U.S. patent number RE36,028 [Application Number 08/748,424] was granted by the patent office on 1999-01-05 for computer assisted coaching method.
Invention is credited to Kenneth C. Deesen, Avinash B. Tilak.
United States Patent |
RE36,028 |
Deesen , et al. |
January 5, 1999 |
Computer assisted coaching method
Abstract
A computerized method is provided for helping students in
acquiring and developing the ability to perform an art or skill.
This is done in an interactive sequence wherein responses made by a
student to inquiries and directives are digitized and compared with
hidden idealized parameters and with previous responses, and an
evaluation is communicated to the student with encouragements.
Inventors: |
Deesen; Kenneth C. (Flushing,
NY), Tilak; Avinash B. (Denville, NJ) |
Family
ID: |
27499002 |
Appl.
No.: |
08/748,424 |
Filed: |
November 13, 1996 |
Related U.S. Patent Documents
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Application
Number |
Filing Date |
Patent Number |
Issue Date |
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215324 |
Mar 21, 1994 |
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542801 |
Jun 22, 1990 |
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250434 |
Sep 28, 1988 |
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Reissue of: |
619655 |
Nov 27, 1990 |
05100329 |
Mar 31, 1992 |
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Current U.S.
Class: |
434/327; 434/95;
434/362; 434/118; 706/927 |
Current CPC
Class: |
G09B
7/04 (20130101) |
Current International
Class: |
G09B
7/04 (20060101); G09B 7/00 (20060101); G09B
007/00 () |
Field of
Search: |
;434/85,169,323,325,118,327,356,358,362 ;463/23
;395/751,615,761,927 |
References Cited
[Referenced By]
U.S. Patent Documents
Foreign Patent Documents
Primary Examiner: Cheng; Joe
Attorney, Agent or Firm: Baker & Botts, LLP
Parent Case Text
This .Iadd.reissue application .Iaddend.is .Iadd.a continuation of
reissue application Ser. No. 08/215,324, filed on Mar. 21, 1994,
now abandoned, which was a reissue application of Ser. No.
07/619,655, now U.S. Pat. No. 5,100,329, which was .Iaddend.a
continuation of application Ser. No. 07/542,801, filed Jun. 22,
1990, now abandoned, which was a continuation of application Ser.
No. 07/250,434, filed Sep. 28, 1988, now abandoned.
Claims
We claim:
1. A computerized coaching method for teaching a student to acquire
and develop an artistic skill by using a computer, said teaching
method comprising the steps of:
generating a set of random numbers defining the attributes of an
ideal figure and storing the random numbers;
communicating the attributes of the ideal figure to a student;
inviting the student to draw a trial figure conforming to the
communicated attributes in quest of the ideal figure;
generating the attributes of the trial figure based on the response
of the student;
making a comparison of the attributes of the ideal figure with the
attributes of the trial figure; and
verbally and numerically communicating instructions to the student
for correcting the trial figure so that it conforms to the ideal
figure.
2. A teaching method according to claim 1 wherein the attributes of
the ideal figure are generated in a digital form and the trial
figure is generated in graphic form and further comprising the
steps of converting the digital form to a verbal and numerical form
for communication to the student and coverting the graphic form to
a digital form, whereby the comparison is effected digitally.
3. A method according to claim 1 wherein the ideal figure is an
ideal line and the random numbers comprise a first set of numbers
corresponding to a center point of the ideal line, a second number
corresponding to a length of the ideal line, and a third number
corresponding to an angular orientation of the ideal line.
4. A method according to claim 3, wherein the step of verbally and
numerically communicating instructions to the student comprises the
step of employing a CRT display for visual communication to the
student.
5. A method according to claim 4 comprising the step of making an
audible communication to the student.
6. A method according to claim 3, wherein the step of generating
the attributes of trial figure comprising the step of generating a
first set of numbers corresponding to a center point of the trial
line, a second number corresponding to a length of the trial line,
and a third number corresponding to an angular orientation of the
trial line.
7. A method according to claim 6, wherein the step of making a
comparison comprises the step of comparing the trial line with the
ideal line by calculating the difference between the respective
center points of the trial line and the ideal line.
8. A method according to claim 7 comprising the step of comparing
the trial line with the ideal line by calculating the difference
between their respective lengths.
9. A method according to claim 8 comprising the step of comparing
the trial line with the ideal line by calculating the difference
between their respective angular orientations.
10. A method according to claim 9, wherein the step of making a
comparison further comprises the step of determining an overall
error based on the comparison of the respective center points,
lengths and angular orientations of the trial and ideal lines and
communicating the overall error to the student.
11. A method according to claim 1, wherein the step of generating
the trail figure comprises the step of employing a graphics tablet
for use by the student in drawing the trial figure.
12. A computerized coaching method for teaching a student to
acquire and develop an artistic skill by using a computer, said
method of teaching a student comprising the steps of:
generating a predetermined center location, a predetermined length
and a predetermined orientation, as three attributes of an ideal
line that is hidden from the student, wherein the step of
generating the three attributes of the ideal line comprises the
steps of inviting an instructor to draw the ideal line and
determining the center location, length and orientation of the
ideal line drawn by the instructor;
communicating said three attributes to the student in verbal and
numerical terms;
inviting the student to attempt to draw a trial line that has said
three attributes:
determining the center location, length and orientation of the
trial line drawn by the student;
comparing the center location of the trial line with the center
location of the ideal line;
comparing the length of the trial line with the length of the ideal
line;
comparing the orientation of the trial line with the orientation of
the ideal line; and
instructing the student in verbal and numerical terms to relocate
the center of a succeeding trial line to make its location correct,
to draw the succeeding trial line to make its length correct and to
reorient the succeeding trial line to make its orientation correct.
.Iadd.
13. A computerized coaching method for teaching a student a skill
using a computer, said computerized coaching method comprising the
steps of:
generating first quantitative attributes of a graphical
representation of an idealized task to be performed;
communicating said idealized task to a student;
entering into said computer information representing a student's
attempt at performing said task;
generating second attributes based on a graphical representation of
said student's attempt;
comparing said first attributes with said second attributes;
generating quantitative corrective instructions based on said
comparing for a next attempt at performing said task that more
closely conforms to said idealized task if a previous attempt at
the task does not substantially conform to the idealized task;
and
communicating said quantitative corrective instructions to the
student. .Iaddend..Iadd.14. The method of claim 13, wherein said
first attributes and said second attributes are geometric
quantities corresponding to said graphical representations of said
idealized task and attempted task,
respectively. .Iaddend..Iadd.15. The method of claim 14, wherein
said
first attributes comprise location information. .Iaddend..Iadd.16.
The method of claim 14, wherein said first attributes comprise
length information. .Iaddend..Iadd.17. The method of claim 14,
wherein said first attributes comprise width information.
.Iaddend..Iadd.18. The method of claim 14, wherein said first
attributes comprise height information. .Iaddend..Iadd.19. The
method of claim 14, wherein said first attributes comprise angular
orientation information. .Iaddend..Iadd.20. The method of claim 13,
wherein said specifications are in the form of one or more audio
messages. .Iaddend..Iadd.21. The method of claim 13, wherein said
specifications are displayed in the form of textual information.
.Iaddend..Iadd.22. The method of claim 13, wherein said
specifications are displayed as graphical information.
.Iaddend..Iadd.23. The method of claim 13, wherein said
specifications are displayed numerical quantities.
.Iaddend..Iadd.24. The method of claim 13, wherein said
quantitative corrective instructions are geometric quantities.
.Iaddend..Iadd.25. The method of claim 13, wherein said
quantitative corrective instructions are displayed in the form of
textual information. .Iaddend..Iadd.26. The method of claim 13,
wherein said quantitative corrective instructions are displayed
numerical quantities. .Iaddend..Iadd.27. The method of claim 13,
wherein said quantitative corrective instructions are displayed as
graphical information. .Iaddend..Iadd.28. The method of claim 13,
wherein said quantitative corrective instructions are communicated
with audible
sound code. .Iaddend..Iadd.29. The method of claim 13, wherein said
quantitative corrective instructions are communicated verbally
via
loudspeaker. .Iaddend..Iadd.30. A computerized coaching method
according to claim 13, wherein said task involves a physical skill.
.Iaddend..Iadd.31. A computerized coaching method according to
claim 13, wherein said task involves an artistic skill.
.Iaddend..Iadd.32. A computerized coaching method according to
claim 13, wherein said task
involves a musical skill. .Iaddend..Iadd.33. A computerized
coaching system for teaching a student a skill by using a computer,
said computerized coaching system comprising:
means for storing first quantitative attributes of a graphical
representation of an idealized task to be performed;
means for communicating said idealized task to a student;
means for entering into said computer information representing a
student's attempt at performing said task;
means for generating second attributes based on a graphical
representation of said student's attempt;
means for comparing said first attributes with said second
attributes;
means for generating quantitative corrective instructions based on
said comparing for a next attempt at performing said task to more
closely conform to said idealized task if said student's attempt at
performing the task does not substantially conform to said
idealized task; and
means for communicating said quantitative corrective instructions
to the
student. .Iaddend..Iadd.34. A computerized coaching system of claim
33, wherein said means for entering comprises a keyboard.
.Iaddend..Iadd.35. A computerized coaching system of claim 33,
wherein said means for entering comprises a graphics tablet.
.Iaddend..Iadd.36. A computerized coaching system of claim 33,
wherein said means for entering comprises a light pen and a display
screen. .Iaddend..Iadd.37. A computerized coaching system of claim
33, wherein said means for entering comprises a computer mouse.
.Iaddend..Iadd.38. A computerized coaching system of claim 33,
wherein said means for entering comprises a microphone.
.Iaddend..Iadd.39. A computerized coaching system of claim 33,
wherein said means for entering
comprises a video camera. .Iaddend..Iadd.40. A computerized
coaching system according to claim 33, wherein said task involves a
physical skill. .Iaddend..Iadd.41. A computerized coaching system
according to claim 33, wherein said task involves an artistic
skill. .Iaddend..Iadd.42. A computerized coaching system according
to claim 33, wherein said task involves a musical skill. .Iaddend.
Description
REFERENCE TO RELATED DOCUMENT
The computer assisted coaching method and means of the present
invention has been documented in Disclosure Document No. 180,038
filed Oct. 29, 1987.
SUMMARY OF THE INVENTION
While a human teacher is far more flexible than a teaching machine,
the present invention is not only practical and effective but,
unlike the human teacher, it is infinitely available, tireless and
cost effective.
The invention emulates the interactive relationship between the
student and the teacher wherein the student is observed by the
teacher while performing. The teacher expresses a positive
evaluation of the students act with something like, "85%", or "very
good" which reinforces that which was correct. The teacher
communicates the negative aspects of the attempt by making specific
corrective recommendations. The teacher observes each new attempt,
evaluates and responds appropriately as before, guiding the pupil
ever closer to a successful performance. The teacher can elect to
repeat the activity until the student succeeds.
The program possesses side benefits. It can be made to keep
performance records such as grades and the number of attempts to
achieve success for each student so that both the student and the
program can be continuously evaluated.
BRIEF DESCRIPTION OF THE DRAWINGS
The single FIGURE, divided into FIGS. 1A, 1B and 1C to enable the
use of a scale that is large enough to be easily legible, is a
flowchart outlining the steps performed in the preferred embodiment
of the invention.
DESCRIPTION OF A PREFERRED EMBODIMENT
A computer is provided with input and output communicating hardware
means which allows the computer to perceive the aspects of the
student's inputted act and to report back to the student on its
evaluation which vanes somewhat with the art that is being
practiced.
The computer response can be output means be graphically displayed
on the CRT screen; or verbally or numerically displayed on the CRT;
or with audible sound or tone codes; or verbalized via loudspeaker;
or variations and combinations of the above.
Input device means for the program include keyboard; graphics
tablet, light pen and prepared CRT; mouse; microphone; video
camera; or variations and combinations of the above.
Computer program means are provided, as a class, which provide
computer assisted drills for perfecting skill performance said
program means being in operating cooperation with said computer
means and said input-output communicating means. The program means
comprising idealized attribute means not shown in the display and
therefore hidden until specifically denied, comparison means and
evaluation feedback means in the following interactive
sequence.
The student performs a prescribed exercise in the discipline being
taught, which is received by the computer's program means through
the input means. The program means digitally records the relevant
details of the student's performance. It compares them with the
details of an ideal performance previously created, digitized and
stored. The program means then provides the student, through the
output means, with a brief critique or grade accurately reflecting
how precisely his/her performance approached the ideal. If the
program finds the performance unacceptable, it presents detailed
instructions as to how to correct recognized errors. The student is
asked to attempt an improved performance by observing the
corrective instructions.
The new performance is again compared to the ideal performance and
a fresh critique or grade is awarded the student New corrective
instructions are presented and the student is asked to try an
improved performance. This interactive process of student trial and
computer corrective feedback is repeatable as often as is necessary
for the student to be able to perform the art or skill correctly
and reliably.
EXAMPLE
A sample program has been prepared to demonstrate the principle of
the computer assisted coaching of the present invention. It
demonstrates feedback guidance that is the heart of the program and
operates with the use of a graphics tablet as the input hardware
for the student. The CRT verbal and numerical displays provide the
output for the computer program.
The exercise is intended to develop and improve the student's
spatial judgment abilities by directing him to translate verbal and
numerical directives into graphic expression. He is asked to find
the location, direction and length of an unknown vector, which is
an idealized hidden attribute. He is asked to draw a vector of his
own creation on the graphics tablet which is digitized, displayed
on the CRT and compared by the program with the hidden vector. Two
evaluation responses are printed out for the student. The first
describes the degree of success of the attempt verbally with
adjectives:
1% error: "Your attempt was perfect"
2% error: "Your attempt was excellent"
5% error: "Your attempt was very good"
14% error: "Your attempt was good"
37% error: "Your attempt was fair"
70% error: "Your attempt was poor"
The second response instructs the student where to draw the next
vector so that it will be correct. This is done in three steps. The
student is told:
1. How many screen units up/down and right/left the center of the
vector should be moved to be correct.
2. How many screen units longer or shorter the vector is to be.
3. How many degrees to the right or left the vector should be
rotated to be correct.
The following is a sample of screen feedback:
______________________________________ YOUR ATTEMPT WAS VERY GOOD
SHIFT THE CENTER OF THE LINE 7.25 UNITS TO THE RIGHT AND 2.57 UNITS
DOWN DRAW THE LINE AT 4.72 DEGREES ANGLE FROM THE OLD LINE MAKE THE
LINE SHORTER BY 21.47 PERCENT TYPE 0 TO SEE THE GRAPHICAL
COMPARISON 1 TO DRAW THE LINE AGAIN
______________________________________
Feedback given by the coaching computer program to the student's
attempt at drawing the line.
The student draws a new vector as instructed and a new evaluation
is reported on the attempt. The attempt is repeated until the
student's attempt is within 1% of the correct vector.
The same program permits the teacher or operator to place a new
vector into program memory to be located again by the same
technique. This demonstrates the ability of the program to be
adapted to an infinite number of exercises within a given
discipline.
The number of different vector parameters possible to enter into
the program and the number of individualized evaluations possible
for the program to generate are virtually limitless. This
demonstrates the infinite flexibility of the program within a given
exercise.
The following is a description of the steps of performing the
computer assisted coaching system of the invention together with
indicated programs. This description provides documentation of the
prepared sample program described under "EXAMPLE" above.
There are five major parts or groups of steps as follows, each
comprising a number of individual steps or substeps:
1. Define the active area on the graphics tablet, i.e. create
GRID.DAT.
a) Enter TEKTAB, a proprietary software by TEKTRONIX.
b) Put the tablet in the single-point mode.
c) Touch the pen to the lower left corner.
d) Touch the pen to the upper right corner.
2. Define the line internally.
a) Execute CRTE.FOR to create MAIN.DAT.
3. Ask the student to draw a line on the tablet, i.e., create
DRAW.DAT.
a) Enter TEKTAB.
b) Put the tablet in the multi-point mode.
c) Draw the line with the pen.
4. Evaluate the line drawn by the student.
a) Execute EVAL.FOR.
5. If the results of the evaluation are satisfactory, stop.
Otherwise repeat steps 3 and 4 until the student has learned to
draw the line satisfactorily. ##SPC1##
While the computer program set out above is easily read and
understood by those skilled in the art, the following "translation"
is provided for the benefit of interested readers who are not
skilled in this art:
There are five major parts or groups of steps to this program, each
comprising a number of individual steps or substeps. In the
flowchart shown in the FIGURE (arranged on three pages as FIGS. 1A,
1B and 1C). the first part of the program comprises steps 1-3 the
second part steps 4 and 5; the third part steps 6-9, the fourth
steps 10 and 11; and the fifth part steps 12-20.
In the first part of the program (steps 1-3 of the flowchart), the
student or other user of the system must define an active area or
grid of the input hardware (e.g.. a graphics tablet) by creating
GRID.DAT. To this end, at step 1. the student enters TEKTAB, a
proprietary software package by Tektronix. At step 2, the program
activates the graphics tablet in a single point mode in order to
receive a single point input. At step 3, the program requires the
student or other user to touch a stylus or pen to the lower left
and upper right corners of the graphics tablet. These three steps
are necessary so that the computer can recognize all input drawn
within the designated boundaries of the graphics tablet.
In the second pan of the program (steps 4 and 5 of the flowchart),
the computer defines a figure internally. Specifically, at step 4
of the flowchart, the program executes CRETE.FOR, a random number
generation process to create (MAIN.DAT), a set of numbers
representative of the figure within the defined boundaries of the
graphics tablet. The numbers of this set are representative of the
attributes of the figure: e.g., the length, angular orientation,
and center point of a line. At step 5 of the flowchart the computer
stores the set of numbers in appropriate addresses of the computer
memory.
In the third part of the program, represented by steps 6-9 of the
flowchart, the student is requested to draw a trial line in
imitation or in quest of the ideal line generated internally at
step 4 by creating DRAW.DAT, and entering TEKTAB. Accordingly, at
step 6 of the flowchart, the program activates the graphics tablet
in multiple point mode for the student's input. At step 7, the
program describes on the CRT screen the attributes of the hidden
ideal line, for example. "The center of the line is located 3 units
(e.g., pixels) to the right and 4 units down from the center of the
screen, and the line is at an angle measuring 30 degrees
counterclockwise from the horizontal and is 40 units long."
Equipped with a verbal and numerical description of the line, the
student is then invited to draw the line on the graphics tablet at
step 8 of the flowchart. If the student declines by typing NO, the
program terminates. If the student accepts by typing YES, he or she
exercises his or her spatial abilities by translating the verbal
and numerical description provided by the computer Into graphical
expression. An analog-to-digital converter digitizes the line drawn
by the student and assigns a group of corresponding pixels on a CRT
screen. At step 9 of the flowchart, the computer stores these
locations in corresponding addresses in memory.
In the fourth part of the program, represented by steps 10 and 11
of the flowchart the computer evaluates the line drawn by the
student by executing EVAL.FOR. To this end, at step 10 of the
flowchart, the program directs the computer to compare the trial
line drawn by the student to the ideal line created internally by
measuring differences or errors in the center point, length, and
angular orientation of the respective lines. The computer then
compares the values stored in memory B defining the ideal line with
the respectively corresponding values stored in memory defining the
trial line, and computes their differences. At step 11 of the
flowchart, the program then computes an overall error based on the
parameters computed at step 10.
In part five of the program, represented by steps 12-20 of the
flowchart, the computer provides the results of the evaluation.
Specifically, at step 12 of the flowchart the program provides the
student with positive feedback through a grade reflecting the
overall correctness of his or her attempt. The program displays an
output such as "2% error, your attempt was excellent." At decision
step 13 of the flowchart the program determines if the student has
drawn the line perfectly, i.e., the error is within 1%. If so, the
program loops forward to step 20 and terminates. If the error is
greater than 1%, then the program moves to steps 14, 15, and 16
sequentially, thereby providing the student with corrective
feedback regarding the error in the center point, length, and
angular orientation of the line.
For example, the program will designate how many screen units
up/down or right/left the center of the trial line should be moved
(step 14), by what percent the trial line should be lengthened or
shortened (step 15), and by how many degrees the trial line should
be reoriented clockwise or counterclockwise (step 16).
At decision step 17 of the flowchart, the program asks the student
if he/she wishes to review the lines on the computer screen. If the
student types YES, the program moves to step 18, which provides the
student with a graphical presentation on the CRT screen of the
ideal line generated by the system and the trial line drawn by the
student. If the student types NO, the program loops forward to
decision step 19, which asks the student if he/she wishes to make
another attempt. If the student types YES at step 19, the program
loops back to step 9. If the student types NO, the program
progresses to step 20 and terminates.
Through thus type of exercise, the student can develop and improve
his/her spatial judgment by converting conceptual knowledge into
graphic reality.
The present invention can be applied to all arts and skills that
can be taught. Some examples include
Graphic arts--including lettering, drawing, painting,
drafting--where such physical properties such as size, shape,
length, width, height, location, color, direction can be compared
and evaluated by the computer.
Music--instrumental and voice. Note frequency and duration,
dynamics, timbre are characteristics of the sound of music that can
be readily digitized by the computer and subjected to comparison
and analysis
Physical skills--such as dental surgery, general surgery,
sculpting, architecture produce acts that can be described in terms
as shape, height, width, depth, location and color and are subject
to this program utilization.
Examples of specific programs are listed as follows
OPERATIVE DENTISTRY
To teach the dental student how to design cavity preparations. An
enlarged image of the tooth to be treated is displayed on the CRT.
The student is directed to draw on the displayed image the ideal
cavity design appropriate for the correction of the described
lesion with a prescribed restorative material. The student's
drawing is analyzed, graded for merit and corrective directions to
produce a more perfect solution are displayed verbally on the CRT,
if appropriate. The student is directed to repeat the exercise
until he has arrived at the perfect solution. Using the last design
attempt and the specific corrective directions generated by the
program, the student is able to produce an ever more perfect
solution until he finally succeeds in producing a correct
design.
Each design is infinitely repeatable and can be used, not only to
learn to produce the correct solution, but with repetition, to
become more proficient in doing so.
HAND LETTERING
To teach writing upper and lower case block letters of the Roman
alphabet to children the illiterate, and the foreign born. The
pupil is instructed what letter to draw and how to draw it by words
spoken by computer recording and simultaneously produced, stroke by
stroke, on the CRT. The CRT screen clears and the pupil is directed
to draw the same letter on the screen. The program compares the
pupil's attempt with the hidden ideal letter and reports by spoken
word an evaluation of the effort and specific instructions how to
correct any error noted. The pupil is directed to repeat each
letter exercise until judged correct by the program. Each exercise
is infinitely repeatable and each letter exercise is individually
selectable if desired, otherwise the exercises rotate in
alphabetical order.
While the foregoing is illustrative of a preferred embodiment,
other embodiments may be had within the teachings hereof.
* * * * *