JP2004302226A - System and device for supporting learning - Google Patents

Abstract

<P>PROBLEM TO BE SOLVED: To provide a learning support system using a network for effectively preventing decline and loss of learning motivation. <P>SOLUTION: The learning support system includes a server for managing the study of a learner who learns by using educational materials for learning, and a client which is connected with the server via a network to enable the learner to communicate with the server. The server sets up, on the basis of the learner's past degree of progress in learning, a learning schedule for the learner to proceed with learning of the educational materials. The server analyses the learner's actual degree of progress in learning of the educational materials on which the learning schedule is set up on the basis of the information received from the client. The server dynamically adjusts, on the basis of the learner's actual degree of progress in learning, the set up learning schedule. <P>COPYRIGHT: (C)2005,JPO&NCIPI

Description

[0001]
TECHNICAL FIELD OF THE INVENTION
The present invention relates to a learning support system, and more particularly, to a learning support system that transfers and manages learning data between various information terminals via a network such as the Internet. INDUSTRIAL APPLICABILITY The present invention is suitable for, for example, a learning support system for learning using a teaching material for passing a NACSE certification test.
[0002]
[Prior art]
With the spread of networks and network devices including the Internet in recent years, learners can use the English conversation tapes sent as teaching materials or listen to courses on radio or television to learn from a one-way system. Increasingly, the transition to responsive interactive systems is ongoing.
[0003]
As a learning support system using a conventional network, for example, learning data is sent to the member, the result of the reply is analyzed, the learning level of the member is adjusted, and if it is not returned, a message to guide the learning participation is sent. A learning system using an e-mail to be transmitted is already known (Patent Document 1). In addition, the electronic education server provides students with exercises in a homepage format, and the students input answers and questions to the exercises provided in the homepage format. There is already known a system for providing an educational service according to Japanese Patent Application Laid-Open (JP-A) No. 2005-122,036. In addition, it stores learning time goals, questions and answers, learning plans by learners, actual progress and evaluations set for each subject, and proposes and manages learning plans suited to learners from the learner's learning history. A system for performing this is already known (Patent Document 3).
[Patent Document 1]
JP 2001-28089 A [Patent Document 2]
JP-A-11-282826 [Patent Document 3]
JP-A-9-6222
[Problems to be solved by the invention]
The learning progress must be set appropriately for completing the learning. If the learning progress is too fast, the learner will fall off without keeping up, and if the learning progress is too slow, the willingness to learn will decrease. On the other hand, as in Patent Literature 3, it is conceivable that the learner adjusts the learning progress so as to suit him / her, and in this case, the learner can learn at the learning progress suited to him / her. looks like. However, the work of the learner himself to adjust the learning progress appropriately is actually complicated and difficult. This is because, for example, a lazy learner may set the learning progress at a slower pace in order to relax. Decline and dropout of learning motivation is uneconomic for learners and also for manufacturers in the sense that the reputation of the learning support system is reduced.
[0005]
Accordingly, an exemplary object of the present invention is to provide a learning support system and apparatus using a network that solves the above-described problem and effectively prevents a decrease and a drop in a willingness to learn.
[0006]
[Means for Solving the Problems]
In order to achieve the above object, a learning support system according to one aspect of the present invention includes a server for managing a learner using a learning teaching material and a server connected to the server via a network. A learning support system having a client for communicating with the server, wherein the server sets a learning schedule for the learner to advance the learning material based on the learning progress of the learner in the past, The server analyzes the actual learning progress of the learner based on the information received from the client with respect to the learning material for which the learning schedule is set, and the server analyzes the actual learning progress of the learner. The set learning schedule is dynamically adjusted based on the learning schedule.
[0007]
According to this learning support system, the server dynamically adjusts the learning schedule set based on the past learning progress. Since the server automatically sets the learning schedule, the burden on the user is reduced. In particular, for example, when the teaching material is a teaching material for a certification test, it becomes easy for the learner to acquire necessary academic ability at a predetermined time (for example, until the certification test). Further, the learning schedule is to be a pacemaker of the user, and in order to increase the potential of the user, it is preferable that the progress is set as high as possible within a range executable by the user. Since the server of the learning support system of the present invention refers to the past learning progress, it is objectively highly likely that the set learning schedule is within a range executable by the user. If the user sets it himself / herself, the learning progress may be made too fast or slow, but such a problem does not occur in the learning support system of the present invention. Note that the network may be of any type, such as the Internet or a LAN. Therefore, the present invention is applicable to both Web Based Training (WBT) and Computer Based Training (CBT).
[0008]
The server may set the learning schedule based on past learning progress obtained by the learner in the same or another learning material. For example, you can set up a study schedule based on the progress and grades of the first few chapters of the same material, or set up a study plan for advanced class materials according to the progress and grades of the intermediate class materials. And so on.
[0009]
The set learning schedule may be an average progress of the learner's past learning progress, or may be the earliest progress of the learner's past learning progress. These are for setting the learning progress that the user can surely execute, or for setting a higher learning speed among the executable learning progresses. The learner can turn off the automatic scheduling function of the server through the client.
[0010]
The server sets a rival having a learning progress within a range of two times of a learning amount that the learner advances in one learning with respect to the current learning progress of the learner, and sets the rival to the learner. You may encourage competition with. By setting a rival close to the learner's learning progress, the learner's consciousness of competition can be aroused and the willingness to learn can be increased. However, the rival may be a virtual person.
[0011]
The server may send an e-mail to the client, prompting the learner to keep the set learning schedule, when the learner is late from the set learning schedule. Such an e-mail is preferable because the learner can be encouraged and encouraged to give individual guidance.
[0012]
A learning support device according to another aspect of the present invention is a learning support device that is communicably connected to a learner's client via a network and manages the learner using a learning material for learning. Setting a first storage unit for storing the past learning progress of the learner, and a learning schedule for the learner to advance the learning material based on the past learning progress stored in the first storage unit. Processing unit, a second storage unit that stores the learning schedule set by the processing unit, and a third storage that stores the actual learning progress of the learner for the learning material for which the learning schedule has been set. A processing unit, based on the actual learning progress of the learner stored in the third storage unit, dynamically based on the learning schedule stored in the second storage unit It is characterized by adjusting. Such a learning support device can exhibit the same operation as the above-described learning support system. The processing unit may be configured as a program.
[0013]
Other objects and further features of the present invention will be clarified by preferred embodiments described below with reference to the accompanying drawings.
[0014]
BEST MODE FOR CARRYING OUT THE INVENTION
Hereinafter, the learning support device 100 of the present invention that functions as a server on the Internet 30 will be described with reference to the accompanying drawings. Here, FIG. 1 is a system configuration diagram of a learning support system using the learning support device 100 of the present invention. FIG. 2 is a block diagram of exemplary various databases stored in the data storage device 200 of the learning support device 100. The learning support device 100 is connected to a user client 10 and an instructor (or teacher) terminal 20 via the Internet 30.
[0015]
In the present embodiment, the learner learns via the Internet 30 using the client 10. Such a learning method is called Web Based Training (hereinafter, referred to as “WBT”), and the present invention prevents application to Computer Based Training (hereinafter, referred to as “CBT”) as described later. is not.
[0016]
The client 10 is a personal computer used by a learner using a teaching material (in this embodiment, a teaching material for passing a certification test (for example, a NACSE certification test)) and software stored therein. If necessary, the client 10 may have a voice input device 12 such as a microphone. This allows the learner to input speech and interact with the instructor and other learners.
[0017]
The instructor terminal 20 is a computer used by an instructor (or a teacher) assigned to a class including one learner or a plurality of learners, and software stored therein. If necessary, the instructor terminal 20 may have a voice input device such as a microphone. This allows the instructor to input speech and interact with the learner.
[0018]
In the present embodiment, the Internet 30 is used as an example of a network, but the present invention does not prevent the use of a LAN, WAN, MAN, or other network. That is, as described above, the present invention is applicable not only to WBT but also to CBT. Here, "CBT" means that a learner goes to a preparatory school and learns using a client 10 installed in the preparatory school and teaching materials stored in a medium such as a CD-ROM or a DVD-ROM distributed at the preparatory school. Refers to the form.
[0019]
The learning support device 100 includes a control unit or CPU 110, a communication port 120, a RAM 130, a ROM 140, and a data storage device 200. Note that the learning support device 100 may function as a WWW server, a mail server, or a news server. The CPU 110 widely includes a processing device with any name, such as an MPU, and controls each unit of the learning support device 100. For example, the CPU 110 can provide various services to the client 10 using various databases stored in the data storage device 200. Alternatively, the learning support device 100 may include a dedicated processing device that is controlled by the CPU 110 and processes various databases of the data storage device 200.
[0020]
The communication port 120 includes a public telephone line network connected to the Internet 30, ISDN, ADSL, various dedicated lines via a modem, a terminal adapter (TA), and other USB ports and IEEE 1394 ports. The RAM 130 temporarily stores data to be read from the ROM 140 or the data storage device 200 or data to be written to the data storage device 200 or the like. The ROM 140 stores various software, firmware, and other software necessary for the operation of the CPU 110.
[0021]
Referring to FIG. 2, the data storage device 200 includes a member registration database 205, a teaching material database 210, a class management database 215, a bulletin board database 220, an FAQ database 222, a grade database 225, a scheduling database 230, a review database 235, and an academic test. It includes a database 240, a personality judgment test database 245, and a certification test database 250, but is not limited thereto, and one or more of these may be selectively omitted.
[0022]
The member registration database 205 includes a user ID, a teaching material ID, a class ID, a learner's name, address, telephone number, e-mail address, handle name (nickname), password, age, bank account number, credit card account number, gender, It stores the personality or learning style, birthday, encryption key, registration date and expiration date, and other ID information. The registration of the user 10 can be performed on-line using the Internet 30 or off-line without using the Internet 30 such as telephone or facsimile. Here, the “user ID” identifies the learner himself. Even if the teaching materials are different, the same learner uses the same user ID. The user ID includes an identifier indicating the character of the user. “Teaching material ID” identifies a teaching material. The learning material ID is different for each learner even for the same learning material. “Class ID” is an ID for identifying a class by ability to which a learner is assigned.
[0023]
In the present embodiment, the teaching material database 210 stores materials such as lecture descriptions, problems, answers, and explanations of the answers, and a combination method for combining the materials in association with the user's character. The learning material is dynamically constructed based on the identifier included in the user ID and representing the character of the user. In another embodiment, the teaching material database 210 stores the type of the teaching material and the character of the learner in association with each other. Specifically, the teaching material database 210 associates four types of personality (centralized, distracted, relaxed, and curiosity) with the teaching material (textbook type, problem book type, video type, and survey type) on a one-to-one basis. Stored. As a result, the teaching material is uniquely selected based on the identifier indicating the character of the user included in the user ID.
[0024]
The centralized type (sometimes referred to as "Type A" in this application) allows the learner to listen to the explanation of a person, work on understanding the contents of the textbook, and ask questions that he or she has uncertain about. And other factors. The distractive type (sometimes referred to in the present application as "Type B") is characterized by factors such as less distracted learners, distracted, angry, impatient, and the like. The relaxed type (sometimes referred to as "Type C" in this application) is a type that understands while participating in some way, is not a type that actively expresses opinions, etc. It is characterized by factors such as going. The curiosity type (sometimes called "Type D" in the present application) is characterized by factors such as being able to increase knowledge by learning in the process of examining what one wants to know and what he did not know. Attached.
[0025]
The textbook type is an explanation-centered teaching material, in which questions / problems are interposed every n minutes when concentration is interrupted. For example, when using textbook-type teaching materials, explanations of the points of Lesson 1 in Chapter 1, contents of Lesson 1, commentary with audio in Lesson 1, problems and breaks in Lesson 1, Lesson 2 in Chapter 1 The learner learns each section of each chapter in the order of the explanation of the points, the contents of the second section, the commentary with sound in the second section, the problems and breaks in the second section, and the problems in the first and second sections.
[0026]
The question collection type is mainly a confirmation question, and is a teaching material with explanations interposed in between. For example, if you use the questionnaire-type teaching materials, the explanation of the points in Chapter 1, Lesson 1, the problems and solutions / explanation in Lesson 1, the points in Chapter 1, Lesson 2, the problems and solutions in Chapter 1, Lesson 2 The learner learns each section in each chapter in the order of / commentary, the explanation of the points of the second section of Chapter 1, the problems of the first and second sections and the solution / explanation.
[0027]
The video type is a learning material that makes extensive use of audio in a classroom-like manner, and is watched several times to participate in a virtual class. For example, when using video-type teaching materials, the explanation of points in Chapter 1, Lesson 1, the explanation with sound in Chapter 1, the problems and breaks in Lesson 1, the explanation of the points in Chapter 1, Lesson 2, the lesson 2 The learner learns each section of each chapter in the order of the commentary with audio, the problem and break in the second section, and the problem in the first and second sections.
[0028]
The survey type is a teaching material that presents a question first and then learns while examining to solve the question that could not be answered. For example, if you use the survey-type teaching materials, you will find the following: Chapter 1, Lesson 1 Problem, Lesson 1 Explanation, Lesson 1 Points, Lesson 1 Problem and Break, Chapter 1, Lesson 2 Problem, Lesson 2 The learner learns each section of each chapter in the order of explanation, points of the second section, problems and breaks of the second section, and problems of the first and second sections.
[0029]
In the present embodiment, the teaching material database 210 stores the materials of the teaching materials, but in another embodiment, the teaching material database 210 includes a type A (or centralized type), a textbook type, and a type B (or diffuse type). The problem collection type, the type C (or relax type) and the video type, and the type D (or curiosity type) and the survey type are stored in association with each other. As described above, the teaching material is assigned the teaching material ID.
[0030]
Further, in the present embodiment, the teaching material database 210 stores teaching materials corresponding to classes by ability (and, if necessary, types of courses). The number of classes and types of courses are arbitrary. As described above, the material of the teaching material dynamically generated as the teaching material for each class may be prepared, or the completed teaching material for each character may be prepared. For example, the teaching material is specified by Type C of the advanced class.
[0031]
The class management database 215 includes class identification information (advanced class, immediately preceding special training class, etc.), information on learners belonging to each class (user ID, teaching material ID, etc.), homeroom information (name, e-mail address, etc.), scheduled lectures And schedule information such as the execution time of the class change test.
[0032]
The bulletin board database 220 provides a bulletin board function that gives learners of the same or different classes the opportunity to freely communicate and exchange information using the handle name. The bulletin board database 220 also provides useful information for learners to learn. Such information includes, for example, information on homework and assignments, introduction of supplementary teaching materials, introduction of new courses, experiences of passing the NACSE certification exam, and links to partner sites. FIG. 4 illustrates an exemplary bulletin board.
[0033]
The FAQ database 222 is prepared by the system or the instructor, and provides questions and answers frequently asked by the user. For example, as an example of a question, "I forgot my user ID and password. What should I do?" As an example of an answer, "Please contact your instructor for your user ID and press this button for your password."". The one-way communication from the instructor is, for example, "detailed explanation of answer to problem 3".
[0034]
The grade database 225 manages a list of learner's past test results, the current ranking in the class, the places where the student's academic ability is insufficient, and the like. The ranking in the class manages the progress ranking of the teaching materials, the ranking of the test results, and the overall ranking combining the combination of the two and the past ranking.
[0035]
The scheduling database 230 manages a learner's schedule. The scheduling database 230 includes, for example, a teaching material including a plurality of chapters each including a plurality of sections, and assigns a predetermined period (for example, one week) for each section or each chapter to be completed by the learner.
[0036]
The scheduling database includes a first storage unit 231 for storing a learner's past learning progress, and a second storage for storing a schedule (learning schedule) set based on the past learning progress stored in the first storage unit. 2 storage unit 232 and a third storage unit 233 for storing the actual learning progress when the learner learns using the scheduled teaching material. The CPU 110 sets a schedule stored in the second storage unit 232 based on the past learning progress stored in the first storage unit 231. At this time, the learning schedule set by the CPU 110 may be the average progress of the learner's past learning progress, or may be the earliest progress of the learner's past learning progress. These are for setting the learning progress that the learner can surely execute, or for setting a higher learning speed among the executable learning progresses. Note that the user can turn off the automatic scheduling function of the terminal 20 through the client 10. Further, the CPU 110 dynamically changes the schedule stored in the second storage unit 232 based on the actual learning progress of the learner stored in the third storage unit. For example, when the user is stimulated by a rival to be described later to accelerate the learning progress, the schedule is changed.
[0037]
As described above, according to the learning support system of the present embodiment, not the user but the server (the CPU 110) dynamically adjusts the learning schedule set based on the past learning progress. Since the server automatically sets the learning schedule, the burden on the user is reduced. In particular, as in the present embodiment, when the teaching material is a teaching material for a certification test, it is more difficult for the user to obtain the necessary academic ability at a predetermined time (for example, until the certification test) than when the user sets it himself / herself. Will also be easier. Further, the learning schedule is to be a pacemaker of the user, and in order to increase the potential of the user, it is preferable that the progress is set as high as possible within a range executable by the user. Since the server of the learning support system of the present invention refers to the past learning progress, it is objectively highly likely that the set learning schedule is within a range executable by the user. If the user sets it himself / herself, the learning progress may be made too fast or slow, but such a problem does not occur in the learning support system of the present invention.
[0038]
The criticism database 235 manages the encouragement, reminder, and other information transmitted to the learner.
[0039]
The academic ability test database 240 manages an academic ability test for confirming a learner's academic ability when assigning a learner to a class according to ability and changing the learner's class. Achievement tests can be replaced by taking certain certification exams.
[0040]
Achievement tests can take yes or no, multiple choice, and other forms, and an aptitude test for assigning learners to a proficiency class may include, for example, the following questions.
1. Which is not necessary to build a small LAN network of 4 to 5 PCs (options: FDDI, hub, LAN cable, NOS or NOS function)
2. Which network topology connects each terminal like a mesh (options: Web, client / server, bus, mesh)
3. How many cables are required when connecting two PCs peer-to-peer (choices: 1, 2, 3: 4)
The personality judgment test database 245 manages a personality judgment test for confirming a learner's personality or learning style. The personality determination test is, for example, in a yes or no format or a multiple choice format and may include:
1. A person who can listen carefully to people's stories (options: yes, no)
2. Make decisions in less time (options: yes, no)
3. If you want to memorize English words, write the spelling on the paper over and over again (options: yes, no)
4. If you want to memorize the chronology of Japanese history, you want to memorize the age with a replacement song etc. (options: yes, no)
5. I like to spend time alone reading and listening to music (options: yes, no)
6. Compared to watching movies and watching TV and sports such as tennis and golf as a way of spending leisure time, I prefer sports (options: yes, no)
7. If you have any problems, consult an expert or do your own research (options: consult an expert, do your own research)
8. When understanding textbooks, read with a marker or the like (options: yes, no)
9. If you must continue to read work materials and textbooks effectively for three consecutive hours, how many minutes do you want to take a break (15 minutes, 30 minutes, 45 minutes, 60 minutes)
10. How do you spend a 15-minute break between studying and thinking with your head (exercising, chatting, surfing, listening to music)?
The certification test database 250 manages information (schedules, venues, etc.) related to the NACSE certification test, and links to test-related sites.
[0041]
Hereinafter, a method of assigning the teaching materials will be described with reference to FIG. Here, FIG. 3 is a flowchart for explaining a method in which the learning support device 100 allocates learning materials to learners.
[0042]
First, the learning support device 100 registers a learner as a member (step 1002). Specifically, the CPU 110 prompts the learner to input necessary identification information (such as an address and name), and then assigns a user ID. At the same time, the learning support device 100 performs a personality judgment test (questionnaire) on the learner (step 1004). Specifically, the CPU 110 provides the personality determination test stored in the personality determination test database 245 to the client 10 via the communication port 120 and the Internet 30, and obtains a questionnaire result (answer) from the client 10. As a result, the CPU 110 includes the identifier representing the character of the user in the user ID and stores the identifier in the member registration database 205. As described above, since the personality judgment test is performed at the time of acquiring the user ID, the result is implicitly reflected in the user ID.
[0043]
Steps 1002 and 1004 are performed only for the first time user, and the user who has already used the system uses the already assigned user ID as it is, and steps 1002 and 1004 are unnecessary. In addition, since the personality of the user generally does not change even if the teaching material changes, the personality determination test is not performed again. However, the present invention does not require that the user ID always include an identifier indicating the character of the user, and allows a questionnaire to be executed every time the teaching material is changed, if necessary.
[0044]
Next, the learning support device 100 performs an academic test on the learner (step 1004). Specifically, the CPU 110 provides the personality judgment test stored in the achievement test database 240 to the client 10 via the communication port 120 and the Internet 30, and acquires the result (answer) of the achievement test from the client 10.
[0045]
Next, the learning support device 100 classifies the learners and assigns teaching materials (step 1008). As described above, upon obtaining the questionnaire result, the CPU 110 includes an identifier representing the character or learning style of the learner in the user ID. Thereafter, when the user logs on using the user ID, the CPU 110 combines the materials of the teaching materials based on the identifier included in the user ID. The personality of the user and the combination method are stored in the teaching material database 210 in association with each other in advance. In another embodiment, the teaching material database 210 associates a character with a teaching material, and the CPU 110 selects a teaching material corresponding to the character based on the identifier.
[0046]
Further, the CPU 110 classifies the learners according to the results of the achievement test and selects a learning material of an appropriate level for the learners. The learner is registered in the corresponding class in the class management database 215, and the class ID is also registered in the member registration database 205. For example, the CPU 110 assigns a learner to an advanced class, and also assigns type B in the teaching material for the advanced class to the learner. The CPU 110 assigns a teaching material ID to the teaching material and stores it in the member registration database 205.
[0047]
Next, the learner receives the learning material and starts learning using the learning material and the client 10 (step 1010). In the present embodiment, since the learner is a WBT, the learner can log in using the user ID and the password and then input the learning material ID, thereby acquiring the learning material via the Internet 30. However, since the member registration database 205 associates the user ID with the learning material ID, the learning material may be automatically transmitted from the learning support device 100 when the learner logs in using the user ID. In the case of CBT, the learner may present his or her teaching material ID, receive the medium storing the corresponding teaching material at the preparatory school, insert it into the client 10, and start learning. As described above, the learning materials are consistent with the learner's level of learning and learning style, so the learner is less likely to lose or lose motivation to learn and effectively acquire the academic skills required for the NACSE certification exam. Can be turned on. Based on the bulletin board function stored in the bulletin board database 220, the learner can interact with other learners and teachers and acquire examination information.
[0048]
Next, the learning support device 100 manages the results (step 1012). When the learner performs a unit-by-unit test such as Chapter 1, Lesson 1 and Lesson 2, and Lesson 1 and Lesson 2, CPU 110 grades the test, A total rank is created by combining the rank, the progress rank within the class, and the past rank, and is stored in the grade database 225, and is transmitted to the learner's client 10 and the instructor terminal 20. If necessary, the CPU 110 changes the class of the learner, and changes the teaching materials accordingly. The class change result and the changed teaching material ID are stored in the class management database 215 and the member registration database 205, respectively.
[0049]
Further, the learning support device 100 manages the schedule (Step 1014). Scheduling is also an important factor that enhances the learning effect. The CPU 110 automatically assigns a one-week completion date to each chapter, for example, to a learner who learns using a teaching material for the first time. The learning progress has individuality, and the CPU 110 analyzes the learning progress. In the present embodiment, when learning for three chapters is completed, the CPU 110 performs scheduling for subsequent chapters based on the analysis results obtained up to the previous three chapters. Also, such scheduling is dynamically changed. For example, when the scheduling of the fourth chapter or later is performed based on the learning progress of the first to third chapters, if the learning progress of the fourth chapter is different from the scheduling, the scheduling of the fifth chapter or later is corrected based on the scheduling.
[0050]
If you have experience using the teaching material in the past, for example, if you use the intermediate class teaching material and then use the advanced class teaching material, the schedule characteristic associated with the user ID will be the new (eg, advanced class) teaching material ID. Is automatically recognized when is associated with the user ID. That is, in this case, the one-week completion date is assigned to the first three chapters of the advanced class teaching material, but the scheduling set for the intermediate class teaching material is applied from the beginning.
[0051]
By the automation of these scheduling, a single scheduling is customized for the learner, a schedule tailored to the individual can be created, and the learner's motivation to learn can be increased. However, as described above, such a function is optional, and the learner may not use this function.
[0052]
Further, the learning support device 100 performs criticism or care of the student's performance and learning progress (step 1016). The CPU 110 transmits to the client 10 a standard scolding encouraging e-mail (step-up e-mail) according to the grades for the learner with a good test result and the learner with a bad test result. The text that is registered in the system in advance is used for the e-mail, but the instructor can customize it. As described in step 1012, the grade information is also transmitted to the instructor terminal 20, so that the step-up mail may include encouragement from the instructor. Further, if the CPU 110 is behind the schedule, the CPU 110 sends a reminder mail to the effect that the schedule is behind to the client 10. If the history that the learner has learned is not transmitted to the learning support device 100 irrespective of the reminder email, the CPU 110 transmits to the instructor terminal 20 an email notifying which learner has not learned. FIG. 5 shows an example of the step-up mail.
[0053]
The learning support device 100 can cause a rival to appear in order to stimulate the learner's sense of competition, regardless of the grade of the learner. The competitor has a learning progress within a range of two times the learning amount that the learner advances in one learning with respect to the current learning progress of the learner. For example, rivals have always completed a degree ahead of the learner's learning progress, but a degree that the learner can overtake if he / she does a little harder than the normal pace, or is slightly behind.
[0054]
The learner can observe the rival's learning history. The rival may be a virtual existence, or may be a nickname, a user ID, or a real name of a learner who exists separately in the same class. Learners can email their rivals. If the learner sends an email to a virtual rival, the email will be delivered to the instructor. If the rival finishes a little ahead of the learner's progress, the user can be expected to speed up the learning progress in an attempt to catch up and overtake the rival. If the rival finishes a little later than the learner's progress, the user can be expected to speed up the learning progress by not being overtaken by the rival. If the rivals are much more advanced or delayed than the learner's progress, the consciousness of the competition will be weakened, and the difference will be such that little effort is made (in the present embodiment, the learner proceeds with one learning). (Less than two times the learning amount). The emergence of such rivals effectively motivates learners to learn.
[0055]
A learner who has completed the necessary teaching materials can apply for a certification test (step 1018). Certification test application information is provided by a certification test database 250.
[0056]
Although the preferred embodiment of the present invention has been described above, the present invention can be variously modified and changed within the scope of the gist. For example, while the present invention has been described with reference to the teaching materials used for the NACSE certification exam, the present invention is not limited to the NACSE certification exam.
[0057]
【The invention's effect】
It is possible to provide a learning support system using a network, which effectively prevents the decrease and dropout of the will to learn.
[Brief description of the drawings]
FIG. 1 is a block diagram of a learning support system using a learning support device according to an embodiment of the present invention.
FIG. 2 is a block diagram of exemplary various databases stored in a data storage device of the learning support system shown in FIG. 1;
FIG. 3 is a flowchart for explaining a method in which the learning support device shown in FIG. 1 allocates learning materials to learners.
FIG. 4 is a diagram showing an example of a bulletin board provided by the bulletin board database shown in FIG. 2;
FIG. 5 is a diagram showing an example of a step-up mail provided by the review database shown in FIG. 2;
[Explanation of symbols]
100 learning support device (server)
110 CPU
200 Data storage device 205 Member registration database 210 Teaching material database 215 Class management database 220 Bulletin board database 222 FAQ database 225 Achievement database 230 Scheduling database 235 Criticism database 240 Achievement test database 245 Personality judgment test database 250 Certification test database

Claims (10)

What is claimed is: 1. A learning support system comprising: a server for managing a learner using a learning material for learning; and a client connected to the server via a network, the client for the learner to communicate with the server. ,
The server sets a learning schedule for the learner to advance the learning material based on the learner's past learning progress,
The server analyzes the actual learning progress of the learner based on information received from the client with respect to the learning material for which the learning schedule is set,
The learning support system, wherein the server dynamically adjusts the set learning schedule based on the actual learning progress of the learner. The learning support system according to claim 1, wherein the past learning progress is a learning progress regarding the same teaching material. The learning support system according to claim 1, wherein the past learning progress is a learning progress regarding another teaching material. 2. The learning support system according to claim 1, wherein the set learning schedule is an average of the learning progress of the learner in the past. The learning support system according to claim 1, wherein the set learning schedule is the earliest progress among the learning progresses of the learner in the past. The learning support system according to claim 1, wherein the learner can select whether or not to use the automatic scheduling function by the server through the client. The server sets a rival having a learning progress within a range of two times of a learning amount that the learner advances in one learning with respect to the current learning progress of the learner, and sets the rival to the learner. The learning support system according to claim 1, wherein the learning support system promotes competition with the user. The learning support system according to claim 7, wherein the rival is a virtual person. 2. The server according to claim 1, wherein when the learner is behind the set learning schedule, the server sends an e-mail to the client urging the learner to keep the set learning schedule. The described learning support system. A learning support device communicably connected to a learner's client via a network and managing that the learner uses a learning material for learning,
A first storage unit for storing a past learning progress of the learner;
A processing unit that sets a learning schedule for the learner to advance the learning material based on the past learning progress stored in the first storage unit;
A second storage unit for storing the learning schedule set by the processing unit;
A third storage unit that stores the actual learning progress of the learner for the learning material for which the learning schedule has been set,
The processing unit dynamically adjusts the learning schedule stored in the second storage unit based on the actual learning progress of the learner stored in the third storage unit. Learning support device.

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