JP2015121682A - Learning assist program, learning assist device, and learning assist method - Google Patents

Abstract

PROBLEM TO BE SOLVED: To select a learning material suitable for participants in a lecture.SOLUTION: A specification unit 2 specifies a selection condition 21 corresponding to a test which participants are expected to take from condition information 20 that is stored in storage means and in which the selection condition 21 for each characteristic of the test is defined. A transmission unit 3 transmits, to the terminal devices of the participants, learning material data 11 selected on the basis of the specified selection condition 21 from educational material information 10 containing a plurality of learning material data 11. Due to that the participants recognize the test they are expected to take, the participants can estimate the purpose of learning when they will learn using the educational information 10 from now. Therefore, by selecting the learning material data 11 on the basis of the selection condition 21 corresponding to the test which the participants are expected to take, it is possible to select suitable learning material 11 that conforms to the purpose of learning of the participants, and to supply the selected learning material to the participants.

Description

  The present invention relates to a learning support program, a learning support apparatus, and a learning support method.

  2. Description of the Related Art In recent years, attention has been focused on learning systems that enable students to learn using learning materials provided through a terminal device such as a computer. For example, a form in which learning materials are provided to a student's terminal device via a network is generally called e-learning. Since such a learning system can carry out learning more easily than a lesson form conducted in a face-to-face format or a conventional correspondence education conducted by mail, the number of users is increasing.

  Regarding a learning system using a terminal device, a policy for providing appropriate learning materials to students has been proposed. For example, a system has been proposed in which specification of a question part of an arithmetic problem and control of repetition thereof are performed using a history of correct / incorrect results of a learner's answer. As another example, a system has been proposed in which an elapsed time from the previous learning date and time of the learner is measured and a review material corresponding to the elapsed time is transmitted to the learner terminal.

JP 7-319375 A Japanese Patent Laid-Open No. 2005-084176

  However, there is a problem that it is not always possible to provide an optimal learning material for each student simply by selecting the learning material provided to the student based on the learning history and learning date and time of the student.

  In one aspect, an object of the present invention is to provide a learning support program, a learning support apparatus, and a learning support method capable of selecting a learning material suitable for a student.

  In one proposal, the selection conditions corresponding to the exam that the student is scheduled to take are specified from the condition information that is stored in the storage means and the selection conditions are defined for each characteristic of the test, and includes a plurality of learning material data A learning support program is provided that transmits learning material data selected from the learning material information selected based on the specified selection condition to the terminal device of the student and causes the computer to execute processing.

  Further, in one proposal, a learning support apparatus having the following specific unit and transmission unit is provided. The specifying unit specifies the selection condition corresponding to the test that the student plans to take from the condition information stored in the storage unit and defining the selection condition for each characteristic of the test. The transmission unit transmits learning material data selected based on the specified selection condition from learning material information including a plurality of learning material data to the student's terminal device.

  Furthermore, in one proposal, a learning support method is provided in which processing similar to the processing realized by executing the learning support program is executed.

  According to one aspect, a learning material suitable for the student can be selected.

It is a figure which shows the structural example and processing example of the learning assistance apparatus 1 which concern on 1st Embodiment. It is a figure which shows the structural example of the learning assistance system which concerns on 2nd Embodiment. It is a figure which shows the hardware structural example of a learning assistance server. It is a block diagram which shows the structural example of the processing function with which a learning assistance server is provided. It is a figure which shows the structural example of a learning material. It is a figure which shows the outline | summary of the creation process of the review teaching material using a review management table. It is a figure which shows the structural example of a review management table. It is a flowchart which shows the example of the process sequence of the learning assistance server at the time of normal learning. It is a flowchart which shows the whole process sequence at the time of review. It is a figure which shows the structural example of a template management table. It is a figure which shows the example of a setting of a template. It is a flowchart which shows the example of the process sequence at the time of provisionally extracting the learning item included in a review teaching material. It is a figure which shows the structural example of an administrator setting value management table. It is a flowchart (the 1) which shows the example of the calculation process procedure of an important point. It is a flowchart (the 2) which shows the example of the calculation process procedure of an important point. It is a flowchart which shows the example of the calculation process procedure of an environmental point. It is a figure which shows an example of the relationship between an environmental point and the number of learning items. It is a flowchart which shows the example of the creation processing procedure of a review material. It is a flowchart which shows the example of the process sequence of the learning assistance server at the time of a review teaching material attending. It is a figure which shows the structural example of a student setting value management table. It is a figure which shows the example of calculation of a review average score. It is a figure for demonstrating the effect of using a grade variation point. It is a figure which shows the example of the calculation method of a grade change point. It is a flowchart which shows the example of the calculation process procedure of a grade change point.

Hereinafter, embodiments of the present invention will be described with reference to the drawings.
[First Embodiment]
FIG. 1 is a diagram illustrating a configuration example and a processing example of the learning support apparatus 1 according to the first embodiment. The learning support device 1 provides learning material data 11 suitable for a student from among a plurality of learning material data 11 included in the learning material information 10. The learning material data 11 is realized as display information or audio information, for example. By providing the learning material data 11 to the student, for example, the learning content can be presented to the student, or a question can be asked and an answer can be obtained.

  Note that the learning material information 10 may be stored in, for example, a storage device included in the learning support device 1, or may be stored in a storage device provided outside the learning support device 1. Further, the learning material data 11 may have any form as long as it can be specified as a unit for selecting the content to be provided to the student from the learning material information 10.

  The learning support device 1 includes a specifying unit 2 and a transmission unit 3. The processing of the specifying unit 2 and the transmission unit 3 is realized by, for example, a processor included in the learning support device 1 executing a predetermined program.

  The specifying unit 2 can refer to the condition information 20. In the condition information 20, a selection condition 21 for selecting the learning material data 11 from the learning material information 10 is registered for each characteristic of the test. The condition information 20 may be stored in, for example, a storage device included in the learning support device 1 or may be stored in a storage device provided outside the learning support device 1.

  The identifying unit 2 identifies the selection condition 21 corresponding to the test that the student is scheduled to take from the condition information 20 (step S1 in FIG. 1). For example, the identifying unit 2 refers to the schedule information (not shown) of the student, and recognizes the test that the student is scheduled to take from the test schedule information of the student registered in the schedule information. Then, the specifying unit 2 specifies the selection condition 21 corresponding to the recognized test characteristic from the condition information 20.

  The transmission unit 3 selects the learning material data 11 to be provided to the student from the learning material information 10 based on the selection condition 21 specified by the specifying unit 2 (step S2 in FIG. 1). The transmission unit 3 transmits the selected learning material 11 to the student terminal operated by the student, for example, in a predetermined order (step S3 in FIG. 1). Moreover, the transmission part 3 may produce the teaching material data for a student provision using the selected learning teaching material data 11, and may store it in a memory | storage device, for example.

  According to the learning support apparatus 1 described above, the selection condition 21 for the student to select the learning material data 11 from the learning material information 10 is changed according to the characteristics of the test scheduled to be taken. The test that the student plans to take is an index for estimating the learning purpose when the student will learn from the learning material information 10 from now on. Accordingly, by changing the selection condition 21 in accordance with the characteristics of the examination scheduled to be taken, appropriate learning material data 11 that matches the learning purpose of the student can be selected and provided to the student.

  Thereby, for example, the learning material data 11 can be selected according to a guideline different from the case where the learning material data 11 provided to the student is selected based on the learning history and learning date and time of the student. Further, by selecting the learning material data 11 in consideration of not only the examination scheduled to be taken but also the learning history and learning date and time of the student, the learning material data 11 more suitable for the student can be selected.

  For example, when a student selects learning material data 11 to be learned next from a large amount of learning material data 11 in accordance with his / her learning purpose, the selection work becomes complicated. Furthermore, due to the complexity of the work, there are cases where the appropriate learning material data 11 cannot be selected. According to the learning support apparatus 1 described above, it is possible to select the appropriate learning material data 11 that matches the learning purpose of the student, without requiring the student to perform a selection operation.

[Second Embodiment]
FIG. 2 is a diagram illustrating a configuration example of a learning support system according to the second embodiment. The learning support system includes a learning support server 100 and a plurality of student terminals 200 connected to the learning support server 100 via a network 300.

  The learning support server 100 provides the learning material to the student by transmitting the learning material data to the student terminal 200. The student terminal 200 is an information terminal device that is operated by a student who learns using the learning material provided from the learning support server 100. The learning material is provided as display information displayed as a still image or a moving image on at least a display device connected to the student terminal 200. The learning support server 100 is an example of the learning support device 1 shown in FIG.

  An administrator terminal 350 is also connected to the learning support server 100 via the network 300. The administrator terminal 350 is an information terminal device for the administrator to make various settings for the learning support server 100. For example, the administrator can perform operations such as registration and update of learning materials and registration and update of various setting information referred to when providing learning materials using the administrator terminal 350.

FIG. 3 is a diagram illustrating a hardware configuration example of the learning support server. The learning support server 100 is realized as a computer as shown in FIG. 3, for example.
The entire learning support server 100 is controlled by the processor 101. The processor 101 may be a multiprocessor. The processor 101 is, for example, a central processing unit (CPU), a micro processing unit (MPU), a digital signal processor (DSP), an application specific integrated circuit (ASIC), or a programmable logic device (PLD). The processor 101 may be a combination of two or more elements among CPU, MPU, DSP, ASIC, and PLD.

A RAM (Random Access Memory) 102 and a plurality of peripheral devices are connected to the processor 101 via a bus 108.
The RAM 102 is used as a main storage device of the learning support server 100. The RAM 102 temporarily stores at least part of an OS (Operating System) program and application programs to be executed by the processor 101. The RAM 102 stores various data necessary for processing by the processor 101.

  Peripheral devices connected to the bus 108 include an HDD (Hard Disk Drive) 103, a graphic processing device 104, an input interface 105, a reading device 106, and a communication interface 107.

  The HDD 103 is used as an auxiliary storage device of the learning support server 100. The HDD 103 stores an OS program, application programs, and various data. As the auxiliary storage device, other types of nonvolatile storage devices such as SSD (Solid State Drive) can be used.

  A display device 104 a is connected to the graphic processing device 104. The graphic processing device 104 displays an image on the screen of the display device 104a in accordance with an instruction from the processor 101. Examples of the display device include a display device using a CRT (Cathode Ray Tube) and a liquid crystal display device.

  An input device 105 a is connected to the input interface 105. The input interface 105 transmits a signal output from the input device 105a to the processor 101. Examples of the input device 105a include a keyboard and a pointing device. Examples of pointing devices include a mouse, a touch panel, a tablet, a touch pad, and a trackball.

  A portable recording medium 106 a is detached from the reading device 106. The reading device 106 reads the data recorded on the portable recording medium 106 a and transmits it to the processor 101. Examples of the portable recording medium 106a include an optical disk, a magneto-optical disk, and a semiconductor memory.

The communication interface 107 transmits / receives data to / from other devices such as the student terminal 200 and the administrator terminal 350 via the network 300.
With the hardware configuration described above, the processing function of the learning support server 100 can be realized.

Note that the student terminal 200 and the administrator terminal 350 can also be realized as a computer having the same hardware configuration as in FIG.
Next, processing of the learning support server 100 will be described.

  FIG. 4 is a block diagram illustrating a configuration example of processing functions included in the learning support server. The learning support server 100 includes a learning processing unit 110, a review material creation unit 120, a review processing unit 130, and a storage unit 140. The processing of the learning processing unit 110, the review material creation unit 120, and the review processing unit 130 is realized, for example, when the processor 101 included in the learning support server 100 executes a predetermined program. The storage unit 140 is realized as a storage area of the HDD 103 provided in the learning support server 100, for example.

The review material creation unit 120 includes the function of the specifying unit 2 shown in FIG. The review material creation unit 120 and the review processing unit 130 include the function of the transmission unit 3 illustrated in FIG.
The learning processing unit 110 controls a process of providing learning materials to the student and causing the student to learn. The provided learning material data is stored in the storage unit 140 as learning material data 141.

  Here, learning by the student using the learning material provided by the control of the learning processing unit 110 is referred to as “normal learning”. On the other hand, when the student learns again the content of the learning material provided to the student in the “normal learning”, it is called “review”. In “review”, a review material is created using content extracted from learning materials already taken by the student, and the created review material is provided to the student. Hereinafter, the “review material” provided to the student during “review” will be described separately from the “learning material” provided to the student during “normal learning”.

  The review material creation unit 120 creates a review material for the student to attend based on the data of the learning material already taken by the student. The review processing unit 130 transmits the review material data created by the review material creating unit 120 to the student terminal 200 of the student and provides the review material to the student. Students can review using the provided review materials.

  In the storage unit 140, in addition to the learning material data 141, an administrator setting value management table 142, a template management table 143, schedule information 144, a learning history management table 145, a review management table 146, a review history management table 147, and student settings A value management table 148 is stored.

  In the administrator setting value management table 142, various parameters used when the review material is created are registered. The parameters include basic points for “important points” used to determine the content of review materials and “environment points” used to determine the number of learning items included in review materials. Points are registered.

  In the template management table 143, templates for review materials are registered. A plurality of review material templates are prepared for each review purpose. The purpose of the review indicates, for example, what examination the student is to take.

  The administrator setting value management table 142 and the template management table 143 are registered in advance in the storage unit 140 by the administrator prior to normal learning and review by the student. In addition, the contents of these tables may be updated by the administrator.

  In the schedule information 144, an event schedule related to each student is registered. Events include at least the various tests that students will take. That is, in the schedule information 144, at least the name of the test scheduled to be taken by the student or information indicating the content and the date and time are registered.

  The schedule information 144 may be stored not in the learning support server 100 but in the student terminal 200 used by the student. Further, the contents of the schedule information 144 stored in the student terminal 200 may be automatically stored in the storage unit 140 of the learning support server 100.

  In the learning history management table 145, the learning history of the student is registered by the learning processing unit 110. For example, in the learning history management table 145, identification information of learning materials taken by the student, a learning start time and a learning end time for each learning item, a score corresponding to the answer to the problem, and the like are registered.

  In the review management table 146, information collected to create an appropriate review material is registered. The information registered in the review management table 146 is information for identifying a learning item included in the learning material, and is automatically input by an administrator or a student at various timings described later or by the learning support server 100. Are registered in the review management table 146.

In the review history management table 147, the review history of the student is registered by the review processing unit 130.
In the student setting value management table 148, the “score change point” corresponding to the review result of the student is registered for each student by the review processing unit 130. The grade variation point is read out to create a review material when the same student subsequently performs a review. At this time, the grade change point is used to correct the important point and the environmental point described above. Thereby, when the review material is created, the past review result of the student is fed back.

  FIG. 5 is a diagram illustrating a configuration example of the learning material. The content of one learning material is classified into, for example, the types of “chapter”, “section”, “section”, “test”, and “question”. There is a hierarchical relationship in which “section” is located under “chapter”, “item” is located under “section”, and “question” is located under “test”.

  “Section” and “question” are the smallest units of the type to be classified. Hereinafter, “item” or “question”, which is the minimum unit of classification type, may be referred to as “learning item”. The learning material data corresponding to one learning material includes learning item contents for each “item” or “question”. Then, the learning item content is provided to the student for each learning item, and when learning using one learning item content is completed, learning item content for the next learning item is newly provided.

  The learning item content corresponding to “term” is content for allowing the student to understand the learning content by displaying the learning content or outputting a sound related to the learning content. On the other hand, the learning item content corresponding to “question” presents a problem to the student and requests an answer.

  The learning support server 100 creates a review material by extracting one or more learning items from learning materials that the student has already taken. That is, the learning item is the minimum unit of content extracted from the learning material in order to create the review material.

  If the contents of the learning material corresponding to the “learning item” of the present embodiment can be specified as the extraction unit when creating the review material, as shown in FIG. It is not limited to the configuration.

Here, an overview of the process of creating the review material by the learning support server 100 will be described.
As a general method for creating the review material, there is a method in which the material creator extracts a learning item determined to be suitable for the review from the learning material. Further, a method of extracting review materials suitable for the student based on the student's past grades may be considered.

  However, it is not possible to provide optimal review materials for individual students simply by changing the contents of the review materials according to differences in academic ability among the students. For example, by selecting appropriate learning items according to the review purpose of the student, it is possible to provide a review material that is more suitable for the student.

  The learning support server 100 according to the present embodiment grasps an event scheduled after the review date from the student's schedule information 144 and estimates the review purpose of the student from the characteristics of the event. Examples of event characteristics that can be used for review purpose estimation include the type of event, the number of days until the scheduled event date, and the person associated with the event. Then, the learning support server 100 selects an appropriate learning item corresponding to the review purpose, and creates a review material.

In the following description, it is assumed that a test is applied as an example of an event. However, for example, other events having some relationship with the learning content such as a presentation of learning results may be applied.
In addition, in order to be able to select an appropriate learning item according to the review purpose, the learning support server 100 determines that the administrator or the student is important based on the learning item considered to be important and the learning result. A function to record possible learning items is provided. Such learning items are recorded in the review management table 146. Then, the learning support server 100 extracts learning items to be included in the review material from the learning items recorded in the review management table 146. At this time, the learning support server 100 changes the condition of the learning item extracted from the review management table 146 according to the review purpose.

FIG. 6 is a diagram showing an overview of review material creation processing using the review management table.
Attributes are assigned to the learning items registered in the review management table 146. Here, as an example, it is assumed that an attribute of “general”, “sticky note”, or “incorrect answer” is given to the registered learning item. Hereinafter, among the learning items registered in the review management table 146, a learning item whose attribute is “general” is referred to as “general attribute learning item”, and a learning item whose attribute is “sticky note” is referred to as “sticky note attribute”. Learning item "and the attribute having the attribute" incorrect answer "may be referred to as" learning item with incorrect answer ".

  The attribute given to the registered learning item indicates a difference in the nature of the registration opportunity, such as who performed the registration according to what process or condition. In the present embodiment, as the registration opportunities corresponding to the respective attributes, four types of registration opportunities (1) to (4) having different properties are applied.

  The registration opportunity (1) is such that a learning item considered to be reviewed by the administrator is registered. Specifically, the learning support server 100 causes the administrator to answer a questionnaire through the administrator terminal 350. The learning support server 100 registers the learning items described in the questionnaire response result by the administrator in the review management table 146. In this case, the attribute of the registered learning item is “general”.

  In addition, as a method of conducting a questionnaire to the administrator, for example, when the administrator newly registers data of a certain learning material in the storage unit 140 or updates data of a certain learning material, the questionnaire to the administrator is performed. And learning items that are considered important from the learning items included in the learning material can be selected.

  The registration opportunity (2) is such that a learning item considered to be reviewed by the student is registered. Specifically, the learning support server 100 causes a student who has completed normal learning to answer a questionnaire through the student terminal 200. In this questionnaire, learning items that the student considers important are selected from the learning items included in the learning materials that have been taken. The learning support server 100 registers the learning item selected by the student in the review management table 146 based on the answer result of the questionnaire. Also in this case, the attribute of the registered learning item is “general”.

  It should be noted that in the questionnaire responses by the administrator and students, the learning items considered important are not the learning item units that are the minimum units of the learning materials, but the names of higher layers (for example, “chapter”, “section”). “,“ Test ”).

  The learning items of the general attribute registered in the review management table 146 in the above registration opportunities (1) and (2) are basically learning that requires review regardless of the difference in students. Treated as pointing to an item. However, the learning item of the general attribute may be handled as indicating the learning item that the specific administrator or the student considers important by paying attention to which administrator or the student has registered.

  The registration opportunity (3) is performed using a sticky note attachment function during regular learning. When a student thinks that the learning item he / she is taking is important or a review is necessary during regular learning, he / she performs a sticky note attachment operation on the learning item, The learning items can be recorded. When the sticky note attachment operation is performed, the learning support server 100 registers the attached learning item in the review management table 146. In this case, the attribute of the registered learning item is “sticky paper”.

  The registration opportunity (4) indicates a case where a problem is given to the student in normal learning and the answer is incorrect. When the answer by the student is an incorrect answer, the learning support server 100 registers a learning item corresponding to the given question in the review management table 146. In this case, the attribute of the registered learning item is “incorrect answer”.

  The learning support server 100 refers to the learning material data 141 corresponding to the learning material that the student has taken, extracts learning items suitable for the student from the learning material that has been taken, creates a review material, and reviews The teaching material data 150 is output. At the time of creation, the learning support server 100 extracts learning items registered in the review management table 146 as learning items to be included in the review material. As a result, learning items with high learning effects, such as learning items that the administrator and the students consider important, and learning items that are less understood by the students are included in the review material.

  Further, when creating the review material, the learning support server 100 refers to the schedule information 144 corresponding to the student and the template management table 143. Then, the learning support server 100 recognizes the test that the student is scheduled to receive from the schedule information 144 and selects a template corresponding to the characteristics of the test from the template management table 143.

  In the template, extraction conditions for extracting learning items to be included in the review material from the learning materials registered in the review management table 146 are set in advance. For example, among the learning items registered in the review management table 146, which attribute of the learning item is extracted from the learning material, or which learning item registered by which administrator or student is extracted from the learning material, The extraction conditions are included. Different extraction conditions are set for each template according to the characteristics of the test.

  The learning support server 100 extracts learning items to be included in the review material on the basis of the template corresponding to the exam that the student is scheduled to take according to the conditions according to the characteristics of the exam. As a result, the learning support server 100 extracts learning items that are suitable for review for the purpose of taking measures for the examination among learning items registered in the review management table 146 as learning items to be included in the review material. Can do.

  For example, when reviewing for the purpose of taking a regular test included in the learning curriculum of learning materials, learning items can be extracted from the learning items registered in the review management table 146 under the following conditions.

  <Condition 1> A general attribute learning item registered by a specific administrator who created a test to be received by a student is extracted. As a result, learning items that the test creator considers important can be included in the review material.

  <Condition 2> Of the students who have received the same test in the past, learning items of general attributes or sticky note attributes registered by the students who have acquired a score equal to or higher than the average score are extracted. This makes it possible to include in the review materials learning items that were considered important by students who have scored above the average score, and those learning items that are highly effective in improving test results above the average score. Can be reviewed. Note that the scores of past students can be acquired from the learning history management table 145.

  <Condition 3> Learning items of sticky note attributes or incorrect answer attributes registered by other students with good grades are extracted from the grades of the students themselves up to this point. Thereby, a student can review a learning item with a high effect which raises the rank and deviation value of a student's grade.

Therefore, these conditions 1 to 3 can be set as extraction conditions in the template corresponding to the periodic test.
On the other hand, for example, when reviewing for the purpose of passing a qualification test, learning items can be extracted from the learning items registered in the review management table 146 under the following conditions. The qualification test is a test different from the test provided from the learning support server 100. In this case, the learning material that is the target of extraction of learning items in order to create the review material may be intended to pass the qualification test.

  <Condition 4> Learning items with general attributes registered by a specific administrator who created the learning material are extracted. As a result, learning items that the teaching material creator considers important for passing the qualification examination can be included in the review teaching materials.

  <Condition 5> A learning item registered by a specific student who has passed the same qualification examination is extracted. As a result, students who have studied using the same learning materials and passed the qualification examination will include learning items that they think are important for passing, or learning items that could not be answered correctly in the review materials. Can do.

Therefore, these conditions 4 and 5 can be set as extraction conditions in the template corresponding to the qualification test.
Note that the learning support server 100 extracts learning items to be included in the review material based on the template that matches the review purpose as described above, and further extracts based on the important points, environment points, and grade change points. Further optimize learning items. The optimization process using these points will be described in detail later.

  FIG. 7 is a diagram illustrating a configuration example of the review management table. At least one learning material included in one learning material is registered in one record 146a included in the review management table 146. Each record 146a of the review management table 146 has fields of “learning material ID”, “user ID”, “date / time”, “authority flag”, “item attribute”, “classification type”, and “target ID”. ing.

  In the “learning material ID” field, the identification number of the learning material including the learning item registered in the record 146a is registered. The identification number of the registered user is registered in the “user ID” field. The user is an administrator or a student. The registration date and time is registered in the “date and time” field.

  In the “authority flag” field, a flag indicating whether the registered user is an administrator or a student is registered. For example, “0” is set for an administrator, and “1” is set for a student. In the “item attribute” field, information for identifying an attribute assigned to the registered learning item is registered. For example, it is “0” when the attribute is “general”, “1” when the attribute is “sticky note”, and “2” when the attribute is “incorrect”.

  The “Category Type” field indicates whether the identification number registered in the “Target ID” field is an identification number related to “Chapter”, “Section”, “Section”, “Test”, or “Question”. Information is registered. For example, “0” for “chapter”, “1” for “section”, “2” for “item”, “3” for “test”, and “4” for “question”. The “target ID” field indicates an identification number in the classification indicated by the “classification type” field.

  For example, when “Question 2” in FIG. 5 is registered in the record 146a, “4” is registered in the “Category type” field, and “2” is registered in the “Target ID” field. Further, when information indicating items other than “item” and “question” is registered in the “classification type” field, all learning items included under the hierarchy type indicated by the registered information are registered in this record 146a. Is considered to be. For example, when “Section 3” in FIG. 5 is registered in the record 146a, “1” is registered in the “Category type” field, and “3” is registered in the “Target ID” field. In this case, it is considered that all the learning items (that is, “term 4”, “term 5”, and “term 6”) included under “section 3” are registered in the record 146a.

  Here, an example of registration information of the entire record 146a is shown. For example, it is assumed that “Section 2” and “Question 3” in FIG. 5 are selected based on the answer result of the questionnaire to the student with the user ID “test01”. The learning material ID of the learning material taken is “a01”, and the date and time when the questionnaire was conducted is “01: 01: 01: 01 on January 1, 2010”. When the registration information of the record 146a is expressed as “learning material ID, user ID, date / time, authority flag, item attribute, classification type, target ID”, the following two records 146a are registered in the review management table 146.

“A1, test01, 2010/01 / 01_01: 01: 01, 1, 0, 1, 2”
“A1, test01, 2010/01 / 01_01: 01: 01, 1, 0, 4, 3”
Next, the processing procedure of the learning support server 100 will be specifically described. First, the processing of the learning support server 100 when normal learning is performed will be described with reference to FIG.

FIG. 8 is a flowchart illustrating an example of a processing procedure of the learning support server when normal learning is performed.
[Step S11] The learning processing unit 110 selects a learning material to be provided to the student. For example, the learning processing unit 110 automatically selects a learning material to be taken next by the student from the learning history of the learning history management table 145 for the student.

  [Step S12] The learning processing unit 110 provides the student with the content of one learning item included in the learning material selected in step S11. That is, the learning processing unit 110 reads data of one learning item content from the learning material data 141 corresponding to the selected learning material and transmits it to the student terminal 200.

  [Step S13] This processing step is executed when the provided learning item is “Question”, that is, when a question is given to the student. The learning processing unit 110 determines whether the student's answer to the question that has been given is correct or incorrect. If the answer is correct, the process of step S15 is executed. If the answer is incorrect, the process of step S14 is executed.

  [Step S14] The learning processing unit 110 registers a new record 146a in the review management table 146, and registers a learning item (problem) whose answer is incorrect in the record 146a. Note that “1” indicating that the registrant is a student is registered in the “authority flag” field of the record 146a registered at this time, and “incorrect answer” is indicated in the “item attribute” field. “2” is registered.

  [Step S15] The learning processing unit 110 determines whether the student has performed an operation of attaching a sticky note to the provided learning item. If a sticky note attachment operation is performed, the process of step S16 is executed. If a sticky note attachment operation is not performed, the process of step S17 is executed.

  [Step S16] The learning processing unit 110 registers a new record 146a in the review management table 146, and registers a learning item in which a sticky note attachment operation has been performed in the record 146a. Note that “1” indicating that the registrant is a student is registered in the “authority flag” field of the record 146a registered at this time, and “sticky note” is indicated in the “item attribute” field. “1” is registered.

  [Step S17] This processing step is executed when the provided learning item is finished. Note that the learning processing unit 110 determines that the learning has ended, for example, when the student performs an input operation for proceeding to the next page (next learning item). Alternatively, the learning processing unit 110 may determine that the attendance has ended when a question is given and when a predetermined answer time is reached after the question is given.

  If it is determined that the provided learning item has been completed, the learning processing unit 110 determines whether the entire learning material selected in step S11 has been completed. If the course has not ended, the process returns to step S12, and the learning processing unit 110 provides the student with the content of the next learning item. On the other hand, when the course is completed, the process of step S18 is executed.

  [Step S18] The learning processing unit 110 registers the learner's learning history for the provided learning material in the learning history management table 145. The learning history includes, for example, the identification number of the learning material that has been taken, the date and time of attendance, the start time and end time of each study item, information indicating whether the answer to the question is correct or incorrect, and the answer result to the problem The score according to the is registered.

  [Step S19] The learning processing unit 110 provides a questionnaire to students and asks for an answer to the questionnaire. The student answers the questionnaire by selecting a learning item that is considered important from the learning items included in the learning material that the student has completed.

  The learning processing unit 110 registers a new record 146a in the review management table 146, and registers the learning item selected by the student in the record 146a. Note that “1” indicating that the registrant is a student is registered in the “authority flag” field of the record 146a registered at this time, and “general” is indicated in the “item attribute” field. 0 "is registered.

  Next, FIG. 9 is a flowchart showing an overall processing procedure when review is performed. The process of the learning support server 100 when the review is performed by the student includes a process of creating a review material (steps S21 to S24) and a process of providing the created review material to the student and taking a review (step S25). ) And a process of calculating a grade change point corresponding to the student who has finished the review (step S26).

In each processing step included in the review material creation process, the following process is executed.
[Step S21] The processing in this processing step corresponds to the learning item extraction processing shown on the right side of FIG. That is, the review material creation unit 120 identifies a test that the student is scheduled to receive from the schedule information 144 of the student, and extracts a template corresponding to the characteristic of the identified test from the template management table 143. As described above, extraction conditions for extracting learning items to be included in the review material are set in the template. The review material creation unit 120 tentatively extracts learning items to be included in the review material from the learning items registered in the review management table 146 according to the extraction condition set in the extracted template.

  At the time of this provisional extraction, the review material creation unit 120 sets the review scheduled time indicating how much time the student spends on the review and the time required for the student to take the study material in the past. Based on this, the number of learning items to be included in the review material will be provisionally determined.

  [Step S22] The review material creation unit 120 calculates an important point for each learning item provisionally extracted in step S21. The important point is a parameter for calculating the priority when each provisionally extracted learning item is included in the review material.

  In the administrator set value management table 142, a plurality of calculation conditions for calculating important points and basic points for each calculation condition are registered in advance. The review material creation unit 120 determines whether or not each of the provisional extracted learning items satisfies each of a plurality of calculation conditions, and if the conditions are satisfied, the basic points corresponding to the calculation conditions and the calculation conditions are determined. Cumulatively add the corresponding grade change points.

  The grade change points are registered in the student setting value management table 148 based on the review results when the same student has taken a past review. When calculating the important points, the past review results of the students are fed back by taking into account the grade fluctuation points corresponding to the same students. Thereby, the student's review results are guided to improve according to a certain variation pattern.

  [Step S23] The review material creation unit 120 calculates the environmental points of the students. The environment point is a parameter for increasing or decreasing the number of learning items to be included in the review material, provisionally determined in step S21.

  In the administrator setting value management table 142, basic points of environmental points are registered in advance for each student's attending environment. The review material creation unit 120 determines the attendance environment of the student, and adds the basic points corresponding to the determined attendance environment and the grade fluctuation points corresponding to the attendees registered in the attendee setting value management table 148. By doing so, environmental points are calculated.

  Regarding the environmental points, the past review results of the students are fed back by taking into account the grade variation points corresponding to the same students. Thereby, the student's review results are guided to improve according to a certain variation pattern.

  Note that the processing order of steps S22 and S23 may be reversed. Further, the important point calculated in step S22 and the environmental point calculated in step S23 are used in the calculation process of the grade variation point in step S26.

  [Step S24] The review material creation unit 120 selects, from the learning items provisionally extracted in step S21, learning items to be included in the review material in descending order of the important points calculated in step S22. At that time, the review material creation unit 120 increases or decreases the number of learning items provisionally determined in step S21 according to the environmental points calculated in step S23, thereby finally determining the number of learning items to be included in the review material. decide. In this way, the learning items to be included in the review material are finally determined, and the review material creation unit 120 reads the data of the determined learning item from the learning material data 141 and creates the data of the review material.

  Next, details of the provisional extraction process of learning items shown in step S21 will be described. First, a template in which extraction conditions for provisionally extracting learning items from learning items registered in the review management table 146 are set will be described. The template is registered in the template management table 143 by the administrator.

  A template is prepared for each review purpose, that is, for each type of exam that the student is scheduled to take. However, one of the templates is a “basic template” that is not related to the type of test. For each template, for example, an arbitrary extraction condition is set from the following extraction conditions. In “xxx”, an arbitrary numerical value or identification information can be described.

  Extraction condition (1): The number of learning items whose extraction rate is xxx% or more is included in the review material so that the ratio of “term” and “question” is xxx: xxx. This extraction condition (1) is set for all templates.

  Extraction condition (2): The period during which the review material is created is set to be after xxx days before the scheduled date of the event. The extraction condition (2) is set for all templates other than the basic template.

  Extraction condition (3): About the learning item of the general attribute whose authority flag is “student”, only items after xxx months ago are extracted. This extraction condition (3) is set for all templates.

Extraction condition (4): Learning items whose authority flag is “administrator” are preferentially extracted.
Extraction condition (5): A learning item with a sticky note attribute whose authority flag is “student” is preferentially extracted.

Extraction condition (6): A learning item with an incorrect answer attribute whose authority flag is “student” is preferentially extracted.
Extraction condition (7): Preferentially extract learning items with general attributes registered by students with grades from the top to xxx.

Extraction condition (8): Preferentially extract learning items with sticky note attributes registered by students from the top to xxx students.
Extraction condition (9): Precisely extract learning items with incorrect answer attributes registered by students from the top to xxx.

  The review material creation unit 120 refers to, for example, the learning history management table 145 and selects students who have scores from the top to the xxxth based on the answer to “question” in the same learning material. Can determine “up to xxx students from the top”.

Extraction condition (10): Preferentially extract learning items of general attributes registered by a designated student or administrator (that is, user ID is xxx).
Extraction condition (11): Preferentially extract the learning items of the sticky note attribute registered by the designated student (that is, the user ID is xxx).

Extraction condition (12): Precisely extract learning items with incorrect attributes registered by the designated student (that is, the user ID is xxx).
The review material creation unit 120 calculates the extraction rate according to the following procedure when extracting learning items that satisfy the extraction condition (1). The review material creation unit 120 has the registered student's grade higher than those of the learner who is currently learning from the learning items of the general attribute whose authority flag is “student” registered in the review management table 146. And learning items that satisfy the extraction condition (3) are selected. The review material creation unit 120 uses the selected learning item to extract the extraction rate when the learning item subject to condition determination is “term” and the extraction when the learning item subject to condition determination is “question” The rate is calculated according to the following formula:

“Term” extraction rate = “term” check count ÷ “term” maximum check count × 100
“Question” extraction rate = “Question” check count ÷ “Question” maximum check count × 100
Here, the number of checks for “term” indicates the number of times that the “term” subject to condition determination has been selected by the top grader. In other words, this indicates the number of registrations of the “terms” subject to condition determination among the “terms” of the general attributes selected from the review management table 146 as described above. The maximum number of “item” checks indicates the number of registered “items” registered most among the “items” of the general attributes selected from the review management table 146 as described above. The “term” that is considered important by many excellent students in the student questionnaire increases the extraction rate of “term”.

  Similarly, the “question” check count indicates the number of times the “question” subject to condition determination has been selected by the top grader. In other words, this indicates the number of registered “questions” subject to condition determination among the “questions” of the general attributes selected from the review management table 146 as described above. The maximum number of checks for “question” indicates the number of registered “questions” registered most among the “questions” of the general attribute selected from the review management table 146 as described above. The more frequently asked “questions” are considered to be important by students who have achieved excellent results in the student questionnaire, the higher the “question” extraction rate.

  FIG. 10 is a diagram illustrating a configuration example of the template management table. The template management table 143 includes a plurality of records 143a. One record 143a indicates one template.

  The record 143a has fields of “learning material ID”, “template”, “search keyword”, and “priority”. In the “teaching material ID” field, the identification number of the learning material to be extracted is registered. In the “template type”, information for identifying the corresponding test is registered. In the template management table 143, a plurality of templates having the same registration value in the “learning material ID” field and different registration values in the “template type” field are registered.

  In the “search keyword” field, one or more keywords for searching a template corresponding to a scheduled test are registered. In the “priority order” field, the priority order of template selection in the same learning material is registered. This priority order is used to determine which of the searched templates is selected when a plurality of templates are searched using a keyword.

  Further, in the record 143a, fields for registering information regarding extraction conditions include “condition (2) flag” to “condition (12) flag”, “condition (1): extraction rate”, and “condition (1): "Proportion of terms and questions", "Condition (2): Number of days", "Condition (3): Number of months", "Condition (7): Number of people" to "Condition (9): Number of people", "Condition (10): Each field of “user ID” to “condition (12): user ID” is provided.

  In the “condition (2) flag” to “condition (12) flag” fields, flags indicating whether or not the extraction conditions (2) to (12) are set are registered. In the “Condition (1): Extraction rate” field, the value of the extraction rate set in the extraction condition (1) is set. In the “Condition (1): Ratio of term and question” field, the extraction condition (1) is set. A numerical value indicating the ratio of “term” and “question” to be set is registered.

In the “Condition (2): Days” field, the number of days set in the extraction condition (2) is registered. In the “Condition (3): Number of months” field, the number of months set in the extraction condition (3) is registered.
In the “condition (7): number of people” to “condition (9): number of people” fields, the number of people set in the extraction conditions (7) to (9) is registered. In the “condition (10): user ID” to “condition (12): user ID” fields, user IDs set in the extraction conditions (10) to (12) are registered, respectively.

  FIG. 11 is a diagram illustrating an example of setting a template. In the example of FIG. 11, four types of template types “basic template”, “periodic test countermeasure template”, “red dot test countermeasure template”, and “Mr. A countermeasure template” are shown.

For example, extraction conditions (1) and (3) are set in the basic template shown in FIG. However, the search keyword and priority are not set.
In the periodic test countermeasure template shown in FIG. 11B, “March periodic test” is set as a search keyword. As a result, when a test named “periodic test”, for example, is extracted from the schedule information 144 of the student, a template for periodic test countermeasures is searched by keyword search as a template corresponding to the periodic test.

  In addition, extraction conditions (1) to (3) and (7) are set in the periodic test countermeasure template. In the extraction condition (1), the extraction rate is set to “80%”, and further, the extraction condition (7) is set, so that the learning item of the general attribute registered by the excellent grader can be easily extracted.

  Extraction conditions (1) to (4) and (10) are set in the red dot test countermeasure template shown in FIG. Since the “red dot test” is a test for lower grades, for example, the user ID of the person in charge of the lower grade (for example, the creator of the red dot test) is set in the extraction condition (10). Learning items suitable for red spot test measures are easily extracted.

  The template for countermeasures A shown in FIG. 11D is a template for countermeasures for a dedicated test for the student “A”. Extraction conditions (1) to (3) and (10) to (12) are set in this template. Among these, the learning item that the student “A” considers important and the attendance by setting the user ID of the student “A” as the designated student in the extraction conditions (10) to (12) The “question” in which the person “A” is wrong is easily extracted.

  In this way, the learning items included in the review materials are optimized so that the students can learn according to the review purpose by changing the extraction conditions of the learning items according to the exams that the students plan to take. .

FIG. 12 is a flowchart illustrating an example of a processing procedure when provisionally extracting learning items to be included in the review material. The process of FIG. 12 corresponds to the process of step S21 of FIG.
[Step S101] The review material creation unit 120 receives an input of a scheduled review time (time required for review) from a student.

  [Step S102] The review material creation unit 120 specifies the scheduled date of the test for review from the schedule information 144 of the students. For example, the review material creation unit 120 identifies the most recently scheduled test from the schedule information 144. Note that a test intended for review may be input by a student.

  [Step S103] The review material creation unit 120 selects a template corresponding to the identified test from the templates corresponding to the relevant learning material registered in the template management table 143.

  Specifically, the review material creation unit 120 performs a search using information indicating the content of the test, such as the name of the specified test, as a search key, and the wording described in the “search keyword” field of the template is the search key. Select a matching or similar template. For example, if the specified test is “March periodic test”, among the four templates shown in FIG. 11, the periodic test countermeasure template in which “March periodic test” is set in the “Search keyword” field is selected. Is done. Further, when a plurality of templates are selected by the search, the review material creation unit 120 has the smallest numerical value described in the “priority” field among the selected templates (that is, the highest priority). Select.

  [Step S104] The review material creation unit 120 provisionally extracts learning items that satisfy the extraction condition set in the selected template from the learning items registered in the review management table 146 and corresponding to the relevant learning material. To do. At that time, the review material preparation unit 120 provisionally sets the number of learning items to be extracted so that the ratio of “item” and “question” is the ratio set in the extraction condition (1) of the selected template. To decide. Through this step S104, learning items to be included in the review material are provisionally determined.

Next, the details of the important point calculation process shown in step S22 of FIG. 9 will be described. FIG. 13 is a diagram illustrating a configuration example of the administrator setting value management table.
In step S22 of FIG. 9, for each provisionally extracted learning item, it is determined whether or not each of a plurality of grant conditions for granting important points is satisfied, and the important points are added when the grant conditions are satisfied. . Important learning items that should be reviewed by students will have higher points, and will eventually be preferentially included in review materials. That is, the important point indicates the priority when each of the provisionally extracted learning items is included in the review material.

  In the administrator setting value management table 142, basic points determined in advance for each provision condition are registered. As important point granting conditions, there are 16 types of granting conditions (1) to (16) as follows.

Grant condition (1): A learning item whose authority flag is “administrator”.
Grant condition (2): A learning item whose authority flag is “student”.
Grant condition (3): Learning item of incorrect answer attribute whose authority flag is “student”.

Grant condition (4): A sticky note attribute learning item registered by a student whose grade is higher than that of the current student.
Granting condition (5): An incorrect attribute learning item registered by a student whose grade is higher than that of the current student.

  Grant condition (6): A learning item included in the review material in the past. If this grant condition (6) is satisfied, the determination process of grant conditions (1) to (5) is re-executed with the basic point set to “0”.

Grant condition (7): “Question” that was incorrect when included in the previous recovery study material.
Assignment condition (8): A learning item that satisfies the extraction condition (4).
Assignment condition (9): A learning item that satisfies the extraction condition (5).

Assignment condition (10): A learning item that satisfies the extraction condition (6).
Assignment condition (11): A learning item that satisfies the extraction condition (7).
Assignment condition (12): A learning item that satisfies the extraction condition (8).

Assignment condition (13): A learning item that satisfies the extraction condition (9).
Assignment condition (14): A learning item that satisfies the extraction condition (10).
Assignment condition (15): A learning item that satisfies the extraction condition (11).

Assignment condition (16): A learning item that satisfies the extraction condition (12).
For each of the above grant conditions (1) to (16), except for the grant condition (6), for example, basic points are set in a range of “0” to “10”. An example of setting basic points for each condition is as shown in FIG.

  In addition, when satisfy | filling each of said provision conditions (1)-(7), a corresponding performance variation point is further added with respect to a basic point. The grade change points will be described later.

14 and 15 are flowcharts showing an example of the important point calculation processing procedure. The processing in FIGS. 14 and 15 corresponds to the processing in step S22 in FIG.
[Step S201] The review material creation unit 120 repeats the processing of “loop 1” from step S201 to step S214 for all learning items provisionally extracted in the processing of FIG. When the process of step S201 is started, the important point corresponding to the determination target learning item is reset to “0”.

  [Step S202] The review material creation unit 120 repeats the processing of “loop 2-1” from step S202 to step S205 for the important point assignment conditions (1) to (5).

  [Step S203] In this step S203, each time the processing of “Loop 2-1” is repeated, the important point assignment conditions (1) to (5) are selected one by one in order. The review material creation unit 120 determines whether the learning item to be determined satisfies the selected grant condition. If the grant condition is satisfied, the process of step S204 is executed. On the other hand, if the grant condition is not satisfied, the process moves to the loop end in step S205.

  [Step S <b> 204] The review material creation unit 120 reads basic points corresponding to the selected grant condition from the administrator setting value management table 142, and the review target study material, the selected grant condition, and the current attendance The grade variation point specified from the learner is read from the student set value management table 148. The review material creation unit 120 cumulatively adds the read basic points and grade change points to the important points.

  However, the range of the added value of the basic points and the grade change points to be added to the important points is “0” or more and “20” or less. When the added value of the basic point and the grade change point is less than “0”, the added value is raised to “0”. Further, when the added value of the basic point and the grade change point exceeds “20”, the added value is rounded down to “20”.

[Step S205] When the process of “Loop 2-1” is executed for all of the important point assignment conditions (1) to (5), the process of Step S206 is executed.
[Step S206] The review material creation unit 120 determines whether the learning item to be determined satisfies the important point provision condition (6). When the grant condition (6) is satisfied, the process of step S207 is executed. When the grant condition (6) is not satisfied, the process of step S208 is executed.

  [Step S207] The review material creation unit 120 resets the current important point to “0”. The review material creation unit 120 then re-executes the processing of “loop 2-1” from step S202 to step S205 with all the basic points of the grant conditions (1) to (5) as “0”. By this process, only the grade change point is cumulatively added to the important point in step S204. Further, the review material creation unit 120 is identified from the learning material to be reviewed, the grant condition (6), and the current student at the important points calculated by re-executing the process of “Loop 2-1.” Add grade change points.

  [Step S208] The review material creation unit 120 determines whether the learning item to be determined satisfies the important point provision condition (7). When the grant condition (7) is satisfied, the process of step S209 is executed. When the grant condition (7) is not satisfied, the process of step S210 is executed.

  [Step S209] The review material creation unit 120 reads the basic points corresponding to the grant condition (7) from the administrator setting value management table 142, the review study material, the grant condition (7), and the current attendance. The grade variation point specified from the learner is read from the student set value management table 148. The review material creation unit 120 adds the read basic points and grade change points to the important points.

Note that, similarly to step S204, the range of the added value of the basic point and the grade change point to be added to the important point is set to “0” or more and “20” or less.
[Step S <b> 210] The review material creation unit 120 repeats the processing of “Loop 2-2” from Step S <b> 210 to Step S <b> 213 for the important point assignment conditions (8) to (16).

  [Step S211] In this step S211, each time the processing of “Loop 2-2” is repeated, the important point assignment conditions (8) to (16) are selected one by one in order. The review material creation unit 120 determines whether the learning item to be determined satisfies the selected grant condition. If the grant condition is satisfied, the process of step S212 is executed. On the other hand, if the grant condition is not satisfied, the process moves to the loop end in step S213.

  [Step S212] The review material creation unit 120 reads basic points corresponding to the selected grant condition from the administrator setting value management table 142, and cumulatively adds the read basic points to important points.

[Step S213] When the process of “Loop 2-2” is executed for all of the important point assignment conditions (8) to (16), the process of Step S214 is executed.
[Step S214] If the process of “Loop 1” has been executed for all the learning items provisionally extracted in the process of FIG. 12, the process ends.

  14 and FIG. 15, the important points indicating the priorities for inclusion in the review material are output for each provisionally extracted learning item. As an example, it is assumed that the minimum value of the calculated important point is “0” and the maximum value is “70”.

  Here, an example of calculating important points will be shown. For example, it is assumed that a certain learning item satisfies the important point giving conditions (1), (2), (3), (4), and (8). Also, the student's grade change points for each of the grant conditions (1), (2), (3), and (4) are “2”, “−2”, “−2”, and “−2”. To do. In this case, the important points are calculated as follows according to the registration example of FIG.

(4 + 2) + (4-2) + (4-2) + (0) + (8) = 18
In addition, regarding the grant condition (4), the basic point is “0” and the grade fluctuation point is “−2”. However, since the sum obtained by adding these is less than “0”, the sum is “0”. Rounded up.

Next, returning to FIG. 13, the details of the environmental point calculation process shown in step S23 of FIG. 9 will be described.
In step S23 of FIG. 9, environmental points based on the current attendance environment of the student are calculated. The environment point is a parameter for increasing or decreasing the number of learning items included in the review material according to the attending environment of the student.

  The attendance environment is classified into environment types (1) to (5). The environment type (1) indicates the attendance time zone. The environment type (2) indicates the day of attendance. The environment type (3) indicates the type of student terminal. The environment type (4) indicates the number of days until the event date (scheduled test date). The environment type (5) indicates the attendance place. A plurality of environment point assignment conditions are set for each environment type as follows.

<Environment type (1): Time zone>
Grant condition (1-1): 23: 00 to 8:00
Grant condition (1-2): 8: 00 to 16: 00
Grant condition (1-3): 16: 00 to 23:00
<Environment type (2): Days of study>
Grant condition (2-1): Monday Grant condition (2-2): Tuesday to Friday Grant condition (2-3): Saturday, Sunday <Environment type (3): Type of student terminal>
Grant condition (3-1): Smartphone Grant condition (3-2): Tablet terminal Grant condition (3-3): PC (personal computer)
<Environment type (4): How many days until the event day>
Grant condition (4-1): 1 day before, on the day Grant condition (4-2): 7 days to 2 days ago Grant condition (4-3): Other <Environment type (5): Location>
Grant condition (5-1): Where to go Grant condition (5-2): Work place Grant condition (5-3): Learning classroom Grant condition (5-4): Home As shown in FIG. 13, basic points determined in advance for each provision condition are registered. For each condition for assigning environmental points, for example, basic points are set in a range of “−3” to “3”. An example of setting basic points for each condition is as shown in FIG. Basically, the value of the environmental point increases as the student's environment is in a state where learning is accelerated (learning speed is increased). The larger the environmental point value, the greater the number of learning items included in the review material.

  In the example of FIG. 13, the attendance time zone is set to increase environmental points when satisfying the grant condition (1-3) because it is thought that there is no drowsiness and it is possible to relax and concentrate on learning. . The provision condition (1-1) is set so as to decrease the environmental points for the opposite reason.

  Further, regarding the days of study, since it is considered that the student is busy immediately after the holiday, the environmental points are set to be reduced when the grant condition (2-1) is satisfied. On the other hand, since it is thought that it is not busy because of a holiday, it is set to increase the environmental points when the grant condition (2-3) is satisfied.

  In addition, regarding the type of student terminal, since it is a portable terminal, the performance is low and the usability is considered to be poor, so it is set to reduce the environmental points when the grant condition (3-1) is satisfied. Yes. On the other hand, since it is a stationary terminal, it has high performance and is considered to be easy to use. Therefore, the environmental point is set to increase when the grant condition (3-3) is satisfied.

  In addition, regarding the number of days until an event, since a wider range of skills can be acquired as the number of days until the event increases, a larger basic point is set as the number of days increases.

In addition, regarding the attendance place, since it is considered as an optimum place for attending, the largest basic point is set for the grant condition (5-4).
The review material creation unit 120 determines the attendance time zone, the attendance day of the week, and the number of days until the event, for example, based on the date information timed by the attendee terminal 200 or the learning support server 100 of the attendee. Further, the review material creation unit 120 determines the type of the student terminal based on, for example, user agent information transmitted from the student terminal 200 of the student. Further, the review material creation unit 120 determines the attendance location based on, for example, the IP (Internet Protocol) address of the trainee terminal 200 of the trainee.

  FIG. 16 is a flowchart illustrating an example of an environmental point calculation processing procedure. The process of FIG. 16 corresponds to the process of step S23 of FIG. Note that the environment point is reset to “0” when the processing of FIG. 16 is started.

  [Step S301] If the review material creation unit 120 can recognize the current attendance time zone, the process of step S302 is executed, and if it cannot be recognized, the process of step S303 is executed.

  [Step S302] The review material creation unit 120 determines which of the environmental point assignment conditions (1-1) to (1-3) corresponds to the current attendance time zone. The review material creation unit 120 reads basic points corresponding to the corresponding grant conditions from the administrator set value management table 142 and adds them to the environment points.

[Step S303] If the review material creation unit 120 can recognize the day of the course, the process of step S304 is executed, and if it cannot be recognized, the process of step S305 is executed.
[Step S304] The review material creation unit 120 determines which of the environmental point assignment conditions (2-1) to (2-3) corresponds to the day of study. The review material creation unit 120 reads basic points corresponding to the corresponding grant conditions from the administrator set value management table 142 and adds them to the environment points.

  [Step S305] If the review material creation unit 120 can recognize the type of the student terminal, the process of step S306 is executed, and if it cannot be recognized, the process of step S307 is executed.

  [Step S306] The review material creation unit 120 determines which of the environmental point assignment conditions (3-1) to (3-3) corresponds to the type of the student terminal. The review material creation unit 120 reads basic points corresponding to the corresponding grant conditions from the administrator set value management table 142 and adds them to the environment points.

  [Step S307] If the review material creation unit 120 can recognize how many days before the event date, the process of step S308 is executed, and if it cannot be recognized, the process of step S309 is executed.

  [Step S308] The review material creation unit 120 determines which of the environmental point grant conditions (4-1) to (4-3) corresponds to the number of days until the event. The review material creation unit 120 reads basic points corresponding to the corresponding grant conditions from the administrator set value management table 142 and adds them to the environment points.

  [Step S309] When the review material creation unit 120 can recognize the attendance place of the student, the process of step S310 is executed, and when it cannot be recognized, the process of step S311 is executed.

  [Step S <b> 310] The review material creation unit 120 determines which of the conditions (5-1) to (5-4) for assigning the environmental points corresponds to the attendance location of the student. The review material creation unit 120 reads basic points corresponding to the corresponding grant conditions from the administrator set value management table 142 and adds them to the environment points.

  [Step S311] The review material creation unit 120 reads the learning material to be reviewed and the grade change point corresponding to the student from the student setting value management table 148, and adds the read grade change point to the environment point. The grade variation point will be described later. The review material creation unit 120 adds the read grade change point to the environmental point.

As an example, the minimum value of the calculated environmental point is “−6”, and the maximum value is “6”.
Thereafter, based on the calculated environmental points, the number of learning items to be included in the review material temporarily determined in step S21 in FIG. 9 is corrected.

  Next, the details of the review material creation process shown in step S24 of FIG. 9 will be described. First, a process for increasing or decreasing the number of learning items included in the review material based on the environmental points will be described with reference to FIG.

  FIG. 17 is a diagram illustrating an example of the relationship between environment points and the number of learning items. The review material creation unit 120 increases or decreases the number of learning items to be included in the review material, which is tentatively determined, according to the environmental points calculated in the procedure of FIG. The review material creation unit 120 corrects the number of learning items to be larger as the environmental point is higher. The relationship between the value of the environmental point and the number by which the number of learning items is increased or decreased is defined as shown in FIG. In FIG. 17, numerical values “X” and “Y” are arbitrarily set in a range satisfying 0 <X <100 and 0 <Y <100. For example, X = Y = 30 is set.

FIG. 18 is a flowchart illustrating an example of a review teaching material creation processing procedure. The processing in FIG. 18 corresponds to the processing in step S24 in FIG.
[Step S401] The review material creation unit 120 increases or decreases the number of learning items to be included in the review material tentatively determined in step S21 in FIG. Determine the number of.

  [Step S402] The review material creation unit 120 selects the learning items provisionally extracted from the review management table 146 in step S21 of FIG. 9 in descending order of the calculated important points. At this time, the total number of selected learning items is set to the number determined in step S401, and the ratio of “term” and “question” is set in the extraction condition (1) of the selected template. So that the ratio is Thereby, the learning items to be included in the review material are determined.

[Step S403] The review material creation unit 120 reads the content of the learning item determined in step S403 from the learning material data 141, and creates review material data.
The created review material data is temporarily stored in the HDD 103 of the learning support server 100, for example. Then, in step S25 of FIG. 9, the review processing unit 130 provides the review material to the student based on the created review material data and allows the student to take the review.

FIG. 19 is a flowchart illustrating an example of a processing procedure of the learning support server when review materials are taken. The process of FIG. 19 corresponds to the process of step S25 of FIG.
[Step S501] The review processing unit 130 provides the student with the content of one learning item included in the created review material. That is, the review processing unit 130 reads one learning item content data from the review material data and transmits it to the student terminal 200.

  [Step S502] The review processing unit 130 registers history information indicating the review result in the review history management table 147. For example, when the provided learning item is “question”, that is, when a question is given to the student, the review processing unit 130 registers whether the student's answer is correct or incorrect as history information. To do. The review processing unit 130 registers the time from the learning start time of the learning item to the learning end time of the learning item as history information.

  Note that the timing at which it is determined that the student of one learning item has ended is, for example, the timing at which the student has performed an input operation for proceeding to the next page (next learning item). Alternatively, when a question is given, it may be a timing when a predetermined answer time is reached after the question is given. These timings also correspond to the learning start timing of the next learning item.

In addition, at least the user identification number, the learning material identification number, and the learning item identification number are also registered in the review history information to be registered.
[Step S503] This processing step is executed when the provided learning item is finished. The review processing unit 130 determines whether or not the entire review material has been taken. If the course has not ended, the process returns to step S501, and the review processing unit 130 provides the student with the content of the next learning item. On the other hand, when the course is finished, the process is finished.

Next, details of the calculation process of the grade change point shown in step S26 of FIG. 9 will be described. The grade change point is registered in the student setting value management table 148.
FIG. 20 is a diagram illustrating a configuration example of a student setting value management table. The grade change points are registered in the student setting value management table 148 for each student and each learning material. In each record 148a of the student setting value management table 148, a "user ID" in which the student identification number is registered, a "learning material ID" in which the learning material identification number is registered, Each field of “date and time” in which the date and time when the review is performed is registered is provided.

  In each record 148a, a grade change point as an important point and a grade change point as an environmental point are registered. The grade change point of the important point is a grade change point used when calculating the important point when the same learning material is reviewed later. The grade change point of the environmental point is a grade change point used when calculating the environmental point when the same learning material is reviewed later.

  The grade change points of important points include grade change points respectively corresponding to the important point grant conditions (1) to (7). The grade change point corresponding to a certain grant condition is used when calculating the important point of the same grant condition when the same learning material is reviewed later.

  These grade fluctuation points are for optimizing the learning items included in the review material according to the past review results of the same study material when reviewing the study material. is there. This optimization is performed so that the tendency of the learning items provided to the student at the time of the review tends to eliminate the problem based on the review result of the student.

In the present embodiment, review time, review average time, review score, and review average score are used as examples of parameters for estimating problems based on the review results of students.
The review time indicates the review time for a certain learning material by a corresponding student. The following procedure is calculated for this review time. The review processing unit 130 obtains the attendance start time and attendance end time for each learning item of the review material from the review history of the corresponding student in the review history management table 147, and calculates the attendance time for each study item. To do. The review processing unit 130 calculates the review time by adding the calculated attendance times.

  The average review time is the review time for the same learning materials by all students. Note that the review time for all the students is also obtained from the review history of each student registered in the review history management table 147.

  The review score indicates a score calculated based on whether or not the corresponding student correctly answered the “question” (question) given when reviewing a certain learning material. For example, when reviewing 5 questions with 10 points each, and the student correctly answers 3 of them, the review score is “10 × 3 = 30”. The review score may be normalized so that the total value of all the questions assigned to the questions becomes a predetermined reference value (for example, 100 points).

  The review average score is the average score of review scores when reviewing the same learning materials by all students. In addition, the score at the time of each student's review used for calculating a review score and a review average score is acquired from the review history management table 147.

Further, the review average score may be calculated by a method as shown in FIG. 21 using a score and a correct answer rate for each question.
FIG. 21 is a diagram illustrating a calculation example of the review average score. The correct answer rate shown in FIG. 21 indicates the proportion of students who answered correctly among all the students who answered the same problem during review. The review average score is calculated by multiplying each question that was given to the corresponding student at the time of review by multiplying the score and the correct answer rate and summing the multiplication results.

  In the example of FIG. 21, it is assumed that questions 1 to 5 are included in a certain learning material, and questions 1, 4 and 5 are given when reviewing a certain student. At this time, the multiplication value of the score and the accuracy rate for each problem is “5” for problem 1, “25” for problem 4, and “10.5” for problem 5. In this case, the review average score is “40.5” obtained by adding these points. Also in such a calculation method, for example, the review average score may be normalized so that the total value of the assigned points of each question that has been given a question becomes a predetermined reference value.

  FIG. 22 is a diagram for explaining the effect of using the grade change point. In the graph of FIG. 22, the horizontal axis indicates the value obtained by inverting the sign of the review time, and the vertical axis indicates the review score. The value of the center point (origin) on the horizontal axis is the review average time, and the value of the center point (origin) on the vertical axis is the review average point.

  When plotting the review time and review score of the corresponding student on such a graph, if the student has completed the review within the average review time, the plot position will be to the right and the review position will not be completed. The plot position is to the left. When the review score of the student is higher than the review average score, the plot position is upward, and when the review score is lower than the review average score, the plot position is downward.

  In the optimization process using grade change points, for example, every time a student reviews a learning material, the grade is provided in the review so that the grade fluctuates in the direction indicated by the thick arrow in FIG. Change the trend of learning items. That is, when the review score of the student is lower than the review average score, initially, the tendency of the learning items provided at the review is changed so that the review score exceeds the review average score. Thereafter, the tendency of the learning items provided at the review is changed so that the time required for the review by the student is shortened.

  In order to perform such optimization, the review processing unit 130 first determines which of the following four review score conditions the student's score corresponds to based on the review time and review score of the corresponding student. judge. And, by changing the grade fluctuation point according to the judged review grade condition, when the student next review, the student is provided with appropriate learning items according to the student's past grade To be.

Review grade condition (1): “Average review time ≧ Review time” and “Review average score> Review score”
Review grade condition (2): "Review average time ≥ Review time" and "Review average score ≤ Review score"
Review grade condition (3): “Average review time <Review time” and “Review average score> Review score”
Review grade condition (4): “Average review time <Review time” and “Average review score ≦ Review score”
Here, the review result condition (1) state is a state in which the plot position based on the student's result is the area A1 in FIG. In this case, the review processing unit 130 updates the grade change point so that the review score of the student increases.

  The review grade condition (2) is a state in which the plot position based on the student's grade is the area A2 in FIG. In this case, since the student's grade is relatively good, the review processing unit 130 updates the grade fluctuation point so that the student's review score increases and the review time is shortened.

  The review grade condition (3) is a state in which the plot position based on the student's grade is the area A3 in FIG. In this case, the review processing unit 130 updates the grade change point so that the review score of the student increases.

  The review grade condition (4) is a state in which the plot position based on the student's grade is the area A4 in FIG. In this case, the review processing unit 130 updates the grade change point so that the review time of the student is shortened.

  FIG. 23 is a diagram illustrating an example of a method of calculating the grade change point. “+1” shown in FIG. 23 indicates that “1” is added to the currently registered grade change point. “−1” indicates that “1” is subtracted from the currently registered grade change point. “0” indicates that the currently registered grade change point is not changed.

  Note that the initial value of the grade change point is “0”. In addition, the maximum value of the grade change points of the important points is set to “10”, and the minimum value is set to “−10”. The maximum value of the performance variation point of environmental points is set to “3”, and the minimum value is set to “−3”.

In the example of FIG. 23, when the student's grade corresponds to the review grade condition (1), the grade variation point is set so that the provided learning item is optimized with the following tendency.
Trend (1-1): The question that was an incorrect answer is given again. This is realized, for example, by adding a positive result variation point corresponding to the important point provision condition (7).

  Trend (1-2): Review the learning items reviewed in the past again. This is realized, for example, by adding a positive result fluctuation point corresponding to the important point provision condition (6).

Trend (1-3): The number of learning items is not changed. This is realized, for example, by setting the performance variation point of the environmental point to “0”.
In addition, when the student's grade corresponds to the review grade condition (2), the grade variation point is set so that the provided learning items are optimized with the following tendency.

  Trend (2-1): Review the learning items of the sticky note attribute registered by the student whose grade is higher than the student. This is realized, for example, by adding a positive result fluctuation point corresponding to the important point provision condition (4).

  Trend (2-2): Re-examine the problem that the student whose grade is higher than the student mistakes. This is realized, for example, by adding a positive result fluctuation point corresponding to the important point provision condition (5).

Trend (2-3): The number of learning items is increased. This is realized, for example, by making the result variation point of the environmental point plus.
In addition, when the student's grade corresponds to the review grade condition (3), the grade variation point is set so that the provided learning items are optimized with the following tendency.

  Trend (3-1): Review the learning items that the manager considers important. This is realized, for example, by adding a positive result fluctuation point corresponding to the important point provision condition (1).

Trend (3-2): The number of learning items is decreased. This is realized, for example, by making the result variation point of the environmental point negative.
In addition, when the student's grade corresponds to the review grade condition (4), the grade variation point is set so that the provided learning items are optimized with the following tendency.

  Trend (4-1): Review the learning items of the sticky note attribute registered by the student whose grade is higher than the student. This is realized, for example, by adding a positive result fluctuation point corresponding to the important point provision condition (4).

Tendency (4-2): Re-examine the problem that the student made a mistake during the previous review. This is realized by making the result variation point corresponding to the important point provision condition (7) positive.
Trend (4-3): The number of learning items is decreased. This is realized, for example, by making the result variation point of the environmental point negative.

  By calculating and updating the student's grade change points in this way, when the student performs a review of the same learning material again, the learning items to be included in the review material will be It becomes possible to optimize according to review results.

  Further, in the example of the calculation method of FIG. 23, the value of some grade change points is changed according to the magnitude relationship between the current important points and the basic points. The current important point refers to an important point corresponding to the corresponding grant condition calculated at the time of creating the previous review material. A basic point refers to a basic point corresponding to a corresponding grant condition.

  Changing the grade change point according to the magnitude relationship between the current important point and the basic point, the following effects can be obtained. For example, it is assumed that the grade change point corresponding to a given condition is set to a positive value and the corresponding important point is increased. In this case, when the current important point exceeds the basic point, it is considered that the value of the corresponding important point is already sufficiently high. Therefore, conversely, by setting the result variation point to “0” or a negative value, it is possible to prevent the important point from becoming excessively high.

  Further, the review processing unit 130 changes the method of calculating the grade change point as described above according to the review purpose for the student, in other words, according to the template selected when the review material is created. For this reason, the calculation method (calculation formula) of the grade variation point is prepared in advance for each template. FIG. 23 shows a state in which a method for calculating grade change points is prepared for each template indicated by template IDs “0”, “1”, and “2”.

  Here, as an example, the difference in the calculation method of the grade change point when each of the regular test countermeasure template, the red spot test countermeasure template, and the qualification test countermeasure template is selected will be described.

<Temporary test template>
For example, it can be said that the periodic test has a property that it is created by extracting an important part from learning materials provided from the learning support server 100. In view of the nature of such examinations, in the method for calculating grade change points corresponding to the periodic test preparation template, grade change points are set so that the following learning items are easily included in the review material.

(A1) “Question” (problem) that the relevant student made a mistake
(A2) Learning item of sticky note attribute registered by the corresponding student (A3) “Question” (problem) in which the student whose grade was higher than the corresponding student was mistaken
(A4) Sticky note attribute learning items registered by students whose grades are higher than those of the corresponding students Among these, for (A1), for example, the added value of the grade fluctuation points corresponding to the grant condition (7) is increased. This is realized. About (A3), it implement | achieves, for example by increasing the addition value of the performance variation point corresponding to provision conditions (5). (A4) is realized, for example, by increasing the added value of the result variation points corresponding to the grant condition (4). By increasing the grade change points corresponding to (A3) and (A4), for example, it is possible to review for the purpose of improving the rank and deviation value of students' grades among those who have undergone regular tests become.

  As for (A2), for example, the learning support server 100 is modified so that the grade change point can be added to the grant condition (9) when the review material is created, and the grade change point corresponding to this grant condition (9) This is realized by increasing the added value of.

<Red spot test template>
It can be said that the red dot test has, for example, a property that it is imposed on a student who has a relatively low grade when learning using a learning material. In view of the nature of the test, in the method for calculating the grade change point corresponding to the red spot test template, the grade change point is set so that the following learning items are easily included in the review material.

(B1) General attribute learning item registered by the test creator (B2) General attribute learning item registered by the grader or manager who teaches the red dot test subject (B3) Guidance for the red point test subject Learning items with sticky note attributes registered by a grader or administrator In order to make these learning items easily included in the review material, the learning items registered in the review management table 146 by a specific administrator or student What is necessary is just to be able to add the grade fluctuation point to the important point. For example, the learning support server 100 is modified so that the grade change points can be added to the grant conditions (14) and (15) when the review material is created, and the grade change points corresponding to the grant conditions (14) and (15). This is realized by increasing the added value of. By increasing the grade change points corresponding to (B1) to (B3), for example, review for the purpose of allowing students to learn the content that the red dot test creator and instructor should remember at a minimum is possible become.

<Template for qualification examination measures>
It can be said that the qualification test has the property that an examination question is created based on the tendency of the past examination. In view of the nature of the examination, in the method for calculating the grade change point corresponding to the qualification test countermeasure template, the grade change point is set so that the following learning items are easily included in the review material.

(C1) General attribute learning items registered by those who have passed the qualification exam (C2) Sticky note attribute learning items registered by those who have passed the qualification exam To make these learning items easily included in the review materials, Similarly to the cases (B1) to (B3), it is only necessary that the grade variation points can be added to the important points for the learning items registered in the review management table 146 by a specific administrator or student. By increasing the grade fluctuation points corresponding to (C1) and (C2), for example, review for the purpose of passing the qualification examination becomes possible.

  For example, when reviewing for the purpose of obtaining a certain target score, learning items of general attributes and sticky note attributes registered by successful applicants who have acquired scores close to the target score are likely to be included in the review material. A grade variation point may be set up so that it may become. In addition, for example, when reviewing for the purpose of learning the minimum content required to take the qualification exam, general attributes and sticky note attributes registered by successful applicants who provide guidance for taking the qualification exam Grade variation points may be set so that the learning items are easily included in the review material.

FIG. 24 is a flowchart illustrating an example of a calculation processing procedure for a grade change point. The process of FIG. 19 corresponds to the process of step S26 of FIG.
[Step S601] The review processing unit 130 obtains the review time and review score of the current student, the review average time of all students who reviewed the same learning material, and the review average score corresponding to the same learning material. calculate. Then, the review result condition is determined based on the size of the review time and the review average time, and the review score and the review average score.

  [Step S602] The review processing unit 130 selects a method for calculating grade change points corresponding to the template selected when the review material before review is created (step S102 in FIG. 12). For example, the review processing unit 130 reads from the HDD 103 a program that describes the procedure of the calculation method corresponding to the selected template, and starts execution.

  [Step S <b> 603] The review processing unit 130 repeats the processing of “Loop 3” from Step S <b> 603 to Step S <b> 605 for all of the important point assignment conditions (1) to (7).

  [Step S604] In this step S604, each time the processing of “Loop 3” is repeated, the important point assignment conditions (1) to (7) are selected one by one in order. Based on the calculation method selected in step S602, the review processing unit 130 recalculates the grade fluctuation point of the important point corresponding to the selected grant condition, and the original value in the student set value management table 148 is calculated based on the calculated value. Update grade change points for.

[Step S605] When the process of “Loop 3” is executed for all of the important point assignment conditions (1) to (7), the process of Step S606 is executed.
[Step S606] Based on the calculation method selected in Step S602, the review processing unit 130 recalculates the score change point of the environmental point, and the original score change in the student setting value management table 148 by the calculated value. Update points.

Note that the processing order of “loop 3” and step S606 may be reversed.
When the grade change points are updated by the process shown in FIG. 24, when the same learning material is reviewed by the same student next time, the learning progresses according to the review results of the student and the purpose of the review indicated by the template. Important points and environmental points for each item are corrected. As a result, the review materials for the next review are optimized according to the review results of the students and the review purpose indicated by the template.

  In the above calculation example of the grade fluctuation point, review time, review average time, review score, and review average score were used as parameters for estimating problems based on the review results of the students. Other examples of such parameters include the number of reviews of the same learning material, the degree of understanding of the learning material, and the data reliability.

  The degree of understanding of the learning material is determined by, for example, how many questions are given after the review, and how many questions are correct. The data reliability indicates the reliability of parameters (the review time, review score, etc.) based on the review history of the student. For example, if the review time was extremely long and the score was low at the previous review, but the review time was extremely short and the score was high at the review this time, then a student may be cheated during the review. There was a possibility that the review course was bad. In this case, the method of calculating the grade change point is changed so that the data reliability is lowered and the influence of the review result on the creation of the next review material is reduced.

  Note that the processing functions of the devices (the learning support device 1, the learning support server 100, the student terminal 200, and the administrator terminal 350) described in each of the above embodiments can be realized by a computer. In that case, a program describing the processing contents of the functions that each device should have is provided, and the processing functions are realized on the computer by executing the program on the computer. The program describing the processing contents can be recorded on a computer-readable recording medium. Examples of the computer-readable recording medium include a magnetic storage device, an optical disk, a magneto-optical recording medium, and a semiconductor memory. Examples of the magnetic storage device include a hard disk device (HDD), a flexible disk (FD), and a magnetic tape. Optical disks include DVD (Digital Versatile Disc), DVD-RAM, CD-ROM (Compact Disc-Read Only Memory), CD-R (Recordable) / RW (ReWritable), and the like. Magneto-optical recording media include MO (Magneto-Optical disk).

  When distributing the program, for example, a portable recording medium such as a DVD or a CD-ROM in which the program is recorded is sold. It is also possible to store the program in a storage device of a server computer and transfer the program from the server computer to another computer via a network.

  The computer that executes the program stores, for example, the program recorded on the portable recording medium or the program transferred from the server computer in its own storage device. Then, the computer reads the program from its own storage device and executes processing according to the program. The computer can also read the program directly from the portable recording medium and execute processing according to the program. In addition, each time a program is transferred from a server computer connected via a network, the computer can sequentially execute processing according to the received program.

DESCRIPTION OF SYMBOLS 1 Learning support apparatus 2 Specification part 3 Transmission part 10 Teaching material information 11 Learning material data 20 Condition information 21 Selection conditions

Claims (15)

On the computer,
From the condition information stored in the storage means that defines the selection conditions for each characteristic of the test, the student specifies the selection conditions corresponding to the exam scheduled for the examination,
Transmitting learning material data selected based on the specified selection condition from learning material information including a plurality of learning material data to the terminal device of the student;
A learning support program characterized by executing processing. The learning material data transmitted to the terminal device is registered as one that should be re-enrolled when it has been taken in the past by a past student including the student among the plurality of learning material data included in the learning material information. Selected from the learning material data registered in the information based on the specified selection condition,
Each of the selection conditions included in the learning material information includes a plurality of predetermined conditions respectively indicating under what conditions the learning material data registered in the registration information is selected from the registration information. Defined by combining one or more,
The learning support program according to claim 1, wherein: In the computer,
Giving priority to each of the learning material data selected from the registration information according to under what conditions it is registered in the registration information,
Narrow learning material data to be transmitted to the terminal device based on the given priority,
The learning support program according to claim 2, wherein the processing is further executed. In assigning the priority, the priority determined according to under what conditions the information is registered in the registration information is corrected based on past attendance results of the plurality of learning material data by the student. ,
In the narrowing of the learning material data, the learning material data to be transmitted to the terminal device is narrowed down based on the corrected priority.
The learning support program according to claim 3.   5. The learning support program according to claim 3, wherein, in narrowing down the learning material data, the number of learning material data to be transmitted to the terminal device is determined based on a determination result of the attendance environment of the student. .   In the narrowing of the learning material data, the number of learning material data to be transmitted to the terminal device, which is determined based on the determination result of the attendance environment of the student, is the past of the plurality of learning material data by the student. The learning support program according to claim 5, wherein the learning support program is corrected on the basis of the attendance record of the student.   At least one of the plurality of conditions indicates which learning material data registered in the registration information is selected when the student who attends the course satisfies the condition from among the registration information. The learning support program according to any one of claims 2 to 6.   The at least one condition among the plurality of conditions indicates which learning condition data registered in the registration information is selected when the condition is satisfied from the registration information. The learning support program according to any one of Items 2 to 7.   The at least one of the conditions regarding the opportunity indicates that the corresponding learning material data is registered in the registration information in accordance with an input operation of a student who has taken the learning material data. 8. The learning support program according to 8.   At least one of the conditions regarding the opportunity indicates that the corresponding learning material data is registered in the registration information when the student's answer to the problem included in the learning material data is incorrect. The learning support program according to claim 8 or 9, characterized in that. The registration information further includes learning material data registered according to the input operation of the administrator of the corresponding learning material data,
At least one of the plurality of conditions indicates that learning material data registered in the registration information is selected from the registration information according to an input operation by an administrator;
The learning support program according to any one of claims 2 to 10, wherein In the computer,
Giving each of the learning material data selected from the learning material information a priority based on past learning results for the plurality of learning material data by the student,
Narrow learning material data to be transmitted to the terminal device based on the given priority,
The learning support program according to claim 1, wherein the processing is further executed. In the computer,
Determine the attendance environment of the student,
Based on the determined attendance environment, determine the number to be transmitted to the terminal device from the learning material data selected from the learning material information,
The learning support program according to claim 1, wherein the processing is further executed. From the condition information in which the selection conditions are defined for each characteristic of the test stored in the storage means, the specific part for identifying the selection conditions corresponding to the test that the student is scheduled to take,
A transmitting unit that transmits learning material data selected based on the specified selection condition from learning material information including a plurality of learning material data, to the terminal device of the student;
A learning support apparatus characterized by comprising: Computer
From the condition information stored in the storage means that defines the selection conditions for each characteristic of the test, the student specifies the selection conditions corresponding to the exam scheduled for the examination,
Transmitting learning material data selected based on the specified selection condition from learning material information including a plurality of learning material data to the terminal device of the student;
A learning support method characterized by that.

Images