JP5648776B2 - Learning support program, information recording medium, and learning support system - Google Patents

Description

  The present invention relates to a learning support program using a concept map, an information recording medium recording the program, and a learning support system.

  There is a concept map as one of means for describing understanding of a learning object. This concept map describes a plurality of concepts in the learning target and the relationship between them as a network expression composed of nodes representing the concepts and links representing the relationships between the nodes.

  In order to describe this conceptual map, it is necessary to perform two operations: (1) extraction of nodes and (2) formation of links that relate nodes. The former is generally called (I) segmentation, and the latter is called (II) structuring. The two tasks of segmentation and structuring have been conventionally performed by a professor who teaches a learning target and a learner who has received a professor from the professor. The concept map created by the professor and the concept map created by the learner are compared by readers of these maps (for example, professors). Then, by this reader, for example, the nodes indicating the same concept are associated in these concept maps, and further learning is performed by determining whether or not the links attached to the associated nodes match. The person's understanding of the learning object was evaluated.

  By the way, when a professor and a learner each extract a node and create a concept map, even if there are nodes that show the same concept in the professor's concept map and the learner's concept map, these The terminology of the nodes will be different. In this case, in the processing by the computer, it is impossible to associate these nodes with the same concept because of the difference in terms. For this reason, conventionally, a professor's concept map and a learner's concept map are compared by computer processing, and the results are not fed back to the learner or professor.

  The present invention has been made in view of such a situation, and an object of the present invention is to provide a learning support program, an information recording medium, and learning capable of realizing feedback about understanding of a learning object using a concept map by processing by a computer. To provide a support system.

In order to achieve the above object, a learning support program according to the first aspect of the present invention extracts a plurality of nodes indicating concepts in a learning target from a character string to be learned based on information input from a teacher, A goal concept map creation procedure that creates a goal concept map that shows the goal state of the learner's understanding by forming links between these nodes based on information input by the learner, and a professor Disassembling the target concept map into a plurality of kits each including one or more nodes by removing at least one link in the target concept map from the target concept map based on information input by a person Form a link between the procedure and the kit disassembled in the disassembly procedure based on information input from multiple learners , A learner concept map creation procedure for creating a plurality of learner concept maps respectively indicating the understanding states of the plurality of learners, and a superimposition for creating a superimposition map indicating the understanding states of the group composed of the plurality of learners A map creation procedure and a display procedure for comparing the difference between the link between the target concept map and the learner concept map and displaying the comparison result are executed by a computer. In the display procedure, the target concept map and As a result of comparison with the learner concept map, a correct answer link that is a link included in both of the target concept map and the plurality of learner concept maps, and included in many of the plurality of learner concept maps Are not included in the goal concept map, and are not included in many of the plurality of learner concept maps. At least a difference map that distinguishes between deficient links that are links included in the target concept map is displayed, and in the superimposing map creation procedure, each of the plurality of learner concept maps created in the learner concept map creation procedure is displayed. The superposition map is created by extracting the nodes and adding the ratio of the links formed in the plurality of learner concept maps for each of the nodes, and in the display procedure, The correct link, the excessive link, and the insufficient link in the difference map are set based on the ratio in the above.
In order to achieve the above object, the learning support program according to the second aspect of the present invention extracts a plurality of nodes indicating concepts in a learning target from a character string to be learned based on information input from a teacher, A goal concept map creation procedure that creates a goal concept map that shows the goal state of the learner's understanding by forming links between these nodes based on information input by the learner, and a professor Disassembling the target concept map into a plurality of kits each including one or more nodes by removing at least one link in the target concept map from the target concept map based on information input by a person Form a link between the procedure and the kit disassembled in the disassembly procedure based on information input from multiple learners , Comparing a learner concept map creation procedure for creating a plurality of learner concept maps respectively indicating the understanding states of the plurality of learners, and comparing and comparing the difference between the target concept map and the learner concept map A display procedure for displaying a result, further comparing a difference between links in any two learner concept maps among the plurality of learner concept maps, and displaying the comparison result; In the procedure, for each of the two learner concept maps, a feature vector indicating the presence or absence of a link between the nodes is generated by changing the dimension, and a cosine distance between the feature vectors is calculated. As a result of comparison of concept maps, at least the calculated cosine distance is displayed, and the target concept map and the learner concept map are displayed. As compare result, the input that is included in the target concept map of the links included in the learner concept included in the map incoming link and the learner concept map of the links included in the target concept map An image for identifying a link, a recall ratio indicating a ratio of links included in the learner concept map among links included in the target concept map, and the target among links included in the learner concept map. The matching rate indicating the proportion of links included also in the concept map, the deficiency rate indicating the proportion of links not included in the learner concept map among the links included in the target concept map, and the learner concept Harmonic average value with excess rate indicating the ratio of links not included in the target concept map among the links included in the map, the target concept map and the plurality of learning A correct link that is a link included in any of the learner concept maps , an excess link that is included in many of the plurality of learner concept maps but is not included in the target concept map, and the plurality of links At least one of a difference map that distinguishes from a missing link that is not included in many of the learner concept maps but is included in the target concept map is displayed.
It is characterized by that.

Preferably, in the display procedure, as a result of comparison between the learner conceptual map and the target concept maps, among links included in the target concept map, the learner concept maps to included have a roasted link, or among the links included in the learner concept map, wherein the image to identify the incoming links not contain the target concept map is displayed.

  Preferably, in the display procedure, as a result of comparison between the target concept map and the learner concept map, a ratio of links included in the learner concept map among links included in the target concept map is calculated. The reproducibility shown is displayed.

  Preferably, in the display procedure, as a comparison result between the target concept map and the learner concept map, a ratio of links included in the target concept map among links included in the learner concept map is calculated. The matching rate shown is displayed.

  Preferably, in the display procedure, as a comparison result between the target concept map and the learner concept map, a ratio of links not included in the learner concept map among links included in the target concept map is calculated. A harmonic average value of the deficiency rate indicated and an excess rate indicating the proportion of links not included in the target concept map among the links included in the learner concept map is displayed.

  Preferably, the computer further executes a superimposed map creating procedure for creating a superimposed map indicating an understanding state of the group composed of the plurality of learners, and the superimposed map creating procedure includes the learner concept map creating procedure. Extracting between the nodes in the created plurality of learner concept maps, and adding the ratio of links formed in the plurality of learner concept maps for each of these nodes, the superimposition map In the display procedure, the correct link, the excess link, and the insufficient link in the difference map are set based on the ratio in the superimposition map.

Preferably, in the learner concept map creation procedure, a plurality of learners conceptual maps corresponding to each learner are created by a plurality of learners performing input operations, and in the display procedure, the plurality of learner concept maps are created. Among the learner concept maps, the difference between the links in any two of the learner concept maps is compared , and the comparison result is further displayed. In the display procedure, as the comparison result of the two learner concept maps, An image that identifies a matching link that is a link included in either of the two learner concept maps and a difference link that is a link included in only one of the two learner concept maps. but it characterized the Rukoto is displayed.

  Preferably, in the display procedure, as a comparison result of the two learner concept maps, a matching link that is a link included in both of the two learner concept maps, and the two learner concept maps Of these, an image for specifying a different link, which is a link included only in one of them, is displayed.

Preferably, in the learner concept map creation procedure, a plurality of learners conceptual maps corresponding to each learner are created by a plurality of learners performing input operations, and in the display procedure, the plurality of learner concept maps are created. Among the learner concept maps, the difference between the links in any two of the learner concept maps is compared, and the comparison result is further displayed. In the display procedure, between each node for each of the two learner concept maps A feature vector indicating whether or not there is a link is obtained by changing the dimension, and a cosine distance between these feature vectors is displayed as a comparison result of the two learner concept maps.

Preferably, in the target concept map creation procedure, information on marking performed by the instructor on a character string to be learned is acquired , and a break at which the marking is performed is extracted as the node. To do.

In order to achieve the above object, an information recording medium according to a third aspect of the present invention is a computer-readable information recording medium in which the learning support program is recorded.

In order to achieve the above object, the learning support system according to the fourth aspect of the present invention extracts a plurality of nodes indicating concepts in a learning target from a character string to be learned based on information input from a teacher, A goal concept map creating means for creating a goal concept map indicating a goal state of understanding of a learner by forming a link indicating a relationship between these nodes based on information input from the learner, and a professor Disassembling the target concept map into a plurality of kits each including one or more nodes by removing at least one link in the target concept map from the target concept map based on information input by a person A link is formed between the means and the kit disassembled by the disassembling means based on information input from a plurality of learners. A learner concept map creating means for creating a plurality of learner concept maps respectively indicating the understanding states of the plurality of learners, and a superposition map for creating a superimposition map indicating the understanding states of the group composed of the plurality of learners Creating means, and comparing means for comparing the difference between the target concept map and the learner concept map, and displaying the comparison result, the display means comprising the target concept map and the learner concept As a result of comparison with a map, a correct link that is a link included in both of the target concept map and the plurality of learner concept maps, and included in many of the plurality of learner concept maps, Excess links that are not included in the goal concept map and not included in many of the plurality of learner concept maps, but are included in the goal concept map And displaying at least a difference map that distinguishes between deficient links that are links, and the superimposed map creating means extracts between the nodes in the plurality of learner concept maps created by the learner concept map creating means Then, for each of these nodes, by adding the ratio that the link was formed in the plurality of learner concept maps, to create the superimposed map, the display means based on the ratio in the superimposed map, The correct link, the excess link, and the insufficient link in the difference map are set.
In order to achieve the above object, a learning support system according to a fifth aspect of the present invention extracts a plurality of nodes indicating concepts in a learning target from a character string to be learned based on information input from a teacher, A goal concept map creating means for creating a goal concept map indicating a goal state of understanding of a learner by forming a link indicating a relationship between these nodes based on information input from the learner, and a professor Disassembling the target concept map into a plurality of kits each including one or more nodes by removing at least one link in the target concept map from the target concept map based on information input by a person A link is formed between the means and the kit disassembled by the disassembling means based on information input from a plurality of learners. A learner concept map creating means for creating a plurality of learner concept maps respectively indicating the understanding states of the plurality of learners, and comparing the difference in the link between the target concept map and the learner concept map, and the comparison result Display means for comparing the differences of links in any two learner concept maps among the plurality of learner concept maps, and displaying the comparison results, wherein the display means includes the For each of the two learner concept maps, a feature vector indicating the presence / absence of a link between each node is generated and the cosine distance between these feature vectors is calculated, and the comparison result of the two learner concept maps is calculated. At least the calculated cosine distance as a comparison result between the target concept map and the learner concept map. An image that identifies the incoming links not contain the target concept map of the links included in the learner concept maps to included have a roasted link and the learner concept map of the links included in the flop, Of the links included in the target concept map, the recall ratio indicating the ratio of the links included in the learner concept map, and among the links included in the learner concept map, also included in the target concept map. Of the link included in the learner concept map and the shortage rate indicating the ratio of the link not included in the learner concept map among the links included in the target concept map Included in both the harmonic average value with the excess rate indicating the proportion of links not included in the target concept map, and both the target concept map and the plurality of learner concept maps. Included in many of the plurality of learner concept maps and the correct link that is a link to be included, but included in many of the plurality of learner concept maps and excess links that are not included in the target concept map At least one of the difference maps that are distinguished from the missing links that are not included but are included in the target concept map is displayed.

Preferably, the display means, as a result of comparison between the learner conceptual map and the target concept maps, among links included in the target concept map, the learner concept maps to included not a roasted link, or wherein among the links included in the learner concept map, and displaying an image that identifies the incoming links not contain the target concept map.

  Preferably, the display means calculates a ratio of links included in the learner concept map out of links included in the target concept map as a comparison result between the target concept map and the learner concept map. The reproducibility shown is displayed.

  Preferably, the display means calculates, as a comparison result between the target concept map and the learner concept map, a ratio of links included in the target concept map out of links included in the learner concept map. It is characterized by displaying the matching rate shown.

  Preferably, the display means calculates, as a comparison result between the target concept map and the learner concept map, a ratio of links not included in the learner concept map among links included in the target concept map. A harmonic average value of the deficiency rate indicated and an excess rate indicating the proportion of links not included in the target concept map among the links included in the learner concept map is displayed.

  Preferably, the image forming apparatus further includes a superimposition map creating unit that creates a superimposition map indicating an understanding state of a group composed of the plurality of learners, and the superimposition map creating unit is configured to generate the superimposition map creating unit. While extracting between each node in a plurality of learner concept maps, for each of these nodes, adding the ratio that the link was formed in the plurality of learner concept maps, to create the superimposed map, The display means sets the correct link, the excess link, and the insufficient link in the difference map based on a ratio in the superimposition map.

Preferably, the learner concept map creating means creates a plurality of learner concept maps corresponding to each learner by a plurality of learners performing an input operation, and the display means includes the plurality of learners. Among the learner concept maps, the difference between the links in any two of the learner concept maps is compared , the comparison result is further displayed, and the display means, as the comparison result of the two learner concept maps, An image that identifies a matching link that is a link included in either of the two learner concept maps and a difference link that is a link included in only one of the two learner concept maps. Is displayed .

  Preferably, the display means includes, as a comparison result of the two learner concept maps, a matching link that is a link included in any of the two learner concept maps, and the two learner concept maps. Of these, an image for specifying a different link, which is a link included only in one of them, is displayed.

Preferably, the learner concept map creating means creates a plurality of learner concept maps corresponding to each learner by a plurality of learners performing an input operation, and the display means includes the plurality of learners. Among the learner concept maps, the difference between the links in any two of the learner concept maps is compared, and the comparison result is further displayed, and the display means is arranged between each node for each of the two learner concept maps. A feature vector indicating whether or not there is a link is obtained by changing the dimension, and a cosine distance between these feature vectors is displayed as a comparison result of the two learner concept maps.

Preferably, the target concept map creating means obtains information on marking performed by the teacher on a character string to be learned, and extracts a section where the marking is performed as the node. To do.

  According to the present invention, a concept in a learning target is extracted as a node by an input operation by a professor, and a link indicating a relationship between these nodes is formed, thereby creating a target concept map. Further, the target concept map is decomposed into a plurality of kits by removing the link from the target concept map by an input operation by the professor. The learner concept map is created by linking the disassembled kits by the input operation by the learner. Thus, in creating the learner concept map, the learner performs only the structuring for linking, and the segmentation for extracting nodes is omitted. As a result, the target concept map and the learner concept map do not differ in terms of nodes, but differ only in links, thereby having a structure that can be compared by a computer. Therefore, in the present invention, it is possible to display the result of comparing the link of the target concept map and the link of the learner concept map by processing by a computer, and this display allows the teacher to learner or Feedback from the learner to the professor about the understanding of the learning object is realized.

  Hereinafter, Embodiment 1 of the present invention will be described in detail with reference to the drawings. In the drawings, the same or corresponding parts are denoted by the same reference numerals, and description thereof will not be repeated.

  FIG. 1 is a diagram showing a configuration of a learning support system 1 according to the embodiment of the present invention. The learning support system 1 includes a teacher terminal 100, a learner terminal 200, and a server 300, and these devices are connected via a network 400 such as the Internet or a LAN (Local Area Network).

  FIG. 2 is a block diagram showing a configuration of the teacher terminal 100. The professor terminal 100 is used by a professor who teaches a professor to be studied, and includes a personal computer or the like, and includes a CPU (Central Processing Unit) 101, a storage unit 102, a ROM (Read Only Memory) 103, A random access memory (RAM) 104, a communication unit 105, an operation unit 106, and a display unit 107 are included.

  The CPU 101 controls the operation of the teacher terminal 100 by appropriately executing various programs stored in the ROM 103. The RAM 104 is used as a work area when the CPU 101 executes a program. The storage unit 102 includes a hard disk, and stores various rewritable data such as a character string to be learned. The ROM 103 stores a program executed by the CPU 101. The communication unit 105 is an interface for connecting the teacher terminal 100 and the network 400. The operation unit 106 includes a keypad, soft keys, selection buttons, and the like, and accepts an input of an instruction signal that instructs the operation of the CPU 101 by a key operation from a user. The display unit 107 is composed of a liquid crystal display device, for example, and can display a learning target character string recorded in the storage unit 102, data recorded in the server 300, and the like.

  FIG. 3 is a block diagram illustrating a configuration of the learner terminal 200. The learner terminal 200 is used by a learner who has received a professor from a professor, and, like the professor terminal 100, a CPU 201, a storage unit 202, a ROM 203, a RAM 204, a communication unit 205, an operation unit 206, and A display unit 207 is provided. Therefore, the detailed description about the structure is abbreviate | omitted.

  FIG. 4 is a block diagram illustrating a configuration of the server 300. The server 300 includes a CPU 301, a storage unit 302, a ROM 303, a RAM 304, and a communication unit 305.

  The CPU 301 controls the operation of the server 300 by appropriately executing various programs stored in the ROM 303. The RAM 304 is used as a work area when the CPU 301 executes a program. The storage unit 302 is composed of, for example, a hard disk, and stores various rewritable data. The ROM 303 stores various programs executed by the CPU 301. The communication unit 305 is an interface that connects the server 300 to the network 400.

  Next, a flow for evaluating the understanding of the learner in the present embodiment will be described with reference to FIG.

  First, the professor organizes items to be communicated in the learning target, and creates a goal concept map indicating the goal state of the learner's understanding. This target concept map is created when the professor performs an input operation to the professor terminal 100. At this time, the input work performed by the professor includes node extraction (segmentation) work indicating important concepts in the learning target and link formation (structured) work indicating the relationship between these nodes.

  FIG. 6 shows an example of the target concept map. A target concept map 10 shown in FIG. 6 is created based on a learning target described about a model representing the real world. In this target concept map 10, terms such as “real world”, “modeling”, and “network data model” are extracted as nodes N. Among these nodes N, for example, “real world” and “modeling” are: It is related by link L.

  Returning to FIG. 5, after the target concept map 10 shown in FIG. 6 is created, a professor performs an input operation to the teacher terminal 100, thereby creating a map kit based on the target concept map 10. This map kit is obtained by disassembling the target concept map 10 into a plurality of kits, and is created by deleting a predetermined link L in the target concept map 10.

  FIG. 7 shows a map kit 20 created based on the target concept map 10 shown in FIG. The kit of the map kit 20 includes a node kit K1 and a macro kit K2 each including one or more nodes N.

  The node kit K1 is composed of a single node N that is not related to another node N by a link L. For example, the node kit K1 composed of the node N of the “network data model” is shown in FIG. In the target concept map 10 shown in FIG. 5, the link L that associates the “network data model” with the other nodes N is deleted.

  The macro kit K2 includes a plurality of nodes N related by the node N. The macro kit K2 shown in FIG. 7 has links L that relate the nodes N constituting the macro kit K2 such as “real world” and “modeling” to the other nodes N in the target concept map 10 shown in FIG. On the other hand, a link L (for example, a link L relating “real world” and “modeling”) relating nodes N constituting the macro kit K2 is formed as a result of being left without being deleted. It is a thing.

  Returning to FIG. 5, the professor who has organized the learning target performs teaching that conveys to the learner what he / she wants to convey in the learning target. This teaching may be performed by class, or may be performed by providing learning materials to the learner.

  Next, a learner concept map indicating an understanding state of a learner with respect to a learning target is created by a learner who has taken a lesson, or a learner who has read and understood a teaching material, performing an input operation on the learner terminal 200. The This learner concept map is created by linking between the kits of the map kit 20 shown in FIG. The input work for creating the learner concept map is performed for each learner who has received a professor from the professor. As a result, a plurality of learner concept maps showing the understanding state of each learner are created.

  8 and 9 show a learner concept map 30 created based on the map kit 20 shown in FIG. The learner concept map 30 shown in FIGS. 8 and 9 is created by an input operation of different learners, and is shown in the target concept map 10 of FIG. 6 in any of the learner concept maps 30. Node N is displayed. This is because the map kit 20 that is the basis for creating these learner concept maps 30 is formed by deleting the link L from the target concept map 10 shown in FIG. This is because N is reflected as it is.

  In the learner concept map 30 shown in FIG. 8, a link L is formed between the “relational database” and the “set theory” that are not linked in the target concept map 10 shown in FIG. Further, in the learner concept map 30 shown in FIG. 9, “normalization” and “relation” that are not linked to either the target concept map 10 shown in FIG. 6 or the learner concept map 30 shown in FIG. A link L is formed between them. These things are caused by the difference in understanding of the relationship between nodes between the learner and the professor, and also between the learners.

  Returning to FIG. 5, when the target concept map 10 and the learner concept map 30 shown in FIGS. 6, 8, and 9 are created, the server 300 performs map diagnosis processing. This diagnosis process includes (1) individual diagnosis process for learners, (2) group diagnosis process, and (3) diagnosis process between learners.

  First, (1) as an individual diagnosis process for a learner, the server 300 compares the target concept map 10 with the learner concept map 30 to change the learner concept map 30 among the links L included in the target concept map 10. An image that can identify an insufficient link that is not included and an excess link that is not included in the target concept map 10 among the links L included in the learner concept map 30, and the teacher terminal 100 and the learner terminal 200. Are displayed on the display units 107 and 207.

  FIG. 10 shows (1) a map 40 (corresponding to the above-described image) displayed based on the target concept map 10 shown in FIG. 6 and the learner concept map 30 shown in FIG. Yes. The map 40 of FIG. 10 shows the deficient link L1 with a broken line, the excess link L2 with a two-dot chain line, and the correct link L3 with a solid line. For example, between the “network data model” and “high speed” Are connected by a deficient link L1. This is because the link L is formed in the target concept map 10 shown in FIG. 6 between the “network data model” and “high speed”, but the link L is formed in the learner concept map 30 shown in FIG. It was because it was not done. The “set theory” and the “relational database” are connected by an excessive link L2. This is because the link L is not formed in the goal concept map 10 shown in FIG. 6 between the “set theory” and the “relational database”, but the link L is not shown in the learner concept map 30 shown in FIGS. This is because it was formed. The “network data model” and the “modeling” are connected by a correct link L3. This is because the link L is formed between the “network data model” and “modeling” in both the target concept map 10 shown in FIG. 6 and the learner concept map 30 shown in FIG.

  (1) As an individual diagnosis process for a learner, the server 300 displays the similarity between the target concept map 10 and the learner concept map 30 on the display units 107 and 207 of the teacher terminal 100 and the learner terminal 200. .

  In (2) group diagnosis processing, the server 300 creates a superimposed map indicating an understanding state as a group of learners by superimposing a plurality of learner concept maps 30. Specifically, the server 300 extracts all the nodes in the learner concept map 30, and the ratio of the learner concept map 30 in which the link L is formed with respect to each of the extracted nodes ( By adding {number of learner concept maps 30 in which links L are formed} / {number of all learner concept maps 30}), a superimposed map is created.

  FIG. 11 shows a superimposed map 50 created based on the learner concept map 30 shown in FIGS. In the superimposed map 50 shown in FIG. 11, all nodes extracted from the learner concept map 30 shown in FIGS. 8 and 9 are connected by a link L. For example, between the “network data model” and “pointer and link”, the link L is formed in both of the learner concept maps 30 shown in FIGS. = 2/2) is added. Further, since the link L is formed only between the learner concept map 30 shown in FIG. 9 between the “pointer and link” and the “hierarchical data model”, the formation ratio is 0.5 (0.5 = 1/2) is added. In addition, between the “network data model” and “high speed”, the link L is not formed in both of the learner concept maps 30 shown in FIGS. 0/2) is added.

  Then, the server 300 compares the superimposition map 50 with the target concept map 10, so that each of the links L shown in the superimposition map 50 is (1) the target concept map 10 and a plurality of the superposition maps 50 constituting Correct links included in any of the learner concept maps 30, (2) excess links included in many of the plurality of learner concept maps 30, but not included in the target concept map 10, (3) Although it is not included in many of the plurality of learner concept maps 30, it is set to one of the insufficient links included in the target concept map 10. This setting is performed based on the formation ratio of the superimposed map 50. Details will be described later.

  And the server 300 displays the difference map 60 which distinguishes the above-mentioned correct link, an excess link, and a deficient link on the teacher terminal 100 or the learner terminal 200. FIG. 12 shows a difference map 60 displayed based on the target concept map 10 and the superimposed map 50 shown in FIGS. In this difference map 60, the correct link L4 is indicated by a solid line, the excess link L5 is indicated by a broken line, and the insufficient link L6 is indicated by a two-dot chain line. For example, a correct link is provided between “real world” and “modeling”. Connected by L4. This is because the link L is formed between the “real world” and “modeling” in both the target concept map 10 shown in FIG. 6 and the learner concept map 30 shown in FIGS. The “set theory” and the “relational database” are connected by an excessive link L5. This is because a link between “set theory” and “relational database” is not formed in the goal concept map 10 shown in FIG. 6, but a link L is formed in the learner concept map 30 shown in FIGS. It was because it was done. Further, the “network data model” and the “high-speed performance” are connected by an insufficient link L6. This is because a link L is formed between the “network data model” and “high speed” in the target concept map 10 shown in FIG. 6, but both in the learner concept map 30 shown in FIGS. This is because the link L was not formed.

  Further, (3) as a diagnosis process between learners, the server 300 determines the difference in the links in any two learner concept maps 30 among a plurality of learner concept maps 30 created by input operations of different learners. Display the comparison result. Specifically, the server 300 compares two learner concept maps 30 created by different learners, and in the learner concept map 30 matches a link (hereinafter referred to as a match link) or a different link (hereinafter referred to as a match link). , A difference link) is displayed on the learner terminal 200. Further, the server 300 displays the similarity between the two learner concept maps 30 on the learner terminal 200.

  FIG. 13 shows images displayed based on the learner concept map 30 shown in FIGS. 8 and 9 in the (3) diagnosis process between learners. The map 70 in the image of FIG. 13 indicates the coincidence link L7 with a solid line and the difference link L8 with a broken line. For example, the “network data model” and the “modeling” are connected by the coincidence link L7. This is because the link L is formed between the “network data model” and the “modeling” in both of the learner concept maps 30 shown in FIGS. The “pointer and link” and the “hierarchical data model” are connected by a difference link L8. This is because no link is formed between the “pointer and link” and the “hierarchical data model” in the learner concept map 30 shown in FIG. 8, but the link L is shown in the learner concept map 30 shown in FIG. This is because it was formed.

  Returning to FIG. 5, after the map diagnosis process is performed in the server 300, the professor understands that the difference in understanding of the learning object between the professor and the learner is (I) understanding by the learner based on the result. It is judged whether it is caused by the insufficiency of (II) or the inadequate transmission of information by the professor.

  Specifically, the professor checks the difference map 60 shown in FIG. 12 to determine whether or not there is an insufficiency in information transmission by teaching materials or lectures. The reason why the difference map 60 is used as a basis for this determination is that the difference map 60 can be understood as expressing the difference in understanding between the professor and the learners by the excess / deficiency links L5 and L6. Because.

  When the professor determines that the difference in understanding with respect to the learning object is due to (I) insufficient understanding by the learner, the professor gives instruction to supplement the understanding to the learner.

  Specifically, for the shortage / excess links L1 and L2 extracted by the individual diagnosis process of the learner, the reference portion of the node N related to these links is presented to the learner for review.

  In addition, for the excess links L5 and the deficient links L6 extracted by the group diagnosis process, a simultaneous lesson for reconsidering the nodes N related to these is performed or individually taught. In addition, the learner who can correctly determine the excess link L5 and the insufficient link L6 is explained.

  If the professor determines that the difference in understanding of the learning object is due to (II) inadequate information transmission, the professor corrects the deficiencies in the teaching materials and lectures and teaches the learner again.

  Then, the learner who has received the professor again from the professor corrects the learner concept map 30. Specifically, the link L is added to or deleted from the learner concept map 30. At this time, the learner corrects the learner concept map 30 with reference to the diagnosis result of the server 300. For example, (C) the learner concept map 30 by checking the matching part and the difference part of the two learner concept maps 30 and checking the target concept map 10 according to the result of the diagnostic process between learners. To extract the part to be corrected.

  Further, the professor who confirmed the diagnosis result of the server 300 corrects the target concept map 10. Specifically, the link L is added to or deleted from the target concept map 10.

  Then, the server 300 performs map diagnosis again based on the corrected target concept map 10 and the learner concept map 30. And if this diagnosis result shows that there is a difference in understanding of the learning object between the professor and the learner, the professor will give guidance again, or the deficiencies in the teaching materials and lectures will be corrected Is done.

  Next, the flow of processing in the learning support system 1 will be specifically described with reference to the drawings.

  FIG. 14 is a flowchart showing a creation process of the target concept map 10 executed in the teacher terminal 100. The algorithm shown by the flowchart in FIG. 14 is stored as a program in the ROM 103 of the professor terminal 100, and each step depends on the input operation (operation of the operation unit 106) to the professor terminal 100 by the professor. It is executed by the CPU 101.

  First, when the professor inputs his / her ID and password through the operation unit 106, the CPU 101 performs login authentication of the professor (step S101). Thereby, the teacher terminal 100 is connected to the server 300 via the network 400.

  Next, the CPU 101 displays the learning target character string stored in the storage unit 102 on the display unit 107 of the teacher terminal 100 (step S102).

  Next, the CPU 101 extracts the node N from the learning target character string displayed on the display unit 107 (step S103).

  FIG. 15 shows an image displayed on the display unit 107 in the process of step S103. The images shown in FIGS. 15A and 15B are displayed side by side on the screen of the display unit 107, and the image shown in FIG. 15B is the learning target character string read by the scanner 500. An example is shown, and the image shown in (a) shows the node N extracted from the character string shown in (b). In (b), terms such as “real world” and “network data model” are underlined. This underline is drawn by the professor operating the operation unit 106. As a result of the underlining, as shown in (a), the "real world" where the underlining is performed. And “network data model” are extracted as node N.

  Next, the CPU 101 performs linking between the nodes N extracted in step S103 (step S104). This process is executed when the professor operates the operation unit 106 to designate the nodes to be linked among the nodes N extracted in step S103.

  Next, the CPU 101 associates the link L formed in step S104 with the ground part of these links L (step S105). This process is performed by a professor operating the operation unit 106 and designating the basis portion of the link L in the learning target character string displayed on the display unit 107.

  FIG. 16 shows an image displayed on the display unit 107 in step S105. The images shown in (a) and (b) of FIG. 16 are displayed side by side on the screen of the display unit 107. The image shown in (a) is linked between the nodes N by the process of step S104. The image shown in (b) shows the state in which the ground part of the link L shown in (a) is designated by the operation of the professor in the process of step S105. For example, as a basis part of the link L that connects “real world” and “modeling” shown in the image of (a), modeling of the real world is necessary to create a database of the real world shown in the image of (b). Is specified.

  FIG. 17 shows a table formed by the process of step S105. The table shown in the figure shows the correspondence between the link L formed in step S104 and the ground part of the link L specified in step S105. In the table shown in FIG. 17, for example, a link L connecting “real world” and “modeling” is associated with a character string “must be modeled in the real world to make the real world a database”. Has been done. In the following, the table shown in FIG. 17 is described as a basis table.

  Next, the CPU 101 transmits the target concept map 10 and the basis table to the server 300 via the network 400 (step S106). As a result, the target concept map 10 and the data of the basis table are stored in the storage unit 302 of the server 300. These data are stored in association with the professor ID input in step S101.

  Next, a process for creating the map kit 20 executed in the teacher terminal 100 will be described.

  FIG. 18 is a flowchart showing the creation process of the map kit 20. The algorithm shown in the flowchart of FIG. 18 is stored as a program in the ROM 103 of the teacher terminal 100, and each step is executed by the CPU 101 by an input operation to the teacher terminal 100 of the teacher.

  First, when the professor inputs his / her ID and password through the operation unit 106, the CPU 101 performs login authentication of the professor (step S201). Thereby, the teacher terminal 100 is connected to the server 300 via the network 400.

  Next, the CPU 101 displays the target concept map 10 stored in the storage unit 302 of the server 300 in association with the professor ID input in step S201 on the display unit 107 of the teacher terminal 100 (step S202). ).

  Next, the CPU 101 disassembles the target concept map 10 into a plurality of kits K by deleting a predetermined link L from the target concept map 10 (step S203). This process is executed when the professor operates the operation unit 106 and designates the link L to be deleted on the target concept map 10 displayed on the display unit 107. For example, when the target concept map 10 shown in FIG. 6 is displayed on the display unit 107, the professor selects between “network model” and “modeling” or “normalization” and “data structure description”. As shown in FIG. 7, the map kit 20 including the node kit K1 and the macro kit K2 is formed.

  Next, the CPU 101 transmits the data of the map kit 20 to the server 300 (step S204). As a result, the data of the map kit 20 is stored in the storage unit 302 of the server 300. The data of the map kit 20 is stored in association with the professor ID input in step S201.

  Next, the creation process of the learner concept map 30 executed by the learner terminal 200 will be described.

  FIG. 19 is a flowchart of the creation process of the learner concept map 30. The algorithm shown in the flowchart of FIG. 19 is stored as a program in the ROM 203 of the learner terminal 200, and is executed by the CPU 201 in accordance with the input operation (operation of the operation unit 206) on the learner terminal 200 by the learner. The

  First, when the learner inputs his / her ID and password through the operation unit 206, the CPU 201 performs login authentication of the learner (step S301). As a result, the learner terminal 200 is connected to the server 300 via the network 400.

  Next, when the learner inputs the professor's ID through the operation unit 206, the CPU 201 associates the input professor's ID with the map kit 20 (FIG. 20) stored in the storage unit 302 of the server 300. 7) (step S302).

  Next, the CPU 201 displays the map kit 20 searched in step S302 on the display unit 207 of the learner terminal 200 (step S303).

  Next, the CPU 201 creates a learner concept map 30 by linking the map kit 20 displayed on the display unit 207 (step S304). This process is performed by designating the nodes to be linked to the map kit 20 displayed on the display unit 207 by the learner's operation on the operation unit 206. For example, when the map kit 20 shown in FIG. 7 is displayed on the display unit 207, the learner selects between “network data model” and “modeling” or “normalization” and “data structure description”. The learner concept map 30 as shown in FIG. 8 is created.

  Next, the CPU 201 transmits the data of the learner concept map 30 to the server 300 through the network 400 (step S305). As a result, the data of the learner concept map 30 is stored in the storage unit 302 of the server 300. The data of the learner concept map 30 is stored in association with the learner ID input in step S301 and the professor ID input in step S302.

  The creation process of the learner concept map 30 described above is performed for each learner who has received a professor from the professor, thereby creating a plurality of learner concept maps 30 corresponding to each learner. Then, by transmitting these data to the server 300, a plurality of learner concept maps 30 are stored in the storage unit 302 of the server 300. The plurality of learner concept maps 30 are stored in association with the professor's ID, respectively, so that they can be identified as formed by a plurality of learners who have received professors from the same professor. It becomes.

  Next, map diagnosis processing executed in the server 300 will be described. As shown in FIG. 5, the map diagnosis process includes (1) an individual diagnosis process for learners, (2) a group diagnosis process, and (3) a diagnosis process between learners. Hereinafter, description will be given in order with reference to the drawings.

  First, (1) the individual diagnosis process of the learner will be described. 20, 21, and 24 show flowcharts of the individual diagnosis process of the learner. 20, 21, and 24 are stored as programs in the storage unit 102 of the server 300 and executed by the CPU 301.

  In the individual diagnosis process, as shown in FIG. 20, a deficient link L1 (link not included in the learner concept map 30 among the links L included in the target concept map 10) or an excess link L2 (learner) Display processing for displaying an image specifying a link L that is not included in the target concept map 10 among the links L included in the concept map 30 and the similarity between the target concept map 10 and the learner concept map 30 are displayed. The similarity degree display processing to be performed is included, and these are continuously executed.

First, display processing for displaying an image for specifying the insufficient link L1 and the excessive link L2 will be described with reference to FIG.

  First, when the professor inputs his / her ID and password through the operation unit 106 of the professor terminal 100, the CPU 301 performs login authentication of the professor (S401).

  Next, the CPU 301 searches the target concept map 10 stored in the storage unit 302 of the server 300 in association with the professor ID input in step S401 (S402).

  Next, when the professor inputs the learner ID through the operation unit 106, the CPU 301 searches the learner concept map 30 stored in the storage unit 302 in association with the input learner ID. (Step S403).

  Next, the CPU 301 creates a table (hereinafter referred to as a target table) indicating the presence or absence of the link L of the target concept map 10 searched in step S402 (step S404). FIG. 22 shows a target table created for the target concept map 10 shown in FIG. In this goal table, the node N included in the goal concept map 10 is shown. For nodes between which the link L exists, 1 is assigned to the corresponding location, and between nodes where the link L does not exist, 0 is attached to the corresponding part.

  Next, the CPU 301 creates a table (hereinafter referred to as a learner table) indicating the presence or absence of the link L for the learner concept map 30 searched in step S403 (step S405). FIG. 23 shows a learner table created for the learner concept map 30 shown in FIG. In this learner table, the node N included in the learner concept map 30 shown in FIG. 8 is shown. As in the table shown in FIG. For nodes between which no link L exists, 0 is assigned to the corresponding part.

In the learner table shown in FIG. 23, the same node N as the target table shown in FIG. 22 is shown. This is based on the fact that the learner concept map 30 is formed including the same node N as the target concept map 10 in the present embodiment.

  Next, the CPU 301 associates the nodes indicated by the two nodes N having the same term in the target concept map 10 and the learner concept map 30 (step S406). This process is performed using the target / learner table (see FIGS. 22 and 23) created in steps S404 and S405. For example, a location A indicating between “network data model” and “pointer and link” in the target table shown in FIG. 22, and a location B showing between “network data model” and “pointer and link” in the learner table shown in FIG. Corresponds to the location indicated by the two nodes N having the same term, so that the association is performed.

  Next, the CPU 301 extracts the nodes that are linked by the insufficient link L1 among the nodes that are associated in step S406 (step S407). Specifically, among the nodes that are associated in step S406, the CPU 301 assigns 1 between the target table shown in FIG. 22 and 0 between the learner table shown in FIG. Extract. For example, the “network data model” and the “high speed” are extracted as nodes between the nodes linked by the insufficient link L1.

  Next, the CPU 301 extracts the nodes that are linked by the excess link L2 among the nodes that are associated in step S406 (step S408). Specifically, among the nodes associated in step S406, the CPU 301 assigns 0 between the target table shown in FIG. 22 and 1 assigned in the learner table shown in FIG. Extract. For example, the “set theory” and the “relational database” are extracted as nodes that are linked by the excessive link L2.

  Next, the CPU 301 extracts, between the nodes that are associated in step S406, nodes that are linked with the correct link L3 (step S409). Specifically, the CPU 301 extracts the nodes assigned 1 in any of the target / learners tables shown in FIGS. For example, between the “network data model” and “modeling” is extracted as between the nodes linked by the correct link L3.

  Next, the CPU 301 displays an image that can identify the insufficient link L1, the excessive link L2, and the correct link L3 on the display unit 107 of the teacher terminal 100 (step S410). Specifically, the CPU 301 lacks the link L1 that indicates between the nodes extracted in step S407, between the nodes extracted in step S408, and between the nodes extracted in step S409 in different modes (different line types and colors). And the map linked by the excess link L2 and the correct link L3 are displayed.

  As a result, as shown in FIG. 10, a map 40 in which the insufficient link L1 is indicated by a broken line, the excess link L2 is indicated by a two-dot chain line, and the correct link L3 is indicated by a solid line is displayed on the teacher terminal 100. Displayed on the unit 107. By this display, the professor can grasp the coincident part and the different part of the link L between the target concept map 10 and the learner concept map 30, so that the part to be reconsidered can be presented to the learner.

  Next, by specifying the insufficient link L1 in the image (corresponding to the map 40) by the professor's operation on the operation unit 106, the CPU 301 displays the ground part of the insufficient link L1 on the display unit 107 (step S411). ). In this process, the storage unit 302 of the server 300 searches the grounding table (see FIG. 17) stored in association with the professor ID input in step S401, and the searched grounds In the attached table, the basis part associated with the designated insufficient link L is displayed on the display unit 107. For example, when the basis table shown in FIG. 17 is searched and the professor designates the link L connecting “real world” and “modeling” as the deficient link L1, the CPU 301 corresponds to this link L. The attached character string “It is necessary to model the real world to create a database of the real world” is displayed on the display unit 107. By this display, the professor can examine whether or not the judgment that the professor has linked between the nodes having the insufficient link L1 is appropriate.

  Next, a similarity display process for displaying the similarity between the target concept map 10 and the learner concept map 30 will be described with reference to FIG.

  First, the CPU 301 acquires the number G of links L (hereinafter referred to as the number of links G) included in the target concept map 10 searched in step S402 (step S501). Specifically, the number of locations to which 1 is assigned in the target table (see FIG. 22) created in step S404 is acquired.

  Next, the CPU 301 acquires the number U of links L (hereinafter referred to as the number of links U) included in the learner concept map 30 searched in step S403 (step S502). Specifically, the number between nodes assigned 1 in the learner table (see FIG. 23) created in step S405 is acquired.

  Next, the CPU 301 determines the number Ug of links L included in the target concept map 10 searched in step S402 among the links L included in the learner concept map 30 searched in step S403 (hereinafter, the number of links Ug). (Step S503). Specifically, among the nodes associated in step S406, between the nodes assigned 1 in any of the goal / learners table (see FIGS. 22 and 23) created in steps S404 and 405. Get the number of.

  Next, the CPU 301 uses the link L included in the target concept map 10 searched in step S402 as one numerical value indicating the similarity between the target concept map 10 searched in steps S402 and 403 and the learner concept map 30. Of these, the reproduction ratio indicating the ratio of the link L also included in the learner concept map 30 searched in step S403 is calculated (step S504). This calculation is performed by dividing the number of links Ug acquired in step S503 by the number of links G acquired in step S501 (Ug / G).

  Next, the CPU 301 uses the link L included in the learner concept map 30 searched in step S403 as one numerical value indicating the similarity between the target concept map 10 searched in steps S402 and S403 and the learning concept map 30. Among them, the matching ratio indicating the ratio of the link L also included in the target concept map 10 searched in step S402 is calculated (step S505). This calculation is performed by dividing the number of links Ug acquired in step S503 by the number of links U acquired in step S502 (Ug / U).

  Next, the CPU 301 indicates a deficiency rate indicating the ratio of the links L not included in the learner concept map 30 searched in step S403 out of the links L included in the target concept map 10 searched in step S402. Is calculated (step S506). This calculation is performed by subtracting the reproduction rate calculated in step S504 from 1 (1-Ug / G).

  Next, the CPU 301 indicates an excess rate indicating a ratio of the links L not included in the target concept map 10 searched in step S402 among the links L included in the learner concept map 30 searched in step S403. Is calculated (step S507). This calculation is performed by subtracting the relevance ratio calculated in step S505 from 1 (1-Ug / U).

  Next, the CPU 301 reconciles the deficiency rate and excess rate calculated in steps S506 and 507 as one numerical value indicating the similarity between the target concept map 10 and the learner concept map 30 searched in steps S402 and S403. An average F value (harmonic average value) is calculated (step S508).

  Next, the CPU 301 displays the above-described recall rate, matching rate, deficiency rate, excess rate, and F value on the display unit of the teacher terminal 100 (step S509). This display allows the professor to find learners who need special attention and guidance.

  The individual diagnosis process described above is also started in response to the login authentication of the learner being performed. FIG. 25 shows a flowchart of a display process for displaying an image specifying the shortage / excess links L1 and L2 in the individual diagnosis process, and FIG. 26 shows a similarity display process executed following the display process of FIG. Is shown. Hereinafter, differences between the flowcharts shown in FIGS. 25 and 26 and the flowcharts shown in FIGS. 21 and 24 will be described. The algorithms shown in FIGS. 25 and 26 are also stored as programs in the ROM 303 of the server 300 and executed by the CPU 301.

  First, in the display process shown in FIG. 25, in step S601 corresponding to step S401 in FIG. 21, the learner inputs his / her ID and password through the operation unit 206 of the learner terminal 200, so that the CPU 301 Perform login authentication.

  In step S602 corresponding to step S402 in FIG. 21, the learner inputs the professor's ID through the operation unit 206 of the learner terminal 200, so that the CPU 301 associates with the input professor's ID. The target concept map 10 stored in the storage unit 302 of the server 300 is searched.

  In step S603 corresponding to step S403 in FIG. 21, the CPU 301 searches the learner concept map 30 stored in the storage unit 302 of the server 300 in association with the learner ID input in step S601. .

  In step S610 corresponding to step S410 in FIG. 21, the CPU 301 displays an image (corresponding to the map 40 in FIG. 10) that can identify the insufficient link L1 and the excessive link L2 on the display unit 207 of the learner terminal 200. To do. With this display, the learner can confirm the insufficient link L1, the excess link L2, and the correct link L3 in the learner concept map 30, and can consider the creation of the learner concept map 30 again.

  In step S611 corresponding to step S411 in FIG. 21, the CPU 301 correlates with the professor ID input in step S602 and stores the rationale table stored in the storage unit 302 of the server 300 (see FIG. 17). Based on the above, the basis part of the insufficient link L1 is displayed on the display unit 207 of the learner terminal 200. This display is performed in response to the learner operating the operation unit 206 to designate the insufficient link L1 in the image (corresponding to the map 40 in FIG. 10). With this display, the learner can examine whether or not the determination that he / she did not link between the nodes having the insufficient link L1 is appropriate.

  In the similarity display process shown in FIG. 26, in step S709 corresponding to step S509 in FIG. 24, the CPU 301 calculates the reproduction rate, matching rate, deficiency rate, excess rate calculated in steps S704, 705, 706, 707, and 708. , F value is displayed on the display unit 207 of the learner terminal 200. With this display, the learner can grasp the validity of the entire learner concept map 30 created by himself / herself. Further, the F value that is the harmonic average of the deficiency rate and the excess rate is displayed, so that the learner has too many links L in the learner concept map 30 compared to the target concept map 10. You can grasp what was too little. Thereby, it can be encouraged that the learner is appropriately linked to the learner concept map 30.

  Next, (2) group diagnosis processing will be described. FIG. 27 shows a flowchart of the group diagnosis process. The algorithm shown in FIG. 27 is stored as a program in the ROM 303 of the server 300 and is executed by the CPU 301.

  First, when the professor inputs his / her ID and password through the operation unit 106 of the professor terminal 100, the CPU 301 performs login authentication of the professor (step S801).

  Next, the CPU 301 searches the target concept map 10 stored in the storage unit 302 of the server 300 in association with the professor ID input in step S801 (step S802).

  Next, the CPU 301 searches the plurality of learner concept maps 30 stored in the storage unit 302 in association with the professor ID input in step S801 (step S803).

  Next, the CPU 301 creates a target table (see FIG. 22) indicating the presence / absence of the link L of the target concept map 10 searched in step S802 (step S804).

  Next, the CPU 301 creates a learner table (see FIG. 23) indicating the presence or absence of the link L of these learner concept maps 30 for each learner concept map 30 searched in step S803 (step S805).

  Next, the CPU 301 performs association between the nodes indicated by the two nodes N having the same term in the target table and the learner table created in steps S804 and 805 (step S806).

  Next, the CPU 301 forms the ratio of the learner concept map 30 in which the link L is formed ({number of learner concept maps 30 in which the link L is formed) between the nodes that are associated in step S806. } / {Number of all learner concept maps 30 searched in step S803}) (step S807). Specifically, the CPU 301 determines the ratio of learner tables to which 1 is assigned ({number of learner tables to which 1 is assigned} / {steps) between the nodes associated in step S806. The number of all learner tables created in S805}) is calculated.

  FIG. 28 shows a formation rate table created by the process of step S807. In this formation ratio table, the formation ratio calculated in step S807 is shown. In the table shown in FIG. 28, 0.5 is assigned to the corresponding portion C that indicates between “pointer and link” and “hierarchical data model”. This is because, among the learner tables created in step S805, there is a learner table with 1 added between “hierarchical data model” and “pointer and link” at a ratio of 1/2. . This means that among the learner concept maps searched in step S803, the learner concept map in which a link is formed between the "hierarchical data model" and the "pointer and link" exists at a ratio of 1/2. It means that I was doing.

  Next, the CPU 301 extracts the nodes associated in step S806, and adds the formation ratio shown in the formation ratio table to each of the nodes (step S808). As a result, as shown in FIG. 11, the extracted nodes are connected by the link L, and a superimposed map 50 in which a formation ratio is added between the nodes is formed.

  Next, the CPU 301 corrects included in all of the target concept map 10 searched in step S802 and the plurality of learner concept maps 30 searched in step S803 among the links L shown in the superimposed map 50. A link L4 is set (step S809). Specifically, the CPU 301 adds 1 in the formation ratio table (see FIG. 28) created in step S807 and 1 in the target table (see FIG. 22) created in step S804. And a link L connecting the extracted nodes is set as a correct link L4 in the superimposition map 50.

  Next, the CPU 301 is included in many of the plurality of learner concept maps 30 searched in step S803 among the links L shown in the superimposition map 50, but is added to the target concept map 10 searched in step S802. An excess link L5 not included is set (step S810). Specifically, the CPU 301 assigns a value greater than or equal to a predetermined value (for example, 0.75) in the formation ratio table created in step S807, and adds 0 to the target table created in step S804. And the link L connecting the extracted nodes in the superimposition map 50 is set as the excess link L5.

  Next, the CPU 301 sets a deficient link L6 that is not included in many of the plurality of learner concept maps 30 searched in step S803 but is included in the target concept map 10 searched in step S802 ( Step S811). Specifically, the CPU 301 assigns a value equal to or less than a predetermined value (for example, 0.25) in the formation ratio table created in step S807, and between the nodes assigned 1 in the target table created in step S804. And the link L connecting the extracted nodes is set as the deficient link L6 in the superimposition map 50.

  Next, the CPU 301 displays a difference map 60 that shows the correct link L4, the excess link L5, and the insufficient link L6 in a distinguishable manner on the display unit 107 of the teacher terminal 100 (step S812). As a result, as shown in FIG. 12, a difference map 60 in which the correct link L4 is indicated by a solid line, the excess link L5 is indicated by a broken line, and the insufficient link L6 is indicated by a two-dot chain line is displayed on the display unit 107 of the teacher terminal 100. Is done.

  Note that the above-described group diagnosis processing is also started in response to the login authentication of the learner being performed. FIG. 29 shows a flowchart of this group diagnosis process. Hereinafter, differences between the flowchart shown in FIG. 29 and the flowchart shown in FIG. 27 will be described. Note that the algorithm shown in FIG. 29 is also stored as a program in the ROM 303 of the server 300 and executed by the CPU 301.

  First, in the group diagnosis process shown in FIG. 29, in step S901 corresponding to step S801 in FIG. 27, the learner inputs his / her ID and password through the operation unit 206 of the learner terminal 200, so that the CPU 301 Perform login authentication.

  In step S902 corresponding to step S802 in FIG. 27, the learner inputs the professor's ID through the operation unit 206 of the learner terminal 200, so that the CPU 301 associates with the input professor's ID. The target concept map 10 stored in the storage unit 302 is searched.

  In step S903 corresponding to step S803 in FIG. 27, the CPU 301 searches the plurality of learner concept maps 30 stored in the storage unit 302 in association with the professor ID input in step S902.

  In step S912 corresponding to step S812 in FIG. 27, the CPU 301 displays the difference map 60 on the display unit 207 of the learner terminal 200. As a result, the learner understands between the entire learner and the professor, and between the learner himself and the entire learner, by the correct link L4, the excess link L5 and the insufficient link L6 shown in the difference map 60. You can grasp the difference.

  Next, (3) diagnosis processing between learners will be described. 30, 31, and 32 show flowcharts of the diagnosis process between learners. 30, 31, and 32 are stored as programs in the ROM 303 of the server 300 and executed by the CPU 301.

  In the diagnosis process between learners shown in FIG. 30, a matching link L7 (a link included in any of the two learner concept maps) and a difference link L8 (any of the two learner concept maps) are used. A display process that displays an image that identifies a link) that is included only in one side, and a similarity display process that displays the similarity between the two learner concept maps 30, which are executed in succession. Is done.

First, a display process for displaying an image for specifying the coincident link L7 and the different link L8 will be described with reference to FIG.

  First, when the learner inputs his / her ID and password through the operation unit 206 of the learner terminal 200, the CPU 301 performs login authentication of the learner (S1001).

  Next, the CPU 301 searches the learner concept map 30 stored in the storage unit 302 of the server 300 in association with the learner ID input in step S1001 (S1002).

  Next, when the learner inputs another learner's ID through the operation unit 206, the CPU 301 associates the other learner's input with the other learner stored in the storage unit 302. The concept map 30 is searched (S1003).

  Next, the CPU 301 creates a learner table (see FIG. 23) indicating the presence or absence of the link L in the learner concept map 30 searched in step S1002 (S1004).

  Next, the CPU 301 creates a learner table indicating the presence or absence of the link L of the other learner concept map 30 searched in step S1003 (S1005).

  Next, the CPU 301 performs association between the nodes indicated by the two nodes N having the same term in the learner concept map 30 searched in steps S1002 and 1003 (S1006). This process is performed based on the learner table created in steps S1004 and 1005.

  Next, the CPU 301 extracts the nodes that are linked by the matching link L7 among the nodes that have been associated in step S1006 (S1007). Specifically, the CPU 301 extracts the nodes assigned 1 in any of the learner tables created in steps S1004 and 1005 among the nodes associated in step S1006.

  Next, the CPU 301 extracts the nodes that are linked by the different link L8 among the nodes that are associated in step S1006 (S1008). Specifically, the CPU 301 adds 1 to one of the learner tables created in steps S1004 and 1005 among the nodes associated in step S1006, and 0 to the other. To extract between nodes.

  Next, the CPU 301 displays an image that can identify the matching link L7 and the different link L8 on the display unit 207 of the learner terminal 200 (S1009). Specifically, the CPU 301 connects the nodes extracted in step S1007 and the nodes extracted in step S1008 with a matching link L7 and a different link L8 that are indicated by different modes (different line types and colors). Display the map.

  As a result, as shown in FIG. 13, a map 70 in which the matching link L <b> 7 is indicated by a solid line and the different link L <b> 8 is indicated by a broken line is displayed on the display unit 207 of the learner terminal 200. By this display, the learner can grasp the coincident part and the different part between the self-understanding and the other learners' understanding.

  Next, similarity display processing will be described with reference to FIG.

  First, the CPU 301 obtains a feature vector expression indicating the presence or absence of the link L between the nodes associated in step S1006 by changing the dimensions of the learner concept map 30 searched in steps S1002 and 1003 (S1101).

FIG. 33 shows an example of the feature vector expression acquired in step S1101. The feature vectors are obtained by arranging the numerical values shown in the learner table created in steps S1004 and 1005 in the order in which the nodes are associated in step S1006.

The feature vector V0 in FIG. 33 indicates the feature vector acquired in step S1101 when the learner table shown in FIG. 23 has been created in steps S1004 and 1005. As the first numerical value 1 of the feature vector, a numerical value indicating whether or not there is a link L between “network data model” and “pointer and link” that are first associated with each other in the learner table shown in FIG. 23 is acquired. It is a thing. The second numerical value 0 of the feature vector is a numerical value indicating the presence or absence of the link L between the “network data model” and the “high speed” that are associated with each other next. In the feature vector V0 obtained in such a process, the number of dimensions is as many as the number of nodes existing in the learner concept map searched in steps S1002 and 1003, and between the corresponding nodes in each dimension. Since it indicates the presence / absence of a link, it indicates the presence / absence of a link between all nodes of the learner concept map searched in steps S1002 and 1003.

Note that feature vectors V1 and V2 shown in FIG. 33 indicate the presence or absence of a link between two learner concept maps each having 17 nodes. Since the feature vector V1 has 14 dimensions to which 1 is attached, the learner concept map corresponding to the coordinate V1 indicates that a link is formed between 14 nodes. The feature vector V2 indicates that there are 16 dimensions to which 1 is attached, so that links are formed between 16 nodes in the learner concept map corresponding to the coordinate V2. Further, in these learner concept maps, there are 13 dimensions to which 1 is attached, so that it is understood that there are 13 nodes between which links have been formed.

  Next, the CPU 301 calculates the cosine distance between the two feature vectors calculated in step S1101 as the similarity between the two learner concept maps 30 searched in steps S1002 and 1003 (S1102). This cosine distance is the inner product of two feature vectors divided by the product of the scalar quantities of these vectors. For example, if the learner concept map having 17 nodes is searched in steps S1002 and 1003, and the feature vectors V1 and V2 shown in FIG. 33 are acquired in step S1101, V1 * V2 / (| The cosine distance between the feature vectors V1 and V2 is calculated by calculating V1 | * | V2 |), that is, 13 / √14 × √16.

  Next, the CPU 301 displays the cosine distance calculated in step S1102 on the display unit 207 of the learner terminal 200 (S1103). Thereby, the learner can grasp the degree of similarity between his / her learner concept map 30 and the other learner concept map 30 and the relationship between inclusion and inclusion between these maps. As a result, the learner can find other learners who have an understanding similar to that of the learner.

  Next, the correction process of the learner concept map 30 will be described with reference to FIG.

  FIG. 34 is a flowchart of the correction process of the learner concept map 30. The algorithm shown by the flowchart in FIG. 34 is stored as a program in the ROM 203 of the learner terminal 200, and is executed by the CPU 201 by an input operation on the learner terminal 200 by the learner.

  First, when the learner operates the operation unit 206 and inputs his / her ID and password, the CPU 201 performs login authentication of the learner (step S1201).

  Next, the CPU 201 searches the learner concept map 30 stored in the storage unit 302 of the server 300 in association with the learner ID input in step S1201 (S1202).

  Next, the CPU 201 displays the learner concept map 30 searched in step S1202 on the display unit 207 of the learner terminal 200 (S1203).

  Next, the CPU 201 deletes / adds the link L in the learner concept map 30 searched in step S1202 (S1204). This process is performed by designating the link L of the learner concept map 30 displayed on the display unit 207 by the operation of the operation unit 206 by the learner.

  Next, the CPU 201 transmits the corrected data of the learner concept map 30 to the server 300 via the network 400 (S1205). As a result, the corrected data of the learner concept map 30 is stored in association with the ID of the learner input in step S1201 instead of the data of the previous learner concept map 30.

  After that, as a map diagnosis process performed by the server 300, for example, when an image display process for identifying the deficient / excessive link shown in FIG. 25 is executed, the learner lacks the corrected learner concept map. Since the excess links L1 and L2 can be confirmed, it is possible to examine the validity of the determination that the learner concept map 30 is corrected.

  Next, the correction process of the target concept map 10 will be described with reference to FIG.

  FIG. 35 is a flowchart of the correction process of the target concept map 10. The algorithm shown by the flowchart in FIG. 35 is stored as a program in the ROM 103 of the teacher terminal 100, and is executed by the CPU 101 by the input operation of the teacher to the teacher terminal 100.

  First, when the professor operates the operation unit 106 and inputs his or her ID and password, the CPU 101 performs login authentication of the professor (step S1301).

  Next, the CPU 101 searches the target concept map 10 stored in the storage unit 302 of the server 300 in association with the professor ID input in step S1301 (step S1302).

  Next, the CPU 101 displays the target concept map 10 searched in step S1302 on the display unit 107 of the teacher terminal 100 (step S1303).

  Next, the CPU 101 deletes / adds the link L to the target concept map 10 searched in step S1302 (step S1304). This process is performed by designating the link L of the target concept map 10 displayed on the display unit 107 by the professor's operation on the operation unit 106.

  Next, the CPU 101 transmits the corrected learner concept map 30 data to the server 300 via the network 400 (step S1305). As a result, the corrected data of the learner concept map 30 is stored in association with the professor ID input in step S1301 instead of the data of the previous learner concept map 30.

  Then, as a map diagnosis process performed by the server 300, for example, when the group diagnosis process shown in FIG. 29 is executed, the professor creates a difference map 60 (FIG. 29) created based on the modified target concept map 10. 12) can be confirmed, and the validity of the determination of correcting the target concept map 10 from the display of the link can be examined.

  According to the present embodiment, when the learner creates the learner concept map 30, the map kit 20 including the node N of the target concept map 10 is provided to the learner. It is limited only to structuring which links to the kit 20. As a result, the target concept map 10 and the learner concept map 30 do not differ with respect to the node N, but have a structure that can be compared by a computer because only the link L is different. Therefore, in the present embodiment, the result of comparison between the link L of the target concept map 10 and the link L of the learner concept map 30 (for example, the shortage / excess links L1 and L2 shown in FIG. The difference map 60 shown in FIG. 12 can be displayed, and this display provides feedback about understanding of the learning object from the teacher to the learner or from the learner to the teacher.

  In addition, as a method of creating the learner concept map 30, a method (Kit-Build method) in which the learner is provided with a map kit 20 and linked is adopted (a kit-build method). The learner concept map 30 is created using the components (node N) also shown in the created target concept map 10 and the learner concept map 30 created by other learners. Thereby, it is easy to grasp the difference between the learner concept map 30 and the target concept map 10, or the difference between the learner concept maps 30, and the mutual understanding is easily pointed out.

  Further, when the learner concept map 30 is created, the segmentation work for extracting the node N is omitted by providing the learner with the map kit 20. This allows the learner himself to concentrate on the structuring that is linked.

  Also, by providing the learner with the map kit 20, the important concept that the professor wants to convey is explicitly shown to the learner and shared with the learner.

  Further, by providing the learner with the map kit 20, variations of the learner concept map 30 created by the creation process of the learner concept map 30 shown in FIG. 19 can be reduced. Therefore, the map diagnosis process in the system can be speeded up. For this reason, real-time feedback is realized.

  In addition, since the map kit 20 is provided to the learner, a common understanding can be formed on the important concepts shown in the learning object between the learner and the professor or between the learners.

  The present invention is not limited to the above-described embodiment, and various modifications can be made within the scope of the claims.

  For example, in the target concept map 10, an excessive allowable link or a shortage that does not determine excess / deficiency with the learner concept map 30 in the individual diagnosis process of the learner shown in FIG. 20 or the diagnosis process of the group shown in FIG. 27. An allowable link may be set. In this case, a process for designating an excess allowable link or an insufficient allowable link by a teacher's operation is added to the process of creating the target conceptual map 10 shown in FIG. 14 or the correction process of the target conceptual map 10 shown in FIG. .

  In the process of creating the learner concept map 30 shown in FIG. 19, the total number of links L added to the map kit 20 and the number of links L that can be connected to each node N of the map kit 20 may be limited. In this case, in the map kit 20 creation process shown in the figure, a process for designating the number of links L that can be linked between kits that can be linked to each kit is added. Thereby, since the variation of the learner concept map 30 created by the creation process of the learner concept map 30 can be further reduced, the map diagnosis process in the system can be further speeded up.

  In addition, the learning target character string read in step S102 of the target concept map 10 creation process shown in FIG. 14 may be read by a scanner. In this case, the scanner and the teacher terminal 100 are connected by the communication unit 105 of the teacher terminal 100 shown in FIG.

  In addition, a link in the target concept map or the learner concept map may be provided with a direction or a label in order to show the relationship between the two nodes. FIG. 36 shows the target concept map 11 in which directions and labels are provided on the links. In the target concept map 11 shown in FIG. 36, for example, in the link L1 that associates the “data structure description” with the “relation”, the “relation” is a component of the “data structure description”. In order to show the relationship, the direction of the link L1 is from “data structure description” to “relation”. The link L1 is provided with a label R1 “component” to indicate the meaning of the direction.

  When the direction and the label are provided on the link in this way, an ID table as shown in FIG. 37 is created in the target concept map creation process. This ID table is created when a node is extracted from a learning target. The vertical axis indicates candidates for “node that is the starting point of link L”, and the horizontal axis indicates “link”. Candidates for “the node that is the end point of L” are shown. And between each node comprised in the target concept map 11, ID of the link which can be attached | subjected between these nodes is allocated. As a result of this allocation, there are IDs shown in the ID table that indicate links that are actually formed on the target concept map and those that indicate links that are not formed on the target concept map. For example, “L0405” is assigned to the location D indicating the start and end of the link L1 as the ID of the link L1 shown in FIG. 36, and the ID of the link not formed in the target concept map is, for example, “real world”. “L0107” is allocated to a location E indicating between “and the hierarchical data model”.

  In the ID table, a 2-digit ID is assigned to the node extracted from the learning target, and the ID of the link is the last 3-4 digits of the ID of the node that is the start point, and becomes the end point. The node IDs are arranged in the last 1 to 2 digits. By configuring the link ID in this way, two links with the opposite direction (hereinafter referred to as links having opposite directions) attached between the same nodes are displayed with a lower 3 to 4 digit numerical value and An ID opposite to the one- to two-digit numerical value is given. For example, among the links attached between “modeling (ID: 02)” and “network data model (ID: 06)”, the link having the start point as “modeling” and the end point as “network data model” The ID “L0206” is assigned to the location F in the ID table, the link “L0602” is assigned to the location G in the ID table for the link whose start point is “network data model” and whose end point is “modeling”. It is.

  FIG. 38 shows a goal table created by the goal concept map creation process. In the target table, the vertical axis indicates the ID of the link allocated in the ID table, and the horizontal axis indicates the label written on the target concept map 11 (see FIG. 36). In the target table, as described above, as a result of the ID table ID shown on the vertical axis, a line indicating the ID of the link actually attached to the target concept map 11 and the target concept map 11 are not described. There is a line indicating the ID of the link.

  Then, as in the row G1 indicating the ID “L0405” of the link L1 (see FIG. 36), the row indicating the ID of the link attached to the target concept map 11 is a column (row) indicating the label attached to the link. In G1, column R1 corresponds to 1), and 1 indicates a label indicating a label not attached to the link.

  In the row indicating the ID of the link not described in the target concept map 11, 0 is assigned to all the columns. For example, “L0305” in the row G6 is an ID assigned between “Relational Database (RDB)” and “Relation” that are not linked in the target concept map 11 (see FIG. 36) ( In the row G6 indicating “L0305”, 0 is assigned to all the columns. By adding 1 or 0 as described above, the target table shows the correspondence between each link in the target concept map 11 and the labels attached to these links.

  In the map kit creation process, a map kit is created by deleting a predetermined labeled link in the target concept map by an input operation to the teacher terminal 100 of the teacher. FIG. 39 shows a map kit 21 created based on the target concept map 11 shown in FIG. This map kit 21 deletes the link L2 with label R2 and L3 with label R3 in the target concept map 11, so that the node kit K1 that is not related by the link L and the macro kit that is related by the link L are displayed. K2 is formed.

  In the process of creating the learner concept map, the input operation to the learner terminal 200 by the learner specifies the nodes to be linked by the map kit, and specifies the direction of the link to be attached between the nodes. Thus, a learner concept map is created. At this time, the labeled link (S shown in FIG. 39) deleted by the professor from the target concept map is displayed on the display unit 207 of the learner terminal 200 together with the map kit, and the learner displays the link on the display unit 207. By dragging the labeled link between the nodes of the map kit, the link is made to the map kit.

  FIG. 40 shows a learner concept map 31 created based on the map kit 21 shown in FIG. This learner concept map 31 is formed by using the map kit 21. As a result, the label L and the direction are attached to the link L as in the target concept map 11 (see FIG. 36). Is the same as the target concept map 11, and the label R attached to the link L is the one written on the target concept map 11.

  Further, in the process of creating the learner concept map, a learner table shown in FIG. 41 is created. In the learner table shown in FIG. 41, the vertical axis indicates the ID of the link allocated in the ID table (see FIG. 37), and the horizontal axis indicates the label written on the learner concept map 31 (see FIG. 40). Has been. The learner table shows the same link ID / label as the target table (see FIG. 38) on the vertical axis / horizontal axis as a result of the vertical axis / horizontal axis as described above. There are a line indicating the ID of the link actually written on the learner concept map 31 and a line indicating the ID of the link not shown on the learner concept map 31.

  In the row indicating the link ID written on the learner concept map 31, 1 is added to the column indicating the label attached to the link, and 0 is added to the column indicating the label not attached to the link. ing. For example, in the row G1 indicating the ID “L0405” of the link L1 shown in FIG. 40, 1 is assigned to the column (corresponding to R1) indicating the label “component” attached to the link L1, and 0 is set to the other columns. Is attached.

  In the row indicating the ID of the link not described in the learner concept map 31, 0 is assigned to all the columns. For example, “L0612” in row G5 is an ID assigned between “network data model” and “high speed” that are not linked in the learner concept map 31 (see FIG. 37). In the row G5 indicating “L0612”, 0 is attached to all the columns. As described above, the learner table with 1 and 0 indicates the correspondence between each link of the learner concept map 31 and the labels attached to these links.

  In the individual diagnosis process, based on the above-described target table and learner table, images indicating the difference in the link between the target concept map and the learner concept map are displayed on the display units 107 and 207 ( 2 and 3). Specifically, by comparing the numerical values of the target table and the learner table, a map showing the links shown in the following (1) to (6) in different modes is displayed.

(1) As indicated by L1 in FIGS. 36 and 40, in the target concept map and the learner concept map, links that are attached between the same nodes and have the same direction and label ((1) in FIGS. 36 and 40) reference).
(2) The target concept map and the learner concept map are attached between the same nodes and have the same label but different labels (see (2) in FIGS. 36 and 40).
(3) The target concept map and the learner concept map are attached between the same nodes and have the same label but opposite directions (see (3) in FIGS. 36 and 40).
(4) In the target concept map and the learner concept map, links that are attached between the same nodes but have opposite directions and different labels (see (4) in FIGS. 36 and 40).
(5) A link that connects nodes that have links formed in the target concept map but not links in the learner concept map (see (5) in FIG. 36).
(6) A link that connects nodes that are formed in the learner concept map but not linked in the target concept map (see (6) in FIG. 40).

  Hereinafter, the process of setting the above links (1) to (6) using the target table and the learner table will be specifically described with reference to FIGS.

  First, as in the row G1 shown in FIGS. 38 and 41, 1 is assigned to each of the target / learner tables, and the column with the 1 (corresponding to R1) is the same in the target / learner table. For a certain row, a link corresponding to the ID (corresponding to L0405) of the row is set as the link of (1).

  In addition, as in row G2, although 1 is added to both of the goal / learner table, the rows (corresponding to R1 and R2) to which 1 is assigned in the goal table and the learner table are different. The link corresponding to the ID (corresponding to L0309) of the row is set as the link of (2).

  Also, as shown in line G3, two lines indicating the IDs of links having opposite directions (two lines in which the last 1-2 digits of ID and the last 3-4 digits are reversed), The row (L0813 row) is assigned 1 in the target table, and the other row (L1308 row) is assigned 1 in the learner table, and these 1-attached columns (corresponding to R2) are included. For the same row in the learner table and the goal table, the link corresponding to the ID (any one of L0813 and L1308) of any row is set as the link in (3).

  Further, as shown in the row G4, the two rows indicate the IDs of the links having opposite directions, and one row (L0814 row) is assigned 1 in the target table, and the other row (L1408 row). In the learner table, 1 is assigned, and for the two rows in which the columns to which these 1s are attached (corresponding to R2 and R1) are different between the learner table and the goal table, the ID of one of them ( A link corresponding to any one of L0814 and L1408) is set as the link of (4).

  As for the row G5, the link corresponding to the row ID (corresponding to L0612) is assigned to the row where the target table is 1 but the learner table is not 1; Set as the link of (5).

  In addition, as in the row G6, the target table is not assigned 1 but the learner table has 1 attached to the link corresponding to the row ID (corresponding to L0305). It is set as the link of (6).

  FIG. 42 shows a map shown on the display units 107 and 207 of the teacher terminal 100 or the learner terminal 200 as a result of the above link setting. In this map, the link of (1) is indicated by a solid line, the link of (2) is indicated by a broken line, the link of (3) is indicated by a one-dot chain line, and the link of (4) is indicated by a two-dot chain line. The link (5) is indicated by a dotted line, and the link (6) is indicated by a one-dot long chain line.

  In addition, when calculating / displaying the degree of coincidence, the relevance rate, the deficiency rate, the excess rate, and the F value (harmonic average value), the target concept map and the learner concept map are assigned between the same nodes, and the direction and label. The links of (1) that match are treated as links included in both the target concept map and the learner concept map.

  Through the above processing, in the target concept map and the learner concept map, not only the location where the presence or absence of the link matches or differs, but also the location where the direction or label attached to the link matches or differs can be recognized. . Thereby, the difference in understanding of the learning object between the learner and the professor can be grasped in more detail.

And in the group diagnosis process executed when multiple learner concept maps are created,
The ratio that the link L with the label R is formed between the nodes of the learner concept map is calculated. This formation ratio is calculated based on a plurality of learner tables created for each learner concept map.

  FIG. 43 shows a formation ratio table indicating the above-described formation ratio. In this formation ratio table, the ID and label of the link shown in the learner table (see FIG. 41) are shown on the vertical and horizontal axes. For example, in the row G1 indicating the ID “L0405” of the link L1 illustrated in FIG. 40, 0.8 is added to the column R1 indicating “component”. The value of 0.8 is the ratio of the learner table in which 1 is attached at a position where the row G1 and the column R1 intersect among the plurality of learner tables created for each learner concept map ({1 The number of learner tables with {} / {number of all learner tables}) is calculated, and the label “component” is placed between “data structure description” and “relation”. This means that the learner concept map in which the attached link was formed was present at a rate of 4/5.

  Then, based on the target table and the formation ratio table, a difference map indicating the following links (1) to (6) in different modes is displayed on the display units 107 and 207 of the teacher terminal 100 or the teacher terminal 200. Is done.

(1) A link that is attached between the same nodes and has the same direction and label in the target concept map and many learner concept maps.
(2) Links that are attached between the same nodes in the target concept map and a large number of learner concept maps, but that have the same direction but different labels.
(3) A link that is attached between the same nodes in the target concept map and a large number of learner concept maps and has the same label but opposite direction.
(4) Links that are attached between the same nodes in the target concept map and a large number of learner concept maps but have different directions and different labels.
(5) A link that connects nodes that have links formed in the target concept map but are not formed in many learner concept maps.
(6) A link that connects nodes that have links formed in many learner concept maps but not in the target concept map.

  Hereinafter, the process of setting the above links (1) to (6) using the target table and the formation ratio table will be specifically described with reference to FIGS.

  First, as in the row G1 shown in FIGS. 38 and 43, 1 is assigned to the target table, and the formation ratio table is a row to which a value of 0.5 or more (corresponding to 0.8) is assigned. For the same row in the learner table and the goal table in the column (corresponding to R1) with the value of (1 or 0.8), the link corresponding to the row ID (corresponding to L0405) is (1 ) Link.

  Further, as in the row G2, 1 is assigned to the target table, and the formation ratio table is a row to which a value of 0.5 or more (corresponding to 0.8) is assigned, and these values (1 and 0. 8) For a row in which the column (corresponding to R1, R2) is different in the target table and the formation ratio table, the link corresponding to the ID (corresponding to L0309) of that row is set as the link of (2). Is done.

  In addition, as shown in line G3, two lines indicating the IDs of two links whose directions are opposite (two lines in which the lower 1 to 2 digits and the lower 3 to 4 digits are reversed), The row (corresponding to the row L0813) is assigned 1 in the target table, and the other row (corresponding to the row L1308) is assigned a value of 0.5 or more (corresponding to 0.8) in the formation ratio table. For the two rows in which the columns (corresponding to R2) with these values (corresponding to 1 or 0.8) are the same in the target table and the formation ratio table, the ID of one of them The link corresponding to (one of L0813, L1308) is set as the link of (3).

  Further, as shown in row G4, two rows indicating the IDs of two links having opposite directions, and one row (corresponding to the row of L0814) is assigned 1 in the target table, and the other row (L1408). In the formation ratio table, a value of 0.5 or more (corresponding to 0.75) is assigned in the formation ratio table, and a column (R2, R2) to which these values (corresponding to 1 or 0.75) are attached. For the two rows that correspond to the target table and the formation ratio table (corresponding to R1), the link corresponding to the ID (any one of L0814 and L1408) of the row is set as the link of (4).

  In addition, as for the row G5, for the row where 1 is added to the target table but the value of 0.5 or more does not exist in the formation ratio table, it corresponds to the row ID (corresponding to L0612). A link is set as the link of (5).

  In addition, as for the row G6, although 1 is not added to the target table, the row with a value of 0.5 or more (corresponding to 0.9) is added to the formation ratio table. A link corresponding to the ID (corresponding to L0305) is set as the link of (6).

  With the above settings, a difference map is displayed in which the above links (1) to (6) are distinguished. In this difference map, for example, as in the map shown in FIG. 42, the links (1) to (6) described above are distinguished from each other by six line types. For this reason, illustration and detailed description are omitted.

  By displaying this difference map, the target concept map and many learner concept maps not only match or differ in the presence or absence of links, but also match or differ in the direction and labels attached to the links. The location is confirmed. As a result, the professor can understand the differences in understanding between the learner and the professor in more detail. it can. Moreover, the learner can grasp in detail the difference in understanding between the entire learner and the professor, and between the learner himself and the entire learner, using the difference map.

  In the above description, when setting the links (1) to (6) of the difference map, 0.5 is shown as the threshold value for determining the magnitude of the numerical value in the formation ratio table, but this threshold value can be set arbitrarily.

The means and method for performing various processes in the learning support system 1 of the present embodiment can be realized by either a dedicated hardware circuit or a programmed computer. Here, the program may be provided by a computer-readable information recording medium such as a flexible disk or a CD-ROM. In this case, the program recorded on the computer-readable information recording medium is usually transferred to and stored in a storage unit such as a hard disk. The program may be provided as a single application software, or may be incorporated into the software of the device as one function of the device.

  As described above, according to the present invention, since the result of comparing the professor's concept map and the learner's concept map is displayed by computer processing, the instruction from the professor to the learner or from the learner to the professor Feedback to the person about understanding the learning object is realized. Therefore, the present invention can be preferably applied to a learning system using a computer.

It is a figure which shows the structure of the learning assistance system in embodiment of this invention. It is a block diagram which shows the structure of a teacher terminal. It is a block diagram which shows the structure of a learner terminal. It is a block diagram which shows the structure of a server. It is a figure explaining the flow which evaluates a learner's understanding in embodiment of this invention. It is a figure which shows the example of a target concept map. It is a figure which shows the map kit produced based on the target concept map shown in FIG. It is a figure which shows the learner concept map produced based on the map kit shown in FIG. It is a figure which shows the other learner concept map produced based on the map kit shown in FIG. It is a figure which shows the image displayed based on the target concept map shown in FIG. 6, and the learner concept map shown in FIG. It is a figure which shows the superimposition map produced based on the learner concept map shown to FIG. It is a figure which shows the difference map displayed based on the target concept map and superimposition map which are shown in FIG. It is a figure which shows the image displayed based on the learner conceptual map shown to FIG. It is a flowchart which shows the preparation process of a target concept map. It is a figure which shows the image displayed in step S103 shown in FIG. It is a figure which shows the image displayed in step S105 shown in FIG. It is a figure which shows the grounding table formed by step S105 shown in FIG. It is a flowchart which shows the creation process of a map kit. It is a flowchart of the creation process of a learner concept map. It is a flowchart of an individual diagnosis process of a learner. It is a flowchart of the display process which displays the image which specifies a deficiency and excess link. It is a figure which shows the target table produced by step S404 shown in FIG. It is a figure which shows the learner table created by step S405 shown in FIG. It is a flowchart of the similarity display process between the target and the learner concept map performed following the display process of FIG. FIG. 22 is a flowchart of an image display process for specifying an insufficient / excess link different from FIG. 21. It is a flowchart of the similarity display process between the target and the learner concept map performed following the display process of FIG. It is a flowchart of the diagnostic process of a group. It is a figure which shows the formation ratio table produced by the process of step S807 shown in FIG. It is a flowchart of the group diagnosis process different from FIG. It is a flowchart of the diagnostic process between learners. It is a flowchart of the display process which displays the image which specifies a coincidence / difference link. It is a flowchart of the similarity display process between the learner concept maps performed following the display process of FIG. It is a figure which shows the feature vector acquired in step S1101 shown in FIG. It is a flowchart of the correction process of a learner concept map. It is a flowchart of the correction process of a target concept map. It is a figure which shows the target concept map in which the direction and the label were attached | subjected to the link. It is a figure which shows ID table produced when a direction and a label are attached | subjected to a link. It is a figure which shows the target table produced by the creation process of the target concept map shown in FIG. It is a figure which shows the map kit produced based on the target concept map shown in FIG. It is a figure which shows the learner concept map produced based on the map kit shown in FIG. It is a figure which shows the learner table of the learner concept map shown in FIG. It is a figure which shows the image displayed based on the target concept map shown in FIG. 36, and the learner concept map shown in FIG. It is a figure which shows the formation ratio table produced by a group diagnostic process, when a direction and a label are attached to a link.

Explanation of symbols

1 Learning support system
10, 11 goal concept map
20,21 Map kit
30, 31 Learner concept map
50 Superposition map
60 Difference map
100 Teacher terminal
200 learner terminals
300 servers
400 network
500 Scanner 101, 201, 301 CPU,
102, 202, 302 Storage unit 103, 203, 303 ROM
104, 204, 304 RAM,
105, 205, 305 Communication unit 106, 206 Operation unit 107, 207 Display unit
L link
L1, L6 missing link
L2, L5 excess links
L3, L4 Correct link
L7 matching link
L8 Difference link
K1 node kit
K2 macro kit
N node
R label V0, V1, V2 feature vector

Claims (23)

Based on the information input from the professor, a plurality of nodes indicating concepts in the learning target are extracted from the character string to be learned, and the relationship between these nodes is indicated between these nodes based on the information input from the professor A goal concept map creation procedure to create a goal concept map that shows the goal state of understanding of the learner by forming a link;
The target concept map is decomposed into a plurality of kits each including one or more nodes by removing at least one link in the target concept map from the target concept map based on information input from a professor. Disassembly procedure;
Based on information input from a plurality of learners, a plurality of learner concept maps each showing the understanding states of the plurality of learners are created by forming links between the kits disassembled in the disassembly procedure. Learner concept map creation procedure,
A superimposed map creating procedure for creating a superimposed map indicating an understanding state of a group composed of the plurality of learners;
Comparing the difference between the target concept map and the learner concept map, and causing the computer to execute a display procedure for displaying the comparison result,
In the display procedure, as a comparison result between the target concept map and the learner concept map, a correct answer link that is a link included in both of the target concept map and the plurality of learner concept maps, Excess links that are included in a large number of learner concept maps but not included in the target concept map, and the target concept maps that are not included in a large number of the plurality of learner concept maps At least a difference map is shown that distinguishes it from missing links that are included in
In the superimposed map creation procedure, the nodes in the plurality of learner concept maps created in the learner concept map creation procedure are extracted, and each of these nodes is linked in the plurality of learner concept maps. Is added to create the superimposed map,
In the display procedure, the correct link, the excess link, and the insufficient link in the difference map are set based on the ratio in the superimposition map. Based on the information input from the professor, a plurality of nodes indicating concepts in the learning target are extracted from the character string to be learned, and the relationship between these nodes is indicated between these nodes based on the information input from the professor A goal concept map creation procedure to create a goal concept map that shows the goal state of understanding of the learner by forming a link;
The target concept map is decomposed into a plurality of kits each including one or more nodes by removing at least one link in the target concept map from the target concept map based on information input from a professor. Disassembly procedure;
Based on information input from a plurality of learners, a plurality of learner concept maps each showing the understanding states of the plurality of learners are created by forming links between the kits disassembled in the disassembly procedure. Learner concept map creation procedure,
Compare the difference between the target concept map and the learner concept map, display the comparison result, and further determine the link difference in any two learner concept maps of the plurality of learner concept maps. A display procedure for comparing and displaying the comparison results,
In the display procedure,
For each of the two learner concept maps, a feature vector is generated that indicates the presence or absence of a link between the nodes by changing the dimension, and a cosine distance between these feature vectors is calculated. As a comparison result, at least the calculated cosine distance is displayed.
As a result of comparison between the learner conceptual map and the target concept map, the links included in the learner concept included in the map incoming link and the learner concept map of the links included in the target concept map an image specifying the out said incoming links not contain the target concept maps, and reproduction rate, the percentage of the link that is included in the learner concept map of the links included in the target concept map, the Of the links included in the learner concept map, the relevance ratio indicating the ratio of the links included in the target concept map, and the link included in the target concept map is not included in the learner concept map. A deficiency ratio indicating the ratio of links and an excess ratio indicating the ratio of links not included in the target concept map among the links included in the learner concept map The sum average value, the target concept map and the plurality of learners concept map correct link is a link which is also included in any of said plurality of learners concept the target concept maps have been included in a number of map either the difference map showing distinguish between missing link is a link that is not included in the number of excess link is a link that does not include the plurality of learner concept maps included in the target concept maps, of At least one is displayed,
A learning support program characterized by this. Wherein the display procedure, as a result of comparison between the learner conceptual map and the target concept maps, among links included in the target concept map, the learner concept maps to included have a roasted link, or the learner among the links included in the concept map, learning support program according to claim 1, characterized in that images to identify the incoming links not contain the target concept map is displayed.   In the display procedure, as a result of comparison between the target concept map and the learner concept map, a recall indicating a ratio of links included in the learner concept map among links included in the target concept map. The learning support program according to claim 1, wherein: is displayed.   In the display procedure, as a comparison result between the target concept map and the learner concept map, a matching ratio indicating a ratio of links included in the target concept map among links included in the learner concept map. The learning support program according to claim 1, wherein: is displayed.   In the display procedure, as a comparison result between the target concept map and the learner concept map, a deficiency rate indicating a ratio of links not included in the learner concept map among links included in the target concept map The harmonic mean value of the excess ratio indicating the ratio of the links not included in the target concept map among the links included in the learner concept map is displayed. Learning support program. Further causing the computer to execute a superimposition map creating procedure for creating a superimposition map indicating an understanding state of the group composed of the plurality of learners,
In the superimposed map creation procedure, the nodes in the plurality of learner concept maps created in the learner concept map creation procedure are extracted, and each of these nodes is linked in the plurality of learner concept maps. Is added to create the superimposed map,
The learning support program according to claim 2, wherein in the display procedure, the correct link, the excess link, and the insufficient link in the difference map are set based on a ratio in the superimposition map. In the learner concept map creation procedure, a plurality of learner concept maps corresponding to each learner are created by a plurality of learners performing input work,
In the display procedure, among the plurality of learner concept maps, the difference between the links in any two of the learner concept maps is compared, and the comparison result is further displayed,
In the display procedure, as a comparison result of the two learner concept maps, a matching link that is a link included in any of the two learner concept maps and any of the two learner concept maps are selected. The learning support program according to claim 1, wherein an image for specifying a difference link that is a link included only in one of the links is displayed.   In the display procedure, as a comparison result of the two learner concept maps, a matching link that is a link included in any of the two learner concept maps and any of the two learner concept maps are selected. The learning support program according to claim 2, wherein an image for specifying a difference link that is a link included only in one of the links is displayed. In the learner concept map creation procedure, a plurality of learner concept maps corresponding to each learner are created by a plurality of learners performing input work,
In the display procedure, among the plurality of learner concept maps, the difference between the links in any two of the learner concept maps is compared, and the comparison result is further displayed,
In the display procedure, for each of the two learner concept maps, feature vectors that indicate the presence / absence of links between the nodes are obtained by changing dimensions, and a cosine distance between these feature vectors is determined by the two learners. The learning support program according to claim 1, wherein the learning support program is displayed as a comparison result of concept maps.   The step of creating the target concept map is to acquire information on marking performed by the professor on a character string to be learned, and to extract a section where the marking has been performed as the node. The learning support program according to any one of 1 to 10.   The computer-readable information recording medium which recorded the learning assistance program of any one of Claim 1 to 11. Based on the information input from the professor, a plurality of nodes indicating concepts in the learning target are extracted from the character string to be learned, and the relationship between these nodes is indicated between these nodes based on the information input from the professor A goal concept map creating means for creating a goal concept map indicating a goal state of understanding of the learner by forming a link;
The target concept map is decomposed into a plurality of kits each including one or more nodes by removing at least one link in the target concept map from the target concept map based on information input from a professor. Decomposition means;
Based on information input from a plurality of learners, a link is formed between the kits disassembled by the disassembling means, thereby creating a plurality of learner concept maps respectively indicating the understanding states of the plurality of learners. Learner concept map creation means,
A superimposed map creating means for creating a superimposed map indicating an understanding state of a group composed of the plurality of learners;
A display means for comparing the difference between the link between the target concept map and the learner concept map and displaying the comparison result;
The display means, as a comparison result between the target concept map and the learner concept map, a correct answer link that is a link included in both of the target concept map and the plurality of learner concept maps, Excess links that are included in a large number of learner concept maps but not included in the target concept map, and the target concept maps that are not included in a large number of the plurality of learner concept maps Display at least a difference map that distinguishes it from missing links that are included in
The superimposed map creating means extracts between the nodes in the plurality of learner concept maps created by the learner concept map creating means, and links each of these nodes in the plurality of learner concept maps. Is added to create the superimposition map,
The learning support system, wherein the display means sets the correct link, the excess link, and the insufficient link in the difference map based on a ratio in the superimposition map. Based on the information input from the professor, a plurality of nodes indicating concepts in the learning target are extracted from the character string to be learned, and the relationship between these nodes is indicated between these nodes based on the information input from the professor A goal concept map creating means for creating a goal concept map indicating a goal state of understanding of the learner by forming a link;
The target concept map is decomposed into a plurality of kits each including one or more nodes by removing at least one link in the target concept map from the target concept map based on information input from a professor. Decomposition means;
Based on information input from a plurality of learners, a link is formed between the kits disassembled by the disassembling means, thereby creating a plurality of learner concept maps respectively indicating the understanding states of the plurality of learners. Learner concept map creation means,
Compare the difference between the target concept map and the learner concept map, display the comparison result, and further determine the link difference in any two learner concept maps of the plurality of learner concept maps. Display means for comparing and displaying the comparison result,
The display means includes
For each of the two learner concept maps, a feature vector indicating the presence / absence of a link between nodes is generated by changing the dimension, a cosine distance between these feature vectors is calculated, and the two learner concept maps are compared. As a result, at least the calculated cosine distance is displayed,
As a result of comparison between the learner conceptual map and the target concept map, the links included in the learner concept included in the map incoming link and the learner concept map of the links included in the target concept map an image specifying the out said incoming links not contain the target concept maps, and reproduction rate, the percentage of the link that is included in the learner concept map of the links included in the target concept map, the Of the links included in the learner concept map, the relevance ratio indicating the ratio of the links included in the target concept map, and the link included in the target concept map is not included in the learner concept map. A deficiency ratio indicating the ratio of links and an excess ratio indicating the ratio of links not included in the target concept map among the links included in the learner concept map The sum average value, the target concept map and the plurality of learners concept map correct link is a link which is also included in any of said plurality of learners concept the target concept maps have been included in a number of map either the difference map showing distinguish between missing link is a link that is not included in the number of excess link is a link that does not include the plurality of learner concept maps included in the target concept maps, of A learning support system characterized by displaying at least one. The display means, as a result of comparison between the target concept maps and the learner concept maps, said one of the links included in the target concept map, the learner concept maps to included not a roasted ink, or the learner among the links included in the concept map, the learning support system according to claim 13, characterized in that to display an image that identifies the incoming links not contain the target concept map.   The display means, as a comparison result between the target concept map and the learner concept map, shows a ratio of links included in the learner concept map among links included in the target concept map. 14. The learning support system according to claim 13, wherein the learning support system is displayed.   The display means, as a comparison result between the target concept map and the learner concept map, out of the links included in the learner concept map, the relevance ratio indicating the ratio of the links included in the target concept map 14. The learning support system according to claim 13, wherein the learning support system is displayed.   The display means, as a comparison result between the target concept map and the learner concept map, out of links included in the target concept map, indicating a ratio of links not included in the learner concept map The harmonic average value of the excess ratio indicating the ratio of the links not included in the target concept map among the links included in the learner concept map is displayed. Learning support system. A superimposing map creating means for creating a superimposing map indicating an understanding state of the group composed of the plurality of learners,
The superimposed map creating means extracts between the nodes in the plurality of learner concept maps created by the learner concept map creating means, and links each of these nodes in the plurality of learner concept maps. Is added to create the superimposition map,
The learning support system according to claim 14, wherein the display unit sets the correct link, the excess link, and the insufficient link in the difference map based on a ratio in the superimposition map. The learner concept map creating means creates a plurality of learner concept maps corresponding to each of the learners by a plurality of learners performing input work,
The display means compares the difference between the links in any two of the plurality of learner concept maps, and further displays the comparison result,
As the comparison result of the two learner concept maps, the display means includes a matching link that is a link included in any of the two learner concept maps, and one of the two learner concept maps. The learning support system according to claim 13, wherein an image for specifying a difference link that is a link included only in one of the links is displayed.   As the comparison result of the two learner concept maps, the display means includes a matching link that is a link included in any of the two learner concept maps, and one of the two learner concept maps. The learning support system according to claim 14, wherein an image for specifying a difference link that is a link included only in one of the links is displayed. The learner concept map creating means creates a plurality of learner concept maps corresponding to each of the learners by a plurality of learners performing input work,
The display means compares the difference between the links in any two of the plurality of learner concept maps, and further displays the comparison result,
The display means obtains a feature vector indicating the presence or absence of a link between the nodes for each of the two learner concept maps while changing the dimension, and the cosine distance between the feature vectors is determined as the two learner concepts. The learning support system according to claim 13, wherein the learning support system displays the result as a map comparison result.   The target concept map creating means acquires information on marking performed by the professor on a character string to be learned, and extracts a section where the marking is performed as the node. The learning support system according to any one of 13 to 22.

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