JP5818251B2 - Learning support device, learning support method, and program - Google Patents

Description

  The present invention relates to a learning support apparatus, a learning support method, and a program that can improve a learner's academic ability in various fields.

  Conventionally, learning support using a computer has been performed. For example, a technique for accurately measuring the learner's academic ability level based on the difficulty level of the problem and the correctness of the learner's answer to the problem is disclosed (see, for example, Patent Document 1). In addition, a technique is disclosed in which a learner repeatedly learns weak points by creating a group of questions based on the learner's past grades or the field of the problem that the learner has answered incorrectly (for example, patent literature). 2).

JP 2006-209678 A Japanese Patent Laid-Open No. 08-160850

  However, although the technique disclosed in Patent Document 1 can accurately measure the learner's achievement level, it does not know the problem that the learner needs to solve, so it is appropriate for improving the learner's achievement. There was a problem that it was not possible to give proper guidance. In the technique disclosed in Patent Document 2, it is possible to improve the learner's academic ability by repeatedly learning the weak points of the learner, but for the problem that the learner has difficulty in solving, the learner can solve the problem. As long as I cannot understand, there is a problem that it is not possible to improve academic ability even by iterative learning.

  Therefore, the present invention has been made in view of the above-described problems, and learning is performed by detecting an appropriate timing for teaching based on a learner's answer situation and teaching the problem at the detected timing. An object of the present invention is to provide a learning support device, a learning support method, and a program for improving a student's academic ability.

  The present invention proposes the following matters in order to solve the above problems. In addition, in order to make an understanding easy, although the code | symbol corresponding to embodiment of this invention is attached | subjected and demonstrated, it is not limited to this.

  (1) The present invention is a problem storage means for storing a problem, a correct answer to the problem, a difficulty level of the problem, and guidance information used when teaching the learner to the problem (for example, the problem storage unit 11 in FIG. 1). 1), problem presentation means for sequentially presenting the problems stored in the problem accumulation means to the learner (for example, equivalent to the problem presentation unit 12 in FIG. 1), and the problem presented by the problem presentation means On the other hand, an answer receiving means for receiving the answer input by the learner (for example, equivalent to the answer receiving section 13 in FIG. 1), an answer received by the answer receiving means, and the question storage means stored in the question storage means The correct / incorrect result acquisition unit (for example, equivalent to the correct / incorrect result acquisition unit 14 in FIG. 1) for comparing the correct answer of the presented question and acquiring the correct / incorrect result, and the correct / incorrect Result acquisition hand An answer result storage means (for example, learning in FIG. 1) that stores in time series an answer result that correlates the correct / incorrect result acquired in step 1 and the difficulty stored in the problem storage means for the problem corresponding to the correct / incorrect result. Guidance for determining whether or not guidance for the presented problem is necessary based on the answer result table 21 of the result storage unit 20) and time-series answer results stored in the answer result storage means When it is determined by the determination means (for example, equivalent to the instruction determination unit 15 in FIG. 1) and the instruction determination means that the instruction is necessary, the problem accumulation means stores the information in association with the presented problem. A learning support apparatus is provided that includes teaching execution means (for example, equivalent to the teaching execution unit 16 in FIG. 1) that presents the instruction information that is provided to the learner.

  According to the present invention, the problem storage means stores the problem, the correct answer of the problem, the difficulty level of the problem, and the guidance information used when teaching the learner the problem. The problem presenting means sequentially presents the problems stored in the problem accumulating means to the learner. The answer accepting unit accepts the answer input by the learner with respect to the problem presented by the problem presenting unit. The correct / wrong result obtaining means compares the answer received by the answer accepting means with the correct answer of the presented question stored in the question storage means, and the answer result storing means for obtaining the correct / incorrect result is the question presenting means. For the sequentially presented problems, answer results are stored in time series in which the correct / incorrect results acquired by the correct / incorrect result acquisition means and the difficulty level stored in the problem storage means of the problem corresponding to the correct / incorrect result are associated with each other. The instruction determination means determines whether or not instruction of the presented problem is necessary based on the time-series answer results stored in the answer result storage means. The guidance execution means presents the learner with the guidance information stored in association with the presented problem in the problem storage means when the guidance determination means determines that guidance is necessary. Therefore, as the learner's answer status, information is stored in time series on the answer results that correlate the difficulty level of the problem with the correct / incorrect result of the problem, and the learner is instructed sequentially for the problem that needs to be taught to the learner. As a result, the learner's academic ability can be improved.

  (2) In the learning support apparatus according to (1), the teaching determination unit determines whether the teaching of the presented problem is performed by the teaching implementation unit or by a teacher based on a predetermined condition. The guidance execution means is associated with the presented problem in the problem storage means when it is determined that the guidance execution means performs the guidance of the presented problem by the guidance determination means. Notification means for presenting instruction information stored to the learner and instructing the teacher to instruct when the instruction determining means determines that the teacher is to instruct the presented problem. (For example, corresponding to the notification unit 17 in FIG. 1) is proposed.

  According to this invention, the guidance determination means determines whether the guidance of the presented problem is performed by the guidance implementation means or by the teacher based on a predetermined condition. The guidance execution means learns the guidance information stored in association with the presented problem in the problem storage means when it is determined that the guidance execution means performs the guidance of the problem presented by the guidance judgment means. Present to the person. The notification means notifies the teacher of instruction when it is determined that the teacher instructs the problem presented by the instruction determination means. Therefore, prepare two methods, the case where the guidance is performed automatically by the guidance execution means and the case where the guidance is performed by the teacher, and determine whether the guidance for the problem is automatically performed by the guidance execution means or by the teacher. Thus, guidance can be performed in an appropriate manner.

  (3) In the learning support device according to (1) or (2), the answer receiving unit acquires an elapsed time after the problem is presented by the question presenting unit, and the guidance judging unit The learning support device is characterized in that, when the elapsed time measured by the answer receiving means exceeds a predetermined time, it is determined that instruction of the presented problem is necessary.

  According to this invention, the answer receiving means acquires the elapsed time since the problem was presented by the problem presenting means. The instruction determination means determines that instruction of the presented problem is necessary when the elapsed time measured by the answer reception means exceeds a predetermined time. Therefore, it is possible to improve the learner's scholastic ability by instructing early on problems that cannot be answered and have been considered for a long time.

  (4) In the learning support apparatus according to (3), the answer receiving unit further acquires an answer time from when a question is presented until an answer is input, and the answer result storing unit includes: For the problems that are sequentially presented by the problem presenting means, the correct / incorrect result obtained by the correct / wrong result obtaining means and the degree of difficulty stored in the problem accumulating means for the problem corresponding to the correct / incorrect result are received by the answer accepting means. An answer result associated with the obtained answer time is stored in a time series, and the instruction judging means is obtained by the answer receiving means and the answer time of each question included in the time series answer result of the answer result storing means. The learning support device is characterized in that it is determined whether or not the guidance of the presented problem is necessary based on the elapsed time.

  According to this invention, the answer receiving means further acquires the answer time from when the question is presented until the answer is input. The answer result storage means accepts the answer for the problems sequentially presented by the problem presenting means together with the correct / incorrect result acquired by the correct / incorrect result acquisition means and the degree of difficulty stored in the problem storage means for the problem corresponding to the correct / incorrect result. The answer results associated with the answer times acquired by the means are stored in time series. Whether the guidance judging means needs to teach the presented problem based on the answer time of each question included in the time-series answer result of the answer result storage means and the elapsed time acquired by the answer accepting means. Determine whether. Therefore, it is possible to improve the learner's scholastic ability by instructing early on problems that cannot be answered and have been considered for a long time.

  (5) The present invention relates to the academic ability judging means for judging the learner's academic ability based on the time-series answer results stored in the answer result storing means for the learning support devices of (1) to (4). (For example, the academic achievement determination unit 101 in FIG. 7) has been proposed.

  According to this invention, the scholastic ability judging means judges the scholastic ability of the learner based on the time-series answer results stored in the answer result storing means. Therefore, the learner's academic ability can be measured from the time-series answer results stored in the answer result storage means.

  (6) In the learning support apparatus according to (5), the problem presenting unit may be configured to calculate the difficulty stored in the problem accumulating unit and the academic ability of the learner determined by the achievement determining unit. Based on this, a learning support device is proposed that selects a problem and sequentially presents the selected problem.

  According to this invention, the problem presenting means selects a problem based on the degree of difficulty stored in the problem accumulating means and the learner's academic ability determined by the achievement determination means, and sequentially presents the selected problem. To do. Therefore, it is possible to present a problem that matches the learner's academic ability.

  (7) In the learning support device according to any one of (1) to (6), the teaching information includes one or more teaching contents, and the teaching execution unit is presented in the problem accumulation unit. One or more instruction contents included in instruction information stored in association with a problem are sequentially presented to the learner according to a preset order, and the learner understands the presented problem Has been proposed, the learning support device is characterized in that the presentation is terminated.

  According to the present invention, the guidance information includes one or more guidance contents. The instruction implementation means sequentially presents one or more instruction contents included in the instruction information stored in association with the presented problem in the problem storage means to the learner according to a preset order, When the input indicating that the problem presented by the learner is understood, the presentation ends. Therefore, by providing instruction to the learner step by step, the instruction required by the learner can be provided, and the learner's understanding can be promoted in detail.

  (8) The present invention relates to the learning support device according to (7), in which the instruction execution unit does not receive an input indicating that the presented problem is understood from the learner within a predetermined time. It proposes a learning support device characterized by presenting the next instruction content to the learner.

  According to the present invention, the guidance execution means presents the next guidance content to the learner when the input indicating that the problem presented by the learner is understood within a predetermined time is not accepted. Therefore, if the learner does not understand the content of the instruction, the next instruction content can be provided to provide the instruction that the learner needs, and encourage the learner to understand it in detail. be able to.

(9) The present invention provides a problem storage means for storing a problem, a correct answer to the problem, a difficulty level of the problem, and guidance information used when teaching the learner to the problem , a problem presenting means, an answer receiving means, A learning support method in a learning support apparatus comprising a result acquisition means, an answer result storage means, a guidance determination means, and a guidance execution means, wherein the problem presentation means sends the problem stored in the problem storage means to the learner A first step to present (for example, corresponding to step S11 in FIG. 6) and a second step in which the answer accepting means accepts the answer input by the learner for the question presented in the first step. Step (for example, equivalent to step S12 in FIG. 6), the correct / wrong result acquisition means, the answer received in the second step, and the presentation stored in the question storage means A third step (for example, corresponding to step S13 in FIG. 6) for comparing the correct answer of the current question and the correct / wrong result, and the answer result storage means for the question presented in the first step An answer result storage means in time series of the answer results obtained by associating the correct / incorrect result acquired in the third step with the difficulty stored in the question storage means in association with the problem corresponding to the correct / incorrect result. The fourth step (e.g., corresponding to step S14 in FIG. 6) and the instruction determination means , based on the time-series answer results stored in the answer result storage means, the presented question A fifth step (for example, corresponding to steps S15 and S19 in FIG. 6) that returns to the first step when it is determined that guidance is unnecessary, and the guidance execution means , When it is determined in the fifth step that guidance is necessary, the problem storage means presents the guidance information stored in association with the presented problem to the learner, and the first A learning support method including a sixth step (for example, corresponding to steps S16, S17, and S19 in FIG. 6) returning to the step is proposed.

According to the present invention, first, in the first step, the problem presenting means stores the problem, the correct answer of the problem, the difficulty level of the problem, and the problem storage means for storing the guidance information used when teaching the learner the problem. Present the stored questions to the learner. Next, in the second step, the answer accepting unit accepts the answer input by the learner for the question presented in the first step. Next, in the third step, the correct / wrong result obtaining means compares the answer accepted in the second step with the correct answer of the presented question stored in the question accumulating means, and obtains the correct / wrong result. . Next, in the fourth step, the answer result storage means stores the problem associated with the correct / incorrect result obtained in the third step and the problem corresponding to the correct / incorrect result for the problem presented in the first step. The answer results associated with the difficulty level stored in the means are stored in the answer result storage means in chronological order. Next, in the fifth step, the guidance determination means determines whether or not guidance for the presented problem is necessary based on the time-series answer results stored in the answer result storage means, and guidance is not required. If it is determined, the process returns to the first step. Next, in the sixth step, when the guidance execution means determines that guidance is necessary in the fifth step, the problem storage means stores the guidance information stored in association with the presented problem. Present to the learner and return to the first step. Therefore, as the learner's answer status, information is stored in time series on the answer results that correlate the difficulty level of the problem with the correct / incorrect result of the problem, and the learner is instructed sequentially for the problem that needs to be taught to the learner. As a result, the learner's academic ability can be improved.

  (10) The present invention provides the learner with the problem stored in the problem storage means for storing the problem, the correct answer of the problem, the degree of difficulty of the problem, and guidance information used when teaching the learner to the problem. A first step to be presented (for example, corresponding to step S11 in FIG. 6) and a second step to accept the answer input by the learner for the question presented in the first step (for example, FIG. 6) And the answer received in the second step and the correct answer of the presented question stored in the question accumulating means to obtain a correct / incorrect result. (For example, corresponding to step S13 in FIG. 6), the problem presented in the first step is associated with the correct / incorrect result obtained in the third step and the problem corresponding to the correct / incorrect result. A fourth step (for example, corresponding to step S14 in FIG. 6) of storing the answer results associated with the difficulty stored in the question storage means in the answer result storage means in time series; and the answer result storage means A fifth step (returning to the first step when it is determined whether guidance of the presented problem is necessary or not is determined based on the time-series answer results stored in For example, when it is determined that guidance is necessary in the fifth step, corresponding to steps S15 and S19 in FIG. 6, the problem storage unit stores the information in association with the presented problem. The computer is caused to execute a learning support method including a sixth step (for example, equivalent to steps S16, S17, and S19 in FIG. 6) that presents instruction information to the learner and returns to the first step. A program is proposed for this purpose.

  According to this invention, first, in the first step, the problem stored in the problem storage means for storing the problem, the correct answer of the problem, the difficulty level of the problem, and the guidance information used when the problem is taught to the learner is stored. Present to learners. Next, in the second step, an answer input by the learner is accepted for the question presented in the first step. Next, in the third step, the answer received in the second step is compared with the correct answer of the presented question stored in the question storage means, and a correct / incorrect result is obtained. Next, in the fourth step, the problem presented in the first step is stored in the problem accumulating means in association with the correct / incorrect result acquired in the third step and the problem corresponding to the correct / incorrect result. The answer results associated with the difficulty level are stored in the answer result storage means in time series. Next, in the fifth step, when it is determined whether guidance of the presented problem is necessary based on the time-series answer results stored in the answer result storage means, and it is determined that guidance is unnecessary Return to the first step. Next, in the sixth step, when it is determined that guidance is necessary in the fifth step, the problem storage means presents the guidance information stored in association with the presented problem to the learner. Return to the first step. Therefore, as the learner's answer status, information is stored in time series on the answer results that correlate the difficulty level of the problem with the correct / incorrect result of the problem, and the learner is instructed sequentially for the problem that the learner needs to teach. As a result, the learner's academic ability can be improved.

  According to the present invention, there is an effect that the learning ability of the learner can be improved by detecting the timing of teaching based on the situation of the learner's answer and teaching the problem at the detected timing. In addition, there is an effect that the instruction that the learner needs is provided and the learner's understanding can be promoted in detail.

It is a figure which shows the function structure of the learning assistance apparatus which concerns on 1st Embodiment. It is a figure which shows an example of the answer result table of a learning result storage part. It is a figure which shows an example of the instruction | indication result table of a learning result storage part. It is a figure which shows the specific example of the necessity of instruction | indication by the instruction | indication judgment part. It is a figure which shows an example of the guidance flow by a guidance implementation part. It is a processing flowchart of the learning assistance apparatus which concerns on 1st Embodiment. It is a figure which shows the function structure of the learning assistance apparatus which concerns on 2nd Embodiment. It is a figure which shows an example of the determination method of a learner's academic ability.

  Hereinafter, embodiments of the present invention will be described in detail with reference to the drawings. Note that the components in the present embodiment can be appropriately replaced with existing components and the like, and various variations including combinations with other existing components are possible. Therefore, the description of the present embodiment does not limit the contents of the invention described in the claims.

<First Embodiment>
A first embodiment of the present invention will be described with reference to FIGS.

<Functional configuration of learning support device>
FIG. 1 is a diagram illustrating a functional configuration of a learning support apparatus 10 according to the present embodiment. As shown in FIG. 1, the learning support apparatus 10 includes a problem accumulation unit 11, a problem presentation unit 12, an answer reception unit 13, a correct / incorrect result acquisition unit 14, a learning result storage unit 20, a guidance determination unit 15, a notification unit 17, and A guidance execution unit 16 is provided.

  The question accumulation unit 11 stores a plurality of questions to be presented to the learner, a question ID for identifying each question, a correct answer for each question, metadata for each question, and guidance information for each question. The metadata of each problem is, for example, the difficulty level of the problem, the subject of the problem, a unit, an item, and the like. Here, the difficulty level of the problem is, for example, a numerical value of the difficulty level of the problem using “item response theory”. In this embodiment, the difficulty level is a value from 1.0 to 5.0. Represented by Also, the problem guidance information is the guidance content to be presented to the learner when the guidance implementation unit 16 to be described later teaches the problem, or the teacher determines to teach the problem by the guidance determination unit 15 to be described later. In this case, the instruction content is provided to the teacher by the notification unit 17. Specifically, learning elements, explanation of problems, common reasons for wrong answers, and specific solutions.

  The information stored in the problem storage unit 11 is downloaded in advance from, for example, a server storing problems. In addition, the problem storage unit 11 is provided in a different device connected to the learning support device 10 via a network, and when the problem presentation unit 12 or the like described later requires information stored in the problem storage unit 11, You may receive via a network.

  The problem presentation unit 12 sequentially presents the problems in the problem accumulation unit 11 to the learner. For example, the selected problem is displayed on the display unit (not shown) of the learning support device 10 or the display unit (not shown) such as a PC or tablet terminal connected to the learning support device 10. Present to learners. In the present embodiment, the problem presenting unit 12 presents the questions in the problem accumulating unit 11 one by one, and presents the next problem when learning of the previous problem ends. Note that the problem presentation unit 12 may present several questions together.

  It is desirable that the problem presenting unit 12 selects a problem based on the metadata of the problem accumulating unit 11 according to a learner's request and sequentially presents it to the learner. Here, the learner's request is the subject, unit, item, difficulty level of the problem, or a combination of these, and the problem is solved via an input unit (not shown) such as a keyboard or a touch panel. The presentation unit 12 accepts a learner's request. For example, when the learner inputs “4th grade arithmetic, four arithmetic operations, fractions” to the input unit, the problem presentation unit 12 accumulates the problem according to the inputted “fourth grade arithmetic, four arithmetic operations, fraction”. The problem is selected from part 11 and presented.

  Moreover, the problem presentation unit 12 determines the difficulty level of the problem to be presented based on the answer result of the previously presented problem stored in the learning result storage unit 20 described later, and based on the determined difficulty level A problem is selected from the problem storage unit 11 and presented to the learner. The determination of the difficulty level of the problem to be presented may be determined on the basis of the learning result storage unit 20 for each question based on the correctness of the previous question, or for each of the multiple questions, You may decide by the correctness of the question. For example, when determining the difficulty level of a problem presented for each question, if the problem presented immediately before is incorrect, present a problem with a difficulty level lower than the problem presented immediately before, On the other hand, when the problem presented immediately before is a correct answer, a problem with a higher degree of difficulty than the problem presented immediately before is presented.

  The answer receiving unit 13 receives an answer input by the learner to the input unit with respect to the problem presented by the question presenting unit 12. Moreover, the answer reception part 13 measures the time after the problem presentation part 12 presents a problem, and acquires it as elapsed time. Furthermore, when the answer receiving unit 13 receives an input of an answer, the answer receiving unit 13 acquires the time from when the problem presenting unit 12 presents the problem until the input of the answer is received as an answering time.

  First, the correct / wrong result acquisition unit 14 acquires a correct answer from the question storage unit 11 based on the question ID of the question presented by the question presentation unit 12. Then, the correct / wrong result acquisition unit 14 compares the acquired correct answer with the answer received by the answer receiving unit 13, determines whether the answer is correct or incorrect, and acquires the determined result as a correct / incorrect result.

  The learning result storage unit 20 is stored in the problem storage unit 11 in association with the correct / incorrect result acquired by the correct / incorrect result acquisition unit 14 and the problem corresponding to the correct / incorrect result, that is, the problem presented by the problem presentation unit 12. An answer result table 21 for storing answer results associated with difficulty levels in time series is stored.

  FIG. 2 shows an example of the answer result table 21 in the learning result storage unit 20. As shown in the figure, the answer result table 21 stores a problem ID 21b, a correct / incorrect result 21c, and a difficulty level 21d in association with a presentation order 21a indicating the order in which the questions are presented. Here, the correct / incorrect result 21c is the correct / incorrect result acquired by the correct / incorrect result acquisition unit 14, and the difficulty 21d is the difficulty of the presented problem. By storing the question ID 21b in the answer result table 21, when the answer result table 21 is transmitted to the teacher by the notification unit 17 described later, the teacher gives an error before the question for which guidance is instructed. By knowing the problem, it is possible to grasp the points that the learner is tripping over, and it is possible to provide guidance suitable for the learner.

  The answer result table 21 may store a problem ID 21b, a correct / incorrect result 21c, and a difficulty 21d in association with the time when the problem is presented instead of the presentation order 21a. The answer result table 21 also stores the answer time when the answer reception unit 13 acquires the answer time.

  Moreover, the learning result storage part 20 may store the instruction | indication result table 22 which memorize | stores instruction | indication implementation status. FIG. 3 shows an example of the instruction result table 22. As shown in the figure, a guidance method 22b and a difficulty level 22c are stored in association with the presentation order 22a. Here, either “automatic” or “teacher” is stored in the teaching method 22b. “Automatic” indicates that the teaching is performed by the teaching execution unit 16 of the learning support apparatus 10, and “teacher” is a teacher. Indicates that the instruction was conducted. The guidance result table 22 is referred to by a guidance determination unit 15 described later, and is used to determine whether to perform guidance by the guidance execution unit 16 or guidance from a teacher.

  Based on the answer result table 21 of the learning result storage unit 20, the guidance determination unit 15 determines whether or not guidance for the problem presented by the problem presentation unit 12 is necessary. Specifically, the guidance determination unit 15 determines whether guidance is necessary or not based on whether academic ability is stagnant or whether it takes a long time to answer.

  Two specific examples of determining whether or not guidance is required will be described with reference to FIG. In this figure, when the problem presented immediately before is an incorrect answer, the problem presentation unit 12 presents a problem with a lower difficulty level than the problem presented immediately before, while the problem presented immediately before If the answer is correct, a problem with a higher degree of difficulty than the problem presented immediately before is presented.

  First, with reference to FIG. 4A, a case will be described in which the instruction determination unit 15 determines that instruction is necessary because the learner's academic ability is stagnant. For example, whether or not the learner's academic ability is stagnant is determined by staying a predetermined number of times within a certain degree of difficulty.

  FIG. 4A is a graph of the answer result table 21 shown in FIG. 2, in which the presentation order is taken on the horizontal axis, the difficulty level is taken on the vertical axis, and the answer results are shown on the graph. It is. Assuming that the predetermined number of times is 4, the order of presentation 3 to 6 stays 4 times between the difficulty levels 1 and 2, and the instruction determination unit 15 has the learner's academic ability stagnant. And give guidance on the sixth issue. In addition, in the order of presentations 8 to 11, the instruction determination unit 15 determines that the learner's scholastic ability is stagnant by staying four times between the difficulty levels 3 and 4, and is presented 12th. Provide guidance on problems.

  Next, with reference to FIG. 4B, a case where the guidance determination unit 15 determines that guidance is necessary because the answer takes a long time will be described. For example, the determination is made based on the fact that there is no answer for a preset answer time limit or that the answer time of the question of the same difficulty that has been mistaken before is long, and this time also depends on the answer.

  FIG. 4B is a graph of the answer result table 21 including the answer time. The order of presentation is shown on the horizontal axis, the degree of difficulty is shown on the vertical axis, and the answer time is shown by the width between the order of presentation. It is the figure which showed the answer result on the graph. When the elapsed time acquired by the answer reception unit 13 exceeds a preset answer limit time, the instruction determination unit 15 determines that the learner is taking a long time to answer and is presented fourth. Provide guidance on issues. In addition, when the 8th question was presented, the answer time of the 6th question that was previously wrongly answered at the same level and the answer time of the 8th question exceeded the preset answer time limit. Accordingly, the guidance determination unit 15 determines that it takes a long time to answer the eighth presented problem, and performs guidance. In this way, by setting a limit on the answering time and performing guidance when the answer time is exceeded, guidance can be given early.

  In addition, when the guidance determination unit 15 determines that guidance is necessary for the problem presented by the problem presentation unit 12, the guidance determination unit 15 further determines whether the guidance implementation unit 16 described below provides guidance or the teacher performs guidance. To do. Note that this determination is not performed when the guidance is performed entirely by the guidance execution unit 16 described later or by the teacher.

  Specifically, the guidance determination unit 15 determines whether the guidance is performed by the guidance execution unit 16 or by the teacher based on the answer result table 21 and the guidance result table 22. For example, based on the answer result table 21, the guidance determination unit 15 determines whether or not the wrong answer of the question having the same difficulty level is equal to or greater than a predetermined number of times. If the number of times is less than the predetermined number, the guidance is performed by the guidance execution unit 16. In addition, the guidance determination unit 15 determines whether or not the guidance of the problem having the same difficulty level has been previously taught based on the guidance result table 22. If no guidance is given, guidance is given by the guidance implementation unit 16.

  The guidance execution unit 16 is stored in the problem storage unit 11 in association with the problem ID of the problem presented by the problem presentation unit 12 when it is determined by the guidance determination unit 15 that the guidance execution unit 16 provides guidance. The guidance information is presented to the learner sequentially. Note that the guidance execution unit 16 may present the correct answer of the question and the metadata of the question stored in the question storage unit 11 to the learner.

  When the instruction information includes one or more instruction contents, the instruction contents are sequentially presented to the learner according to a preset order. When the learner understands the problem by looking at the instruction content presented by the instruction execution unit 16, when the learner inputs the understanding to the input unit, the problem presenting unit 12 presents the next problem, and the learner You can continue learning. On the other hand, if the learner did not understand the instruction content presented by the instruction execution unit 16, when the learner inputs that he / she did not understand into the input unit, The guidance execution unit 16 displays the next guidance content. On the other hand, when there is no next guidance content, the notification unit 17 described later can notify the teacher to perform guidance. Even when guidance is given by the guidance implementation unit 16, when the learner inputs that he / she wants to receive guidance from the teacher, the notification unit 17 (to be described later) notifies the teacher of a guidance instruction and learns. Can receive guidance from teachers.

  An example of a guidance flow by the guidance implementation unit 16 will be described with reference to FIG. In addition, the specific example of the instruction | indication content displayed to a learner in each step is also shown.

  First, in step S <b> 1, the guidance execution unit 16 acquires a problem ID of a problem for which guidance is determined to be necessary by the guidance determination unit 15, and acquires metadata stored in the problem storage unit 11 based on the problem ID. And present it to the learner. For example, “School year: Elementary school 5th year Subject: Arithmetic unit: Arithmetic calculation Item: Multiplication of fraction Difficulty: 3.7 Average answer time: 40 seconds” is presented.

  Next, in step S2, the guidance execution unit 16 acquires a learning element from the problem storage unit 11 based on the problem ID acquired in step S1, and presents it to the learner. For example, “In fraction multiplication or division, the mixed number is changed to a divisible number. 3 and 2/3 should be calculated after 11/3”.

  Next, in step S3, the guidance implementation unit 16 determines whether an input indicating that an answer is possible is received from the learner within a predetermined time. If the input is accepted (YES), the process ends. If the input is not accepted within a predetermined time, the process proceeds to step S4. The predetermined time may be a preset time or an average answer time included in the metadata.

  Next, in step S4, the guidance execution unit 16 acquires a common wrong answer from the problem storage unit 11 based on the problem ID acquired in step S1, and presents it to the learner. For example, “(1) When answering at the end, I often forget to change the fraction of the calculation result to a mixed number. Let's change it to 2 and 2/7 instead of 16/7. (2) To the mixed number If you do, you may be able to reduce more, so let ’s check. ”

  Next, in step S5, the guidance execution unit 16 determines whether an input indicating that an answer is possible is received from the learner within a predetermined time. If the input is accepted (YES), the process ends. If the input is not accepted within a predetermined time, the process proceeds to step S6.

  Next, in step S6, the guidance execution unit 16 acquires the solution of the problem from the problem storage unit 11 based on the problem ID acquired in step S1, and presents it to the learner. For example, let's look at the case where “2 and 1/4 × 3 and 2/3 are calculated. 2 and 1/4 are corrected to 9/4, 3 and 2/3 are corrected to 11/3, and the denominator is calculated. Multiplying and the numerator gives 99/12. Finally, it becomes a mixed number of 8 and 3/12, and further reduced to 8 and 1/4. "

  Next, in step S7, the guidance implementation unit 16 determines whether an input indicating that an answer is possible is received from the learner within a predetermined time. If the input is accepted (YES), the process is terminated. On the other hand, if the input is not accepted within a predetermined time, the process proceeds to step S8.

  Next, in step S <b> 8, the guidance execution unit 16 instructs the notification unit 17, which will be described later, to notify the teacher to instruct guidance, and also passes the problem ID acquired in step S <b> 1 to the notification unit 17. . In addition, you may give only an instruction | indication, without passing problem ID acquired by step S1 to the notification part 17. FIG.

  In this way, the instruction that the learner needs can be appropriately given to the learner by performing the instruction step by step.

  The notification unit 17 presents information specifying the learner to the teacher and notifies the instruction of guidance when the guidance determination unit 15 determines that the teacher performs guidance in the guidance execution unit 16. For example, information specifying a learner is displayed on a display unit (not shown) of the learning support device 10 or a display unit (not shown) such as a PC or tablet terminal owned by a teacher connected to the learning support device 10. Then, information identifying the learner is presented to the teacher. Here, the information for specifying the learner is the name of the learner, information for specifying the terminal used by the learner, and the like. Note that the teacher presented with the information for specifying the learner can also instruct the instruction execution unit 16 of the learning support apparatus 10 to perform instruction via an input unit (not shown).

  In addition, when the notification unit 17 notifies the teacher of information specifying the learner, the problem stored in the problem storage unit 11 is required, the metadata of the problem, and the problem guidance Information, the answer result table 21 or the instruction result table 22 stored in the learning result storage unit 20 may be transmitted together.

<Processing flow of learning support device>
FIG. 6 is a processing flowchart of the learning support apparatus 10 according to the present embodiment.

  First, in step S11, the problem presentation unit 12 presents the problem stored in the problem storage unit 11 to the learner.

  Next, in step S12, the answer receiving unit 13 receives the answer of the question presented in step S11 from the learner via the input unit.

  Next, in step S13, the correct / incorrect result acquisition unit 14 compares the answer acquired in step S12 with the correct answer stored in the problem storage unit 11 for the question presented to the learner in step S11, and the correct / incorrect result is obtained. To get.

  Next, in step S14, the learning result storage unit 20 associates the correct / incorrect result acquired in step S13 with the problem corresponding to the correct / incorrect result, that is, the problem presented in step S11 in the answer result table 21. The answer results associated with the difficulty level stored in the storage unit 11 are stored in time series.

  Next, in step S15, the guidance determination unit 15 determines the necessity of guidance for the problem presented to the learner in step S11 based on the answer result table 21 of the learning result storage unit 20. If it is determined that guidance is necessary (YSE), the process proceeds to step S16. On the other hand, if it is determined that guidance is not necessary (NO), the process proceeds to step S19.

  Next, in step S <b> 16, the guidance determination unit 15 determines whether guidance for the problem determined to require guidance in step S <b> 15 is performed by the guidance implementation unit 16 or by a teacher. If it is determined that guidance is provided by the guidance execution unit 16 (YES), the process proceeds to step S17. On the other hand, if it is determined that guidance is provided by the teacher (NO), the process proceeds to step S18.

  Next, in step S17, the guidance execution unit 16 presents the guidance information stored in the problem storage unit 11 in association with the problem presented to the learner in step S11 to the learner.

  Next, in step S18, the notification unit 17 presents information for identifying the learner to the teacher, and presents a notification for instructing the teacher to the teacher.

  Next, in step S19, it is determined whether all the questions have been completed or the learning has been completed according to the instruction of the learner. If the learning is finished (YES), the process is terminated. On the other hand, if the learning is not finished (NO), the process returns to step S11.

  As described above, according to the present embodiment, an appropriate timing for teaching is detected based on an answer result table in which answer results are stored in chronological order, indicating the learner's answer status, and the detected timing is detected. Students can improve their academic ability by teaching problems. In addition, it provides guidance that the learner needs and can encourage the learner to understand in detail.

<Second Embodiment>
A second embodiment of the present invention will be described with reference to FIGS. In the first embodiment, an appropriate timing for teaching is detected based on an answer result table in which the answer results are stored in chronological order, which indicates the answer status of the learner, and the problem is taught at the detected timing. In the learning support apparatus according to the present embodiment, the learner's academic ability is measured, and a problem is presented based on the measured academic ability.

<Configuration of learning support device>
FIG. 7 is a diagram illustrating a functional configuration of the learning support apparatus 100 according to the present embodiment. As shown in the figure, the learning support apparatus 100 includes a problem accumulation unit 11, a problem presentation unit 112, an answer reception unit 13, a correct / incorrect result acquisition unit 14, an achievement determination unit 101, a learning result storage unit 120, a guidance determination unit 15, and guidance. An implementation unit 16 and a notification unit 17 are provided. In addition, about the component which attaches | subjects the same code | symbol as 1st Embodiment, since it has the same function, the detailed description is abbreviate | omitted.

  The problem presentation unit 112 selects a problem from the problems stored in the problem storage 11 based on the learner's academic ability stored in the achievement table 23 of the learning result storage unit 20 described later, and learns the selected problem Present to the person.

  The question presentation unit 112 presents the question selected based on the learner's academic ability stored in the achievement table 23 of the learning result storage unit 20 in the first question, and the second question and later will be described later. Determining the difficulty level of the problem to be presented based on the difficulty level of the previously presented problem stored in the learning result storage section 120, and selecting a problem from the problem storage section 11 based on the determined difficulty level; Present to learners. In addition, the determination of the difficulty level of the problem to be presented may be determined for each question based on the correctness of the previous problem, or may be determined for each multiple question based on the correctness of the multiple questions presented previously. . For example, when determining the difficulty level of a problem presented for each question, if the problem presented immediately before is incorrect, present a problem with a difficulty level lower than the problem presented immediately before, On the other hand, when the problem presented immediately before is a correct answer, a problem with a higher degree of difficulty than the problem presented immediately before is presented.

  The scholastic ability determination unit 101 determines the scholastic ability of the learner based on the answer result table 21 of the learning result storage unit 120. The academic ability may be determined for each subject, unit, and item. An example of a method for determining a learner's achievement is described with reference to FIG.

  FIG. 8 is a graph of the answer result table 21 of the learning result storage unit 120, in which the presentation order is shown on the horizontal axis, the difficulty level is shown on the vertical axis, and the answer results are shown on the graph. . The difficulty level of the problem corresponds to the academic ability of the learner. In this figure, the problem presenting unit 112 presents a problem with a lower difficulty level than the problem presented immediately before when the problem presented immediately before is incorrect, while the problem presented immediately before is correct. If it is, a problem with a higher degree of difficulty than the problem presented immediately before is presented.

  In this figure, the problem of difficulty level 2 has consecutive correct answers, and the problem of difficulty level 3 is incorrect, so the achievement determination unit 101 determines the achievement is 2. The academic ability is not limited to five levels, and may be divided into details such as 2.4 and 3.5.

  The learning result storage unit 120 stores an academic achievement table 23 that stores the academic ability determined by the academic achievement determination unit 101 together with the answer result table 21 and the instruction result table 22. When the learning support apparatus 100 is used by a plurality of learners, the achievement table 23 stores achievements in association with information for identifying learners. The academic achievement table 23 may store academic achievement for each subject, unit, and item. Thereby, when the learner learns next time, the problem presented by the problem presenting unit 112 can be selected based on the academic ability stored in the academic achievement table 23.

  As described above, according to the present embodiment, learning is performed by measuring a learner's academic ability, presenting a problem that matches the learner's academic ability, and teaching the problem at an appropriate timing for performing the instruction. Can improve the academic ability of a person more effectively. In addition, it provides guidance that the learner needs and can encourage the learner to understand in detail.

  The processing of the learning support apparatus is recorded on a computer-readable recording medium, and the program recorded on the recording medium is read by each device constituting the learning support apparatus and executed, thereby executing the learning support apparatus of the present invention. Can be realized. The computer system here includes an OS and hardware such as peripheral devices.

  Further, the “computer system” includes a homepage providing environment (or display environment) if a WWW (World Wide Web) system is used. The program may be transmitted from a computer system storing the program in a storage device or the like to another computer system via a transmission medium or by a transmission wave in the transmission medium. Here, the “transmission medium” for transmitting the program refers to a medium having a function of transmitting information, such as a network (communication network) such as the Internet or a communication line (communication line) such as a telephone line.

  The program may be for realizing a part of the functions described above. Furthermore, what can implement | achieve the function mentioned above in combination with the program already recorded on the computer system, and what is called a difference file (difference program) may be sufficient.

  The embodiments of the present invention have been described in detail with reference to the drawings. However, the specific configuration is not limited to the embodiments, and includes designs and the like that do not depart from the gist of the present invention.

DESCRIPTION OF SYMBOLS 10 Learning support apparatus 11 Problem storage part 12 Problem presentation part 13 Answer reception part 14 Correct / incorrect result acquisition part 15 Guidance judgment part 16 Guidance execution part 17 Notification part 20 Learning result storage part 21 Answer result table 22 Guidance result table

Claims (10)

Problem storage means for storing the problem, the correct answer of the problem, the degree of difficulty of the problem, and guidance information used when teaching the learner to the problem;
Problem presentation means for sequentially presenting the problems stored in the problem storage means to the learner;
Answer accepting means for accepting an answer inputted by the learner for the question presented by the question presenting means;
Compare the answer received by the answer receiving means with the correct answer of the presented question stored in the question accumulating means, and obtain a correct / wrong result obtaining means for obtaining a correct / incorrect result;
For the problems that are sequentially presented by the problem presenting means, the correct / incorrect results acquired by the correct / incorrect result acquisition means are associated with the difficulty stored in the problem storage means in association with the problem corresponding to the correct / incorrect results. Answer result storage means for storing the answer results in time series;
Based on the time-series answer results stored in the answer result storage means, instruction determining means for determining whether instruction of the presented problem is necessary,
When it is determined that guidance is required by the guidance determination means, guidance execution means for presenting the learner with guidance information stored in association with the presented problem in the problem storage means;
A learning support apparatus comprising: The instruction determination unit determines whether to perform instruction of the presented problem by the instruction execution unit or a teacher based on a predetermined condition,
The instruction execution means is stored in the problem storage means in association with the presented problem when it is determined by the instruction determination means that the instruction execution means performs the instruction of the presented problem. Presenting instruction information to the learner,
2. The learning support according to claim 1, further comprising notification means for notifying the teacher of instruction when the teacher determines that instruction of the presented problem is performed by the instruction determining means. apparatus. The answer accepting unit obtains an elapsed time from when the question is presented by the question presenting unit,
The learning according to claim 1, wherein the instruction determination unit determines whether instruction of the presented problem is necessary based on the elapsed time measured by the answer reception unit. Support device. The answer receiving means further acquires an answer time from when a question is presented until an answer is input,
The answer result storage means stores the correct / incorrect result acquired by the correct / incorrect result acquisition means for the problems sequentially presented by the problem presenting means, and the degree of difficulty stored in the problem accumulation means for the problem corresponding to the correct / incorrect result. And storing the answer results associated with the answer times acquired by the answer accepting means in time series,
The instruction determination unit is configured to instruct the presented problem based on the answer time of each question included in the time-series answer result of the answer result storage unit and the elapsed time acquired by the answer reception unit. The learning support apparatus according to claim 3, wherein it is determined whether or not it is necessary.   The learning support according to any one of claims 1 to 4, further comprising academic ability determination means for determining academic ability of the learner based on time-series answer results stored in the answer result storage means. apparatus.   The problem presentation means selects a problem based on the degree of difficulty stored in the problem accumulation means and the learner's academic ability determined by the achievement determination means, and sequentially presents the selected problem. The learning support apparatus according to claim 5. The instruction information includes one or more instruction contents,
The instruction execution means sequentially sends one or more instruction contents included in instruction information stored in association with the presented problem in the problem storage means to the learner according to a preset order. The learning support device according to claim 1, wherein the presentation is terminated when an input indicating that the presented problem has been understood is received from the learner.   The instruction implementation means presents the next instruction content to the learner when the input indicating that the learner has understood the presented problem is not received within a predetermined time. The learning support apparatus according to claim 7. Problem storage means , question presentation means, answer reception means, correct / wrong result acquisition means, answer result storage for storing problem, correct answer of the problem, degree of difficulty of the problem, and guidance information used when teaching the problem to the learner A learning support method in a learning support device comprising means, instruction determination means, and instruction execution means,
A first step in which the problem presenting means presents the problem stored in the problem accumulating means to the learner;
A second step in which the answer accepting means accepts an answer input by the learner for the question presented in the first step;
A third step in which the correct / wrong result acquisition means compares the answer received in the second step with the correct answer of the presented question stored in the question storage means, and acquires a correct / incorrect result; ,
The answer result storage means stores the question presented in the first step in the question storage means in association with the correct / wrong result obtained in the third step and the question corresponding to the correct / wrong result. A fourth step of storing, in a time series, the answer results associated with the difficulty level
The instruction determining means determines whether or not instruction for the presented problem is necessary based on the time-series answer results stored in the answer result storage means, and if it is determined that instruction is not necessary, A fifth step returning to the first step;
When the instruction execution means determines that instruction is necessary in the fifth step, the problem storage means presents instruction information stored in association with the presented problem to the learner. And a sixth step returning to the first step;
Learning support method including. A first step of presenting the learner with the problem, the correct answer of the problem, the degree of difficulty of the problem, and the problem stored in the problem storage means for storing instruction information used when teaching the learner to the problem; ,
A second step of accepting an answer input by the learner for the question presented in the first step;
A third step of comparing the answer received in the second step with the correct answer of the presented question stored in the question storage means to obtain a correct / incorrect result;
For the problem presented in the first step, the correct / incorrect result acquired in the third step is associated with the degree of difficulty stored in the problem storage means in association with the problem corresponding to the correct / incorrect result. A fourth step of storing the answer results in the answer result storage means in chronological order;
Based on the time-series answer results stored in the answer result storage means, it is determined whether or not guidance for the presented problem is necessary. If it is determined that guidance is unnecessary, the process returns to the first step. A fifth step;
When it is determined in the fifth step that guidance is necessary, the problem storage means presents the guidance information stored in association with the presented problem to the learner, and the first A sixth step returning to the step;
A program for causing a computer to execute a learning support method including:

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