used to switch scene perspectives and respond to user input. The data storage module is used to store assembly step data, circuit connection data, and motion acquisition data.

2. The digital teaching platform for motion robot engineering skills according to claim 1, wherein, The mechanical assembly simulation module determines the spatial position matching degree by calculating the spatial distance between the center of the part and the center of the target position.

3. The digital teaching platform for motion robot engineering skills according to claim 1, wherein, The mechanical assembly simulation module determines the orientation matching degree by calculating the angle between the part orientation vector and the target installation direction vector.

4. The digital teaching platform for motion robot engineering skills according to claim 1, wherein, When the distance between the reference point of the circuit element and the center of the target connection area is less than the first threshold, the circuit connection simulation module performs adsorption fixation.

5. The digital teaching platform for motion robot engineering skills according to claim 1, wherein, The circuit connection simulation module outputs program code corresponding to the connection relationship after the circuit is connected correctly.

6. The digital teaching platform for motion robot engineering skills according to claim 1, wherein, The motion capture teaching module uses a weighted sum of the differences in angular velocity, angular acceleration, and attitude angles as the difference between the motion parameters and the standard motion.

7. The digital teaching platform for motion robot engineering skills according to claim 1, wherein, When the difference is greater than a first threshold, a first feedback signal is output; when the difference is within the first threshold, a second feedback signal is output; and when the difference is less than a negative first threshold, a third feedback signal is output.

8. A digital teaching method for motion robot engineering skills based on the digital teaching platform for motion robot engineering skills according to claim 1, characterized in that, include: Step 1: Receive instructions from the user to enter the mechanical assembly level, circuit connection level, or action tutorial level; Step 2: Perform part adsorption judgment and step prompts in the mechanical assembly level; Step 3: In the circuit connection checkpoint, perform circuit component adsorption judgment and connection relationship verification; Step four: Perform motion capture, motion mapping, and feedback output in the motion tutorial level; Step 5: Store the operational data in the data storage module.

9. The digital teaching method for motion robot engineering skills according to claim 8, wherein, The assembly sequence for the mechanical assembly level is as follows: chassis, launch and receive switching structure, launch and receive ball structure, ball storage structure, ball shooting structure, electronic control structure, wheel and foot structure, display structure, visual structure, and interactive structure.

10. The digital teaching method for motion robot engineering skills according to claim 8, wherein, During the instruction of motion, the motion data is exported for review and analysis when the user triggers the export command.

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