Module control method and module control system

Abstract

To provide a control system in which a program can be created without any knowledge of programming.SOLUTION: A module control system includes a virtual module 230, a virtual control device 220 to which the virtual module is attached, a block program of the virtual control device, a block system 200 that includes a block editor 201 that supports creation of the block program and an error checker 203 that checks errors in the block program, and a coaching avatar 210 that supports troubleshooting of the block program, and further includes a virtual space 20 connected to a user via a network; a program conversion tool 130 that converts the block program into an executable program that can be executed by an actual control device placed in a real space; an actual control device 120 in which the converted control program is stored; and an actual module 140 that is attached to the actual control device in the same way as the virtual module that is attached to the virtual control device in the virtual space.SELECTED DRAWING: Figure 1

Description

Technical Field

[0001] The present invention relates to a module control method and a module control system using the method, wherein a control program (also referred to as an execution program in the present specification) for a module (electronic device) created in a virtual space is stored in a control device arranged in a real space via a network, and the module operates in the real space as expected by a user.

Background Art

[0002] Rapid progress in ICT has brought changes to a wide range of aspects of our lifestyles and workstyles. ICT literacy is taught as a compulsory subject not only in workplaces but also in school education, starting from the primary education stage. In addition, computers and various modules (electronic devices) that were previously out of reach have become relatively easily available.

[0003] For this reason, an increasing number of people in daily life want to create convenient systems by themselves. However, combining various modules (electronic components) to create convenient tools (systems) useful in daily life requires not only knowledge of programming and specialized knowledge such as electronic circuits, but also materials such as electric wires and soldering for assembling electronic components, as well as tools. It is not easy for anyone to easily create a convenient system for daily life by themselves.

[0004] The following Patent Document 1 relates to a programming learning electronic device and a programming learning kit used for learning by children and students. According to the electronic device and the programming learning kit described in Patent Document 1, children and students can learn that the turning on and off of LEDs connected to an electronic circuit is operated by programming, and that the switch control unit performs execution processing for turning on and off the LEDs.

[0005] However, while the learning electronic device and programming learning kit described in Patent Document 1 may help users understand programming and electronic circuits, they cannot create systems that they would like to build in their daily lives or systems that they would find interesting to have.

[0006] Patent Document 2 below addresses a problem that a user had previously had to write a program to a control device in order to run it, and that this writing process was not easy for the user, making it difficult to run the program they had created. This document discloses a technology that solves this problem and controls (operates) electronic components (modules) connected to a basic part (control device: microcomputer) according to a program created by the user.

[0007] However, Patent Document 2 below requires the creation of a program using HTML code and JavaScript, and it is impossible to create a program without knowledge of JavaScript and HTML code (knowledge of programming languages). Therefore, there is a problem in that it is not easy for anyone to easily create a convenient system.

[0008] Furthermore, even if one possesses specialized knowledge of programming languages ​​and can create a program, there is a problem in that it takes a great deal of effort and time (and enormous costs) to get a designated module to function as intended by a control device that stores such a program. This involves verifying the module's actual operation, modifying the program, correcting wiring errors, and so on.

[0009] Non-Patent Document 1 below discloses a block editor, a program creation support tool that allows programs to be created without knowledge of HTML code or JavaScript, and a control device (microcomputer) that controls modules using the created programs. According to Non-Patent Document 1 below, programs can be easily created without specialized knowledge of programming languages, and modules can be attached to the control device (microcomputer) and controlled without complex wiring or soldering.

[0010] However, this requires cumbersome tasks such as downloading a block editor, converting the block program created with the block editor into a program that the control unit can execute, connecting the PC and the control unit with a designated connector, and transferring the converted executable program to the control unit.

[0011] Furthermore, there is a problem in that if there are any malfunctions in the actual operation of the module, the cause must be investigated, corrected using a block editor, and the actual operation of the module must be checked again. In other words, it takes a lot of effort and time (and considerable cost) to get a real-world module to work as intended based on a program created in a virtual space.

[0012] The technology described in Non-Patent Document 2 below, like Non-Patent Document 1, includes a program creation support tool, allowing programs to be created even without knowledge of programming languages, and the module can be controlled by storing such programs in a control device (microcomputer). However, there are problems in that wiring is required to connect the module and the control device, and there are limitations on expansion parts, making it difficult to realize an idea. Furthermore, Non-Patent Document 3 below discloses a control device (microcomputer) commonly known as Raspberry Pi, but this control device board does not have a power supply and requires power wiring, and there are problems in that additional wiring is required to connect expansion parts. [Prior art documents] [Patent Documents]

[0013] [Patent Document 1] Patent No. 7049804 [Patent Document 2] Patent No. 6439954

[0014] [Non-Patent Document 1] https: / / schoomy.com / [Non-Patent Document 2] https: / / makecode.microbit.org / ?lang=j [Non-Patent Document 3] https: / / ja.wikipedia.org / wiki / Raspberry_Pi [Overview of the project] [Problems that the invention aims to solve]

[0015] Therefore, the objective of the present invention is to provide a module control system that allows anyone to intuitively start creating a system that would be convenient in everyday life when they come up with such a system. More specifically, it allows users to create programs without any programming knowledge, assemble electronic components without any knowledge of electronic circuits, connectors, modules, etc., and without materials or tools for wiring, soldering, etc. Furthermore, it aims to provide a module control system that allows users to resolve any problems, such as the created system not working as expected, in a short amount of time. [Means for solving the problem]

[0016] To solve the above problems, the first aspect of the present invention provides a virtual space comprising a plurality of virtual modules, a virtual control device on which the virtual modules are installed, a block editor which is a program creation support tool, an error checker which checks for errors in block programs created with the block editor, and a coaching avatar which assists in resolving defects in the block programs, Information terminals Steps to connect via the network, The steps include: creating a block program that controls the virtual module as desired using the block editor; The error checker checks for errors in the block program, and if an error is detected, the user is notified and prompted to correct it. The block program is converted by a program conversion tool into an executable program that can be run by a physical control device located in the real world, and stored in the physical control device via a network. The steps include mounting the physical module to the physical control device in real space, similar to mounting the virtual module, The steps include controlling the actual module with the actual control device, If a malfunction occurs in the control, the system includes the step of correcting the block program in the virtual space with the assistance of the coaching avatar. This method involves controlling a real module in the real world using a program created in a virtual space, characterized in that the block program is converted into an executable program by the program conversion tool, stored in the real control device, and the real module is controlled as desired.

[0017] Users enter the virtual space after obtaining the necessary authentication, and then, for example, create block programs using a block editor, a program creation support tool, in a workshop within the virtual space. While details of the block editor will be described later, anyone can intuitively create block programs using the block editor, even without knowledge of programming languages.

[0018] The block program created by the user is checked for errors by an error checker. Each block has a predetermined concave or convex mating shape, and combinations of blocks that do not fit these mating shapes result in an error. The user can resolve the error by correcting the combination of blocks in the areas where the mating shapes do not fit, as displayed by the error checker. The block program with the errors resolved is converted into an executable program that can be run by the actual control device by a program conversion tool via the network, and stored in the actual control device (microcomputer) located in physical space via the network.

[0019] Similarly to attaching a virtual module in a virtual space, a user attaches a real module to a real control device, operates the module, and checks the actual operation thereof. Here, when a difference (defect) is confirmed between the operation of the virtual module assumed by the user in the virtual space and the operation of the real module in the real space, the user can notify the coaching avatar of the defect situation in the virtual space by voice, text, video or the like, and receive support for eliminating the defect. This allows the defect to be eliminated quickly.

[0020] Examples of the coaching avatar in the virtual space include a pre-generated artificial intelligence model that has learned user information, defect information of block programs created so far by a block editor, and methods and procedures for eliminating the defects (defect elimination information). Specifically, a processor in the virtual space uses a large amount of defect information and elimination information thereof (training data) to perform learning through a learning algorithm so as to be able to respond to a user's inquiry about defect elimination, thereby fulfilling the role of the coaching avatar. In addition, the coaching avatar may be an avatar of another user who enters the virtual space, or an avatar of an instructor of the block editor.

[0021] For a block program whose defect has been eliminated with the support of the coaching avatar, errors in the combination of blocks are rechecked by an error checker, the block program is converted into an executable program by a program conversion tool, and the executable program is stored in the real control device via a network. Accordingly, a program (block program) created in the virtual space can control a real module in the real space as intended.

[0022] In order to solve the above problem, a second aspect of the present invention provides: a virtual space which includes a plurality of virtual modules, a virtual control device to which the virtual modules are attached, a block editor which is a program creation support tool, an error checker which checks for errors in a block program created by the block editor, a coaching avatar which supports elimination of defects in the block program, and to which a user connects via a network; A program conversion tool that converts the aforementioned block program into an executable program that can be run by a real control device placed in real space, A physical control device that stores the executable program converted by the program conversion tool, Similar to the virtual module installed in the virtual control device in the virtual space, a real module installed in the real control device. This is a control system for real modules in the real world using block programs created in a virtual space, characterized by having the following features.

[0023] As a coaching avatar in the virtual space, for example, it could be a pre-generated artificial intelligence model that has learned user information, bug information for block programs created with the block editor, and the methods and procedures for resolving those bugs (bug resolution information). Specifically, a processor in the virtual space can fulfill the role of a coaching avatar by utilizing a large amount of bug information and its resolution information (training data) and learning through a learning algorithm to respond to user inquiries about resolving bugs. Alternatively, the coaching avatar could be the avatar of another user entering the virtual space, or the avatar of a block editor instructor.

[0024] It is preferable to include a virtual module installation status display unit that displays the installation status of virtual modules to be installed in the virtual control unit, in conjunction with the creation of block programs using a block editor. Such a virtual module installation status display unit allows for a visual understanding of the combination of block programs. [Effects of the Invention]

[0025] According to this invention, anyone can start building a system they think would be convenient in their daily life. That is, they can create a program without any programming knowledge, assemble electronic components without any knowledge of electronic circuits, and even without materials and tools for wiring and soldering. Furthermore, if there are any problems with the completed system, they can be fixed in a short amount of time. [Modes for carrying out the invention]

[0026] Embodiments of the present invention will be described in detail with reference to the drawings, but the present invention is not limited thereto. Figure 1 is an overall diagram of the system of the present invention, that is, an overall diagram of a control system for real modules placed in the real space by block programs created in a virtual space. The present invention has a real space 10 and a virtual space 20. The real space 10 has a user 110, a real control device 120, a program conversion tool 130, a real module 140, and a router 150. The virtual space 20 has a block system 200 equipped with a block editor 201, a product database 202, and an error checker 203, a coaching avatar 210 that assists in resolving defects in block programs, a virtual control device 220 to which virtual modules are attached, virtual modules 230, and a user management database 250.

[0027] The block editor 201, which is part of the block system 200, is a program creation support tool that enables program creation even without knowledge of programming languages. As will be explained in more detail later, for example, to create a program that sounds a buzzer at a predetermined time, you can create the program by combining a base block with a block to get the current time, a block to display the current time, and a location block that specifies the location of the virtual control device to which the buzzer to be sounded is attached.

[0028] When creating a program using the Block Editor 201, you may reuse block programs that have already been created using the Block Editor. These existing block programs are stored in the Product Database 202. The Block Editor 201 consists of multiple blocks, each of which has a predetermined shape of protrusion and recessed mating portion at its end. Block programs are created by combining blocks that have a predetermined shape of protrusion and recessed portion that fits together. However, combinations with mismatched mating shapes result in an error in the block program. The Error Checker 203 checks for such errors.

[0029] Figure 2 is a sequence diagram showing the flow of procedures and the relationship with equipment when a user uses this control system. To use this control system, user 110 first accesses the virtual space 20 using their own personal computer or smartphone, undergoes a user permission check by the user management database 250, and enters the virtual space 20. The virtual space 20 contains multiple users and a coaching avatar 210 that assists with how to use the block editor 201, as well as creating block programs and resolving problems.

[0030] Here, Coaching Avatar 210 is a pre-generated artificial intelligence model that has learned, for example, user information, past bug information, and the methods and procedures used to resolve those bugs (bug resolution information). Specifically, it is a processor in a virtual space that has learned to respond to user inquiries about resolving bugs using a learning algorithm that utilizes a large amount of bug information and its resolution information (training data). As another example, it could also be the avatar of another user who has entered the virtual space, or the avatar of the block editor instructor.

[0031] User 110 creates a block program to control a desired module using the block editor 201 in a virtual space 20, for example, a workshop. When creating the block program, it may be created by combining it with a pre-created block program stored in the product database 202 as described above (S1). The created block program is checked for errors in the block combination by the error checker 203 (S2). If an error is detected (S3), the location of the incorrect block combination is displayed to the user, and the user corrects the block combination at the location of the error (S3).

[0032] Most errors detected by the error checker 203 can be corrected by the user themselves, but if they are unsure, they may ask the coaching avatar 210 for assistance and correct the errors. Assistance to the coaching avatar 210 can be requested by raising the Help Flag in text or by voice. The block program, after the errors have been resolved by the error checker 203, is converted into an executable program that the physical control unit 120 can run by the program conversion tool 130 (S4). The executable program is then stored in the memory of the physical control unit 120, which is connected to the router 150 via Wi-Fi, via the network (S5). The user 110 installs the physical module 140 into the physical control unit 120, similar to how the virtual module 230 is installed in the virtual control unit 220.

[0033] After the actual module 140 has been mounted onto the actual control device 120, the actual operation of the actual module is confirmed (S7). The actual operation (operation) of the actual module is not as planned. For example, the user expects the current time to be displayed and the LED to blink at a predetermined time, but the actual operation is a malfunction where the current time is displayed on the display and the LED lights up at the predetermined time but does not blink. Such malfunctions are not detected by the error check of the error checker 203 described above.

[0034] If such a problem occurs, the user raises the Help Flag and communicates the details of the problem via voice or text. Alternatively, they can send a video of the actual module in operation to the coaching avatar 210 to receive assistance in resolving the problem and modify the block program using the block editor 201 (S8).

[0035] The corrected block program is then checked for errors again by the error checker 203, converted into an executable program by the program conversion tool 130, and stored in the memory of the physical control unit 120 (S2-S5). The actual operation of the physical module 140 is then checked, and if there are no problems, it becomes a completed product (S9). If the problems are not resolved, steps S1 to S5 are repeated. This allows the user to control the physical module 140 placed in the real world as intended using the block program created in the virtual space. [Examples]

[0036] Figure 3 shows an example of a block program created using Block Editor 201, which is one embodiment of the present invention. This block program 2000 causes an LED to blink five times when it is time for an elementary school student to leave home for school (7:15 AM), and the temperature at that time is displayed on the screen. The blinking of the LED and the display of the temperature are repeated until the elementary school student presses the stop switch.

[0037] As shown in Figure 3, the block program 2000 consists of the main block program 2100 in Figure 3(a), the call block program 2200 in Figure 3(b), and the configuration block program 2300 in Figure 3(c). The configuration block program 2300 is a configuration block that defines the internet connection, which is set up only once initially, such as the connection settings with the router 150. The call block program 2200 is a subroutine block that is called from the main block program 2100 and blinks an LED.

[0038] Figure 4 shows the combination of blocks that make up the main block program 2100, and Figure 5 shows an example of block classification in the block editor 201. The multiple blocks that make up the block editor 201 are broadly classified into four categories, as shown in Figure 5: 1) routine blocks, 2) module blocks, 3) data manipulation blocks, and 4) internet communication blocks. Routine blocks consist of main routine blocks and subroutine blocks, etc. Module blocks consist of sensor module blocks, switch module blocks, etc., data manipulation blocks consist of variable setting blocks, number blocks, etc., and internet communication blocks consist of time specification blocks, API (Application Programming Interface) blocks, etc.

[0039] The main block program 2100 shown in Figure 4, which is created by combining multiple of these blocks, will be explained below. First, the main routine block 2101 is combined with the board block 2102 to identify the type of actual control device 120 to be used in the real space (there are multiple types of control devices depending on their function and specifications). For example, if the actual control device 120 has an internet connection function, the board block 2102 is used, and if the actual control device 120 does not have an internet connection function, the board block 2102a is used (not shown in Figure 5). Also, the actual control device 120 to be identified differs depending on the number of actual modules to be installed (the number of connection interfaces for actual modules that the control device has (USB connection terminals in this embodiment)), so the corresponding board block is selected and combined. In this embodiment, the actual control device 120 has an internet connection function and connects 4 actual modules.

[0040] Next, the variable setting block 2103 of the data manipulation block is set to 1 and combined with the main routine block 2101. Then, the time specification block 2106 is combined with the time API block 2118, which belongs to the Internet communication block category. The time specified here is 7:15 AM on October 15, 2022 (the time when elementary school students leave home), and the LED lights up at this time.

[0041] Next, to stop the LED from lighting up and reset to the initial state when the stop switch is pressed, the switch module block 2107 belonging to the module block is combined with the mounting location specification block 2108, which specifies the location (upper left) of the actual control device 120 on which the switch is mounted, and then the initialization block 2110 is combined with this.

[0042] Next, to create a program that blinks the LED five times, a numerical block 2113 for repeating the blinking five times is added to subroutine block 2111. In addition, a block 2114 that calls the LED blinking call block program 2200 is added to subroutine block 2111, and these are combined with the time API block 2118.

[0043] Next, the display block 2116, which belongs to the module block for displaying time, is combined with the sensor module block 2117 for measuring temperature, and these are then combined with the time API block 2118. Finally, the time API block 2118 is combined with the main routine block 2101 to complete the main block program 2100.

[0044] Figure 6 shows the combinations of blocks that make up the configuration block program 2300 and the combinations of blocks that make up the call block program 2200. The configuration block program 2300 shown in Figure 6(a) can be configured by combining the setup block 2305 with the Wi-Fi block 2301, which sets the Wi-Fi password, etc.

[0045] The call block program 2200 first combines the call name block 2201, the mounting location specification block 2203 which specifies the location of the actual control device to which the LED will be mounted (lower right in this embodiment), and the LED lighting module 2204 which will light up the LED, with the custom block 2208.

[0046] Next, the delay block 2206 is used to combine blocks that light up for 1000 milliseconds, and these are combined with the custom block 2208. Similarly, a combination of blocks that does not light up the LED is created (not shown in Figure 6(d)) and combined with the custom block 2208. Finally, the call name block 2201 is combined with the custom block 2208 so that the main routine block 2101 can call the call block program 2200, thus completing the call block program 2200.

[0047] Figure 7 shows a virtual module installation status display unit that shows the state in which virtual modules are installed on the virtual control unit 220 in conjunction with the creation of a block program. As the block program is created using the block editor 201, the installation status of the temperature sensor module 140-2 in the upper right, the LED module 140-3 in the lower right, the stop module 140-1 in the upper left, and the temperature display module 140-4 in the lower left of the virtual control unit 220 is displayed sequentially. This virtual module installation status display tool, which displays the installation status of the virtual modules 230 on the virtual control unit 220, allows the user to visually recognize the progress of block program creation.

[0048] In this way, for example, at 7:15 AM on October 15, 2022, when elementary school students are going to school, the LED mounted on the lower right of the physical control device 120 lights up, the temperature detected by the temperature sensor mounted on the upper right of the mounting device 120 is displayed on the display mounted on the lower left of the physical control device 120, and the LED continues to blink until an elementary school student presses the stop switch mounted on the upper left of the physical control device 120, with the current temperature displayed on the screen. In other words, the physical module 140 placed in the real space 10 can be controlled as intended by a block program created in the virtual space 20.

[0049] Figure 8 is a diagram illustrating how a block program created with the block editor is converted into an executable program by the program conversion tool 130. When the board block 2102 is combined with the main routine block 2101, the program conversion results in the character coding void setup(){},void loop(){}. This means that the setup process is executed once initially, and then the loop process is executed continuously thereafter. By combining the board block 2102 with the main routine block 2101, character code is coded to recognize the device specifications of the actual control device 120.

[0050] When the LED block 2202 is combined with the mounting location specification block 2203 and the light-up block, the mounting location of the LED is specified as the lower right connection terminal (USB) of the actual control device 120. This is then character-coded as pinMode(10,output) in the program conversion, which specifies the pin number of the actual control device 120. Additionally, the program conversion tool character-codes the combination of LED-illuminated and non-illuminated modules as follows: LED-illuminated is character-coded as "digitalWrite(10,Low)", and LED-non-illuminated is character-coded as "digitalWrite(10,High)". As the block program is created, the virtual module 230 is sequentially attached to the virtual control device 220, as shown in Figure 7.

[0051] Figure 9 shows the block configuration and external appearance of a functional control device 120, which is one embodiment of the present invention. The functional control device 120 is a palm-sized microcomputer. As shown in the block diagram of Figure 9(a), the functional control device 120 comprises a control unit 121, a communication unit 122, a power supply unit 123, and an external interface connection terminal 124. The control unit 121 comprises a CPU, memory (ROM, RAM), and an input / output unit (IO).

[0052] The communication unit 122 connects to the internet via Wi-Fi or the like, and stores the execution program in memory based on commands to the control unit 121. As shown in Figure 9(b), the power supply unit 123 is integrally provided on the back side of the circuit board on which the control unit 121 and other components are formed, and is powered by two dry cell batteries. The external interface connection terminal 124 has four USB ports, allowing connection of four modules. Although the actual control device 120 in this embodiment has four connection terminals, it is possible to control more than four modules by selecting a control device according to the number of modules to be controlled, and the identification of the control device can be done using a board block. [Brief explanation of the drawing]

[0053] [Figure 1] This is an overall diagram of a control system for modules placed in the real world, which is one embodiment of the present invention, using a program created in a virtual space. [Figure 2] This is a sequence diagram showing a series of procedures and equipment arrangements when a user utilizes this control system, which is one embodiment of the present invention. [Figure 3] This is an example of a block program created using the block editor 201, which is one embodiment of the present invention. [Figure 4] This figure shows the combination of each block that constitutes a control program 2100, which is one embodiment of the present invention. [Figure 5] This figure shows an example of the classification of a block editor 201, which is one embodiment of the present invention. [Figure 6]This figure shows combinations of blocks constituting a setting control program 2300, which is one embodiment of the present invention, and combinations of blocks constituting a call control program 2200. [Figure 7] This is a diagram of a module mounting status display unit that shows the state in which a virtual module is mounted on a virtual control device in conjunction with the creation of a block program, which is one embodiment of the present invention. [Figure 8] This is a diagram illustrating the conversion of a block program to an executable program, which is one embodiment of the present invention. [Figure 9] This is a block diagram and an external view of a real control device which is one embodiment of the present invention. [Explanation of Symbols]

[0054] 10: Real space 20: Virtual Space 110: User 120: Actual control device 130: Program conversion tool 140: Actual Module 150: Router 200: Block System 201: Block Editor 202: Product Database 203: Error Checker 210: Coaching Avatar 220: Virtual Control Unit 230: Virtual Module 250: User Management Database 2000: Control Program 2100: Main block program 2200: Call Block Program 2300: Configuration Block Program

Claims

1. The steps include connecting via a network using an information terminal to a virtual space comprising multiple virtual modules, a virtual control device on which the virtual modules are installed, a block editor which is a program creation support tool, an error checker which checks for errors in block programs created with the block editor, and a coaching avatar which assists in resolving defects in the block programs, The steps include: creating a block program that controls the virtual module as desired using the block editor; The error checker checks for errors in the block program, and if an error is detected, the user is notified and prompted to correct it. The block program is converted by a program conversion tool into an executable program that can be run by a physical control device located in the real space, and stored in the physical control device via a network. The steps include mounting the physical module to the physical control device in real space, similar to mounting the virtual module, The steps include controlling the actual module with the actual control device, If a malfunction occurs in the control, the system includes the step of correcting the block program in the virtual space with the assistance of the coaching avatar. A method for controlling a real module in a real space using a program created in a virtual space, characterized in that the block program is converted into an executable program by the program conversion tool, stored in the real control device, and the real module is controlled as desired.

2. The method for controlling a real module in a real space using a program created in a virtual space, as described in claim 1, characterized in that the coaching avatar is a pre-generated artificial intelligence model that has learned user information and information on defects and defects in block programs created with a block editor.

3. The method for controlling a real module in a real space using a program created in a virtual space, as described in claim 2, characterized in that it includes a virtual module mounting status display unit that visually displays the mounting status of the virtual module in conjunction with the creation of the block program.

4. A virtual space comprising multiple virtual modules, a virtual control unit on which the virtual modules are installed, a block editor which is a program creation support tool, an error checker which checks for errors in block programs created with the block editor, and a coaching avatar which assists in resolving defects in the block programs, and connected via a network using an information terminal, A program conversion tool that converts the aforementioned block program into an executable program that can be run by a real control device placed in real space, A physical control device that stores the executable program converted by the program conversion tool, Similar to the virtual module installed in the virtual control device in the virtual space, a real module installed in the real control device. A control system for real modules in the real world using a program created in a virtual space, characterized by having the following features.

5. The control system for real modules in the real world using a program created in a virtual space, as described in claim 4, is characterized in that the coaching avatar is a pre-generated artificial intelligence model that has learned user information and information on defects and defects resolved in block programs created with a block editor.

6. The control system for a real module in the real world using a program created in a virtual space, as described in claim 5, further comprising a virtual module mounting status display unit that displays the mounting status of the virtual module in conjunction with the creation of the block program.

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