Method and Apparatus for Automated Learning Tool Selection for Child Development

This invention relates generally to the field of computer-assisted selection of learning tools and more particularly to methods and apparatus for automated selection of learning tools for children based upon unique characteristics of the individual child and the cognitive, educational, social, entertainment, and play values of consumer learning tool products.

Books, toys, games, and allied learning materials are the tools that all children, whether they are gifted, average, exceptional, learning disabled, or handicapped, naturally use for learning. However, the learning needs of individual children differ because of differences in the developmental stages, temperament, environment, and preferred social and cognitive styles of each child. As a result of these differences, many parents have had the experience of purchasing a toy, a book, or a game for their child, only to find that the item was too difficult, too easy, or simply did not match the interests of the child. Because parents rank the education of their children as one of the most important aspects of their lives, there is a great need for guidance in the selection of appropriate toys and other learning tools for children. Nevertheless, there is no automated system in the prior art to aid in the selection of learning tools for children which considers the unique strengths, weaknesses, deficiencies, preferences, and preferred sensory learning styles of the child during their various stages of cognitive, social, emotional, and physical development.

Accordingly, it is an object of this invention to provide improved methods and means for evaluating the level of development and the preferred style in which a child learns.

It is a further object of this invention to match the individual child's level of development and preferred learning style with appropriate learning tools.

Matching appropriate learning tools with the individual child enhances the child's academic and social skills, motivates the child's interest, enhances the child's strengths, and abates the child's weaknesses by reducing or eliminating learning frustration while stimulating the child's desire and ability to learn.

These and other objectives of the invention are accomplished by providing a system in which a large number of available products consisting of toys, games, books, and allied learning materials (learning tools) are carefully analyzed and the product data collected is entered into a computer system. A questionnaire is filled out and reviewed concerning a user (i.e., child) and the child data from the questionnaire is entered into the system. The child data is matched against the product data and a Preferred Products List of products matched to the unique characteristics of the individual user is produced. From this Preferred Products List appropriate learning tools are selected.

Products are evaluated on a Standard Product Evaluation Form (SPEC). The resulting data is entered into the computer system and merged into a Product data file and a Vendor data file. A list of Vendor data and the Product data can be viewed on a monitor or printed. In addition, the data of an individual product (product matrix listing) can also be viewed on a monitor or printed.

Parent(s)/guardian(s)/educator(s) (Parents) are given a two part questionnaire concerning the child to be answered by themselves or, if the child is old enough, by the child under the parents' supervision. The questionnaires are received, analyzed, and entered into the computer system. Static personal information of the child is merged into a Vital Information Profile (VIP) data file, and preferences, developmental, and skill level information of the child is merged into a Preference Survey Model (PSM) data file. The VIP data and the PSM data for an individual child can be viewed on a monitor or can be printed.

The VIP data and the PSM data for an individual child are retrieved, compiled, and matched by the computer system against the Product data file to generate a Preferred Products List. The Preferred Products List is reviewed by the parents to permit an informed selection of appropriate learning tools for the child. The learning tools may be demonstrated to the parents, who in turn may demonstrate the learning tools to the child. The VIP data and the PSM data for the individual child can also be retrieved and compiled into a User Preference Analysis report. The User Preference Analysis report represents the current skill levels of the developmental and behavioral characteristics of the child. This report may be reviewed for errors and omissions and a User Preference Profile report generated using the information compiled in the User Preference Analysis report. This User Preference Profile may be used to assist the parent in the selection of learning tools for the child.

The features of the present invention which are believed to be novel are set forth below with particularity in the appended claims. The invention, together with further objects and advantages thereof, may be understood by reference to the following description taken in conjunction with the accompanying drawings.

FIG. 1 is a block diagram illustrating a specific embodiment of a computer system in accordance with the invention.

FIG. 2A is a detailed flow diagram for a specific embodiment of the invention illustrating the overall methodology and structural flow for the product evaluation stage of the invention.

FIG. 2B is a detailed flow diagram for a specific embodiment of the invention illustrating the methodology and structural flow for the entry and compilation of user information for the invention.

FIG. 2C is a detailed flow diagram for a specific embodiment of the invention illustrating the methodology and structural flow for the user preference analysis stage of the invention.

FIG. 2D is a detailed flow diagram for a specific embodiment of the invention illustrating the methodology and structural flow for the product/user matching stage of the invention.

FIG. 1 is a generalized block diagram illustrating the structure of a specific computer system 5 which can be utilized for implementing the invention for selecting appropriate learning tools. FIG. 1 illustrates a digital computer 2 connected to a keyboard 3 and a monitor 4 for entering the data and displaying the vendor listing, the inventory listing, product matrix listings, user listings, and PSM listings. A printer 6 is provided for printing out a vendor listing, an inventory listing, product matrix listings, user listings, PSM listings, a User Preference Analysis, and Preferred Products lists. At least one mass data storage device 8 (e.g., hard disk) provides storage for a Vendor data file, a Product data file, a Vital Information Profile data file, and a Preference Survey Model data file. One example of a suitable computer system 5 is a Macintosh Personal Computer marketed by Apple Computer Co. of Cupertino, Calif. It should be apparent to those skilled in the art that the keyboard and the monitor may be at locations remote from the digital computer and the mass data storage device, such as on the showroom floor of a toy store or in the parents' homes, schools, day care centers, businesses, and on or off-site processing centers.

While the invention may be implemented using a wide variety of computer systems, which may be programmed using a wide variety of existing programming languages and/or data base programs, the embodiments illustrated by FIGS. 2A-2D were implemented using a known relational data base program marketed by ACIUS of Cupertino, Calif. under the name 4th DIMENSION. The system 5 was programmed within the 4th DIMENSION data base program using the 4th DIMENSION programming language. The detailed file structures, screens, and program object code implementing a specific embodiment of the invention under 4th DIMENSION are provided in Appendixes I-VI. Appendix I provides the file structure, Appendix II provides the screens, Appendix III is the control code listing, Appendix IV, V and VI are the matching sequence code listings.

Referring now to FIG. 2A, there is shown a schematic detailed flow diagram illustrating the methodology and structural flow for a specific embodiment of the product evaluation process of the instant invention. As illustrated at block 10, commercially available or specially designed products (e.g., toys, games, books, and allied learning materials) are evaluated and characterized on a standard product evaluation form. Each product is evaluated and characterized by completing a Standard Product Evaluation Form (SPEF) such as that of TABLE A.

The form is completed by providing the product and vendor information in section one, (types: A=Record, Tape, CD; B=Book; G=Game; L=Learning material; S=Life style; T=Toy), and providing the information requested in sections 3-6 including indicating a performance level (A for basic; B for competency; C for mastery) in section 4. An "other" category permits entry of special areas of learning, traits, etc., that may be important to a child. The product code in the illustrated embodiment is made up of a first letter indicating the type (i.e., A, B. G, L, S or T), followed by a three digit number, followed by a two character subcode indicating a product class. The product classes for the specific illustrated embodiment are listed in Table A1. The subcode is followed by two digits indicating the age range for which the product is suitable, a character for the performance level, a character indicating the educational value (i.e., the values entered in section 4), and two characters indicating the grade range for which the product is suitable. The grade attribute under section six is indicated with an A for the 0 up to 1 year range. B for the 1 up to 2 years range; C for the 2 up to 3 years range; D for the 3 up to 4 years range; E for the 4 up to 5 years range; K for the 5 up to 6 years range; 1 for the 6 up to 7 years range and an increment of one for such subsequent grade level.

The SPEF form is completed in Sections 3, 4, 5, and 6 in accordance with the characteristics as defined in Table A2 and using conditions for selection of the product characteristics as set out in Table A3.

These identified characteristics (i.e., learning tool characterizing data) of the learning tools are then entered into the computer system 5, as shown at block 12 using a series of data entry screens (see Appendix II, screens IV-VI). Alternatively, the data may be initially entered directly into the computer system 5 using the screens. The entered data is then processed and sorted, thereby merging the data, as shown at block 14, into a Vendor data file 16 and storing the merged data on the mass storage device 8. A product data file 18 is also generated at block 14 and stored on the mass storage device 8. Each entry in the Vendor data file comprises vendor name, address, type and product information as illustrated in the example of a vendor listing shown in TABLE B. Other listings, reports, sorting of vendor data, and other data manipulation can be obtained within the data base structure using sorting and report writing options provided by the data base program (e.g., 4th DIMENSION).

Vendor data can also be entered separately (see Appendix II, screen II), as illustrated by block 15.

Each entry in the Product data file comprises information as illustrated in the example of a Product Matrix Listing shown in TABLE C.

The product data is cross-referenced to the vendor file by a vendor name identified when the data is entered.

The system 5, in response to an operator request, uses the data to generate vendor listings (such as shown in Table B), as illustrated at block 20 and to generate product maxtrix listings (such as shown in Table C), as illustrated at block 24. A simple inventory listing showing product name and code, vendor, and cost may also be generated from the Product Inventory data file 18, as illustrated at block 22. These listings can be either displayed on the monitor 4 or printed by the printer 6. The product data file information is also made available for matching as will be described hereinafter with reference to FIG. 2D.

FIG. 2B is a detailed flow diagram illustrating the methodology and structural flow for a specific routine for entry and compilation of individual child data. The process begins as illustrated at block 26 with completion of a two part questionnaire. The questionnaire in the illustrated embodiment is filled out by the parents or, if the child is old enough, by the child under the parents' supervision. The first section of the questionnaire is a Vital Information Profile (VIP). The VIP contains questions concerning the personal static information about the child and the child's family. This information is then entered into the computer, typically by a technical professional using a series of screens (see Appendix II, screens VIII-X), but may be entered directly in the computer without use of a written questionnaire. During entry of the data, an age equivalent is determined which is a modification of the chronological age of the child based upon an actual school grade and/or other developmental factors. For example, a child held back in school by one grade would have an age equivalent one less than chronological age, or a learning deficient child would have a reduced age equivalent to compensate appropriately for slowed development, etc. In matching products to the child, the age equivalent will normally be used in the illustrated embodiment, although in another embodiment, actual age may be used. An example of a suitable VIP questionnaire is shown in Table D.

The second section of the questionnaire is a Preference Survey Model (PSM). The PSM contains questions concerning dynamic user developmental conditions such as the child's cognitive, social, emotional, and physical development, as well as medical conditions and nutritional habits, and the pregnancy and birthing events of the child and mother. There are three different PSM's designed for age groups zero to three years (PSM0-3), two to five years (PSM2-5), and six to fourteen years (PSM6-14). Children of ages two and three have both the PSM0-3 and the PSM2-5 completed because of the varying development and socio-enconomic differences that affect that age group. Examples of suitable PSM questionnaires are shown in Tables E1, E2 and E3.

The information from the VIP and respective PSM's are then entered into the computer system 5, as illustrated at block 28. This information may also be entered directly instead of using a written form. Comments on the forms may be used by trained personnel to modify responses prior to entry. The computer system 5 then processes and sorts the entered data, as shown at block 30. Thus, the entered VIP data is merged into a VIP data file 32 stored on the mass storage device 8 and the entered PSM data is merged into a PSM data file 34 stored on the mass storage device 8. The VIP data and the PSM files for an individual child are cross-referenced by a user number.

The system 5 may generate a listing of the VIP data, as illustrated at block 36 and a listing of the PSM data as illustrated at block 38 for an individual child responsive to an operator request. These listings can be either displayed on the monitor 4 or printed by the printer 6. The VIP data and PSM data for an individual is also compiled for use in matching to product data (see FIG. 2D) and for generating a User Preference Analysis (see FIG. 2C), as shown by block 40.

Referring now to FIG. 2C, the computer system 5, as illustrated at block 41, retrieves data for an individual child from the compiled VIP data and the PSM data. The strengths, weaknesses, deficiencies, preferred interests, learning styles, and personal traits of the child are identified from the VIP and PSM data and a User Preference Analysis list is generated, as illustrated at block 41, which may be displayed on the monitor 4 or printed on the printer 6. The User Preference Analysis list summarizes the answers from the VIP and PSM and reports the current skill levels of the developmental and behavioral characteristics of the child in the categories listed in TABLE F.

This User Preference Analysis list may be reviewed by a technical professional, as illustrated by block 42, and a User Preference Profile generated based upon the User Preference Analysis list, as illustrated at block 46. This User Preference Profile is a written report prepared by a technical professional analyzing the User Preference Analysis data. This report may then be reviewed and utilized by parents to aid in selection of learning tools.

FIG. 2D is a detailed block diagram illustrating the matching of Product Inventory data with compiled VIP/PSM data to generate a preferred product list. As illustrated at block 47 and 48, for an individual child, the computer system 5 retrieves data from the Product data file 18 (from FIG. 2A) and the compiled VIP/PSM data (from FIG. 2B) and performs a set of matching sequences. The sequences are processes which compare and match information and characteristics of the child with the characteristics of the products from the product data file, and each sequence makes product selections based upon different criteria. There are 45 to 57 sequences used in the illustrated embodiment depending on the age group, with 57 for the 0-3 age group, 49 for the 2-5 age group and 45 for the 6-14 age group. The sequences are listed in Tables G1 for the age group 0-3, G2 for the age group 2-5, and G3 for the age group 6-14. In each table G1, G2, and G3, there is first a sequence number followed by an indication of the VIP/PSM question (the question number on the VIP/PSM questionnaire is indicated in parentheses) for which respective answers are matched with product characteristics which are identified in the next column (i.e., SPEF characteristic indicated by the SPEF identifying number). The last column indicates a PNR code assigned. The source code setting out detail for each sequence in the illustrated embodiment are listed in Appendix IV for the 0-3 age group, Appendix V for the 2-4 age group, and Appendix VI for the 6-14 age group.

The sequences select products by first selecting all products from the product data file which match the individual child on the basis of age equivalency, sex, and ethnic background; and for older children, right or left handedness, as illustrated at block 47 and Tables G1, G2 and G3. Those selected products are then processed by additional sequences to allocate products into a series of categories, as illustrated at block 48 and Tables G1, G2, and G3. For the 0-3 age group, the categories are listed in Table H; for the 2-5 age group, the categories are listed in Table I; and for the 6-14 age group, the categories are listed in Table J.

For example, referring to Table G1, products are selected based upon the product data in the product data file for the personal traits and age equivalent category creating a file of all products with the proper age, sex, and ethnic characteristic for the individual child. Each one of those products is then matched to any of the educational values of the product by the sequences 4-11, and each product is coded for the identified values and assigned a "P" code representing positive reinforcement. Next, the learning/physical values sequences 12-23 check for a problem in each of the learning/physical value characteristics of the child from PSM question 17. If no deficit is indicated for the characteristics, no product is identified. If a deficit in a particular characteristic exists (e.g., Auditory Reception), then the sequence identifies the products for the first category which have that value and assigns an "N" for negative reinforcement. The play/entertainment values category sequences 25-58 are then performed to match child characteristics with product characteristics for products allocated in the first category. For these sequences, Table G1 shows the PSM question(s) being matched and the product characteristics being matched. Thus, for example, for sequence 25, question one of the PSM0-3 is matched with product data from section 5J of the product evaluation form (SPEF). As indicated, this sequence applies to a child of age equivalent 0-4 months. Sequences are not run for age equivalent levels below that assigned to a child, however, products are chosen for the child based upon an age suitability characteristic of the product ranging from three months less to six months greater than the age equivalent of the child. The Tables G1, G2 and G3 indicate in the last column the PNR code assigned to that sequence.

With regard to Tables G2, the processing of sequences in the first category is essentially similar to the first category of Table G1. The second and third categories are substantially similar except the PSM answers used are from various questions. The fourth category, play/entertainment Values, and fifth category, HITS, are processed substantially like the fourth category of Table G1, except that key word and string selection searches are also done in some sequences. Based upon the answer from the PSM question indicated immediately after the listed PSM question type (e.g., for Hobbies, the PSM question is 8A), the product characteristic listed in the second column is searched to identify product matches. A PNR code designation is also assigned as indicated in the last column in Table G2.

Table G3 shows the sequences for the six to fourteen age group wherein the sequences generally function substantially similar to those for the 2-5 age group, with the PSM question and product characteristics to be matched, and PNR codes to be assigned identified as they are identified in Table G2. In Tables G2 and G3, certain sequences (i.e., those marked with an asterisk) for play, entertainment, HITS and social and emotional values are based upon PSM questions with Yes/No type answers. These sequences select a product and designate a PNR code based upon a Yes or a No answer, and the opposite answer results in no selection being made.

The system then generates a Preferred Products List from the matches identified by the sequences, as illustrated by block 50, which may be listed on the monitor 4 or printed on the printer 6. The products in the Preferred Products List are listed in the separate categories which are shown on Tables H, I, and J. The Preferred Products List includes for each matched product a product code, a product name, the sequence that selected the product, the age and grade range for which the product is suitable, the price, and the instructional variables associated with the product.

The Preferred Product List also identifies each selected product with a "PNR" code wherein a "P" is used to designate products selected to enhance the child's strengths (i.e., positive reinforcement), an "N" is used to designate products selected to abate the child's weaknesses (i.e., negative reinforcement), and an "R" is used to designate products selected for recreation, fun, and entertainment or having religious significance (i.e., recreational tool).

For children ages zero to three, the categories are as follows:

For children age two to five the categories are as follows:

For children age six to fourteen the categories are as follows:

The Preferred Products List and the Product Matrix Listing (Table C), which together with a User Preference Profile forms a Game Plan Analysis (GPA), are analyzed and reviewed by the parents. The parents make an informed selection of learning products from the computer generated Preferred Products List. The Product Matrix Listing and User Preference Profile may be used to assist in the final selection made from the Preferred Products List. The products chosen may be demonstrated to the parents, and then the parents may present and demonstrate the matched and selected products to the child resulting in important interaction between the parents and the child while the child benefits from the matched product values.

Appendixes I-VI are listings of the file structure, screens, and source code for a complete program for practice of the invention on a Macintosh Personal Computer (e.g., models: MAC SE, MAC SE30 or MAC PLUS) using the 4th Dimension database program. These listings and other portions of the disclosure of this patent document contain material which is subject to copyright protection. The copyright owner has no objection to the facsimile reproduction by anyone of the patent documents or the patent disclosure as it appears in the Patent and Trademark Office patent file, but otherwise reserves all copyright rights whatsoever.

Specific embodiments of novel methods and apparatus for automated learning tool selection have been described for the purposes of illustrating the manner in which the invention may be made and used. It should be understood that the implementation of other variations and modifications of the invention in its various aspects will be apparent to those skilled in art, and that the invention is not limited by the specific embodiments described. It is therefore contemplated to cover by the present invention any and all modifications, variations, or equivalents that fall within true spirit and scope of the basic underlying principles disclosed and claimed herein. ##SPC1## ##SPC2## ##SPC3## ##SPC4## ##SPC5## ##SPC6##