JP2000181335A - Automatic education support device - Google Patents

Abstract

PROBLEM TO BE SOLVED: To provide an automatic education support device permitting to enhance a study effect through exercises utilized in CAI, and grasp understanding states of students in details. SOLUTION: This education support device contains plural tests consisting of application problems and their correct answers, and plural small tests consisting of fundamental problems and their correct answers, and small tests for confirming a same item compose small test groups, and pre-stores each small test group as study information 8 related to all the tests adopting the item as an element in a server 7, and presents one of the plural tests on an output device of a computer 1 for a student by means of a study information presentation control program 9, and if the answer is incorrect, the device presents the small tests of the small test groups related to the test again.

Description

DETAILED DESCRIPTION OF THE INVENTION

[0001]

BACKGROUND OF THE INVENTION 1. Field of the Invention The present invention relates to educational equipment and devices using a computer.

[0002]

2. Description of the Related Art In recent years, educational equipment and devices using computers have been developed and used. One of them is called CAI, in which learning information is sequentially presented to students according to certain rules. Some of these CAIs include exercises and are equipped with means for scoring the answers entered by the students, and the students' understanding status is determined based on the response status, and presented based on the determination results. There is also what is called intelligent CAI that has means for determining the learning content.

[0003] The learning based on the exercise problem includes fostering the applied ability expected by solving a relatively difficult exercise problem and acquiring the basic items expected by solving a relatively simple exercise problem. .

[0004] Among them, acquisition of the basic items expected by solving relatively simple exercises is expected to improve learning effects by repeatedly trying the same or similar exercises, but difficult exercises are required. Since a question takes a long time to answer one time, repeating the same difficult exercise to improve the application skills is not so effective for giving too much effort to the students.

[0005] In addition, as a task unique to CAI, it is required to grasp a student's understanding state based on the results of exercises. This is because a simple exercise problem subdivided for each learning element can determine the state more finely, but if you create an exercise problem only for the sake of convenience, you can not use a complex exercise problem, Insufficient application skills are developed, and the use of complex exercises makes it difficult to analyze students' understanding.

[0006]

However, the conventional intelligent C
In AI, all exercises were processed in the same procedure. In other words, for each exercise, it is determined whether the student's answer is correct, the result is presented to the student, and the student's understanding state is estimated based on the result. If the answer to the practice question is incorrect, the processing method is the same (if the answer is incorrect, the correct answer is immediately presented and the user proceeds to the next item, or the correct answer is displayed at the student's request and the next item is displayed. Going forward)
There was no idea to classify exercises by function and to use different processing procedures.

In addition, the same or similar exercise questions are not presented twice or more in different places, and there is no mechanism for improving the effect by repeatedly learning the basic items.

[0008] Therefore, the conventional CAI does not originally have a means for efficiently achieving the effect that the exercise should have on the learning by sharing the roles among a plurality of exercises.

[0009] It is an object of the present invention to provide an automatic education support device that enhances the learning effect of exercise problems used in CAI, and that enables a detailed understanding of a student's understanding state.

[0010]

According to the present invention, exercises by CAI are classified into two types, quizzes and tests, so that quizzes are simple problems for confirming basic matters, and tests are applied to complex applications. A quiz group is formed by preparing at least one quiz for confirming the same basic matters as a complex exercise for the user. Then, each quiz group is associated with all of the tests that include the basic matter as an element.

Therefore, one quiz group includes at least one
One test is associated with one test, and one test is associated with at least one quiz group. As a result, the basic items can be confirmed in a short time by a simple quiz test, and the student's understanding state can be grasped finely.

[0012] In addition, the recorded information on whether or not the student correctly answered the quiz in the quiz group allows the quiz group to be presented at the time of presenting a test presented later associated with the quiz group. By deciding whether to present our quiz, we will not present quizzes for quizzes on basics that students understand well, but quizzes for basics that we do not yet fully understand The quiz is repeatedly presented, and the effect of repeated learning can be achieved.

In addition, in order to repeat the quiz for the repetitive effect, it is desirable to create a plurality of quizzes that are slightly changed with respect to the same basic matter, form a group of quizzes, and present them sequentially.

According to the present invention, quizzes are simple and do not require a great deal of labor to create them, so that even if a number of quizzes are created for the above-mentioned purpose, it does not impose a great burden on the creator.

As described above, the effect of the repetition is left to the quiz, and the test is not repeatedly executed. As a result, recruiting relatively difficult exercises to develop applied skills in the test does not increase the burden on students due to repetition, and the test creator is not required to create many complex questions. You.

[0016]

DESCRIPTION OF THE PREFERRED EMBODIMENTS FIG. 1 shows an example of an embodiment of an automatic education support apparatus according to the present invention. In the figure, reference numeral 1 denotes a student computer, 2 denotes an output device of the student computer 1,
Is an input device of the student computer 1, 4 is a teacher computer, 5 is an output device of the teacher computer 4, 6 is an input device of the teacher computer 4, 7 is a server computer, 8 is learning information, and 9 is learning information. Is a program for controlling the presentation of information, 10 is record information, and 11 is a network.

In the automatic education support device having such a configuration, an input is made from the input device 3 of the student computer 1,
The learning information 8 recorded on the server computer 7 by the learning information presentation control program 9 based on at least one of the information transmitted to the server computer 7 or the information about the passage of time via the network 11.
Is transmitted to the student computer 1 via the network 11 and then output to the output device 2 of the student computer 1.

The learning information 8 includes a plurality of tests consisting of exercises for fostering applied skills and their correct answers, and a plurality of quizzes consisting of exercises for confirming basic matters and their correct answers, and At least one quiz for confirming the same basic matter constitutes a quiz group, and one quiz group is associated with all tests including the basic matter as an element. The record information 10
Includes the status of taking the test and quiz for each student, the content of the answer, and the result of checking the answer with the correct answer.

In the present embodiment, the learning information 8, the learning information presentation control program 9, and the recording information 10 are all stored in the server 7 in a concentrated manner. May be stored separately in the computer 1 for use. Distributing and accommodating the student computers 1 reduces the communication load via the network 11, but increases the storage capacity required for each computer.

In the present invention, as described above, the learning information 8 includes a test and a quiz, and the quiz constitutes at least one quiz group for each of the same basic items. And the quiz group is associated with one or more tests. FIG. 2 illustrates this relationship. Here, 12 is a test, 13 is a small test group, 14
Is a quiz. Test 12 and quiz group 13 in FIG.
The straight line connecting the two indicates the association between the two.

There are various modes of operation of such an automatic education support apparatus, and an example is shown below.

The test 12 is appropriately output to the output device 2 of the student computer 1 via the network 11 by the learning information presentation control program 9, and the student inputs a response thereto from the input device 3 of the student computer 1. The answer is transmitted to the server 7 via the network 11, collated with the correct answer of the test included in the learning information 8, and determined to be correct, and the result is displayed on the output device 2 of the student computer 1 via the network 11. Is done.

If the answer matches the correct answer, the learning information presentation control program 9 outputs the learning information on the next learning item to the output device 2 of the student computer 1 via the network 11, and the learning progresses. I will do it. However, if the answer does not match the correct answer, the student inputs the answer again from the input device 3 of the student computer 1 and repeats this until the correct answer is reached.

However, since the test 12 is a difficult problem for fostering applied skills, the learning described above often fails to reach the correct answer forever.

At such time, a quiz 14 is performed on the basics associated with test 12. That is, one quiz 14 is extracted from each of at least one quiz group 13 related to the test 12 and output to the output device 2 of the student computer 1. This is performed by the learning information presentation control program 9 from the server 7 to the network 11.
The information is transmitted to the student computer 1 via the quiz.

The start of the quiz 14 is triggered by a student who is stuck in the quiz 12 at his own discretion.
The information is requested to be input to the input device 3 of the student computer 1 or a time limit is set for each test 12 by the learning information presentation control program 9 so that the student may exceed the time limit. If the correct answer is not reached, there is a method of presenting information prompting the student to shift to the quiz 14, or forcibly shifting to the quiz 14 when the time limit is exceeded.

The quiz 14 is a simple problem for confirming basic matters. The student inputs the answer from the input device 3 of the student computer 1 as in the case of the test 12. The answer is sent to the server 7 via the network 11.
The learning information 8 and the learning information presentation control program 9 make a right / wrong determination, and the result is transmitted to the network 1.
1 is displayed on the output device 2 of the student computer 1.

Here, if the answer matches the correct answer, the process proceeds to the quiz 14 in the next quiz group 13, and all the quiz groups 13 related to the test 12 and to be presented at that time are displayed. When the extraction of the quiz 14 is completed, the test 12
Return to In the case of an incorrect answer, the student is allowed to perform the trial a predetermined number of times by the learning information presentation control program 9. If the answer still does not match the correct answer, the correct answer and its explanation are output to the output device 2 of the student computer 1. Presented,
The process proceeds to the quiz 14 in the next quiz group 13, and returns to the test 12 when the quiz 14 from all the quiz groups 13 to be presented at the time related to the test 12 is completed. .

The student who has confirmed the basic items related to the test 12 by several quizzes 14 as described above,
I will challenge Test 12 again.

As described above, unlike the test 12, when the quiz 14 is incorrect even after the specified number of trials, the correct answer is presented and the quiz is terminated.
The purpose of the quiz 14 is to confirm basic matters, and the quiz 14 is a simple content that can be understood by the student if a correct answer is given.

On the other hand, since the purpose of the test 12 is to cultivate applied skills, it is meaningless if the students do not think and solve them, and it is difficult to fully understand them only by showing correct answers. The quiz 14 does not easily show the correct answer even if it is incorrect, and the pupil 14 asks the student again after confirming the relevant basic items by the quiz 14. This is the effect of the present invention in which the exercises are classified into tests 12 and quizzes 14 and operated separately.

In the quiz 14 described above, it is determined whether the student has performed which quiz 14 in which quiz group 13 at which test 12 and in which stage the quiz 14 has the correct answer. Will be recorded. This is used as a criterion when selecting a quiz to be presented when the student is stuck in the subsequent test 12. That is, since quiz group 13 may be associated with a plurality of tests 12 as shown in FIG. 2, quiz 14 from such quiz group 13 may be presented during a plurality of tests 12. Keep it.

However, since the learning effect is weak when the same quiz 14 is presented continuously, the quiz group 13 is composed of a plurality of quizzes 14 that are changed little by little. It is desirable to sequentially present one by one each time the presentation is required.
To do so, which quiz 1 in the quiz group 13
The point at which the 4 was presented before is recorded in the record information 10, and based on this, the quiz 14 to be presented next is selected.

FIG. 3 shows an example of recording the quiz completion status of each student in the recorded information 10. In FIG. 3, the total number of quizzes in each quiz group 13 and the number of quizzes in each quiz group 13 taken by each student are recorded. In FIG. 3, student a has taken quiz in quiz group A up to No. 3, quiz in quiz group B up to No. 6, and has yet taken one quiz in quiz group C. Not recorded. Therefore, for student a, the fourth opportunity for the next course of quiz group A,
Then, the student takes No. 7 for the next opportunity, and No. 1 for the next opportunity of the quiz group C. Then, the course records shown in FIG. 3 are rewritten to No. 4, No. 7, and No. 1, respectively.

In FIG. 3, the student c has taken the last tenth in the quiz group B having a total of ten quizzes. In such a case, return to No. 1 for the next course opportunity.

Also, since the quiz 14 is for confirming the basic matter, if it is determined that the student has already mastered the basic matter, the quiz 14 related to the test 12 may be used. Even so, presenting them would be rather complicated for the students. Therefore, the correctness or incorrectness of the student's response to the quiz 14 from the quiz group 13 is recorded in the record information 10, and when this satisfies a predetermined standard (for example, the quiz 14 from the same quiz group 13 In such a case, for example, when the correct answer is made twice consecutively), the quiz 14 from the quiz group 13 is not presented even if the quiz group 13 is related to the test 12.

FIG. 4 shows an example of recording the correct / wrong situation of the quiz of each quiz group of each student in the recording information 10 for that purpose. In FIG. 4, “Unknown” has not taken any questions, “Incorrect” was incorrect in the immediately preceding quiz, and “One correct answer” was correct in the immediately preceding quiz. If the previous quiz was incorrect or the correct quiz was the first quiz in the quiz group, "2 consecutive correct answers" is 2 continuations for the previous and previous quiz. Indicates that the answer was correct. In the case of "two consecutive correct answers", no course will be taken from the quiz group.

The quiz is performed in the case of "not yet", "incorrect", and "one correct answer". When the result of the quiz is incorrect, the record is set to "incorrect".
If the answer is correct from "not" or "incorrect", the record is set to "one correct answer". If the answer is correct from "one correct answer", the record is set as "two consecutive correct answers".

The flexible operation of the quiz 14 is also enabled by the test 12 and the quiz 14 according to the present invention.
The reason for this is that the role of the quiz has been stopped only to confirm basic matters. In other words, the quiz 14 from the quiz group 13 for confirming the basic matter can be presented a plurality of times after changing the number of presentations depending on the student's understanding state, and it is extremely effective in fixing the basic matter. . On the other hand, the student can work on the test 12 carefully, which is very effective in fostering applied skills.

Since the quiz 14 is a simple problem, it is easy to create the quiz 14 and it does not require much effort to produce a plurality of quizzes 14 for the same quiz group 13. It is also possible to create a plurality of quizzes 14 whose contents are changed little by little without adding too much effort to the creator of the quiz.

In this embodiment, the student's recorded information 1
It is also possible to appropriately select the content of 0 based on the input to the input device 6 of the teacher computer 4 and present it to the output device 5 of the teacher computer 4. Thus, the teacher can judge the student's understanding status from the execution status of the test 12 and the quiz 14, the contents of the answer, and the result of the right / wrong judgment. Based on the judgment, the teacher inputs useful advice to the student through the input device 6 of the teacher computer 4. Can be presented to the output device 2 of the student computer 1 via the network 11.

In particular, the state of understanding for each single basic matter can be immediately determined from the result of the quiz 14, which is extremely effective in determining the state of understanding of the student. As a result, appropriate advice from the teacher is made possible, and the educational effect can be further improved.

[0043]

As described above, according to the present invention,
Exercises (quizzes) for confirming basic matters and exercises (tests) for fostering application skills can be separated and operated appropriately, and the learning effect of exercises in CAI can be improved. be able to. In addition, the student's understanding state can be more accurately determined, and education based on the state can be performed. In addition, it is possible to reduce the labor for preparing exercises for confirming basic matters.

[Brief description of the drawings]

FIG. 1 is a configuration diagram showing an example of an embodiment of an automatic education support device of the present invention.

FIG. 2 is a configuration diagram showing an example of learning information;

FIG. 3 is a diagram showing an example of a quiz completion status for each student in recorded information;

FIG. 4 is a diagram showing an example of the contents of a collation result of a quiz for each student in recorded information.

[Explanation of symbols]

1: student computer 2: output device of student computer 1, 3: input device of student computer 1, 4:
Teacher computer, 5: Output device of teacher computer 4, 6: Input device of teacher computer 4, 7: Server computer, 8: Learning information, 9: Learning information presentation control program, 10: Recording information, 11: network,
12: Test, 13: Quiz group, 14: Quiz.

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[Procedure amendment]

[Submission date] January 20, 1999 (1999.1.2
0)

[Procedure amendment 1]

[Document name to be amended] Statement

[Correction target item name] Claims

[Correction method] Change

[Correction contents]

[Claims]

3. An apparatus having at least an input device and an output device.
3. The automatic education support device according to claim 1 , further comprising a plurality of computers including one computer and a network connecting the computers.

[Procedure amendment]

[Submission date] September 30, 1999 (September 9, 1999
0)

[Procedure amendment 1]

[Document name to be amended] Statement

[Correction target item name] Claims

[Correction method] Change

[Correction contents]

[Claims]

[Procedure amendment 2]

[Document name to be amended] Statement

[Correction target item name] 0005

[Correction method] Change

[Correction contents]

[0005] In addition, as a task unique to CAI, it is required to grasp a student's understanding state based on the results of exercises. While this can be a determination is more finely state towards each learning element every simple exercises that were subdivided into, it is not possible to use a complex exercise When you create an exercise problem thinking the only convenience for that, Insufficient application skills are developed, and the use of complex exercises makes it difficult to analyze students' understanding.

[Procedure amendment 3]

[Document name to be amended] Statement

[Correction target item name] 0011

[Correction method] Change

[Correction contents]

Therefore, one quiz group includes at least one
One of Ru is associated with the test. As a result, the basic items can be confirmed in a short time by a simple quiz test, and the student's understanding state can be grasped finely.

 ──────────────────────────────────────────────────続 き Continuing on the front page (72) Koichi Yamada, Inventor 3- 19-2 Nishi Shinjuku, Shinjuku-ku, Tokyo Japan Telegraph and Telephone Corporation (72) Yoshihiro Nakamura 3-192, Nishi-Shinjuku, Shinjuku-ku, Tokyo No. Nippon Telegraph and Telephone Corporation F-term (reference) 2C028 BA02 BB04 BC01 BD02 CA12 DA04

Claims (3)

[Claims] At least one computer having an input device and an output device, and a plurality of tests, which are information stored in the at least one computer and include exercises for fostering application skills, and correct answers thereof And a plurality of quizzes consisting of exercises for confirming basic matters and their correct answers, and at least one quiz for confirming the same basic matter constitutes a quiz group, and one quiz is formed. The test group is learning information associated with all tests that include the basic items as elements, and information stored in at least one computer. Input the record information, including the result of collation with the correct answer, and the presentation content of the learning information output to the output device of the computer from the input device of the computer. Means for controlling to change based on at least one of input information or information regarding passage of time, comprising: outputting one of a plurality of tests to an output device of a computer; The answer input from the input device is compared with the correct answer, and if the answer is correct, the test is changed to another test, and the recorded information is updated.If the answer to the test does not match the correct answer, or If no answer is given within a certain period of time or if there is a request from the student, a quiz in the quiz group associated with the test is selected and output to the output device of the computer, and the quiz is assigned to the quiz. The correct answer is checked against the answer input from the input device of the computer. Means for controlling to select another quiz, repeat the quiz, and update the recorded information after presenting the correct answer if the input does not match the correct answer. Education support device. 2. When there are a plurality of quiz groups associated with one test, which of the quiz groups is to be selected, the correct answer of the attendance status or answer for the quiz in each quiz group in the recorded information. 2. The automatic education support apparatus according to claim 1, wherein the determination is made based on at least one of the contents of the result of the comparison with the automatic education support. 3. The automatic education support device according to claim 1, further comprising a plurality of computers having an input device and an output device, and a network connecting the computers.