JP2685681B2 - Learning support system - Google Patents

Description

DETAILED DESCRIPTION OF THE INVENTION

[0001]

BACKGROUND OF THE INVENTION 1. Field of the Invention The present invention relates to a computer-aided learning support system, and more particularly to a learning support system suitable for supporting learning for passing various tests in companies and schools.

[0002]

2. Description of the Related Art In a company or a school, in order to improve the pass rate of a specific test such as an information processing engineer test, it is effective to carry out one-on-one learning according to the academic ability of each individual. For this purpose, it is necessary to quantitatively grasp the learning progress and learning attitudes of each individual learner, and provide guidance based on the results.

Conventionally, in order to effectively carry out learning, there is a CAI (Computer Aided Instruction) method as a learning support system using a personal computer. CAI is a system that allows learners to sequentially answer questions output on a computer screen to improve their academic ability. However, with regard to the learning progress and learning attitude of the learner, the instructor gives guidance one by one according to the answer results. Need to do.
However, it is extremely difficult for managers (teachers) to quantitatively grasp the learning progress of individual learners and learning attitudes, and to select problems for improving the academic ability of learners according to the learned academic ability. It is difficult and time-consuming, so the load on the administrator was large.

[0004]

The problem of the conventional CAI is that it is not possible to quantitatively grasp the degree of learning of each learner, learning attitude, etc. It is difficult to select a problem to improve the academic ability of the teacher, and because of these, there is a difference in the content of instruction by the manager. further,
In the conventional CAI, the problem is fixedly managed in advance in a tree structure (hierarchical structure), etc., and the next problem is only uniquely selected by tracing the tree according to the previous answer result of the learner. Another problem is the inability to freely change the selection of.

It is an object of the present invention to provide a learning support system that supports the learning of various tests by automatically editing the questions according to the academic ability for each individual and providing the questions.

[0006]

[MEANS FOR SOLVING THE PROBLEMS] To achieve the above object
In the present invention, the problem, correct answer, and commentary files and problems
Database that stores the index of students and learners
Learning database, problem output to learners and learners
With an input / output device for inputting answers to questions from
Learner for questions to learner in support system
The answers from are scored, the correct answer rate is calculated for each question area,
At least one of the question frequency and the difficulty for the correct answer rate
Weighting is performed by using a coefficient, and the weight for each discipline of the learner
Means for obtaining correct answer rate and weight of the learner for each field
Based on the correct answer rate, a method to determine the weakness area of the learner
And the problems in the areas determined to be the weak areas.
The main purpose is to provide a means to select a subject and give it to the learner.
It is an important feature .

[0007]

[0008]

[0009]

[0010]

[0011]

When the learning is started, a typical problem is selected from various fields to be learned according to the field, and the learner answers it. This answer is graded and given in each field.
By obtaining the weighted correct answer rate in consideration of the subject frequency and the degree of difficulty , the learner's academic ability in the field can be considered and the importance of the problem can be considered.
It can be understood quantitatively. Then , according to the learned academic ability, the exercises focusing on the weak points are selected and presented. In addition, every time the exercise questions are given several times in a row, the academic ability check questions are given, and this answer is scored in the same way.
It will be used to select the exercises to be given later. The administrator can efficiently give the instruction to the learner by obtaining the various information of the learner thus obtained.

[0012]

DESCRIPTION OF THE PREFERRED EMBODIMENTS A learning support system for an information processing engineer examination will be described below with reference to the drawings as an embodiment of the present invention.

FIG. 1 shows the overall configuration of an embodiment of the learning support system of the present invention. The learning support system comprises a central processing unit 1, a keyboard 21, a display 22, an input / output device group 2 such as a printer 23, a CD-ROM (read-only optical disc) 31 and an external storage device group 3 such as a magnetic disc 32. Further, the central processing unit 1 has a problem questioning unit 11 that issues a problem to a learner, a problem selecting unit 12 that selects a question to be asked, a scoring unit 13 that scores an answer to a problem, a weakness that determines a weakness field of a learner. Judgment unit 14, profile registration unit 15 for registering learner profiles, administrator information editing unit 16 for editing various types of information for administrators, input / output interface unit for performing input / output operations with input / output device group 2. 17 and an external storage interface unit 18 that controls access to the external storage device group 3. CD-ROM
A large number of problems are recorded in 31, and the magnetic disk device 32 is used for accumulating a learner's profile, a learning situation, and the like.

FIG. 2 is a file structure diagram in the CD-ROM 31. The files in the CD-ROM 31 are roughly classified into an index file 310, a question address file 311, a question file 312, a correct answer file 313, a correct answer file 314, a commentary address file 315, and a commentary file 316. Index file 310
Is the index of the questions contained in the question file 312 (here, for academic achievement check, test, drill,
Difficulty, field, etc.) is to be registered. The ID (identifier) in question is used for registration. In the information processing engineer examination, the fields are large (hardware, software
A, computing systems, etc.)
Middle field (in hardware, architecture, central processing unit
Location, input and output device, an external storage device group, such as a communication control device)
Etc., and each field is an essential field (hardware
A, software, calculation system, data communication, information
General), selected fields (commerce, industry, mathematics, English, etc.),
It is divided into In the question file 312, for example, the past 1
In addition to the questions given in 0 years, many original questions are recorded and commonly used for academic achievement check, test, drill, etc. The problem address file 311 collectively stores the memory addresses of the problems in the problem file 312. The correct answer and explanation of each question in the question file 312 are recorded in the correct answer file 314 and the explanation file 316, respectively, and their memory addresses are stored in the correct answer address file 313 and the explanation address file 315.

FIG. 3 is a diagram showing a file structure in the magnetic disk 32. The files in the magnetic disk 32 are roughly classified into a profile file 321, a learning status file 322, a learning environment file 323, and a scoring information file 324. Among these files, profile file 3
21, learning status file 322, and scoring information file 32
There are 4 as many as the number of learners. Profile file 3
21 is for registering the learner's serial number, number, password, name, and other profiles. The learning status file 322 manages the learning status of the learner, and is composed of a question status table, a question management table, a weakness field table, a setting difficulty table, a large / medium field table in order of questions, a problem usage status table, and the like. Learning environment file 3
23 is used to select a learning environment for the learner, and includes a question number table, a question subject middle field number table, a question order table, a middle field pass difficulty level table, a difficulty level setting reference table, a question frequency table, 1st academic ability check management table, field correspondence table, question number table,
It consists of an answer standard table. Grade information file 32
Reference numeral 4 is a file for managing learners' answers, scores, points, correct answer rate, and weighted correct answer rate.

The outline of each table of the learning environment file 323 is as follows.

Question number table: 20 patterns are categorized according to patterns of weakness fields of hardware, software, and selected fields (total of 4 fields), and each of the patterns is divided into 10 questions, mandatory and selected, and hardware. Set the number of questions for software and software (Fig. 11).

Question subject medium field number table: The number of question subject medium fields for each major field is set. If the questions are given in order from all the middle fields in the major fields, the fields with high priority will not reach the pass level. So, from the highest priority,
Approximately half of the middle fields (number of medium fields subject to questioning) will be designated as medium fields to be questioned, and the questions will be given from within those medium fields first, and the level will be raised to the passing level.

Question order table: A table in which middle fields are arranged in descending order of priority in consideration of the question frequency of each middle field.

Middle field pass difficulty level table: The level of difficulty of the pass level in the middle field for each major field is set.

Difficulty level setting reference table: The standard value of the correct answer rate when the setting difficulty level for each middle field is raised or lowered is set. Also, an initial setting difficulty level that is initially set when the profile is registered is set.

Question frequency table: High (0.8) for medium fields within 30% from high frequency, and 30% from low frequency
The middle fields within are low (1.2), and the remaining middle fields are within (1.
As in 0), the evaluation coefficient is set for each question frequency.
In addition, corresponding to difficulty levels 1 to 5 (the higher the value, the easier it is) , from 0.8 to 1.2, in 0.1 steps,
An evaluation coefficient is set for each difficulty level.

First academic ability check question management table: The question ID of the question to be presented as the first academic ability check question is set.

[0024] The field corresponding table: to set a large field number and the total in the number field <br/>. Further, for each major field, a major field code, a distinction between mandatory and optional, a number of medium fields within the major field, and a leading middle field code are set.

Question number table: The number of questions to be given at one time in the academic ability check and the examination question (practice question) is set. In the embodiment, the academic ability check is 100 questions and the exam questions are 10 questions.

Answer standard table: passing points (standard values for judging pass level), weak points (standard values for judging weakness), score extension rate (evaluation reference value to be output according to score extension rate), etc. Set various reference values that are sometimes needed.

The outline of each table of the learning status file 322 is as follows.

Question status table: number of tests scheduled to be conducted,
The number of answers (the number of times you have scored), when the questions are done,
Set the answer status such as when the scoring is completed.

Question management table: The question ID of the question selected in the question selection is set (the first academic ability check is set from the learning environment file when the profile is registered). In the question question, the question I set in this table
Give a question using D.

Weakness field table: When the scholastic ability check problem is scored, the major fields determined to be weakness fields are set. It will be referred to when setting the number of questions in a large field when selecting exam questions.

Set difficulty table: correct answer rate for each middle field obtained by scoring and reference value set in the difficulty reference table
More on comparing, in the selection problem, between 1 and 5, to lower the difficulty level. When selecting exam questions, select from questions with a difficulty level that is as close as possible to the difficulty level set for the medium field.

Question order large field table: The order of questions in the large field is set. In the setting of the number of questions in the major fields for selecting exam questions, one question will be selected in order from each major field except hardware and software. Therefore, the field is selected from the field next to the major field set in this table last time and last time. In the setting of the number of questions in the large field, set up to which large field the question has been set (mandatory and selection are set separately).

Question order middle field table: The order of questions in the middle field is set. In the problem selection, one question will be selected in order from each middle field in the large field. Therefore, the middle field next to the last and last middle field set in this table is selected. In the question selection, set up to which middle field you have taken the exam (the academic ability check and the examination are set separately).

Question use status table: The question IDs of questions that have already been asked are set for each field. In the question selection, select from the questions other than the questions set in this table.

FIG. 4 shows an overall processing flow chart of FIG.
The correspondence between FIG. 1 and FIG. 4 is that the question setting unit 11 performs steps S2 and S6, the question selection unit 12 performs steps S5 and S8, the scoring unit 13 performs steps S3 and S7, and the learning determination unit 14 performs steps. Processing of S4, profile registration unit 15
Is responsible for the processing of step S1. Note that the processing in the administrator information editing unit 16 is performed at any time as needed, and is therefore omitted in FIG. Hereinafter, FIG.
It will be described based on the following.

Step S1 : Profile registration When a learner newly starts learning, he / she inputs a profile such as his / her name, learner number, learning start date, and target passing time from the keyboard 21. Profile registration section 15
Registers the input profile in the profile file 321 in the magnetic disk 32. Further, in the profile registration unit 15, after scoring the first academic achievement check question, it is possible to change the target passing time, non-selected fields, etc. at any time by referring to the learning status file 322. FIG. 7 shows a conceptual diagram of profile new registration and profile update processing.

Step S2 : Question of academic ability check question The question setting part 11 issues a question for academic ability check to the learner after the profile of the individual is input. Also,
Even after repeating a predetermined number of times (three times in this embodiment),
Ask the learner questions for the academic check.

Regarding the first academic achievement check, a question ID preset in the first academic achievement question management table of the learning environment file 323 in the magnetic disk 323.
Based on the question file 31 in the CD-ROM 31
The problem is read from No. 2 and output from the printer 23. This 1st scholastic ability check problem is a fixed problem that is common to all learners, and it is possible to know the fields that each learner understands and the fields that they do not understand by the answer status of this problem. For the academic achievement check from the second time onward, the academic achievement check questions selected individually according to the learning progress status of the learner are read from the question file 312 and output from the printer 23 by the academic achievement check question selection processing in step S8 described later. To do. The question given to the learner is registered with the question ID in the question management table of the learning situation file 322 for each learner.

FIG. 8 shows a conceptual diagram regarding the questioning process of the academic ability check problem. In the 1st academic achievement check, the question IDs in the 1st academic achievement question management table of the learning environment file 323, and the problem IDs of the questions individually selected for each learner after the 2nd learning Status file 32
It is registered in the question management table of 2. The question address file 311 is searched by the question ID of the question management table, and the question file 312 is accessed by the searched memory address (pointer) to read the question. The problem is output from the printer 23.

Step S3 : Scholarship Check Problem Scoring The learner inputs an answer to the question given on the keyboard 21. Although not shown in FIG. 1, the OM
Using a mark / character reader such as R or OCR,
The learner's answer may be automatically input. The entered answer is the scoring information file 3 on the magnetic disk 32.
It is stored in 24 for each individual.

The scoring unit 13 uses the learner's answers in the scoring information file 324 and the correct answer file 31 in the CD-ROM 31.
Correctness is determined by collating with the correct answer of 4, and score, score, correct answer rate, etc. are calculated. In addition, by multiplying the score by the field-specific coefficient preset in the question frequency table of the learning environment file 323 in the magnetic disk 32 and the score, the score and the weighting are weighted, and the weighted correct answer rate by field is calculated. . If such a weighted correct answer rate is used, the weighted correct answer rate for common problems that must be achieved in order to pass will be low, and it will be strictly judged whether it is a weak point, so the learner's academic ability will be evaluated properly. can do. The calculated score, score, correct answer rate, and weighted correct answer rate are stored together with the answer in the scoring information file 324 for each learner.

FIG. 9 shows a conceptual diagram regarding the scoring process. The question given to the learner is stored with the question ID in the question management table of the learning situation file 322 (FIG. 8).
reference). The correct answer address file 313 is searched by the question ID of this question management table, and the correct answer file 314 is accessed by the searched memory address (pointer) to read the correct answer. By repeating this, the correct answer for each question given to the learner can be obtained. On the other hand, the learner's answer is stored in the scoring information file 324. These answers are scored with reference to the correct answers one-to-one, and the correct answer rate is calculated from the scored results. Furthermore, the weighted correct answer rate is calculated by obtaining the coefficient of the difficulty level of the question and the question frequency from the question frequency table of the learning environment file 323. Here, the correct answer rate and the weighted correct answer rate are calculated for each field. The coefficient values of the question frequency table in the learning environment file 323 can be easily changed externally using the keyboard 21 and the display 22.

Step S4 : Field of weakness determination The weakness determination unit 14 compares the weighted correct answer rate for each field of the scoring information file 324 with the reference value set in the answer reference table of the learning environment file 323, and the learner Determine which areas are weaknesses. For example, when the weighted correct answer rate of a certain field is 40% or less, the field is regarded as a weak point. In addition, in the present embodiment, weak points are determined in units of large fields. This is because the problem categories are too detailed in the middle fields. The weakness field of each learner thus determined is registered in the weakness field table of the learning situation file 322. FIG. 10 shows a conceptual diagram relating to weakness field determination processing.

[0044] Step S5: exam selection problem selection unit 12, profile file 321 in the magnetic disk 32, the learning status file 322, the learner individual information Rating information file 324, and is set to the learning environment file 323 Based on the information that is available, the problem that is suitable for the learner is selected. In the present embodiment, 10 questions are given as an exam question (practice question) at a time. The problem consists of mandatory fields and optional fields. When there is a weakness in the selection of problems, the problems in the weakness field are given priority. If there are no weak points, give priority to questions that are frequently asked and questions that take time to understand. However, even when there are weaknesses, when selecting problems in the weakness areas, priority will be given to problems that occur frequently and problems that take time to understand. Prioritize issues that have not yet appeared.

FIG. 5 shows a detailed flow chart of the examination question selection processing. Step S51 is a process of setting the number of questions in each large field based on the weakness of the learner, and step S52 and subsequent steps is a process of setting each middle field problem for the number of questions in this large field. Hereinafter, each step of FIG. 5 will be described.

(Step S51) First, the pattern of the question number table in the learning environment file 323 is determined according to the number of weakness fields between the essential field and the selected field. Next, based on this pattern, among the mandatory fields, fields for which values are set in the question number table are based on that value, and values are not set for fields for which no value has been set. Within the field, the number of questions will be given in order of the required number of questions minus the number of questions for hardware and software. As for the selected fields, first, one question is given to each weak field other than the non-selected fields set in the profile file 321. After that, the remaining number of questions, which is obtained by subtracting the number of questions in the weakness field from the number of questions in the selection field, is sequentially given to each of the selection fields other than the non-selection field one by one.

FIG. 11 shows a configuration example of the question number table in the learning environment file 323. Now, industry is selected as a non-selected field in the profile 321, and software (required) is added to the weakness field table of the learning situation file 322.
And math (selection) is set. In this case, the pattern of the number of weakness fields is "011", and the allocation of the number of questions is 6 indispensable and 4 in the selection (the total number of questions is 10).
Q). Of the six questions in the mandatory fields, firstly 2 in hardware
Q and 3 are assigned to the software, respectively, according to the setting of the question number table. The remaining one is sequentially assigned to the fields (calculation system, data communication, general information) where the value is not set. For example, the first time is a calculation system, and the second time is data communication. You Itewa to the selected field, of the four questions, First, allocate one question to the mathematics of the weakness field. The remaining three questions shake know each unselected areas other than the selection area. After all, in the example of FIG. 11, two questions will be asked in mathematics and one question will be asked in commerce and one in English for the selected fields.

(Step S52) Referring to the scoring information file 324, if the correct answer rate of the field during the previous question is higher than the upper reference value of the difficulty setting reference table of the learning environment file 323, the difficulty level is raised and the lower level is set. If it is lower than the reference value, the difficulty level is lowered to set the difficulty level of each middle field in the setting difficulty level table of the learning situation file 322. FIG. 12 shows this explanatory diagram.

(Step S53) The number of unanswered questions is subtracted from the number of exam questions in each field preset in the index file 310 of the CD-ROM 3 to subtract the number of questions already given in the question usage situation table of the learning situation file 322 to obtain the number of questions not yet given. calculate. FIG. 13 shows a conceptual diagram of a process for calculating the number of unanswered questions in the field 1 as an example. Similar processing is performed for each field.

(Step S54) Among the middle fields that have not yet reached the passing level and have not reached the pass level, from the top of the question order table of the learning environment file 323, the number of the middle fields to be asked is the number of the middle fields to be asked. Set the field. If the number of applicable middle fields is less than the number of middle fields to be asked, the middle fields to be asked are not set.

(Step S55) (1) When the subject middle field to be asked is set Among the subject middle fields to which the question has not yet been set, the upper middle fields in the question order table are sequentially set to the middle subject field. However, if there are not enough unanswered questions in the medium field to be asked, the medium field other than the medium field to be set is set as the field in question based on the method (2).

(2) When the middle field to be asked is not set Among the middle fields which have not yet reached the pass level where there are unexamined questions, the middle fields in the higher order of the question order table are regarded as the middle field to be asked.

When the number of middle fields corresponding to the above is smaller than the number of questions in the large field, among the middle fields that have reached the pass level where there are unexamined questions, the middle fields in the higher order of the question order table are sequentially searched. It is set as the field during questioning (the processing of (2) is repeated for the number of questions in a large field until the field during questioning is completed). However, in the middle of (1) and (2), if all the problems in the major field have already appeared, the problems other than the question to be asked this time are re-set as unissued and the setting of the field in question is continued.

FIG. 14 shows a concrete example of the processing. This is an example of hardware (major field). The number of medium fields subject to the hardware is 3, and the difficulty level for passing middle fields in hardware is 4.
The above shows the case.

(Step S56) With respect to the set questioning subject field, a question of the setting difficulty level and an unissued question in the question usage situation table of the learning situation file 322 are searched for in the corresponding subject matter field of the index file 310, and the question question is asked. And In addition, the problem is set to have already appeared in the problem usage status table. If there is no corresponding question, a question that has a difficulty level that is as close as possible to the set difficulty level is searched for in the relevant medium field, and the question is set as the question. FIG.
Figure 2 shows a conceptual diagram of this question setting process.

Step S6 : Exam question question The question question section 11 reads out the examination question (practice question) for each learner selected by the question selecting section 12 as described above from the question file 312 and issues the question. At the same time, the problem (problem ID) given to the learner is the learning status file 32.
Register in the question management table of 2. This question process for each individual learner need only replace the scholastic ability check question with the test question as the question selection in FIG.

Step S7 : Exam Question Scoring Answers from learners to the examination questions are stored in the scoring information file 324. The grading unit 13 collates the learner's answer in the scoring information file 324 with the correct answer in the correct answer file 314 to calculate a score. At the same time, the weighted correct answer rate is calculated using the coefficient for each field (middle field) and difficulty level of the question frequency table of the learning environment file 323. The scoring process for the test question is basically the same as the scoring for the academic ability check question in step S3.

In the scoring unit 13, the explanation file 31
The comment (comment) may be read from 6, and the comment may be added to the scoring result and output. This is very useful for the learner to understand the content of the problem that could not be answered correctly.

Step S8 : Scholarship Check Question Selection In the question selection unit 12, the learning progress is checked every time the test question is given a predetermined number of times (three times in this embodiment). Select and give a question. Figure 6 shows a detailed flowchart of selection processing this learner by academic check problems, hereinafter also
I will explain.

(Step S81) The number of questions already asked in the question usage status table of the learning file 322 in the magnetic disk 32 is subtracted from the number of academic check questions in each field of the index file 310 of the CD-ROM 31, and each field ( Calculate the number of unanswered questions for each major field. FIG. 16 is an explanatory diagram of this processing.

(Step S82) For each large field other than the non-selected fields set in the profile file 321, the number of scholastic ability check questions is allocated so as to be proportional to each number of unexposed questions calculated in step S81. FIG. 17 shows a specific example of the processing. Here, it is assumed that the scholastic ability check questions will be given for 100 times each.

(Step S83) For each large field, the number of questions in each medium field included in the large field is distributed by the number of questions found in step S82. Specifically, the number of questions in major fields is sequentially assigned to each middle field in which there are unanswered questions. At this time, if the number of questions in a large field is smaller than the number of middle fields where there are unexplained problems and it does not reach all middle fields, the next academic achievement check will start allocation from the next middle field. On the other hand, when the number of questions in a large field is larger than the number of middle fields in which unexamined problems exist, the remaining number of questions is allocated so as to be proportional to the number of unissued problems in each middle field.

FIG. 18 shows a specific example of the processing. here,
(A) is a case where the number of questions in a large field (4 in this example) is smaller than the number of medium fields (5 in this example) in which an unissued problem exists, (b)
On the contrary, the number of questions in a large field (11 in this example) is larger than the number of middle fields (5) in which an unexposed question exists.

(Step S84) The number of questions in each of the middle fields found in step S83 is the number of questions in the index file 310, which is the academic ability check problem of the corresponding middle field, and which has not been issued in the problem usage status table of the learning status file 322. Search for academic achievement check problems.
FIG. 19 is an explanatory diagram of the selection process of the academic ability check problem.

As described above, in this embodiment,
For each learner, the exam questions (10 questions per session) will be presented three times in a row, and the academic ability check questions (100 questions per session) will be presented once. Then, each time, the existence of the weakness field of the learner is checked and reflected in the selection of the next test question.

On the other hand, the manager information editing section 16 refers to each file on the magnetic disk 32 based on the manager's instruction and edits the forms such as the learner's grade list, profile list and progress management table. Output. For example, the score list shows the scores, passability, and score growth for each time, and the academic ability for each individual can be determined. The profile list shows the profile of each learner, and it is possible to always understand what kind of learner there is. The progress management table shows when the problem was implemented at the scheduled time and can be used for the progress management of the learner.

In the above description of the embodiments, the learning of the information processing engineer examination has been taken as an example, but it goes without saying that the subject of the learning support system of the present invention is not limited to this.

[0068]

As described above in detail, in the learning support system of the present invention , the answer of the learner is scored and the question
The correct answer rate is calculated for each field, and the question frequency and difficulty level are calculated.
The weighted correct answer rate is obtained as a coefficient, and the weighted correct answer rate is obtained.
The weakness area of the learner is determined more and the question is focused on the weakness area.
By selecting a question and giving it, the learner can
More effective learning by giving priority to learning important issues
Learning becomes possible . In addition, since the problems are managed collectively and the problems can be selected freely and freely, it is possible to select the problems carefully according to the academic ability of each learner. Furthermore, since the administrator can also sequentially obtain various information for grasping the learning status of the learner, the labor thereof can be reduced and efficient instruction can be provided.

[Brief description of the drawings]

FIG. 1 is an overall configuration diagram of an embodiment of a learning support system of the present invention.

2 is a file configuration diagram in the CD-ROM of FIG. 1. FIG.

3 is a file configuration diagram in the magnetic disk of FIG. 1. FIG.

FIG. 4 is an overall process flow diagram of FIG. 1.

FIG. 5 is a detailed processing flowchart of selecting a test question in FIG.

FIG. 6 is a detailed processing flow chart of selecting academic achievement check questions in FIG. 4;

FIG. 7 is an explanatory diagram of profile registration processing.

FIG. 8 is an explanatory diagram of a question setting process.

FIG. 9 is an explanatory diagram of scoring processing.

FIG. 10 is an explanatory diagram of weakness field determination processing.

FIG. 11 is an explanatory diagram of a setting process of the number of test questions in each major field.

FIG. 12 is an explanatory diagram of a difficulty level setting process for each middle field.

FIG. 13 is an explanatory diagram of a setting process of the number of unanswered questions for selecting a test question.

FIG. 14 is an explanatory diagram of a setting process of the middle field of the test question.

FIG. 15 is an explanatory diagram of a process of selecting a test question.

FIG. 16 is an explanatory diagram of a setting process of the number of unanswered questions for the academic check problem.

FIG. 17 is an explanatory diagram of a setting process of the number of scholastic ability check questions in each major field.

FIG. 18 is an explanatory diagram of a setting process of the number of academic check questions in each middle field.

FIG. 19 is an explanatory diagram of a search process for an academic ability check problem.

[Explanation of symbols]

 11 Problem Questioning Part 12 Problem Selection Part 13 Scoring Part 14 Weakness Determining Part 15 Profile Registration Part 16 Administrator Information Editing Part 21 Keyboard 22 Display 23 Printer 31 CD-ROM 32 Magnetic Disk

 ─────────────────────────────────────────────────── ─── Continuation of the front page (72) Inventor Kayoko Kato 6-81, Onoue-cho, Naka-ku, Yokohama-shi, Kanagawa Hitachi Software Engineering Co., Ltd. No. 1 within I-Tech Co., Ltd. (56) Reference JP-A-61-252575 (JP, A) JP-A-1-189679 (JP, A) JP-A-5-20273 (JP, A) JP-A-5-11679 (JP, A)

Claims (3)

(57) [Claims] 1. A problem database that stores each file of problem, correct answer, and comment, and a problem index and a learning database of a learner, an input / output device for inputting a problem output to a learner, and an answer to a problem from a learner. It is a learning support system equipped with, scoring the answers from the learner to the questions to the learner,
A means for calculating a correct answer rate for each question area, weighting the correct answer rate using at least one coefficient of question frequency and difficulty, and obtaining a weighted correct answer rate for each category of the learner, A means for determining a weakness field of the learner based on the weighted correct answer rate for each field, and a means for selecting a problem centered on the problem in the field determined to be the weakness field and giving the learner a question. A learning support system characterized by doing. 2. The learning support system according to claim 1, further comprising means for outputting a commentary of each question from the question database. 3. The learning support system according to claim 1 or 2, further comprising means for editing and outputting various kinds of information for a manager regarding a learner.