Handheld learning machine

Abstract

The utility model discloses a handheld learning machine which comprises a body and a control panel fixedly installed in the body, and further comprises an installation end arranged at one end of the body in the length direction, and a first scanning assembly in communication connection with the control panel is installed on the end face of the installation end; and the microphone is convexly arranged at the other end, opposite to the mounting end, of the body and is in communication connection with the control panel. According to the embodiment of the invention, the microphone is arranged at the other end, opposite to the mounting end, of the body, so that during use, the first scanning assembly on the mounting end is placed downwards for scanning operation, and the microphone is arranged upwards. When a user needs to input voice to the device through voice, the user only needs to move the device to the mouth, and it is ensured that the microphone directly faces the mouth. By means of the design, the user can operate more conveniently when using the voice function, the direction of the device does not need to be adjusted, and clear voice input can be achieved only by moving the device up and down.

Description

Technical Field

[0001] This disclosure generally relates to the field of learning tools technology. More specifically, this disclosure relates to a handheld learning device. Background Technology

[0002] With the advancement of educational technology, a variety of electronic learning aids have emerged on the market, such as dictionary pens, audio-visual aids, and repeaters, all designed to enhance the user's learning experience. These devices are generally equipped with a voice playback module, whose core function is to play the standard pronunciation of words or phrases, aiming to help users accurately learn and imitate correct pronunciation.

[0003] In addition, to enhance interactivity and usability, some or all dictionary pens, audio recorders, and repeaters integrate microphones. The primary function of these microphones is to capture the user's voice input for recording or speech recognition. However, the microphones are typically positioned on the front or back of the learning device, requiring the user to correctly align the device with their mouth to ensure clear voice input. This design can be inconvenient, especially when frequent adjustments to the device's orientation are needed.

[0004] In view of this, there is an urgent need to provide a handheld learning device solution that can more effectively support the user's learning process while reducing the inconvenience of operation. Summary of the Invention

[0005] In order to at least address the technical issues mentioned above, this disclosure proposes a handheld learning device that facilitates the capture of user voice input in several aspects.

[0006] In a first aspect, a handheld learning device is provided, comprising a body and a control board fixedly mounted within the body. The handheld learning device further comprises: a mounting end disposed at one end of the body along its length, wherein a first scanning component communicatively connected to the control board is mounted on the end face of the mounting end; and a microphone protrudingly disposed at the other end of the body opposite to the mounting end and communicatively connected to the control board.

[0007] In some embodiments, the microphone is a directional microphone.

[0008] In some embodiments, the microphone includes a cylindrical housing, one end of which is connected to the body, and the other end extends away from the body along its length; the other end has an end face, and a microphone hole is formed on the end face.

[0009] In some embodiments, the body includes an upper wall having a preset length and a preset width, and the microphone is disposed at the center of the upper wall.

[0010] In some embodiments, the body includes an upper wall having a preset length and a preset width, and the microphone is disposed in the region between the center of the upper wall and any one of the edges along the length direction of the upper wall.

[0011] In some embodiments, the upper end wall further has a protruding connector, and the connector is further provided with a through hole, wherein the extending direction of the through hole is perpendicular to the protruding direction of the connector.

[0012] In some embodiments, the microphone is located in the region between the center of the upper wall and one edge of the upper wall along its length, and the connector is located in the region between the center of the upper wall and another edge of the upper wall along its length.

[0013] In some embodiments, the end face of the mounting end is inclined, and the angle between the extended surface of the end face and the horizontal plane is 0 degrees to 36 degrees.

[0014] In some embodiments, when the body is in a vertical position, the vertical distance between the center of the first scanning component and the object to be scanned is 15mm-35mm.

[0015] In some embodiments, the handheld learning device further includes a second scanning component, which is also disposed on the end face of the mounting end, wherein the vertical height of the first camera on the first scanning component and the vertical height of the second camera on the second scanning component are different.

[0016] In some embodiments, the horizontal distance between the center of the first scanning component and the center of the second scanning component is 9-35 mm.

[0017] In some embodiments, the first scanning component includes a first camera and a first fill light, and the second scanning component includes a second camera and a second fill light; the first camera and the second fill light are located on the same horizontal line, and the first fill light and the second camera are located on the same horizontal line.

[0018] The handheld learning device described above, in this embodiment, features a microphone that protrudes from the opposite end of the main body and the mounting end, communicating with the control board. When using the device, the mounting end should face downwards. The first scanning component performs a scanning operation, and the processed data is output, with the microphone facing upwards. When the user needs to input voice into the device, there is no need to adjust the device's orientation; simply move the device to the user's mouth, ensuring the microphone is directly in front of the mouth. This design makes voice operation more convenient and improves the user experience. Attached Figure Description

[0019] The above and other objects, features, and advantages of exemplary embodiments of this disclosure will become readily apparent upon reading the following detailed description with reference to the accompanying drawings. In the drawings, several embodiments of this disclosure are illustrated by way of example and not limitation, and like or corresponding reference numerals denote like or corresponding parts, wherein:

[0020] Figure 1a A front structural schematic diagram of a handheld learning machine according to an embodiment of this disclosure is shown;

[0021] Figure 1b This diagram shows a structural schematic of the handheld learning machine according to another embodiment of the present disclosure.

[0022] Figure 2a A schematic diagram of the structure of the first scanning component, including a fisheye camera, is shown in this embodiment of the present disclosure.

[0023] Figure 2b A cross-sectional view in the thickness direction of a handheld learning machine including a fisheye camera as the first scanning component of this disclosure is shown.

[0024] Figure 2c It shows Figure 2b A magnified view of X in the image;

[0025] Figure 3 A schematic diagram of the structure of a handheld learning machine according to another embodiment of this disclosure is shown;

[0026] Figure 4 A schematic diagram of the structure of a handheld learning machine according to another embodiment of this disclosure is shown;

[0027] Figure 5 A side view of a handheld learning machine according to another embodiment of this disclosure is shown. Detailed Implementation

[0028] The technical solutions in the embodiments of this disclosure will be clearly and completely described below with reference to the accompanying drawings. Obviously, the described embodiments are only a part of the embodiments of this disclosure, not all of them. Based on the embodiments in this disclosure, all other embodiments obtained by those skilled in the art without creative effort are within the scope of protection of this disclosure.

[0029] It should be understood that the terms “comprising” and “including” used in this disclosure and claims indicate the presence of the described features, integrals, steps, operations, elements and / or components, but do not exclude the presence or addition of one or more other features, integrals, steps, operations, elements, components and / or collections thereof.

[0030] It should also be understood that the terminology used herein is for the purpose of describing particular embodiments only and is not intended to limit the scope of this disclosure. As used in this disclosure and claims, the singular forms “a,” “an,” and “the” are intended to include the plural forms unless the context clearly indicates otherwise. It should also be understood that the term “and / or” as used in this disclosure and claims refers to any combination and all possible combinations of one or more of the associated listed items, and includes such combinations.

[0031] As used in this specification and claims, the term "if" may be interpreted, depending on the context, as "when," "once," "in response to determination," or "in response to detection." Similarly, the phrase "if determined" or "if [described condition or event] is detected" may be interpreted, depending on the context, as "once determined," "in response to determination," "once [described condition or event] is detected," or "in response to detection of [described condition or event]."

[0032] The specific embodiments disclosed herein will now be described in detail with reference to the accompanying drawings.

[0033] This disclosure provides a handheld learning device 100, which can be a dictionary pen, a listening and speaking aid, a repeater, a learning machine, or other similar devices. The details of this solution will be described below.

[0034] like Figure 1a As shown, the handheld learning machine 100 provided in this disclosure includes a main body and a control board fixedly installed in the main body. The handheld learning machine 100 also includes: a mounting end, which is disposed at one end of the main body in the length direction, and a first scanning component that is communicatively connected to the control board is mounted on the end face of the mounting end; and a microphone 115, which is protrudingly disposed at the other end of the main body opposite to the mounting end, and is communicatively connected to the control board.

[0035] In one specific embodiment, this disclosure provides a handheld learning device 100. The handheld learning device 100 is designed to include a cuboid-shaped main body, which houses a control board responsible for handling the operation and functions of the device. A mounting end is provided at one end of the main body along its length. A first scanning component, which is communicatively connected to the control board, is mounted on the end face of the mounting end. A microphone 115 is protruding from one end of the main body opposite to the mounting end and is communicatively connected to the control board.

[0036] The handheld learning device 100 disclosed herein features a first scanning component mounted on its mounting end, enabling users to scan learning materials. The scanned materials are then processed and output by a control board, significantly improving learning efficiency. Simultaneously, a microphone 115 positioned opposite the scanning end not only facilitates precise mouth placement during voice interaction but also ensures clear and accurate voice input. Users do not need to frequently adjust the device's orientation; simply moving the device to their mouth allows for smooth voice input, easily facilitating tasks such as looking up word pronunciations, language learning, and engaging in conversation. This integrated design not only optimizes the user's workflow but also enhances the device's functionality and improves the user experience.

[0037] In one specific implementation, the microphone 115 is a directional microphone 115.

[0038] The microphone 115 in this solution is a directional microphone, which can not only more effectively capture sound from a specific direction, reducing background noise and sound interference from the sides or rear, thereby improving speech clarity, but also, by capturing only sound from a specific direction, reduce unintentional capture of conversations by others, thus improving privacy protection.

[0039] In one specific embodiment, the microphone 115 includes a cylindrical housing, one end of which is connected to the body, and the other end extends away from the body along the length direction; the other end has an end face, and a microphone hole is formed on the end face.

[0040] The microphone 115 in this design has a cylindrical housing with two ends along its length. One end is connected to the main body, and the other end extends away from the main body along its length. Additionally, the other end of the housing has an end face with a plurality of evenly arranged microphone holes.

[0041] The microphone 115 provided in this solution has microphone holes evenly distributed on its end face, which can ensure that sound enters the microphone 115 evenly from multiple angles. This helps to improve the efficiency and uniformity of sound capture, especially in scenarios where stereo or surround sound needs to be captured.

[0042] Those skilled in the art will understand that in other embodiments, microphone holes may be provided not only on the end face but also on the peripheral wall of the housing.

[0043] Those skilled in the art will also understand that the housing of microphone 115 does not necessarily have to be a regular cylinder. The specific shape can be set according to different needs. For example, the housing of microphone 115 can be designed to be composed of four interconnected peripheral walls, which provides more structural flexibility and stability. To enhance aesthetics and reduce stress concentration during the manufacturing process, these peripheral walls are chamfered at the joints, making the curved surfaces at the joints smoother.

[0044] In one specific implementation, the body includes an upper wall 110 having a preset length and a preset width, and the microphone 115 is disposed at the center of the upper wall 110.

[0045] In this solution, the main body has an upper wall 110 at the end away from the mounting end in the length direction. The upper wall 110 has a preset length and a preset width, and the microphone 115 is located at the center of the upper wall 110.

[0046] In one specific implementation, the body includes an upper wall 110 having a preset length and a preset width, and the microphone 115 is disposed in the region between the center of the upper wall 110 and any edge of the upper wall 110 along its length. It is worth noting that in this embodiment, the length direction of the upper wall refers to the width direction of the body, and the width direction of the upper wall refers to the thickness direction of the body.

[0047] In this design, the main body includes an upper wall 110 with a preset length and a preset width. The upper wall 110 has a first edge and a second edge at its two ends along its length. The microphone 115 can be positioned between the center of the upper wall 110 and the first edge along its length, or between the center of the upper wall 110 and the second edge along its length. When the main body is in a vertical position, there exists a centerline passing through the center of the upper wall 110. However, the microphone 115 in this design is not positioned along this centerline, but rather offset from it.

[0048] In one specific implementation, the upper end wall 110 also has a protruding connector 116, and the connector 116 is also provided with a through hole, wherein the extending direction of the through hole is perpendicular to the protruding direction of the connector 116.

[0049] The microphone 115 is located in the area between the center of the upper wall 110 and one edge of the upper wall 110 along its length, and the connector 116 is located in the area between the center of the upper wall 110 and another edge of the upper wall 110 along its length.

[0050] In this design, the upper wall 110 of the main body not only has a protruding microphone 115, but also a protruding connector 116. The microphone 115 is located in the area between the center of the upper wall 110 and one edge of the upper wall 110 along its length, while the connector 116 is located in the area between the center of the upper wall 110 and the other edge of the upper wall 110 along its length. This arrangement means that when the main body is in a vertical position, the microphone 115 and the connector 116 are located on both sides of the centerline of the main body, and are symmetrically distributed at both ends along the length.

[0051] In addition, the connector 116 is provided with a through hole. The extension direction of this through hole is perpendicular to the protrusion direction of the connector 116. That is, when the main body is placed vertically, the protrusion direction of the connector 116 is consistent with the main body and is vertical, while the through hole extends horizontally. This design allows the lanyard to pass through the through hole and be fixed to the handheld learning machine 100, after which the lanyard can be conveniently hung around the user's neck.

[0052] This design increases the portability and practicality of the device by incorporating a through hole in the connector 116. Users can simply loop the lanyard around their neck when needed, freeing their hands and improving ease of use. Furthermore, this design helps prevent the device from accidentally falling or being lost during transport, enhancing its safety.

[0053] In one specific implementation, the connector 116 and the microphone 115 are symmetrically arranged along the center of the upper wall 110. Specifically, the connector 116 and the microphone 115 are symmetrically arranged along the center line of the upper wall 110, meaning that these two structures are not only located on opposite sides of the center of the upper wall 110, but are also mirror-symmetrical with respect to the center line of the main body. This symmetrical layout not only provides a visually balanced and harmonious aesthetic, but also functionally helps to distribute the weight of the device, making it more stable and comfortable to use.

[0054] In one specific implementation, the connector 116 is identical in size and shape to the microphone 115. That is, the microphone 115 and connector 116 are not only symmetrically positioned but also consistent in shape and size. This design means that the microphone 115 and connector 116 present a mirror-symmetrical layout, evenly distributed along the center line of the upper wall 110, and are identical in size and form. This consistent design provides a unified and harmonious visual appeal, enhancing the overall aesthetics of the device.

[0055] The handheld learning machine 100 disclosed herein, with a microphone 115 set at one end opposite the scanning end, not only makes it easier for the user to align the microphone with their mouth during voice interaction, but also ensures the clarity and accuracy of voice input, thereby improving the user experience.

[0056] The handheld learning machine 100 disclosed herein is equipped with not only a microphone 115, but also a volume control knob. The type and location of the microphone 115 have already been described above; the following section details the information regarding the knob.

[0057] In some embodiments, the handheld learning device disclosed herein is also equipped with a volume control knob. Specifically, the knob 105 is located on the front sidewall 101 and is communicatively connected to the control board. During use, the user holds the handheld learning device 100, performs a scanning operation, and their thumb rests against the front sidewall 101. When volume adjustment is needed, the user simply positions their thumb directly on the knob 105 and rotates it to increase or decrease the volume, making operation more convenient.

[0058] In one specific implementation, a potentiometer is internally located within the knob 105, which is connected to the control board via a wire. Specifically, a through-hole is provided on the bottom or peripheral wall of the recess for the wire to pass through, allowing the wire to connect to the controller inside the main body. In use, the potentiometer changes its resistance value by rotating, thereby generating a voltage signal corresponding to the volume level. This signal needs to be transmitted to the control board, which adjusts the output volume based on the signal received from the potentiometer using its internal audio processing circuitry.

[0059] Those skilled in the art will understand that in other solutions, instead of a potentiometer on the knob, an infrared sensor connected to the control board can be installed on the handheld learning device. This infrared sensor is positioned towards the knob to detect the knob's rotation angle and transmit the detected angle to the control board. In other words, the knob communicates with the control board via a sensor. Specifically, the sensor can be located in a recess, or, as needed, on the front wall of the handheld learning device or inside the main body.

[0060] In some implementations, to enhance the user experience and ensure stability when adjusting volume, the knob design of the handheld learning device incorporates an anti-slip texture. The anti-slip texture can be implemented in various ways, such as... Figure 1a The form shown is provided on the outer periphery of the knob, but it can also be provided in other locations on the upper surface of the knob. The specific form of the anti-slip texture can be set as needed. For example, the anti-slip texture can be a raised decorative element on the upper surface of the knob.

[0061] In one specific implementation, the handheld learning machine 100 provided by this solution has a groove 104 on its front sidewall 101, extending towards the rear sidewall 102. The groove 104 is sized and has a contour that matches the knob 105, and the knob 105 is fixedly installed in the groove 104. During installation, after the knob 105 is placed in the groove 104, a fastener is then used to pass through the central axis of the knob 105 and the bottom wall of the groove 104 in sequence, thereby fixing the knob 105 in the groove 104. During use, the knob 105 is rotated around the fastener to adjust the volume.

[0062] In this design, the thickness of the knob 105 is greater than the depth of the groove 104. When the knob 105 is fixed in the groove 104, the upper surface of the knob 105 protrudes from the outer surface of the front sidewall 101. It is worth noting that the thickness direction of the knob 105 is the same as the thickness direction of the body, that is, the direction of extension from the front sidewall 101 to the rear sidewall 102.

[0063] Those skilled in the art will also understand that in other embodiments, the thickness of the knob 105 is less than or equal to the depth of the groove 104. That is, in other embodiments, when the knob 105 is fixed in the groove 104, the upper surface of the knob 105 being flush with or lower than the outer surface of the front sidewall 101 also falls within the protection scope of this solution. In this solution, the knob 105 is flush with or slightly lower than the outer surface of the front sidewall 101. This design maintains the overall aesthetics of the device, with no protruding parts, making the device appearance neater and more harmonious. Furthermore, this design reduces the possibility of accidental volume changes due to touch, especially when carrying or storing the device, avoiding inconvenience caused by accidental touch.

[0064] Furthermore, in this design, the width of the knob 105 is smaller than the width of the corresponding groove 104. Those skilled in the art will understand that if the width of the knob 105 is equal to the width of the groove 104, the knob will not be able to rotate smoothly within the groove 104, which will severely impact the user's operating experience and may cause the knob to malfunction. Only when the width of the knob 105 is smaller than the width of the groove 104 can the user's finger easily apply rotational force to the knob 105, thereby achieving volume adjustment.

[0065] Those skilled in the art will also understand that in other embodiments, the solution of this application can be achieved by not providing the groove 104 on the front sidewall 101 and by directly mounting the knob 105 on the outer surface of the front sidewall 101.

[0066] In some embodiments, the main body of this solution is equipped with a pressure sensor that communicates with the control board, the main function of which is to receive the pressing signal of the knob 105. Specifically, the process of adjusting the volume includes the following two steps: First, the user rotates the knob 105 to adjust the volume: the user first increases or decreases the volume by rotating the knob 105 until the desired volume level is reached. Second, the user confirms the volume setting: after the volume is adjusted to the user's preset level, the user needs to confirm this setting by sending a pressing signal to the pressure sensor. Once confirmed, the device will use the determined volume for subsequent voice playback. This design in this solution allows the user to have a clear confirmation step when adjusting the volume, ensuring the accuracy and stability of the volume setting. Through the combined operation of rotating the knob 105 and pressing to confirm, the user can control the volume more precisely, while avoiding accidental changes to the set volume during adjustment.

[0067] In one specific implementation, the outer surface of the bottom wall of the groove 104 abuts against the knob 105, and the pressure sensor is fixed to the inner surface of the bottom wall of the groove 104. That is, the pressure sensor in this solution does not directly contact the knob 105, but rather indirectly through the bottom wall of the groove 104. When the user needs to confirm the volume, pressing the knob 105 applies a force to the bottom wall of the groove 104, which is then transmitted to the pressure sensor. Because the knob 105 and the pressure sensor do not directly contact each other, it is less likely that the user will accidentally trigger the pressure sensor when rotating the knob 105, thus reducing the possibility of misoperation.

[0068] In one specific implementation, to provide a tactile feel during knob rotation, a damping device can be provided in the groove. For example, the damping device can be a uniformly arranged protrusion structure on the periphery of the groove.

[0069] In one specific implementation, to facilitate user volume adjustment, a specific position on the front sidewall is set as a standard position to indicate the reference point for volume adjustment. Meanwhile, the knob is equipped with pointer or numerical scale markings to clearly display the current volume level.

[0070] When using the handheld learning device, users can rotate the knob to align the scale markings on the knob with the standard position on the front wall. This design makes volume adjustment intuitive and easy to operate; users simply need to align the desired volume scale marking with the standard position on the front wall to achieve precise volume adjustment. This design not only improves user convenience but also makes volume control more accurate and reliable.

[0071] In another specific implementation, the volume adjustment mechanism of the handheld learning device has been further optimized, achieving more precise and convenient operation by incorporating a pressure sensor. Specifically, in addition to setting a standard position on the front sidewall and adding scale markings on the knob to indicate the current volume level, this solution also introduces pressure sensor technology.

[0072] When adjusting the volume, the user first rotates the knob to align the desired volume scale mark with the standard position on the front side wall. This step allows the user to visually see and select the desired volume level. Then, the user applies pressure, sending a press signal to the pressure sensor, which confirms the selected volume setting.

[0073] This design, combining visual and tactile feedback, allows users to more accurately adjust and confirm the desired volume. The introduction of a pressure sensor not only improves ease of operation but also reduces the possibility of accidental operation, making volume adjustment more intuitive and reliable. This design fully considers user habits and experience, enhancing the practicality and user satisfaction of the handheld learning device.

[0074] In some embodiments, the front sidewall 101 of the handheld learning machine 100 has a thumb positioning area 107. Specifically, in this design, the thickness of the knob 105 is greater than the depth of the groove 104, meaning the upper surface of the knob 105 protrudes from the outer surface of the front sidewall 101. Additionally, the front sidewall 101 also has a display window 106 protruding from its outer surface. The thumb positioning area 107 refers to the area between the lower end of the display window 106 and the upper end of the knob 105. The presence of the thumb positioning area 107 in this design takes ergonomics into account. This design allows the user's thumb to naturally rest in the thumb positioning area 107 when using the handheld learning machine 100, facilitating one-handed operation and allowing the user to quickly locate the knob 105 through the thumb positioning area 107 for volume adjustment, thus improving operational efficiency. Furthermore, when using the handheld learning machine 100 in moving or unstable environments, the thumb positioning area 107 provides a better grip, reducing the risk of the handheld learning machine 100 slipping.

[0075] In one specific implementation, the thumb positioning area 107 is provided with a recessed structure to provide a comfortable placement position for the user's thumb. This recessed design not only conforms to ergonomic principles but also ensures that the user's thumb can be naturally placed in the recess when using the device, thereby quickly and accurately positioning the knob 105 for operation.

[0076] In some implementations, the vertical distance between the lower end of the display window 106 and the upper end of the knob 105 is 10mm-20mm. That is, the height range of the thumb positioning area 107 in this design is 10mm-20mm. Considering the different pen-holding habits of various users, this handheld learning machine design specifically introduces an adjustable thumb positioning area 107, designed with a specific height range to meet the gripping habits of different users. This design allows users to choose different heights for their thumb according to their comfort and preferences.

[0077] The handheld learning machine 100 disclosed herein also includes a speaker. Specifically, the speaker is disposed on the rear side wall 102 for voice broadcasting. Specifically, the speaker is disposed opposite to the display window 106.

[0078] In one specific implementation, the handheld learning machine 100 disclosed herein not only has a knob 105 on the front side wall 101, but also a volume button 108 on a right side wall 103-1 connected to and perpendicular to the front side wall 101. This solution provides two different volume adjustment methods: the knob 105 and the button 108, to meet the usage habits and preferences of different users. Users can choose to use either the knob 105 or the button 108 according to their grip style, and regardless of the method, the volume can be quickly adjusted, improving the ease of operation.

[0079] The knob 105 and volume buttons 108 can operate independently, controlling different speakers for different scenarios. For example, one speaker might play the text recognized during scanning, while the other plays the voice of other applications on the device, such as a smart assistant. The knob 105 and volume buttons 108 can also work together. When they work in tandem, users can choose the most suitable operation method based on their preferences and the current usage scenario. For instance, a user can first use the knob 105 for coarse adjustment to find the approximate volume range, and then use the volume buttons 108 for fine-tuning to achieve precise volume control. Alternatively, when a quick volume adjustment is needed, the user can directly use the volume buttons 108.

[0080] In one specific implementation, the knob 105 is cylindrical. The cylindrical knob 105 is designed to conform to the natural grip shape of the fingers, providing a better grip and operational comfort, and reducing user fatigue during use.

[0081] In some embodiments, the vertical distance between the center of the knob and the end of the housing that abuts the object to be scanned is 20mm-40mm. This embodiment describes the height of the knob when the body is in a vertical position. This height range ensures that the knob 105 is neither too close to the lower end of the handheld learning device 100, avoiding the need for the user's thumb to move significantly when adjusting the volume, nor obstructing the user's view with a protruding knob, nor too close to the middle area of ​​the handheld learning device 100, resulting in a high thumb positioning area 107. This provides a better user experience.

[0082] The handheld learning device disclosed herein allows for more convenient volume adjustment, improving the user experience.

[0083] like Figure 1a and Figure 1b As shown, in some embodiments, the mounting end 113 of the handheld learning machine 100 provided in this disclosure has an inclined end face, on which at least a first scanning component 111, which is communicatively connected to a control board, is mounted. Additionally, a support portion 109 is connected to the mounting end 113. Specifically, one end of the support portion 109 is connected to the mounting end 113, and the other end extends along its length away from the mounting end and contacts the object to be scanned, providing stability and support. Furthermore, the support portion 109 is provided with a scanning window. During use, the user aligns the scanning window with the text so that the first scanning component 111 can capture and process the text information.

[0084] In this design, when the handheld learning machine 100 is in a vertical position, the end face at the mounting end is not horizontal but tilted. The first scanning component 111 has a mounting base that is vertically mounted on the tilted end face. Therefore, the first scanning component 111 is also tilted, forming an angle with the horizontal plane. This design optimizes the scanning angle, making it more user-friendly, improving scanning convenience and accuracy, and increasing scanning efficiency.

[0085] In one specific implementation, the first scanning component 111 includes a first camera 111-1 and two first supplementary lights 111-2. The first camera 111-1 is used to scan an image of the object to be scanned (such as text) so that the handheld learning device can perform further processing and recognition. The first supplementary lights 111-2 work in conjunction with the first camera 111-1 to provide additional light during the scanning process, ensuring that the camera can capture a clear and easily identifiable image.

[0086] In one specific implementation, the angle between the inclined end face and the horizontal extension surface is 0 degrees to 36 degrees. This design means that the angle between the first scanning component 111 disposed on this end face and the horizontal plane is also 0 degrees to 36 degrees. Those skilled in the art will understand that this tilt angle is designed to make it easier for the user to align the object to be scanned during scanning.

[0087] Compared to the traditional mounting end 113 where the end face is parallel to the object to be scanned, this design features an angled end face that makes the first scanning component 111 more directly facing the object during use. This design not only improves user comfort but also allows for a larger scanning range because the scanning component can be more directly aligned with the text. Therefore, this angled end face design not only enhances the user experience but also improves the scanning efficiency and range of the handheld learning device.

[0088] In one specific implementation, when the handheld learning device 100 is in a vertical position, the vertical distance between the center of the first scanning component 111 and the plane containing the end of the support portion 109 furthest from the mounting end 113 is 15mm-35mm. That is, the height range of the first scanning component 111 in this solution is 15mm-35mm. This height range allows for the selection of a larger FOV (field of view), thereby expanding the scanning range. Furthermore, this height range reduces the interference of shadows from fingers or the device on the scanning results, improving scanning accuracy.

[0089] The above scheme describes the mounting end and the first scanning component 111 in detail. Next, the structure of the support part 109 will be described in detail.

[0090] In one specific embodiment, the support portion 109 includes a first support portion 1091 and two symmetrically arranged second support portions 1092. Specifically, the body includes a shell, which includes a front sidewall 101 and a rear sidewall 102 arranged opposite to each other, and a left sidewall 103 and a right sidewall 103-1 respectively connecting the front sidewall 101 and the rear sidewall 102. The shell can be manufactured using a one-piece molding method, which directly forms a complete shell structure using a single material or mold, ensuring the strength and integrity of the shell. Alternatively, the shell can be assembled from various sidewalls, and this modular design allows for a more flexible manufacturing and assembly process. For example, the left sidewall and the right sidewall can be respectively provided on the front sidewall or the rear sidewall, forming the shell by abutting. This design makes the connection of the various sidewalls more flexible, facilitating assembly and maintenance. In addition, the front sidewall and the rear sidewall can be designed with extensions at both ends in the width direction, and these extensions can abut each other to form the left sidewall and the right sidewall. That is to say, the division of the various sidewalls in this embodiment is defined with respect to the molded body, rather than based on the manufacturing process.

[0091] One end of the first support portion 1091 is connected to the front sidewall 101 of the body at the mounting end 113, and the other end extends first along the length direction away from the mounting end 113, and then extends towards the extension surface of the rear sidewall 102 of the body. One end of a second support portion 1092 is connected to the left sidewall 103 of the body at the mounting end 113, and the other end extends first along the length direction away from the mounting end 113, and then extends perpendicularly towards the extension surface of the right sidewall 103-1. One end of another second support portion 1092 is connected to the right sidewall 103-1 of the body at the mounting end 113, and the other end extends first along the length direction away from the mounting end 113, and then extends perpendicularly towards the extension surface of the left sidewall 103.

[0092] More specifically, the extended ends of the first support portion 1091, the extended ends of the two second support portions 1092, and the rear sidewall 102 of the main body at the mounting end 113 form a scanning window. The handheld learning machine 100 provided in this solution is also equipped with a pressure-sensitive component that communicates with the control board. The pressure-sensitive component can be installed only on the first support portion 1091, or it can be installed on both the first support portion 1091 and the second support portions 1092. Of course, those skilled in the art will understand that the pressure-sensitive component can also be installed in other locations depending on the actual situation.

[0093] It is worth noting that the first support portion 1091 in this design has two extension segments: one extending along the length of the body and the other extending along the thickness of the body, with a smooth arc at the connection point. The second support portion 1092 also has two extension segments: the first extending along the length of the body and the other extending along the width of the body, with a smooth arc at the connection point.

[0094] In another specific embodiment, the scanning window of the handheld learning machine 100 is surrounded by several specific components, including the extended end of the first support 1091, the extended ends of the two second support 1092, and the end of the extended section of the rear sidewall 102 of the main body at the mounting end 113. One end of the extended section on the main body is connected to the rear sidewall 102, and the other end extends away from the mounting end 113 along the length direction.

[0095] Specifically, an extension section is provided on the rear sidewall 102 of the main body at the mounting end 113. The end of this extension section, together with the end of the first support 1091 and the ends of the two second support sections 1092, forms the boundary of the scanning window. This design allows the extension section of the rear sidewall 102 to shield the first scanning component 111, thereby providing physical protection for the first scanning component 111. This protection mechanism effectively prevents the first scanning component 111 from being scratched or damaged during daily use, ensuring the stability of the scanning window and the safety of the camera module.

[0096] It is worth noting that in this design, the scanning window is designed with a preset width, specifically between 28mm and 43mm. This width refers to the direction of extension from the left side wall 103 to the right side wall 103-1 of the main body, meaning the scanning window extends along the width direction of the handheld learning device 100. Furthermore, the scanning window is designed with curved ends in the width direction. That is, the ends of the two second support portions 1092 are set in a bracket-shaped structure. This design not only provides a clearly defined scanning area, but the curved ends also help reduce discomfort that the edges of the scanning window may cause to the user, while also increasing aesthetics.

[0097] In one specific implementation, to avoid the end of the first support portion 1091 obstructing the first scanning component 111, the position and shape of the first support portion 1091 are specifically designed. Specifically, when the handheld learning machine 100 is in a vertical position, the extended end of the first support portion 1091 is designed not to exceed the projection of the first scanning component 111 onto the horizontal plane. This design logic ensures that the first scanning component 111 is not interfered with by the end of the first support portion 1091 during scanning operations, thereby guaranteeing a smooth scanning process and accurate scanning results.

[0098] Those skilled in the art will understand that the extension length of the first support portion 1091 is designed to be greater than the extension length of the rear sidewall 102. When the handheld learning machine 100 is in a vertical position, the end face closer to the object to be scanned at vertical distance is connected to the front sidewall 101, and the end face farther from the object to be scanned at vertical distance is connected to the rear sidewall 102. That is, in this design, the length of the front sidewall 101 is greater than the length of the rear sidewall 102, one end of the mounting end 113 is connected to the rear sidewall 102, and the other end is connected to the front sidewall 101. This design, by limiting the tilt direction of the end face, enables the first scanning component 111 to perform scanning operations more effectively.

[0099] In some specific implementations, those skilled in the art will understand that the support portion can be integrally formed with the housing or can be assembled from independent components. When the support portion is integrally formed with the housing, the first support portion is formed by extending downward from the end of the front sidewall, and the two second support portions are formed by extending downward from the ends of the left sidewall and the right sidewall.

[0100] When the support and housing are not integrally formed, they are several independently configured components, which are then fixed together by adhesive or other means. In this case, to prevent the extensions of the support 109 and the rear sidewall 102 from obstructing the content to be scanned, this solution uses a transparent material to fabricate the support 109 and the extensions of the rear sidewall 102. For example, the transparent material can be glass, plastic, etc.

[0101] In some embodiments, the handheld learning machine 100 in this solution has a large scanning range due to the design of its end face and the placement and height of the first scanning component 111. Specifically, when the body of the handheld learning machine 100 is in a vertical position, since the first scanning component 111 is disposed on an inclined end face, the first scanning component 111 has a preset scanning range in the direction towards the rear sidewall 102. Specifically, the scanning length of this scanning range is set between 25mm and 80mm, and the scanning width is set between 35mm and 80mm. This design allows the handheld learning machine 100 to cover a wide text area in different directions. In this solution, the direction of the scanning length is along the extension direction from the front sidewall 101 to the rear sidewall 102 of the handheld learning machine 100 body, which means that the user can scan longer lines of text along this direction. The extension direction of the scanning width is from the left sidewall 103 to the right sidewall 103-1 of the body, which allows the user to cover a wider text area in width. This scanning range setting ensures the efficiency and applicability of the handheld learning machine 100 in actual use.

[0102] Of course, those skilled in the art will understand that the scanning range of the first scanning component 111 in the handheld learning machine is determined by two key factors: the tilt angle range of the first scanning component 111 and the distance range between the first scanning component 111 and the end of the first support portion 1091. This design takes into account the tilt setting of the scanning component on the end face and its relative position to the support structure, thereby ensuring the flexibility and adaptability of the scanning range. By carefully designing the distance between the first scanning component 111 and the support portion 109, as well as the tilt angle of the first scanning component 111, this solution enables the handheld learning machine 100 to achieve a wide and flexible scanning range. This not only improves the accuracy and efficiency of scanning but also enables the handheld learning machine 100 to meet diverse scanning needs, enhancing its competitiveness in the market.

[0103] It is worth noting that the structure of the support is not limited to the shape described in this solution; it can have many different design forms. For example, the support can be as follows: Figure 4 and Figure 5 The structure shown specifically includes four peripheral walls, with the front peripheral wall extending longer than the rear peripheral wall. In other words, in other solutions, the support portion can adopt different shapes and structures according to specific application requirements and design specifications to adapt to different usage scenarios and functional requirements. Although these different structural designs differ in appearance and structure from the support portion described in this solution, their core purpose remains the same: to cooperate with the end face of the mounting end and the first scanning component to increase the scanning range.

[0104] like Figure 2a - Figure 2c As shown, in one specific embodiment, the first scanning component is a fisheye camera. Those skilled in the art will understand that, due to the unique profile of the fisheye camera, its mounting base is a housing 119 covering its outer periphery, which is inserted into a mounting slot formed on the mounting end for fixation. Since the end face of the mounting end in this embodiment is inclined, the fixing end of the housing is fixed perpendicular to this inclined end face. When the handheld learning device is in a vertical position, an angle is formed between the fisheye camera and the horizontal line, and this angle is between 0 and 15 degrees. That is, in this embodiment, the angle between the extended surface of the mounting end's end face and the horizontal plane is also between 0 and 15 degrees.

[0105] In one specific implementation, to further improve the scanning range of the handheld learning device 100, a second scanning component 114, which is communicatively connected to the control board, is also provided on the end face of the mounting end 113 of the handheld learning device 100, and the second scanning component 114 is spaced apart from the first scanning component 111. That is, the handheld learning device 100 provided in this solution has two scanning components, thus enabling it to scan more content. To adapt to the two scanning components, the control board in this solution also has a processing module. The function of this processing module is to organize the content scanned by the first scanning component 111 and the second scanning component 114, for example, by deleting duplicate content and integrating the remaining content.

[0106] In one specific implementation, the handheld learning device disclosed herein includes not only a first scanning component 111 but also a second scanning component 114. The second scanning component 114 is also mounted on an inclined end face at one end along the length of the main body, and has a mounting base thereon. This mounting base is vertically fixed to the end face, making the second scanning component 114 also inclined. Specifically, the second scanning component 114 comprises two parts: a second camera 114-1 and a second supplementary light 114-2. This design allows the second scanning component 114 to work collaboratively with the first scanning component 111, improving scanning efficiency and accuracy.

[0107] It is worth noting that the first camera 111-1 and the second camera 114-1 in this solution differ in vertical height, meaning they are not located on the same plane. This design allows the first camera 111-1 and the second camera 114-1 to be staggered, thereby potentially covering a wider scanning area to adapt to different usage scenarios and needs.

[0108] Those skilled in the art will understand that this solution does not specifically limit the type of camera in the first scanning component and the second scanning component; it can be the fisheye camera mentioned in the above solution, or other types of cameras.

[0109] like Figure 3 As shown, in one specific embodiment, the first scanning component 111 includes a first camera 111-1 and a first supplementary light 111-2. The first camera 111-1 on the first scanning component 111 and the second supplementary light 114-2 on the second scanning component 114 are located on the same horizontal line, and the first supplementary light 111-2 on the first scanning component 111 and the second camera 114-1 on the second scanning component 114 are also located on the same horizontal line. That is, in this embodiment, the first camera 111-1 and the second camera 114-1 are not located on the same horizontal line, but rather have a height difference in the vertical direction. This staggered layout allows the two cameras to capture images at different heights, increasing the scanning flexibility and coverage.

[0110] Those skilled in the art will understand that, in this solution, there are no strict limitations on the placement of the first camera 111-1 and the second camera 114-1, but rather a degree of flexibility is provided. This means that the positions of these two cameras can be adjusted according to the actual application scenario and requirements, as long as the first camera 111-1 and the second camera 114-1 are not placed at the same horizontal level.

[0111] Furthermore, there is no specific limitation on the connection angle between the mounting base of the second scanning component 114 and the end face of the mounting end, which provides flexibility for installation. For example, the mounting base of the first scanning component 111 is mounted vertically on the end face, while the mounting base of the second scanning component 114 is not required to be mounted vertically, but can be mounted at an angle on the end face. This design allows for an angular difference between the second scanning component 114 and the first scanning component 111. This arrangement means that the first camera 111-1 and the second camera 114-1 are not only staggered, but also have different angles. This further increases the differentiation of the scanning areas of the two cameras, enabling the handheld learning device to cover a wider area.

[0112] In one specific implementation, the horizontal distance between the center of the first scanning component and the center of the second scanning component is 9-35 mm.

[0113] Those skilled in the art will understand that the distance between cameras has a direct impact on scanning results. If the distance between the two cameras is too close, it may result in an excessively large area being scanned repeatedly, which not only reduces scanning efficiency but may also cause redundancy in data processing. Conversely, if the distance between the two cameras is too far, gaps may appear in the scanning area between them, thus missing some important scanned content and affecting the completeness and accuracy of the scan.

[0114] Therefore, in this design, the distance between the centers of the first scanning component 111 and the second scanning component 114 is set within the range of 9-35mm. This design ensures that there is sufficient distance between the two cameras to avoid excessively large overlapping scanning areas, while also ensuring that the distance between them is not too far, thus avoiding the problem of missing scanned content.

[0115] It is worth noting that, Figure 1b - Figure 3 These diagrams are specifically designed to illustrate the layout of the first and second scanning components on the end face of the handheld learning device's mounting end. They depict the relative positions and mounting methods of the two scanning components in detail to better understand how they mate with the end face of the mounting end, but do not show other components on the handheld learning device.

[0116] The handheld learning machine 100 disclosed herein has a first scanning component 111 and a second scanning component 114, both of which are mounted on an inclined end face. This dual scanning component configuration not only covers a larger text area but also reduces the number of user operations during scanning, thus improving the overall user experience.

[0117] While numerous embodiments of this disclosure have been shown and described herein, it will be apparent to those skilled in the art that such embodiments are provided by way of example only. Many modifications, alterations, and alternatives will occur to those skilled in the art without departing from the spirit and intent of this disclosure. It should be understood that various alternatives to the embodiments of this disclosure described herein may be employed in the practice of this disclosure. The appended claims are intended to define the scope of this disclosure and therefore cover equivalents or alternatives within the scope of these claims.

Claims

1. A hand-held learning machine comprising a body and a control board fixedly mounted within said body, characterized in that, The handheld learning device also includes: A mounting end is disposed at one end along the length of the main body, and a first scanning component communicatively connected to the control board is mounted on the end face of the mounting end; and A microphone, which protrudes from the other end of the body opposite the mounting end, and is communicatively connected to the control board.

2. The handheld learning machine according to claim 1, characterized in that, The microphone is a directional microphone.

3. The handheld learning machine according to claim 2, characterized in that, The microphone includes a cylindrical housing, one end of which is connected to the body, and the other end extends away from the body along its length; the other end has an end face, and a microphone hole is formed on the end face.

4. The handheld learning machine according to any one of claims 1-3, characterized in that, The main body includes an upper wall with a preset length and a preset width, and the microphone is located at the center of the upper wall.

5. The handheld learning machine according to any one of claims 1-3, characterized in that, The main body includes an upper wall with a preset length and a preset width, and the microphone is located in the area between the center of the upper wall and any one of the edges along the length of the upper wall.

6. The handheld learning machine according to claim 5, characterized in that, The upper wall also has a protruding connector, and the connector is provided with a through hole, wherein the extending direction of the through hole is perpendicular to the protruding direction of the connector.

7. The handheld learning machine according to claim 6, characterized in that, The microphone is located in the area between the center of the upper wall and one edge of the upper wall along its length, and the connector is located in the area between the center of the upper wall and the other edge of the upper wall along its length.

8. The handheld learning machine according to claim 1, characterized in that, The end face of the mounting end is inclined, and the angle between the extended surface of the end face and the horizontal plane is 0 degrees to 36 degrees.

9. The handheld learning machine according to claim 1, characterized in that, When the body is in a vertical position, the vertical distance between the center of the first scanning component and the object to be scanned is 15mm-35mm.

10. The handheld learning machine according to claim 9, characterized in that, The handheld learning device also includes a second scanning component, which is also disposed on the end face of the mounting end, wherein the vertical height of the first camera on the first scanning component and the second camera on the second scanning component are different.

11. The handheld learning machine according to claim 10, characterized in that, The horizontal distance between the center of the first scanning component and the center of the second scanning component is 9-35mm.

12. The handheld learning machine according to claim 9, characterized in that, The first scanning component includes a first camera and a first fill light, and the second scanning component includes a second camera and a second fill light; The first camera and the second fill light are located on the same horizontal line.

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