JP2001324912A - Instruction supporting device and medium with recorded program therefor - Google Patents

Abstract

PROBLEM TO BE SOLVED: To provide an instruction supporting device and a medium with recorded program therefor capable of setting questions of difficulty in accordance with the mental ability of a student. SOLUTION: This instruction supporting device decides the metal ability of the student by a mental ability judging part 3 using a study history of the student stored in a study history storage part 1, and also decides contents of a test and its difficulty by comparing the study history of the student with the test contents stored in a test storage part 2 by a test difficulty judging part 5, and selects the test questions to be actually set by comparing the mental ability of the student with the difficulty of the test by a test question setting part 6, namely, they are selected so that there is no considerable difference between the metal ability of the student and the difficulty of the test.

Description

DETAILED DESCRIPTION OF THE INVENTION

[0001]

BACKGROUND OF THE INVENTION 1. Field of the Invention The present invention relates to an educational apparatus / apparatus using a computer and a medium recording a program for the apparatus / apparatus.

[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 (Computer Assisted Instrumentation), in which learning information is sequentially presented to learners according to a certain rule.

[0003] These CAIs include a test, which includes a means for scoring the answer inputted by the learner, and a learner's comprehension status is determined based on the response status. There is a so-called intelligent CAI that has a means for determining the learning content to be presented to the user.

[0004] Such a conventional intellectual CAI determines whether a learner correctly understands the learned knowledge by a test or a question, and determines whether the knowledge understanding state is incomplete or insufficient. Re-presents its knowledge,
There is a means for adjusting the difficulty of the test to be given and making the learning proceed smoothly (for example, see Japanese Patent Application Laid-Open No. 7-199793).
Reference).

[0005] Here, consider the case where a test is given to a learner to perform education. Tests are important in education, as they allow learners to recognize key points and problems in learning and experience the thinking process to solve them.

This test is roughly classified into two types. The first is to ask for the alphabet of English words, the year of history, etc., simply to confirm the presence or absence of knowledge. For such a test, the conventional intelligent CAI method is sufficient. That is, in the case of an incorrect answer to the test, the teaching material to which the knowledge is added is presented again, and then the incorrectly answered test is presented again.

Another test questions the ability to apply, such as a proof problem in mathematics. In this case, the conventional intelligent CAI method is insufficient. This is because when a learner solves such an applied test, he / she correctly understands the knowledge necessary to solve the test and has the intellectual ability (such as deductive reasoning ability) required for the test. Need to be.

For example, in the case of the proof problem of mathematics, it is necessary to answer by combining several knowledges such as the congruence condition of a triangle and the theorem of the circumferential angle. To do so, you need not only an understanding of knowledge, but also the intellectual ability to use them. This intellectual ability is unique to the learner and it is difficult to improve in a short period of time no matter how much knowledge is given.

[0009] A learner with a low level of intellectual ability, even if he has correctly understood the knowledge learned in the past,
When a problem that requires advanced application skills is set, it cannot be solved forever, and the efficiency of education decreases.

[0010] Therefore, it is desirable to determine the intellectual ability of the learner and give a test with a degree of difficulty in accordance with the intellectual ability.

[0011]

However, in the conventional intellectual CAI, the contents of the test and the contents of the subsequent learning are determined based only on the judgment result of the understanding state of the past learning contents. It was not possible to judge the abilities and determine the subsequent learning contents based on it.

An object of the present invention is to provide an educational support apparatus and an educational support apparatus capable of realizing effective education by adjusting the difficulty of a test given in an intelligent CAI in consideration of a learner's intellectual ability. It is to provide a medium on which a program is recorded.

[0013]

In order to achieve the above object, according to the first aspect of the present invention, there is provided means for judging a level of intellectual ability of a learner, and difficulty of a test to be set based on the judgment result. And means for adjusting

There are two methods for determining the level of the intellectual ability of the learner.

One is a general-purpose ability test (such as a syllogism test) that relates the intellectual ability of the learner to the content of the teaching material.
Is measured in advance and the result is recorded.

Here, as a test for quantitatively evaluating the level of intellectual ability, the following test provided by a certain company is given as an example.

(1) Linguistic intellectual ability test This includes a logical thinking test for judging logical judgment and intensive thinking, a relation extraction test for judging relation cognitive ability and associative thinking, fluency in language. A randomized sentence decoding test to determine composition and intuitive judgment, a correlation recognition test to judge the application of correlation recognition and consensus extraction, a reasoning judgment test to judge the speed of reading and accuracy and reasoning thinking, Etc.

(2) Non-verbal intellectual ability test This includes a figure judgment test for judging a cognitive ability and a diffuse judgment of a figure change, a grasp of a sequence relation, and a principle finding for judging a principle of a numerical change. Test, figure decomposition test to judge the speed and accuracy / intuition and composition ability of figure recognition, problem solving test to judge the accuracy of problem setting / mathematical intuition, judge geometric insight / space grasp and inference judgment There is a space reasoning test, etc.

These tests make it possible to quantitatively and objectively evaluate the level of intellectual ability.

Another method is to determine a learner's intellectual ability from his or her past test results.

However, in the case of this method, a means for determining the difficulty of the past test is provided, and only the results of the incorrect past test and the correct past test due to lack of application ability are provided. Should be used to determine the learner's intellectual ability, and the results of past tests that were incorrect due to lack of understanding of knowledge should not be used to determine the learner's intellectual ability.

This is because here, the intellectual ability of the learner is to be determined separately from the state of understanding of the knowledge. To this end, it is necessary to provide a means for identifying whether the past test that was incorrect is due to lack of application skills or lack of understanding of knowledge. It is necessary to provide a means for realizing an educational environment that is caused by a shortage.

According to a second aspect of the present invention, in addition to the first aspect, there is provided a means for determining a difficulty level of a test based on a learning history of the learner up to that time.

The difficulty level of the test is determined by the degree of applied power required to solve the test.
This required application ability is related not only to the content of the test itself, but also to the learner's past learning history. Because
The reason is that if you have studied similar examples and tests in the past, the application skills required to solve those tests will be lower. According to the second aspect of the invention, it is possible to more accurately determine the difficulty level of the test in consideration of the above.

According to a third aspect of the present invention, in addition to the first or second aspect, a means for determining the level of the learner's knowledge and a means for adjusting the content of the test to be set based on the determination result are provided. It is characterized by having.

Although these are the means provided in the conventional intellectual CAI, they can be used in combination with claim 1 or 2 which is a main part of the present invention to provide more effective education. Equipment can be provided.

The above-described educational support apparatus can be provided on a computer as a medium on which a program for realizing each of the above means is recorded when read by the computer.

[0028]

DESCRIPTION OF THE PREFERRED EMBODIMENTS FIG. 1 shows an example of an embodiment of an educational support apparatus according to the present invention. In the drawing, 1 is a learning history storage unit, 2 is a test storage unit, and 3 is an auxiliary test storage unit. 4 is a learner's intellectual ability determination unit, 5 is a test difficulty determination unit, 6
Is the test question section, 7 is the auxiliary test question section, 8 is the test
An auxiliary test display unit, 9 is a test / auxiliary test answer input unit, 10 is a test determination unit, and 11 is an auxiliary test determination unit.

The learning history storage 1 stores the learning history of the learner,
That is, it stores the examples and tests that the learner has learned in the past, and the results (correct or incorrect). The test storage unit 2 stores various tests having different degrees of difficulty. The auxiliary test storage unit 3 stores various auxiliary tests for confirming the level of the learner's knowledge.

The learner's intellectual ability judging section 4 determines the intellectual ability of the learner from the learner's learning history and sends it to the test question section 6. The test difficulty level determination unit 5 compares the learning history of the learner with the content of the test, determines the difficulty level of each test at that time of the learner of each test, and sends it to the test setting unit 6.

The test question section 6 is a test that is actually given to the learner among the tests stored in the test storage section 2 based on the intellectual ability of the learner, the difficulty level of the test, the result of the auxiliary test, and the like. Select the auxiliary test question part 7, test
This is sent to the auxiliary test display section 8 and the test determination section 10. The auxiliary test question section 7 actually gives the learner a test among the tests stored in the auxiliary test storage section 3 based on the learning history of the learner, the test actually given to the learner and the results thereof. The auxiliary test is selected and sent to the test / auxiliary test display section 8 and the auxiliary test determination section 11.

The test / auxiliary test display section 8 displays the selected test or auxiliary test to the learner. The test / auxiliary test answer input unit 9 receives a learner's input to the test or the auxiliary test displayed on the test / auxiliary test display unit 8, that is, an answer.

The test judging section 10 judges the answer of the learner to the set test, and sends the result to the learning history storage section 1 and the auxiliary test setting section 7. Auxiliary test judgment unit 1
1 judges the learner's answer to the provided auxiliary test, and sends the result to the learning history storage unit 1 and the test question unit 6.

The "means for determining the level of the learner's intellectual ability" referred to in claims 1 and 4 comprises a learning history storage unit 1 and a learner's intellectual ability determination unit 4. The “means for adjusting the degree of difficulty of a test to be set based on the determination result” in the items 1 and 4 includes the test setting section 6.

The "means for determining the difficulty of the test based on the learning history of the learner up to that point" according to claims 2 and 5 is a learning history storage 1, a test storage 2, and a test difficulty determination. It is composed of a unit 5.

The "means for determining the level of the learner's knowledge" according to claims 3 and 6 includes a learning history storage unit 1, a test question unit 6, an auxiliary test question unit 7, a test determination unit 10, and an auxiliary test. Claim 3
The “means for adjusting the content of a test to be presented based on the determination result” referred to in 6 includes a learning history storage unit 1, a learner's intellectual ability determination unit 4, and a test presentation unit 6.

In the educational support apparatus having such a configuration, the intellectual ability of the learner is determined using the learner's learning history stored in the learning history storage unit 1. In the present embodiment, the determination of the intellectual ability is based on the second method among the intellectual ability determination methods described in [Means for Solving the Problem]. That is, intellectual ability is based on past test results,
That is, it is determined from the difficulty level of the correct test (hereinafter referred to as the correct answer test) and the difficulty level of the test which was incorrect due to lack of applied ability (hereinafter referred to as the applied incorrect answer test).

Various methods are conceivable as this determination method. The average value of the difficulty of the past correct answer test is X, and the average value of the difficulty of the applied incorrect test is Y, and the learner's intellectual ability is determined. The range of level A is set to X ≦ A ≦ Y, and so on. Alternatively, more simply, A may be an average value of X and Y.

Separately from this, by comparing the learning history of the learner stored in the learning history storage unit 1 with the contents of the test stored in the test storage unit 2 in the test difficulty determination unit 5, Determine the difficulty of each test at that time for the learner of the test. The difficulty level is determined by starting from an example or a test learned in the past, and quantitatively obtaining the degree of applied power required to answer the test.

As a method of quantitatively obtaining the degree of the applied power, starting from the examples and tests learned in the past,
To measure the number of inferences required to answer the test (for example, Nakamura et al., IEICE Transactions,
J82-DI, No. 5, pp. 644-654)
And to measure how much the test is deformed from examples and tests learned in the past (for example, Kuwahara
Others, Transactions of the Japanese Society for Educational Technology, Vol. 23, no. 3,
pp 135-147).

Now, the intellectual ability of the learner determined in this way and the difficulty of the test are compared in the test question section 6,
Select the test that will actually be presented to the learner. The criterion for this selection is to make sure that there is no large difference between the intellectual ability of the learner and the difficulty of the test. Specifically, the level A of the intellectual ability of the learner is X If ≤A≤Y, the difficulty level T of the test to be set is also set in the range of X≤T≤Y.

The selected test is sent to the test / auxiliary test display section 8 and displayed. For the displayed test, the answer input from the test / auxiliary test answer input unit 9 is determined by the test determination unit 10, and if the answer is correct, the determination result is sent to the learning history storage unit 1 and recorded. Update the learner's record of intellectual abilities based on the results.

When the determination result is incorrect, the cause may be not only the lack of intellectual ability of the learner but also the lack of knowledge. Therefore, the result of the determination that the test was incorrect is sent to the auxiliary test question section 7. In the auxiliary test question section 7, in addition to this, the test question section 6 notifies the information for identifying the test concerned,
A list of auxiliary tests for confirming the knowledge necessary for solving the test stored in itself is generated, and the list information of the auxiliary tests is sent to the learning history storage unit 1.

The learning history storage unit 1 compares the list information of the auxiliary test with the learning history, and identifies an auxiliary test related to the knowledge that the learner understands and an auxiliary test related to the knowledge that the learner does not understand. The identification result is sent to the auxiliary test question section 7. This identification should be based on, for example, whether the learner has correctly answered in the past the auxiliary test or an auxiliary test that asks the same knowledge as the auxiliary test (or whether the student has correctly answered multiple times in succession). Can be.

If there is no auxiliary test for knowledge that the learner does not understand, the learning history storage unit 1 considers the learner to be an incorrect answer to the test, records the answer, and records the answer based on the result. Update learners' intellectual ability records.

If there is an auxiliary test related to the knowledge that the learner does not understand, the auxiliary test question section 7 retrieves the auxiliary test from the auxiliary test storage section 3 and sends it to the test / auxiliary test display section 8 for display. . However, when a plurality of auxiliary tests exist for the same knowledge, it is not necessary to display all of them. One to several items may be appropriately selected and displayed from the auxiliary tests related to the knowledge.

With respect to the displayed auxiliary test, the answer input from the test / auxiliary test answer input unit 9 is determined by the auxiliary test determination unit 11, and the determination result is sent to the learning history storage unit 1 and recorded. At the same time, when all the auxiliary tests are completed, the fact is notified to the test question section 6 and the test question section 6 makes the same test again.

For the displayed test, the test
The answer input from the auxiliary test answer input unit 9 is judged by the test judgment unit 10, and whether the answer is correct or incorrect is sent to the learning history storage unit 1 and recorded, and based on the result. To update the learner's record of intellectual abilities. In this case, the incorrect answer of the test is determined not to be the lack of knowledge of the learner but to the lack of intellectual ability.

When the learner's intellectual ability is updated in the learning history storage unit 1, when the next test is set, a test to be given is selected based on the updated learner's intellectual ability. Done.

In the above-mentioned test and auxiliary test, a correct answer can be obtained by inputting a single answer from the learner.
There is no need to judge incorrect answers. It is also possible to adopt a method of permitting an input several times or input within a time limit, and determining an incorrect answer only when the correct answer is not reached.

[0051]

As described above, according to the present invention, an educational support apparatus and a program for recording an appropriate test in consideration of not only the learner's understanding of knowledge but also the level of intellectual ability are recorded. Media can be provided.

[Brief description of the drawings]

FIG. 1 is a configuration diagram showing an example of an embodiment of an education support apparatus according to the present invention.

[Explanation of symbols]

1: learning history storage unit, 2: test storage unit, 3: auxiliary test storage unit, 4: learner's intellectual ability determination unit, 5: test difficulty determination unit, 6: test question unit, 7: auxiliary test question Unit, 8: test / auxiliary test display unit, 9: test / auxiliary test answer input unit, 10: test determination unit, 11: auxiliary test determination unit.

Continuation of the front page (72) Inventor Koichi Yamada 2-3-1 Otemachi, Chiyoda-ku, Tokyo Nippon Telegraph and Telephone Corporation (72) Inventor Yoshihiro Nakamura 2-3-1 Otemachi, Chiyoda-ku, Tokyo Date F-term (Reference) in the Telegraph and Telephone Corporation 2C028 AA12 BA05 BB09 BC01 BC02 BD03 CA12

Claims (6)

[Claims] 1. An educational support apparatus comprising: means for determining a level of a learner's intellectual ability; and means for adjusting the difficulty of a test to be presented based on the result of the determination. 2. The educational support device according to claim 1, further comprising means for determining a difficulty level of the test based on a learning history of the learner. 3. The educational support device according to claim 1, further comprising: means for determining a learner's knowledge level; and means for adjusting the content of a test to be set based on the determination result. An educational support device characterized by the following. 4. A medium on which an educational support program is recorded, wherein the educational support program is read by a computer, and means for judging the level of the intellectual ability of the learner on the computer; Means for adjusting the difficulty level of a test to be presented based on the program. 5. A medium on which the educational support program according to claim 4 is recorded, wherein when the educational support program is read by a computer, the difficulty level of the test is displayed on the computer. A medium on which an educational support program is recorded, which implements means for determining based on a learning history. 6. A medium recording the educational support program according to claim 4 or 5, wherein the educational support program, when read by a computer, determines the level of the learner's knowledge on the computer. And a means for adjusting the contents of a test to be presented based on the determination result.