Drawing rope type AR interactive geometry teaching three-dimensional book
By using a drawstring-style AR interactive geometry teaching pop-up book, which combines the creation of sewing ropes with AR interactive pages, the shortcomings of traditional geometry teaching in terms of three-dimensional spatial perception and real-time interaction are solved. This achieves a combination of hands-on operation and remote learning, thereby improving the effectiveness of geometry teaching.
Patent Information
- Authority / Receiving Office
- CN · China
- Patent Type
- Utility models(China)
- Current Assignee / Owner
- 陈泳希
- Filing Date
- 2025-06-23
- Publication Date
- 2026-05-19
AI Technical Summary
Traditional geometry teaching relies on two-dimensional plane figures, which makes it difficult to cultivate three-dimensional spatial perception and lacks real-time interactive learning support. In particular, students find it difficult to understand abstract geometric concepts in extracurricular learning.
Design a drawstring-style AR interactive geometry pop-up book that combines augmented reality technology with sewn-on drawstrings to create the book. It includes built-in AR interactive pages to provide hands-on operation and remote interactive learning.
It enhances students' understanding of geometric solids and their intuitive perception of spatial relationships, achieves a seamless connection between classroom and extracurricular learning, and strengthens the fun and interactivity of learning.
Smart Images
Figure CN224256326U_ABST
Abstract
Description
Technical Field
[0001] This application relates to the field of AR interactive learning technology, and in particular to a drawstring AR interactive geometry teaching pop-up book. Background Technology
[0002] With the continuous development of educational technology, traditional paper-based textbooks and teaching methods are gradually being replaced by more interactive and personalized teaching models. Especially in geometry teaching, students often face difficulties in understanding and mastering theoretical knowledge and spatial concepts. To help students better understand the structure and spatial relationships of geometric solids, the education community has explored various teaching methods, including using models, hands-on activities, and interactive technologies to deepen students' understanding of geometric concepts.
[0003] Current geometry teaching largely relies on two-dimensional plane figures and diagrams, but this approach has limited effectiveness in cultivating three-dimensional spatial perception. Although some modern educational tools have begun to introduce solid models and 3D virtual teaching, these technologies usually require complex equipment and software support, and students may lack opportunities for hands-on practice during actual learning, thus limiting learning outcomes. Current geometry teaching is mostly confined to classroom instruction, making it difficult for students to obtain real-time interactive learning support outside of class, especially for some abstract geometric concepts, where students need additional auxiliary tools for self-study and review. Therefore, we provide a drawstring-style AR interactive 3D geometry teaching book. Utility Model Content
[0004] To address the problems mentioned in the background section, this application provides a drawstring-type AR interactive geometry teaching pop-up book.
[0005] This application provides a drawstring-type AR interactive geometry teaching pop-up book, which adopts the following technical solution: it includes: single pages, several single pages are connected by sewing strings, the first page of the book made of several single pages and sewing strings has an operation table of contents printed on it, the second page of the book made of several single pages and sewing strings has a production tool, the other side of the book with the production tool is provided with teaching text, and AR interactive pages are provided in the book made of several single pages and sewing strings.
[0006] Optionally, several of the aforementioned pages are stacked and bound together into a book using stitching cords.
[0007] Optionally, the text of the operation catalog is printed by opening the first page of a book made of several single pages and sewn together.
[0008] Optionally, the tool is made by opening a book consisting of several single pages and sewn cords and then turning to a second page.
[0009] Optionally, the corresponding teaching text can be printed on the other side of the same page of the book where the production tool is located.
[0010] Optionally, the AR interactive page can be pasted anywhere in a book made of several single pages and sewing cords, as needed.
[0011] Optionally, instructional text is provided on one side of the AR interactive page, and a single page is installed on the side of the instructional text.
[0012] In summary, this application includes the following beneficial technical effects:
[0013] This invention involves distributing several tools to students, who then stack individual pages together and sew them together using sewing twine to form a book. These pages contain pre-printed operation tables of contents and instructional text. Students can then create the entire geometric 3D book based on the operation tables of contents. After completion, students can rotate the pages they need to manipulate and use the tools to create geometric tools. After the teacher distributes AR interactive pages, students can attach these pages to areas they don't understand during their learning process. At home, students can scan the interactive codes on the AR interactive pages using their mobile devices to remotely interact with the learning process, thus improving the book's practicality in actual use. Attached Figure Description
[0014] Figure 1 This utility model provides a structural schematic diagram of a drawstring-type AR interactive geometry teaching pop-up book.
[0015] Figure 2 This utility model provides a schematic diagram of the structure and page-turning index of a drawstring-type AR interactive geometry teaching pop-up book.
[0016] Figure 3 A schematic diagram of the structure of a drawstring-type AR interactive geometry teaching pop-up book provided by this utility model.
[0017] Figure 4 This utility model provides a schematic diagram of the AR interactive structure of a drawstring-type AR interactive geometry teaching pop-up book.
[0018] Legend:
[0019] 1. Single page; 2. Sewing rope; 3. Instructional table of contents; 4. Making tools; 5. Teaching text; 6. AR interactive page. Detailed Implementation
[0020] The following is in conjunction with the appendix Figure 1-4 This application will be described in further detail.
[0021] This application discloses a drawstring-type AR interactive geometry teaching pop-up book. Example 1
[0022] like Figure 1-4 As shown, this utility model provides a technical solution: a drawstring AR interactive geometry teaching pop-up book, in which several single pages 1 are provided with sewing ropes 2, and several single pages 1 are stacked and bound together by sewing ropes 2 to form a book. The text of the operation table of contents 3 is printed on the first page after opening the book made of several single pages 1 and sewing ropes 2.
[0023] like Figure 1-4 As shown, the first page of the book made of several single pages 1 and sewing rope 2 is printed with an operation index 3. The production tool 4 is made by opening the second page of the book made of several single pages 1 and sewing rope 2.
[0024] like Figure 1-4 As shown, the other side of the book containing the tool 4 has teaching text 5. The text of the operation index 3 is printed on the first page after opening the book, which is made of several single pages 1 and sewing rope 2. When using this geometric solid book in teaching, the staff can distribute various tools to students to help them better understand geometric concepts and principles. First, the teacher will distribute a set of single pages 1 to the students. Each single page 1 contains teaching content, such as the operation index page 3 and the teaching text page 5. By stacking these single pages 1 in order, students can manually bind them into a complete geometric solid book.
[0025] like Figure 1-4 As shown, an AR interactive page 6 is set in a book made of several individual pages 1 and sewing rope 2. On the other side of the same page of the book where the production tool 4 is located, the corresponding teaching text 5 is printed. In this process, students need to use sewing rope 2 to sew several individual pages 1 into a book, thereby forming a geometric teaching tool that can be flipped through. Each individual page 1 has a pre-printed operation index 3 pages, which details the steps of the book making process and the tools required. At the same time, the teaching text 5 pages provide specific geometric knowledge content. By looking at the operation index 3, students can follow the steps in the index to complete the production of the geometric solid book step by step and understand the construction process of geometric shapes. The content of each page is closely related.
[0026] like Figure 1-4As shown, the AR interactive page 6 can be pasted anywhere in the book, which is made up of several single pages 1 and sewing rope 2, as needed. It is presented in a graphic and textual format to help students understand abstract geometric concepts during the operation. After completion, students can rotate the pages they need to operate on as needed. Each page can be made using specific tools. Students can use the production tools 4 to assemble geometric tools, including set squares, protractors, etc. Students can concretize geometric figures and shapes through hands-on operation, which helps them to understand geometric principles and structures more deeply. In addition to manual operation and physical production, this geometric 3D book is also closely integrated with modern technology to further enhance its teaching effect. During this process, teachers will distribute AR interactive pages 6 to students. These pages contain augmented reality (AR) interactive technology. In this way, students can interact with the book content during the learning process. When students encounter questions during the production process or do not understand certain geometric concepts, they can paste the AR interactive page 6 on the corresponding page to interact. This function allows students to seamlessly switch between the real world and the virtual world.
[0027] like Figure 1-4 As shown, one side of the AR interactive page 6 has teaching text 5, and the other side of the teaching text 5 has a single page 1. This not only deepens understanding but also increases the fun of learning. When students return home, they can use their mobile devices to scan the interactive code on the AR interactive page 6 to enter a remote interactive learning platform. Through the AR function provided by the platform, students can see the three-dimensional display of the solid graphics in real time, conduct further learning and operation, and even interact remotely with teachers and other students. This not only makes up for the limitations of traditional paper textbooks but also provides students with a learning opportunity anytime, anywhere, truly achieving a "seamless connection between extracurricular learning and classroom teaching." With the addition of AR technology, the geometry 3D book is not just a traditional textbook but a multifunctional interactive platform. Students can use augmented reality technology to view the structure of geometric objects more intuitively and perform dynamic operations, such as rotating, enlarging, and shrinking the graphics, or displaying the cut surfaces and different angles of geometric shapes. Teachers can also use the platform to publish teaching videos, demonstration animations, and other content to further enhance students' understanding and memory.
[0028] The implementation principle of the drawstring-type AR interactive geometry teaching pop-up book in this application embodiment is as follows:
[0029] In modern education, innovative teaching methods and tools have gradually become an important part of the teaching process, especially in geometry. How to effectively help students understand abstract geometric concepts has become a key focus for teachers. Against this backdrop, this geometry 3D book serves as a unique and innovative teaching tool, helping students deepen their understanding of geometric knowledge and cultivate their spatial reasoning abilities through hands-on activities and interactive learning. When using this geometry 3D book, staff will first distribute several necessary tools to students. These tools include a special crafting tool (4) designed specifically for this book, sewing rope (2), and some basic geometric tools such as a protractor and set squares. These tools provide students with… All necessary physical support is provided during the teaching process to ensure that every student can successfully complete the practical operation. Next, students will receive several individual sheets (Page 1), each containing the various parts of the geometry 3D book. Each page is pre-printed with important information, including a 3-page instruction table of contents and 5 pages of instructional text. The 3-page instruction table of contents provides students with clear step-by-step instructions to help them systematically complete the geometry 3D book creation task. The 5-page instructional text explains in detail the construction principles and related knowledge points of each geometric figure, helping students understand the geometric concepts involved in the creation process. Students' task is to follow the instructions in the 3-page instruction table of contents, gradually stacking these individual sheets (Page 1) together and using sewing thread (Page 2) to secure them into a complete geometry 3D book. Through this hands-on process, students not only physically completed the book's creation but also experienced the joy and sense of accomplishment of "creation." Each stitch and each page turn provided students with a more intuitive and concrete understanding of geometric construction, thereby enhancing their comprehension of geometry. In this way, students gradually encountered and understood various geometric shapes and spatial structures while creating the 3D geometry book. Simultaneously, through practical operation, they deepened their grasp of geometric principles. Students could rotate and turn the pages, select the parts they wanted to manipulate, and use tool 4 to create geometric tools. Students could not only visually observe the composition of various geometric shapes but also experience this firsthand. Through the variations and compositions of these shapes, students can better grasp the basic knowledge of spatial thinking and geometric construction. In this process, the teacher's role is not only to impart knowledge but also to provide guidance and assistance during student activities. The teacher will provide individualized guidance based on each student's learning progress and actual needs, helping students solve problems encountered. Furthermore, after the teacher distributes AR interactive page 6, students will be able to use it in conjunction with an AR application on their mobile devices. This transforms the content of the book from a static two-dimensional plane into a dynamic display based on student actions. By scanning the interactive code on AR interactive page 6, students can see a three-dimensional display of the book content on their mobile devices and even engage in real-time interaction, for example...Students can rotate geometric shapes on their mobile devices to view them from different angles, and even decompose them by tapping with their fingers to see the relationships between their components. This interactivity and dynamism not only helps students better understand and master geometry but also stimulates their interest, increases their engagement and enjoyment of learning. They can also watch instructional videos, review material, and even interact remotely with teachers to get answers to their questions. This application of augmented reality technology means that learning is no longer limited to classroom content and time. Students can flexibly arrange their learning time and methods according to their own learning progress and needs. Furthermore, AR Interactive Page 6 can provide personalized learning experiences based on individual student needs, helping them solve specific problems in their learning. Even when faced with complex geometric concepts, the visual 3D displays help students better understand abstract mathematical models.
[0030] The above are all preferred embodiments of this application, and are not intended to limit the scope of protection of this application. Therefore, all equivalent changes made in accordance with the structure, shape and principle of this application should be covered within the scope of protection of this application.
Claims
1. A drawstring-type AR interactive geometry teaching pop-up book, characterized in that, include: A single page (1), with sewing cords (2) between several single pages (1), and an operation table of contents (3) printed on the first page of a book made of several single pages (1) and sewing cords (2) after it is opened, and a production tool (4) is set on the second page after it is opened, and teaching text (5) is set on the other side of the book with the production tool (4), and an AR interactive page (6) is set in the book made of several single pages (1) and sewing cords (2).
2. The drawstring-type AR interactive geometry teaching pop-up book according to claim 1, characterized in that: Several of the aforementioned single pages (1) are stacked and bound together using sewing rope (2) to form a book.
3. The drawstring-type AR interactive geometry teaching pop-up book according to claim 2, characterized in that: The text of the operation catalog (3) is printed by opening the first page of a book made of several single pages (1) and sewing rope (2).
4. The drawstring-type AR interactive geometry teaching pop-up book according to claim 1, characterized in that: The tool (4) is made by opening the second page of a book made of several single pages (1) and sewing rope (2).
5. A drawstring-type AR interactive geometry teaching pop-up book according to claim 1, characterized in that: The corresponding teaching text (5) is printed on the other side of the same page of the book where the production tool (4) is located.
6. The drawstring-type AR interactive geometry teaching pop-up book according to claim 1, characterized in that: The AR interactive page (6) can be pasted anywhere in a book made of several single pages (1) and sewing cords (2) as needed.
7. A drawstring-type AR interactive geometry teaching pop-up book according to claim 6, characterized in that: The AR interactive page (6) has instructional text (5) on one side, and a single page (1) is installed on the other side of the instructional text (5).