JP2018128786A - Learning supporting system and supporting server - Google Patents

Abstract

PROBLEM TO BE SOLVED: To provide a learning supporting system and a supporting server for learning through learning activities.SOLUTION: A learning device is configured to: input a learning plan for performing learning by the learning device; acquire actual results of the learning plan; generate achievement level information representing an achievement level of the learning plan input by an input part; and display the generated achievement level information. A supporting device is configured to acquire learning plans and actual results from the plurality of learning devices; generate, from the acquired learning plans and actual results, achievement level list information representing a list of achievement levels of the learning plans of the respective learning devices; and provide the generated achievement level list information for a display device. The display device is configured to display the achievement level list information provided by a providing part.SELECTED DRAWING: Figure 1

Description

  The present invention relates to a learning support system and a support server.

  Many techniques related to education have been proposed. For example, Patent Literature 1 discloses a technique for finding a weak point caused by the relationship between unknown learning elements. Further, Patent Document 2 allows a learner to select a lower learning element necessary for understanding a question that has been wrongly answered. A technique for automatically selecting a question without depending on it and presenting it to a learner is disclosed. Furthermore, Patent Document 3 discloses an education support processing technique that contributes to the informationization of education.

The techniques disclosed in Patent Documents 1 and 2 described above mainly aim to improve academic ability, which is cognitive ability, but non-cognitive ability (especially self-control) is achieved by a marshmallow experiment by Professor Michel of Columbia University. It has become clear that it affects cognitive ability. In addition, research results show that non-cognitive ability affects not only academic ability but also living environment such as income.
For example, in the study of Dale & Kruger (The Returns to College Quality in Japan: Does Your College Choice Affect Your Earnings?) In comparison, the results show that future wages will not change.
A study was conducted in Japan following this American study, but the results supported the results of Dale & Kruger. In other words, in Japan, “which university to go to” did not affect future wages. In addition, a similar study was conducted for high school, but similar results were obtained.

  In this way, whether you go to a high school or university with a very high deviation value, even if you go to a high school or university that does not, the wage when you become a member of society does not change. This suggests that it has already been established. Therefore, there is a problem that, as in the prior art, education that improves scholastic ability (cognitive ability) is not sufficient as education for children. In order to solve the above problem, Patent Document 4 discloses an education support system that performs support for improving non-cognitive ability.

International Publication No. 2010/109663 JP 2006-79113 A JP 2013-77114 A JP 2016-218103 A

  In the above-mentioned Patent Document 4, the learning level of each learning unit in each learner and the achievement level with respect to the target learning time set by the learner himself, etc. are consolidated and visualized at the end of the instructor. If processing techniques are disclosed, but there are learners who do not have a good level of achievement or proficiency, the instructor will actively determine whether or not the learner needs any assistance. There was a need to make an effort. Similarly, if the proficiency level of learning is not good, for example, if the proficiency level is not sufficient after achieving the initial target learning time, or if the proficiency level is not good due to insufficient learning time Since the response that the leader should take may be different, the leader also has to determine the type of response each time, and this has contributed to an increase in the workload of the leader .

  The present invention has been made to solve the above problems, and an object thereof is to provide a learning support system and a support server.

  In order to solve the above problem, one embodiment of the present invention is a learning support system including a learning device and a support device, and the learning device receives a learning plan for learning by the learning device. An achievement unit that obtains achievements for the learning plan and generates achievement information indicating the achievement level of the learning plan input by the input unit; and the support device includes: An acquisition unit that acquires the learning plan and the actual result from a plurality of the learning devices when the learning device is connected, and the learning plan and the actual result that are acquired by the acquisition unit. An achievement level list information generating unit that generates achievement level list information indicating a list of achievement levels of the learning plan, and the achievement level information that has been set with reference to the achievement level list information. Lower And having a distribution portion for distributing the notification to learners.

  Further, according to one aspect of the present invention, the learning device further includes a proficiency level information generation unit that generates proficiency level information indicating a proficiency level by learning based on the actual result. Each of the learning devices further includes a proficiency list information generating unit that generates proficiency list information indicating a list of proficiency levels by learning, and the distribution unit refers to the proficiency level list information and is proficient by the learning For learners whose degrees are lower than the proficiency level threshold set, learners who are above and below the second achievement level threshold set with reference to the achievement level of the learning plan, It is characterized by delivering notifications with different contents.

  Further, according to one aspect of the present invention, the distribution unit may determine notification contents with reference to first comparison information that compares the learning plan or the actual result with a past learning plan or a past actual result. Features.

  In one embodiment of the present invention, at least one of the first achievement threshold, the second achievement threshold, and the proficiency threshold is the achievement or proficiency among a plurality of learners. It is set with reference to the second comparison information comparing the degrees.

  One aspect of the present invention that solves the above-described problem is a support server, which is acquired by a acquiring unit that acquires learning plans and results from a plurality of learning devices when the learning device is connected, and is acquired by the acquiring unit. From the learning plan and the actual result, the achievement level list information generating unit for generating the achievement level list information indicating a list of the achievement level of the learning plan in each of the learning devices, and the achievement level list information, A distribution unit that distributes a notification to a learner having a learning plan achievement level lower than the set first achievement level threshold value.

  ADVANTAGE OF THE INVENTION According to this invention, the learning assistance system which can reduce the load | burden on the side of the leader who works on the learner who needs assistance can be provided.

It is a figure which shows schematic structure of the learning assistance system by this embodiment. It is a figure which shows schematic structure of a support server, a tablet for children, and PC for teachers. It is a figure which shows each DB memorize | stored in a memory | storage part. It is a figure which shows each DB memorize | stored in a memory | storage part. It is a figure which shows an example of the plan input screen displayed on the display part of a tablet for children. It is a flowchart which shows an example of the plan setting process performed by the plan input part. It is a figure which shows a problem screen on the display part of a child's tablet by the learning function provision part. It is a flowchart which shows an example of the question processing performed by the learning function provision part. It is a figure which shows the proficiency level confirmation screen displayed on the display part of a tablet for children by the learning information generation part. It is a flowchart which shows an example of the proficiency level screen display process and proficiency level acquisition process which are performed by the learning information generation part. It is a figure which shows the achievement confirmation screen displayed on the display part of a tablet for children by the learning information generation part. It is a flowchart which shows an example of the achievement confirmation screen display process performed by the learning information generation part. It is a flowchart which shows an example of the achievement level acquisition process performed by the learning information generation part. It is a flowchart which shows an example of the support information acquisition process performed by PC for teachers. It is a figure which shows the achievement list screen displayed on the display part of teacher PC. It is a flowchart which shows an example of the achievement list provision process performed by a list production | generation part and a support information provision part. It is a figure which shows the proficiency list screen displayed on the display part of teacher PC. It is a flowchart which shows an example of the proficiency level list provision process performed by a list production | generation part and a support information provision part. It is a figure which shows an example of the notification to the effect of learning being delivered by the delivery part. It is a figure which shows an example of the notification to the effect of learning being further delayed delivered by a delivery part. It is a figure which shows an example of the notification to the effect of learning delivered from the delivery part delivered from the last time. It is a figure which shows an example of the notification to the effect that the learning about the said unit delivered by the delivery part is not enough. It is a figure which shows an example of the notification to the effect that the learning about the said unit delivered by the delivery part is not enough.

  Hereinafter, a learning support system according to an embodiment of the present invention will be described with reference to the drawings.

FIG. 1 is a diagram showing a schematic configuration of a learning support system 1 according to the present embodiment.
In FIG. 1, the learning support system 1 includes a support server 10, a child tablet 20, a guardian PC (Personal Computer) 30, a teacher PC 40, and a child PC 50. The child tablet 20, the parent PC 30, the teacher PC 40, and the child PC 50 and the support server 10 can communicate with each other by a wireless or wired LAN, WAN, Internet, telephone line, or the like. In the following embodiment, an example in which the learning device according to the present embodiment is applied to the child tablet 20, the support device is applied to the support server 10, and the support information display device is applied to the teacher PC 40 will be described. The support server 10, the child tablet 20, and the guardian's PC 30 have computer configurations such as a CPU (Central Processing Unit), a ROM (Read Only Memory), and a RAM (Random Access Memory).

The tablet 20 for children is a portable terminal possessed by each child. In this embodiment, the tablet 20 provides an input function for the child to input a learning plan, a function for displaying the plan achievement information, and a learning function. This learning function includes a function for giving a question to a child and a scoring function for scoring a child's answer to the question. Further, the child tablet 20 outputs learning information such as the above-described plan achievement information to the support server 10 when connected to the support server 10. Note that the child tablet 20 may be in an offline state when providing a learning function.
The support server 10 acquires learning information from the child tablet 20 and provides support information for improving non-cognitive ability (described later) to the teacher PC 40. In addition to the support information, the support server 10 provides the child tablet 20 with a problem according to the proficiency level of the child as homework, or provides a test problem to the child PC 50. Further, the support server 10 can refer to support information and the like, identify a child that needs support, and deliver a notification regarding the learning achievement status.

The teacher PC displays a list of learning information provided from the support server 10. The learning information displayed in the learning information list is learning information of a child belonging to the class to which the teacher is responsible.
The guardian's PC 30 is a PC for viewing the plan achievement status of the child guarded by the guardian. The child PC 50 is a PC that is installed in a school, performs a test, and transmits the answer to the support server 10.

  As described above, the learning support system 1 according to the present embodiment can give the child an intrinsic stimulus and a sense of achievement by the child inputting the plan himself / herself and displaying the achievement level information. In addition, the learning support system 1 displays the achievement level information on the teacher PC 40, and as a result of encouraging the teacher to support the child, it can give the child an external stimulus. Furthermore, the learning support system 1 refers to the achievement level list information, and notifies the child assumed to be supported and, if necessary, the guardian or the instructor that learning is delayed. Thus, the delay of learning can be prevented while reducing the burden on the instructor. As described above, the learning support system 1 can support the improvement of non-cognitive ability by giving the child an intrinsic stimulus and an external stimulus.

Here, non-cognitive ability is explained. According to the National Institute of Economy, Trade and Industry, non-cognitive ability refers to other characteristics that affect performance, such as personality characteristics and preferences. Associate professor Makiko Nakamuro, Keio University, listed the following as non-cognitive abilities created based on research compiled by the Faculty of Education at the University of London and the British Cabinet Office.
・ Self-perceptions ・ Self-perceptions ・ Self-perception ・ Motivation ・ Motivation ・ Aspiration ・ Perseverance・ Strong self-control willpower, strong mental power, self-control ・ Metacognitive strategies ・ Understand the level of understanding ・ Social competencies leadership Responsible and coping quickly recover, respond well, creativity creativity, devise personality traits (Big 5) nervous, diplomatic, curious Strong and cooperative

  The learning support system 1 according to the present embodiment is a system that is particularly suitable for support for improving self-control among the non-cognitive abilities described above.

FIG. 2 is a diagram illustrating a schematic configuration of the support server 10, the child tablet 20, and the teacher PC 40. The child tablet 20 includes a learning information generation unit 21, a plan input unit 22, a learning function providing unit 24, a display unit 25, and a storage unit 26.
Among these, the plan input unit 22 receives a learning plan for learning by the child tablet 20 by the child. This learning plan is a plan for the time and number of questions for the child to perform the problem provided by the learning function, and the input screen and the like will be described later.

The learning information generation unit 21 obtains achievements for the learning plan and generates achievement level information indicating the achievement level of the input learning plan. Moreover, the learning information generation part 21 produces | generates the proficiency level information which shows the proficiency level by learning based on results, such as a scoring result by the scoring function of a learning function.
The learning function providing unit 24 provides a function for giving a question to a child and a scoring function for scoring a child's answer to the question. The learning function providing unit 24 is provided with a problem from the problem providing unit 13 of the support server 10.

The display unit 25 (first display unit) is composed of, for example, an LCD (liquid crystal display) or the like, and displays the above-described plan input screen, problems, and the like. The storage unit 26 is a storage device such as a RAM or a ROM, and stores each database (DB) described later.
Each DB is updated by learning of the child, etc., but when the child tablet 20 is requested by the support server 10, the child tablet 20 is changed from offline to online, or updated, the support server The data stored in each DB is transmitted to 10. The support server 10 acquires data from the child tablet 20 and updates each DB stored in the storage unit 14 of the support server 10.

Next, the support server 10 will be described. The support server 10 includes a list generation unit 12, a problem providing unit 13, a support information providing unit 15, a distribution unit 16, and a storage unit.
The list generation unit 12 generates achievement list information indicating a list of achievement levels of the learning plan in each child tablet 20 from the learning plans and results obtained from the plurality of child tablets 20.

The problem providing unit 13 provides the child tablet 20 with a problem suitable for the child based on the scholastic ability of the child. The support information providing unit 15 provides the achievement level list information generated by the list generation unit 12 to the teacher PC 40. The memory | storage part 14 is memory | storage devices, such as RAM and ROM, and each DB mentioned later is memorize | stored.
The distribution unit 16 refers to the achievement level list information generated by the list generation unit 12, and learns, if necessary, children, their guardians, and leaders whose learning achievement level is below the set threshold. Is notified in a format to be described later.
The teacher PC 40 includes a support information acquisition unit 41 and a display unit 42. The support information acquisition unit 41 acquires achievement level list information from the support server 10. The display unit 42 (second display unit) is configured by an LCD, for example, and displays the achievement level list information described above.

  3 and 4 are diagrams showing each DB stored in the storage units 14 and 26 described above. In the following description, description of already explained data among the data constituting each DB is omitted. FIG. 3A shows the child DB. The child DB includes a child ID, a class ID, a child name, and an in-class reference number. The child ID is specific information that uniquely identifies a child. The class ID is specific information that uniquely identifies a class in the school, and is a class ID of a class to which a child corresponding to the child ID belongs. The child name is the name of the child corresponding to the child ID. The in-class reference number is the reference number in the class of the child.

  FIG. 3B is a diagram showing the plan DB. The plan DB includes a child ID, a day of the week, and a learning time / number of questions. First, regarding the day of the week, in the present embodiment, since the learning plan is set in units of days of the week, the day of the week in the plan DB is data for specifying this day of the week. The plan indicates a plan for the set day of the week. In the present embodiment, the plan is set by the learning time or the number of questions as an example.

FIG. 3C shows the learning history DB. The learning history DB includes a child ID, a problem ID, a correct / wrong result, a learning date and time, and a learning time. The problem ID is identification information that uniquely identifies the problem. The correct / incorrect result indicates the correctness of the child's answer to the problem identified by the problem ID. The learning date and time is the date and time when the problem identified by the problem ID is learned. The learning time is the time when the problem identified by the problem ID is learned.
FIG. 3D shows the academic achievement DB. The academic achievement DB is composed of a child ID and academic ability. The scholastic ability indicates the scholastic ability of the child specified by the child ID, and the scholastic ability here is the scholastic ability estimated from the correct / wrong result of the problem.

FIG. 3E shows the proficiency level DB. The proficiency level DB includes a child ID, a small unit ID, and a proficiency level. The small unit ID is specific information that uniquely identifies a small unit (described later). The proficiency level is determined by the number of correct answers to the problem corresponding to the small unit.
Turning to FIG. 4, FIG. 4A is a diagram illustrating the teacher DB. The teacher DB is composed of a teacher ID, a name, and a class ID. The teacher ID is identification information that uniquely identifies the teacher. The name is the name of the teacher corresponding to the teacher ID. The class ID is a class ID of a class that the teacher corresponding to the teacher ID is in charge of.

FIG. 4B shows a class DB. The class DB is composed of a class ID and a class name. The class ID is identification information that uniquely identifies a class. The class name is the name of the class corresponding to the class ID, such as one set for 5 years.
FIG. 4C shows the drill DB. The drill DB includes a drill ID and a drill name. The drill ID is specific information that uniquely identifies a drill. The drill name is the name of the drill corresponding to the drill ID. This drill is composed of a unit, and the unit is further composed of a small unit. As an example of the unit, for example, “multiplication” can be cited, and “unit of multiplication” can be cited as a small unit of the unit “multiplication”.

FIG. 4D shows the unit DB. The unit DB is composed of a unit ID, a drill ID, and a unit name. The unit ID is identification information that uniquely identifies a unit. The drill ID is the drill ID of the drill to which this unit belongs. The unit name is a unit name corresponding to the unit ID.
FIG. 4E shows the small unit DB. The small unit DB includes a small unit ID, a unit ID, a small unit name, and the number of problems. The small unit ID is identification information that uniquely identifies the small unit. The unit ID is a unit ID of a unit to which this small unit belongs. The small unit name is the name of the small unit corresponding to the small unit ID. The number of problems indicates the number of problems prepared in the small unit.

FIG. 4F is a diagram illustrating the problem DB. The problem DB includes a problem ID, a small unit ID, and a problem. The problem ID is identification information that uniquely identifies the problem. The small unit ID is a small unit ID of a small unit to which this problem belongs. The problem indicates the problem data itself.
Each DB described above is stored in the storage unit 14 of the support server 10. In addition, among the DBs, each DB excluding the teacher DB and the class DB is stored in the storage unit 26 of the child tablet 20.

  Hereinafter, each process performed by the above-described configuration will be described. FIG. 5 is a diagram illustrating an example of the plan input screen 101 displayed on the display unit 25 of the child tablet 20. As described above, the learning plan can be set by the learning time or the number of questions as shown in the setting field 102. A child can be selected by tapping any of the setting fields 102. In the case of FIG. 5, the learning time is tapped. Then, the child can set the learning time by tapping the day of the week to be set in the time display field 103. In the following description, a processing example in the case of setting with learning time will be described.

FIG. 6 is a flowchart illustrating an example of the plan setting process performed by the plan input unit 22.
In FIG. 6, the plan input unit 22 displays the plan input screen 101 (step S101), and determines whether or not a plan has been input by the child (step S102). When the plan is input (step S102; YES), the day of the week and the learning time are stored in the plan DB (step S103), and the process returns to step S102. On the other hand, when the plan is not input and the input is completed (the return button is tapped) (step S102; NO), this process is ended.

  FIG. 7 is a diagram illustrating a problem screen 104 displayed on the display unit 25 of the child tablet 20 by the learning function providing unit 24. In addition to the problem, the proficiency level 105 is displayed on the problem screen. By displaying the proficiency level 105 in this way, the child can be given an intrinsic stimulus.

FIG. 8 is a flowchart illustrating an example of question processing performed by the learning function providing unit 24. The learning function providing unit 24 starts measuring the learning time (step S201) and displays the problem as shown in FIG. 7 (step S202).
Next, the learning function providing unit 24 receives the answer from the child (step S203), performs scoring (step S204), and ends the measurement of the learning time (step S205). Thereafter, the learning function providing unit 24 stores the problem ID, correct / wrong result, learning date / time, and learning time of the displayed problem in the learning history DB (step S206).
Next, the learning function providing unit 24 determines whether or not there is the following problem (step S207). Here, it is determined whether or not to perform the following problem by the operation of the child. If there is a next problem (step S207; YES), the process returns to step S201.

  On the other hand, when there is no next problem (step S207; NO), the learning function providing unit 24 acquires the number of problems corresponding to the problem ID from the small unit DB (step S208), and from the correct / incorrect result and the number of problems. The proficiency level is updated (step S208), and this process ends.

  FIG. 9 is a diagram showing a proficiency level confirmation screen 106 displayed on the display unit 25 of the child tablet 20 by the learning information generation unit 21. As shown in the proficiency level confirmation screen 106, the proficiency level is indicated by a bar graph for each small unit. Especially when the proficiency level is 100%, as shown in the bar graph 108, for example, gold is different from the others. Displayed in color. Thus, by displaying in a color different from others, a sense of achievement can be given to the child.

  FIG. 10A is a flowchart illustrating an example of a proficiency level screen display process performed by the learning information generation unit 21. The learning information generation unit 21 acquires a unit ID to be displayed (step S301), and acquires a child ID from the child DB (step S302). Next, a proficiency level acquisition process for acquiring the proficiency level of the small unit included in the unit is performed (step S303), and a proficiency level confirmation screen 106 is displayed based on the small unit name and the proficiency level obtained by the proficiency level acquisition process. (Step S304), the process ends.

  FIG. 10B is a flowchart illustrating an example of the proficiency level acquisition process performed by the learning information generation unit 21. The learning information generation unit 21 acquires a small unit ID and a small unit name corresponding to the unit ID from the small unit DB (step S401). Next, the learning information generation unit 21 acquires the proficiency level corresponding to the small unit ID and the child ID from the proficiency level DB (step S402), stores the small unit name and the proficiency level in the RAM (step S403), and the unit. It is determined whether or not the proficiency levels of all the small units corresponding to are acquired (step S404). If the proficiency levels of all small units have not been acquired (step S404; NO), the learning information generating unit 21 returns to step S401, and if the proficiency levels of all small units have been acquired (step S404). YES), this process is terminated.

FIG. 11 is a diagram showing an achievement confirmation screen 109 displayed on the display unit 25 of the child tablet 20 by the learning information generation unit 21. This achievement level confirmation screen 109 is a screen showing the achievement level of the plan input by the child on the plan input screen 101. In the case of FIG. 11, the screen is shown when the plan is set by the learning time.
On the achievement confirmation screen 109, the plan input by the child on the plan input screen 101 is displayed as a line graph 110 as “Mokuhyo”, and the actual learning time is displayed as a bar graph 111 as “Your Kuroku”.
Further, on the achievement confirmation screen 109, the number of times the plan has been achieved is displayed as “Clearly clear”, and the average learning time and the total time are also displayed.

  FIG. 12 is a flowchart illustrating an example of the achievement level confirmation screen display process performed by the learning information generation unit 21. The learning information generation unit 21 acquires a display period displayed on the achievement confirmation screen 109 (step S501), and acquires a child ID from the child DB (step S502). Next, the learning information generation unit 21 performs an achievement level acquisition process for acquiring the achievement level (step S503), and based on the learning date, the total time, the average, the planned learning period, and the achievement counter obtained by the achievement level acquisition process. The achievement confirmation screen 109 is displayed (step S304), and this process is terminated.

FIG. 13 is a flowchart illustrating an example of the achievement level acquisition process performed by the learning information generation unit 21. The learning information generation unit 21 sets the display period start date as the learning date (step S601). Next, the learning information generation unit 21 acquires a learning time with the same learning date from the learning history DB (step S602), and calculates the total learning time on the learning date (step S603).
Next, the learning information generation unit 21 acquires the planned learning time on the learning date from the plan DB (step S604), and determines whether the total time is equal to or longer than the planned learning time (step S605). If the total time is equal to or longer than the planned learning time (step S605; YES), the learning information generation unit 21 turns on the achievement flag (step S606), increments the achievement counter by 1 (step S608), and proceeds to step S609. move on.

On the other hand, when the total time is not equal to or longer than the planned learning time (step S605; NO), the learning information generation unit 21 turns off the achievement flag (step S607) and proceeds to step S609.
Next, the learning information generation unit 21 acquires the learning time of the same day of the week last week from the learning history DB, and determines whether the total time is equal to or greater than the total time of the previous week (step S609). When the total time is equal to or greater than the total time of last week (step S609; YES), the learning information generation unit 21 turns on the comparison flag (step S610), and proceeds to step S612.

On the other hand, when the total time is not equal to or greater than the total time of the previous week (step S609; NO), the learning information generation unit 21 turns off the comparison flag (step S611) and proceeds to step S612.
The learning information generation unit 21 stores the learning date, learning time total / average, planned learning time, achievement flag, and comparison flag in the RAM (step S612).

  Next, the learning information generation unit 21 increments the learning date by one day (step S613), and determines whether or not the incremented learning date is outside the display period (step S614). When it is outside the display period (step S614; YES), the learning information generation unit 21 stores an achievement counter in the RAM (step S615), and ends this process. On the other hand, when it is not outside the display period (step S614; NO), the process returns to step S602.

  By displaying the plan input screen 101, the problem screen 104, the proficiency level confirmation screen 106, the achievement level confirmation screen 109 and the like described above on the display unit 25 of the tablet 20 for children, the child is given intrinsic stimulation and a sense of achievement. be able to.

Next, a screen displayed on the teacher PC 40 in order to provide support for giving an external stimulus to the child will be described.
First, the processing of the teacher PC 40 will be described. FIG. 14 is a flowchart illustrating an example of support information acquisition processing executed by the teacher PC 40. The support information acquisition unit 41 requests support information such as achievement list information described later from the support server 10 (step S701). When the support information is provided from the support server 10 and acquires support information (step S702; YES) ), The support information is displayed on the display unit 42 (step S703), and the process is terminated. In the present embodiment, there are various types of information as support information, but the processing shown in FIG. 14 is performed for any support information.

FIG. 15 is a diagram showing the achievement level list screen 112 displayed on the display unit 42 of the teacher PC 40. The achievement level list screen 112 is a screen displayed when achievement level list information is acquired as support information from the support server 10.
The achievement level list screen 112 includes a number, a child name, and a date. The number indicates an in-class reference number stored in the child DB. The child name indicates a child name stored in the child DB. The date indicates the learned date, and the time is displayed in a two-stage configuration for each date. The time described in the upper row 113 is the total learning time. The time described in the lower stage 114 is a planned learning time.
Furthermore, an achievement symbol 115 indicating whether or not the learning plan has been achieved is displayed in the upper row 113 in a circle or cross. If the total time is greater than or equal to the planned learning time, a circle is displayed, otherwise a cross is displayed. Further, an arrow 116 indicates the result of comparing the total time of the past (same day of the previous week) with the actual result. If the total time is greater than or equal to the previous week's total time, it is displayed with an upward arrow, otherwise it is displayed with a downward arrow.

  The achievement list screen 112 allows the teacher to know whether or not the student has worked hard and studied as planned, how much the student has worked compared to last week, and the actual learning time. It is very effective for stimulating praise, encouragement and individual guidance. In addition, learning as planned and comparison with the previous week is not a comparison with other children, but shows how hard they have worked, so praise and encouragement for it will be an effective external stimulus to children, and further Can motivate.

FIG. 16 is a flowchart illustrating an example of the achievement list providing process performed by the list generating unit 12 and the support information providing unit 15. In this process, the display period and the teacher ID are transmitted from the teacher PC 40.
The list generation unit 12 acquires a display period to be displayed on the achievement list screen 112 (step S801), and acquires a teacher ID (step S802). Next, the list generation unit 12 acquires a class ID from the teacher DB (step S803), acquires a child ID corresponding to the class ID from the child DB, and lists the child ID (step S804).

Next, the list generation unit 12 performs the achievement level acquisition process described with reference to FIG. 13 (step S805). In the case of FIG. 13, the process is performed by the module that executes the achievement level acquisition process mounted on the child tablet 20, but the same module is also mounted on the support server 10. This achievement level acquisition process stores the learning date, learning time total / average, planned learning time, achievement flag, comparison flag, and achievement counter, so that the achievement level list screen 112 shown in FIG. 15 can be displayed. it can.
Next, the list generation unit 12 refers to the list and determines whether or not achievement levels have been acquired for all children belonging to the class (step S806). When achievement levels are acquired for all children belonging to the class (step S806; YES), achievement level list information for displaying the achievement level list screen 112 is displayed from each piece of information stored by the achievement level acquisition process. This is provided to the teacher PC 40 (step S807), and this process is terminated. On the other hand, when the achievement level has not been acquired for all the children belonging to the class (step S806; NO), the next child ID shown in the list is set (step S808), and the process returns to step S805.

  Furthermore, in one aspect of the present invention, the support server 10 refers to the achievement level list information, and learning is delayed for a child whose learning achievement level is lower than the set first achievement level threshold value. Deliver notifications such as that. For example, when the set first achievement level threshold is 70%, the achievement level of learning is 65% and the achievement level is 75% at the predetermined time or period when the distribution is performed. If there is a child B, a notification that learning is delayed as shown in FIG. Also, it is used as the first achievement threshold after referring to the difference information on whether the set value is below or above the set value without judging the presence or absence of notification using the set value itself as a strict reference Also good. Further, when a notification that learning is delayed is delivered to the child A, even if the child B exceeding the first achievement threshold is notified that the learning is sufficiently achieved good. Further, as the first achievement level threshold value, a unique threshold value may be set in advance equally for all children, or a different threshold value may be set appropriately for each individual child. In the above-described embodiment, the first achievement threshold value is expressed in%. However, the threshold setting unit or the like is not limited to this. For example, the threshold value may be set as a learning time, and any unit may be used as the threshold value. Does not prevent you from doing.

  The timing at which the distribution is performed can be appropriately determined. For example, the processing may be performed periodically such as every week, or may be distributed at an arbitrary timing designated by the instructor or the like. The notification may be delivered to each learner's account through the learning terminal, or may be delivered to a pre-set child's own email address or their guardian or instructor's e-mail address, etc. It does not prevent it from being done by any electronic means.

  Furthermore, in one aspect of the present invention, when the learning achievement level is lower than the first achievement threshold value, the support server 10 notifies different contents according to the degree of separation from the first achievement threshold value. You may do it. For example, when the set first achievement level threshold is 70%, the achievement level of learning is 65% and the achievement level is 50% at the predetermined time or period when the distribution is performed. When the child B exists, the message of FIG. 20 is delivered to the child A with a relatively small degree of separation, and the message of FIG. 21 is delivered to the child B with a relatively large degree of separation. Can be changed. Further, notification contents other than the message contents may be changed. For example, the distribution destination may be changed. In the case of the child A, the notification is made only to the principal, and in the case of the child B, in addition to the principal, the notification to the guardian or the leader is performed at the same time. Can be provided. Alternatively, the distribution frequency may be changed when the distribution process is automatically performed periodically rather than at an arbitrary timing by the instructor. For example, when the normal distribution frequency is once a week, the notification may be changed to the normal distribution frequency in the case of the child A, and the setting may be changed to the distribution once every three days in the case of the child B. .

  Furthermore, in one aspect of the present invention, the support server 10 compares the achievement level of each child with respect to the past learning plan and the achievement level with respect to the current learning plan, thereby referring to the first comparison information. If the achievement level exceeds the past achievement level by about 1 or more, even if it does not exceed the first achievement threshold set as a standard, a notification that the learning plan has been achieved more than the previous time is notified. You may distribute. For example, when the first achievement threshold set as standard is 70% and the achievement level of a certain student for the current learning plan is 60%, the achievement level of the child for the previous learning plan is 50%. In the case of%, the information about the difference may be used as the first comparison information, and as shown in FIG. Further, the notification described in FIG. 22 may be set to be distributed only when the difference exceeds another predetermined threshold. In this way, even if the achievement level of learning does not necessarily reach the required level as a whole, it will improve the child's willingness to learn by appropriately evaluating the points improved in comparison with the previous results be able to.

  Furthermore, in one aspect of the present invention, the support server 10 may set the first achievement threshold value as a variable value without using a specific fixed value. For example, the first achievement threshold is not set in advance, and the first achievement threshold is determined by referring to the second comparison information after the achievement achievement list information of all the children is acquired. Good. The second comparison information is information obtained by comparing achievement levels among a plurality of learners such as an average learning achievement level of all the children in the unit or period. Alternatively, the first achievement level threshold value may be corrected with reference to the second comparison information after setting the first achievement level threshold value in advance.

FIG. 17 is a diagram showing a proficiency level list screen 117 displayed on the display unit 42 of the teacher PC 40. The proficiency list screen 117 is a screen displayed when proficiency level list information is acquired as support information from the support server 10.
The proficiency list screen 117 includes a number, a child name, and a unit. The number indicates an in-class reference number stored in the child DB. The child name indicates a child name stored in the child DB. The unit indicates a unit and a small unit. For example, 1-1 indicates the small unit 1 of the unit 1. Further, Maru indicates 81 points or more and 99 points or less, Triangle indicates 41 points or more and 80 points or less, and X indicates 40 points or less.

  According to the learning list screen 117, it can be seen that the number 4 child is generally unsatisfactory, and that the unit 2 small unit 3 is not good at the whole class. That is, since it is possible to identify a weak individual and a weak unit in the class, it is possible to support guidance by a more appropriate teacher.

FIG. 18 is a flowchart illustrating an example of the proficiency level list providing process performed by the list generating unit 12 and the support information providing unit 15. In this process, a drill ID and a teacher ID are transmitted from the teacher PC 40.
The list generation unit 12 acquires the drill ID of the drill displayed on the learning list screen 117 (step S901), acquires the unit ID corresponding to the drill ID from the unit DB (step S902), and the list generation unit 12 displays the small ID. The problem IDs corresponding to the unit ID are listed from the unit DB (step S903).

Next, the list generation unit 12 acquires a teacher ID (step S904), acquires a class ID from the teacher DB, acquires a child ID corresponding to the class ID from the child DB, and lists the child ID (step S905). ).
The list generation unit 12 acquires the correct / incorrect result corresponding to the problem ID from the learning history DB specified by the child ID, and calculates the score (step S906). Next, the list generation unit 12 determines whether or not scores have been calculated for all children belonging to the class (step S907).

  When the score is calculated for all the children (step S907; YES), the list generation unit 12 provides the proficiency level list information to the teacher PC 40 (step S908), and the process ends. On the other hand, when the score has not been calculated for all the children (step S907; NO), the list generation unit 12 sets the next child ID shown in the list (step S909) and returns to step S906. .

  Further, according to one aspect of the present invention, the support server 10 refers to the proficiency level list information, and the proficiency level of the unit is not sufficient for a child whose proficiency level of learning is below the set proficiency level threshold. Deliver such notifications. Further, the support server 10 refers to the achievement level list information, and among the children whose learning proficiency level is lower than the proficiency level threshold value, the child whose learning achievement level exceeds the second achievement level threshold value And a notification with different contents is delivered to the children who are lower. For example, if the set proficiency threshold is 70% and the second achievement threshold is 70%, the proficiency of learning is 60% and the learning proficiency at a predetermined time or period when the distribution is performed. Child A, whose achievement level was 60%, Child B, whose learning level was 60% and whose learning level was 80%, and whose learning level was 80% and whose learning level was achieved If there is a child C who is less than the proficiency level threshold, a notification that the proficiency level of the unit is not sufficient is distributed to the child A and the child B whose learning proficiency level is lower than the proficiency level threshold. In that case, a notification that the learning is delayed is distributed to the child A whose learning achievement level is lower than the second achievement threshold value, as shown in FIG. As shown in FIG. 23, the expected learning effect is not obtained for the child B whose proficiency level is lower than the proficiency level site even though it exceeds the second achievement level threshold. And a notification containing the recommendation to consult with the instructor.

  Moreover, you may change about parts other than the content of the message notified. For example, the distribution destination may be changed. In the case of the child A, the notification is made only to the principal, and in the case of the child B, in addition to the principal, the notification to the guardian or the leader is performed at the same time. Can be provided. In particular, in the case of the child B whose proficiency level is below the proficiency level site even though the achievement level of learning exceeds the second achievement level threshold, it is difficult to solve the problem with self-help efforts alone. Since there is a high possibility that advice or support from a third party other than the principal such as a leader is necessary, in parallel with the notification to the child, It is more effective when a notice to support is delivered.

  The timing at which the distribution is performed can be appropriately set in the same manner as in the case where the notification is distributed based on the first achievement threshold value, and thus detailed description thereof will be omitted. Furthermore, since the second achievement level threshold value can be set in the same manner as the first achievement level threshold value, detailed description thereof will be omitted below.

  As in the case of the first achievement level threshold, the proficiency level threshold is determined to be slightly lower or higher than the set value without judging the presence or absence of notification based on the set value itself as a strict reference. It may be used as a proficiency level threshold with reference to the difference information. Further, when a notification that the proficiency of the unit is not sufficient is delivered to the child A who is below the proficiency level threshold, the child B who exceeds the proficiency level threshold is sufficiently proficient May be notified. As the proficiency level threshold, a unique threshold value may be set in advance equally for all children, or a different threshold value may be set for each individual child as appropriate.

  Furthermore, in one aspect of the present invention, the support server 10 may set the proficiency level threshold value as a variable value instead of an inherent fixed value. For example, the proficiency level threshold may not be set in advance, and the proficiency level threshold may be determined by referring to the second comparison information after the proficiency level list information of all the children is acquired. The second comparison information is information obtained by comparing proficiency levels among a plurality of learners, such as an average proficiency level of all children in the unit or period. Alternatively, the proficiency level threshold value may be corrected with reference to the second comparison information after setting the proficiency level threshold value in advance.

As described above, in the present embodiment, the child tablet 20 receives a learning plan for learning by the child tablet 20, obtains the results for the learning plan, and indicates the achievement level of the input learning plan. The achievement level information shown is generated, and the generated achievement level information (the achievement level confirmation screen in FIG. 11) is displayed.
In addition, the support server 10 acquires learning plans and results from the plurality of child tablets 20, and achievement levels indicating a list of achievement levels of the learning plans in the respective child tablets 20 from the acquired learning plans and results. The list information is generated and the generated achievement level list information is provided to the teacher PC 40, and the teacher PC 40 displays the achievement level list information (achievement level list screen in FIG. 15). Thereby, the teacher can grasp the learning situation in the home based on the achievement list information of each child based on the learning results acquired when connected online.
Furthermore, the support server 10 determines the achievement level of learning for each learning plan for each child whose learning has been delayed or each child who has not sufficiently mastered the unit based on the achievement level list information. Appropriate advice can be automatically notified in consideration.

Thus, the learning support system 1 gives the child an intrinsic stimulus and a sense of accomplishment by using the tablet 20 for the child, and displays a list of various information of each child on the teacher PC 40, so that the teacher's As a result of encouraging support, children can be given external stimuli.
Specifically, in the learning support system 1, a child inputs his / her own learning plan into the child tablet 20, achieves the learning plan, and confirms various information displayed on the teacher's PC 40. This will increase the willingness to achieve the learning plan again. By repeatedly achieving the learning plan in this way, self-control, which is one of non-cognitive abilities, can be improved. In addition, by displaying achievement level information (achievement level confirmation screen in FIG. 11) as support information on the guardian's PC 30, it is possible to give praise and encouragement to the child from the guardian. Can give an external stimulus.

By improving children's non-cognitive skills in this way, students can improve their academic ability, which is expected to improve income when children become adults, thereby reducing social security costs and increasing tax revenues. I can expect.
In addition, by improving the academic ability of children in a certain region, the urbanization of the educational city in the region has progressed and the crime rate has decreased, so the cost of crime prevention has been reduced, and it is also effective in measures against the declining birthrate due to the increase in the child-rearing population. .

In addition, each structure with which the learning support system 1, the child tablet 20, the support server 10, and the teacher PC 40 described above has a computer system therein. And the program for implement | achieving the function of each structure with which the above-mentioned learning support system 1, the child tablet 20, the support server 10, and the teacher PC 40 are provided is recorded on a computer-readable recording medium, and this recording medium is recorded on this recording medium. You may perform the process in each structure with which the learning support system 1, the child tablet 20, the support server 10, and the teacher PC 40 mentioned above are provided by reading and executing the recorded program in a computer system. Here, “loading and executing a program recorded on a recording medium into a computer system” includes installing the program in the computer system. The “computer system” here includes an OS and hardware such as peripheral devices.
Further, the “computer system” may include a plurality of computer devices connected via a network including a communication line such as the Internet, WAN, LAN, and dedicated line. The “computer-readable recording medium” refers to a storage device such as a flexible medium, a magneto-optical disk, a portable medium such as a ROM and a CD-ROM, and a hard disk incorporated in a computer system. As described above, the recording medium storing the program may be a non-transitory recording medium such as a CD-ROM.

  The recording medium also includes a recording medium provided inside or outside that is accessible from the distribution server in order to distribute the program. In addition, after dividing a program into a plurality of parts and downloading them at different timings, the learning support system 1, the child tablet 20, the support server 10, and the teacher PC 40 may be combined with each other. The delivery servers that deliver each may be different. Furthermore, a “computer-readable recording medium” holds a program for a certain period of time, such as a volatile memory (RAM) inside a computer system that becomes a server or client when the program is transmitted via a network. Including things. The program may be for realizing a part of the functions described above. Furthermore, what can implement | achieve the function mentioned above in combination with the program already recorded on the computer system, and what is called a difference file (difference program) may be sufficient.

  Moreover, you may implement | achieve part or all of the function mentioned above as integrated circuits, such as LSI (Large Scale Integration). Each function described above may be individually made into a processor, or a part or all of them may be integrated into a processor. Further, the method of circuit integration is not limited to LSI, and may be realized by a dedicated circuit or a general-purpose processor. In addition, when an integrated circuit technology that replaces LSI appears due to the advancement of semiconductor technology, an integrated circuit based on the technology may be used.

DESCRIPTION OF SYMBOLS 1 Learning support system 10 Support server 12 List production | generation part 13 Problem provision part 14 Storage part 15 Support information provision part 20 Child tablet 21 Learning information generation part 22 Plan input part 24 Learning function provision part 25 Display part 26 Storage part 40 For teachers PC
41 Support information acquisition unit 42 Display unit

Claims (5)

A learning support system including a learning device and a support device,
The learning device includes an input unit to which a learning plan for learning by the learning device is input;
An achievement level information generation unit that acquires achievements for the learning plan and generates achievement level information indicating the achievement level of the learning plan input by the input unit;
Have
The support device acquires the learning plan and the results from a plurality of the learning devices when the learning device is connected, and
An achievement level list information generation unit that generates achievement level list information indicating a list of achievement levels of the learning plan in each of the learning devices from the learning plan and the results acquired by the acquisition unit;
A learning support system comprising: a distribution unit that refers to the achievement level list information and distributes a notification to a learner whose achievement level of the learning plan is lower than a set first achievement level threshold value. . The learning device further includes a proficiency level information generation unit that generates proficiency level information indicating the proficiency level by learning based on the results,
The support device further includes a proficiency list information generating unit that generates proficiency list information indicating a list of proficiency levels by learning in each of the learning devices based on the results;
The distribution unit refers to the proficiency level list information, and for the learner whose proficiency level by learning is lower than the proficiency level threshold set, the achievement level is set by referring to the achievement level of the learning plan. A learning support system that distributes notifications having different contents to learners who exceed the second achievement level threshold and learners who fall below the second achievement level threshold.   The distribution unit determines notification contents by referring to first comparison information obtained by comparing the learning plan or the actual result with a past learning plan or a past actual result. The learning support system described.   At least one of the first achievement threshold, the second achievement threshold, and the proficiency threshold is second comparison information that compares the achievement or proficiency among a plurality of learners. The learning support system according to claim 1, wherein the learning support system is set with reference to FIG. An acquisition unit that acquires learning plans and results from a plurality of learning devices when the learning devices are connected;
An achievement level list information generation unit that generates achievement level list information indicating a list of achievement levels of the learning plan in each of the learning devices from the learning plan and the results acquired by the acquisition unit;
A distribution unit that refers to the achievement level list information and distributes a notification to learners whose achievement level of the learning plan is lower than the set first achievement level threshold;
A support server characterized by comprising:

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