Abstract:
A motivational apparatus including an enclosure wherein the enclosure opens, a space within the enclosure, one or more locks securing the enclosure in a closed position, one or more inputs on the one or more locks for inputting combinations for unlocking the one or more locks, a prize within the enclosure accessible by unlocking the one or more locks, and wherein the combinations are determined by correct answers to questions correlated to the one or more inputs on the one or more locks.

Description:
FIELD OF THE INVENTION 
       [0001]    The invention relates generally to apparatus and methods for motivational and educational study aids and games, and, more particularly, to tools that encourage studying and learning through use of prizes or rewards as motivational tools. 
       BACKGROUND OF THE INVENTION 
       [0002]    Many products and methods exist for preparing students to take standardized and other types of tests. The most effective method of improving test taking performance is often through individual tutors or personalized classes. Since each individual test taker is unique, a study regimen tailored to a student&#39;s personal learning style may be the best solution. However, these tailored individual sessions with tutors and/or personalized lesson plans are very expensive options that may not be reasonable for many students. 
         [0003]    Since tutors and personalized lesson plans are unavailable to many students, other methods and apparatus are needed to assist students during studying. Without study aids students often lack adequate motivation to study for standardized or other types of exams. Students often do not comprehend the benefits of studying and do not have the required personal motivation needed to adequately prepare for standardized or other types of tests. Tutors, teachers and parents often grasp the long term importance of studying and test taking skills, but students often are not capable of appreciating the less tangible reward that comes from performing well on standardized or other types of tests. 
         [0004]    Each year a wide variety of products and teaching methods are developed in order to increase student performance on standardized and other types of tests. However, most of these products are ineffective, while many are cost prohibitive. A preferred method of preparing for standardized or other types of exams is by taking practice tests, going over the practice tests to make sure each question is answered correctly, and then rethinking any incorrect answers as many times as necessary until arriving at correct answers. However, it is unlikely that students will actually follow the preferred method without proper motivation. 
         [0005]    Tutors, teachers or parents may offer the promise of a specific reward after a set goal has been reached as supplemental motivation. Such a reward maybe anything desirable by the student. But even tutors, teachers or parents that offer specific rewards find that the rewards are not often effective. This maybe because the student maybe uncertain as to: when the reward will be received, how much time and effort is required for the reward, whether the reward actually exists, or whether the reward will be reduced or revoked based upon performance. Even in the best cases students may became distracted from the ultimate goal. Rewards may become hazy or distant in the mind of a student until they are mere abstractions that no longer influence the student&#39;s behavior in the desired manner. In response tutors, teachers or parents may show a student the reward or prize at regular intervals. However, this creates an unappealing dynamic that may seem to take too much control of the situation away from the student, impairing the effectiveness of the reward. 
         [0006]    Needs exist for improved motivational and educational tools that provide a definitive reward for a set amount of work that does not require frequent supervision. 
       SUMMARY OF THE INVENTION 
       [0007]    Embodiments of the present invention solve many of the problems and/or overcome many of the drawbacks and disadvantages of the prior art by providing a motivational study aid with a concrete reward or prize for the accurate completion of a set amount of studying or test preparation. 
         [0008]    In particular, embodiments of the invention accomplish this by providing methods and apparatus for motivating students to study and prepare for standardized or other types of tests and to do so in ways the student finds effective because, like the tests themselves, embodiments of the present invention reward correct answers and do not reward incorrect ones. 
         [0009]    Embodiments of the present invention maybe a motivational apparatus including an enclosure wherein the enclosure opens, a space within the enclosure, one or more locks securing the enclosure in a closed position, one or more inputs on the one or more locks for inputting combinations for unlocking the one or more locks, a prize within the enclosure accessible by unlocking the one or more locks, and wherein the combinations are determined by correct answers to questions correlated to the one or more inputs on the one or more locks. 
         [0010]    Embodiments of the present invention may have a folder shaped enclosure with a hinge for opening the enclosure. 
         [0011]    Embodiments of the present invention may have a space within the enclosure shaped to fit the prize. 
         [0012]    In preferred embodiments, the one or more locks are combination locks or electronic locks or may be reprogrammable. The one or more inputs may be dials on the one or more locks containing symbols corresponding to the correct answers to the questions. Embodiments of the present invention may also include a locking door secured by an additional lock for allowing access to the enclosure without unlocking the one or more locks. 
         [0013]    In preferred embodiments, the prize is currency or a written promise of a reward. 
         [0014]    Embodiments of the present invention may include one or more windows in the enclosure for allowing visual contact with the prize. A front window may be aligned with a back window for viewing through the enclosure. 
         [0015]    Embodiments of the present invention may include question sources for the questions where the questions are practice standardized test questions. 
         [0016]    In preferred embodiments, the one or more inputs and the questions maybe correspondingly indicated and the one or more locks and the questions may be correspondingly indicated. 
         [0017]    Embodiments of the present invention may also include a motivational method including providing a motivational device, providing questions with answers correlated to the one or more inputs, answering the questions with correct answers, inputting the correct answers to the questions into the one or more inputs, unlocking the one or more locks, and extracting the prize. 
         [0018]    Additional features, advantages, and embodiments of the invention are set forth or apparent from consideration of the following detailed description, drawings and claims. Moreover, it is to be understood that both the foregoing summary of the invention and the following detailed description are exemplary and intended to provide further explanation without limiting the scope of the invention as claimed. 
     
    
     
       BRIEF DESCRIPTION OF THE INVENTION 
         [0019]    The accompanying drawings, which are included to provide a further understanding of the invention and are incorporated in and constitute a part of this specification, illustrate preferred embodiments of the invention and together with the detailed description serve to explain the principles of the invention. In the drawings: 
           [0020]      FIG. 1  is a front view of a motivational apparatus. 
           [0021]      FIG. 2  is a rear view of the motivational apparatus of  FIG. 1 . 
           [0022]      FIG. 3  is a perspective view of the motivational apparatus of  FIG. 1  in an opened position. 
           [0023]      FIG. 4  is a sample question sheet. 
           [0024]      FIG. 5  is a sample answer key. 
           [0025]      FIG. 6  is a front view of another embodiment of the motivational apparatus. 
           [0026]      FIG. 7  is a front view of the motivational apparatus of  FIG. 6  with several locks removed. 
           [0027]      FIG. 8  is a front view of another embodiment of the motivational apparatus with a split hinge. 
           [0028]      FIG. 9  is a perspective view of another embodiment of the motivational apparatus with a locking side door. 
       
    
    
     DETAILED DESCRIPTION OF THE PREFERRED EMBODIMENTS 
       [0029]    Embodiments of the present invention are described with reference to the figures. The use of a visible reward may create an effective motivational tool to encourage students to prepare for standardized or other types of tests. 
         [0030]      FIG. 1  and  FIG. 2  show a preferred embodiment of a motivational apparatus  11 . The motivational apparatus  11  maybe a folder  13 . Other structures and shapes are possible, such as any nearly flat structure, boxes, envelopes, etc. In a preferred embodiment, the motivational apparatus  11  may be a cardboard, wooden, metallic or plastic folder  13  with a front side  15  and a back side  17  that may be opened and closed against each other. The front side  15  and the back side  17  are preferably connected with a hinge  27  running along one edge of the motivational apparatus  11 . The folder  13  with the hinge  27  may be closed like a book with the hinge  27  acting as the spine of the book The hinge  27  may attach the front side  15  to the back side  17  through use of rivets or other similar attachment devices. 
         [0031]    The folder  13  preferably has at least one prize window  19  disposed somewhere on the front side  15  and/or back side  17  of the motivational apparatus  11 . The at least one prize window  19  is preferably made of transparent plastic, glass or other similar materials that is durable enough to prevent access to the contents of the folder  13  without opening of the motivational apparatus  11 . In preferred embodiments, the front side  15  and the back side  17  may have a front window  21  and a back window  23 , respectively. Preferably, the front window  21  and the back window  23  are aligned when the folder  13  is in a closed position, as seen in  FIG. 1  and  FIG. 2 , allowing a user to see through the folder  13 . In preferred embodiments, the front window  21  and the back window  23  are approximately the shape and size of a single piece of United States paper currency. Other shapes and sizes are contemplated for the front window  21  and back window  23  based upon the contents of the folder  13 . 
         [0032]    The contents of the folder maybe a prize or other motivational device  25 . The prize or motivational device  25  is preferably currency, but maybe a written promise of a reward, a check or any other incentive that may motivate a student to study for a standardized or other type of test. The prize or motivational device  25  is preferably “real”, such as a real one hundred dollar bill, but may include a prize or motivational device  25  such as a note that can be read through the window indicating the prize is having the car to drive on Friday night or another similar incentive. Tangible prizes or incentives maybe considered more motivational than less tangible items such as a check or a promise for a reward. 
         [0033]    Although it is preferable that the prize or motivational device  25  is visible through the front window  21  and/or the back window  23 , the prize or motivational device  25  may be hidden or concealed within the folder  13 . Alternatively, the prize or motivational device  25  maybe held within a clear envelope attached or otherwise secured within the motivational apparatus  11 . The prize or motivational device  25  may be directly coupled within the motivational apparatus  11  by tape, glue or other similar means. 
         [0034]    In a preferred embodiment the folder  13  maybe secured in a closed position. One or more locks  29 ,  31 ,  33 ,  35 ,  37 ,  39 ,  41 ,  43  maybe used to secure the folder  13  in a closed position with the prize or motivational device  25  visible through one or more prize windows  19 . Shackles  44  of the locks  29 ,  31 ,  33 ,  35 ,  37 ,  39 ,  41 ,  43  maybe passes through holes  53  in the folder  13 . In a preferred embodiment, the series of locks  29 ,  31 ,  33 ,  35 ,  37 ,  39 ,  41 ,  43  are pad locks with one or more dials  45 ,  47 ,  49 ,  51  that manually rotate. Preferably, each lock  29 ,  31 ,  33 ,  35 ,  37 ,  39 ,  41 ,  43  has four dials  45 ,  47 ,  49 ,  51 , but any number of dials  45 ,  47 ,  49 ,  51  maybe used for different embodiments. The number of dials  45 ,  47 ,  49 ,  51  maybe varied based on the configuration of the locks  29 ,  31 ,  33 ,  35 ,  37 ,  39 ,  41 ,  43 . Each dial  45 ,  47 ,  49 ,  51  preferably has a series of symbols, such as numbers, letter, or other symbols that allow for setting a combination to unlock the locks  29 ,  31 ,  33 ,  35 ,  37 ,  39 ,  41 ,  43 . Each dial  45 ,  47 ,  49 ,  51  may also have an indicator symbol  52  corresponding to questions as discussed below. The one or more locks  29 ,  31 ,  33 ,  35 ,  37 ,  39 ,  41 ,  43  maybe any number of locks from one through as many as can be accommodated around the surface on the motivational apparatus  11 . The dials  45 ,  47 ,  49 ,  51  maybe rotated to a specified combination that opens the locks  29 ,  31 ,  33 ,  35 ,  37 ,  39 ,  41 ,  43 . 
         [0035]      FIG. 3  shows a motivational apparatus  11  in an open position after the one or more locks  29 ,  31 ,  33 ,  35 ,  37 ,  39 ,  41 ,  43  have been opened and removed. Holes  53  are left in the folder  13  where the series of locks  29 ,  31 ,  33 ,  35 ,  37 ,  39 ,  41 ,  43  were attached to the folder  13 . The front side  15  has been rotated away from the back side  17  around the hinge  27 . The rotation allows a user  55  to access the prize or motivational device  25 . 
         [0036]      FIG. 4  shows a sample question sheet  57 . The question sheet  57  may include questions  59  and multiple choice answers  61 . Each question  59  may include answers  61  and answer indicia  63 . Preferably, for each questions  59  there is only one correct answer  61 . Answer indicia  63  may consist of symbols corresponding to dial indicia  64  on the dials  45 ,  47 ,  49 ,  51 . Answer indicia  63  maybe numbers, letters or other symbols or codes, but preferably have a direct relationship with the dial indicia  64  on the dials  45 ,  47 ,  49 ,  51 . 
         [0037]    Furthermore, each question  59  may include a color code  65  and a dial indicator  66 . Questions  59  maybe grouped together into sets  67 . Preferably, each set  67  may correspond to a particular color code  65 , which may then correlate to a specific color coded lock  29 ,  31 ,  33 ,  35 ,  37 ,  39 ,  41 ,  43 . Other grouping methods maybe used. Dial indicators  66  inform the user of which dial  45 ,  47 ,  49 ,  51  corresponds with that particular question  59 . 
         [0038]    As questions  59  are answered on the question sheet  57 , a user may match the color code  65  with the corresponding lock  29 ,  31 ,  33 ,  35 ,  37 ,  39 ,  41 ,  43 . The user may then match the dial indicator  66  with the corresponding dial  45 ,  47 ,  49 ,  51  on the locks  29 ,  31 ,  33 ,  35 ,  37 ,  39 ,  41 ,  43 . The user may then manipulate the corresponding dial  45 ,  47 ,  49 ,  51  on the corresponding locks  29 ,  31 ,  33 ,  35 ,  37 ,  39 ,  41 ,  43  into a position where the dial indicia  64  matches the answer indicia  63 . In a preferred embodiment, the answer indicia  63  corresponds to an unlocked position of the dial  45 ,  47 ,  49 ,  51 . 
         [0039]    For example, question  1  on the sample question sheet  57  may have a correct answer  61  of (A). The color code  65  for question  1  may correspond to lock  29 . The dial indicator  66  for question  1  may correspond to dial  45  on lock  29 . A user would then manipulate the dial  45  such that the dial indicia  64  read (A). The user would then proceed to answer  61  the other questions  59  for that color code  65 . Once all of the questions  59  have been answered for that color code  65 , the user may attempt to open the lock  29 . If all of the dials are set correctly, then the lock  29  will be unlocked and may be removed from the motivational apparatus  11 . The user may then proceed to answer the remaining questions  59  correlated to the remaining locks  31 ,  33 ,  35 ,  37 ,  39 ,  41 ,  43  and remaining color codes  65 . Each lock  29 ,  31 ,  33 ,  35 ,  37 ,  39 ,  41 ,  43  maybe opened in turn. Alternately, the user may answer all of the questions  59  on an answer sheet  57  and then attempt to open the locks  29 ,  31 ,  33 ,  35 ,  37 ,  39 ,  41 ,  43 . Questions  59  do not necessarily need to be answered in any particular order. 
         [0040]    If a user answers a question  59  incorrectly, then the lock  29 ,  31 ,  33 ,  35 ,  37 ,  39 ,  41 ,  43  may not unlock or open. Preferably, the user must then determine which answer  61  is incorrect and answer the incorrect question(s)  59  again until the locks  29 ,  31 ,  33 ,  35 ,  37 ,  39 ,  41 ,  43  opens. This may ensure that students review and understand each question  59 . Preferably, for each lock  29 ,  31 ,  33 ,  35 ,  37 ,  39 ,  41 ,  43  four questions  59  must be answered correctly to unlock the locks  29 ,  31 ,  33 ,  35 ,  37 ,  39 ,  41 ,  43 . 
         [0041]    The locks  29 ,  31 ,  33 ,  35 ,  37 ,  39 ,  41 ,  43  maybe reprogrammed over and over again for reuse with different questions  59 . An infinite number of questions sheets  57  maybe provided separately or with the motivational apparatus  11 . Question sheets  57  maybe in the form of booklets, papers, cards, or other forms. Alternatively, the questions  59  may be provided in other ways, including orally or on the motivational device itself  11 . Infinite combinations of questions, answers and lock positions maybe possible to allow reuse of the motivational apparatus  11 . Reprogrammable combinations may prevent memorization of lock combinations that would defeat the motivational benefit of the motivational apparatus  11 . 
         [0042]      FIG. 5  shows a sample answer key  69 . The answer key  69  may have an answer color code  71  corresponding to the color code  65  on the questions sheet  57  and the locks  29 ,  31 ,  33 ,  35 ,  37 ,  39 ,  41 ,  43 . The answer key  69  may also have correct answers  73  under each answer color code  71  corresponding to each individual question  59 . Alternatively, the answer key  69  may show an answer color code  71  and an answer dial indicator (not shown) corresponding to the dial indicator  66  on the question sheet  57  with correct answers  73  for each individual question  59 . The correct answers  73  maybe read off as corresponding to the correct combination for each of the locks  29 ,  31 ,  33 ,  35 ,  37 ,  39 ,  41 ,  43 . 
         [0043]    Preferably, the folder  13  may have twelve holes  53  for passing shackles  44  of locks  29 ,  31 ,  33 ,  35 ,  37 ,  39 ,  41 ,  43  through each hole  53  to secure the front side  15  and the back side  17  of the folder  13  securely together so the prize or motivational device  25  cannot be removed until all the locks  29 ,  31 ,  33 ,  35 ,  37 ,  39 ,  41 ,  43  have been unlocked. The number of holes  53  and/or placement of the holes  53  may be varied according to the desired use. In a preferred embodiment with twelve holes  53  and four dials  45 ,  47 ,  49 ,  51  on each lock  29 ,  31 ,  33 ,  35 ,  37 ,  39 ,  41 ,  43 , forty-eight questions may be answered to unlock the prize or motivational device  25 . Variations on the types of locks, numbers of locks, numbers of dials on the locks, etc. are contemplated. Additionally, although manual locks are described, electronic locks or electronic mechanisms maybe used. It is contemplated that additional features may be added to make the game more motivational, exciting etc. 
         [0044]    In one embodiment, the motivational device may be used for practicing Scholastic Aptitude Test (SAT) questions. Other educational, testing or other uses are contemplated. Since students typically do not want to study independently and parents may have trouble getting their kids to study, the motivational apparatus  11  may motivate students to work through SAT questions without supervision. Alternatively, a series of locks maybe used for writing answers in a grid-in type system. For example, one lock with four numbers in the combination maybe used for one grid-in answer, which would be a four digit number, i.e. 4576. The system maybe expanded to two or more locks for more complicated grid-in answers. Adjacent locks maybe held together magnetically, with Velcro or with any other suitable attachment means. The adjacent locks may represent one large grid-in answer with or without a decimal point, i.e. 89344389 or 4576.2354. For a decimal point operation, a first lock may represent the grid-in to the left of the decimal point and a second lock may represent the grid-in to the right of the decimal point. A decimal point may be a Velcro or other type dot or other visual representation of a decimal point, and the decimal point may be moved to different points on a single lock or between different sets of locks to signal that an answer contains a decimal point. 
         [0045]      FIG. 6  and  FIG. 7  show another preferred embodiment of a motivational apparatus  75 . The motivational apparatus  75  is similar to the motivational apparatus in  FIG. 1 , as described above. However, locks  77 ,  79 ,  81 ,  83 ,  85 ,  87 ,  89  secure the folder  13  by attaching to eye screws  91  disposed around the motivational apparatus  75 . Corresponding eye screws  91  maybe attached along the front side  15  and back side  17  of the folder  13  such that when the folder  13  is in a closed position the corresponding eye screws  91  line up and a shackle  44  of a lock  77 ,  79 ,  81 ,  83 ,  85 ,  87 ,  89  passes through both corresponding eye screws  91 . The locks  77 ,  79 ,  81 ,  83 ,  85 ,  87 ,  89  are unlocked as described above and are coded to match questions and answers. 
         [0046]      FIG. 8  shows a motivational apparatus  93  as described in  FIG. 6  and  FIG. 7  with a split hinge  95 ,  97 . Other hinge arrangements are possible. 
         [0047]      FIG. 9  is a perspective view of another embodiment of the motivational apparatus  99  with a locking door  101 . The basic structure of the motivational apparatus  99  is preferably a box shape, but may include other similar configurations. A locking door  101  on a side edge  103  or any other edge may allow access to a prize  105  within a window  107 . The locking door  101  may allow loading of rewards and retrieval of rewards independent of all combination locks (not shown). Combination locks maybe secured through corresponding eye screws  109  located on a top half  111  and a bottom half  113  of the motivational apparatus  99 . As described above, when all combination locks are removed from the motivational apparatus  99 , the top half  111  rotates away from the bottom half  113  around a hinge  115  to release the prize  105 . The locking door  101  maybe secured by one or more additional locks  117  that may operate by a key  119  or a separate combination. The key  119  or combination to the additional lock  117  is preferably only available to an administrator. The additional lock  117  maybe secured closed on the motivational apparatus  99  by dedicated eye screws  121  or any other suitable means. When the locking door  101  is opened, access maybe granted to the prize  105  within the motivational apparatus  99  without removing the combination locks. The locking door  101 : may allow retrieval of the prize  105  if the administrator misplaces one or more combinations for the combination locks, retrieval of the prize  105  if errors in entry of the combinations for the combination locks does not allow for opening of the box with correct answers, and increasing the value of the prize  105  if frustration requires increased stimuli to motivate the student. 
         [0048]    Embodiments of the present invention maybe used for motivation over long periods of time. Since there are no batteries or electrical sources required, the motivational apparatus may be used over the course of a semester or longer. For example, a series of one or more subject-specific mastery questions may be used to test cumulative knowledge gained over the course of a semester or other time period. Alternatively, each lock may represent the answer to an intermediate portion of a longer, more complicated question. 
         [0049]    Embodiments of the present invention allow for flexibility by not requiring a structured order to answering questions. 
         [0050]    Although the foregoing description is directed to the preferred embodiments of the invention, it is noted that other variations and modifications will be apparent to those skilled in the art, and may be made without departing from the spirit or scope of the invention. Moreover, features described in connection with one embodiment of the invention maybe used in conjunction with other embodiments, even if not explicitly stated above.