JP2711228B2 - Learning method and device using electronic organizer - Google Patents

Description

DETAILED DESCRIPTION OF THE INVENTION

[0001]

BACKGROUND OF THE INVENTION 1. Field of the Invention The present invention relates generally to learning methods and apparatus, and more particularly, to a method and apparatus for improving the effectiveness and efficiency of memorization in learning using electronic means.

[0002]

2. Description of the Related Art At present, junior high school students and high school students use multi-function electronic notebooks and CAI teaching materials on personal computers instead of using conventional word cards. Memorization study of social studies is performed. In the existing learning environment of this kind, a method is adopted in which a learner removes items that can be memorized in order, displays only items that have not yet been memorized, and concentrates on the items in order to make memorization effective. I have.

[0003] In the following, for the sake of convenience, consideration will be given to memorization of English words. To judge the outcome of memorization learning,
(1) Learning effect, that is, the number of words learned per unit time (more is better), (2) Learning time, that is, the total time spent for learning (the longer, the better), (3)
Teaching material efficiency, that is, the ratio of words that are no longer needed after learning is completed to the whole teaching material (the lower, the better)
Two factors need to be considered.

The learning effect (1) is the efficiency or speed of memorization. Obviously, it is preferable to be able to memorize more words in a short time. For this purpose, it is known about memory that it is effective to repeatedly memorize the same item as many times as possible at long intervals (distributed learning).

According to what is experimentally known as to the mechanism of memory, it is more effective to learn in a decentralized manner after a certain period of time than to learn continuously in a concentrated manner. For example, it is more effective to learn a word six times at intervals of 5 seconds than to learn a word continuously for 30 seconds. However, if the learner controls the learning process itself during memorization learning that requires concentration, there is a risk that the learning effect may be reduced, and there has been no practical method in the past. Was.

[0006] In the memorization learning, it is known that, in addition to dispersing the learning, training for periodically reproducing the learning content is effective. In this regard, two points need to be considered. First, learning to acquire the ability to regenerate memory is achieved by rehabilitation training. Without training, it is unlikely that the stored content will regenerate naturally. In the conventional teaching materials, since the learning items are merely presented to the learner, realization of the reproduction practice is not guaranteed. Secondly, in distributed learning, it is necessary to increase the time interval for performing the rehearsal practice, so that the practice of the learning items themselves tends to be impossible due to forgetting over time. In order to achieve the effects of distributed learning, the trade-off between the time interval of rehearsal practice (the longer the better) and the time interval to keep the practice from being impossible (shorter the better) Must be balanced.

[0007] The learning time of (2) depends on whether or not the learner is attracted to the contents and format of the memorized learning material, and is motivated to continue the memorized learning. Ideally, if the learning methods and materials provide learners with appropriate incentives for further learning, not be aware of the pain of memorization learning, and naturally increase the learning time without forcing. It is a target. Considering that users of this type of teaching material are usually junior high school students and high school students, the importance of having "fun" and "game characteristics" can be estimated.

The teaching material efficiency of (3) is the ratio of words that require learning in the teaching material. When this ratio exceeds a certain level, the effect of the memorization learning decreases.

The conventional learning method is intended to improve the teaching material efficiency of (3) by removing the memorized words from the list, but (1) and (2).
No improvement can be expected.

In the learning method and the learning apparatus according to the present invention, it is intended to achieve the following object by making the most of the interactivity by using an electronic organizer. Regarding the learning effect of (1), the same question is repeated at an optimized interval to effectively realize the distributed learning effect and securely fix the memory, and for the learning time of (2), memorize By adding a test inside to give an appropriate goal for learning, and by feeding test results to learning in real time to reduce failures due to time differences, it makes game learning fun and makes memorization learning fun, The purpose of the present invention is to give an appropriate incentive to a student to cause interest and to naturally increase the learning time, thereby giving the fruit of memorization learning.

[0011]

Here, the concept of "proficiency" is introduced. This is an index indicating the memorization level of the word. As an example, as shown in the embodiment of the present invention described below, a proficiency level of 0, in which a word is presented and a test for confirming the memorization has not been performed yet.
From this level, since the user has correctly answered the test at least three times, it can be seen that the memorization has been completed, and thereafter, the test can be divided into four levels up to the proficiency level 3 at which the test is not performed. A state in which at least one correct answer was given in the test is proficiency level 1, and a state in which at least two correct answers in the test is proficiency level 2.

In the learning apparatus or the learning method according to the present invention, the learning process is controlled by repeatedly inserting the test on the learned words at the optimal time intervals adjusted according to the proficiency level, thereby memorizing. Aim to establish. Specifically, the confirmation test is inserted until the correct answer is obtained three times if the proficiency is classified into four stages after the memorization learning is performed, but the interval is gradually increased. Set to. By doing so, the memorized knowledge can be efficiently fixed while achieving the effect of distributed learning.

[0013]

DESCRIPTION OF THE PREFERRED EMBODIMENTS The learning apparatus of the present invention is characterized in that after a word is presented for the first time, tests are inserted at predetermined intervals according to the proficiency level in order to confirm memorization. For example, if the proficiency level is divided into four levels as described above, the proficiency level 1, which is a state in which at least one correct answer, is three times between the next test and the proficiency level 2, which is a state in which at least two correct answers. In this case, the interval until the next test is set to 10 times, and the test of this word is completed with a proficiency level of 3, which is a state in which the correct answer is at least 3 times. Here, three or ten times means that the display or confirmation test of another card is performed that many times. Note that the proficiency level is advanced by one step as described above if the answer is correct in the test, but is returned by one step if the answer is incorrect. In the case of an incorrect answer in the first test, that is, in the case of an incorrect answer in the first test at the level of proficiency 0, the proficiency level remains at 0.

When there are a plurality of tests to be inserted based on this criterion, the tests are presented in the following priority order. That is, 1) inserting a memorized word after the test incorrect answer (if the test is incorrect, the incorrect word is presented again immediately after that) 2) The first test (when the test is the same) Indicates the oldest one in the order of presentation), 3) the second test (if the times are the same, the oldest one in the order of presentation is prioritized),
4) The third test (if the times are the same, the oldest one in the presentation order is prioritized). 5) The memorized word presented for the first time.

The effect of test insertion will be described in more detail. First, the insertion of the test causes a moderate tension in memorization learning. In the conventional learning device and teaching materials, the memorization learning and the confirmation test were separated. For this reason, the memorization learning tends to be self-purpose and boring losing the original goal. In the present invention, by inserting a test, memorization learning is recognized as a direct goal to correctly answer the test and move on. Moreover,
Since the time interval between the learning and the test is set to be very short, the effect of the learning is immediately shown, so that a moderate tension is generated in the memorization learning.

Next, there is a point that by inserting the test, motivation for achievement arises. It is known that short-term human memory lasts only over a dozen seconds unless transferred to long-term memory. Further, inserting the test into the memorization learning as in the present invention is, conversely, a state in which the memorization learning is inserted into the test, and is interfered by the inserted memorization learning, so that the short-term memory can be continued. May be inhibited. From these facts, the learner recognizes the forgetting of the learning matter learned a little while ago in real time in the test, and the learner can betray his expectations for his ability. The gap between expectations for ability and reality creates psychological dissatisfaction in the learner, which in turn motivates them to achieve their expectations.

However, in order for the memorization learning to last for a long time, this is not enough, and the generated motivation must be continued. To keep learning motivated, you have to keep feeling that expectations are possible and not too easy.

In the conventional CAI, learning contents are adjusted by a method of branching learning contents by a test.
However, in this case, learning and testing are separated, and the feedback to the learning of the test results is after the test section has been completed, so that the time difference may cause a shift in learning control and reduce motivation. There was sex. In particular, in the case of a learning item in which forgetting of individual learning items occurs rapidly, the effect of the time difference becomes very large, which is not practical.

In the present invention, unlike the conventional CAI, since the memorization learning and the test are simultaneously performed by inserting the test during the memorization learning, the learning is performed by feeding back the inserted test result in real time. It has immediate control, and realizes the best memorization learning that everyone can always have moderate failure and success. As a result, the willingness to learn has been successfully continued for a longer time than before.

As for the learning time, it is effective to reduce the learning time if it is memorized, and to increase it if it is not memorized.
In the present invention, the confirmation test and the new learning are configured to proceed simultaneously. With this method, the state of the learning effect obtained by the test is reflected in the length of the learning time in real time, and the learning time can be naturally extended. As the test interval is gradually increased to three or ten times, the learner becomes aware that he once remembered but has forgotten, and experiences a frustrating feeling. Thereby, a feeling of tension and a sense of victory is obtained, the motivation is maintained, and the learning time is extended.

Hereinafter, a learning method according to the present invention will be described with reference to the accompanying drawings. FIG. 1 is a block diagram of an electronic notebook-type memorization learning device for realizing the learning method of the present invention. The display unit 1 is composed of a liquid crystal panel and a display driver, and the CPU in the control unit 2 orders and processes the learning cards based on the learning items and the learning records stored in the data unit 5. Or display a confirmation test card. The CPU also processes and records data stored in the ROM cassette according to a program. A plurality of buttons are arranged on the input unit 3, and exchange signals with the control unit 2 in response to a learner's response to the display. The power supply unit 4 supplies power for operating this device.
The data unit 5 is composed of a removable ROM cartridge, and records learning contents and learning history to be displayed on the learning card and the confirmation card, data processing logic, display method, input / output method, and the like. This part can be prepared in various ways according to the subject of study and its contents, level, and the like.

FIGS. 2 and 3 are flowcharts showing a learning process according to the present invention. The flow diagrams shown in these two figures are:
The dashed line at the bottom of FIG. 2 and the dashed line at the top of FIG. 3 are continuous. As described above, in the present invention, a confirmation test is inserted and displayed at predetermined intervals after a word is presented for learning by memorization. At that time, a principle is set that the number of correct answers and the card with the oldest learning time are given the highest priority as to the order of the confirmation tests to be inserted.

Before describing the flowcharts of FIGS. 2 and 3, some terms will be defined. The “learning card” is a card for turning over the front and back on the display of the electronic organizer to perform the memorization learning. The “confirmation test card” is a card for a confirmation test of the memorized contents learned by the learning card. Usually, there is a pair for each learning card. The learning card / confirmation test card pair has card attributes of "displayed flag", "number of times until question", and "proficiency". The “displayed flag” is an attribute of the learning card indicating whether or not the display is completed. The “number of times until question” is the number of sessions indicating how many sessions can be performed, and is an attribute unique to each confirmation test card at each time. The “proficiency level” is an attribute of a confirmation test card indicating a memorization level, which is calculated from a learning history regarding a certain learning item, as described above.
The “session” is a period from the display of the learning card or the confirmation test card on the display to the next display of the learning card or the confirmation test card, and is a minimum unit of learning. “Surface number” is the number of the learning card / confirmation test card pair.

In the learning process according to the present invention, it is important to have a control mechanism for deciding the priority of which card is displayed and presented at a certain point in time. From the randomized card, at the beginning of this session,
Those with “proficiency level” ≦ 2 and “number of times until question” = 0 are selected as question candidates. From among these, a confirmation test card which has the least number of correct answers and therefore requires a high review and is the oldest in the learning period and is also considered to require a review is selected and displayed. If there is no confirmation test card as a candidate for the question, a learning card is selected and displayed by an arbitrary method.

When the confirmation test card is displayed and the learner answers correctly, the proficiency level is increased by one, and when the learner answers incorrectly, 1 is obtained.
Go back. When the learning card is displayed, the learning is newly performed, and the proficiency does not change. In either case, the number of correct answers is determined according to the number of correct answers and the predetermined number of sessions from the learning card to the confirmation test using the confirmation test card. In any case, when the session ends, the number of times is subtracted by 1 until all cards are set. However, it is not subtracted in the case of the initial value.

The flow of the actual learning process will be described. In the learning according to the present invention, learning is started by turning on a switch of the electronic organizer (100), and initialization processing is performed (101). Next, a random number is assigned to the learning card / confirmation test card pair of the specified learning unit and level to identify each card from the others (102). next,
For all of the confirmation test cards, a search is made for a card that satisfies the conditions of “proficiency level” ≦ 2 and “number of times until question” = 0 (103), and the flow chart is branched depending on whether there is a card that satisfies this condition (103). 104).

There is a confirmation test card satisfying the conditions,
If there is only one (105), a confirmation step is executed using this confirmation test card (108). If there are two or more cards, it is further checked whether or not there is only one card having the smallest “proficiency” (10).
6) If there is, a confirmation step is executed using this confirmation test card (108). If there is not only one card with the smallest "proficiency", the card with the smallest number is selected (107), and the confirmation step is executed (10).
8). In response to the test execution in the confirmation step, the correct / incorrect answer is checked (109). If the answer is correct, the proficiency assigned to the confirmation test card is incremented by 1 (110). If the answer is incorrect, a review step is performed using the learning card (121), and the proficiency assigned to the confirmation test card is subtracted by one (12).
2).

If there is no card satisfying the condition in step 104, it is checked whether or not all the test cards have a mastery of 3 (111). Everything is 3
If this is the case, this unit has been learned,
The score is calculated and displayed (117), and the process ends (11).
8). If there is a learning level other than 3, a search is made for all learning cards for cards that satisfy the condition of "displayed flag" = 0. If there is a learning card that satisfies the condition and there is only one learning card (114), a learning step is executed using this learning card (115). If there are two or more cards, the one with the smallest number is selected (12
0), a learning step is executed using this learning card (115). After the learning step execution (115), the "displayed flag" of the "learning card" is set to 1.

After steps 110, 122 and 116, the "number of times until question" of all the cards is decremented by 1 (123), the proficiency of the displayed card is conditionally determined (124), and the proficiency = 0. Then "number of times until question" =
1, if proficiency = 1, "number of times until question" = 3, proficiency =
If it is 2, "number of times until question" is set to 10. here,
The numbers 1, 3, and 10 need only be sequentially increased, and need not be this number. In FIG. 3, step 1
In the step next to 24, when the “proficiency level” is 0, 1, or 2, the “number of times until question” of the card is i, j,
Here, k is set, but i, j, and k may be any finite natural numbers having a relationship of i <j <k. Also,
Regarding the subtraction in the flowcharts of FIGS. 2 and 3, if the variable to be subtracted is 0, the subtraction is not performed and remains 0.

[0030]

According to the above process, the confirmation test card is displayed at intervals longer than the previous time, and the confirmation test is performed, according to the proficiency of the learning items on the learning card after the learning card is displayed. Conventional memorization learning uses memorization cards in principle in a one-dimensional physical order in which the cards are bound, in that confirmation tests are inserted at appropriate intervals to achieve effective memory. In contrast to what is done, the learning of individual learning contents and the confirmation work by reviewing the learning contents are performed in real time. Can be achieved.

[Brief description of the drawings]

FIG. 1 is a block diagram of an electronic notebook type learning device which is one of preferred embodiments according to the present invention.

FIG. 2 is a flowchart illustrating a learning process according to the present invention.

FIG. 3 is a flowchart illustrating a learning process according to the present invention, continued from FIG. 3;

Claims (6)

(57) [Claims] 1. A plurality of electronic learning cards each of which includes an item to be learned and its answer in the form of a test in the front and back, and a confirmation test for confirming a learning item on a specific learning card. A plurality of electronic confirmation test cards included in the front and back in the same format or another format are displayed on a display unit, and a learner performs a test using the learning card and the confirmation test card via input means. (A) displaying a new n-th (n is an arbitrary finite natural number) learning card; and (b) displaying the (a). Displaying the confirmation test card related to the learning items of the n-th learning card at least once at a predetermined interval after the step of (c); and (c) displaying the n-th learning card. When the step (b) is inserted two or more times, provided that the learner gives a correct answer in the step (b). The distance between the first step (b) and the second step (b) is larger than the interval between the display of the card and the first step (b) for the n-th learning card.
The interval between the step (b) is long and the step (b) is inserted after the third time, the insertion interval is longer than the last time, so that new learning and A display interval control method for an electronic organizer, wherein the confirmation is repeated at predetermined intervals. 2. The method according to claim 1, wherein in the step (b), if the learner fails to give a correct answer, the step (c) is inserted immediately after, and the next step is performed. The interval to the step (b) remains at the stage where the first step (b) is incorrect, and returns to the previous stage without being lengthened in the second and subsequent steps. If it is impossible to return to the previous stage even in the second and subsequent times, the process remains at that stage, and the step (b) relating to the n-th learning card;
When the priority of the m-th (m is an arbitrary finite natural number different from n) step (a) or step (b) conflicts, the number of correct answers is small, or the learning period is old, And determining the priority of which card to display based on an effective standard for learning. 3. The method according to claim 1, wherein the contents of the learning items displayed on the learning card and the confirmation test card are supplied by storage means detachable from the electronic organizer. Features method. 4. A plurality of electronic learning cards each containing a subject to be learned and its answer in the form of a test in the front and back, and a confirmation test for confirming a learning subject on a specific learning card is performed with the learning card. A plurality of electronic confirmation test cards included in the front and back in the same format or another format are displayed on a display unit, and a learner performs a test using the learning card and the confirmation test card via input means. An electronic notebook type learning device capable of responding to learning in a form, wherein a new n-th (n is an arbitrary finite natural number) learning card is displayed, and a predetermined interval is provided after the learning card display. Displaying the confirmation test card related to the learning items on the n-th learning card, confirming the learning items at least once, and further re-reading the n-th learning card for the purpose of review. Means for presenting; and displaying the n-th learning card and displaying the n-th learning card on condition that the learner gives a correct answer with the verification test card when the confirmation test card is inserted more than once. The interval between the first confirmation test card and the second confirmation test card is longer than the interval between the display of the first confirmation test card on the card and the third and subsequent confirmation tests. And control means for controlling the insertion interval to be longer than the last time when a card is inserted, so that new learning and its confirmation are repeated at predetermined intervals to achieve effective learning. A learning device characterized by being able to do. 5. The learning device according to claim 4, wherein the control means inserts the review purpose learning card immediately after the learner fails to give a correct answer in the confirmation test card. In the case of an incorrect answer in the first confirmation test card display, the interval to the next confirmation test card display remains at the same level, and for the second and subsequent times, returns to the previous stage without lengthening, However, 2
If it is not possible to return to the previous stage even after the first time, the process remains at that stage, and the confirmation step for the n-th learning card and the m-th (m is an arbitrary finite natural number different from n) If the priority of the learning step or the confirmation step conflicts, the number of correct answers is small, or the learning time is old, etc. A learning device that determines the priority order of each card display based on the following criteria. 6. The learning device according to claim 4, wherein the contents of the learning items displayed on the learning card and the confirmation test card are supplied by storage means detachable from the electronic notebook. A learning device characterized by the following.