Chopsticks for learning and game training and auxiliary tool thereof

Abstract

This utility model discloses a set of chopsticks for learning and game training, and its auxiliary tools. The chopsticks include a fixed chopstick and a movable chopstick. The rear end of the fixed chopstick is fixed between the user's thumb and forefinger, and the front end of the fixed chopstick rests against the concave part of the first joint of the ring finger. The movable chopstick has a stop protrusion about 1 / 3 of its rear end. The lower edge of the stop protrusion includes a slanted clamping part, which is pressed by the user's thumb to form a pivot for the movable chopstick to rotate relative to the fixed chopstick. The user can operate the movable chopstick by pressing it with their index and middle fingers. This design guides the user to master the correct chopstick grip and force application. The auxiliary tool includes several rings of varying sizes, which can help users understand, learn, and inherit chopstick culture in an entertaining way.

Description

Technical Field

[0001] This utility model relates to chopsticks for learning, and more particularly to chopsticks for learning and game training, and auxiliary tools thereof. Background Technology

[0002] Chopsticks, as eating utensils, are not only daily necessities but also important carriers of a profound and extensive food culture. Chopsticks are also called "zhu," so the etiquette of using chopsticks, the history of chopstick culture, and the craftsmanship of chopstick manufacturing can all be considered part of the "way of chopsticks." The applicant believes that the essence of dining etiquette begins with the way of chopsticks, highlighting their significant role in cultural transmission. However, most chopsticks on the market focus on changing materials or design, prioritizing sales over proper use and cultural preservation.

[0003] Using chopsticks correctly and skillfully is fundamental to experiencing and inheriting this cultural essence. Learning traditional chopsticks often presents certain difficulties for beginners, especially children or those unfamiliar with chopstick culture. For example, people often relax the requirements for chopstick usage to avoid affecting the atmosphere or friendship during meals. Furthermore, the current education system does not require children to learn the correct use of traditional chopsticks as a routine part of school life. These factors contribute to the difficulty in disseminating the correct chopstick usage skills in daily life. Moreover, traditional chopsticks often make it difficult for learners to master the correct grip, the coordinated application of force by each finger, and the delicate techniques of flexibly manipulating the chopsticks for picking, flicking, and lifting.

[0004] To aid learning, various types of learning chopsticks have emerged on the market. Existing learning chopsticks have made some attempts to guide beginners in holding chopsticks and provide gamified training, but they generally have shortcomings such as limited learning effects, monotonous game modes, passive training methods, insufficient ergonomic design, and limited auxiliary functions. These will be explained in detail below.

[0005] (1) Limited learning effectiveness and lack of systematic guidance:

[0006] Many improved chopstick designs only provide basic grip guidance, lacking a systematic approach to training subsequent operational skills. Users may still struggle to master the correct force application and flexible control.

[0007] (2) The game modes are monotonous, lacking in fun and sustainability:

[0008] Existing games or training methods involving chopsticks are often monotonous and fail to capture users' interest for long periods, resulting in poor training outcomes or users giving up easily.

[0009] (3) The training method is passive and lacks immediate feedback and progressive challenges:

[0010] Traditional chopstick training methods are mostly passive exercises, making it difficult for users to obtain immediate operational feedback. They also lack advanced training modes that can be adjusted according to individual learning progress, making it difficult to effectively improve the flexibility and accuracy of operation.

[0011] (4) Insufficient ergonomic design, limiting comfort and applicability:

[0012] Some modified chopsticks may overemphasize the guiding function while ignoring the differences in hand size and usage habits among different users, resulting in discomfort in holding or poor applicability.

[0013] (5) The auxiliary utensils have limited functions and lack deep integration with chopsticks:

[0014] Existing assistive devices often function relatively independently and fail to be organically integrated with the operation of chopsticks, making it difficult to provide a more comprehensive and interesting training experience.

[0015] Therefore, there is an urgent need for a learning chopstick and its auxiliary system that can effectively guide beginners to master the correct chopstick holding posture and force application techniques, while combining fun and challenging game training methods, and systematically improving the accuracy and stability of operation, so as to better promote and inherit chopstick culture. Utility Model Content

[0016] The main purpose of this utility model is to provide chopsticks and auxiliary tools for learning and game training. The chopsticks include a fixed chopstick and a movable chopstick. The rear end of the fixed chopstick is fixed between the user's thumb and forefinger, and the front end of the fixed chopstick rests against the recessed part of the first joint of the ring finger. The movable chopstick has a stop protrusion about one-third of its length from its rear end. The lower edge of the stop protrusion includes a slanted clamping part, which is pressed by the user's thumb to form a pivot for the movable chopstick's rotation relative to the fixed chopstick. The user can operate the movable chopstick by pressing it with their index and middle fingers. This design guides the user to master the correct chopstick grip and application of force. The auxiliary tool includes several rings of varying sizes, allowing users to promote understanding, learning, and inheritance of chopstick culture through fun and engaging activities. Therefore, this utility model aims to provide a novel set of chopsticks and auxiliary tools for learning and game training, overcoming the shortcomings of existing technologies.

[0017] To achieve the above objectives, this utility model provides chopsticks for learning and game training, comprising a fixed chopstick and a movable chopstick; wherein the fixed chopstick has a rear end and a front end, the rear end of the fixed chopstick is fixed between the user's thumb and forefinger, and the front end of the fixed chopstick is abutted against the recessed part of the first joint of the user's ring finger; wherein the movable chopstick has a rear end and a front end, and a stop protrusion is provided about 1 / 3 of the way from the rear end of the movable chopstick, the lower edge of the stop protrusion including a slanted clamping part for the user's thumb to press, the slanted clamping part being pressed by the user's thumb during use and serving as the pivot for the movable chopstick's pivotal movement relative to the fixed chopstick; wherein the movable chopstick is abutted against the recessed part of the first joint of the user's index finger. The concave portion presses against the area around the stop protrusion, and the concave portion in front of the first joint of the middle finger presses against the surface of the chopstick opposite to the stop protrusion. When in use, the rear end of the fixed chopstick can be first inserted between the thumb and forefinger of the user's hand and clamped, and the front end of the fixed chopstick can be placed against the area near the ring finger of the user's hand. At this time, the user presses against the oblique clamping part of the chopstick with his thumb, so that the area around the stop protrusion is clamped in the concave portion in front of the first joint of the thumb and index finger. The user can press the chopstick with the concave portion in front of the first joint of the index finger and the concave portion in front of the first joint of the middle finger, and operate the chopstick to pivot around the axis by the second joint of the index finger and the second joint of the middle finger.

[0018] In a preferred embodiment of this utility model, the length of the stop protrusion is 10mm, the maximum width and minimum width from bottom to top are 6.3mm and 4.8mm respectively, and the height is 3.1mm.

[0019] In a preferred embodiment of the present invention, an arc-shaped groove is further provided at the bottom of the inclined clamping part; wherein the length of the arc-shaped groove is 10mm.

[0020] In a preferred embodiment of the present invention, the inclined clamping part and the arc-shaped groove are further provided with an anti-slip structure.

[0021] In a preferred embodiment of the present invention, the end portion of the fixed chopstick is elliptical; wherein the fixed chopstick further has multiple anti-slip ridges; wherein the end portion of the moving chopstick is elliptical; wherein the moving chopstick further has multiple anti-slip ridges.

[0022] This utility model further provides an auxiliary tool for chopsticks used for learning and game training. The auxiliary tool includes several rings of varying sizes, which can be fitted together in an inner and outer manner. The size difference design of the rings in the auxiliary tool can guide the user to perform learning and game training operations with chopsticks, so as to train the user's accuracy and stability in chopstick operation.

[0023] In a preferred embodiment of this utility model, each collar further comprises a collar seat, a first collar, a second collar, a third collar, and a fourth collar; wherein the collar seat is a soft elastic structure, and the collar seat has an accommodating space and a base; wherein the first collar is a soft elastic structure, and the first collar is accommodating within the accommodating space of the collar seat; wherein the second collar is a soft elastic structure, and the second collar is accommodating within the collar of the first collar; wherein the third collar is a soft elastic structure, and the third collar is accommodating within the collar of the second collar; and wherein the fourth collar... The ring is a soft, elastic structure, and the fourth ring can be accommodated within the ring of the third ring; wherein the first ring, the second ring, the third ring, and the fourth ring can all be housed in the accommodating space of the ring holder; wherein, when in use, the user can use the chopsticks to perform learning and play training operations on the ring holder, the first ring, the second ring, the third ring, or the fourth ring in the auxiliary tool, providing the user with the opportunity to learn and play training operations using the chopsticks and the auxiliary tool, so as to train the user's accuracy and stability in chopstick operation.

[0024] In a preferred embodiment of this utility model, the hardness of each collar is Shore A hardness of 40 to 85 degrees.

[0025] In a preferred embodiment of this utility model, the operation for learning and game training includes operations such as clamping, flicking, poking, lifting, flipping, cutting, accompanying, pressing, blocking, or pinching.

[0026] In a preferred embodiment of this utility model, the chopsticks and the auxiliary utensil are further stored together in a packaging box. Attached Figure Description

[0027] Figure 1 This is a diagram illustrating how a user holds the fixed chopsticks in their hand.

[0028] Figure 2 This is a diagram illustrating how the user operates the chopsticks to open them upwards.

[0029] Figure 3 This is a diagram illustrating another angle from which the user's hand operates the chopsticks, opening them upwards.

[0030] Figure 4 This is a schematic diagram illustrating the operation of the user's hands, where the moving chopsticks and the stationary chopsticks are parallel and opposite each other.

[0031] Figure 5 This is a schematic diagram illustrating the operation of the user's hands, where the moving chopsticks and the stationary chopsticks are parallel and opposite to each other at another angle.

[0032] Figure 6 This is a diagram illustrating how the user uses their hands to close the chopsticks downwards.

[0033] Figure 7 This is a diagram illustrating another angle at which the user's hand operates the chopsticks to close downwards.

[0034] Figure 8 This is a diagram illustrating the operation of chopsticks at one angle when held by the user's hand.

[0035] Figure 9 This is a diagram illustrating how a user uses chopsticks and other auxiliary tools (all the rings are linked together) during game training.

[0036] Figure 10 This is a diagram illustrating how a user uses chopsticks and auxiliary tools (some of the rings are removed) during game training.

[0037] Figure 11 This is a diagram illustrating how a user uses chopsticks and other auxiliary tools (all rings are separate) during game training.

[0038] Figure 12 This is a diagram illustrating how a user uses chopsticks and auxiliary tools (at least two interlocking rings) to grasp food during game training.

[0039] Figure 13 This is a side view of the fixed chopsticks of this utility model.

[0040] Figure 14 This is a top view schematic diagram of the fixed chopsticks of this utility model.

[0041] Figure 14A yes Figure 14 A partial side sectional view.

[0042] Figure 14B yes Figure 14 A partial side sectional view.

[0043] Figure 14C yes Figure 14 A magnified view of a portion of the image.

[0044] Figure 15 This is a partial planar view of the fixed chopsticks of this utility model.

[0045] Figure 16 This is a side view of the chopsticks of this utility model.

[0046] Figure 16A yes Figure 16 A partial side sectional view.

[0047] Figure 16B yes Figure 16 A partial side sectional view.

[0048] Figure 17This is a top view schematic diagram of the chopsticks of this utility model.

[0049] Figure 17A yes Figure 17 A magnified view of a portion of the image.

[0050] Figure 17B yes Figure 17 A partial side sectional view.

[0051] Figure 17C yes Figure 17 A partial side sectional view.

[0052] Figure 17D yes Figure 17 A magnified view of a portion of the image.

[0053] Figure 18 This is a partial planar view of the chopsticks of this utility model.

[0054] Figure 19 This is a three-dimensional schematic diagram of the combination of auxiliary tools of this utility model.

[0055] Figure 20 This is an exploded three-dimensional schematic diagram of the auxiliary tool of this utility model from one angle.

[0056] Figure 21 This is a diagram illustrating the use of elastic rings on the user's hand.

[0057] Figure 22 This is a schematic diagram illustrating the operation of the user's hands after the elastic ring is put on, so that the moving chopsticks and the stationary chopsticks are parallel and opposite each other.

[0058] Figure 23 This is a diagram illustrating how the user operates the chopsticks to close downwards after putting the elastic ring on their hand.

[0059] Figure 24 This is an instructional diagram illustrating the process of adding stones to the game training when users use chopsticks and other auxiliary tools.

[0060] Figure 25 This is an operational diagram illustrating the addition of ball bearings to the user's training process using chopsticks and other auxiliary tools during game training.

[0061] Figure 26 This is a three-dimensional schematic diagram of the chopsticks and auxiliary utensils of this utility model stored in a packaging box.

[0062] Figure labeling: 1-Chopsticks; 1a-Spindle; 10-Fixed chopsticks; 11-Rear end; 12-Front end; 13-Anti-slip ridge; 20-Moving chopsticks; 21-Rear end; 22-Front end; 23-Stop protrusion; 24-Angled clamping part; 25-Arched groove; 26-Anti-slip structure; 27-Anti-slip ridge; 2-Hand; 2a-Tiger's mouth; 2b-Thumb; 2c-Ring finger; 2d-Index finger; 2e-Middle finger; 2f-Little finger; 3-Auxiliary tool; 30-Ring seat; 30a-Accommodation space; 30b-Bottom Seat; 31-First ring; 32-Second ring; 33-Third ring; 34-Fourth ring; 4-Packaging box; 5-Elastic ring; 6-Stone; 7-Bead; K1-Second joint of thumb; K2-First joint of ring finger; K3-First joint of index finger; K4-First joint of middle finger; K5-Second joint of index finger; K6-Second joint of middle finger; F1-Adduction force; F2-Supporting force; F3-Thumb pressure; F4-Index finger pressure; F5-Middle finger pressure; F6-Upward pushing force; F7-Downward pushing force. Detailed Implementation

[0063] The structure and technical features of this utility model are described in detail below with reference to the illustrations. The illustrations are only used to illustrate the structural relationships and related functions of this utility model. Therefore, the dimensions of each component in the illustrations are not drawn to actual proportions and are not intended to limit this utility model.

[0064] Furthermore, to consistently depict the position of the thumb relative to the moving chopsticks, and the positions of the ring and little fingers relative to the stationary chopsticks, the applicant requires that the illustrations maintain consistency. Only the index and middle fingers pivot around their respective second joints to perform the opening, parallel, or clamping movements of the chopstick tips. Therefore, in some illustrations, the depiction of the thumb, wrinkles on parts of the hand, and the appearance or position of the stationary chopsticks must remain consistent. Figure 1 , Figure 2 , Figure 4 and Figure 6 As shown, but not intended to limit the scope of this utility model.

[0065] Chopsticks are not only a core utensil in East Asian culinary culture, but also embody thousands of years of history, etiquette, and wisdom. To promote and preserve this important cultural heritage, and especially to ensure its essence—the correct and traditional way of holding chopsticks—is continued, reference is made to… Figures 9 to 12 , Figure 24 and Figure 25 This utility model provides a pair of chopsticks 1 for learning and game training and its auxiliary tool 3, which aims to guide users, regardless of their cultural background or age, to learn to use chopsticks in a correct and traditional way, improve their operating skills through gamified training, and thus deeply experience the beauty of chopstick culture.

[0066] The chopsticks 1 consist of a fixed set of chopsticks 10 and a moving chopstick 20, such as Figures 1 to 8 As shown, the chopsticks 1 described herein do not specifically distinguish between left-handed and right-handed use; that is, chopsticks 1 are suitable for both left-handed and right-handed use, demonstrating the versatility and inclusivity of the design.

[0067] The fixed chopstick 10 has a rear end 11 and a front end 12, such as Figure 13 and Figure 14 As shown, the rear end 11 of the fixed chopstick 10 is designed to be fixed between the web 2a and the thumb 2b of the user's hand 2, as... Figure 8 As shown, the front end 12 of the fixed chopstick 10 is positioned to rest against the first joint of the ring finger 2c of the user's hand 2, such as... Figure 1 As shown; the fixed chopstick 10 is further a one-piece molded structure, but this is not limited, making it convenient to carry and requiring no assembly. The design of the fixed chopstick 10 ensures the stability of the fixed chopstick, establishing a solid foundation for beginners to hold chopsticks, and is the first step in mastering the traditional chopstick principle of "the top moves, the bottom doesn't."

[0068] The chopsticks 20 have a rear end 21 and a front end 22. A stop protrusion 23 is provided approximately one-third of the way from the rear end 21 of the chopsticks 20. Figure 16 and Figure 17 As shown, the lower edge of the stop protrusion 23 includes a space for the user's thumb 2b (as shown). Figure 2 As shown, the inclined clamping part 24 is pressed against the surface. Figure 16 , Figure 16A , Figure 17 and Figure 17A As shown, the inclined clamping part 24 can be pressed by the user's thumb 2b during use, serving as the pivot 1a for the pivotal movement of the movable chopstick 20 relative to the fixed chopstick 10, as... Figure 2 , Figure 4 , Figure 6 and Figure 8 As shown; the chopsticks 20 can be operated by pressing the recessed part of the first joint of the index finger 2d against the area around the stop protrusion 23 and by pressing the recessed part of the first joint of the middle finger 2e against the surface of the chopsticks 20 opposite to the stop protrusion 23, as shown. Figure 2 , Figure 4 and Figure 6 As shown; the chopsticks 20 are further designed as a single-piece structure, but this is not a limitation, as they are easy to carry and do not require assembly. The design of the stop protrusion 23 and the inclined clamping part 24 provides beginners with clear reference points for the application and positioning of the thumb, index finger, and middle finger, significantly reducing confusion and uncertainty about finger placement in the early stages of learning.

[0069] When in use, the rear end 11 of the fixed chopstick 10 can be embedded first (e.g., Figure 1 (As indicated by arrow A in the image) The user's hand 2 is positioned between the web of the thumb 2a and the thumb 2b, and the hand is held tightly together. Figure 2 and Figure 8 As shown, the front end 12 of the fixed chopstick 10 is positioned to rest against the vicinity of the ring finger 2c of the user's hand 2, as... Figure 2 , Figure 4 and Figure 6 As shown, at this time, the user presses the oblique clamping part 24 of the chopstick 20 with his thumb 2b, so that the surrounding area of ​​the stop protrusion 23 is clamped around the thumb 2b and the concave part of the index finger 2d about the first joint. Figure 2 , Figure 4 and Figure 6 As shown, the user can press the moving chopstick 20 against the concave part of the first joint of the index finger 2d and the concave part of the first joint of the middle finger 2e, and operate the moving chopstick 20 to pivot around the rotating axis 1a by the second joint of the index finger 2d and the second joint of the middle finger 2e (as shown). Figure 2 The direction indicated by arrow B in the image is as follows: Figure 6 (As indicated by arrow C in the diagram). This invention clearly breaks down the complex action of holding chopsticks in the traditional way into the stability of the stationary chopsticks and the flexible operation of the moving chopsticks. Through the guidance designed in this invention, beginners can intuitively understand and practice the correct chopsticks usage principle of "the top moves while the bottom remains stationary".

[0070] The use of traditional chopsticks involves complex hand muscle coordination and fine motor control. However, the chopsticks 1 of this invention are designed to provide users with a gradual and mechanically sound learning process for using chopsticks, thereby improving the efficiency and accuracy of chopstick operation.

[0071] The following is a description of the use of the chopsticks 1 of this utility model, but it is not limiting:

[0072] Step S1: Provide a pair of chopsticks 1 for learning and game training, such as Figure 1 As shown; the chopsticks 1 include a fixed chopstick 10 and a movable chopstick 20, as shown. Figure 1 As shown; wherein the fixed chopstick 10 has a rear end 11 and a front end 12, as... Figure 1 As shown; the chopsticks 20 have a rear end 21 and a front end 22, and a stop protrusion 23 is provided about 1 / 3 of the way from the rear end 21. The lower edge of the stop protrusion 23 has an oblique clamping part 24, as shown. Figure 1 As shown.

[0073] Step S2 (Regarding the grip and application of force on the fixed chopstick 10): Position the rear end 11 of the fixed chopstick 10 between the web 2a and the second joint K1 of the thumb of the user's hand 2, such as... Figure 1 and Figure 8 As shown, the thumb is clamped and fixed at the web 2a by the inward adduction force F1 of the second joint K1 of the thumb 2b towards the palm, as shown. Figure 1 and Figure 8As shown, this causes the middle section of the fixed chopstick 10 to naturally abut against the concave part of the first joint K2 of the ring finger 2c (forming a certain lever arm), as... Figure 1 As shown, at this time, the ring finger 2c provides a main upward supporting force F2 (a stable supporting torque) to the front end 12 of the fixed chopstick 10, preventing the fixed chopstick 10 from drooping, so that the entire fixed chopstick 10 remains stable under the synergistic action of the web 2a, the second joint K1 of the thumb 2b, and the ring finger 2c. Figure 1 As shown. This step ensures the static stability of the chopsticks, which is the foundation for achieving the traditional correct way of holding chopsticks, "fixing the chopsticks when lowering them," and provides a reliable reference framework for beginners.

[0074] Step S3 (Regarding the grip and application of force on the chopsticks 20): The user places the inner side of the thumb pad 2b near the side edge of the index finger 2d (i.e., the radial side of the thumb pad), applying a thumb pressure F3 towards the index finger 2d, with the thumb 2b naturally angled, to clamp the chopsticks 20 onto the angled clamping part 24, thereby stably pressing the chopsticks 20 against the index finger 2d and middle finger 2e, as shown. Figure 2 As shown. The design of the inclined clamping part 24 guides the thumb to apply force with the correct contact area and angle, avoiding common problems for beginners such as thumb slippage or improper force application.

[0075] Step S3-1 (Regarding the application of force and the formation of the pivot of the index finger 2d): The user places the index finger 2d approximately at the anterior concave part of the first joint K3 of the index finger to provide index finger pressure F4 against the front end of the stop protrusion 23, as shown. Figure 2 As shown, the middle finger 2e, with its first joint K4 recessed, provides middle finger pressure F5 against the surface of the chopstick 20 opposite to the stop protrusion 23, as... Figure 3 As shown, the lateral edge of the thumb 2b, the anterior concave portion of the first joint K3 of the index finger 2d, and the anterior concave portion of the first joint K4 of the middle finger 2e together clamp the chopstick 20, and the oblique clamping part 24 forms a virtual pivot 1a, as shown. Figure 2 As shown; the pivot 1a is the fulcrum for the opening and closing movement of the chopsticks 20. The stop protrusion 23 provides a clear support and force point for the index and middle fingers, helping beginners quickly develop a stable and correct fulcrum for controlling the chopsticks.

[0076] Step S3-2 (Regarding the force applied by the index finger 2d and middle finger 2e to open the chopstick tip of the moving chopstick 20): Using the second joint K5 of the index finger 2d and the second joint K6 of the middle finger 2e, an upward pushing force F6 is applied to the moving chopstick 20, moving it away from the fixed chopstick 10. This causes the second joint K5 of the index finger 2d and the second joint K6 of the middle finger 2e to push the moving chopstick 20 upward around the pivot 1a (generating a rotational torque), as shown below. Figure 2 and Figure 3 As shown.

[0077] Step S3-3 (Regarding the force applied by the index finger 2d and middle finger 2e to close the tip of the chopstick 20): Using the concave part of the second joint K5 of the index finger 2d and the second joint K6 of the middle finger 2e, a downward pushing force F7 is applied to the chopstick 20 towards the fixed chopstick 10, so that the second joint K5 of the index finger 2d and the second joint K6 of the middle finger 2e push the chopstick 20 to swing downwards around the axis 1a (generating a rotational torque), as shown... Figure 6 and Figure 7 As shown, it can approach the front end 12 of the fixed chopstick 10 to pick up objects.

[0078] As can be seen from the above, the design of this utility model ensures the traditional chopsticks principle of allowing the moving chopsticks to swing while the stationary chopsticks remain fixed. The design of the inclined clamping part 24 is particularly crucial, guiding the thumb to use its side edge rather than the fingertip or the entire fingertip to form the pivot required for the moving chopsticks to rotate. This better meets the requirements of precise operation and provides a stable foundation for the coordinated movement of the index and middle fingers. This design not only helps beginners get started quickly, but more importantly, it guides users from the very beginning to learn and become accustomed to the ergonomic and durable essence of traditional chopstick holding.

[0079] refer to Figure 16 The length of the stop protrusion 23 is 10mm, but is not limited.

[0080] refer to Figure 16B The height of the stop protrusion 23 is 3.1mm, but is not limited.

[0081] refer to Figure 16B The maximum width of the stop protrusion 23 is 6.3 mm, but is not limited.

[0082] refer to Figure 16A The minimum width of the stop protrusion 23 is 4.8 mm, but is not limited thereto.

[0083] refer to Figure 16 , Figure 17 and Figure 17A The bottom of the inclined clamping part 24 is further provided with an arc-shaped groove 25, but this is not limited, to facilitate the stability of the user's thumb 2b in positioning on the chopstick 20. The arc-shaped groove 25 is ergonomic, naturally conforms to the thumb pad, provides a more comfortable and stable touch, and further reduces the difficulty for beginners in positioning their thumb.

[0084] refer to Figure 17A The length of the arc-shaped groove 25 is 10mm, but is not limited.

[0085] refer to Figure 17 and Figure 17AThe inclined clamping part 24 and the arc-shaped groove 25 further have an anti-slip structure 26, but this is not limited, in order to increase the friction generated when the user's thumb 2b contacts the chopstick 20. The anti-slip structure 26 is especially important for beginners with weak hand strength or prone to sweaty hands, as it can effectively prevent fingers from slipping during operation and enhance confidence in operation.

[0086] refer to Figure 14B The end portion of the rear end 11 of the fixed chopstick 10 is elliptical, but not restricted, which helps the hand 2 to grip the chopstick more easily at the tiger's mouth 2a.

[0087] refer to Figure 14C The fixed chopsticks 10 further have multiple anti-slip raised strips 13, but are not limited thereto, which help increase the friction when the fingers come into contact with them, making it easier for users to operate and increasing their confidence. The aforementioned anti-slip raised strips 13 ensure the stability of the fixed chopsticks at the web of the thumb, the second joint of the thumb, and the ring finger, allowing beginners to focus more on practicing using the chopsticks.

[0088] refer to Figure 15 The cross-sectional shape of the front end 12 of the fixed chopstick 10 is circular, but not limited to that.

[0089] refer to Figure 17C The end portion of the chopstick 20 at the rear end 21 is elliptical, but not restricted, which helps the hand 2 to grip the chopstick more easily at the tiger's mouth 2a.

[0090] refer to Figure 17D The chopsticks 20 further feature multiple anti-slip raised strips 27, but these are not limited to a single strip. These strips help increase friction when the fingers are in contact with the chopsticks, making them easier for the user to operate and increasing their confidence. The anti-slip raised strips 27 also assist the index and middle fingers in controlling the chopsticks more effectively, reducing frustration caused by slippage and enhancing the user's willingness to learn.

[0091] refer to Figure 17B The cross-sectional shape of the front end 22 of the chopstick 20, about 1 / 3 of the way up, is circular, but this is not a limitation.

[0092] refer to Figure 18 The cross-sectional shape of the front end 22 of the chopstick 20 is circular, but not limited to that.

[0093] refer to Figure 19 and Figure 20 The auxiliary device 3 includes several collars of varying sizes, which can be fitted together in an inner-outer loop from largest to smallest; the hardness of each collar is Shore A hardness from 40 to 85 degrees, but is not limited.

[0094] refer to Figures 9 to 12The different sizes of the rings in the auxiliary tool 3 can guide users to use the chopsticks 1 for learning and game training operations, so as to train the user's accuracy and stability in chopstick operation; the learning and game training operations include, but are not limited to, operations such as clamping, flicking, poking, lifting, flipping, cutting, accompanying, pressing, blocking or scooping.

[0095] refer to Figure 19 and Figure 20 Each set of rings further includes a set of ring seat 30, a first set of rings 31, a second set of rings 32, a third set of rings 33 and a fourth set of rings 34, but is not limited thereto.

[0096] The collar seat 30 is a soft, elastic structure, having an accommodating space 30a and a base 30b, such as Figure 20 As shown.

[0097] The first ring 31 is a soft, elastic structure, and the first ring 31 can be accommodated within the accommodating space 30a of the ring seat 30, such as... Figure 19 As shown.

[0098] The second collar 32 is a soft, elastic structure, and the second collar 32 can be accommodated within the collar of the first collar 31, such as... Figure 19 As shown.

[0099] The third collar 33 is a soft, elastic structure, and it can be accommodated within the collar of the second collar 32, such as... Figure 19 As shown.

[0100] The fourth ring 34 is a soft, elastic structure, and it can be accommodated within the third ring 33, such as... Figure 19 As shown.

[0101] The first ring 31, the second ring 32, the third ring 33, and the fourth ring 34 can all be housed within the receiving space 30a of the ring holder 30, such as Figure 19 As shown; when in use, the user can use the chopsticks 1 to perform learning and game-like training operations on the ring seat 30, the first ring 31, the second ring 32, the third ring 33, or the fourth ring 34 in the auxiliary tool 3, such as... Figures 9 to 12 As shown, the chopsticks 1 and the auxiliary tool 3 are provided for users to learn and play training operations, so as to train users' accuracy and stability in chopstick operation.

[0102] This invention aims to design an ergonomic chopsticks operation training system using the chopsticks 1 and the auxiliary tool 3. The use of traditional chopsticks involves complex hand muscle coordination and fine motor control. The training system of this invention, through structural design and gamified training mode, aims to provide users with a progressive learning platform that conforms to the principles of mechanics, so as to improve the efficiency and accuracy of chopstick operation.

[0103] In the game training mode, users can interact with the chopsticks 1 and the auxiliary tool 3 (including the ring holder and multiple rings in different positions) to perform operations such as picking up, flicking, stabbing, lifting, flipping, cutting, stirring, pressing, blocking or scooping up. Mechanically, these operations can be decomposed into applying forces and torques of different directions and magnitudes to the target object. Users can train the accuracy of chopstick operation and the stability of movement during the game.

[0104] The following describes game training modes one and two of the chopstick operation training system, but does not limit the game training modes of the chopstick operation training system. The game training modes of the chopstick operation training system described below are only preferred embodiments of this utility model and are illustrative rather than restrictive.

[0105] (1) Game training mode one of the chopsticks operation training system (reference) Figures 9 to 11 ):

[0106] This mode utilizes the inner and outer collars (the collar seat 30, the first collar 31, the second collar 32, the third collar 33, and the fourth collar 34) of the auxiliary tool 3, arranged from largest to smallest, as follows: Figure 19 and Figure 20 As shown.

[0107] refer to Figure 10 The user needs to use the front end 12 of the fixed chopstick 10 and the front end 22 of the movable chopstick 20 to insert into the inside of each collar and spread it open inside to provide sufficient radial force to overcome the friction between each collar and its interior, and generate an upward or downward resultant force so that it can be taken out or put on.

[0108] refer to Figure 11 This is the state where all the rings have been separated through the removal action.

[0109] refer to Figure 9 This is the state where all the rings are fully interlocked through the interlocking action.

[0110] This process involves precise control of the static balance and motion state of each ring.

[0111] (2) Game training mode two of the chopsticks operation training system (reference) Figure 12 ):

[0112] refer to Figure 12 This mode requires the user to simultaneously grasp at least two different sized collars (the collar seat 30, the first collar 31, the second collar 32, the third collar 33, and the fourth collar 34) of the auxiliary tool 3.

[0113] This operation requires more precise fingertip control to ensure that each collar remains balanced during clamping, preventing it from slipping or colliding with each other.

[0114] The different sizes of the rings have different masses and center of gravity positions, which increases the complexity of operation and helps to train users' ability to perceive and control the static balance and motion of multiple objects.

[0115] As can be seen from the above, the chopstick operation training system established by the chopsticks 1 and the auxiliary tool 3 of this utility model can achieve the following objectives:

[0116] (1) Learning: The chopsticks 1 are designed according to the ergonomics of the user's hand, which can guide beginners to master the correct chopstick holding posture and operation skills, reduce the learning threshold, and accelerate the proficiency of using chopsticks correctly.

[0117] (2) Games: The chopsticks 1 can be used with the dedicated auxiliary tool 3 to provide a variety of game modes. Users can play games by operating the chopsticks 1 and the auxiliary tool 3, and naturally train their chopsticks skills in the process of entertainment, achieving the effect of learning through play.

[0118] (3) Training: With its ergonomic design, this chopstick 1 allows users to quickly establish a basic understanding of how to use chopsticks correctly. By using this specialized tool for advanced training, users can effectively improve the dexterity and precision of using chopsticks and ultimately master the correct way to use them.

[0119] refer to Figures 21 to 23 Before providing the chopsticks 1 to the user, two elastic rings 5 ​​are provided. Each elastic ring 5 is wrapped around and secured to the index finger 2d and middle finger 2e, and the ring finger 2c and little finger 2f, respectively, keeping the index finger 2d and middle finger 2e and the ring finger 2c and little finger 2f in a continuous state. This allows the user to easily and quickly understand the correct holding position, posture, and dexterity principle when using the chopsticks 1. This preparatory step with the elastic rings 5 ​​effectively assists beginners with no prior chopstick experience in adapting their fingers to the correct grouping and coordinated force application, laying the foundation for initial muscle memory in using the chopsticks 1. It is an extremely user-friendly introductory design.

[0120] refer to Figure 24and Figure 25 Users can add stones 6 or beads 7 to the game in the chopsticks operation training system, but there are no restrictions. It provides a variety of game modes, allowing users to add stones 6 or beads 7 when playing with chopsticks 1 and auxiliary tool 3 to increase the challenge and fun of the game. This allows users to naturally train their chopsticks skills during the entertainment process, achieving the effect of learning through play.

[0121] refer to Figure 26 The chopsticks 1, the auxiliary tool 3, the stone 6, and the bead 7 are further stored together in a packaging box 4, but not limited to this, so that users can easily store and carry the whole set of utensils and play the chopstick operation training system game anytime and anywhere.

[0122] In summary, the chopsticks 1 and auxiliary tool 3 of this invention establish a chopsticks operation training system based on the ergonomic design of the user's hand. Through clear physical structural guidance (such as the stabilizing part of the stationary chopsticks, the blocking protrusion and oblique clamping part of the moving chopsticks) and a gradual training method, it guides beginners to master the correct chopsticks-holding posture and operating skills, lowers the learning threshold, and accelerates the proficiency in using chopsticks correctly. It effectively solves the problems of existing learning chopsticks, such as limited learning effects, monotonous game modes, passive training methods, insufficient ergonomic design, and limited auxiliary tool functions, in guiding beginners to hold chopsticks and providing gamified training. This allows users to not only learn a practical skill in an enjoyable learning process but also deeply understand and enjoy inheriting the long-standing chopsticks culture, allowing this cultural treasure to shine. This invention aims to enable every learner to easily and correctly master traditional chopsticks techniques, thereby becoming an active participant and disseminator of chopsticks culture.

[0123] The above are merely preferred embodiments of the present utility model and are illustrative rather than restrictive. Those skilled in the art will understand that many changes, modifications, and even equivalent alterations can be made to the present utility model within the spirit and scope defined by the claims, but all such changes will fall within the protection scope of the present utility model.

Claims

1. A type of chopsticks for learning and game training, characterized in that, Include: A set of chopsticks has a rear end and a front end. The rear end of the chopsticks is fixed between the thumb and forefinger of the user's hand, and the front end of the chopsticks is abutted against the anterior recess of the first joint of the user's ring finger. A pair of chopsticks has a rear end and a front end. A stop protrusion is provided near the rear end 1 / 3 of the chopstick. The lower edge of the stop protrusion includes a slanted clamping part for the user's thumb to press against. When in use, the slanted clamping part can be pressed by the user's thumb and serves as the pivot for the chopstick to pivot relative to the fixed chopstick. The chopstick is operated by the user's index finger pressing against the area around the stop protrusion and the middle finger pressing against the surface of the chopstick opposite the stop protrusion by the first joint recess of the index finger.

2. The chopsticks as described in claim 1, characterized in that, The length of the stop protrusion is 10mm, the maximum width and minimum width from bottom to top are 6.3mm and 4.8mm respectively, and the height is 3.1mm.

3. The chopsticks as described in claim 1, characterized in that, The bottom of the inclined clamping part is also provided with an arc-shaped groove; the length of the arc-shaped groove is 10mm.

4. The chopsticks as described in claim 3, characterized in that, The inclined clamping part and the arc-shaped groove also have an anti-slip structure.

5. The chopsticks as described in claim 1, characterized in that, The end portion of the fixed chopstick is elliptical; the fixed chopstick has multiple anti-slip ridges; the end portion of the moving chopstick is elliptical; the moving chopstick has multiple anti-slip ridges.

6. An auxiliary tool for chopsticks used for both learning and game training, characterized in that, Include: Several rings of varying sizes, each capable of fitting together in an inner-outer loop, from largest to smallest; Each of the loops in the aid is designed with different sizes to guide the user in learning and game training operations using a chopstick as described in any one of claims 1 to 5.

7. The assistive device as described in claim 6, characterized in that, Each of the collars comprises a collar seat, a first collar, a second collar, a third collar, and a fourth collar; wherein the collar seat is a flexible structure having an accommodating space and a base; wherein the first collar is a flexible structure and can be accommodated within the accommodating space of the collar seat; wherein the second collar is a flexible structure and can be accommodated within the collar of the first collar; wherein the third collar is a flexible structure and can be accommodated within the collar of the second collar; and wherein the fourth collar is a flexible structure and can be accommodated within the collar of the third collar; wherein the first, second, third, and fourth collars can all be housed within the accommodating space of the collar seat.

8. The assistive device as described in claim 6, characterized in that, Each of these collars has a Shore A hardness of 40 to 85.

9. The assistive device as described in claim 6, characterized in that, The operations used for learning and game training include clamping, plucking, poking, lifting, flipping, cutting, accompanying, pressing, blocking, or pinching.

10. The assistive device as described in claim 6, characterized in that, The chopsticks and the auxiliary utensil were also stored together in a packaging box.

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