Device for consuming and interacting with digital content enhanced with mechanisms for supporting attention, immersion and engagement

Abstract

The present invention aims to create the ideal conditions for a user to consume and interact with digital content in a simple, effective and distraction-free manner. In order to achieve this aim, it provides the possibility of accessing the content by various means, with particular emphasis on physical media such as content discs or release discs. After accessing the content, the user experiences simplified navigation, free from distractions or interruptions. In addition to providing access to the content, the device has mechanisms to measure the user's level of attention and focus, as well as their stress and emotional state, while they are using the device. Some of these mechanisms are embedded and operate by means of an infrared camera mounted on the main device. Other mechanisms can be included by means of connecting peripherals such as an EEG, a heart rate sensor and a galvanic skin response sensor. The data resulting from these measurements are combined and used to provide feedback to the user and to personalise their content consumption experience. Finally, the user's focus and sense of immersion can be enhanced by means of using a pair of virtual reality glasses as a peripheral. These glasses may or may not have an integrated EEG and when connected to the device, provide new possibilities for viewing and interacting with the content.

Description

DEVICE FOR CONSUMING AND INTERACTING WITH DIGITAL CONTENT ENHANCED BY SUPPORT MECHANISMS ATTENTION, IMMERSION AND ENGAGEMENT

[0001] This patent application refers to an innovative solution in the technical field of education and training, including a wide variety of modalities such as basic education, higher education, corporate education, free courses, vocational courses, professional apprenticeship, business training, preparatory courses, among others. The developed device is a device dedicated exclusively to the consumption and interaction with digital content, designed to overcome the limitations of existing educational technologies, such as cell phones, tablets, and PCs, which frequently distract users. Equipped with a series of specific functionalities, such as attention sensors, infrared cameras, and specialized peripherals, the device aims to provide an immersive, efficient, and distraction-free learning experience.This targeted approach not only improves the effectiveness of distance education, but also reduces the costs and complexity associated with the use of traditional multi-functional devices. Description of the prior art:

[0002] Education is a fundamental pillar for personal and social development, acting as an essential tool for progress and prosperity. At its core, education aims not only to transmit knowledge accumulated throughout history, but also to develop critical skills and foster the capacity for independent and creative thinking. Over the centuries, the evolution of educational methods has reflected the... Changes in social needs and structures, with technology emerging as a crucial driver in modernizing and expanding access to education.

[0003] The history of education is as old as humanity itself. In the earliest stages of human societies, education occurred primarily within the family or tribal unit, with knowledge passed down orally from one generation to the next through practical examples. This informal learning method allowed young people to acquire the skills necessary to survive and thrive in their environments.

[0004] With the emergence of the first civilizations, such as in Mesopotamia and Ancient Egypt, education began to take on more structured forms. The Egyptians, for example, developed educational systems to prepare scribes, who were essential for administering the state and keeping records. In Ancient Greece, education became more philosophical with figures such as Socrates, Plato, and Aristotle, whose academies questioned existing knowledge and explored new ideas about ethics, politics, and natural sciences.

[0005] During the Middle Ages, education in Europe was dominated by ecclesiastical institutions, particularly monasteries and later universities, such as the University of Bologna (1088), considered the oldest in the Western world. These institutions focused on religious studies, but also on liberal arts, law, medicine, and philosophy.

[0006] The Industrial Revolution was a watershed moment for education, especially in the West. The need for a more skilled workforce to operate the new machines and manage complex industrial processes led to the creation of public schools and increased access to basic education. This period saw a transformation in educational content, with a greater emphasis on science, mathematics, and languages, reflecting the needs of an industrialized economy.

[0007] The 20th century witnessed unprecedented advances in educational technology. Radio and television were initially used to reach wider audiences with educational programs. However, it was the introduction of computers and later the internet that truly revolutionized education, allowing access to unlimited learning resources and connecting global classrooms.

[0008] In recent years, distance learning platforms have proliferated, offering courses from prestigious institutions to anyone with an internet connection. The flexibility and accessibility of distance learning have democratized education, but have also presented new challenges, such as maintaining engagement and minimizing distractions, particularly in environments full of digital stimuli.

[0009] Furthermore, despite technological advancements, many students struggle with platforms that are not optimized for deep learning. Conventional devices, such as smartphones and laptops, offer multiple functions that can distract students from their studies. Research shows that significant dropout rates and low satisfaction are common in online courses, partly due to these distractions.

[0010] The ability to maintain concentration on an educational task is crucial for learning success. Research indicates that frequent distractions not only interrupt the flow of study but also significantly reduce the quality of information retention. A study from Stanford University revealed that multitasking with digital devices impairs memory and cognitive performance because the brain is not [reading the device in a controlled manner]. capable of effectively focusing on multiple sources of information simultaneously. Furthermore, when students switch their attention between different tasks, the "task-switching" process consumes additional cognitive resources, which can lead to mental exhaustion and reduced comprehension ability.

[0011] Given this scenario, the need to create learning environments that minimize distractions becomes evident. Technology, which is often seen as a source of distraction, can also be the key to solving this problem if it is specifically targeted and designed for educational purposes. Devices and platforms dedicated exclusively to education can provide a more controlled workspace, less prone to interruptions, promoting deeper and more sustained engagement with the study material.

[0012] A device with these characteristics would be a significant advancement, enabling the integration of hardware and software specifically for educational purposes. It could adapt content delivery methods to the individual needs of students, using data analytics to continuously improve the learning experience. This type of innovation would not only make the learning process more efficient but could also significantly reduce dropout rates and increase student satisfaction with the educational process.

[0013] Despite the existence of several educational device and platform models on the market, they have not yet managed to increase student engagement satisfactorily. Many of these devices fail to strike an adequate balance between educational functionality and minimizing distractions, retaining characteristics of multifunctional devices that can divert users' attention. Furthermore, the... Current solutions often lack the technological support to help users maintain focus and concentration, limiting their ability to provide a truly adaptive and engaging experience. These premises are supported by the description of patent applications with content closest to what will be proposed here, namely:

[0014] BR 10 2017 021844 9 - Mobile Technology Unit for Application in Courses, Teaching and Targeted Studies - This patent describes a mobile unit that functions as an autonomous workstation for delivering educational content. Equipped with a cabinet containing an offline multimedia content server, the unit allows access to educational resources without the need for internet. The 42-inch touchscreen control panel, which can be adjusted and rotated, facilitates interaction with the content. In addition, the unit includes a 360° video camera and virtual reality glasses for immersive experiences, and supports integration with tablets for collaborative use.

[0015] CN210955560U - Intelligent Monitoring Device for Remote Online Education - This technology focuses on the management and supervision of students in distance learning environments. Equipped with a study table with infrared sensors and a fingerprint scanner, the system allows teachers to monitor student attendance and identity in real time. Connected to a cloud server, the teacher's device displays student status information and allows for direct interactions, such as reminders or activity notifications.

[0016] US20130244215 - Operational Device and Learning Method Oriented towards Early Childhood Education - This device is specifically designed for early childhood education and includes an operational console with multiple keyboards for different educational programs. The system has Data transceivers that communicate user interactions to portable devices, enabling an interactive and adaptive learning experience based on user responses.

[0017] It is noteworthy that the device proposed here stands out significantly from the aforementioned patents, mainly due to its focused and dedicated approach, which aims to minimize distractions and maximize focus in educational environments. Unlike the solutions offered by the BR 10 2017 021844 9 Mobile Unit and the CN210955560U Monitoring Device, which still contain multifunctional elements that can distract users, our device was specifically developed to enhance the individual learning experience. This specialized focus eliminates the non-essential functionalities typical of conventional devices, promoting a more controlled and efficient study environment.

[0018] Additionally, the device incorporates advanced technologies to monitor and support user attention, such as infrared cameras and haptic feedback, which are absent in competing patents. These features are crucial for keeping users focused and engaged, which can substantially increase learning effectiveness. The ability to personalize and adapt educational content in real time, using biometric and behavioral data, puts our device ahead of the US20130244215 Operating Device, which, while offering some adaptability for children, does so in a more limited and less integrated way.

[0019] In terms of cost-efficiency and design, our device also surpasses the BR 10 2017 021844 9 Mobile Unit. Our simplified design not only reduces the costs associated with bulky and complex hardware, but also makes the device more accessible to a wider audience, facilitating adoption in different educational contexts. By focusing In terms of essential functionalities that directly support the educational process, our device not only improves accessibility and efficiency, but also the overall learning experience, dynamically adjusting to the individual needs of students for a more effective and satisfactory outcome. It is within this context that the synthesis of the objectives of this patent is engendered, the details and functionalities of which can be better understood through the following detailed description in conjunction with the attached figures, where: Figure 1 refers to the front view of the device, highlighting its user interface. The device includes an enlarged central display for content viewing. At the top, there is an infrared camera and two infrared LEDs, used to monitor user attention. On the left side are directional controls for navigation, and on the right, "Back / Cancel" and "Select / Confirm" buttons, facilitating interaction with the system. Additionally, a USB port for peripherals is located at the base, allowing the connection of external devices. Figure 2 shows a top view of the device, displaying the speakers used for audio output during educational use. Also visible are the power / sleep button, volume buttons, and an additional settings button, which provide the user with accessible and convenient control over the device's basic functions. Figure 3 reveals the rear of the device, which includes a foldable stand, allowing the device to be used at different angles for easier viewing. There is a cooling vent, essential for keeping the device operating efficiently, and side handles that facilitate handling. A disc with content or software can be inserted into the central area, and a power supply input is located at the base. Figure 4 shows another rear view, detailing the components that allow operation and interaction with the device. Similar to Figure 3, it shows the cooling vent, volume and settings controls, as well as the content disc slot and the power supply input. Figure 5 illustrates the device in a profile configuration, supported by the foldable stand. This image highlights how the device can be integrated with various peripherals, such as headphones (with and without attached EEG), virtual reality glasses (with and without attached EEG), heart rate sensor, and galvanic skin potential sensor. These peripherals are designed to enhance the learning experience by providing more immersive interactions and real-time physiological monitoring. Detailed description of the invention:

[0020] A DEVICE FOR CONSUMING AND INTERACTING WITH DIGITAL CONTENT, ENHANCED BY MECHANISMS TO SUPPORT ATTENTION, IMMERSION, AND ENGAGEMENT, encompasses an advanced educational solution that combines hardware and software in an integrated way to optimize the learning experience. Equipped with a high-resolution display, the device offers a clear and interactive visual platform for consuming educational content. An infrared camera, supported by two infrared LEDs, is used to monitor user attention, functioning efficiently even in low-light conditions to ensure that the student's focus is maintained.

[0021] For navigation, the device includes directional controls located on the left and "Back / Cancel" and "Select / Confirm" buttons on the right, allowing for easy and intuitive interaction with the user interface. Integrated speakers on top of the device provide high-quality audio output for all types of educational content, from verbal instructions to explanatory videos. Users can also easily adjust device settings, including volume and brightness, via dedicated buttons, and the ability to turn the system on, off, or suspend is simplified by an accessible button.

[0022] The device's structure is complemented by a foldable stand that allows for adjusting the viewing angle, adapting to different learning environments. Power is supplied via a standard input, ensuring continuous operation during prolonged use. The device's temperature is controlled by an efficient cooling system, which prevents overheating through a strategically positioned vent. The device also supports the insertion of removable discs containing additional educational content or software necessary for specific tasks, offering flexibility in accessing and expanding learning resources.

[0023] In addition to the embedded support mechanisms, the device's functionality can also be extended through peripherals. These peripherals include: • Headphones. This peripheral allows for greater privacy and discretion when using the device. • Headset with integrated EEG. This peripheral consists of a headset connected to a miniaturized electroencephalogram (EEG) device. While the headset emits audio information to the user, the The EEG device records the brain's electrical activity and sends it to be processed in the main device. The device, in turn, uses algorithms to estimate attention and concentration scores from these electrical signals. The scores generated from the EEG can be combined with the scores generated from the embedded infrared camera, increasing the accuracy of the measurements and the quality of the feedback offered to the user. • Virtual reality glasses. This peripheral consists of a pair of lenses and micro-displays that, mounted similarly to a pair of glasses, can be worn by the user, who experiences video content in an enlarged, three-dimensional, and immersive way. The glasses may also have a head motion sensor, so that the image follows changes in facial orientation, making the experience more convincing and immersive. When this peripheral is connected to the main device, the content that would be displayed on the main display is now displayed on the glasses, enabling another mode of consumption and interaction. • Virtual reality glasses with integrated EEG. This peripheral combines the previous peripherals, allowing EEG signals to be captured simultaneously with the user wearing the virtual reality glasses. • Heart rate sensor. This peripheral can be obtained in the form of a bracelet or ring. When connected to the device, it provides information about the user's heart rate, which can be used to estimate their stress and relaxation levels. These measurements, in turn, can be combined with other measurements. to personalize the learning experience and provide feedback on the student's overall progress. • Galvanic skin potential sensor. This peripheral can be obtained in the form of a bracelet, wristband, or ring, and its purpose is to measure the galvanic skin response. When connected to the device, it provides information about the user's emotional state. This information can be used to promote personalization and feedback. Peripherals can be connected to the device via physical cables, through the USB-C port, or via a wireless connection. Device operation - Loading Content

[0024] To use the device, the user must first load content. There are three ways to do this: (a) by inserting a content disc, (b) by downloading, or (c) by connecting to a computer.

[0025] The simplest method of loading content onto the device involves inserting a content disc into the device's slot, which reads it and allows immediate access to the stored files and information.

[0026] Content discs are physical media with internal memory on which content is recorded by a content provider. The storage capacity of these media can vary depending on the type and extent of the content to be recorded. The main advantages of content discs include the possibility of offline access to files without burdening the device's internal memory.

[0027] In addition to the option of downloading content via physical media, users can also access online platforms, create a user account, link their device, and select / purchase content to be sent to their device. In this method of obtaining new content, the... Content is uploaded to the device via cloud synchronization as soon as the device comes online or receives a user command to synchronize.

[0028] The user still has the option of physically connecting their device to a computer and, using a dedicated application, loading their content directly into the device's memory.

[0029] There are also cases where it may be necessary to store content in the device's internal memory and only allow access to that content through physical verification of the user's identity. This may be necessary, for example, in a scenario where multiple users use the same device. In these cases, a release disk may be provided. Unlike content disks, these disks only have a release key, which unlocks content that was previously stored in the device's internal memory. Release disks are inserted into the same slot as content disks and offer the user a similar user experience. Device operation - Interacting with content

[0030] Regardless of the content loading method used, the means of interacting with the content are always the same. Initially, the device reads the loaded content and opens it in a structured format of lists and menus. The user can navigate through these options and select lessons, episodes, videos, or additional resources. Additional resources may include text libraries, exercise lists, three-dimensional models, games, and others. Navigation through the lists, menus, and additional resources is done using directional buttons. At each point in the navigation, the user has the option to "select / confirm" or "go back / cancel" their selection. There are dedicated buttons for both operations.

[0031] Any selected content is immediately displayed on the screen, offering additional navigation and interaction options. Additional video options, for example, might include pausing and resuming playback using the "select / confirm" button. Additional text options might include scrolling up and down, as well as "zoom in" and "zoom out". Additional exercise options might include selecting an alternative and confirming the selection, and so on. All content developed for this device must be constructed in a way that allows the necessary interactions to occur via the buttons available on the device. Mechanisms to Support Attention, Immersion, and Engagement Embedded

[0032] More than just offering access to content in a simple, intuitive, and distraction-free context, the device features mechanisms specifically designed to help the user maintain an adequate level of concentration during their studies. The main mechanism consists of a set formed by an infrared camera and infrared LEDs, mounted on the front of the device.

[0033] This system allows for the capture of images of the user's eyes and face while they consume and interact with content, even in low-light conditions. These images are then processed by an algorithm that assesses whether the user is actually paying attention to the content. Attentional indices are used to optimize the learning experience. When attention falls below a certain level, for example, a message on the display may recommend that the student take a break. Similarly, a video may be paused or slowed down when the device identifies any sign of inattention.

[0034] In addition to influencing the study experience, attentional indices are also communicated simply and intuitively to the student through visual, auditory, or tactile signals (via the vibration motor). The student can use these signals to diagnose their use of the device and to train themselves to achieve higher levels of concentration. Adjusting the Settings

[0035] The device also has a dedicated button for adjusting global usage settings. These settings include: • Adjust screen brightness; • Adjust font size; • Connection to the Wi-Fi network; • Bluetooth pairing; • Cloud synchronization management; • User account information. The volume controls, in turn, are separate, to allow for quick adjustment whenever necessary.

[0036] It is noteworthy that the device developed here is not merely a learning tool; it is an integrated solution that combines hardware and software to create a focused and engaging environment, free from the typical distractions of multi-functional devices. Equipped with attention monitoring technologies and peripherals that can measure physiological signals such as heart rate and brain activity, the device offers real-time feedback to optimize engagement and content absorption.

[0037] This device represents a fusion of educational tradition with modern innovation, designed to meet the specific needs of Learning outcomes for individuals at various stages of life and in different educational contexts. Through its implementation, it is hoped not only to improve learning outcomes but also to redefine how we understand and participate in education in the 21st century.

[0038] Finally, it is also worth noting the possibility of modifications and adaptations to the dimensions, formats, and components chosen. The descriptive text of this document should not be considered limiting, but rather illustrative, and constructive variations may exist for those skilled in the art that are equivalent without, however, departing from the scope of protection of the invention.

Claims

CLAIMS 1. DEVICE FOR CONSUMING AND INTERACTING WITH DIGITAL CONTENT, characterized by encompassing embedded and peripheral mechanisms for measuring the user's level and focus of attention, using these measures to support attention, immersion, and engagement, these being: • A display with an interactive interface for viewing educational content; • An infrared camera integrated into the device, designed to continuously monitor the user's attention, with infrared LED support to ensure functionality in various lighting conditions; • A set of integrated speakers for audio playback; • A foldable stand that allows the user to adjust the viewing angle of the device; • A cooling system to maintain the device's operating temperature within safe limits, preventing overheating during intensive use; • The ability to insert and operate with removable physical media containing educational content, necessary software, or user identification; • USB input for connecting peripherals that expand the educational capabilities of the device, allowing the incorporation of additional tools, these peripherals being: • Headset; • Headphones with EEG; • Virtual reality glasses; • Virtual reality glasses with integrated EEG; • Heart rate sensor; • Galvanic skin potential sensor.

2. DEVICE FOR CONSUMING AND INTERACTING WITH DIGITAL CONTENT, according to claim 1, characterized by loading its content from content discs containing the files of interest and allowing access to them even when the device is offline, without consuming the device's internal memory.

3. DEVICE FOR CONSUMING AND INTERACTING WITH DIGITAL CONTENT, according to claim 1, characterized by the ability to release content already stored in internal memory by means of release discs, which provide a usage key for access.

4. DEVICE FOR CONSUMING AND INTERACTING WITH DIGITAL CONTENT, according to claim 1, characterized by collecting images of the user's face during use, using these images to calculate attentional indices, provide feedback, and personalize the content consumption experience based on this data.

5. DEVICE FOR CONSUMING AND INTERACTING WITH DIGITAL CONTENT, according to claim 1, characterized by connecting to a headset with an attached electroencephalogram, allowing it to record and process the user's brain electrical signals, estimate their attentional level, provide feedback, and personalize their content consumption experience.

6. DEVICE FOR CONSUMING AND INTERACTING WITH DIGITAL CONTENT, according to claim 1, characterized by connecting to a pair of virtual reality glasses, offering an immersive visual and auditory experience of the content to be consumed.

7. DEVICE FOR CONSUMING AND INTERACTING WITH DIGITAL CONTENT, according to claim 1, characterized by connecting to a pair of virtual reality glasses coupled to an electroencephalogram, offering an immersive visual and auditory experience of the content to be consumed, while simultaneously recording the user's brain electrical signals and estimating their attention level.

8. DEVICE FOR CONSUMING AND INTERACTING WITH DIGITAL CONTENT, according to claim 1, characterized by connecting to a heart rate sensor, allowing it to measure the user's stress level, provide feedback, and personalize the content consumption experience based on this data.

9. DEVICE FOR CONSUMING AND INTERACTING WITH DIGITAL CONTENT, according to claim 1, characterized by connecting to a galvanic skin potential sensor, allowing it to measure the user's emotional state, provide feedback, and personalize the content consumption experience based on this data.

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