Interactive game matching device for special education

Abstract

The utility model discloses an interactive game matching device for special education, which comprises a tray, a plurality of labyrinth track plates arranged in a matrix mode are arranged in the tray, each labyrinth track plate is of a disc structure, cross-shaped grooves are formed in the surfaces of the labyrinth track plates, balls are placed in the cross-shaped grooves, and the balls are arranged in the cross-shaped grooves. The bottom of the labyrinth track plate is fixedly connected with a rotating shaft, the rotating shaft penetrates through the tray and is fixed to a rotating plate, the top of the rotating plate abuts against the tray, and the two sides of the rotating plate are each provided with a limiting column. The system has the advantages of dynamic path adjustment, multi-modal feedback, instant error correction and structured task construction, and realizes improvement of high efficiency and adaptability of cognition-movement integrated training in special education through fusion of mechanical dynamics and multi-sensory feedback.

Description

Technical Field

[0001] This utility model relates to the field of special education technology, specifically to an interactive game combination device for special education. Background Technology

[0002] In special education, students with cognitive impairments, motor coordination difficulties, or attention deficits often require interactive teaching aids for sensory integration and skills training. Current technologies mostly employ fixed maze boards or puzzle-like devices, using modular components to create fixed paths that guide the movement of a ball. While these devices can improve hand-eye coordination, they have significant drawbacks: the track modules cannot be dynamically adjusted after assembly, making it difficult to progressively increase the difficulty according to students' abilities; they rely solely on visual tracking of the ball's movement, lacking tactile resistance feedback and auditory cues, resulting in insufficient multi-sensory stimulation; and when students make mistakes, modules must be disassembled and reassembled, interrupting the teaching process and affecting training continuity. Furthermore, existing devices use a single method for marking the ball's path nodes, failing to establish task logic through color coding, thus limiting the development of complex command execution abilities.

[0003] Therefore, there is an urgent need to develop an interactive device that supports dynamic path adjustment, real-time multimodal feedback, and progressive task construction to meet the personalized training needs in special education. Utility Model Content

[0004] The purpose of this invention is to provide an interactive game-based device for special education, which has the advantages of dynamic path adjustment, multimodal feedback, real-time error correction, and structured task construction. By integrating mechanical dynamism with multisensory feedback, it achieves higher efficiency and adaptability in cognitive-motor integration training in special education, thus solving the problems in the prior art.

[0005] To achieve the above objectives, this utility model provides the following technical solution:

[0006] An interactive game device for special education includes a tray with multiple maze track plates arranged in a matrix inside the tray. Each maze track plate has a disc structure and a cross-shaped groove on its surface. A ball bearing is placed in the cross-shaped groove, and a circular hole is provided in the center of the cross-shaped groove. A removable plastic stake is inserted into the circular hole. A rotating shaft is fixedly connected to the bottom of the maze track plate. The rotating shaft passes through the tray and is fixed to a rotating plate. The top of the rotating plate abuts against the tray, and a limiting post is provided on each side of the rotating plate.

[0007] Preferably, each of the four corners of the bottom of the tray is provided with an anti-slip support foot.

[0008] Preferably, the diameter of the maze track plate is 80-100mm, and the gap between adjacent maze track plates is 0.5-1mm.

[0009] Preferably, the depth of the cross-shaped groove is 3-15mm.

[0010] Preferably, the diameter of the circular hole is 5-15 mm.

[0011] Preferably, the diameter of the ball is 10-25 mm.

[0012] Preferably, the limiting post limits the rotation range of the rotating plate to 0-45°.

[0013] Preferably, the pluggable plastic stake comprises stakes in three different colors.

[0014] Compared with the prior art, the beneficial effects of this utility model are as follows:

[0015] 1. This utility model uses a rotary plate to drive the maze track board to rotate from 0 to 45°, thereby switching between connecting and blocking adjacent cross-shaped grooves. It supports real-time dynamic reconstruction of the path and realizes dynamic path adjustment. Teachers can rotate any maze track board in real time to adjust the path complexity, such as from straight to multiple turns, to achieve progressive training in difficulty. The matrix arrangement of the maze track boards, combined with the gap design, ensures that the individual boards do not interfere with each other when adjusted independently.

[0016] 2. This utility model generates tactile vibration feedback through the friction between the ball and the edge of the cross-shaped groove. When the pluggable plastic stake collides with the ball, it emits a crisp sound, forming an auditory cues. The path connectivity is achieved by the misalignment of the groove, which forms a visual blocking feedback, thus forming a multimodal feedback mechanism.

[0017] 3. This utility model uses three-color pluggable plastic stakes to establish a color coding rule of "start point - intermediate point - end point". By plugging and unplugging the stakes, a task logic chain is constructed to cultivate the trainee's ability to execute sequentially and decompose objectives. The collaborative design of the cross-shaped groove and the round hole realizes the forced matching of the ball movement path and the node target, and simultaneously trains spatial reasoning and problem-solving abilities. Attached Figure Description

[0018] Figure 1 This is an isometric view of the overall structure of this utility model;

[0019] Figure 2 This is a bottom view of the overall structure of this utility model;

[0020] Figure 3 For the present utility model Figure 2 Enlarged view of point A in the middle;

[0021] Figure 4 This is a top view of the overall structure of this utility model;

[0022] Figure 5 This is a bottom view of the maze track board of this utility model.

[0023] In the diagram: 1. Tray; 2. Maze track; 3. Cross-shaped groove; 4. Round hole; 5. Spindle; 6. Rotary plate; 7. Anti-slip feet; 8. Limiting post; 9. Plug-in plastic post; 10. Ball bearing. Detailed Implementation

[0024] The technical solutions of the present utility model will be clearly and completely described below with reference to the accompanying drawings of the embodiments. Obviously, the described embodiments are only some embodiments of the present utility model, and not all embodiments. Based on the embodiments of the present utility model, all other embodiments obtained by those of ordinary skill in the art without creative effort are within the protection scope of the present utility model.

[0025] To address the issues in existing technologies, such as static and simplistic game-related device paths, lack of feedback dimensions, insufficient task logic, and delayed error correction, the following technical solution is proposed. Please refer to [link / reference needed]. Figure 1-5 ;

[0026] An interactive game device for special education includes a tray 1, which has a rectangular structure and anti-slip feet 7 at each of the four corners of the bottom. The device uses the tray 1 as a supporting base and the anti-slip feet 7 at the four corners of the bottom are provided with rubber pads at the bottom of the anti-slip feet 7 to form a stable teaching platform. It also makes it easy for educators to rotate the rotating plate 6 from the bottom of the tray 1 to adjust the maze track plate 2.

[0027] The tray 1 contains several maze track plates 2 arranged in a matrix. Each maze track plate 2 is designed as a precision-machined disc with a diameter of 80-100mm. Adjacent maze track plates 2 maintain a gap of 0.5-1mm to ensure that each maze track plate 2 does not interfere with the adjacent maze track plates 2 when rotating.

[0028] The surface of the maze track 2 is provided with cross-shaped grooves 3, the depth of which is between 3-15mm. The cross-shaped grooves 3 of adjacent maze track 2 can be connected or blocked to form a continuous track or a broken path. A ball bearing 10 is placed in the cross-shaped groove 3. The ball bearing has a diameter of 10-25mm and a frosted surface to ensure both anti-slip properties and smooth rolling. The instructor guides the trainee to move the ball bearing 10 by hand within the track or broken path formed by the cross-shaped groove 3.

[0029] A circular hole 4 with a diameter of 5-15mm is provided in the center of the cross-shaped groove 3. The circular hole 4 is matched with the pluggable plastic stake 9. The pluggable plastic stake 9 is set in three colors. Each color of the pluggable plastic stake 9 represents the starting point, ending point or intermediate node of the rolling path of the ball 10. The instructor guides the trainee to find and plan the movement path of the ball 10, and to make the ball 10 pass through the pluggable plastic stake 9 representing the starting point, the pluggable plastic stake 9 representing the intermediate node in sequence, and finally reach the pluggable plastic stake 9 representing the ending point.

[0030] The bottom of the maze track plate 2 is provided with a rotating shaft 5, which passes through the tray 1 and is fixed to the rotating plate 6. The top of the rotating plate 6 abuts against the tray 1, which on the one hand confines the maze track plate 2 within the tray 1 to prevent it from falling, and on the other hand allows the rotating plate 6 to be rotated and adjusted.

[0031] Each side of the rotating plate 6 is provided with a limiting post 8. The limiting post 8 limits the rotating plate 6 to rotate precisely within the range of 0-45°. A 45° rotation can completely misalign the cross-shaped groove 3, forming a path blockage. This allows educators to adjust the orientation of the cross-shaped groove 3, so that the cross-shaped grooves 3 on adjacent maze track plates 2 can form a connected or blocked line.

[0032] Working Principle: In the pre-setting stage, the orientation of each maze track plate 2 is adjusted by rotating the bottom rotating plate 6, so that the cross-shaped grooves 3 form specific connecting paths. Colored, removable plastic stakes 9 are inserted to establish task routes, such as a progressive route of red stake → 3 blue stakes → green stake. In the trainee's operation stage, the trainee uses a pinching motion with their index finger and thumb to push the ball 10 and complete the designated task along the pre-set path. During the process, the slight vibration of the ball 10 against the edge of the cross-shaped groove 3 produces tactile feedback, the real-time changes in the path connectivity produce visual feedback, and the crisp sound of the ball 10 hitting the removable plastic stakes 9 produces auditory feedback. During the teaching process, any maze track plate 2 can be rotated in real time to change the path connectivity. The difficulty is gradually increased from straight paths to complex paths with multiple turns, and incorrect paths are corrected by immediately blocking them to guide the trainee to the correct direction. Through path planning and problem solving, the trainee's spatial reasoning ability, logical thinking ability, and executive function training are developed simultaneously.

[0033] It should be noted that, in this document, relational terms such as "first" and "second" are used only to distinguish one entity or operation from another, and do not necessarily require or imply any such actual relationship or order between these entities or operations. Furthermore, 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 process, method, article, or apparatus.

[0034] Although embodiments of the present invention have been shown and described, it will be understood by those skilled in the art that various changes, modifications, substitutions and alterations can be made to these embodiments without departing from the principles and spirit of the present invention.

Claims

1. An interactive game-playing device for special education, comprising a tray (1), characterized in that, The tray (1) is equipped with multiple maze track plates (2) arranged in a matrix. Each maze track plate (2) is a disc structure. A cross-shaped groove (3) is opened on the surface of the maze track plate (2). A ball bearing (10) is placed in the cross-shaped groove (3). A round hole (4) is provided in the center of the cross-shaped groove (3). A pluggable plastic stake (9) is inserted into the round hole (4). A rotating shaft (5) is fixedly connected to the bottom of the maze track plate (2). The rotating shaft (5) passes through the tray (1) and is fixed to the rotating plate (6). The top of the rotating plate (6) abuts against the tray (1). A limiting post (8) is provided on each side of the rotating plate (6).

2. The interactive game combination device for special education according to claim 1, characterized in that, The tray (1) has a non-slip support foot (7) at each of the four corners of its bottom.

3. The interactive game combination device for special education according to claim 2, characterized in that, The diameter of the maze track plate (2) is 80-100mm, and the gap between adjacent maze track plates (2) is 0.5-1mm.

4. The interactive game combination device for special education according to claim 3, characterized in that, The depth of the cross-shaped groove (3) is 3-15mm.

5. The interactive game combination device for special education according to claim 4, characterized in that, The diameter of the circular hole (4) is 5-15 mm.

6. The interactive game combination device for special education according to claim 5, characterized in that, The diameter of the ball (10) is 10-25 mm.

7. The interactive game-playing device for special education according to claim 6, characterized in that, The limiting post (8) limits the rotation range of the rotating plate (6) to 0-45°.

8. The interactive game combination device for special education according to claim 7, characterized in that, The pluggable plastic stake (9) comprises stakes in three different colors.

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