Cardio-pulmonary resuscitation simulation training system

Abstract

The invention relates to the technical field of first-aid skill training, in particular to a cardio-pulmonary resuscitation simulation training system which comprises a server side and a user side which are in communication connection. The user side comprises a cardio-pulmonary resuscitation simulation device and terminal equipment; the cardio-pulmonary resuscitation simulation device comprises a positioning module, a control module, a pressing module, an artificial respiration module and an AED module, wherein the pressing module, the artificial respiration module and the AED module are detachably arranged on the positioning module and electrically connected with the control module. The compression module is used for simulating an external chest compression operation process and collecting compression operation data of a user; the server side is used for sending a training task to the user side, receiving pressing operation data sent by the user side, analyzing and processing the pressing operation data and sending a feedback result or an error correction result to the user side; and the terminal equipment is used for displaying a training task interface, receiving user input and displaying a feedback result or an error correction result. According to the invention, simulation and data acquisition functions of various key first-aid operations can be integrated, and comprehensive training and evaluation of a complete cardio-pulmonary resuscitation process are supported.

Description

A cardiopulmonary resuscitation simulation training system

[0001] Priority Claim This application claims priority to Chinese Invention Patent Application No. 2025105109066, filed on April 22, 2025, entitled "Cardiopulmonary Resuscitation Simulation Device, Cardiopulmonary Resuscitation Training Method and Teaching System", which is incorporated herein by reference in its entirety. Technical Field

[0002] This invention relates to the field of first aid skills training technology, specifically to a cardiopulmonary resuscitation (CPR) simulation training system. Background Technology

[0003] Cardiopulmonary resuscitation (CPR) is an emergency life support procedure for patients experiencing cardiac arrest. Its core objective is to artificially maintain blood perfusion to vital organs, especially the brain, before spontaneous circulation is restored. Standard CPR procedures include rapid identification of cardiac arrest, immediate activation of the emergency response system, high-quality chest compressions, effective artificial respiration, and, if possible, the early use of an automated external defibrillator (AED). Studies have shown that timely and standardized CPR can increase the survival rate of cardiac arrest patients by 2 to 3 times. Therefore, popularizing and improving CPR skills among the public and professionals is of great public health significance for improving the success rate of out-of-hospital cardiac arrest resuscitation.

[0004] To ensure rescuers master correct techniques, CPR training has become a crucial component of first aid education. Traditional training typically employs a centralized teaching model, with instructors guiding trainees through hands-on practice on mannequins. However, because these mannequins lack data sensing and feedback capabilities, the accuracy of trainees' actions (such as compression depth, compression rate, and ventilation volume) relies entirely on the instructor's visual observation and subjective judgment. This reliance on manual assessment not only lacks objectivity and real-time responsiveness but also makes it difficult for trainees to promptly identify and correct errors. Furthermore, the training effectiveness is highly dependent on the instructor's skill level and teaching experience, resulting in poor consistency and reliability of assessment results.

[0005] To improve the objectivity and quantifiability of training, intelligent CPR training systems have emerged in recent years. For example, patent application CN117334114A discloses a CPR compression training system that integrates training, education, and assessment. This system collects compression data through built-in sensors, uploads it to a backend server via a Bluetooth gateway for processing, and displays it visually on a mobile terminal. This solution, to a certain extent, achieves automatic data collection and remote management, improving the quantifiability of training.

[0006] However, this existing technology still has significant limitations: its system architecture only supports data acquisition and evaluation of chest compressions, its functionality is limited, and it cannot replicate the multi-step coordinated operation process in real CPR scenarios. This limitation leads to a disconnect between training content and actual emergency needs, making it difficult to effectively cultivate trainees' comprehensive rescue capabilities. The present invention aims to provide a cardiopulmonary resuscitation (CPR) simulation training system that partially solves or alleviates the above-mentioned deficiencies in the prior art. It can integrate the simulation and data acquisition functions of multiple key emergency operations such as chest compressions, artificial respiration, and AED defibrillation on a unified simulation platform, thereby supporting comprehensive training and evaluation of the complete CPR process.

[0007] To address the aforementioned technical problems, the present invention specifically adopts the following technical solution: a cardiopulmonary resuscitation (CPR) simulation training system, comprising a server and a user terminal interconnected by communication; the user terminal includes a CPR simulation device and a terminal device; the CPR simulation device includes a positioning module and a control module, as well as a chest compression module, an artificial respiration module, and an AED module detachably mounted on the positioning module and electrically connected to the control module; the chest compression module is used to simulate chest compression procedures and collect the user's chest compression operation data; the artificial respiration module is used to simulate artificial respiration procedures; the AED module is used to simulate AED defibrillation procedures; the server is used to send training tasks to the user terminal, receive operation data sent by the user terminal, analyze and process the operation data, and send feedback results or error correction results to the user terminal; wherein, the operation data includes at least the chest compression operation data; the terminal device is used to display the training task interface, receive user input, and display the feedback results or error correction results.

[0008] Preferably, as an improvement, the pressing operation data includes pressing depth and pressing frequency; the training task includes a follow-up training task; the server is configured to: in the follow-up training task, map the received pressing depth and pressing frequency to the jumping height and jumping frequency of the virtual moving target, and control the jumping of the virtual moving target according to the jumping height and jumping frequency; if the jumping height reaches a preset height threshold of the virtual obstacle, and the jumping frequency matches a preset density threshold of the virtual obstacle, it is determined to be a valid operation, and the terminal device is controlled to display the virtual obstacle elimination effect; otherwise, it is determined to be an invalid operation.

[0009] Preferably, as an improvement, the follow-up task includes an experience task and an enhancement task; in the experience task, the server dynamically adjusts the height and density of the virtual obstacles to correspond to different pressing depths and pressing frequencies; in the enhancement task, the server fixes the height and density of the virtual obstacles to correspond to fixed pressing depths and pressing frequencies.

[0010] Preferably, as an improvement, the training task further includes a situational task; the server is further configured to: during the execution of the situational task, compare the received operation data with a preset standard value to generate a multi-dimensional error correction result; based on the multi-dimensional error correction result, calculate a comprehensive operation score according to a preset weight, and send the comprehensive operation score and the information of each dimension as the error correction result to the user terminal for display on the terminal device; wherein, the operation data further includes ventilation operation data, which is collected by the artificial respiration module; and / or, the operation data further includes defibrillation operation data, which is collected by the AED module.

[0011] Preferably, as an improvement, the server includes a user profile building unit, which is used to build a user profile; the server matches an initial error correction frequency based on the user profile and determines a corresponding initial collection frequency to send to the user terminal; the user terminal collects the user's operation data in the contextual task according to the initial collection frequency; and the server analyzes and processes the operation data according to the initial error correction frequency during the execution of the contextual task.

[0012] Preferably, as an improvement, the user profile includes a group user profile and an individual user profile; the server dynamically selects to construct the group user profile or the individual user profile based on whether the current user has personal historical operation data; if the current user is a new user without personal historical operation data, the server constructs the group user profile based on the personal historical operation data of other users, and matches the initial error correction frequency and the initial collection frequency according to the group user profile; if the current user is an old user with personal historical operation data, the server constructs the individual user profile based on the user's personal historical operation data, and matches the initial error correction frequency and the initial collection frequency according to the individual user profile.

[0013] Preferably, as an improvement, the server is further configured to: when a new user performs a contextual task for the first time and reaches a preset time node, obtain the error correction result generated based on the initial acquisition frequency for that stage, and perform an initial forced comparison between the error correction result and the expected training performance; if the two do not match, adjust the initial error correction frequency, generate a corrected error correction frequency, and determine the corresponding corrected acquisition frequency to send to the user terminal; for existing users, skip the initial forced comparison step.

[0014] Preferably, as an improvement, the server is further configured to: during subsequent scenario task training, acquire interim error correction results at a preset time interval at the current error correction frequency; when the interim error correction results indicate that the user's operation data continuously meets the preset standard, determine that the current error correction frequency is higher than the actual requirement, automatically reduce the error correction frequency, and update the corresponding collection frequency and send it to the user terminal.

[0015] Preferably, as an improvement, the cardiopulmonary resuscitation simulation device further includes a button module, which is disposed on the positioning module and electrically connected to the control module; the button module includes an identification and judgment unit and a call for help unit; wherein, the identification and judgment unit includes at least one shoulder-tapping and calling button, and the call for help unit includes a call for help button, a dial emergency number button, and a seek AED button; the server detects the user's operation sequence and operation timeliness of the shoulder-tapping and calling button, the call for help button, the dial emergency number button, and the seek AED button in the scenario task, and incorporates the detection results as a scoring dimension into the comprehensive operation score.

[0016] Preferably, as an improvement, the server further includes a leaderboard unit, which is used to accumulate the operation scores of each user or user group in multiple training tasks; the server displays the corresponding ranking results and information of each dimension through the terminal device.

[0017] The beneficial technical effects of this invention are as follows: This invention provides a cardiopulmonary resuscitation (CPR) simulation training system that effectively overcomes the limitations of existing technologies, such as single function, fragmented process, and crude feedback, significantly improving the completeness, scientific rigor, and practicality of CPR training. By integrating a detachable chest compression module, artificial respiration module, and AED module into a CPR simulation device, the system achieves unified simulation and data acquisition of the three core operations: chest compressions, artificial respiration, and AED defibrillation. This supports complete CPR process training covering real-life emergency scenarios, solving the problem that traditional intelligent training devices only focus on the chest compression stage and struggle to recreate the multi-step coordinated rescue process.

[0018] In terms of training interaction, the system introduces a gamified follow-up mechanism, mapping the user's pressing depth and frequency in real time to the jumping height and frequency of a virtual moving target, and providing intuitive feedback through the dynamic setting and elimination effects of virtual obstacles. This design not only enhances the immersion and fun of training but also helps learners develop a sensory understanding of pressing quality in a relaxed atmosphere, improving skill acquisition efficiency. Simultaneously, the system distinguishes between experiential tasks and reinforcement tasks. The former adapts to different ability levels by dynamically adjusting obstacle parameters, while the latter reinforces standardized operations with fixed standards, meeting diverse training needs from beginner to advanced levels.

[0019] For advanced training scenarios, the system also supports a scenario-based task mode, enabling multi-dimensional analysis of operational data such as chest compressions, ventilation, and defibrillation. It combines this with data collected from the button module, assessing the sequence and timeliness of key non-operational actions such as shoulder tapping, calling for help, dialing emergency services, and seeking an AED, to generate a comprehensive operational score encompassing various dimensions of performance. This full-process, all-element evaluation mechanism makes training more closely resemble real-life emergency situations, effectively cultivating trainees' comprehensive emergency response capabilities.

[0020] Of particular note is the system's intelligent adaptive training capability. The server dynamically matches the initial error correction frequency and data collection frequency based on user profiles (including group and individual profiles), and sets up an initial mandatory calibration mechanism for new users to ensure a reasonable starting point for training; for existing users, it directly applies personalized strategies to avoid redundant evaluation. In subsequent training, the system can also automatically optimize the error correction frequency based on stage performance—reducing feedback density and minimizing interference as users consistently meet targets, achieving "on-demand feedback" and thus improving training efficiency and user experience.

[0021] Furthermore, the detachable design of each functional module not only facilitates flexible combination and use according to different teaching objectives, but also greatly simplifies equipment maintenance, upgrades, and fault replacement processes, improving the system's scalability and long-term usability. Combined with the server-side leaderboard, the system can accumulate user performance scores across various tasks, creating a healthy competitive environment by displaying rankings and dimensional information. This motivates trainees to continuously participate in refresher training, promoting the long-term maintenance and improvement of CPR skills.

[0022] In summary, this invention, through innovations in hardware modularization, process completion, feedback visualization, multidimensional assessment, and personalized training, constructs an efficient, flexible, and intelligent cardiopulmonary resuscitation simulation training system, providing strong technical support for improving the emergency response capabilities of the public and professionals. Attached Figure Description

[0023] To more clearly illustrate the technical solutions in the embodiments of the present invention or the prior art, the drawings used in the description of the embodiments or the prior art will be briefly introduced below. In all the drawings, similar elements or parts are generally identified by similar reference numerals. The elements or parts in the drawings are not necessarily drawn to scale. Obviously, the drawings described below are some embodiments of the present invention, and those skilled in the art can obtain other drawings based on these drawings without any creative effort.

[0024] Figure 1 is a schematic diagram of the functional modules of the teaching aid product; Figure 2 is the result of the paired t-test analysis of system availability; Figure 3 is the result of the paired t-test analysis of the learning experience questionnaire; Figure 4 is the result of the paired t-test analysis of each dimension of the learning experience questionnaire; Figure 5 is a schematic diagram of the structure of the cardiopulmonary resuscitation simulation training system provided in the embodiment of the present invention; Figure 6 is a schematic diagram of the overall structure of the cardiopulmonary resuscitation simulation device provided in the embodiment of the present invention; Figure 7 is a schematic diagram of the structure of the positioning module and the button module provided in the embodiment of the present invention; Figure 8 is a schematic diagram of the structure of the pressing module provided in the embodiment of the present invention; Figure 9 is an exploded view of Figure 8; Figure 10 is a bottom view of Figure 8; Figure 11 is a schematic diagram of the structure of the artificial respiration module provided in the embodiment of the present invention; Figure 12 is an exploded view of Figure 11; Figure 13 is a bottom view of Figure 11; Figure 14 is a schematic diagram of the structure of the AED module provided in the embodiment of the present invention; Figure 15 is an exploded view of Figure 14; Figure 16 is a bottom view of Figure 14.

[0025] Summary of reference numerals in the attached diagram: Positioning Module 1, Soft Pad 11, Press Positioning Area 121, Artificial Respiration Positioning Area 122, AED Positioning Area 123, Electrode Positioning Area 124, Human Body Diagram 13, Step Prompt Marking 141, Skill Prompt Marking 142; Button Module 2, Recognition and Judgment Unit 21, Shoulder Tap Call Button 211, Call for Help Unit 22, Call for Help Button 221, Dial Emergency Number Button 222, Find AED Button 223, CPR Positioning Unit 23, Position Adjustment Button 231; Press Module 3, Bottom Shell 31, Charging Interface 311, Top Shell 32, Pressing Surface 321, Elastic Component 33, Mounting Box 34, Locking Structure 341, Battery 342. Pressure sensor 35, positioning component 36, limiting component 361, first magnetic suction component 362, indicator light 37, light trough 371, lamp cover 372, frequency rhythm light 38, first pad 39; Artificial respiration module 4, chin 41, first side 411, cheek 42, second side 421, second magnetic suction component 422, forehead 43, third side 431, third magnetic suction component 432, breathing part 44, nose 45, airflow sensor 46, second pad 47, third pad 48; AED module 5, mounting base 51, fourth magnetic suction component 511, electrode plate 52, power cord 53, induction plug 54, induction socket 55, operation button 56, voice player 57, fourth pad 58; Control module 6. Detailed Implementation

[0026] To make the objectives, technical solutions, and advantages of the embodiments of the present invention clearer, the technical solutions of the embodiments of the present invention will be clearly and completely described below with reference to the accompanying drawings. Obviously, the described embodiments are only some, not all, of the embodiments of the present invention. All other embodiments obtained by those skilled in the art based on the embodiments of the present invention without creative effort are within the scope of protection of the present invention.

[0027] In this document, suffixes such as "module," "part," or "unit" used to denote elements are used only for the purpose of illustrative purposes and have no specific meaning in themselves. Therefore, "module," "part," or "unit" may be used interchangeably.

[0028] In this document, the terms "upper," "lower," "inner," "outer," "front," "rear," "one end," and "the other end," etc., indicate the orientation or positional relationship based on the orientation or positional relationship shown in the accompanying drawings. They are used only for the convenience of describing the present invention and for simplifying the description, and do not indicate or imply that the device or element referred to must have a specific orientation, or be constructed and operated in a specific orientation. Therefore, they should not be construed as limitations on the present invention. Furthermore, the terms "first" and "second" are used for descriptive purposes only and should not be construed as indicating or implying relative importance.

[0029] In this document, unless otherwise explicitly specified and limited, the terms "installed," "equipped with," "connected," etc., should be interpreted broadly. For example, "connection" can be a fixed connection, a detachable connection, or an integral connection; it can be a mechanical connection, a direct connection, or an indirect connection through an intermediate medium; it can be a connection within two components. Those skilled in the art can understand the specific meaning of the above terms in this invention based on the specific circumstances.

[0030] In this document, "and / or" includes any and all combinations of one or more of the listed related items.

[0031] In this article, "several" and "multiple" refer to two or more, that is, including two, three, four, five, etc.

[0032] As used in this specification, the term "about" typically means + / -5% of the value, more typically + / -4% of the value, more typically + / -3% of the value, more typically + / -2% of the value, even more typically + / -1% of the value, and even more typically + / -0.5% of the value.

[0033] In this specification, certain embodiments may be disclosed in a range-bound format. It should be understood that this "range-bound" description is merely for convenience and brevity and should not be construed as a rigid limitation on the disclosed range. Therefore, the description of a range should be considered as having specifically disclosed all possible subranges and the individual numerical values ​​within those ranges. For example, a description of the range 1-6 should be considered as having specifically disclosed subranges such as from 1 to 3, from 1 to 4, from 1 to 5, from 2 to 4, from 2 to 6, from 3 to 6, etc., and the individual numbers within those ranges, such as 1, 2, 3, 4, 5, and 6. This rule applies regardless of the breadth of the range.

[0034] In the product design process, it is necessary to clearly plan and define the design from multiple perspectives based on specific needs and objectives, involving aspects such as product function, appearance, and materials. Functional positioning focuses on the product's actual use and functional requirements; appearance positioning emphasizes the product's visual expression and shape design; and material positioning considers the product's physical properties and assesses its manufacturing and development costs. These three dimensions provide the foundation for the successful implementation of the design scheme.

[0035] 1. Functional Positioning: Based on the product design strategy, the key design points for CPR training aids for teenagers are to stimulate interest, simplify knowledge, and provide hands-on experience. Therefore, the educational product design in this study includes an optimized curriculum design based on experiential learning, an interactive teaching system platform, and a set of practical training aids.

[0036] Specifically, the course optimization design is structured in four stages: concrete experience, reflective observation, abstract generalization, and action application. It encompasses key needs from introduction, explanation, demonstration, practice, and feedback to mastery. The design optimizes the course from multiple dimensions, including user (student) and front-end (teacher) touchpoints and behaviors, as well as back-end support, to achieve a more efficient and user-friendly course model. The teaching system is a virtual touchpoint product serving the course's progression. It includes a scenario story library, task competitions and leaderboards, time and standard feedback, visualization of theoretical knowledge, and follow-up games, among other modules. It can be used in conjunction with practical products and serves as a visual visualization medium. The practical teaching aids are the physical touchpoint products of the course, consisting of a positioning module, a CPR module, an artificial respiration module, and an AED module. The practical products are designed to be lightweight, modular, and self-feedback-oriented, meeting the needs of more users and improving training efficiency within a limited timeframe.

[0037] 2. The appearance and positioning interface design should be interesting to meet the preferences of teenagers, such as using some cartoon characters. At the same time, the information should be as concise and intuitive as possible, and visual effects should be used more to replace traditional text descriptions to help teenagers understand relevant knowledge intuitively.

[0038] Product design should be approached from the perspectives of form, color, and materials. Firstly, the product's form should be simple, elegant, and compact for easy storage. This study employs a modular design; the push-button and artificial respiration modules activate through simple connections, while the positioning module folds to form the outer packaging of the educational tool. Furthermore, this study streamlined the AED module's design, retaining key functions and using magnetic and voice-activated mechanisms to simulate practical application. Secondly, the product's color scheme primarily follows the themes of life, health, and safety education, namely white and red, conforming to conventional visual language.

[0039] 3. Material Positioning (1) Material: Comfort, sustainability, and safety should be considered in terms of material selection. Parts that come into direct contact with the user should use a more skin-friendly texture to simulate the actual touch, such as silicone. Other parts should use solid-color or frosted hard plastics to maintain a consistent visual language and meet the strength standards for use. The positioning module should be made of waterproof fabric padding on the back. Some materials will also focus on sustainability, such as the membrane covering the artificial respiration module.

[0040] (2) Materials This product integrates various modules into a highly efficient and collaborative system based on the cardiopulmonary resuscitation (CPR) operation procedure, as shown in Figure 1. From a technical perspective, the compression module is designed as the core component of the system, and it integrates a development board that is responsible for collecting and processing data from various modules.

[0041] Specifically, the compression module includes a pressure sensor to collect the user's compression force in real time; a motor drives the module's telescopic components to simulate chest rise and fall during CPR, further enhancing the realism of the training; an LED strip provides instant feedback on compression force and frequency, helping users adjust their actions promptly; and a Bluetooth module connects to the teaching system, ensuring data transmission and real-time monitoring. The artificial respiration module incorporates sound and percussion sensors, working together to complete the "recognition and judgment" task and transmitting relevant data to the development board. This module also features an airflow sensor to accurately collect airflow data during artificial respiration, ensuring comprehensive and precise training. Furthermore, the buttons on the AED and positioning modules are connected to the development board via circuitry, forming a complete interactive feedback mechanism.

[0042] 4. Cost Assessment: Based on the assessment of materials and components, and considering the design scheme and dimensions at this stage, this study investigated current market material prices and roughly estimated the production cost of this solution to be approximately 148.99 yuan. The cost calculation is shown in Table 1. Compared with similar products in the existing technology, this solution, while offering more comprehensive and systematic functions, reduces the product development and manufacturing costs to a certain extent.

[0043] Table 1: Cost Accounting for Positioning Module, Compression Module, Artificial Respiration Module, and AED Module I. Teaching Process Design Experiential learning refers to learners acquiring new knowledge, skills, and attitudes through hands-on participation in practical activities, combining cognition, experience, and understanding. Unlike traditional teaching models, which emphasize a "stimulus-response" approach, with the teacher at the center and learners passively receiving knowledge, experiential learning is learner-centered and emphasizes autonomous learning. Teachers create relevant scenarios or opportunities to guide students to understand knowledge, develop abilities, and generate emotional and meaningful perceptions through personal experience. In an experiential learning environment, students accumulate personal experience through participation in activities. This experience helps them deeply understand the core elements of learning tasks and grasp the intrinsic relationship between theory and practice.

[0044] Experiential learning is a cyclical model, and the design of CPR teaching aids for teenagers in schools should not exist in isolation from the teaching process. Therefore, this study optimizes and improves the course process to better leverage the advantages of teaching aids under the experiential learning concept. The course teaching process framework includes pre-class grouping and distribution of teaching aids, situational task competitions, explanation and demonstration, follow-up games, task tests, and leaderboard display.

[0045] 1. Pre-class Grouping and Distribution of Teaching Aids: This stage is the preparatory phase of course design. Distributing teaching aids and generating group numbers allows for a higher allocation ratio, accommodating individual use or group use of 2-3 people. The purpose of grouping is to establish teamwork and competition between teams, helping to facilitate the activity.

[0046] 2. Contextual Task Competition: The contextual task competition is a concrete experience and initial reflection and observation stage of experiential learning. Students are guided to perform a "rescue" task randomly selected from a contextual story question bank. The system will record the data of each group in real time, and announce the "rescue" results after the task is completed, providing reasons for failure in terms of process, time taken, effort, and frequency.

[0047] 3. Explanation and Demonstration: The explanation and demonstration stage is a reflective observation and abstract generalization phase of experiential learning. Unlike traditional didactic teaching, the explanation section reveals the results of the task competition from several angles: why CPR occurs, why there's a time limit in the task competition, why the procedure must be followed, why it's related to force, why it's related to frequency, and why an AED must be used. This cleverly explains the theory while helping students reflect on the problems and shortcomings of the task competition, and abstractly summarize and memorize the concepts. The demonstration section includes demonstrations of hands-only CPR and AED use. The teacher's device will be synchronized with the teaching system, visually presenting the teacher's actions, compression force, and compression frequency. This visualization effect is consistent with the feedback from students' hands-on practice, helping students clearly observe the demonstration process and form a preliminary concept of basic actions, force, and frequency.

[0048] 4. Follow-up Games: Follow-up games represent the abstract generalization stage of experiential learning, primarily targeting the two key influencing factors in CPR training: force and frequency. This training segment integrates student-operated teaching aids and the teaching system, using 2D games to practice force and frequency. For example, the "Bouncing Obstacle Course" focuses on practicing force and the depth of compression, while the "Music Elimination" focuses on practicing frequency and rhythm, further helping students abstract and generalize these two skills, resulting in deeper memorization.

[0049] 5. Task Testing: Task testing is the action application stage of experiential learning. Different questions will be randomly assigned to each group from the scenario story question bank of the teaching system. Each group needs to complete this "rescue task" based on the learned content. The teaching system will collect data in real time.

[0050] 6. Leaderboard: The leaderboard mechanism is integrated throughout the service process, serving as a motivating factor. It accumulates performance scores from each group across all stages, ultimately selecting a winning team to encourage student participation and boost enthusiasm.

[0051] II. Practical Teaching Aids Design Based on the procedures and operational techniques of on-site cardiopulmonary resuscitation, this stage divides the practical teaching aids into a positioning module, a chest compression module, an artificial respiration module, and an AED module.

[0052] In some embodiments, the positioning module consists of a retractable soft pad. The size of the soft pad and the human figure diagram on its surface are designed according to real-life proportions to ensure the simulation of the exercise; the soft pad is laid out with a program flowchart, recognition and judgment area, button selection area, pressing module area, artificial respiration area and AED area.

[0053] In some embodiments, the compression module is used to practice chest compressions and is a core element of CPR. The module incorporates a spring with its maximum compression force controlled within a suitable range to simulate the pressure of a real chest compression (the spring stiffness is approximately between 50 N / m and 200 N / m, ensuring sufficient rebound force to simulate the natural elasticity of the chest). The standard limit for CPR compression is 5-6 cm. Lights provide feedback for compressions that are too shallow, too deep, or too moderate; for example, a white light indicates too shallow compression, an orange light indicates moderate compression, and a red light indicates too heavy compression. The module also features a frequency rhythm light to help learners familiarize themselves with the compression rhythm. The compression section of the module also functions as a chest rise and fall mechanism; upon detecting relevant commands, a motor drives the rise and fall, which can be used to simulate and observe the patient's breathing.

[0054] Preferably, the pressing module is installed on the positioning module in a designated area (i.e., the location corresponding to the heart) by magnetic attraction.

[0055] In some embodiments, the artificial respiration module is designed according to the "head-tilt / chin-lift maneuver" to assist learners in practicing opening the patient's airway. The mouth and nose areas are made of silicone to allow learners to practice procedures such as "pinching the nose" and "blowing." The artificial respiration module has a built-in airflow sensor that transmits commands to the compression module, simulating chest rise and fall and providing feedback on successful ventilation.

[0056] Preferably, the artificial respiration module is magnetically attached to a designated area on the positioning module. Furthermore, it can rotate at a certain angle.

[0057] In some embodiments, the AED module simplifies the design of the AED simulator while retaining existing components. The sheet-like structure saves more space and materials, and it is magnetically attached to the positioning module. During practice, the AED module will provide a voice prompt indicating "AED retrieved," and the learner must respond promptly and complete the operation.

[0058] In some embodiments, the button module primarily matches the "call for help" and body positioning steps in the CPR procedure. After completing the identification and judgment task, the user needs to press the "call for help," "emergency phone," and "seek AED" buttons in sequence, and then press the CPR body positioning button to cooperate with the interactive system to obtain a score for this part, while also reinforcing the user's memory of this part of the procedure.

[0059] In summary, the practical teaching aid design integrates the entire process and standards of on-site CPR procedures. Through a simple modular design, it greatly reduces the size of traditional CPR teaching aids, saving costs. At the same time, it enhances the learner's interactive experience by combining the teaching interaction system and course process under the experiential learning concept.

[0060] III. Interactive Product Design 1. Functional Architecture Based on the user needs and course flow design described above, this stage yields the functional information architecture of the interactive product. The main function of this interactive product is to assist in the more vivid and engaging conduct and advancement of the course, playing a facilitating and connecting role at key points. Specifically, the interactive system will identify and match with multiple teaching aids during the preparation phase, serving as a visual carrier for providing feedback on the operational data of each teaching aid throughout the process.

[0061] During the task competition phase, the interactive system will provide a scenario-based question bank for groups to draw from and practice, and will present the scoring results. In the demonstration phase, the system will use visualization to explain the basic principles and key points of CPR, providing demonstrations that match the teaching aids to help students intuitively understand the concepts. The system also includes a specially designed follow-along game to provide individual training on the key and difficult aspects of CPR (i.e., force and frequency), helping students develop rhythmic and muscle memory. Finally, in the task testing phase, the system will provide an updated scenario-based question bank for students to practice. Furthermore, a leaderboard mechanism will be used in conjunction with the scenario competition to provide regular feedback on users' practice progress.

[0062] 2. Interface Design: The interface design utilizes a red color scheme, adhering to internationally recognized colors associated with first aid. More vibrant colors are used in the competition and game sections to encourage student participation. The layout of information is primarily card-based, clearly visually dividing information areas and allocating screen space according to primary and secondary information. Interface elements are presented as simple and clear icons. For image elements, a combination of static and dynamic formats is used to help students understand knowledge points more intuitively and reduce cognitive load.

[0063] (1) Homepage and main page interface The main function of the homepage is to log in to the teacher's or student's account. On the right side, you can slide to view a brief introduction to the use of each module of the practical teaching aids. After logging in, the teacher can create a new class, quickly enter the most recent class, view the course archive, and check the real-time connection status of the practical teaching aids equipment on the student's end, so as to ensure the linkage and use of subsequent functions. At the same time, the course homepage includes quick options for five sections: situational competition, explanation and demonstration, follow-up game, practical test and leaderboard.

[0064] (2) Contextual Competition The contextual competition module is mainly used to provide students with the story background for the competition, for task competitions at the beginning of the course and practical testing later. Users can swipe left and right to browse the story introduction and select story tasks of interest, or click the bottom right corner to randomly select one. This module sets up story scenarios of different difficulty levels, and each story scenario has an intro animation to help students get into the game state.

[0065] During the competition, while students operate the hands-on teaching aids, the interface displays the "rescue" progress of each group. The main assessment dimensions are five aspects: countdown, procedure, compression pressure, compression frequency, and AED usage. After the countdown ends, the results of the CPR rescue will be announced. The reason for this design is to provide students with the opportunity to gain "direct experience" through hands-on teaching aids, while increasing the sense of immersion and fun, thereby improving learning effectiveness and adaptability.

[0066] (3) Explanation and Demonstration: The explanation and demonstration section connects the story background and five assessment dimensions in the situational competition, and unfolds from six aspects: why it happened, why there is a time limit, why the process should be followed, why the intensity should be controlled, why the frequency should be controlled, and why an AED should be used. This section helps students quickly understand the core knowledge and intuitively analyze the reasons for gaining and losing points in the previous stage through abstract and simplified dynamic and static diagrams and brief text introductions. This design is not only a kind of phased feedback, but also conforms to the reflective observation and abstract concepts in the experiential learning concept.

[0067] (4) Follow-up Games: The follow-up games section provides students with several mini-games for practicing strength and frequency. Users can swipe left and right to view a brief introduction of each game and select one that interests them to start the game. During the game, users need to use the pressing module in the practical teaching aids as a medium.

[0068] For example, during practice, obstacles corresponding to the pressing frequency and pressure level will only be eliminated in the user interface when the user's pressing force and frequency reach preset thresholds, indicating that their pressing force and frequency have met the standards. That is, the pressing frequency threshold is pre-mapped to the distance between obstacles in the movement trajectory, and the pressing pressure threshold is mapped to the height of the obstacles. Therefore, when the user's practice data is obtained, the pressing frequency is mapped to the movement distance of the virtual moving target, and the pressing pressure is mapped to the jump height of the virtual moving target, and these are compared with their respective thresholds. If the frequency threshold and / or force threshold are not met, the obstacle elimination (or target elimination) is invalid. This allows for a more intuitive presentation of the practice effect to the user, while also increasing the fun and stimulating their initiative and motivation to learn.

[0069] (5) Leaderboard The leaderboard section will display the winning groups of this course and provide an overall ranking. Clicking on each group's avatar will allow users to view the accuracy of the group's score, ranking, competition record, and situational competition in five dimensions, providing positive incentives for users and helping them improve their performance.

[0070] Fourth, the usability of the assessment system and products directly impacts user experience. Good usability not only effectively reduces the difficulties and frustrations that teenagers may encounter during use, but also increases their interest in the product and the frequency of its use, thereby promoting the learning and mastery of CPR skills. Furthermore, a positive learning experience can stimulate learners' interest and enhance their motivation and engagement in learning.

[0071] This study selected adolescents aged 12-14 in junior high school and 15-17 in senior high school. A questionnaire survey was used to compare the usability and learning experience of traditional courses and teaching aids (Group A) with the conceptual design scheme of this study (Group B). The traditional courses used common teaching procedures and CPR mannequins, while the conceptual design scheme applied experiential learning principles to design the course procedures and CPR teaching aids used in this study.

[0072] After completing the learning activities, participants in Groups A and B filled out a product usability scale and a learning experience questionnaire.

[0073] A total of 42 eligible participants were recruited for this test and were evenly divided into two groups, A and B. The test was conducted in small groups of 10-12 people each, assisted by two researchers, and a total of 84 valid data points were obtained.

[0074] To accurately analyze the differences between Group A and Group B's products and systems in terms of usability and learning experience, this study used paired t-tests to analyze the questionnaire results. A paired t-test is a statistical method used to compare the mean differences of the same sample under two conditions; it is suitable for data that are normally distributed and have a paired relationship. By calculating the difference between each pair of samples and testing whether the mean of these differences is significantly different from zero, a significant difference between the two conditions or samples can be determined.

[0075] 1. The paired t-test results for system usability of Groups A and B on the System Usability Scale are shown in Figure 2. The mean system usability score for Group A was 66.64, with a standard deviation of 3.90; the mean system usability score for Group B was 74.33, with a standard deviation of 2.27. The difference between the mean scores of the two groups was -7.69. The t-test yielded a t-value of -8.398, corresponding to a p-value of 0.000, indicating a significance level of p < 0.01. This demonstrates a significant difference in system usability scores between the two groups.

[0076] Based on the SUS scale evaluation criteria, the average SUS score in previous studies was approximately 68, indicating good system usability. Group A's average score was 66.64, showing that their system usability was close to good but still needed improvement. In contrast, Group B's average score was 74.33, significantly higher than 66.64, indicating that Group B's system design was superior to Group A in terms of usability.

[0077] 2. The paired t-test results of the learning experience questionnaires for Groups A and B are shown in Figure 3. Group A's learning experience score was 72.00, with a standard deviation of 2.28; Group B's average system usability score was 87.86, with a standard deviation of 3.42. The difference between the average scores of the two groups was -15.86. The t-test yielded a t-value of -15.553, corresponding to a p-value of 0.000, indicating a significant difference between the two groups in their learning experience scores.

[0078] In previous studies, the average scores of learning experience questionnaires generally fell within the medium-high range, between 60 and 85 points. Scores within this range typically indicate a positive learning experience for participants, suggesting that the instructional design tools or activities met their needs and expectations. Group A's average score of 72.00 indicates that the traditional teaching model provided students with a medium-to-high level of learning experience, offering a relatively moderate learning experience. However, the data shows that Group B's average score of 87.86 was significantly higher than 72.00, indicating that the design of teaching aids and systems based on experiential learning concepts can significantly improve students' learning experience in CPR.

[0079] The learning experience questionnaire was divided into four dimensions: affective, cognitive, feedback, and executability. To further understand the specific factors influencing the improvement of learning experience, paired t-tests were used in this phase to conduct detailed data analysis on the four dimensions of the learning experience questionnaire. The data results are shown in Figure 4. As the table data shows, the significance level of the t-tests for the four dimensions of the questionnaire reached p<0.01. From the mean and t-values ​​of groups A and B, it can be seen that group B scored higher than group A in all dimensions, showing a significant difference. This indicates that teaching and products under the experiential learning concept can improve students' learning experience in terms of affective, cognitive, feedback, and executability.

[0080] Among the various dimensions, the t-value for the affective dimension was -10.764, the highest absolute value, indicating that the CPR training tools under the experiential learning concept were fun and challenging, significantly enhancing students' motivation and satisfaction. The t-value for the cognitive dimension was -9.898, demonstrating that the training tools provided students with more immediate feedback and peer interaction. The t-value for the executability dimension was -6.224, which indirectly reflects the better usability of the training tools for this user group.

[0081] Example 1: This example provides a cardiopulmonary resuscitation (CPR) simulation training system, as shown in Figure 5. The system includes a server and a user terminal that are interconnected. The user terminal includes a CPR simulation device and a terminal device, which can communicate with each other via wired or wireless means (such as Bluetooth or Wi-Fi).

[0082] The cardiopulmonary resuscitation (CPR) simulator is used to collect user operation data in real time during training and send the operation data to the server (or via terminal devices).

[0083] The server is used to send training tasks to the client, receive operation data sent by the client, analyze and process the operation data, generate feedback or error correction results based on the analysis results, and send the feedback or error correction results back to the client. The server can be deployed on a local server or in the cloud.

[0084] The terminal device is used to display the training task interface, receive user input, and display the feedback or error correction results sent by the server in real time. The terminal device can be an electronic device with human-computer interaction capabilities, such as a tablet computer or a smartphone.

[0085] The cardiopulmonary resuscitation (CPR) simulator, also referred to in the priority document as a practical teaching aid, practical product, product, practical teaching aid, teaching aid product, teaching aid, practical teaching aid equipment, etc., is shown in Figure 6. The CPR simulator includes a positioning module 1 and a control module 6, as well as a compression module 3, an artificial respiration module 4, and an AED module 5, which are detachably mounted on the positioning module 1 and electrically connected to the control module 6.

[0086] In some embodiments, as shown in FIG6, the cardiopulmonary resuscitation simulation device further includes a button module 2 disposed on the positioning module 1 and electrically connected to the control module 6.

[0087] As shown in Figure 7, the positioning module 1 includes a foldable soft pad 11 and several positioning areas disposed on the soft pad 11. The positioning areas are used to position the compression module 3, the artificial respiration module 4, and the AED module 5 on the soft pad 11. Preferably, the soft pad 11 is made of waterproof and wear-resistant TPU or silicone composite material, which is convenient to carry and clean.

[0088] In some embodiments, the positioning module 1 further includes a human figure 13 disposed on the soft pad 11. Specifically, the positioning areas include: a compression positioning area 121, located in the chest region of the human figure 13, preferably in the middle of the lower sternum; an artificial respiration positioning area 122, located in the head region of the human figure 13; and an AED positioning area 123, located in the area outside the human figure 13, preferably on one side of the head region. The compression positioning area 121, the artificial respiration positioning area 122, and the AED positioning area 123 are used to position and install the compression module 3, the artificial respiration module 4, and the AED module 5, respectively.

[0089] As shown in Figure 7, the button module 2 is used to simulate the activation of the emergency response system, that is, to simulate the key operations of activating the emergency response system in the initial stage of cardiopulmonary resuscitation (CPR), including the identification and judgment unit 21 and the call for help unit 22.

[0090] Specifically, the identification and judgment unit 21 includes two shoulder tapping and calling buttons 211, which are used to simulate the standard action of a rescuer to judge the patient's state of consciousness; the call and distress unit 22 includes three independent physical buttons: the call and distress button 221 (used to request assistance from people around), the dial emergency number button 222 (simulating dialing 120 emergency number), and the seek AED button 223 (used to instruct others to find and retrieve an automated external defibrillator).

[0091] Preferably, the two shoulder-tapping and calling buttons 211 are respectively set on the left and right shoulders of the human body diagram 13 on the positioning module 1, which is highly consistent with the operation of "tap both shoulders and call loudly" in real emergency scenarios, enhancing the spatial sense and situational immersion of the operation.

[0092] In some embodiments, the button module 2 further includes a cardiopulmonary resuscitation (CPR) positioning unit 23, which includes a positioning adjustment button 231. This button simulates adjusting the patient to a standard position that meets the requirements of CPR—that is, lying flat on a firm, flat surface. Pressing the positioning adjustment button 231 indicates that the system has completed the key preparatory steps before CPR and serves as a prerequisite for activating the compression module 3 or the artificial respiration module 4.

[0093] Preferably, the call-for-help unit 22 and the CPR positioning unit 23 of the button module 2 are located in the bottom area of ​​the human body diagram 13, that is, near the lower edge of the soft pad 11 and away from the head and chest operation area. In this way, spatial interference with the compression positioning area 121, the artificial respiration positioning area 122 or the AED positioning area 123 can be avoided, ensuring that the operation space for the main emergency actions is not obstructed.

[0094] The compression module 3, also referred to as the CPR module in the priority document, is used to simulate the chest compression procedure. Referring to Figures 8, 9, and 10, the compression module 3 includes a bottom housing 31 and a top housing 32 inserted into the bottom housing 31 and capable of sliding vertically up and down relative to it. The bottom housing 31 forms a cavity, and the top housing 32 is bottle-cap shaped and entirely housed within the cavity of the bottom housing 31. An elastic element 33 is disposed within the space formed between the bottom housing 31 and the top housing 32. One end of the elastic element 33 is connected to the top housing 32, and the other end is connected to a mounting box 34. A pressure sensor 35 is fixedly connected to the bottom of the mounting box 34, and the lower surface of the mounting box 34 covers the entire pressure sensor 35. The pressure sensor 35 is used to detect the pressure applied by the user to the top housing 32 in real time.

[0095] In some embodiments, the elastic element 33 is a spring, and the stiffness of the spring is set between 50 N / m and 200 N / m. Within this stiffness range, the reaction force of the spring under maximum compression can more closely resemble the mechanical response characteristics of the human chest during cardiopulmonary resuscitation (CPR), thereby enhancing the realism of the training and the effect of skill transfer.

[0096] When the user presses the pressing surface 321 on the upper surface of the top housing 32, the top housing 32 moves downward, compressing the spring. When the external force is removed, the spring returns to its original length, pushing the top housing 32 back to its vertical position. Because the top housing 32 and the bottom housing 31 use a guide-plug structure, they are only allowed to slide relative to each other in the vertical direction, effectively limiting lateral displacement. Therefore, during repeated pressing, the top housing 32 always maintains vertical movement, and the spring will not bend or shift laterally, ensuring the stability of force transmission and the accuracy of the data detected by the pressure sensor 35.

[0097] In summary, by setting a spring with appropriate stiffness between the bottom outer shell 31 and the top outer shell 32, and combining it with a limiting sliding structure, the present invention not only effectively simulates the elastic feedback characteristics of the human chest during CPR, but also ensures the mechanical reliability and measurement consistency of the compression module 3 during long-term use.

[0098] In some embodiments, the pressing module 3 further includes a positioning member 36 disposed at the bottom of the bottom housing 31, the spreading area of ​​the positioning member 36 being larger than the bottom area of ​​the bottom housing 31. Specifically, the overall shape of the positioning member 36 may be a rounded cross shape, including four arms evenly distributed circumferentially, with the ends of each arm transitioning with an arc; or, the four sides of the positioning member 36 may be petal-shaped, that is, the middle of each side protrudes outward, forming a symmetrical arc-shaped profile, the protrusion height of which is 10% to 30% of the side length of the bottom housing 31. Those skilled in the art can select the specific extended shape of the positioning member 36 relative to the bottom housing 31 according to actual usage requirements. As long as the spreading area of ​​the positioning member 36 is larger than the bottom area of ​​the bottom housing 31, the interlocking area between the edge and the contact surface can be effectively increased while maintaining the central support function, thereby improving the overall positioning stability and suppressing lateral slippage.

[0099] During cardiopulmonary resuscitation (CPR) simulation training, trainees, especially beginners, often find it difficult to accurately control the magnitude and direction of the force applied to the compression surface 321. When the compression force is too large or the direction of application deviates from vertical, the bottom outer shell 31 is prone to lateral slippage on the support surface, affecting the stability of the compression operation and the training effect. To solve this problem, the present invention adds a positioning component 36 to the bottom of the bottom outer shell 31. Since the spreading area of ​​the positioning component 36 is larger than the bottom area of ​​the bottom outer shell 31, it effectively increases the contact area between the component and the support surface (such as the soft pad 11 of the positioning module 1), thereby significantly improving the overall anti-slip capability of the device.

[0100] Furthermore, designing the positioning component 36 as a rounded cross or petal-shaped structure effectively expands its lateral dimension without significantly increasing material usage and overall weight. This geometric layout not only optimizes the center of gravity distribution but also enhances the ability to resist lateral moments, thereby further improving the positional stability of the bottom outer shell 31 during compressions. This ensures that the compression action is always focused on the vertical direction, more realistically recreating the environment of chest compressions during cardiopulmonary resuscitation.

[0101] In some embodiments, an indicator light 37 is provided on the bottom housing 31, and the indicator light 37 is disposed around the positioning member 36. For example, the indicator light 37 is a flexible light strip laid along the contour line of the top edge of the positioning member 36. As another example, the indicator light 37 includes a plurality of discrete light bulbs, evenly distributed along the contour line of the top edge of the positioning member 36.

[0102] Specifically, the top of the positioning member 36 has an annular or contour-matched light groove 371 to accommodate the indicator light 37. For example, when the indicator light 37 uses a flexible light strip, the light groove 371 is annular; when the indicator light 37 uses multiple discrete light bulbs, the number of light grooves 371 matches the number of light bulbs, and the contour of a single light groove 371 matches the contour of a single light bulb. A transparent lampshade 372 is fixedly installed above the light groove 371, completely covering the indicator light 37 within the light groove 371, which serves both a protective function and ensures uniform light transmission, improving the visual feedback effect.

[0103] The control module 6 dynamically controls the color of the indicator light 37 based on the real-time pressure detected by the pressure sensor 35, providing intuitive feedback on the quality of the compression. According to CPR guidelines, the standard chest compression depth is 5-6 cm, corresponding to a specific range of compression force. A correlation table exists between compression force and depth, the data of which was obtained through extensive prior experiments. Furthermore, the correlation between compression force and depth is closely related to the stiffness of the elastic element 33 (e.g., a spring); in practical applications, an elastic element 33 with appropriate stiffness can be selected based on the training subject or simulated scenario to obtain a matching correlation between compression force and depth.

[0104] Accordingly, the simulation device is configured with the following feedback logic: when the pressing depth is too shallow (the pressing force is too small, corresponding to a pressing depth of less than 5cm), the indicator light 37 displays a white light; when the pressing depth is moderate (the pressing force is moderate, corresponding to a pressing depth in the range of 5~6cm), the indicator light 37 displays an orange light; when the pressing depth is too deep (the pressing force is too large, corresponding to a pressing depth of more than 6cm), the indicator light 37 displays a red light.

[0105] Through the above structure and feedback mechanism, trainees can immediately know whether their pressing is in accordance with the standard during the operation, so as to quickly adjust their movements and effectively improve training efficiency and skill mastery.

[0106] In some embodiments, a frequency rhythm light 38 is provided on the top of the positioning member 36. The control module 6 controls the frequency rhythm light 38 to flash at a corresponding rhythm according to the standard compression rate recommended by the cardiopulmonary resuscitation guidelines (typically 100-200 compressions / min), providing the user with intuitive beat guidance to help them master and maintain the correct compression rate.

[0107] In some embodiments, the lower edge of the top housing 32 extends outward to form a first rolled edge, and the upper edge of the bottom housing 31 extends inward to form a second rolled edge. When the top housing 32 moves upward to its limit position under the reset action of the elastic member 33, the first rolled edge just moves to the area where the second rolled edge is located, at which time the second rolled edge mechanically limits the first rolled edge.

[0108] This structural design effectively prevents the risk of the top housing 32 detaching from the bottom housing 31 due to excessive rebound force of the elastic element 33 after pressing. Even if the user applies a large pressing force or releases the external force quickly, the top housing 32 can still be reliably constrained inside the bottom housing 31, sliding only in the vertical direction without ejection or detachment, thus ensuring the structural integrity and operational safety of the pressing module 3 during repeated use.

[0109] In some embodiments, a first pad 39 is provided at the bottom of the positioning member 36. For example, the first pad 39 is made of a material with a high coefficient of friction (such as silicone or rubber), which can significantly increase the friction between the positioning member 36 and the soft pad 11, thereby further improving the overall positional stability of the pressing module 3 and effectively preventing it from sliding or shifting relative to the soft pad 11 during simulated chest compressions.

[0110] In some embodiments, the pressing surface 321 of the top housing 32 is configured as an arc-shaped surface that conforms to the natural shape of the human hand. This improves operational comfort and guides the user to apply vertical downward pressing force in the correct posture, enhancing the realism of training and the human-computer interaction experience.

[0111] In some embodiments, a limiting member 361 is provided within the positioning member 36. The limiting member 361 may be, for example, a snap-fit, a boss, or a retaining structure. When the pressure sensor 35 is installed from inside the bottom housing 31 into the positioning member 36, the limiting member 361 provides circumferential and / or axial constraint to the pressure sensor 35, ensuring that its position is fixed during use and that it does not shift or loosen, thereby ensuring the accuracy and repeatability of the sensing data.

[0112] In some embodiments, the mounting box 34 is provided with a locking structure 341 for reliably fixing the bottom end of the spring to the mounting box 34, so as to prevent the spring from disengaging or becoming eccentric during repeated compression and rebound, thereby improving the durability and mechanical consistency of the pressing module 3.

[0113] In some embodiments, the mounting box 34 integrates a rechargeable battery 342 to power the pressure sensor 35, indicator light 37, and local control circuitry. Correspondingly, the bottom housing 31 has a charging interface 311 (such as USB-C or magnetic charging contacts) electrically connected to the battery 342, facilitating convenient charging by the user and enabling independent operation of the device without an external power source. The bottom housing 31 is provided with a charging interface 311 electrically connected to the battery 342.

[0114] The compression module 3 provided by this invention has a simple structure and reliable assembly. By reasonably setting the maximum stroke (i.e., extension height) of the top outer shell 32, for example, setting it to 6.6~7.4cm, it not only meets the requirement of "compression depth not less than 5cm and not more than 6cm" in the cardiopulmonary resuscitation guidelines, but also provides users with clear physical feedback boundaries, which helps to establish accurate perception and muscle memory of real chest compression scenarios.

[0115] As shown in Figures 11, 12, and 13, the artificial respiration module 4 is used to simulate the artificial respiration procedure during cardiopulmonary resuscitation. It is designed to resemble a human face, offering excellent anatomical accuracy and a realistic feel. The artificial respiration module 4 includes a mandible 41, a cheek 42, and a forehead 43. The cheek 42 is positioned between the mandible 41 and the forehead 43, creating a naturally transitional facial contour.

[0116] The mandible 41 has first side edges 411 on both sides, the cheeks 42 have second side edges 421 on both sides, and the forehead 43 has third side edges 431 on both sides. The second side edges 421 can fit against the surface of the soft pad 11 to simulate a supine position; the third side edges 431 can also fit against the surface of the soft pad 11, causing the artificial respiration module 4 to be in a tilted-back position, simulating a head-tilt / chin-lift maneuver, thus realistically replicating the crucial head-tilt / chin-lift position in cardiopulmonary resuscitation. By switching the fitted side edges, users can practice standard airway opening techniques on the same module, effectively mastering the "head-tilt / chin-lift maneuver."

[0117] The artificial respiration module 4 also includes an openable and closable breathing section 44 shaped like a human mouth, which is connected to a breathing channel that mimics the structure of a human respiratory tract. This breathing channel extends along the oropharyngeal path, simulating the direction of real airflow, and helps users understand and practice the complete artificial respiration process of "opening the airway - sealing the lips - blowing air at a constant speed" during training.

[0118] In some embodiments, the artificial respiration module 4 further includes a nose 45, which has an airflow channel mimicking a human nostril and is internally connected to the breathing channel to form a complete upper respiratory tract model. Preferably, the breathing part 44 and the nose 45 are integrally molded from medical-grade silicone. Silicone is soft and elastic, providing a realistic feel and allowing users to repeatedly practice the standard operating procedure of "pinching the nose and blowing air into the mouth," preventing air from escaping from the nasal cavity and improving the standardization of skill training.

[0119] In some embodiments, an airflow sensor 46 (such as a thermal or differential pressure flow sensor) is provided in the breathing channel to detect the ventilation volume, airflow velocity, and duration in real time. The airflow sensor 46 can transmit artificial respiration data to the control module 6, providing a basis for subsequent feedback evaluation and enabling objective quantification of ventilation effectiveness (such as whether a tidal volume of 500-600 mL has been achieved).

[0120] In some embodiments, a second pad 47 is provided at the bottom of the cheek portion 42, and a third pad 48 is provided at the bottom of the forehead portion 43. For example, the second pad 47 and the third pad 48 are made of a high coefficient of friction material (such as silicone or rubber), which can significantly increase the friction between the artificial respiration module 4 and the soft pad 11, thereby improving the overall positional stability of the artificial respiration module 4 and effectively preventing it from sliding or shifting relative to the soft pad 11 during the simulated artificial respiration operation.

[0121] This invention significantly enhances the realism and effectiveness of artificial respiration training through a highly realistic human face structure, switchable body position design, interconnected artificial airway, and flexible silicone surface. Users can not only intuitively practice the "head tilt and chin lift" body position adjustment, but also complete key actions such as "pinching the nose, sealing, and blowing air" with realistic tactile feedback. Combined with the data acquisition capability of the airflow sensor 46, it can also achieve objective assessment and real-time feedback on ventilation quality, effectively correcting common errors such as insufficient ventilation, leakage, or over-ventilation, and helping to establish standardized artificial respiration operation habits.

[0122] In some embodiments, the artificial respiration module 4 also integrates a sound sensor. The sound sensor works in conjunction with the shoulder-tapping and calling button 211 to simulate the consciousness assessment operation of "tap both shoulders and call out loudly" in a real emergency scenario: when the user presses the shoulder-tapping and calling button 211 and makes a shout, the sound sensor can collect the voice signal (such as volume, duration, etc.) and transmit the relevant sound data to the control module 6. The control module 6 then comprehensively determines whether an effective consciousness assessment has been completed, thereby triggering the subsequent CPR process.

[0123] It should be noted that in the priority document of this invention, the "tapping sensor" corresponds to the shoulder-tapping call button 211 in this application. Since the artificial respiration module 4 and the tapping sensor are located close to each other on the soft pad 11 in the priority document, the tapping sensor is described as part of the artificial respiration module 4. However, in this application, based on the logical stages of cardiopulmonary resuscitation (CPR) operations, the functions of each module are more rigorously defined: the shoulder-tapping call button 211, as a key input unit for activating the emergency response system, is explicitly included in the button module 2 to reflect its core role in the "identification and call for help" stage; while the artificial respiration module 4 focuses on simulating airway opening and ventilation operations. This adjustment makes the functional boundaries of the modules clearer, the structural classification more consistent with clinical emergency procedures, and is beneficial for improving teaching logic and system scalability.

[0124] AED module 5 is used to simulate the AED defibrillation operation procedure, that is, to simulate the use of an automated external defibrillator (AED) in cardiopulmonary resuscitation. While retaining the core functional components, the traditional AED simulator has been simplified and lightweighted. The overall flat sheet structure significantly reduces the thickness and volume of the device, making it easier to store and carry, and also greatly saving manufacturing materials and reducing production costs. At the same time, it is easier to integrate into the foldable soft pad type 11 positioning module 1, improving the integration and portability of the entire simulation device.

[0125] As shown in Figures 14, 15, and 16, the AED module 5 includes a mounting base 51, two electrode pads 52, and two power cords 53. The mounting base 51 is a thin plate, conforming to the design concept of a sheet structure. The two electrode pads 52 are detachably connected to the mounting base 51, one for the upper right chest (below the clavicle) and the other for the lower left chest (apex of the heart). Each power cord 53 is paired with an electrode pad 52: one end of the power cord 53 is electrically connected to the corresponding electrode pad 52, and the other end is electrically connected to a sensor plug 54; both power cords 53 are connected to the same sensor plug 54. The mounting base 51 is provided with a sensor socket 55 that matches the sensor plug 54. When the sensor plug 54 is correctly inserted into the sensor socket 55, the system recognizes that the electrode pad 52 is in place and the power circuit is completed, thereby triggering the subsequent AED operation process.

[0126] The mounting base 51 is also equipped with two operation buttons 56. For example, one operation button 56 is used to activate the analysis function of the AED module 5, and the other operation button 56 is used to execute the electric shock command. The layout of the operation buttons 56 is based on a real AED device, which helps users establish standardized operating habits.

[0127] In some embodiments, the AED module 5 also includes a built-in voice player 57 (such as a miniature speaker) for playing standard AED voice prompts. For example, "AED retrieved," "Analyzing heart rate, do not touch the patient," "Shock recommended, charging," "Press the shock button," or "Continue CPR," etc. The voice content can be dynamically switched according to the training phase, guiding the user to complete the entire AED usage process according to the standard steps.

[0128] In some embodiments, a fourth gasket 58 is provided at the bottom of the mounting base 51. For example, the fourth gasket 58 is made of a material with a high coefficient of friction (such as silicone or rubber), which can significantly increase the friction between the mounting base 51 and the soft pad 11, thereby improving the overall positional stability of the AED module 5.

[0129] Furthermore, a magnetic or snap-fit ​​structure can be integrated between the induction plug 54 and the induction socket 55 to ensure a secure connection; at the same time, the connection status can be detected in real time by the control module 6 as a key input signal to determine whether the AED is deployed correctly.

[0130] In some embodiments, as shown in FIG7, the positioning area on the positioning module 1 further includes two electrode positioning areas 124, which are used to position and install two electrode pieces 52. One electrode positioning area 124 is located in the upper right chest region of the human body illustration 13, specifically corresponding to the position of the second intercostal space on the right midclavicular line; the other electrode positioning area 124 is located in the lower left chest region of the human body illustration 13, specifically corresponding to the position of the fifth intercostal space on the lateral side of the nipple and the midaxillary line.

[0131] The two electrode positioning areas 124 can be set on the surface of the pad 11 in the form of outlines, color markings, etc., to guide the user to accurately and quickly install the two electrode pieces 52 of the AED module 5 into place.

[0132] In some embodiments, both electrode pads 52 are provided with corresponding placement position prompts, such as printed text labels like "upper right chest" and "lower left chest," or directional diagrams (such as anatomical outlines or color codes) that match the human anatomy diagram 13. This prompt information is intuitive and clear, helping users quickly identify the correct orientation and placement position of the electrode pads 52, even in stressful or poorly lit simulated environments.

[0133] This invention, through a simplified, flat, sheet-like structure design, significantly optimizes space utilization and material consumption while fully retaining the core functions of an AED simulation (including electrode placement 52, circuit connection, operation button interaction 56, and voice prompts). This makes the AED module 5 lighter, thinner, and easier to integrate, making it particularly suitable for widespread first aid training devices in schools, communities, and homes. Simultaneously, this design does not sacrifice training realism—users can still practice the correct placement of the electrode pads 52, complete the insertion operation, respond to voice commands, and execute button actions, effectively mastering key AED usage skills. Combined with an inductive power-on mechanism and safe voice guidance, it ensures training safety and enhances operational standardization, contributing to the construction of an efficient and low-cost public first aid education system covering the entire chain from "initiating emergency response—high-quality CPR—timely defibrillation."

[0134] In some embodiments, the compression module 3, the artificial respiration module 4, and the AED module 5 are detachably connected to the positioning module 1 by magnetic attraction.

[0135] Specifically, as shown in Figure 10, for the pressing module 3, a first magnetic suction member 362 is embedded at the bottom of its positioning member 36, and a corresponding first mating member (not shown in the figure) is provided in the pressing positioning area 121 on the soft pad 11. When the pressing module 3 is placed in the pressing positioning area 121, the first magnetic suction member 362 and the first mating member attract each other, realizing the automatic alignment and firm adsorption of the module.

[0136] As shown in Figure 13, for the artificial respiration module 4, a second magnetic suction member 422 is embedded at the bottom of the cheek portion 42, and a third magnetic suction member 432 is embedded at the bottom of the forehead portion 43. Correspondingly, a second mating member and a third mating member (not shown in the figure) are respectively provided in the artificial respiration positioning area 122 on the soft pad 11. When the second side edges 421 on both sides of the cheek portion 42 are in contact with the soft pad 11, the second magnetic suction member 422 and the second mating member attract each other, ensuring that the artificial respiration module 4 is fixed on the soft pad 11 in a state simulating the patient's supine position. When the third side edges 431 on both sides of the forehead portion 43 are in contact with the soft pad 11, the third magnetic suction member 432 and the third mating member attract each other, ensuring that the artificial respiration module 4 is fixed on the soft pad 11 at the correct head tilt angle, truly restoring the "head tilt and chin lift" position.

[0137] As shown in Figure 16, for the AED module 5, a fourth magnetic suction member 511 is embedded in the bottom of its mounting base 51, and a corresponding fourth mating member (not shown in the figure) is provided in the AED positioning area 123 on the soft pad 11. When the AED module 5 is placed in place, the fourth magnetic suction member 511 and the fourth mating member attract each other, and the magnetic attraction makes it firmly attached.

[0138] Among them, the first magnetic attractor 362, the second magnetic attractor 422, the third magnetic attractor 432 and the fourth magnetic attractor 511 are, for example, neodymium iron boron permanent magnets, and the first mating part, the second mating part, the third mating part and the fourth mating part are, for example, magnetically conductive metal sheets or magnets of another polarity.

[0139] Furthermore, the aforementioned magnetic structure not only serves for mechanical fixation but also provides electrical connection. The pressing module 3 forms a conductive path through the contact surface between the first magnetic member 362 and the first mating member, enabling electrical signal transmission between the pressure sensor 35 and the internal control circuit of the positioning module 1. The artificial respiration module 4 achieves electrical connection through either the second magnetic member 422 and the second mating member, or the third magnetic member 432 and the third mating member, transmitting signals from the airflow sensor 46 (and the sound sensor) to the internal control circuit of the positioning module 1. The AED module 5 connects to the internal control circuit of the positioning module 1 through the magnetic contact between the fourth magnetic member 511 and the fourth mating member, serving purposes such as detecting the status of the induction plug 54, uploading signals from the operation button 56, and powering the voice player 57.

[0140] As for button module 2, all its physical buttons (including the shoulder tap call button 211, call for help button 221, dial emergency number button 222, seek AED button 223, and body position adjustment button 231, etc.) are directly electrically connected to the control circuit inside positioning module 1 through flexible circuits or printed circuits, without the need for additional plug-in structures, ensuring that operation signals are uploaded in real time and reliably.

[0141] Thus, all functional modules—compression module 3, artificial respiration module 4, AED module 5, and button module 2—are electrically connected to positioning module 1. This allows for signal communication and coordinated control between the functional modules via the internal control circuitry or bus architecture of positioning module 1. For example, control module 6 activates compression module 3 only after button module 2 detects a series of actions such as "shoulder tapping and calling"; ventilation assessment of artificial respiration module 4 is triggered only after a specified number of effective compressions are completed; and the system can only enter the defibrillation simulation process after AED module 5 is correctly positioned and the induction plug 54 is inserted.

[0142] To achieve a reliable electrical connection, the magnetic attractor and mating parts can be made of conductive magnetic materials, such as nickel-iron-cobalt plated alloy, or elastic conductive contacts, such as spring pins or conductive silicone pads, can be integrated next to the magnet to ensure that a low-impedance circuit path is established while attracting the magnet.

[0143] In this invention, the magnetic attraction method is not only used for mechanical fixation, but also has an electrical connection function. The magnetic contact surface forms a reliable conductive path while achieving physical adsorption, so that electrical signal transmission and power supply can be completed between each functional module and the control module without additional wiring, which further simplifies the structure and improves the ease of use and system integration.

[0144] In some embodiments, as shown in FIG7, the positioning module 1 further includes prompts on the surface of the pad 11, the prompts including several step prompts 141 and several tips prompts 142, for providing users with intuitive and immediate operation guidance.

[0145] Preferably, the step prompt labels 141 are set for the button module 2, compression module 3, artificial respiration module 4, and AED module 5 to indicate the operation steps of each module. For example, the "01, Recognition and Judgment" label is set at the recognition and judgment unit 21 of the button module 2; the "02, Call for Help" label is set at the call for help unit 22 of the button module 2; the "03, Cardiopulmonary Resuscitation Position" label is set at the cardiopulmonary resuscitation positioning unit 23 of the button module 2; and the "04, Take Measures" label is set at the compression module 3. These labels are presented in concise text form, clearly indicating the key action nodes of each stage of CPR.

[0146] Correspondingly, the skill prompt label 142 is set with step prompt label 141 to indicate the operational skills for each step. For example, at the "01. Identification and Judgment" label, the corresponding shoulder tapping and calling button 211 is set with the labels "01-1. Gently tap both shoulders and shout loudly" and "01-2. Listen, look, feel (check breathing)"; at the "02. Call for Help" label, the corresponding call for help button 221 is set with the label "Help! Someone has fainted here," the corresponding dial emergency number button 222 is set with the label "Please ask this gentleman to call emergency number," and the corresponding seek AED button 223 is set with the label "Please ask this lady to bring me an AED"; at the "03. CPR Position" label, the corresponding position adjustment button 231 is set with the label "Lie flat on a firm surface." The skill prompts closely follow international CPR guidelines, helping users understand "how to do it correctly" while performing the actions.

[0147] More preferably, all step prompts 141 and skill prompts 142 are positioned facing the same side of the human figure 13, i.e., uniformly facing the user's line of sight when in the operating position. This layout ensures that the user can obtain process guidance and technical points simultaneously within the same field of vision without having to turn their body or look down to check different directions during the rescue process, thus improving the smoothness of operation and concentration.

[0148] Furthermore, the step prompt label 141 and the tip prompt label 142 are positioned facing away from the AED positioning area 123, for example, on the left side of the human body diagram 13. This avoids overlapping or obstruction with the AED module 5 installation area, ensuring the integrity of the AED operating space, and also prevents the labeling information from being covered by the mounting base 51 or power cord 53, thus affecting readability.

[0149] By integrating a structured and modular dual prompting system (steps + techniques) onto the soft pad 11, this invention transforms the abstract first aid process into a visual and traceable operational path, significantly reducing the cognitive load for beginners. Step prompts 141 establish a clear sequence of actions, while technique prompts 142 enhance the control of action quality. The two work synergistically to effectively improve skill acquisition efficiency and operational standardization. The uniform orientation design reduces eye movement and operational interruptions; while the layout away from the AED area balances functional zoning and information accessibility, ensuring both the realism of the AED simulation and the clear visibility of teaching information at all times.

[0150] Control module 6, also known as the "development board" in the priority document, coordinates the operation of various functional modules and is the logic and control core of the entire system. Specifically, control module 6 uses a microcontroller unit (MCU), which can be implemented in different ways depending on the product form, cost, and integration requirements: it can be set as an independent unit inside the CPR simulator, such as the main control box embedded in the soft pad 11; or it can be integrated into any functional module, such as button module 2, compression module 3, artificial respiration module 4, or AED module 5, forming a centralized or distributed control architecture. As shown in Figure 9, when control module 6 is integrated into compression module 3, it is installed in mounting box 34.

[0151] In the entire simulation device, the microcontroller (MCU) serves as the control center and is responsible for performing the following core functions: (1) Process scheduling and status management: According to the cardiopulmonary resuscitation guidelines (such as the AHA 2020 standard), the corresponding functional modules are dynamically activated or disabled according to the standard sequence of "assess consciousness - activate emergency response system - chest compression - artificial respiration - AED use" to ensure that the training process complies with clinical norms. (2) Multi-source signal acquisition and fusion: Real-time reception and processing of sensor data from each module, including event signals from button module 2 (such as shoulder tapping and calling for help), pressure and frequency data from compression module 3, airflow and sound signals from artificial respiration module 4, and plug-in status and button operation of AED module 5. (3) Local feedback control: Based on preset thresholds or algorithm models, the operation quality is evaluated in real time, and output devices such as indicator lights 37 are driven to provide visual feedback to the user (such as displaying a white light when the compression is too shallow).

[0152] This embodiment provides a cardiopulmonary resuscitation (CPR) simulation training system that organically combines a server-side and a user-side to construct an intelligent training platform covering the entire CPR process. The user-side includes a CPR simulation device that integrates a chest compression module 3, an artificial respiration module 4, an AED module 5, and a button module 2. It can completely simulate key operational steps from on-site assessment and calling for help to performing chest compressions, artificial respiration, and AED defibrillation, realistically reproducing the technical and non-technical behaviors in emergency scenarios, and effectively improving the systematic nature and immersion of the training.

[0153] This system boasts high-precision data acquisition and real-time feedback capabilities. The cardiopulmonary resuscitation (CPR) simulator, through its built-in control module 6, uploads user behavioral data (such as compression depth, compression rate, ventilation volume, operation sequence, and button responses) to the server. The server automatically analyzes the data based on international or national CPR guidelines, generating targeted feedback or error correction results, which are then presented to the user intuitively through the terminal device. This closed-loop training mechanism replaces the traditional subjective evaluation method relying on manual observation, achieving objectivity, quantification, and traceability in skills assessment. This helps users promptly identify and correct operational deviations, significantly improving training effectiveness.

[0154] In terms of structural design, the cardiopulmonary resuscitation (CPR) simulator adopts a modular and detachable layout. The chest compression module 3, artificial respiration module 4, and AED module 5 can all be independently installed on the positioning module 1 and electrically connected to the control module 6. This design not only facilitates daily maintenance, cleaning, and component replacement but also supports flexible configuration of functional modules according to training objectives, making it suitable for various application scenarios such as public awareness campaigns, professional medical and nursing assessments, and emergency drills. Simultaneously, the unified positioning base ensures the consistency of the installation positions of each module, guaranteeing the accuracy and comparability of operational data collection.

[0155] Furthermore, the system architecture supports concurrent access and remote management for multiple users. The server can simultaneously send training tasks to multiple user terminals, receive operational data, and perform centralized analysis. Teachers or training administrators can monitor trainees' training status, view performance reports, and conduct batch assessments in real time through terminal devices or the management backend, greatly improving teaching organization efficiency and resource utilization. Overall, the system integrates simulation, intelligence, and practicality, supporting standardized training and large-scale promotion of CPR skills.

[0156] Example 2: This example provides a cardiopulmonary resuscitation (CPR) simulation training system. The difference between this system and Example 1 is that the operational data includes chest compression data, which is collected by the chest compression module 3. Specifically, the chest compression data includes compression depth and compression frequency, used to reflect whether the force and rhythm applied by the user during chest compressions meet the requirements of CPR guidelines.

[0157] The training task includes a follow-along exercise. This follow-along exercise aims to guide the user to adjust the pressing action in real time through a visual feedback mechanism, gradually bringing it closer to the standard operating parameters.

[0158] The server is configured to: in the follow-up task, map the received pressing depth and pressing frequency to the jumping height and jumping frequency of a virtual moving target, respectively, and control the virtual moving target to dynamically jump on the display interface of the terminal device according to the jumping height and jumping frequency.

[0159] Furthermore, if the jumping height reaches the preset height threshold of the virtual obstacle (corresponding to the standard pressing depth), and the jumping frequency matches the preset density threshold of the virtual obstacle (corresponding to the standard pressing frequency), then the current pressing operation is determined to be a valid operation, and the server controls the terminal device to display the virtual obstacle elimination effect (such as obstacle disappearance, score prompt, or animation feedback); otherwise, it is determined to be an invalid operation, and the elimination effect is not triggered, thereby intuitively conveying the operation deviation to the user.

[0160] The mapping relationship can be implemented using preset proportional coefficients. For example, the pressing depth is directly proportional to the jumping height, while the pressing frequency is inversely proportional to the jumping period. More specifically, the mapping relationship can be a linear or piecewise function. For example, for every 1cm increase in pressing depth, the virtual target jumping height increases by 10 pixels; for every 10 times / minute increase in pressing frequency, the jumping period shortens by 0.1 seconds. Such mapping relationships can be preset by the server or dynamically configured according to the training difficulty. The virtual obstacles can be presented in the form of horizontal bars, light strips, color blocks, or rhythm markers, etc. Their height (vertical position) represents the height threshold, and their density (the number or spacing of obstacles per unit time) represents the density threshold.

[0161] In some embodiments, the follow-up training task includes experiential tasks and reinforcement tasks to adapt to the training needs of different training stages.

[0162] In the aforementioned experiential task, the server dynamically adjusts the height and density of virtual obstacles to correspond to different pressing depths and frequencies. For example, the height and density of the virtual obstacles can adaptively change according to the user's current pressing performance, lowering the operational threshold for beginners and helping users establish an initial perception of pressing rhythm and depth.

[0163] In the reinforcement task, the server fixes the height and density of virtual obstacles to correspond to a fixed pressing depth and pressing frequency. For example, the height and density of the virtual obstacles strictly correspond to the fixed pressing depth and pressing frequency recommended in the guide (e.g., pressing depth 5-6cm, pressing frequency 100-120 times / minute), thereby guiding users to practice repeatedly in a stable environment and consolidate their standardized operating skills.

[0164] Building upon Example 1, this embodiment introduces a "follow-along task" mechanism based on gamification design principles, significantly enhancing the interactivity, intuitiveness, and teaching effectiveness of CPR training. By transforming abstract compression parameters (compression depth and compression frequency) into the hopping behavior of a visualized virtual moving target, and combining this with obstacle matching rules to judge the effectiveness of the operation, users can instantly and intuitively perceive the gap between their own operation and the standard, thus forming a rapid behavioral feedback loop.

[0165] This design is particularly suitable for beginners. Its "experience tasks" dynamically adapt obstacle parameters, reducing cognitive load and frustration in the early stages of learning and enhancing the inclusivity and fun of training. Meanwhile, the "reinforcement tasks" use fixed standard thresholds to help users gradually move towards the standardized operations required by the guide after mastering the basic rhythm, achieving a leap from "being able to do it" to "doing it correctly." This phased and progressive training strategy takes into account both the smooth transition of the learning curve and ensures the scientific nature and effectiveness of skills training.

[0166] Furthermore, mapping physiological operational data into gamified visual elements not only enhances user engagement and focus but also injects a new digital and immersive paradigm into CPR training, facilitating its application in various scenarios such as public first aid education, school safety education, and professional retraining. Overall, this embodiment, through innovative human-computer interaction, achieves a shift in skills training from "passive acceptance" to "active participation," significantly improving the quality and efficiency of CPR instruction.

[0167] Example 3: This example provides a cardiopulmonary resuscitation simulation training system, which differs from Example 2 in that the training task also includes a situational task.

[0168] The server is further configured to: compare the received operation data with preset standard values ​​during the execution of the scenario task, and generate multi-dimensional error correction results. Based on the multi-dimensional error correction results, calculate a comprehensive operation score according to preset weights, and send the comprehensive operation score and information of each dimension as error correction results to the user terminal for display on the terminal device. This allows users to fully understand the strengths and weaknesses of their operations.

[0169] In this embodiment, the operation data includes pressing operation data. As described in Embodiment 2, the pressing operation data includes pressing depth and pressing frequency.

[0170] In some embodiments, the operational data further includes ventilation operational data, which is collected by the artificial respiration module 4. The ventilation operational data may include parameters such as ventilation volume and ventilation duration, used to evaluate the effectiveness and standardization of artificial respiration operations.

[0171] In some embodiments, the operation data further includes defibrillation operation data, which is collected by the AED module 5. The defibrillation operation data may include timestamps and operation status information of key operation nodes such as AED power-on time, electrode pad placement completion time, whether the heart rate was correctly analyzed, whether the discharge button was pressed in time when defibrillation was recommended, and whether compressions were resumed immediately after defibrillation. This data is used to determine the user's level of understanding of the AED usage process.

[0172] In some embodiments, the server detects the user's operation sequence and timeliness in the contextual task for the tap-on-shoulder call button 211, the call for help button 221, the dial emergency number button 222, and the seek AED button, and incorporates the detection results as a scoring dimension into the comprehensive operation score.

[0173] The operation sequence refers to whether the order in which the user performs the aforementioned emergency call operations conforms to the cardiopulmonary resuscitation (CPR) procedure, such as assessing consciousness before calling for help. The operation timeliness refers to whether the time it takes for the user to complete the corresponding button operation from the system prompting entry into the corresponding stage is within a preset reasonable time window.

[0174] In some embodiments, the server also detects the user's operation sequence and timeliness of the body position adjustment button 231 in the contextual task, and incorporates the detection results as a scoring dimension into the comprehensive operation score.

[0175] The position adjustment button 231 is used to simulate basic procedures such as placing the patient in a supine position and opening the airway. The server also generates corresponding test results based on whether the operation conforms to standard procedures and timeliness requirements.

[0176] Based on Example 2, this embodiment further introduces a scenario-based task training mode and performs multi-dimensional, structured evaluation and comprehensive scoring of multi-source operational data through the server, which significantly improves the realism, systematicity, and teaching effectiveness of cardiopulmonary resuscitation simulation training.

[0177] First, this embodiment upgrades training from single-skill training to full-process, contextualized drills. The scenario tasks not only cover technical operations such as chest compressions, ventilation, and defibrillation, but also incorporate non-technical but crucial on-site response behaviors such as tapping the shoulder to call for help, dialing emergency services, seeking an AED, and adjusting body position. These operations together constitute a complete "survival chain" in a real-life emergency scenario, enabling users to train their emergency response capabilities and procedural awareness in a near-real-world environment, avoiding the disconnect of "knowing how to operate but not how to respond."

[0178] Secondly, the system performs refined and multi-dimensional quantitative analysis of various operational data through the server. Whether it's compression depth and frequency, ventilation volume and duration, timestamps of key AED usage points, or even the order and timeliness of emergency call and position adjustment buttons, all are transformed into assessable indicators. This comprehensive data collection and analysis mechanism, covering "technical actions + behavioral processes + time response," ensures that the evaluation results are no longer limited to a single aspect but comprehensively reflect the user's understanding and execution ability of the entire CPR process.

[0179] Furthermore, the design for detecting the sequence and timeliness of operations reflects a dual emphasis on the standardization and timeliness of emergency procedures. For example, the system can identify whether the user initiates the call for help only after confirming the patient is unresponsive, whether the patch is quickly applied and analyzed after the AED arrives, and whether chest compressions are resumed immediately after defibrillation. This intelligent judgment based on medical guidelines effectively strengthens the user's understanding of the priority and timing requirements of operations within the "golden four minutes."

[0180] In summary, this embodiment, by constructing a comprehensive evaluation system that integrates technical operation and situational behavior, not only realizes the leap from "skill imitation" to "capability development" in cardiopulmonary resuscitation training, but also provides a quantifiable, traceable, and scalable intelligent solution for emergency medical education, which has significant teaching value and application prospects.

[0181] Example 4: This example provides a cardiopulmonary resuscitation simulation training system, which differs from Example 3 in that: the server includes a user profile building unit, which is used to build user profiles.

[0182] The server matches an initial error correction frequency based on the user profile and determines the corresponding initial collection frequency to send to the user.

[0183] The acquisition frequency refers to the time interval at which the cardiopulmonary resuscitation simulation device on the user end acquires operation data (e.g., acquisition of compression depth every 100 milliseconds), and the error correction frequency refers to the frequency at which the server analyzes the received operation data and generates feedback (e.g., outputting an error correction result every 2 seconds).

[0184] The user terminal collects the user's operation data in the contextual task according to the initial collection frequency, and the server analyzes and processes the operation data according to the initial error correction frequency during the execution of the contextual task.

[0185] In some embodiments, the user profile includes a group user profile and an individual user profile.

[0186] The server dynamically selects to construct either the group user profile or the individual user profile based on whether the current user has personal historical operation data.

[0187] If the current user is a new user without personal historical operation data, the server performs clustering or statistical analysis based on the personal historical operation data of other users to construct the group user profile, and matches the initial error correction frequency and initial collection frequency according to the group user profile.

[0188] For example, new users can be categorized as "beginners" by default, a higher data collection frequency can be used to ensure data integrity, and a higher error correction frequency can be set to provide intensive feedback.

[0189] If the current user is an existing user with personal historical operation data, the server constructs the personal user profile based on the user's personal historical operation data, and matches the initial error correction frequency and initial collection frequency according to the personal user profile.

[0190] The individual user profile may include characteristics such as the user's historical average compression depth, ventilation success rate, complete procedure duration, and common error types, and the user's personalized training intensity and feedback density.

[0191] In some embodiments, the server is further configured to: when a new user first performs a contextual task and reaches a preset time node (e.g., 60 seconds after the task starts or when the first round of CPR is completed), obtain the error correction result generated based on the initial collection frequency for that stage, and perform an initial forced comparison between the error correction result and the expected training performance.

[0192] If the two do not match (for example, the user's actual performance is significantly better or worse than the predicted level of the group profile), the initial error correction frequency is adjusted, a corrected error correction frequency is generated, and the corresponding corrected collection frequency is determined and sent to the user terminal.

[0193] For existing users, the initial forced comparison step is skipped.

[0194] In some embodiments, the server is further configured to: during subsequent contextual task training, acquire phased error correction results at the current error correction frequency at preset time intervals (e.g., every 2-minute CPR cycle or every 5 press cycles).

[0195] When the phased error correction results indicate that the user's operation data continuously meets the preset standards (e.g., the pressing depth, pressing frequency, and process sequence all meet the standards in two consecutive evaluations), it is determined that the current error correction frequency is higher than the actual requirement, the error correction frequency is automatically reduced, and the corresponding collection frequency is updated and sent to the user terminal.

[0196] Correspondingly, if the user's performance remains poor, the system can also increase the error correction frequency and the sampling frequency in reverse to strengthen the guidance, thereby achieving bidirectional adaptive adjustment.

[0197] Based on Example 3, this embodiment innovatively introduces an adaptive acquisition and feedback mechanism based on user profiles. By dynamically matching the acquisition frequency and error correction frequency, it significantly improves the personalization level, resource utilization efficiency, and teaching intervention accuracy of the cardiopulmonary resuscitation simulation training system.

[0198] First, this embodiment realizes the transformation from "uniform training" to "personalized training." The system intelligently constructs group user profiles or individual user profiles based on whether users have historical operation data, and accordingly matches initial data collection and error correction frequencies for new and experienced users. For inexperienced new users, a higher frequency of data collection and intensive feedback is used by default to ensure that key operational details are not missed; while for experienced users with training experience, the feedback intensity is customized based on their historical performance (such as press stability, common error types, etc.) to avoid over-intervention or insufficient feedback, thereby improving the relevance and comfort of training.

[0199] Secondly, the system possesses dynamic calibration and bidirectional adaptive adjustment capabilities. For new users, a "forced initial comparison" mechanism is implemented to quickly verify whether initial parameters match actual capabilities at the beginning of the task. If user performance significantly exceeds or falls short of expectations, the data collection and error correction frequency is immediately adjusted to prevent training effectiveness from being compromised or user frustration caused by improper initial configuration. In subsequent training, the system continuously monitors performance at different stages: when user operations consistently meet standards, the feedback frequency is automatically reduced to minimize interference and encourage independent operation; when performance remains poor, the frequency is increased to strengthen guidance. This bidirectional adjustment mechanism, capable of both increasing and decreasing, ensures that the system supports the learning of beginners while respecting the operational rhythm of experienced users, achieving true intelligent adaptation.

[0200] Furthermore, this design effectively optimizes system resource allocation and user experience. While high-frequency data acquisition and analysis can provide detailed feedback, it increases the load on terminal devices, network transmission pressure, and the cognitive burden on users. Through profile-driven frequency matching, the system only activates high-density monitoring when necessary, and moderately "retires" at other times, saving computing and communication resources and avoiding information overload, making the training process smoother and more efficient.

[0201] In summary, this embodiment constructs an intelligent, personalized, and efficient cardiopulmonary resuscitation (CPR) training support system by integrating user profiling, dynamic frequency matching, and closed-loop adaptive adjustment. It not only improves the quality of individual training sessions but also provides a sustainable, personalized path for long-term skill development.

[0202] Example 5: This example provides a cardiopulmonary resuscitation simulation training system, which differs from Example 4 in that the server also includes a leaderboard unit, which is used to accumulate the operation scores of each user or user group in multiple training tasks.

[0203] The operational score includes a comprehensive operational score as described in Examples 3 and 4, which can be calculated based on multiple dimensions such as chest compressions, ventilation, defibrillation, procedural sequence, and timeliness. The multiple training tasks include different types of training scenarios such as follow-up training tasks and situational tasks.

[0204] The user groups can be divided based on institutions, classes, regions, or custom grouping rules. For example, all students in the same training class can be divided into one user group, or further subdivided into multiple user groups to facilitate collective assessments or team incentives.

[0205] The server displays the corresponding ranking results and information for each dimension through the terminal device.

[0206] The ranking results may include individual overall ranking, ranking within a user group, or cross-group leaderboard. The information in each dimension may include scores for sub-items such as compression accuracy, ventilation effectiveness, AED usage timeliness, and procedure completeness, so that users can not only understand their own ranking, but also clearly identify their strengths and weaknesses.

[0207] In some embodiments, the leaderboard unit also supports filtering and display by time period (such as daily leaderboard, weekly leaderboard, or overall leaderboard) or task type (such as only counting situational task scores), enhancing the leaderboard's relevance and incentive effect.

[0208] This embodiment introduces a leaderboard unit, which accumulates the comprehensive operation scores of users or user groups in various training tasks and displays multi-dimensional ranking information on the terminal device, significantly enhancing the system's motivation, interactivity, and teaching management efficiency.

[0209] First, the leaderboard mechanism transforms the originally isolated training process into a goal-oriented and competitive learning experience, effectively stimulating users' (especially beginners or students) participation and motivation for continuous training. Through individual rankings, intra-group rankings, and cross-group comparisons, users can intuitively perceive their own level and room for improvement.

[0210] Secondly, the system not only displays the overall score ranking, but also simultaneously presents scores for subdivided dimensions such as compression accuracy, ventilation effectiveness, AED usage timeliness, and procedure completeness. This makes the feedback both motivating and instructive, helping users accurately identify their strengths and weaknesses, and achieve "learning through competition and practicing through competition".

[0211] In addition, it supports filtering and displaying by time period (such as daily ranking, weekly ranking) or task type (such as situational task only), making the leaderboard more flexible and targeted. It is suitable for both short-term training assessments and long-term skills tracking. At the same time, it facilitates teachers or training managers to conduct group teaching, team competitions and performance evaluations, improving the organizational efficiency and effectiveness of large-scale first aid training.

[0212] In summary, this embodiment organically combines skills training with behavioral guidance through a data-driven, visual incentive mechanism, enabling users to gain a stronger sense of participation in CPR education and enhancing the sustainability of CPR education.

[0213] It should be noted that, in this document, the terms "comprising," "including," or any other variations thereof are intended to cover non-exclusive inclusion, such that a process, method, article, or apparatus that comprises a list of elements includes not only those elements but also other elements not expressly listed, or elements inherent to such a process, method, article, or apparatus. Unless otherwise specified, an element defined by the phrase "comprising one..." does not exclude the presence of other identical elements in the process, method, article, or apparatus that includes that element.

[0214] Through the above description of the embodiments, those skilled in the art can clearly understand that the methods of the above embodiments can be implemented by means of software plus necessary general-purpose hardware platforms. Of course, they can also be implemented by hardware, but in many cases the former is a better implementation method. Based on this understanding, the technical solution of the present invention, or the part that contributes to the prior art, can be embodied in the form of a software product. This computer software product is stored in a storage medium (such as ROM / RAM, magnetic disk, optical disk) and includes several instructions to cause a computer terminal (which may be a mobile phone, computer, server, or network device, etc.) to execute the methods described in the various embodiments of the present invention.

[0215] The embodiments of the present invention have been described above with reference to the accompanying drawings. However, the present invention is not limited to the specific embodiments described above. The specific embodiments described above are merely illustrative and not restrictive. Those skilled in the art can make many other forms under the guidance of the present invention without departing from the spirit and scope of the claims. All of these forms are within the protection scope of the present invention.

Claims

1. A cardiopulmonary resuscitation (CPR) simulation training system, characterized in that, The system includes a server and a user terminal that are interconnected. The user terminal includes a cardiopulmonary resuscitation (CPR) simulation device and a terminal device. The CPR simulation device includes a positioning module (1) and a control module (6), as well as a compression module (3), an artificial respiration module (4), and an AED module (5) that are detachably mounted on the positioning module (1) and electrically connected to the control module (6). The compression module (3) is used to simulate the chest compression operation process and collect the user's compression operation data. The artificial respiration module (4) is used to simulate the artificial respiration operation process. The AED module (5) is used to simulate the AED defibrillation operation process. The server is used to send training tasks to the user terminal, receive operation data sent by the user terminal, analyze and process the operation data, and send feedback results or error correction results to the user terminal. The operation data includes at least the compression operation data. The terminal device is used to display the training task interface, receive user input, and display the feedback results or error correction results.

2. The cardiopulmonary resuscitation simulation training system according to claim 1, characterized in that, The pressing operation data includes pressing depth and pressing frequency; the training task includes follow-up training tasks; the server is configured to: in the follow-up training task, map the received pressing depth and pressing frequency to the jumping height and jumping frequency of the virtual moving target, and control the jumping of the virtual moving target according to the jumping height and jumping frequency; if the jumping height reaches a preset height threshold of the virtual obstacle, and the jumping frequency matches a preset density threshold of the virtual obstacle, it is determined to be a valid operation, and the terminal device is controlled to display the virtual obstacle elimination effect; otherwise, it is determined to be an invalid operation.

3. The cardiopulmonary resuscitation simulation training system according to claim 2, characterized in that, The training task includes an experience task and an enhancement task; in the experience task, the server dynamically adjusts the height and density of the virtual obstacles to correspond to different pressing depths and pressing frequencies; in the enhancement task, the server fixes the height and density of the virtual obstacles to correspond to fixed pressing depths and pressing frequencies.

4. The cardiopulmonary resuscitation simulation training system according to claim 1, characterized in that, The training task also includes a situational task; the server is further configured to: during the execution of the situational task, compare the received operation data with a preset standard value to generate a multi-dimensional error correction result; based on the multi-dimensional error correction result, calculate a comprehensive operation score according to a preset weight, and send the comprehensive operation score and each dimension information as the error correction result to the user terminal for display on the terminal device; wherein, the operation data also includes ventilation operation data, which is collected by the artificial respiration module (4); and / or, the operation data also includes defibrillation operation data, which is collected by the AED module (5).

5. The cardiopulmonary resuscitation simulation training system according to claim 4, characterized in that, The server includes a user profile building unit, which is used to build a user profile; the server matches an initial error correction frequency based on the user profile and determines a corresponding initial collection frequency to send to the user terminal; the user terminal collects the user's operation data in the contextual task according to the initial collection frequency; and the server analyzes and processes the operation data according to the initial error correction frequency during the execution of the contextual task.

6. The cardiopulmonary resuscitation simulation training system according to claim 5, characterized in that, The user profile includes a group user profile and an individual user profile. The server dynamically selects to construct either the group user profile or the individual user profile based on whether the current user has personal historical operation data. If the current user is a new user without personal historical operation data, the server constructs the group user profile based on the personal historical operation data of other users and matches the initial error correction frequency and the initial data collection frequency according to the group user profile. If the current user is an existing user with personal historical operation data, the server constructs the individual user profile based on the user's personal historical operation data and matches the initial error correction frequency and the initial data collection frequency according to the individual user profile.

7. The cardiopulmonary resuscitation simulation training system according to claim 6, characterized in that, The server is also configured to: when a new user performs a contextual task for the first time and reaches a preset time node, obtain the error correction result generated based on the initial collection frequency at that stage, and perform an initial forced comparison between the error correction result and the expected training performance. If the two do not match, the initial error correction frequency is adjusted to generate a corrected error correction frequency, and the corresponding corrected acquisition frequency is determined and sent to the user terminal; for existing users, the initial forced comparison step is skipped.

8. The cardiopulmonary resuscitation simulation training system according to claim 7, characterized in that, The server is also configured to: during subsequent scenario task training, acquire interim error correction results at a preset time interval at the current error correction frequency; when the interim error correction results indicate that the user's operation data continuously meets the preset standards, determine that the current error correction frequency is higher than the actual requirement, automatically reduce the error correction frequency, and update the corresponding collection frequency and send it to the user terminal.

9. A cardiopulmonary resuscitation simulation training system according to claim 4, characterized in that, The cardiopulmonary resuscitation simulation device also includes a button module (2), which is set on the positioning module (1) and electrically connected to the control module (6); the button module (2) includes an identification and judgment unit (21) and a call for help unit (22); wherein, the identification and judgment unit (21) includes at least one shoulder tap call button (211), and the call for help unit (22) includes a call for help button (221), a dial emergency phone button (222), and a seek AED button (223); the server detects the user's operation sequence and operation timeliness of the shoulder tap call button (211), the call for help button (221), the dial emergency phone button (222), and the seek AED button (223) in the scenario task, and incorporates the detection results as a scoring dimension into the comprehensive operation score.

10. A cardiopulmonary resuscitation simulation training system according to claim 1, characterized in that, The server also includes a leaderboard unit, which is used to accumulate the operation scores of each user or user group in multiple training tasks; the server displays the corresponding ranking results and information of each dimension through the terminal device.

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