JP6831228B2 - Information processing equipment, information processing system and information processing method - Google Patents

Description

The present invention relates to an information processing device, an information processing system, and an information processing method.

Conventionally, various methods for speed reading English have been proposed. For example, Patent Document 1 discloses that speed reading is performed by breaking an English sentence with a group of meanings.

JP-A-2002-04930

However, the actual English text is not displayed with line breaks for each group of meanings. Therefore, even if a learner of a language such as English conducts speed reading training using sentences with line breaks for each group of meanings, line breaks different from the actual sentences are inserted in the sentences used in the training. Therefore, the speed reading training may not always be effective.

Therefore, an object of the present invention made in view of the above problems is to provide an information processing device, an information processing system, and an information processing method capable of providing speed reading training under conditions closer to the actual reading comprehension scene. To do.

In order to solve the above problems, the information processing device according to the embodiment of the present invention is
A control unit that displays a part of a sentence to which the learner should direct the viewpoint on the display unit separately from other parts, and moves the part to which the viewpoint should be directed in order along the sentence and displays it on the display unit. To be equipped.

Further, in the information processing apparatus according to the embodiment of the present invention,
The control unit is characterized in that the portion to which the viewpoint should be directed is moved with the passage of time and displayed on the display unit.

Further, in the information processing apparatus according to the embodiment of the present invention,
The control unit is characterized in that the speed of movement is changed according to the level of the learner.

The information processing device according to the embodiment of the present invention is
An imaging unit for imaging the learner is further provided.
The control unit acquires viewpoint information regarding the movement of the viewpoint of the learner based on the image of the learner captured by the imaging unit, and moves a portion to which the viewpoint should be directed according to the viewpoint information. It is characterized in that it is displayed on the display unit.

The information processing device according to the embodiment of the present invention is
A notification unit for notifying the learner of information is further provided.
The control unit is characterized in that when the movement of the learner's viewpoint based on the viewpoint information is slower than a predetermined speed, the notification unit notifies that the reading speed is slow.

Further, in the information processing apparatus according to the embodiment of the present invention,
The control unit is characterized in that a portion to which the viewpoint should be directed and the other portion are distinguished and displayed on the display unit by light / darkness, shading or color.

Further, in the information processing apparatus according to the embodiment of the present invention,
The control unit is characterized in that the range of the portion to which the learner should turn his / her viewpoint is changed according to the level of the learner.

Further, in the information processing apparatus according to the embodiment of the present invention,
The control unit is characterized in that, in the sentence, words and phrases for understanding the content of the sentence are emphasized and displayed on the display unit.

Further, in the information processing apparatus according to the embodiment of the present invention,
The control unit evaluates the speed reading ability of the learner based on the viewpoint information, and displays the evaluation result on the display unit.

Further, in the information processing apparatus according to the embodiment of the present invention,
The control unit controls the learner's WPM (Words per Minute), the number or frequency of speed readings, the number of viewpoints that the learner points to the sentence, and the time that the learner stays at the viewpoint toward the sentence. It is characterized in that the speed reading ability is evaluated based on at least one of the above.

Further, in the information processing apparatus according to the embodiment of the present invention,
The control unit is characterized in that the movement of the learner's viewpoint based on the viewpoint information is displayed on the sentence.

Further, in the information processing apparatus according to the embodiment of the present invention,
The control unit is characterized in that the movement of the learner's viewpoint based on the viewpoint information and the movement of the model viewpoint are displayed side by side.

Further, in the information processing apparatus according to the embodiment of the present invention,
The control unit is characterized in that the movement of the learner's viewpoint based on the viewpoint information and the movement of a model viewpoint are superimposed and displayed.

Further, in the information processing apparatus according to the embodiment of the present invention,
The control unit is characterized in that the movement of the learner's viewpoint based on the viewpoint information and the movement of the model viewpoint are displayed by a still image or a moving image.

Further, the information processing system according to the embodiment of the present invention is
An information acquisition device equipped with an imaging unit that captures the learner,
A control unit in a sentence in which the part to which the learner should direct the viewpoint is displayed on the display unit separately from other parts, and the part to which the viewpoint should be directed is moved in order along the sentence and displayed on the display unit. Equipped with an information processing device
The control unit acquires the image of the learner captured by the imaging unit from the information acquisition device, and acquires viewpoint information regarding the movement of the viewpoint of the learner based on the acquired image of the learner. , The portion to which the viewpoint should be directed is moved according to the viewpoint information and displayed on the display unit.

Further, the information processing method according to the embodiment of the present invention is
It is an information processing method using an information processing device equipped with a display unit.
In the text, the step of displaying the part to which the learner should direct the viewpoint from the other parts on the display unit,
A step of moving the part to which the viewpoint should be directed in order along the text and displaying it on the display unit.
including.

According to the information processing device, the information processing system, and the information processing method according to the embodiment of the present invention, it is possible to provide speed reading training under conditions closer to the actual reading comprehension scene.

It is a block diagram which shows an example of the information processing apparatus which concerns on one Embodiment of this invention. It is a figure which shows an example of the screen displayed on the display part of FIG. It is a figure which shows an example of the screen displayed on the display part of FIG. It is a flowchart which shows an example of the process executed by the control part of FIG. It is a figure which shows an example of the screen displayed on the display part of FIG.

Hereinafter, embodiments of the present invention will be described.

(Configuration of Information Processing Device 10)
FIG. 1 is a functional block diagram showing an example of an information processing apparatus 10 according to an embodiment of the present invention. The information processing device 10 is realized as an electronic device such as a smartphone, a tablet terminal, or a personal computer. The information processing device 10 may be, for example, a device owned by a learner, or may be a device jointly used by a plurality of learners in an educational facility such as a school or a training facility. The information processing device 10 executes, for example, an application (hereinafter, also referred to as a speed reading application) for a learner to perform speed reading training or evaluation of speed reading ability. The target language for speed reading may be any language. In this embodiment, it will be described below assuming that the target language for speed reading is English as an example.

The information processing device 10 includes a storage unit 11, a display unit 12, an input unit 13, an imaging unit 14, a notification unit 15, and a control unit 16. The storage unit 11, the display unit 12, the input unit 13, the imaging unit 14, the notification unit 15, and the control unit 16 are connected by a bus 17, respectively.

The storage unit 11 includes, for example, a primary storage device and a secondary storage device, and stores a program required for information processing executed by the information processing device 10. For example, the storage unit 11 stores the speed reading application. The speed reading application can be acquired by, for example, the information processing apparatus 10 from an external distribution server. The operation of the information processing apparatus 10 is realized while the speed reading application is executed (started).

The display unit 12 is a display device such as a liquid crystal display or an organic EL display, and can display various screens.

The input unit 13 is, for example, an input interface including a touch panel provided integrally with the display unit 12, and can accept operations such as a learner's tap on the information processing device 10 (hereinafter, also referred to as a user operation). is there.

The image capturing unit 14 captures an image on the display unit 12 side of the information processing device 10. That is, when the learner is learning using the information processing device 10, the imaging unit 14 captures an image including the learner. The image pickup unit 14 is composed of, for example, a digital video camera.

The notification unit 15 gives a predetermined notification to the learner. The details of the notification performed by the notification unit 15 will be described later. The notification unit 15 can perform notification by, for example, a visual method such as an image, characters, or light emission, an auditory method such as voice, or a combination thereof. When the notification unit 15 notifies by a visual method, for example, the notification unit 15 may be configured integrally with the display unit 12 and perform the notification by displaying an image or characters. The notification unit 15 may perform notification by, for example, causing a light emitting element such as an LED to emit light. When the notification unit 15 performs notification by an auditory method, for example, it is realized as a sound generation device such as a speaker, and the notification can be performed by outputting an alarm sound, a voice guide, or the like. The notification performed by the notification unit 15 is not limited to a visual or auditory method, and may be any method that the learner can recognize, such as vibration.

The control unit 16 includes a dedicated or general-purpose processor. The control unit 16 controls the operation of the entire information processing device 10. For example, the control unit 16 executes a speed reading application in response to a user operation.

Further, the control unit 16 performs various information processing including speed reading training and evaluation of speed reading ability. Hereinafter, various types of information processing will be specifically described.

(First speed reading training)
The learner can use the speed reading application to perform the first speed reading training (practice) provided by the information processing apparatus 10. In the first speed reading training, the information processing device 10 displays the movement of the model viewpoint at the time of reading English on the display unit 12, so that the learner can relive the movement of the model viewpoint. So, you can train for speed reading. The exemplary viewpoint movement may be, for example, the movement of the viewpoint when a speed reading expert reads an English sentence, or the movement of a viewpoint when a native speaker reads an English sentence. It may be the movement of the viewpoint when a person at the level to be reached reads an English sentence.

When the control unit 16 receives, for example, a predetermined operation input from the learner instructing the start of the first speed reading training from the input unit 13, the control unit 16 displays an English sentence for the speed reading training on the display unit 12. At this time, the control unit 16 displays the movement of the model viewpoint overlaid on the English sentence. The movement of the model viewpoint is stored in the storage unit 11 in advance, for example.

The movement of the model viewpoint may be determined automatically by the information processing apparatus 10 based on the learner's current level, or may be determined based on a predetermined operation input by the learner. The exemplary viewpoint movement may be, for example, the average viewpoint movement of a native speaker. Further, the movement of the model viewpoint may be set based on WPM (Words per Minute). In this case, for example, WPM may be set in predetermined numerical values (for example, in increments of 20 or 30) within a predetermined numerical value range (for example, in the range of 150 to 500). The exemplary viewpoint movements may be set according to the learner's level, for example, based on data on the learner's viewpoint movements of various levels obtained in the past experiments. In this case, the learner's level may be set in stages. The movement of the model viewpoint may be appropriately set by combining the above-mentioned examples.

The movement of the viewpoint can be analyzed by quantifying three eye movements, for example, "fixed" in which the position of the viewpoint stays, "movement" in which the position of the viewpoint changes rapidly from the fixed position, and "blinking". ..

The control unit 16 can display a model viewpoint position by displaying the part to which the viewpoint should be directed in the English text displayed on the display unit 12 separately from other parts (the part where the viewpoint should not be directed). .. The portion to which the viewpoint should be directed is a part of the English sentence displayed on the display unit 12, and the portion is, for example, a phrase separated by a group of meanings having a predetermined length. The control unit 16 can display the movement of the model viewpoint by moving (changing) the separately displayed portion in the English sentence along the English sentence with the passage of time. That is, the control unit 16 reproduces the movement of the model viewpoint by changing the position of the model viewpoint to be displayed with the passage of time.

The part to which the viewpoint should be directed is highlighted in comparison with other parts, for example. By displaying the part to which the viewpoint should be directed more emphasized than the other parts, the learner's viewpoint naturally tends to the part to which the viewpoint should be directed.

2 and 3 are views showing an example of a screen displayed on the display unit 12. In the first speed reading training, an example of a screen displayed on the display unit 12 by the control unit 16 will be specifically described with reference to the drawings.

For example, the control unit 16 can emphasize and display a portion to which the viewpoint should be directed by the brightness of the English sentence. When the control unit 16 displays a portion to which the viewpoint should be directed by light and dark, for example, the portion to which the viewpoint should be directed is displayed brightly in English and the portion where the viewpoint should not be directed is displayed dark. Specifically, as shown as an example in FIG. 2, the control unit 16 can hide and display a portion of the English text that the viewpoint should not be directed to. With this display method, the parts that are not hidden in the English text are brightly highlighted. The learner can recognize that the brightly displayed part is the part to which the viewpoint should be directed.

The control unit 16 causes the learner to start reading comprehension of the English sentence, and then changes the highlighted portion in the English sentence with the passage of time. For example, the screen displayed by the display unit 12 changes in the order of FIGS. 2 (a), (b), (c), and (d) according to the English text. The learner can relive the movement of the model viewpoint by moving the viewpoint according to the change of the emphasized portion displayed on the display unit 12. Through this re-experience, it can be expected that the learner can train the movement of the model viewpoint and acquire the movement of the model viewpoint.

In English, the control unit 16 may transparently display the portion before and after the portion to which the viewpoint should not be directed and the portion to which the viewpoint should be directed so as to be visible. As a result, the learner can check the sentences before and after the part in the English sentence while focusing the viewpoint on the part to be directed.

The method of displaying the portion to which the viewpoint should be directed by the control unit 16 is not limited to that shown in FIG. The control unit 16 can display the portion to which the viewpoint should be directed on the display unit 12 by any method that the learner can recognize.

For example, the control unit 16 may emphasize the portion to which the viewpoint should be directed by the shading of the characters to be displayed. Specifically, as shown as an example in FIG. 3, the control unit 16 can display a portion to which the viewpoint should be directed in dark characters and a portion in which the viewpoint should not be directed in light characters (for example, so-called sumiami). .. The control unit 16 can display the movement of the model viewpoint by changing the characters displayed darkly on the display unit 12 with the passage of time as shown in FIGS. 3A to 3D. The learner can train the movement of the model viewpoint by moving the viewpoint according to the transition of the position displayed darkly in the English sentence displayed on the display unit 12.

The control unit 16 can emphasize and display the portion to which the viewpoint should be directed by still another method. For example, the control unit 16 can emphasize and display a portion to which the viewpoint should be directed by the color of the characters. Specifically, the control unit 16 displays the characters in the portion where the viewpoint should be directed as characters in a conspicuous color (for example, red characters), and the characters in the position where the viewpoint should not be directed are inconspicuously colored characters (for example, black characters). Can be displayed with. Further, the control unit 16 can display the characters of the portion to which the viewpoint should be directed with the characters of the opposite color of the background color, and can display the characters of the portion to which the viewpoint should not be directed with the characters of the same color as the background color. In this way, by making the color of the characters different between the part where the viewpoint should be directed and the part where the viewpoint should not be directed, the part where the viewpoint should be directed can be shown to the learner.

Further, the control unit 16 is a portion to which the viewpoint should be directed by another method, for example, the characters in the portion where the viewpoint should not be directed are outlined characters, or the characters in the portion where the viewpoint should be directed are underlined. May be indicated. Further, the control unit 16 may indicate a portion to which the viewpoint should be directed by appropriately combining these methods.

According to the display by the above-mentioned method by the information processing apparatus 10, intentional line breaks, slashes, etc. are not inserted in the displayed English sentence itself. That is, as for the visual structure of the English sentence itself, the same one as when actually reading the English sentence is displayed on the display unit 12. Therefore, according to the information processing apparatus 10, the learner can be trained in speed reading under conditions closer to the actual reading comprehension of English sentences. In this way, the information processing apparatus 10 can provide speed reading training under conditions closer to the actual reading comprehension scene. Further, according to the information processing device 10, since the learner can relive the movement of the model viewpoint, the learner can easily and naturally learn the movement of the viewpoint necessary for speed reading. ..

Although FIGS. 2 and 3 show an example of displaying a portion to which the viewpoint should be directed, the control unit 16 may change the display method according to the learner's level (proficiency level).

For example, the control unit 16 may display so that the higher the level of the learner, the faster the movement speed of the model viewpoint to be displayed. That is, the control unit 16 increases the speed of screen change (switching) shown in FIGS. 2 (a) to (d) and FIGS. 3 (a) to 3 (d) as the learner's level increases. May be good. This allows higher level learners to train to read English faster.

Further, the control unit 16 may change the range of the English sentence to be displayed as a part to which the viewpoint should be directed according to the level of the learner. For example, the higher the level of the learner, the wider the range of English sentences to be displayed as the part to which the viewpoint should be directed may be expanded by the control unit 16. For example, the control unit 16 should direct the phrase "English is a language" and the phrase "with an enormous number of words" to learners whose level is lower than a predetermined standard. , Each should be displayed separately (in two parts), while the phrase "English is a language with an enormous number of words" should be directed to learners whose level is higher than the prescribed standard. It may be displayed at once as a part. Generally, the more skillful a learner is in speed reading, the more information can be obtained from one viewpoint. The amount of information obtained for one viewpoint is based on the length of words and phrases captured within the range of the visual field. Therefore, the higher the level of the learner, the more training the learner can obtain for one viewpoint by displaying a longer range of English sentences in one display as the part to which the viewpoint should be directed. It can be carried out. As a result, it can be expected that the learner's proficiency in speed reading will increase.

Further, in the English sentence to be displayed in the first speed reading training, the control unit 16 may emphasize and display words and phrases for understanding the content of the sentence, in addition to the display of the portion to which the viewpoint should be directed. The highlighting of words and phrases for understanding the content of the sentence is displayed separately from the highlighting of the part to which the viewpoint should be directed. For example, when the highlighting of the part to which the viewpoint should be directed is displayed in light and dark as shown in FIG. 2, the words and phrases for understanding the content of the sentence are displayed in the character color, so that these two types are displayed. Highlighting is distinguished.

The words and phrases for understanding the content of a sentence are, for example, words and phrases that are important points for reading English sentences. The words and phrases that are the key points of English reading comprehension are, specifically, words and phrases that form the center of English meaning, such as nouns and verbs. By catching (recognizing and understanding) the words and phrases that are the key points of English reading comprehension, the learner can easily understand the contents described in the English sentence.

Further, the phrase for understanding the content of the sentence is, for example, a so-called discourse marker (discourse marker), which indicates the flow of the sentence. By catching the discourse sign, the learner can easily understand the flow of the sentence.

In addition, the words and phrases for understanding the content of the sentence are, for example, words and phrases that an advanced speed reading person pays close attention to. By emphasizing and displaying the words and phrases that the advanced speed reading person is paying attention to, the learner can recognize the words and phrases that the advanced person is paying attention to in the speed reading.

In addition, words and phrases for understanding the content of a sentence are, for example, important words for understanding the structure of a sentence. By focusing on the word, the learner can easily understand the syntax.

In addition, words and phrases for understanding the content of a sentence are key phrases or key sentences in English sentences. By capturing key phrases or key sentences, learners can easily understand the content of the entire English sentence.

By emphasizing some words and phrases in this way, it is expected that the learner will acquire reading comprehension skills that can grasp the contents more accurately through the first speed reading training. The highlighting of words and phrases for understanding the content of a sentence may be set so that it can be displayed or not displayed by an operation input by a learner, for example.

Further, the control unit 16 may display contents that can learn the contents related to the English sentence used in the speed reading training before and after the speed reading training described above, for example, depending on the learning purpose of the learner. .. For example, the control unit 16 may display a screen for learning words appearing in an English sentence used in the speed reading training on the display unit 12 before performing the speed reading training. The control unit 16 can display a screen for learning these words, for example, as a flash card. A flash card is information (card) related to a word, which is composed of a combination of character information or voice information of the word to be learned and characters or pictures for understanding the meaning of the word. Is memorized by showing the word to the learner at short time intervals (for example, every second). When the English sentences used in speed reading training include new words for the learner, the learner is distracted by guessing the meaning of the new words, or grasps the meaning of the whole sentence, for example. You may not be able to concentrate on speed reading training because you are not able to do so. However, by learning words before speed reading training in this way, it is possible to reduce the number of new words for the learner, and it becomes easier for the learner to concentrate on speed reading training.

Further, the control unit 16 may display the problem related to the content of the English sentence used in the speed reading training on the display unit 12 after the speed reading training, and have the learner input an answer. For example, the control unit 16 can display a correct / incorrect question regarding the content of the English sentence used in the speed reading training. After training in speed reading, the learner can answer the correct / incorrect question, and from the correct answer rate, can confirm the degree of understanding of the content and grasp the accuracy of reading comprehension. In addition, by having the learners answer questions about the content of the English sentences used in the speed reading training, it is expected that the learners will be trained in retention (memory retention).

(Second speed reading training)
The learner can use the speed reading application to perform a second speed reading training (practice) provided by the information processing apparatus 10. In the second speed reading training, the information processing device 10 acquires information on the movement of the learner's viewpoint during English reading comprehension (hereinafter, also referred to as “viewpoint information”), and displays the information on the display unit 12 based on the viewpoint information. Display.

When the control unit 16 receives, for example, a predetermined operation input from the learner indicating the start of the second speed reading training from the input unit 13, the control unit 16 activates the imaging unit 14 and starts imaging of the learner. Further, the control unit 16 displays an English sentence for performing the second speed reading training on the display unit 12. The control unit 16 identifies the learner's viewpoint by using, for example, any known technique, using the image captured by the image pickup unit 14.

In the second speed reading training, the control unit 16 displays an English sentence with a part emphasized as shown as an example in FIGS. 2 and 3. In the second speed reading training, the emphasized part in the English sentence includes the part where the learner's viewpoint is directed. The highlighted portion in the second speed reading training is, for example, a phrase separated by a chunk of meaning of a predetermined length, as in the first speed reading training. When the learner moves the viewpoint as the learner reads the English sentence, the control unit 16 changes the highlighted portion in the English sentence according to the movement of the learner's viewpoint.

An example of the second speed reading training will be described with reference to FIG. At the start of the second speed reading training, the control unit 16 highlights the beginning of the English sentence as shown in FIG. 2A. After reading the highlighted part, the learner moves the viewpoint to the part following the beginning part in order to read the part following the beginning part. When the control unit 16 determines that the learner's viewpoint has moved based on the image captured by the image pickup unit 14, the control unit 16 emphasizes and displays the portion set next to the beginning portion. That is, the control unit 16 switches the highlighted portion to be displayed based on the movement of the learner's viewpoint. When the control unit 16 determines that the learner has further moved the viewpoint, the control unit 16 emphasizes and displays the subsequent portion along the English sentence. The control unit 16 repeats this until it reaches the end of the English sentence. In this way, by switching the display according to the movement of the learner's viewpoint, the display can be switched according to the learner's pace.

As described above, the control unit 16 determines whether or not the learner's reading comprehension speed is appropriate when the part to be emphasized and displayed is switched and displayed according to the movement of the learner's viewpoint. You may. The appropriate speed may be appropriately set according to the learner's level, learning purpose, and the like. The appropriate speed may be, for example, the speed that the learner should learn. The control unit 16 can estimate the learner's reading speed based on, for example, the time interval in which the learner's viewpoint moves. That is, the control unit 16 can estimate the reading comprehension speed of the learner based on the time from the movement of the learner's viewpoint to the next movement of the learner's viewpoint.

The appropriate speed can be determined, for example, by a method similar to the above-mentioned exemplary viewpoint movement. For example, the appropriate speed may be the average reading speed of a native speaker. Also, the appropriate speed may be set based on WPM. In addition, the appropriate speed may be set according to the learner's level, for example, based on the data on the movement of the viewpoint of the learner at various levels acquired in the past experiments. The appropriate speed may be appropriately set by combining the above examples.

When the control unit 16 determines that the movement of the learner's viewpoint is slower than the appropriate speed, the control unit 16 notifies the notification unit 15 that the speed of reading English is slower than the appropriate speed. For example, if the learner's viewpoint does not move even after a predetermined time has elapsed after the learner's viewpoint has moved, the control unit 16 can determine that the speed of reading English is slower than the appropriate speed. The notification from the notification unit 15 allows the learner to recognize that his / her current reading speed is slower than the appropriate speed.

FIG. 4 is a flowchart showing an example of the process executed by the control unit 16 in the second speed reading training. The control unit 16 starts the flow shown in FIG. 4, for example, when the learner performs a predetermined operation input for executing the second speed reading training.

When the learner performs a predetermined operation input for executing the second speed reading training, the control unit 16 emphasizes the beginning portion of the English sentence and displays the English sentence on the display unit 12 (step S101).

The control unit 16 activates the image pickup unit 14 and acquires an image captured by the image pickup unit 14 (step S102).

The control unit 16 analyzes the image based on the acquired image (step S103). By image analysis, the control unit 16 detects the learner's viewpoint.

The control unit 16 determines whether or not the learner's viewpoint has moved based on the image analysis result in step S103 (step S104).

When the control unit 16 determines that the learner's viewpoint has not moved (No in step S104), the control unit 16 determines whether or not the learner's reading speed is slower than the appropriate speed (step S105). As described above, when the learner's viewpoint does not move even after a lapse of a predetermined time, the control unit 16 can determine that the learner's reading speed is slower than the appropriate speed.

When the control unit 16 determines that the learner's reading speed is slower than the appropriate speed (Yes in step S105), the notification unit 15 notifies that the reading speed is slower than the appropriate speed (step S106). .. Then, the control unit 16 returns to step S102 and continues the processing in this flow.

On the other hand, when the control unit 16 determines that the learner's reading speed is an appropriate speed or is faster than the appropriate speed (No in step S105), the control unit 16 returns to step S102 and continues the processing in this flow. ..

The control unit 16 repeats steps S102 to S106 until it is determined in step S104 that the learner's viewpoint has moved.

When the control unit 16 determines in step S104 that the learner's viewpoint has moved (Yes in step S104), is the portion currently highlighted in the display unit 12 the end portion of the English sentence? It is determined whether or not (step S107).

When the control unit 16 determines that the portion currently highlighted in the display unit 12 is not the last portion of the English sentence (No in step S107), the control unit 16 determines the portion following the currently highlighted portion. , Highlighted and displayed (step S108). Then, the control unit 16 returns to step S102 and continues the processing in this flow. That is, the control unit 16 executes the processes from step S102 to step S107 for the portion highlighted in step S108.

When the control unit 16 determines that the portion currently highlighted in the display unit 12 is the end portion of the English sentence (Yes in step S107), the second speed reading training process is completed. And end this flow.

In the second speed reading training as well, as in the first speed reading training, intentional line breaks and slashes are not inserted in the English text itself displayed on the display unit 12, so that the information processing device 10 is used. For example, speed reading training can be provided under conditions closer to the actual reading comprehension scene.

Further, the information processing apparatus 10 can switch the highlighted portion to be displayed in accordance with the speed at which the learner reads the English sentence by switching the highlighted portion based on the viewpoint information. it can. As a result, the information processing apparatus 10 can indicate to the learner the range of English sentences to be read each time the viewpoint is moved. Therefore, the learner can learn the range of English sentences to be read each time the viewpoint is moved for speed reading. Further, the information processing apparatus 10 can make the learner aware of the reading comprehension speed by notifying the learner when the reading comprehension speed of the learner is slower than an appropriate speed. In this way, it can be expected that the learner's proficiency in speed reading will increase.

In the above embodiment, it has been explained that the information processing apparatus 10 notifies the learner when the reading comprehension speed of the learner is slower than an appropriate speed, but the mode of notification is not limited to this. When the learner's reading speed is an appropriate speed or is faster than the appropriate speed, the information processing device 10 may notify from the notification unit 15 that the reading speed is equal to or higher than the appropriate speed. .. By doing so, the learner can recognize during reading comprehension that the reading speed is not slow.

In the second speed reading training, as in the first speed reading training, the control unit 16 displays the text in the English text displayed on the display unit 12, in addition to the display of the portion to which the viewpoint should be directed. Words and phrases for understanding the content may be emphasized and displayed. Also, in the second speed reading training, as explained in the first speed reading training, the range of English sentences to be displayed as the part to be directed may be changed according to the level of the learner. Good.

Further, also in the second speed reading training, the control unit 16 may display a screen for learning the words appearing in the English sentence used in the speed reading training on the display unit 12 before the speed reading training. Good. Further, also in the second speed reading training, the control unit 16 causes the display unit 12 to display the problem regarding the content of the English sentence used in the speed reading training after the speed reading training, and answers the learner. May be entered.

(Evaluation of speed reading ability)
The learner can use the speed reading application to evaluate the speed capability provided by the information processing apparatus 10. The information processing device 10 acquires the learner's viewpoint information and evaluates the speed reading ability based on the acquired viewpoint information.

When the control unit 16 receives, for example, a predetermined operation input from the learner indicating the start of evaluation of the speed reading ability from the input unit 13, the control unit 16 activates the imaging unit 14 and starts imaging of the learner. Further, the control unit 16 displays an English sentence for evaluating the speed reading ability on the display unit 12. The control unit 16 acquires viewpoint information by specifying the learner's viewpoint by, for example, any known technique, using the image captured by the imaging unit 14. The control unit 16 may store the acquired viewpoint information in the storage unit 11.

When the acquisition of the learner's viewpoint information is completed, the control unit 16 evaluates the speed reading ability based on the viewpoint information and displays the evaluation result on the display unit 12. The control unit 16 ends the acquisition of the viewpoint information, for example, when the learner finishes reading the English sentence displayed on the display unit 12. When the learner has finished reading the English sentence displayed on the display unit 12, the learner may input a predetermined operation for notifying that the English sentence has been read.

The control unit 16 can evaluate the learner's WPM as a speed reading ability based on, for example, the time taken for the learner to read an English sentence. It can be evaluated that the control unit 16 has a high speed reading ability because it can be determined that the higher the value indicated by the WPM, the more English sentences can be read in a short time. The control unit 16 may evaluate the speed reading ability based on whether or not the learner's WPM is equal to or higher than a predetermined threshold value.

For example, the control unit 16 can calculate the number or frequency of reading back based on the learner's viewpoint information, and evaluate the number or frequency of reading back as the speed reading ability. Since the control unit 16 can determine that the English sentence is read faster as the number or frequency of return readings is smaller, it can be evaluated that the speed reading ability is high. The control unit 16 may evaluate the speed reading ability based on whether or not the number or frequency of return readings of the learner is equal to or less than a predetermined threshold value.

The control unit 16 can evaluate the speed reading ability based on, for example, the number of viewpoints directed to the English sentence when the learner reads the English sentence. The learner reads while moving the viewpoint when reading the English sentence, and the control unit 16 counts the number of viewpoints required to finish reading the English sentence based on the viewpoint information. The smaller the number of viewpoints, the more information the control unit 16 can obtain for one viewpoint, and it can be determined that it can recognize a wide range of English sentences, so that it can be evaluated that the speed reading ability is high. .. The control unit 16 may evaluate the speed reading ability based on whether or not the number of viewpoints by the learner is equal to or less than a predetermined threshold value.

The control unit 16 can evaluate the speed reading ability based on, for example, the time during which the viewpoint directed to the English sentence stays when the learner reads the English sentence. For example, when a word whose meaning is unknown appears in an English sentence, some learners try to grasp the content of the whole sentence without thinking deeply about the meaning of the word or guess the meaning of the word from the context of the whole English sentence. Some learners try to think about the meaning of the word. The speed reading ability is higher for learners who try to grasp the contents of the entire English sentence without being too particular about the word even if an unknown word appears. The control unit 16 can evaluate the speed reading ability based on, for example, whether or not there is a viewpoint having an extremely long stay time. For example, the control unit 16 can evaluate that the speed reading ability is higher as the number of viewpoints whose staying time is longer than a predetermined threshold value is smaller.

The control unit 16 can evaluate the speed reading ability based on, for example, the number of discourse markers to which the viewpoint is directed when the learner reads an English sentence. For example, the storage unit 11 stores in advance the number of discourse signs included in the English sentence and the position in the English sentence, and the control unit 16 is directed to the discourse signs stored in the storage unit 11. Speed reading ability can be evaluated by evaluating the number of discourse signs. It can be evaluated that the control unit 16 has a higher speed reading ability as the number of discourse signs to which the line of sight is directed increases.

The control unit 16 may evaluate the learner's speed reading ability by combining the examples of the evaluation items described above. Further, the control unit 16 may evaluate the learner's speed reading ability based on other information obtained from the viewpoint information in addition to the above-mentioned example.

The control unit 16 can display the evaluation result of the learner's speed reading ability on the display unit 12. The control unit 16 may notify the learner's speed reading ability evaluation result from the notification unit 15. For example, the control unit 16 may notify the learner's speed reading ability evaluation result by voice.

The control unit 16 may display the movement of the learner's viewpoint on the display unit 12 based on the acquired viewpoint information. When the control unit 16 displays the movement of the learner's viewpoint on the display unit 12, the learner can objectively know the movement of his / her viewpoint and can think of an improvement method.

For example, the control unit 16 can display the movement of the learner's viewpoint by superimposing the learner's viewpoint information on the English sentence read by the learner. The control unit 16 displays, for example, a symbol indicating the learner's viewpoint (for example, a black dot or a symbol having a predetermined shape) on the English sentence at the position of the learner's viewpoint, and this is over time. By moving the position of the symbol, the movement of the learner's viewpoint can be displayed as a moving image (animation).

The control unit 16 may display the movement of the learner's viewpoint as a still image including the viewpoint information in English, for example. When the control unit 16 displays the movement of the learner's viewpoint as a still image, for example, in English, the control unit 16 can display a circle of a predetermined size at the position of the learner's viewpoint. The size of the circle is determined, for example, according to the time the viewpoint stays. That is, the size of the circle can be increased, for example, the longer the viewpoint stays. As described above, the control unit 16 can display the movement of the learner's viewpoint as a still image depending on the position of the circle and the size of the circle in the English sentence.

Further, the control unit 16 may display both the movement of the learner's viewpoint and the movement of the model viewpoint on the display unit 12. For example, as shown in FIG. 5, the control unit 16 includes a learner's viewpoint movement (“learner” column in FIG. 5) and a model viewpoint movement (“advanced” column in FIG. 5). May be displayed side by side. FIG. 5 is a diagram showing an example of a display screen when the movement of the learner's viewpoint and the movement of the model viewpoint are shown as a still image. In the still image, the movement of the learner's viewpoint and the movement of the model viewpoint are expressed by the position of the circle and the size of the circle in English. The learner can grasp his / her current level and weaknesses by comparing the movement of the viewpoint of the learner (self) with the movement of the model viewpoint.

The control unit 16 is not limited to the one shown in FIG. 5 in displaying the movement of the learner's viewpoint and the movement of the model viewpoint. For example, the control unit 16 may display the movement of the learner's viewpoint and the movement of the model viewpoint in another arrangement such as vertically. Further, the control unit 16 may express the movement of the learner's viewpoint and the movement of the model viewpoint by a moving image instead of a still image.

Further, the control unit 16 does not necessarily have to display the movement of the learner's viewpoint and the movement of the model viewpoint side by side. For example, the control unit 16 may superimpose and display the movement of the learner's viewpoint and the movement of the model viewpoint. Specifically, for example, the control unit 16 can simultaneously reproduce the animation of the learner's viewpoint movement and the animation of the model viewpoint movement on one English sentence displayed on the display unit 12. This allows the learner to compare the difference between the learner's viewpoint movement and the model viewpoint movement in one English sentence. For example, the control unit 16 may display the movement of the learner's viewpoint and the movement of the model viewpoint expressed in different colors on one English sentence displayed on the display unit 12 as a still image. Good.

The information processing device 10 further estimates words that are considered to have not been acquired by the learner (hereinafter, also referred to as unacquired words) based on the acquired viewpoint information of the learner, and automatically generates a list of unacquired words. May be generated. If there is an unlearned word in the English sentence, the learner may fix the viewpoint to the unlearned word by guessing the meaning of the unlearned word. Therefore, the information processing device 10 can recognize, for example, a word in which the learner's viewpoint is fixed for a predetermined time or longer as an unlearned word. In addition, when there is an unlearned word in an English sentence, the learner may turn his / her viewpoint to the unlearned word multiple times in order to guess the meaning of the unlearned word, for example, by reading back. is there. Therefore, the information processing apparatus 10 can recognize, for example, a word at a position where the learner's viewpoint is directed more than a predetermined number of times as an unacquired word. In addition to the examples described here, the information processing device 10 can recognize unlearned words by any method that can be presumed that the learner has not learned. For example, the information processing apparatus 10 can recognize a word in which the time for fixing the viewpoint is not shortened even if the learner reads the same English sentence a plurality of times, as an unlearned word.

The information processing device 10 may store a word recognized as an unlearned word in the storage unit 11. Further, the information processing apparatus 10 may display the unlearned words stored in the storage unit 11 on the display unit 12 in a list format, for example. The information processing device 10 may display the unlearned words stored in the storage unit 11 on the display unit 12 as learning contents such as a flash card or a word book.

In addition, the evaluation of the speed reading ability described above can be used in combination with the first speed reading training or the second speed reading training described above. For example, the control unit 16 acquires the learner's viewpoint information when the learner is performing the first speed reading training or the second speed reading training, and the learner's viewpoint during the speed reading training. Can evaluate the movement of.

In the above embodiment, the target language is assumed to be English, but the target language does not have to be English. The target language may be any foreign language. Moreover, the target language may be a mother tongue. The words and phrases mentioned in the explanations of the first speed reading training and the second speed reading training, which are emphasized and for understanding the content of the sentence, may be appropriately defined for each target language. For example, when the target language is Japanese, connecting words, kanji words (especially compound words, etc.), katakana words (especially technical terms, etc.), idioms or frequent words are defined as words for understanding the content of the sentence. You may be.

In the above embodiment, it has been explained that the viewpoint information is acquired by the imaging unit 14 included in the information processing apparatus 10, but the viewpoint information may be acquired by another method. The viewpoint information may be acquired by, for example, an independent device different from the information processing device 10 (hereinafter, also referred to as a “viewpoint information acquisition device”). The viewpoint information acquisition device is, for example, a device that can be worn by a learner. The viewpoint information acquisition device is realized in any wearable mode such as a glasses type or a helmet type. The viewpoint information acquisition device includes an imaging unit that acquires the learner's viewpoint information. The function of the image pickup unit of the viewpoint information acquisition device is the same as that of the image pickup unit 14 described above. The viewpoint information acquisition device and the information processing device 10 are communicably connected by, for example, Bluetooth (registered trademark) or the like. However, the connection between the viewpoint information acquisition device and the information processing device 10 may be established by means other than Bluetooth. The viewpoint information acquisition device transmits the acquired viewpoint information to the information processing device 10. Based on the viewpoint information acquired from the viewpoint information acquisition device, the information processing device 10 performs execution processing such as the above-mentioned second speed reading training and evaluation of speed reading ability.

Although the present invention has been described with reference to the drawings and examples, it should be noted that those skilled in the art can easily make various modifications and modifications based on the present disclosure. Therefore, it should be noted that these modifications and modifications are included in the scope of the present invention. For example, the functions included in each means, each step, etc. can be rearranged so as not to be logically inconsistent, and a plurality of means, steps, etc. can be combined or divided into one. ..

10 Information processing device 11 Storage unit 12 Display unit 13 Input unit 14 Imaging unit 15 Notification unit 16 Control unit 17 Bus

Claims (4)

By displaying a part of the sentence displayed on the display unit, which is a part of the sentence and is composed of words and phrases separated by a group of meanings having a predetermined length, in a manner different from the other parts. It is displayed on the display unit separately from other parts, and the part is moved in order along the text with the passage of time to be displayed on the display unit, and in the text, for understanding the content of the text. An information processing device including a control unit that emphasizes words and displays them on the display unit.
The range of the part is set according to the level of the learner based on the data on the movement of the viewpoint of the learner at various levels.
The display unit visually displays the front and rear parts of the part in a manner different from the display mode of the part, and displays the part and the parts other than the front and rear parts in an invisible manner. ,
Information processing device. The information processing device according to claim 1, wherein the control unit changes the speed of movement according to the level of the learner. The information processing device according to claim 1 or 2 , wherein the control unit changes the range of the part according to the level of the learner. It is an information processing method using an information processing device equipped with a display unit.
By displaying a part of the sentence displayed on the display unit, which is a part of the sentence and is composed of words and phrases separated by a group of meanings having a predetermined length, in a manner different from the other parts. The step of displaying on the display unit separately from the other parts,
A step of moving the part in order along the text with the passage of time and displaying it on the display unit.
In the sentence, a step of emphasizing a phrase for understanding the content of the sentence and displaying it on the display unit, and
Information processing method including
The range of the part is set according to the level of the learner based on the data on the movement of the viewpoint of the learner at various levels.
The parts before and after the part are visually displayed in a mode different from the display mode of the part.
The part other than the part and the front and rear parts is displayed in an invisible manner.
Information processing method.