Virtual Dojo

Abstract

Methods and systems to support gameplay are disclosed. The user's gameplay is received from media content associated with the game type. The user's skills involved in gameplay are determined based on the user's gameplay and the game type. The user's skill level is determined based on the user's gameplay. A training curriculum is provided to the user based on their skills and skill level when a trigger event is detected.

Description

Technical Field

[0001] The present invention generally relates to providing interactive skill training and game-specific information during a game. More specifically, the present invention relates to providing a training dashboard that allows a user to practice interactive skills related to various games and access in-game information without interrupting the user's engagement.

Background Art

[0002] Currently available interactive media such as video games may be associated with tutorials regarding mechanics and game title details. The same tutorials, supplementary information (such as combo guides, maps, or other resources), or other training materials can be accessed in a context outside of the game play session. For example, a user who is having trouble with a particular level in a game or has a problem can pause the game play session and obtain such training materials. Depending on the user's memory and knowledge regarding game play, game platforms and other hardware, game titles, and other factors, the user may need to repeatedly refer to such training materials to improve game play.

[0003] Furthermore, users unfamiliar with or inexperienced with the gameplay may not even be aware of the availability of training materials, may find it difficult to identify and obtain relevant materials, and / or may be frustrated by the need to continuously start and stop gameplay to access the training materials. For example, a user may stop or pause gameplay and only resume it after several days or weeks. In such cases, the user may forget details previously presented in the training materials. Such users may find certain mechanics and details difficult to remember, such as complex combos or button input sequences, or detailed maps including object locations and markers. Users may struggle with a particular genre of game, game mechanics, or gameplay style and want to improve their skill set and apply those skills to other similar games. Such struggles can be frustrating for users who find it difficult to remember details or complex combos.

[0004] Therefore, it is necessary to provide a customized user dashboard that facilitates the acquisition of skills related to key gameplay and the distribution of relevant information, either simultaneously or asynchronously during gameplay. [Overview of the project]

[0005] A method for supporting gameplay is disclosed. This method includes receiving the user's gameplay from media content associated with the type of game. This method also includes determining the skills involved in the user's gameplay based on the user's gameplay and the type of game. The user's skill level is determined based on the user's gameplay. A training curriculum is provided to the user based on the user's skills and skill level when a trigger event is detected.

[0006] A system for assisting gameplay is disclosed. This system includes memory and a processor that executes instructions stored in memory. The processor's execution of instructions receives the user's gameplay in media content associated with the type of game. The processor's execution of instructions also determines the user's skills involved in the gameplay based on the user's gameplay and the type of game. The user's skill level is determined based on the user's gameplay. A training curriculum is provided to the user based on their skills and skill level when a trigger event is detected.

[0007] Disclosed is a non-temporary computer-readable storage medium on which a program executable by a processor is embodied to perform a method for assisting gameplay. This method includes receiving the user's gameplay of media content associated with a type of game. This method also includes determining the user's skills involved in the gameplay based on the user's gameplay and the type of game. The user's skill level is determined based on the user's gameplay. A training curriculum is provided to the user based on the user's skills and skill level when a trigger event is detected. [Brief explanation of the drawing]

[0008] [Figure 1] This illustrates an exemplary network environment in which a system for providing custom training curricula could be implemented. [Figure 2] This shows an exemplary Uniform Data System (UDS) that could be used to provide data to a system for providing custom training curricula. [Figure 3] This flowchart shows an exemplary method for providing a custom training curriculum. [Figure 4]This shows an example graphical user interface (GUI) that may display custom training information during gameplay. [Figure 5] This shows an example menu of training materials displayed via a GUI. [Figure 6] This shows an example controller layout map displayed via the GUI. [Figure 7] This shows an example map of a virtual environment displayed via a GUI. [Figure 8] This shows an example of a subcategory within a skill type displayed on the training dashboard via the GUI. [Figure 9] This demonstrates an exemplary implementation of a custom training curriculum across multiple user devices. [Figure 10] This shows an exemplary training exercise that can be accessed from the training dashboard. [Figure 11] This shows alternative training exercises that can be accessed from the training dashboard curriculum. [Figure 12] This shows yet another alternative training exercise that can be accessed from the training dashboard. [Figure 13] This is a block diagram of an exemplary electronic entertainment system that may be used in embodiments of the present invention. [Modes for carrying out the invention]

[0009] Embodiments of the present invention include a system and method for providing a customized training curriculum. The method includes receiving a user's gameplay of media content associated with a type of game. The method also includes determining the skills involved in the user's gameplay based on the user's gameplay and the type of game. The user's skill level is determined based on the user's gameplay. The training curriculum is provided to the user based on the user's skills and skill level when a trigger event is detected.

[0010] Figure 1 shows an exemplary network environment in which a system for providing a custom training curriculum may be implemented. The network environment 100 may include one or more interactive content servers 110 that provide streaming content (e.g., interactive video, podcasts, etc.), one or more platform servers 120, one or more user devices 130, and one or more databases 140.

[0011] The interactive content server 110 can maintain, stream, and host interactive media that is available for streaming on a user device 130 over a communication network. Such an interactive content server 110 may be implemented in the cloud (e.g., one or more cloud servers). Each piece of media may contain one or more sets of object data that may be available for user participation (e.g., viewing or interacting with an activity). Data relating to the objects shown in the media may be stored in an object file 216 ("object file") by the media streaming server 110, the platform server 120, and / or the user device 130, as will be discussed in detail with respect to Figure 2.

[0012] The platform server 120 can be responsive to communicate with different interactive content servers 110, databases 140, and user devices 130. Such a platform server 120 can be implemented on one or more cloud servers. A streaming server 110 can communicate with multiple platform servers 120, but a media streaming server 110 can be implemented on one or more platform servers 120. The platform server 120 can also execute commands such as receiving user requests to stream streaming media (i.e., games, activities, videos, podcasts, user-generated content ("UGC"), publisher content, etc.). Furthermore, the platform server 120 can execute commands such as streaming streaming media content titles. Such streaming media may have at least one set of objects associated with at least a portion of the streaming media. Each set of object data may have data about objects displayed during at least a portion of the streaming media (e.g., activity information, zone information, mechanic information, game media information, etc.).

[0013] Streaming media and at least one associated object dataset can be provided by an Application Programming Interface (API) 160, which enables various types of media streaming servers 110 to communicate with different platform servers 120 and different user devices 130. The API 160 may be specific to the computer programming language, operating system, protocol, etc., of the media streaming server 110 that provides streaming media content titles, the platform server 120 that provides the media and at least one associated object dataset, and the user device 130 that receives it. Similarly, in a network environment 100 that includes multiple different types of media streaming servers 110 (or platform servers 120 or user devices 130), there may be a corresponding number of APIs 160.

[0014] The user device 130 may include multiple different types of computing devices. For example, the user device 130 may include any number of different gaming consoles, mobile devices, laptops, and desktops. In another example, the user device 130 may be implemented in the cloud (e.g., one or more cloud servers). Furthermore, such a user device 130 may be configured to access data from other storage media, such as memory cards or disk drives, which may be appropriate in the case of downloaded services, but are not limited to these. Such a device 130 may include standard hardware computing components, such as network interfaces, media interfaces, non-temporary computer-readable storage devices (memory), and processors that execute instructions that can be stored in memory, but are not limited to these. These user devices 130 may also run using a variety of different operating systems (e.g., iOS, Android®), applications, or computing languages ​​(e.g., C++, JavaScript®). The user device may include one or more devices associated with a user, or user devices that can be displayed on one or more screens.

[0015] The database 140 can be stored on the platform server 120, the media streaming server 110, server 218 (shown in Figure 2), on the same server, on different servers, on a single server, across different servers, or on any of the user devices 130. Such a database 140 can store streaming media and / or associated object datasets. Such streaming media may depict one or more objects (e.g., activities) that a user can participate in or interact with. One or more user profiles can also be stored in the database 140. Each user profile may contain information about the user (e.g., user progress within activities and / or media content titles, user ID, user's game character, etc.) and may be associated with media.

[0016] In exemplary embodiments of the present invention, a user can use a user device 130 to access and engage with interactive content hosted by an interactive content server 110. For example, during gameplay of a particular game title, a platform server 120 may analyze gameplay data and identify where the user may be struggling with a particular point in the gameplay of the game title (e.g., level, challenge, skill, or other element of the virtual environment). Data on specific in-game activities may also be acquired (more detailed in relation to Figure 2) and stored in a database 140. Thus, the platform server 120 can analyze gameplay data from the current gameplay session in real time. Such analysis may include an evaluation compared to historical data of the user or other similarly positioned users in the same or similar game titles stored in the database 140. A user may be identified as struggling based on real-world data on in-game factors such as experience level, skill level, time spent at identified in-game points, and the user's real-time reactions. The platform server 120 can use the activity data to filter and customize training materials and provide such materials to the user.

[0017] Figure 2 shows an exemplary Uniform Data System (UDS) that may be used to provide data to a system for providing a custom training curriculum. Based on the data provided by the UDS, the virtual dojo server can recognize the in-game objects, entities, activities, and events that the user has interacted with, and thus support the analysis and adjustment of in-game activities. Each user interaction may be associated with metadata such as the type of in-game interaction, its location within the in-game environment and at what point in time within the in-game timeline, and other players, objects, entities involved. Thus, the metadata can track any of the various user interactions that may occur during a game session, such as related activities, entities, settings, results, actions, effects, locations, and character statistics. Such data may be further aggregated, applied to a data model, and subject to analysis. Using such a UDS data model, contextual information may be assigned to each part of the information in a unified manner across the game.

[0018] As shown in Figure 2, an exemplary console 228 (e.g., user device 130) and an exemplary server 218 (e.g., streaming server 220, activity feed server 224, user-generated content (UGC) server 232, and object server 226) are shown. In one example, the console 228 may be implemented on either the platform server 120, the cloud server, or server 218. In an exemplary example, a content recorder 202 may be implemented on the platform server 120, the cloud server, or any server 218. Such a content recorder 202 receives content (e.g., media) from the interactive content title 230 and records it in a content ring buffer 208. Such a ring buffer 208 can store multiple content segments (e.g., v1, v2, and v3), start times for each segment (e.g., V1_START_TS, V2_START_TS, V3_START_TS), and end times for each segment (e.g., V1_END_TS, V2_END_TS, V3_END_TS). Such segments may be stored by the console 228 as media files 212 (e.g., MP4, WebM, etc.). Such media files 212 may be uploaded to the streaming server 220 for storage and subsequent streaming or use, but media files 212 may be stored on any server, cloud server, any console 228, or any user device 130. The console 228 may store the start and end times for each such segment as a content timestamp file 214. Such a content timestamp file 214 may also include a streaming ID that matches the streaming ID of the media file 212, thereby associating the content timestamp file 214 with the media file 212.Such a content time stamp file 214 can be uploaded and stored in the activity feed server 224 and / or the UGC server 232, but the content time stamp file 214 can be stored in any server, cloud server, any console 228, or any user device 130.

[0019] As the content recorder 202 receives and records content from the interactive content title 230, the object library 204 receives data from the interactive content title 230, and the object recorder 206 tracks the data to determine when the object starts and ends. The object library 204 and object recorder 206 can be implemented on the platform server 120, the cloud server, or any server 218. When the object recorder 206 detects the start of an object, it receives object data from the object library 204 (for example, if the object is an activity, user interaction with the activity, activity ID, activity start time, activity end time, activity result, activity type, etc.) and records this activity data on the object ring buffer 210 (for example, ActivityID1, START_TS; ActivityID2, START_TS; ActivityID3, START_TS). Such activity data recorded on the object ring buffer 210 can be stored in the object file 216. Such an object file 216 may also include the activity start time, activity end time, activity ID, activity result, activity type (e.g., tutorial interaction, menu access, competitive match, quest, task, etc.), and user or peer data related to the activity. For example, the object file 216 may store data about the in-game skills used, attempts to use skills, or the success or failure rate of using skills during an activity. Such an object file 216 may be stored in the object server 226, but the object file 216 may be stored in any server, cloud server, any console 228, or any user device 130.

[0020] Such object data (e.g., object file 216) can be associated with content data (e.g., media file 212 and / or content timestamp file 214). In one example, the UGC server 232 stores the content timestamp file 214 together with the object file 216 and associates the content timestamp file 214 with the object file 216 based on a matching between the streaming ID of the content timestamp file 214 and the corresponding activity ID of the object file 216. In another example, the object server 226 can store the object file 216 and can receive a query about the object file 216 from the UGC server 232. Such a query can be executed by searching for an activity ID of the object file 216 that matches the streaming ID of the content timestamp file 214 sent with the query. In yet another example, a query of the stored content timestamp file 214 can be executed by matching the start time and end time of the content timestamp file 214 with the start time and end time of the corresponding object file 216 sent with the query. Such an object file 216 can also be associated by the UGC server 232 with the matched content timestamp file 214, but this association can be done by any server, cloud server, any console 228, or any user device 130. In another example, the object file 216 and the content timestamp file 214 may be associated by the console 228 during creation of each file 216, 214.

[0021] Activity files acquired by UDS200 can be evaluated by the platform server 120 regarding the user, the game title, specific activities the user is performing in the game environment of the game title, and similar users, game titles, and in-game activities. Such data can be compared with data from the current gameplay session to pinpoint in detail how the user is struggling. For example, the platform server 120 may identify that players who are successfully engaging in the same activity may have performed specific moves associated with a particular combination of inputs, and at the same time, it may identify that the user's inputs appear similar but do not perfectly match a particular combination. Thus, the platform server 120 can filter the available training materials to identify materials related to a particular combo (e.g., controller layouts with specific input buttons marked or numbered, videos of past players using the combo, tips related to the combo). The filtered training materials may then be further provided to the user according to a profile that includes explicit preferences and historical habits.

[0022] Figure 3 is a flowchart illustrating an exemplary method for providing a custom training curriculum. The steps shown in Figure 3 are illustrative and may include, but are not limited to, their execution order, as well as various alternatives, equivalents, or derivatives. The steps of the process in Figure 3, and any alternative similar processes, may be embodied in hardware or software, including a computer-readable storage medium containing instructions that can be executed by something like a processor in a computing device. The exemplary process shown in Figure 3 may be executed repeatedly during gameplay.

[0023] In step 310, various information regarding game play is transmitted by the UDS and received by the virtual dojo. User game play data may include various specific general game information stored in the UDS object file 216. Specific game information may include data such as the type of skill used, the number of successes or failures of skill use or activity completion, the success or failure rate of skill use or activity completion, and online player-versus-player ranking information. General game information may include data such as total play time, total progress towards game completion, and play time per session. The received data is generated during the user game play session and can be collected locally on the user device 130, or it can be sent and received from the platform server 120 and database 140. The UDS and virtual dojo can exchange information about game play during active gameplay or after the game session has ended.

[0024] In step 320, each identified skill, activity, ranking, or other gameplay object received by the virtual dojo from step 310 can be classified into a skill type related to user gameplay. The virtual dojo can combine the data received from the UDS with game metadata received from the interactive content server 110, including data such as the game genre or game type. By utilizing skill types in the virtual dojo, the user's profile and gameplay can be further identified in skills of different genres by grouping individual games, genres, or similar interactions.

[0025] In one embodiment, the virtual dojo can determine the skill types associated with individual games. Determining the skill types associated with individual games may involve classifying unique game-specific interactions from object file 216 that a user may experience in the game. For example, the virtual dojo may determine the skill types of a game such as Spider-Man: Miles Morales, in which the user controls the player character, Spider-Man, in action-adventure style gameplay. Game-related skill types may include attack combination skills and character movement skills specific to the player character in the game. The virtual dojo may determine the skill types of Spider-Man: Miles Morales by, for example, grouping character action abilities for interacting with enemies, such as "web throw," "venom punch," and "spin cycle," as attack combination type skills. Furthermore, the virtual dojo may classify character action abilities that the player character interacts with the 3D environment for traversal but do not directly interact with enemy characters, such as "swing," "web zip," and "wall run," as character movement type skills.

[0026] In another embodiment, the virtual dojo can determine skill types associated with a game genre or game type. Skill types associated with a game type may include skills applicable to multiple games that share similar controls, objectives, and activities. Examples of game types include, but are not limited to, first-person shooters (FPS), third-person shooters, 2D fighting, 3D fighting, action-adventure, action role-playing, turn-based role-playing, racing, sports, puzzle, grand strategy, real-time strategy (RTS), simulation, platformer, roguelike, multiplayer online battle arena (MOBA), battle royale, stealth, fighting, and horror. A single game may be associated with multiple game types, and each game type may include skills, activities, controls, or objectives. The virtual dojo can use user gameplay data received from the game the user interacts with in step 310 to classify skills associated with each relevant game type. Examples of skill classifications for game types may include skills, activities, and objective completion tracking in FPS games such as DOOM Eternal, Destiny 2, and Tom Clancy's Rainbow Six Siege. Gameplay skills such as accurately aiming and firing weapons, firing while moving, and recognizing enemies on a map along the player's line of sight may be skill types used in playing DOOM Eternal, Destiny 2, and Tom Clancy's Rainbow Six Siege, and contribute to each game considered as part of the FPS game type. In this case, even if a game belongs to a different game type category, skill types such as aiming, moving while firing, and enemy recognition can be compared across all game types that contain the same skill types.For example, Destiny 2 may be classified as a role-playing game in addition to an FPS game because it includes skills related to the player character's progression, while Tom Clancy's Rainbow Six Siege may be classified as a real-time strategy game in addition to an FPS game because it includes skills related to real-time planning and resource usage to achieve objectives. User interactions in both Destiny 2 and Rainbow Six Siege can be compared based on similar FPS game type skills, but other skills included in each game may be excluded from the FPS skill type.

[0027] In another embodiment, the virtual dojo can determine skill types that are not associated with any one game or game type. Skill types not associated with a game or game type can be determined by extracting data from user gameplay received in step 310, by analyzing interactions with objects in object file 216, or by analyzing gameplay recorded in content recorder 202, or any other data collected by UDS in Figure 2. Analyzing object interactions and recorded gameplay may determine skills not associated with any one game or game type, including but not limited to camera angle usage, timing, dexterity, reflexes or reaction time, and hand-eye coordination. For example, reflex skills can be analyzed in FPS games by recording how quickly a user reacts to enemies on screen, by measuring the time from when an enemy appears until the user inputs a button command and fires a weapon. In action games, reflex skills can also be analyzed by measuring the time from when a button prompt appears on screen for something like a quick-time event (QTE) until the user presses the corresponding button input. In another example, timing skill can be analyzed in 2D fighting games by measuring the success rate of a user executing combination attacks that require a sequence of multiple different button inputs and subsequent inputs that require different timings to be successfully executed. Timing skill can also be analyzed in racing games by measuring the success rate of a user's car turns, which require the user to input a directional command to change the direction of the car and another input to slow the car down at the right time to successfully navigate a corner without colliding with any other car or object.

[0028] In step 330, the user's skill level may be determined by the virtual dojo. Based on the skill type determined in step 320 and the user's gameplay data received in step 310, the virtual dojo may determine the user's skill level in various individual game skills, game type-related skills, and game or game type-independent skills. Users for whom there is no available past gameplay data for game skills, game type skills, or game or game type-independent skills may be compared against predetermined thresholds for each skill. The predetermined skill thresholds for users unfamiliar with a game, game type, or game or game type-independent skill may be set by the virtual dojo system, the game developer or publisher, the interactive content server 110, or the user device 130. Skill thresholds can be set to various benchmarks, including but not limited to the success or failure rate of in-game actions, the number of skills successfully or unsuccessfully performed, and the user's ranking compared to other users in the activity. Skill thresholds can include various tiers, levels, or other evaluation systems to determine the user's aptitude for different game skills, game type skills, or non-game skills. Assessments can be made after the user interacts with game skills, game type skills, or non-game-related skills, and a skill level from the relevant skill tier can be assigned to the user.

[0029] Exemplary skill tiers and the assignment of skill levels to users may include measuring the success rate of game skills, such as a user completing objectives in a stealth game without being detected by the enemy, where detection is considered a failure and completion without detection is considered a success. Skill tiers can be divided into 25% incremental thresholds, such as success rates from 0% to 25%, 26% to 50%, 51% to 75%, and 76% to 100%, and into skill level units such as beginner, intermediate, advanced, and expert. For example, a user might attempt 20 objectives in a stealth game and be detected in 4 attempts. The user might be determined to be at the "expert" level in skill type with an 80% success rate.

[0030] In step 340, each game skill, game type skill, or non-game or non-game type skills of the user determined in step 330 can be aligned with trigger events. Trigger events may be set to various thresholds different from those set to determine the user's skill level, and engaging with them may produce different results. Trigger events may be related to an increase or decrease in user skill in a specific game skill, game type skill, or non-game or non-game type skill. Trigger events may also be related to the inability to perform a specific skill in a particular game. The threshold for trigger events can be set to a predetermined value for users who do not have available past gameplay data for a particular skill. The predetermined threshold for trigger events for users unfamiliar with a game, game type, or non-game or non-game type skill may be set by the virtual dojo system, the game developer or publisher, the interactive content server 110, or the user device 130.

[0031] In one embodiment, a trigger event may be detected when the user first fails to use a particular in-game skill. Repeated failures to perform the same skill may continue to be detected as trigger events with the same outcome, or they may trigger additional, different events with different outcomes. For example, if a user fails to use a skill necessary to progress in the game, a tutorial may be triggered to ensure the user does not become immediately frustrated. In one example, a user may be interacting with a racing game for the first time. The user may accelerate their vehicle too quickly into a corner on the race track, causing the car to flip over and become immobile. A trigger event may be detected, and a tutorial may be displayed instructing the user to "press X to flip the car." After pressing the appropriate input button, the user may be able to continue driving their vehicle, and the vehicle may flip over again as soon as the player's vehicle enters another corner. Even if the same trigger can be detected again and the same tutorial is displayed to the user, repeated failures with the same trigger event may be detected, and another tutorial may be provided, including button inputs to correct the vehicle's orientation and recommendations on controlling the vehicle to avoid flipping over.

[0032] In another embodiment, a trigger event may be detected when a user repeatedly fails to perform a skill across multiple game skill types, where the skill is not related to a game genre or game type. In such cases, the trigger event may include a count of failed attempts to use the skill type, or a predetermined threshold for the failure rate of skill performance from the relevant skill type and game type.

[0033] In further different embodiments, trigger events may be detected when a player rank increases or decreases in the same game skill, game type skill, or skill unrelated to the game or game type, compared to other players. A trigger event detected for an increase in a player's rank in a particular skill may disable the detection of previous trigger events while the user maintains that rank in the skill. A trigger event detected for a decrease in a player's rank in a particular skill may enable the detection of previous trigger events while the user maintains that rank in the skill. Other trigger events detected for changes in a player's rank in a particular skill may introduce a variety of new triggers depending on the player's rank and the associated skill type. For example, in one example, a player's rank in a skill may increase to expert level. A trigger event for ranking up to expert level in a skill may disable a trigger event for recommendations associated with the beginner level of the same skill. In another example, a player's rank in a skill may decrease to intermediate level, enabling a trigger event related to advanced techniques that may help the user master the skill when mistakes occur. Furthermore, if a player's rank in a skill repeatedly rises to a certain rank and then falls back down to the previous rank, different trigger events may be detected. Such repeated rank-ups and rank-downs may indicate that the user is stagnating or in a plateau state in their skill, and the trigger event may identify that the user needs a new or different set of information or training to improve their skill.

[0034] In step 350, the virtual dojo may provide a training curriculum based on the user's determined skill level and skill type, as previously identified in steps 310-340. User gameplay recorded by the UDS and received by the virtual dojo in step 310 may be included in the training curriculum for use in user review or as part of the training material. The training curriculum provided to the user may be presented in a variety of formats and styles, including but not limited to in-game maps, skill input lookup tables or controller sequences for performing skills, video or image tutorials with text, practice scenarios, and other displays of interactive and non-interactive media.

[0035] The training curriculum may be presented to the user and displayed on multiple devices, depending on the purpose or intended use of the materials. The training curriculum may be displayed simultaneously during continuous gameplay, during pauses in gameplay, or completely asynchronously, separate from gameplay. The first user device 130 used for playing the game may also display the training curriculum and materials, or a second user device may be used to display the content simultaneously while playing the game or asynchronously from gameplay.

[0036] In one embodiment, the training curriculum may include interactive skill training exercises utilizing a primary gameplay device or a first user device 130 and an input mechanism such as a controller, joystick, or keyboard and mouse. Such exercises or practice scenarios may be suggested to the user by a virtual dojo to practice techniques related to but separate from the gameplay itself. For example, a user identified as having a beginner skill level in an FPS multiplayer game may be presented with interactive skill training applicable to many games in the FPS genre to improve their core skill set and abilities in one or more games. An interactive training curriculum for FPS may include exercises, activities, and practice scenarios, such as tracing (tracking and shooting moving targets using only a crosshair), struffing (shooting stationary targets while moving the player's character horizontally), reflex shooting (shooting as quickly and accurately as possible by continuously moving only a crosshair to multiple appearing targets), and other similar training.

[0037] In another embodiment, a training curriculum related to a user's gameplay may be displayed on a second user device 130 simultaneously with active gameplay on a first user device 130. The second user device 130 may include any number of devices separate from the active gameplay device, such as a touchscreen phone or tablet, a display projector, or a monitor. The training curriculum displayed on the second user device may include, but is not limited to, maps related to the user's gameplay, input lookup tables of button sequences for performing skills, previously recorded gameplay of the user, and various other reference and practice materials. For example, a user who is having trouble navigating previously identified in-game levels to repeatedly access the map menu may have a map of a new area automatically displayed on the second device when they enter a new area. In another example, a user who has been unable to repeatedly perform the button combination required to activate a skill may have relevant input button information, a demo video, or a controller reference guide automatically displayed on the second user device.

[0038] In further different embodiments, a dashboard separate from gameplay may be generated and displayed to the user on a first or second user device. The user can navigate the dashboard menu to access various training curricula and related information related to gameplay and the virtual dojo. Such access to the dashboard allows the user to configure the settings of the provided training curriculum, enable or disable specific aspects of the proposed curriculum, manually select and perform training activities, and view relevant gameplay information. For example, in an FPS game, a user with a low skill rating may not be detected and may not automatically receive a prompt to participate in cross-functional skill training such as tracing, struffing, and reflex shooting. However, the user may optionally choose to engage in additional practice of such activities via the training curriculum dashboard related to the virtual dojo on the first user device 130. Alternatively, a user identified as having a low skill level and who has received a prompt to perform training exercises can follow on-screen instructions to view and participate in cross-functional exercises from the dashboard.

[0039] In another example, a user may find supplementary materials such as maps, button sequences, or input lookup tables helpful or enhance the game's enjoyment, even if they haven't been identified as having failed a skill or difficulty navigating levels above a predetermined threshold. In such cases, the user can access the training dashboard on either a first or second user device and choose to display such supplementary materials on the second device.

[0040] Steps 310–350 may be repeatedly executed by the system when the user's gameplay continues across one or more gameplay sessions in one or more games. After initially analyzing the user's gameplay, determining the skill level, determining the skill types to use, setting training curriculum thresholds and associated trigger events, and providing training exercises through the curriculum, the system continuously receives additional data and may modify any previously detected determinations. By repeating steps 310–350, the system can determine various changes to the training curriculum, such as the types and skill sets of one or more related games that the user needs to engage in additional training with, updating and adjusting thresholds, and trigger events for successful completion of related skills or additional failures in skill execution, providing new cross-functional training opportunities, matching the user with peers of similar skill levels or complementary skill types that the user can train or practice with, and determining the user's gameplay style. In one embodiment, the user may be provided with a game input lookup table because they failed to repeatedly perform one or more skills in a first game session. In subsequent game sessions, users can successfully input sequenced or consistent button presses to perform the desired skills. The user's training curriculum may be updated to reflect the lack of additional need for tutorials or input guides as the user's skill execution success rate improves. Simultaneously, the user's skill level and skill type can be updated to reflect additional proficiency in the relevant skills.

[0041] In another embodiment, the user may be presented with a training curriculum that includes cross-functional introductory FPS techniques and skills exercises. In subsequent play of the relevant FPS game, the system can detect the user's integration of the techniques into their gameplay. The system may further suggest new cross-functional training related to more advanced techniques, game-specific exercises, and various other tutorials that reflect advancements in the field.

[0042] In another embodiment, a user may play one or more Massively Multiplayer Role-Playing Games (MMORPGs). Such games typically include the user's preferred character and the style of gameplay used in multiplayer modes or scenarios. For example, a user might choose to play as a "tank" character that exhibits strong resistance to damage from enemies and protects teammates by drawing enemy attention, but deals less damage to enemies than other character archetypes can. The user can then explore new MMORPG titles, create new player characters, or search for other users to play team scenarios with. Based on the user's gameplay style, including selecting a "tank" character and having above-average skill levels in other MMORPG titles, the system may determine other users whose skills and preferences complement the user's in a team scenario and suggest them as teammates. Furthermore, a user might choose to adopt a new character archetype in such an MMORPG and begin recreating a damage-focused character, i.e., a "DPS" (damage per second) character. The system may identify relevant training curricula designed to help the user adapt to a new playstyle that differs from their usual gameplay style.

[0043] The above description is presented solely as an illustrative example of how to implement a virtual dojo system. Various other gameplay aspects, skills, tutorials, curricula, and similar implementations not described may be provided to enhance the user's enjoyment and aptitude for media content. The following descriptions and depictions, included in Figures 4 through 12, are included to further illustrate some specific examples of how to implement a virtual dojo.

[0044] Figure 4 shows an exemplary graphical user interface (GUI) that can display custom training information during gameplay. Throughout the gameplay process, the user can receive information on the screen of a first user device to guide them in understanding some of the game's content.

[0045] In one embodiment, the user's gameplay is automatically paused, and other additional resource information, such as tutorial text, controller button information, images, video demonstrations, or maps or button combination guides, is displayed overlaid on the currently paused gameplay. As the user reads, views, or otherwise consumes the information, they are prompted to perform one or more inputs. Performing one or more inputs by the user may "complete" the tutorial or training, confirm that the information has been understood, remove the overlaid information from the screen, and resume gameplay. The same tutorial, training, or information can later be accessed from the game's pause menu, home screen, or other navigation screens on the first user device.

[0046] In this system, the execution and completion of such tutorials, training, or other information can be automatically transmitted to a second user device, such as a smartphone, tablet, personal computer, or other digital display, along with the same or similar tutorials, training, or other related information. For example, as shown in Figure 4, a new gameplay skill is explained to the user in text 410, and the on-screen tutorial 420 prompts the user to press two buttons simultaneously (L1+△), automatically interrupting gameplay on the first user device. Once the required inputs are successfully performed, gameplay resumes on the first user device from which the tutorial was initially displayed, and the second user device, such as a smartphone, may automatically receive the displayed tutorial information.

[0047] In another embodiment, the user can disable the automatic sharing of tutorial or training information to a second user device and instead manually select when to transfer and display information to the second user device via an in-game menu to control the flow of necessary information on the second device. For example, the tutorial shown in Figure 4 may contain information that is general, easy for the user to remember, or not information that the user needs to recall at that moment. However, further additional information, such as a series of button combinations, a complex map, or other detailed information, may be more valuable to display on the second user device, at which point the user can choose to prioritize displaying that information.

[0048] In yet another embodiment, the Virtual Dojo, UDS, or any combination of the systems described herein may selectively measure the user's response to gameplay mechanics, object interactions, event history, or any other such gameplay data to determine when the user is struggling with missing information previously provided or accessible from non-gameplay menus. The Virtual Dojo may further incorporate additional data into the evaluation of such measurements and analyses of the user's gameplay, such as the user's historical properties related to the user's perceived skill or success in one or more games or game mechanics. Information on the user's skill level and past gameplay may determine whether a Virtual Dojo trigger is detected and activated. If such detection occurs, the Virtual Dojo may selectively and automatically share tutorials, training, or other resources with a second user device to assist the user. For example, the user may be presented with the on-screen tutorial in Figure 4 and successfully complete the tutorial. However, it may also be detected that the user repeatedly fails in further gameplay with similar but incorrect inputs, such as inputting a combination of two other buttons instead of L1+○ or L1+△. At that point, the virtual dojo automatically provides the tutorial to a second device, such as a smartphone or tablet. The information provided to the second device by the virtual dojo may be the same as the original resource, or it may include additional information to clarify things for the user. For example, the tutorial shown in Figure 4 may not be helpful in guiding the user to the correct inputs with the given information alone, if it only redisplays the labels of the inputs that need to be pressed simultaneously. Instead, the virtual dojo can modify the tutorial provided in Figure 4, which also includes a display of controller and button mappings with the required inputs highlighted, making it easier for the user to see the location of each input, as well as the input labels and titles.

[0049] Figure 5 shows an exemplary menu of training materials displayed via a GUI. The user can access menu 500 and provide some input to pause or stop gameplay. In the selected menu, the user can access one or more options related to the virtual dojo. In one embodiment, the virtual dojo menu may be implemented as a subsection of a completely separate menu, such as a menu item on the pause screen labeled “Virtual Dojo Settings”. As shown in Figure 5, the user can select a variety of options related to gameplay or the virtual dojo, such as resuming gameplay from the pause menu 510, maps related to gameplay 520, tutorials for skills and other game systems 530, explanations related to gameplay or mechanics 540, controller layouts 550 with button combinations or configured controls, skill training or tutorials 560, and virtual dojo or game settings 570. In Figure 5, a user is shown who has chosen to display the controller layout 550, highlighted by the cursor 580.

[0050] In another embodiment, settings or actions for sharing tutorials, training, or other resource information from the virtual dojo may be nested within or linked to other menus or menu items. For example, a user may access an in-game menu labeled "Tutorial" or "Combo," or access a map screen of the current in-game area. With one or more menu selections, a button or input prompt may allow the user to send content to a second device. Furthermore, the user may be able to change additional settings for automatic sharing with the virtual dojo from one or more of these menu screens, such as setting 570.

[0051] Figure 6 shows an exemplary controller layout map displayed via a GUI. In one embodiment, the user can submit a slice of gameplay related to the currently specified game or title in which the user is engaged, such as a combo menu, an area map, or a tutorial for a specific character's skills. As shown in Figure 6, the user has chosen to submit a controller layout 600 that displays all button inputs for a character in a particular game. This information is displayed on a second user device, but the user can continue gameplay on the first user device without any overlays or interruptions on the first device.

[0052] In another embodiment, the user may make selections within a virtual dojo menu on a first user device, which transmits cross-functional tutorials, training, or other resources to a second user device. The user may want to practice specific skills or mechanics that are not limited to a single game, but rather transferable across different game titles or within a particular genre. The virtual dojo, UDS, or any other combination of the systems described herein may also detect engagement with one or more games of the same genre, or demonstrate similar gameplay mechanics, such as the user engaging with multiple 2D fighting games like Street Fighter 5 and Guilty Gear Strive. The virtual dojo may include tutorials and gameplay slices that assist with general gameplay mechanics that can be transferred or applied across multiple games, as well as specific gameplay slices related to a single game.

[0053] For example, a user who engages in one or more 2D fighting games may have spent a significant amount of time in one game with a specific character. The virtual dojo can detect that the user is training to learn the attacks and combinations of a single specific character and can choose to send tutorials, guides, combination information, or other additional content related to that character to a second user device. At the same time, the virtual dojo may also detect that the user has engaged in another 2D fighting game. In addition to information about specific characters or games, the virtual dojo may detect that the user may benefit from cross-functional information, such as tutorials on defense and blocking. Tutorials or gameplay slices can be sent to a second user device, allowing the user to practice cross-functional skills that can be applied to one or more games.

[0054] Furthermore, in certain embodiments, tutorials or gameplay slices transmitted to a second user device by the virtual dojo may be accessed and utilized asynchronously with gameplay on the first user device. As shown in Figure 6, controller displays or diagrams displayed on the second device may be applicable during gameplay on the first device and may only be beneficial to the user at the same time as gameplay is taking place. However, gameplay slices may allow the user to practice certain skills or receive certain information on the second user device, which may be available for training between gameplay sessions. For example, the aforementioned cross-functional tutorial or training gameplay slice for assisting with defense or blocking in a 2D fighting game could be applied to all games of this genre, and the user may be able to practice skills via the second device, such as tapping the phone screen to practice timing and reactions to changes on the screen.

[0055] Figure 7 shows an exemplary map of the virtual environment displayed via the GUI. As shown in Figure 7, the map 700 may be displayed on a second user device to assist with navigation and identification of objectives while the user is engaged in playing the game on a first user device. The map 700 may be automatically displayed to users previously identified as sub-average navigators in steps 310-360. While the map is displayed on the second user device, the player character 710 may be displayed at the player character's current location. The player's position, orientation, and other character information are automatically updated as the player moves throughout the game to accurately provide positioning and directional assistance. Furthermore, reference objectives 720 may be shown on the map and may include a legend describing details of the interactions available in the objective or area.

[0056] Figure 8 shows exemplary subcategories within skill types displayed on the training dashboard via a GUI. In one embodiment, the user can access submenus of games or virtual dojos, such as “Skills” 800. The user can access additional nested submenus of game-specific skills or cross-functional skills, such as “First Person Shooting Skills” 810. The user can select one or more tutorials or training sessions from a list that can be run independently of any one game. The training sessions or tutorials can engage with and be available to the user on the first user device independently of or asynchronously with a particular game. As shown in Figure 8, the user uses cursor 880 to select the “Trace” tutorial 820 from the virtual dojo menu for first-person shooter game skills. Various cross-functional skills are available for training in specific fields or genres, such as “Reflex Training” 830 and “Struff” 840, which are related to the first-person shooter game skill category. The submenu of the virtual dojo for skill training may include various skills from different fields or game genres, such as Platformer Skills 850, 2D Fighting Game Skills 860, or 3D Fighting Game Skills 870, and other categories not listed. Users can manually select training and tutorial information from this list, or the virtual dojo can prioritize and display specific activities based on the player's skill level detected in the relevant games.

[0057] Figure 9 shows an exemplary implementation of a custom training curriculum across multiple user devices. In one such embodiment, a user can access tutorials or training modules of a virtual dojo on a first user device, such as “Trace,” “Struff,” or “Reflex Training” for first-person shooter. While information, instructions, demonstration videos, or other resource information are shared to a second user device, such as a smartphone, the user can interact with gameplay on the first user device related to skill training. In another embodiment, as shown in Figure 9, a user can interact with gameplay on the first user device 910 using an associated input device, such as a controller 930. Simultaneously with gameplay on the first user device 910, gameplay information may be displayed on a second user device, such as a phone 920, and may include an active gameplay session, such as button inputs shown in Figure 6, or various information related to an in-game map, as shown in Figure 7. Various tutorials, training, and other information may be displayed on the second user device 920, which do not need to be run on the first user device 910.

[0058] Figure 10 shows an exemplary training exercise that can be accessed from the training dashboard. As shown in Figure 8, an embodiment of virtual dojo training may include selecting cross-functional training to engage a first user device in order to improve cross-functional skills in each field or game genre. In one such embodiment, the user chooses to practice a first-person shooter skill such as “tracing,” as shown in Figure 10. Such training may include a user controlling a stationary character in a first-person viewpoint 1010, whose objective is to track a moving target 1020 using an input device and shoot the moving target by executing inputs. Additional on-screen information 1030 may be displayed to facilitate skill growth and notify the user of the progress of the current training, such as points, a timer, or an accuracy rating or percentage related to successful hits or skill executions.

[0059] Figure 11 shows alternative training exercises accessible from the training dashboard curriculum. As shown in Figure 11, the user selects training such as “Reflex Training” as shown in Figure 8. A stationary player character is displayed from a first-person perspective 1110. In such training, the player is engaged in inputting control of a cursor 1120, allowing the cursor to move over targets 1130 that rapidly appear and grow in front of the player. Scores and attempts 1140 may be displayed to guide the user regarding the skill area or progress of the training. Such training may focus on improving the player’s skills and coordination, in addition to the additional training areas shown in Figure 10, in the case of games of the same genre. “Trace” training may focus on continuous control of cursor and button inputs for accuracy, while “Reflex Training” activity may focus on the speed and decisiveness of the action selected by the user.

[0060] Figure 12 shows yet another alternative training exercise accessible from the training dashboard. Such cross-functional training may aim to improve user control across multiple domains and aspects of a field. As shown in Figure 12, the player character is again displayed from a first-person perspective 1210. In this scenario, the user has full control of the player character and can move through the level by walking and running using different inputs, not just aiming inputs for the cursor and inputs for firing weapons. Such “struff” training may require the user to walk and run at different angles to move around objects or barriers 1220 and engage with targets 1230. Such training builds upon skills in other cross-functional training, as shown in Figures 10 and 11, but further promotes the player's growth in a genre or field by introducing new skills and mechanics, diversifying the required inputs, and combining previously practiced skills.

[0061] Figures 10–12 illustrate several embodiments of interfunctional skill training on a first user device that can be shared alternatively with a second user device. Such training may include a wide variety of skill types and game types not depicted, and may include various different versions for different user devices that utilize control schemes or mechanisms applicable to the device.

[0062] Figure 13 is a block diagram of an exemplary electronic entertainment system that may be used in embodiments of the present invention. The entertainment system 1300 in Figure 13 includes a main memory 1305, a central processing unit (CPU) 1310, a vector unit 1315, a graphics processing unit 1320, an input / output (I / O) processor 1325, an I / O processor memory 1330, a controller interface 1335, a memory card 1340, a Universal Serial Bus (USB) interface 1345, and an IEEE interface 1350. The entertainment system 1300 further includes an operating system read-only memory (OS ROM) 1355, an audio processing unit 1360, an optical disc control unit 1370, and a hard disk drive 1365, all connected to the I / O processor 1325 via a bus 1375.

[0063] The entertainment system 1300 may be an electronic game console. Alternatively, the entertainment system 1300 may be implemented as a general-purpose computer, set-top box, handheld game device, tablet computing device, mobile computing device, or mobile phone. The entertainment system may include more or fewer operating components depending on the specific form factor, purpose, or design.

[0064] In Figure 13, the CPU 1310, vector unit 1315, graphics processing unit 1320, and I / O processor 1325 communicate via the system bus 13135. Furthermore, the CPU 1310 in Figure 13 communicates with the main memory 1305 via a dedicated bus 1380. Meanwhile, the vector unit 1315 and graphics processing unit 1320 may communicate via a dedicated bus 1390. The CPU 1310 in Figure 13 executes programs stored in the OS ROM 1355 and the main memory 1305. The main memory 1305 in Figure 13 may contain pre-stored programs and programs transferred via the I / O processor 1325 from a CD-ROM, DVD-ROM, or other optical disc (not shown) using the optical disc control unit 1370. The I / O processor 1325 in Figure 13 may also enable the introduction of content transferred via a wireless network or other communication network (e.g., 4G, LTE, 3G, etc.). The I / O processor 1325 in Figure 13 primarily controls data exchange between various devices of the entertainment system 1300, including the CPU 1310, vector unit 1315, graphics processing unit 1320, and controller interface 1335.

[0065] The graphics processing unit 1320 in Figure 13 executes graphics instructions received from the CPU 1310 and the vector unit 1315 to generate an image for display on a display device (not shown). For example, the vector unit 1315 in Figure 13 may convert an object from three-dimensional coordinates to two-dimensional coordinates and send the two-dimensional coordinates to the graphics processing unit 1320. Furthermore, the audio processing unit 1360 executes instructions to generate an audio signal that is output to an audio device such as a speaker (not shown). Other devices may be connected to the entertainment system 1300 via the USB interface 1345 and the IEEE 1394 interface 1350, such as a wireless transceiver, and may be embedded within the system 1300 or as part of some other component such as a processor.

[0066] In the entertainment system 1300 shown in Figure 13, the user provides commands to the CPU 1310 via the controller interface 1335. For example, the user may instruct the CPU 1310 to store specific game information on the memory card 1340 or other non-temporary computer-readable storage medium, or to instruct a character in the game to perform a specified action.

[0067] The present invention may be implemented in applications that can be operated by various end-user devices. For example, the end-user device may be a personal computer, a home entertainment system (e.g., Sony PlayStation 2®, Sony PlayStation 3®, or Sony PlayStation 4®), a portable game device (e.g., Sony PSP® or Sony Vita®), or a lower-end but different manufacturer's home entertainment system. The method described herein is fully intended to be operable on various devices. The present invention may also be implemented in a title-neutral manner, and embodiments of the system may be used in various titles from various publishers.

[0068] The present invention may be implemented in applications that can operate using various devices. Non-temporary computer-readable storage media refers to any media(s) involved in providing instructions to a central processing unit (CPU) for execution. Such media include, but are not limited to, many forms of non-volatile and volatile media, such as optical disks, magnetic disks, and dynamic memory. Common forms of non-temporary computer-readable media include, for example, floppy disks, flexible disks, hard disks, magnetic tapes, and any other magnetic media, as well as CD-ROM disks, digital video disks (DVDs), and any other optical media, and RAM, PROM, EPROM, FLASHEPROM, and any other memory chips or cartridges.

[0069] Various forms of transmission media may be involved in conveying one or more sequences of one or more instructions to the CPU for execution. A bus transmits data to system RAM, and the CPU retrieves and executes the instructions from system RAM. Instructions received by system RAM can optionally be stored on a fixed disk either before or after execution by the CPU. Various forms of storage may be implemented along with the network interfaces and network topologies necessary to implement the storage.

[0070] The above detailed description of the Art is presented for illustrative and explanatory purposes only. The above detailed description is not intended to be comprehensive or to limit the Art to the detailed forms disclosed. Many modifications and variations are possible in light of the above teachings. The embodiments described have been selected to best illustrate the principles of the Art and its practical application, and to enable those skilled in the art to utilize the Art in various embodiments and in various modifications suitable for the specific intended use. The scope of the Art is intended to be defined by the claims.

Claims

1. A method of providing custom gameplay training, The storage of multiple trigger events in memory, wherein each trigger event is associated with one or more in-game conditions, Receiving data transmitted via a communication network regarding the user's gameplay at a specified point within a media title corresponding to the game type, Based on the received data, the skill level of the skill indicated by the user is identified, The identified skill level and the type of game of the media title determine whether one of the identified in-game conditions of the trigger event is met, A method comprising: detecting the identified trigger event, and customizing a set of training materials for the user based on the identified skill level of the user.

2. The method according to claim 1, wherein the received data includes activity data indicating the success rate when performing one or more in-game actions, and the skill level is identified based on the success rate.

3. The method according to claim 1, wherein the received data includes the number of skills successfully performed by the user, and the identification of the skill level is further based on the number of skills successfully performed by the user.

4. The method according to claim 1, wherein the received data includes a ranking of the user compared to one or more other users, and the skill level is further identified based on the ranking.

5. The method according to claim 1, wherein the trigger event includes a failure of the skill execution, and the set of training materials includes a tutorial related to the skill.

6. The method according to claim 1, wherein the condition for the trigger event includes a threshold number of repeated trials, and the set of training materials is provided after the threshold number of trials is reached.

7. The method according to claim 1, wherein the condition of the trigger event includes a threshold number of failed attempts during skill execution, and further comprises providing the set of training materials after the threshold number of failed attempts is reached.

8. The detection that the user is engaged in gameplay of a second media title, wherein the gameplay data related to the gameplay of the second media title indicates one or more failures during the execution of the skill, Identifying that the set of training materials for the user based on the skills was provided during the gameplay of the first media content, The method according to claim 7, further comprising counting the failures in the second media title against a threshold number of failed trials.

9. The method according to claim 7, further comprising adjusting the threshold number of failed trials based on the determined skill level of the user.

10. The method according to claim 1, wherein the training material includes a record of the gameplay during which the trigger event was detected.

11. The method according to claim 1, wherein the training material includes a tutorial relating to the controller sequence associated with the skill execution.

12. The method according to claim 1, wherein the training material includes a map relating to the virtual environment of the media title.

13. The method according to claim 1, wherein the training material is provided during the gameplay of the media content.

14. The method according to claim 1, wherein the training curriculum is provided during the pause of the gameplay of the media content.

15. The method according to claim 1, further comprising analyzing the user's gameplay to determine the user's gameplay style, and customizing the training materials based on the user's gameplay style.

16. The method according to claim 1, further comprising providing the training material to a second device while the user is engaged with the media title on the first device.

17. The method according to claim 1, further comprising updating the skill level when the user successfully performs the skill a threshold number of times.

18. The method according to claim 1, further comprising updating the training material when the user successfully performs the skill a threshold number of times.

19. A system for providing custom gameplay training, A memory for storing multiple trigger events, wherein each trigger event is associated with one or more in-game conditions, A communication interface that receives data transmitted via a communication network regarding the user's gameplay at a specified point within a media title corresponding to the game type, A processor that executes instructions stored in memory, wherein the processor executes the instructions, Based on the received data, the skill level of the skill indicated by the user is identified. The identified skill level and the type of game of the media title determine whether the in-game conditions of one identified trigger event of the trigger event are met. A system comprising: a processor that, upon detecting the identified trigger event, customizes a set of training materials for the user based on the user's identified skill level.

20. A non-temporary computer-readable storage medium embodying a processor-executable program for performing a method for providing custom gameplay training, wherein the method is The storage of multiple trigger events in memory, wherein each trigger event is associated with one or more in-game conditions, Receiving data transmitted via a communication network regarding the user's gameplay at a specified point within a media title corresponding to the game type, Based on the received data, the skill level of the skill indicated by the user is identified, The identified skill level and the type of game of the media title determine whether one of the identified in-game conditions of the trigger event is met, A non-temporary computer-readable storage medium comprising: detecting the identified trigger event and customizing a set of training materials for the user based on the user's identified skill level.

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