GB2539171A

GB2539171A - Teaching apparatus

Info

Publication number: GB2539171A
Application number: GB1506505.5A
Authority: GB
Inventors: James Samuel Darryl
Original assignee: Individual
Current assignee: Individual
Priority date: 2015-04-16
Filing date: 2015-04-16
Publication date: 2016-12-14
Also published as: GB201506505D0

Abstract

A teaching or game apparatus comprises a playing grid (figure 1a, 200), a set of machine-readable physical tokens (figure 1g) for placing on the playing grid and storing data relating to the type of token. The tokens comprise at least a start token (990, figure 1g) to define a start location on the playing grid, an end token (902, figure 1g) to define an end location on the playing grid and route tokens (910-916, figure 1g) to define a route from said start location to said end location. A computing device 700 is provided to read a selected token and display corresponding type information and a logging system to log a sequence of player moves made on the playing grid. In use, a player is able to use said computing device to identify the route and to use said logging system to log a sequence of moves to traverse the identified route. An interactive system comprising a board, a plurality of tokens and a peripheral device 306 connected to a computer, and a method of operating an interactive system are also disclosed.

Description

TEACHING APPARATUS

FIELD OF INVENTION

This invention relates to teaching apparatus, systems and methods particularly but not exclusively for use in schools by a teacher.

BACKGROUND OF INVENTION

Educational games, in particular board games, can enhance the learning experience of children of all ages. There is a wide variety of games available to assist children to understand various complex ideas. For example, traditional board games are based on the classic grid arrangement and movement of physical objects according to the rules for playing the game.

There is a general need for techniques to assist in teaching programming to young children. The inventor has recognised that computer apparatus and board game apparatus may be combined to address this need.

Background prior art can be found in US2014/0179446 and US2014/0342831.

SUMMARY OF THE INVENTION

Thus according to the present invention there is therefore provided teaching apparatus comprising: a playing grid; a set of machine-readable physical map tokens, for defining a route on the playing grid, the tokens storing token type data; a computing device to interface, in particular using a wand, with a pupil-selected said token to read said token type data and display corresponding token type information; and a logging system to log a sequence of pupil moves made using the playing grid; wherein the map tokens comprise at least: a start token to define a start location on the playing grid; an end token to define an end location on the playing grid; and route tokens to define a route from said start location to said end location; wherein, in use: a teacher is able to use said tokens to define said start and end locations and said route using said playing grid; and a pupil is able to use said computing device to identify said route and is able to use said logging system to log a sequence of moves to traverse said identified route.

In embodiments the apparatus is helpful in teaching young children some of the basic concepts underlying programming. Thus the apparatus can help a young child to understand the idea that a sequence of instructions may be employed to move from a starting position to an end goal.

In embodiments the teacher defines a physical map or maze on the playing grid by placing tokens on the grid. These tokens include a start token, an end token and tokens defining a route or routes which the user/pupil must take to move from the start token to the end token. The route tokens may be a positive and/or negative definition of the route -that is they may define permitted/on-route grid locations and/or non-route permitted/off-route grid locations. These may be defined by reward and penalty tokens, for example coin tokens and bomb tokens, in which case the computing device may keep a log of rewards and/or penalties received/incurred by the pupil.

In embodiments the embodiments computing device includes a wand to read the physical map tokens and the wand is usable by the player or pupil to interrogate the type of token at a grid location. Thus the pupil can move the wand from the start token to another (adjacent) token and receive feedback from the computing device on the type of token at that location. In embodiments the feedback is presented in an entertaining manner and may comprise still or moving images, animations, sound or the like. In embodiments a user (teacher or pupil) is able to select, at the computing device, from one of a plurality of themes, for example a pirate theme, a space theme and the like, and the user feedback is then selected according to the chosen theme.

In embodiments the physical map tokens include a machine readable tag storing token type data defining the type of token (start/end/route/other), and the computing device reads this data and provides corresponding feedback to the user. In some preferred embodiments the tag is an NFC (near field communication) -readable tag and the wand comprises an NFC tag reader. Providing a wand is advantageous as it provides a physical device that the pupil is able to move over the tokens on the playing grid to attempt to locate a route from start to end.

In embodiments the map tokens include a physical label identifying the type of token; in this case when placed on the playing grid the tokens may be inverted so as to conceal the label and token type. The physical map or maze defined by the tokens may be chosen by the teacher but in embodiments the computing device includes a number of stored maps, and the computing device is made able to display these to the teacher to assist in setting problems for the pupil to solve. These problems may optionally be organised by two or more categories of difficulty.

In some preferred embodiments the logging system comprises a set of movement direction objects, for example tokens labelled with up, down, left and right movement directions (these do not need to be machine-readable). The sequence of movements may then be logged by providing a physical holder for these movements direction objects, for example in the form of a longitudinal strip, which may be thought of as a coding strip'. Such a coding strip may be used to hold a physical movement direction object for each successful step along the route so that, at the end of the route finding process the pupil has a holder holding a sequence of movement direction objects defining a working route from the start to the end point of the problem set by the teacher. Although in preferred embodiments the movement direction objects and holder are real, physical objects, in alternative embodiments these may be virtual objects -for example the computing device may implement a simulation of real physical objects on its screen.

In some preferred embodiments the apparatus also includes a movement function system, that is a system which the pupil can employ to replace a group of movement direction objects with a (single) group movement object. In this way the concept of employing a function, sub routine or similar to perform a group of movements can be imparted. Optionally the computing device can prompt the user (pupil) to look for patterns amongst the movement direction objects identifying the correct start-finish route.

In some preferred embodiments movement function system comprises a physical holder (later described as a 'function strip') to hold a group of movement direction objects and a corresponding group token, where the holder and group token are linked by some common identifier, for example colour. In particularly preferred embodiments the physical group token has a similar appearance to a movement direction object physical token but is labelled so that it can be identified as a group movement token, for example by colour. In this way the physical group token may straight forwardly be incorporated into the direction object holder in substantially the same way as a movement direction object, except that the group movement object or token now stands for a group of movements or steps rather than a single movement or step, again although is some preferred embodiments the movement function system comprises a physical holder and physical group token, in principle virtual devices may be employed, for example implementing a simulation of the physical objects on the screen of the computing device.

As previously mentioned in some preferred embodiments the computing device records rewards, for example coins, and penalties, for example life losses, incurred by the pupil in moving the wand over valid or invalid route grid locations.

In embodiments the apparatus may be extended by adding further map tokens. Thus in embodiments a lock token and a key token may be provided, with the requirement that before a grid location with a lock token can be traversed a grid location with a key token must previously have been traversed. Again the lock and key tokens may be provided with suitably entertaining animations, for example a dragon and sword in a knight theme or a whirlpool and dolphin in a mermaid theme. The requirement of the key may be policed by the pupil themselves or a partner (where the learning is performed in pairs) or the computing device (wand) may record when a key grid location has previously been traversed in order to provide a warning or reward when a lock location lock is traversed without/with the required key. The skilled person will appreciate that many other types of map token may also be provided -for example in embodiments question tokens are provided which, when identified by the pupil (the pupil placing their wand over the token) cause the computing device to ask a pupil a question. Again rewards and/or penalties may be provided.

In some embodiments the tokens comprise physical objects such as counters, placeable on said grid to define a challenge for said pupil. In still other embodiment the tokens may comprise polyhedrons such as cubes, where different faces of a said polyhedron read with said wand provide different data to define to define different behaviour for said computing device. Alternatively, the playing grid may effectively be defined by a set of movable or rotatable tokens, for example with two, three or more faces. 'Triangular' tokens are preferred in some embodiments because they can be moved easily and rotated without interfering with tokens in an adjacent row.

In another aspect the invention provides an interactive system comprising a board with a grid; a plurality of readable tokens; a peripheral device connected to a computing device; wherein a challenge is definable by a first user by placing the said tokens on the said board; and wherein said tokens are readable by said peripheral device when said peripheral device is touching or brought into close proximity to the tokens by a second user; and wherein feedback associated with the read data is displayed on the said computing device and is usable to determine whether a series of read tokens solves the challenge; and the system further comprises one or more logging devices to make a record of a series of correct moves taken by the second user to solve the challenge.

Embodiments of the system combine the interaction of the physical objects with digital tools that enhance the learning experience as well as cognitive development. Furthermore, embodiments of the system help children to understand the logical and computing thinking concepts which are important to gain the fundamentals of coding.

In some preferred implementations of the system, the board and one or more logging devices have indentations for holding the tokens. Furthermore, the tokens are writable by the first user using the peripheral device and a software program stored in the computing device. The programming of the tokens provides flexibility to a user and may increase the complexity of the challenges to be set by the first user. In preferred implementations of the system, the computing device is a mobile phone, tablet or a computer.

In some preferred implementations of the system, the peripheral device is connected to the computing device via a wireless link which provides convenience. The peripheral device (which may be dumb) may have the shape of a wand and the system further comprising a set of themed covers configured to attach to or fit over an end of said wand shaped peripheral device.

In preferred embodiments the peripheral device is configured to read the token data wirelessly, in particular, using NFC. Conveniently, the peripheral device has the form of a wand or similar. Alternatively, however, the peripheral device may employ a direct electrical connection to read the data in which case it may be, for example, a pen like device with a metal contact at one end.

In some preferred implementations of the system, the directional tokens and one or more logging devices are usable to keep a record of the direction moved. Furthermore, the system comprising one or more function registering devices for holding movement characteristic tokens, wherein a movement characteristic token is usable to replace a group of directional tokens and the movement characteristic token is associated with a specific direction moved.

In a related aspect the invention provides a method of operating an interactive system comprising, providing a board and a plurality of readable tokens such that a challenge is definable by placing said readable tokens on the board; and programming said tokens using a peripheral device when said peripheral device is touched or brought into close proximity to the tokens; and reading data from the tokens; displaying feedback associated with the read data on a computing device such that said feedback is usable to determine whether a series of read tokens solves the challenge; and recording a series of moves taken to solve the challenge, using one or more logging devices.

Although preferred implementations of the above described apparatus are used for teaching young children the basic underlying ideas of computer programming, in principle the apparatus may also be employed for playing a game. For example this may be done by using the map tokens to create a maze or puzzle through which the player navigates gaining rewards and/or penalties as previously described.

BRIEF DESCRIPTION OF THE DRAWINGS

Preferred embodiments of the invention will now be described in more detail and, by way of example only, with reference to the accompanying drawings, in which: Fig.1a to 1g show examples of the objects used for setting up the teaching apparatus.

Fig.2a and 2b show, respectively, objects used for setting up the teaching apparatus with their corresponding communication interfaces, and a computing device with a processor, memory, user interface and communication interfaces.

Fig.3 shows a flowchart of the software to run on a computing device and the interaction of a user with the system, (the continuous lined steps are implemented in the software and broken lined steps are performed by a user).

Fig.4a and 4b show a flowchart of the software run on a computing device, in particular, an example of how the teaching apparatus are set up and how the user interacts with the system, (the continuous lined steps are implemented in the software and broken lined steps are performed by a user).

Fig.5a and 5b show, respectively, data from the computing device written to the token using a peripheral device, and an example of teaching apparatus prepared by a teacher Fig.6a and 6b show, respectively, an example of teaching apparatus presented to a pupil, and data read from a token using a peripheral device and the corresponding image is displayed on the computing device.

Fig.7a and 7b show, respectively, an example of teaching apparatus with a completed challenge, and examples of coding and function strips in use while solving the challenge by a user.

Fig.8a and 8b show, respectively, an example of cube tokens and triangular tokens which is used define the playing grid.

DETAILED DESCRIPTION OF PREFERRED EMBODIMENTS

We first provide an overview of the system and then describe some examples.

We first refer to figure la to lg which shows various components of the teaching apparatus for setting up a challenge according to the embodiment of the invention.

Figure la shows a board 200 with a ten by ten grid which has indentions for holding objects. Figure lb shows a token 204 that is used in conjunction with the board. The token is user programmable and data is written to and read from a token. Figure lc shows an example of a peripheral device 206 which is used to write to and read from the tokens and a feedback is given using a computing device 202 as shown in figure 1d. The peripheral device 206 has the shape of a wand and a set of covers can be attached to this peripheral device based on a user's selection. A suitable commercially available device which may be used as a wand is the "vWand" available from Sistelnetworks, S.L., Valencia, Spain. Figure le and if show a coding strip 208 and function strips 210 respectively. Coding strip has indentions and is used by a user to keep a record of the direction moved.

Figure 1g shows examples of different types of the tokens. The majority of tokens have pre-attached labels according to their types. A challenge is set up beginning with a start token and ending with a finish token and forming a path made up of various other types of tokens (as described below) connecting the start and the finish tokens. A theme is defined as a concept or an idea used to set up a challenge. Start, finish, lock and key tokens have pictures of a man, a house, a lock and a key label attached to them respectively. These labels are generic hence these tokens are used in any challenge irrespective of the theme. For these tokens, the token type and the theme information can be programmed in a token using a peripheral device and a computing device. The type of the cover attached to a peripheral device, the start and finish tokens and the lock and key tokens are based on a theme that is selected by a user. For instance, for a pirate themed challenge set by a user, the start token 900 and the finish token 902 are programmed as of an image pirate and a treasure chest respectively. The peripheral device has a pirate character cover attached to it as shown in figure 1c. The lock and key tokens are also known as puzzle tokens.

There are various types of tokens used to make a path for a challenge such as a gold coin token 920 which is used to reward a user. Similarly, a question token 918 is used in the path and if the user correctly answers the question then the user is rewarded with a coin. Additionally, there are obstacle tokens such as a bomb token 922, a wall token 924 and a metal crate token 904 which need to be avoided while solving a challenge. It should be noted that the majority of the tokens placed on the board are wall tokens which surround the path of a challenge. Miscellaneous lock and key tokens are also available to place in the path of a challenge, for example, lock token 926 is a wooden crate and a key token 928 is a sledge hammer which is the key to break the wooden crate. Miscellaneous lock and key tokens are used independent of the theme used.

Directional tokens 910, 912, 914 and 916 signify left, right, upward and downward directions respectively. These directional tokens together with coding strip 208 are used to keep a record of the direction moved. The colour token 906 is used to replace a group of directional tokens, for example, one colour token 906 is used to replace more than one right directional tokens. Similarly colour token 908 is used to replace another group of directional tokens such as upward directional tokens. The function strip 210 has indentions for holding the colour tokens 906 and 908. In another embodiment of the invention the directional tokens, colour tokens, coding strips and function strips can be virtual. For example, these objects can be implemented on a computing device.

It should be noted that majority of the tokens to be used in the challenge are preprogrammed. However, the programming of the tokens adds another dimension to setting up a challenge and making the challenge adaptable and versatile.

The application in the computing device provides flexibility to a user and performs various functions such as giving feedback corresponding to the data read from a token, offering a variety of challenges to set, providing instructions to the user, storing the data corresponding to different types of tokens and also providing questions for the question token 918.

In figure 2a we show a read/write system which is used for the transfer of the data to and from the tokens. Although, other transmission links could be used, this example primarily focuses in using a wireless link and near field communication (NFC) to transmit and receive data signals. More particularly, the signal transmission between antenna units 806 of a tablet 700 and a peripheral device 306 is using a wireless link while the communication between a token 304 and a peripheral device 306 uses NFC. A token has three components namely NFC antenna 800, a passive NFC tag 802 and non-volatile random access memory 804 with a storage capacity of 80 to 540 bytes which is used to store the token type and the theme information. NFC antenna 808 is embedded in the peripheral device 306 and is used to transfer the data to the NFC antenna 800 embedded in the token 304. The data is transmitted when the NFC peripheral device is brought into close proximity to the tokens. Other types of communication links may also allow data transfer, for example, when the peripheral device is connected the tokens or the peripheral device is touching the tokens.

Figure 2b shows a schematic diagram of a tablet 700 featuring a processor 702 which processes the data for a challenge set by a user. Program memory 706 is used for running an application for setting up the challenge as described in the embodiment of the invention. Working memory 704 is used for storing the temporary variables such as coin number', 'bonus tokens' and life' while the application is running. Other data required for setting up the challenge such as the questions and data regarding the token type and the theme are stored in the storage data memory 708. Examples of the communication interfaces comms 712 can be a Bluetooth link or a cable that connects the tablet with the peripheral device. The user interface 710 can be a mouse, a keyboard or a touch screen display while the audio input/output 714 can be a speaker. The communications of the various components take place via a Bus.

Figure 3 shows a flow diagram of software to run on a computing device such as a tablet comprising part of teaching apparatus according to the embodiment of the invention. Thus at step S10 an application (software) for the system is opened and run on the tablet. Then at step S12 an input is required by a user whether they wish to set up or solve a challenge. Depending on the user's selection two different paths can be followed. If the user, in this example, a teacher, selects to set up the challenge then at step S14 the teacher selects a theme for setting up a challenge. The examples of this theme can include pirate, astronaut, knight or mermaid.

According to the teacher's selection a challenge is loaded on the tablet at the step S16. A challenge can be set up by the teacher or alternatively pre-designed challenges are also available to use from the tablet as shown at the step S18. There is a drop down menu on the application which gives the teacher a possibility of using a pre-designed challenge from the tablet. Depending on the complexity of the challenge, at step S20 the teacher can decide on the type and number of tokens to be programmed. As described earlier, types of tokens include coin, lock, key, bomb, wall, and question. The teacher programmes the start, finish, lock and key tokens. The stickers that are applied to these tokens are generic while the theme of the challenge is programmed. So for instance, for a pirate theme challenge the start and the finish tokens are programmed as an image of a pirate and a treasure chest respectively. All the other types of tokens are pre-programmed.

The following table summarises images to be programmed on the tokens for a start token 900 and a finish token 902 in a challenge according to a theme selected by a user.

Theme Start token Finish token Pirate Pirate character Treasure chest Mermaid Mermaid character Cave Knight Knight character Castle Astronaut Astronaut character Spaceship At step S22, data is written to the tokens using a wand. An example of writing the data to a token is as shown in figure 5a. In this example, the teacher is programming a bomb token. The data corresponding to a Bomb token is stored in the tablet 402 and is transferred to the wand 406 using a wireless link as described earlier and data is then transferred to the token 404 via NFC from the wand 406. Once the data is written to a token the tablet displays 'DATA WRITTEN SUCCESSFULLY' to acknowledge that the writing of the data is completed.

Once all the tokens are programmed, the teacher then places all the tokens on a board 200 to mimic the challenge at step S24. Figure 5b shows an example of a challenge set by the teacher. In embodiments some of the tokens may be programmed as bomb tokens. The path of the challenge is defined by a start and a finish token and gold coin tokens form the path of the challenge.

The teacher then inverts all the tokens except the start and the finish tokens. A pupil is then presented with this challenge with only start and finish tokens displayed at step S26. An example of a challenge presented to the pupil is as shown in figure 6a. Pupil is also provided with coding strip 208 and function strips 210 as shown at step S28.

Now starting from the step S12 again if the user decides to play then in this case the user is a pupil. At step S30 the pupil starts to solve the challenge and the tablet displays a message 'PLAY GAME'. The data is read from the tokens using a wand as shown at step S32. A feedback is then provided by the tablet in a form of an image or sound or an animation corresponding to the data read from a token at step S34. At step S36, a record of the moves taken by the pupil to solve the challenge is kept using a coding strip 608 and left, right, upward and downward directional tokens 910, 912, 914 and 916 respectively.

Figure 6b shows an example of how data is read from a token. Wand 506 is brought in close proximity to the token 504 on the board and a feedback is given in form of an image of a gold coin on the tablet. The coding strip with a left directional coin is used to record the direction moved by the pupil as shown in figure 6b.

At step S38, the challenge is completed when the pupil reaches the treasure chest and then the pupil implements step S40 where function strips 210 with colour tokens 906 and 908 are used to solve the same challenge again. However, pupil now solves the same challenge using less number of moves since the colour tokens can replace a group of directional tokens as described further below. At step S38, if the challenge is not completed then the pupil goes back to step S32 and reiterates the loop until the challenge is solved. For ease of understanding and convenience in figure 3, the continuous lined steps are implemented in the software and broken lined steps are performed by the user.

Referring next to figure 4a this shows details of the procedure of figure 3 starting at step S30. Thus at step S102, the variables 'COIN NUMBER' and 'BONUS TOKENS' are initialised to a zero and 'LIFE' is initialised based on the user's selection. The COIN NUMBER' and BONUS TOKENS' are placed in the challenge as rewards while completing the challenge and making the challenge interesting and enjoyable. At S104, the data is read from the tokens using a wand. At step S106, the tablet gives a feedback based on the data read from the token.

Using again the pirate theme example, if at step S106 shows a treasure chest image on the tablet then the challenge is completed (step S140). If any other type of image is displayed then various steps needs to be performed as described below.

Firstly for the obstruction objects, such as a wall token (step S136), there is no decrement in the 'COIN NUMBER' or 'LIFE' as shown at S138. If however for a bomb token (step S128), the 'COIN NUMBER' and 'LIFE' are decremented each time a bomb token is encountered as shown at S130. Hence, after a number of iterations if the 'LIFE' is equal to zero then it will be end of the challenge.

For other types of tokens such as a coin, lock, key and question, a directional token is placed in the coding strip 208 for each move according the direction moved as shown at step S108. The directional tokens can be left (910), right (912), upward (914) and downward (916). For the coin token (step S110), the coin number (step S112) is incremented each time. If a question token S120 is encountered then application provides a question to answer. If the pupil gives a correct answer to this question the COIN NUMBER' is incremented (step S124). For an incorrect answer the pupil goes back to step S104.

For the puzzle objects (at step S114) the common terms lock and key are used and vary depending on the selection of a theme by a user. The objective here is that the lock is a problem that can be solved by using a corresponding key. The lock and key depend on the theme of a challenge however some miscellaneous lock and key tokens can be used in all the themes. At step S116 corresponding picture of a lock is displayed on the tablet 700. Alternatively at step S118 corresponding picture of the key is displayed on the tablet 700. The following table summarises the lock and key tokens used according to the theme used to set up a challenge.

Theme Lock Key Pirate Broken Bridge Rope to cross the bridge Crocodile infested river Plank of wood to cross the river Mermaid Whirlpool Dolphin to get out of the whirlpool Net Shell as a sharp object to cut net Knight Dragon Magic Sword to kill the dragon Arrows attack Shield to protect from arrows Astronaut Laser droid attack Space armour deflects the laser Meteorite storm Ray gun to blast the meteorite Miscellaneous Bomb used a lock Bucket of water to diffuse the bomb Wooden crate Sledge Hammer to break the crate The lock and key tokens can be placed in the path of a challenge to increase complexity of a challenge. Alternatives to lock and key tokens are miscellaneous tokens such as Bomb token 922 and wooden crate 926 which are used in any challenge irrespective of the theme. It should be noted that the bomb token can also be used as a lock token and a 'bucket of water' token can be used a key to diffuse the bomb. Wall token 924 can be replaced by a metal crate token 904.

At step S140, if the challenge is not completed then the pupil goes back to step S104 and reiterates the loop until the challenge is completed. For ease of understanding and convenience in figure 4a, the continuous lined steps are implemented in the software and broken lined steps are performed by a user.

In figure 4b all the steps implemented are the same as in figure 4a however additional steps S148 and S150 are included. At step S148 the application prompts the user to search for a key if the key has not been found the user then goes to step S104 to search for a key on the board. At step S150, if the key has already been found then the application prompts the user to use the key to unlock the lock.

Board 600 in Figure 7a shows an example of a completed challenge by a pupil. For every gold coin encountered by the pupil a directional token is placed in the coding strip 608. Hence four right directional tokens and six upward directional tokens are placed on the coding strip. As described earlier no directional token is placed for a bomb token.

If the challenge is completed at step S140 then pupil starts to solve the same challenge again using the function strips and colour tokens at step S142. At step S144 pupil replaces a group of directional tokens with a single colour token. In this example, the function strip has five indentations on which the colour tokens may be placed and one colour token may replace two or more and up to five directional tokens. Referring to figure 7b four left directional tokens and five upward directional tokens are replaced by a green token and a purple token respectively. At step S146 Bonus tokens are acquired by the pupil and the number of bonus tokens is equal to the difference between the total number of directional tokens replaced and the total number of coloured tokens. Again referring to the example figure 7b, seven bonus tokens are gained by the pupil.

Figures 8a and 8b show alternative examples of the tokens which may be used to define a challenge for a pupil. Figure 8a shows tokens which are cuboid shaped and have six machine readable tags one on each face of the cuboid. Figure 8b shows triangular prism shaped tokens with three machine readable tags one on each face of the triangular prism. Each triangular prism rotates on its axis which enables a user to position any one of the three machine readable tags such that only one face of the triangular prism is accessible at a time. Each face of the triangular prism may be used independently to set up a challenge. One advantage of using triangular prism shaped tokens is that they are easy to rotate and can be placed close together such that they do not interfere with the tokens in adjacent rows when compared to other types of token shapes. The triangular tokens not only provide an adjustable grid to set up a challenge, but also stops the individual tokens being lost. The options outlined in figures 8a and 8b provide flexibility in defining the grid and allow a user to set up complex challenges more easily.

No doubt many other effective alternatives will occur to the skilled person. It will be understood that the invention is not limited to the described embodiments and encompasses modifications apparent to those skilled in the art lying within the scope of the claims appended hereto.

Claims

CLAIMS: 1. Teaching apparatus comprising: a playing grid; a set of machine-readable physical map tokens, for defining a route on the playing grid, the tokens storing token type data; a computing device to interface, in particular using a wand, with a pupil-selected said token to read said token type data and display corresponding token type information; and a logging system to log a sequence of pupil moves made using the playing grid; wherein the map tokens comprise at least: a start token to define a start location on the playing grid; an end token to define an end location on the playing grid; and route tokens to define a route from said start location to said end location; wherein, in use: a teacher is able to use said tokens to define said start and end locations and said route using said playing grid; and a pupil is able to use said computing device to identify said route and is able to use said logging system to log a sequence of moves to traverse said identified route.
2. Teaching apparatus as claimed in claim 1 wherein said logging system comprises a system to hold a set of movement direction objects such that they are visible and define said pupil moves and the sequence of said pupil moves.
3. Teaching apparatus as claimed in claim 2 wherein said movement direction objects comprise physical tokens, and wherein said system to hold a set of movement direction objects comprises a direction object holder for said physical tokens.
4. Teaching apparatus as claimed in claim 2 or 3 further comprising a movement function system, the movement function system comprising a system for replacing a group of said movement direction objects with a group movement object defining a group of moves corresponding to the replaced group of movement direction objects.
5. Teaching apparatus as claimed in claim 4 wherein said movement direction objects comprise physical tokens, and wherein said movement function system comprises a physical group token in combination with a group object holder, wherein said group object holder is configured to hold said group of said movement direction objects, and wherein said physical group token and said group object holder each have a corresponding identifier such that the physical group token is paired with the group object holder.
6. Teaching apparatus as claimed in any preceding claim wherein said map tokens include or further comprise one or more reward tokens and/or penalty tokens, and wherein said computing device is configured to record rewards and/or penalties incurred by the pupil in selecting reward and/or penalty tokens whilst attempting to traverse said route.
7. Teaching apparatus as claimed in any preceding claim wherein said map tokens further comprise a lock token and key token, wherein said lock and key token together define that, on said route, traversing a lock grid location requires a key grid location to have been traversed previously on the route.
8. Teaching apparatus as claimed in claim 9 wherein said computing device is configured to log when said key grid location is traversed and to identify, for a lock token, when said key grid location has and/or has not previously been traversed.
9. Teaching apparatus as claimed in any preceding claim wherein said machine-readable physical map tokens comprise NFC (near field communication) readable tokens, and wherein said computing device includes an NFC reader and for reading said tokens.
10. Teaching apparatus as claimed in any one of claims 1 to 9, wherein the said tokens comprise physical objects placable on said playing grid to define a challenge for said pupil.
11. Teaching apparatus as claimed in claim 10 wherein said objects comprise polyhedrons, wherein different faces of a said polyhedron read with said wand provide different data to define different behaviours for said computing device.
12. Teaching apparatus as claimed in any one of claims 1 to 9, wherein the said tokens comprise physical objects defining the said playing grid and movable and/or rotatable to define a challenge for said pupil.
13. A method of playing a game using the teaching apparatus of any preceding claim.
14. An interactive system comprising a board with a grid; a plurality of readable tokens; a peripheral device connected to a computing device; wherein a challenge is definable by a first user by placing the said tokens on the said board; and wherein said tokens are readable by said peripheral device when said peripheral device is touching or brought into close proximity to the tokens by the first or a second user; and wherein feedback associated with the read data is displayed on the said computing device and is usable to determine whether a series of read tokens solves the challenge; and the system further comprises one or more logging devices to make a record of a series of moves taken by the first or second user to solve the challenge.
15. A system as claimed in claim 14, wherein said board and one or more logging devices have indentations for holding the tokens.
16. A system as claimed in claim 14 or 15, wherein the tokens are writable by the first user.
17. A system as claimed in claim 16, wherein the data is able to be written to the tokens by a user using peripheral device and a software program stored in the computing device.
18. A system as claimed in claim 14, 15, 16 or 17, wherein said peripheral device is connected to the computing device via a wireless link.
19. A system as claimed in any one of claims 14 to 18, wherein said peripheral device has the shape of a wand and the system further comprising a set of themed covers configured to attach to or fit over an end of said wand shaped peripheral device.
20. A system as claimed in any one of claims 14 to 19, wherein said computing device is a mobile phone, tablet or a computer.
21. A system as claimed in any one of claims 14 to 20, wherein directional tokens and one or more logging devices are usable to keep a record of the direction moved.
22. A system as claimed in claim 21, further comprising one or more function registering devices for holding movement characteristic tokens, wherein a movement characteristic token is usable to replace a group of directional tokens and the movement characteristic token is associated with a specific direction moved.
23. A method of operating an interactive system comprising: providing a board and a plurality of readable tokens such that a challenge is definable by placing said readable tokens on the board; programming said tokens using a peripheral device when said peripheral device is touched or brought into close proximity to the tokens; and reading data from the tokens; displaying feedback associated with the read data on a computing device such that said feedback is usable to determine whether a series of read tokens solves the challenge; and recording a series of moves taken to solve the challenge, using one or more logging devices.
24. Apparatus substantially as hereinbefore described, in particular with reference to one or more of the drawings.
25. A method substantially as hereinbefore described, in particular with reference to one or more of the drawings.