JP6976606B2 - Information processing equipment - Google Patents

Description

The present invention relates to an information processing device.

Conventionally, there has been a human resources development support system that diagnoses the business execution ability (business skill) of employees in a company such as a company and supports human resource development based on the diagnosis result (see, for example, Patent Document 1).
In the diagnosis of business skills by such a conventional system, the self-evaluation of the employee himself is the standard, so when the employee takes a course to improve the business skill as a student, it is among many evaluation factors. Therefore, you will select the evaluation factors that need improvement by yourself and take the corresponding course.

Japanese Unexamined Patent Publication No. 2004-246507

However, the course selected by the employee (student) is not always suitable for improving his / her skills, and if it does not work after taking the course for several months, take another course. become.

The present invention has been made in view of such a situation, and an object of the present invention is to support a student to take a course suitable for improving the business skill of the student.

In order to achieve the above object, the information processing apparatus according to the embodiment of the present invention is
In selecting and taking a desired course from one or more courses taken by a plurality of users for the purpose of improving each skill, the skill is evaluated by the first user among the plurality of users. When the first evaluation element is specified among a plurality of evaluation elements for the purpose, the first user should make improvements in cooperation with the first evaluation element based on the personal attributes of the first user. Evaluation element output means that outputs one or more evaluation elements,
To prepare for.
In this way, regarding the first theme specified by the user when the user takes the course, the second theme to be improved in cooperation with the first theme is output to the user based on the personal attributes of the first user. By recommending attendance, it is possible to support the user to take a course suitable for improving the skill of the user.
The evaluation element output means
When the first evaluation element is designated by the first user, the evaluation result obtained by the first user for the first evaluation element and the past evaluation of the plurality of users including the first evaluation element. Based on the result, the second evaluation element is output.
In this way, from the score of the first theme evaluated when the user takes the course and the past scores of multiple users, the second theme that should be received in cooperation with the first theme from the numerical aspect. By recommending attendance to the user, it is possible to support the user to take a course suitable for improving the user's business skill.
The evaluation element output means
The second evaluation element is output based on the attendance history of the past lectures of the plurality of users including the first evaluation element designated by the first user.
In this way, the second theme that leads to the skill improvement of a certain user is selected from the past course attendance results of multiple users and recommended to the user, so that the user takes a course suitable for the user's skill improvement. become able to.
The evaluation element output means
The second evaluation element is output together with the first evaluation element.
By doing so, it becomes possible to apply for the second theme course at the same time as taking the first theme course, and the user can take the course suitable for improving his / her own skill.
The evaluation element output means
The second evaluation element is output based on the evaluation result before or after taking the course.
By doing so, it becomes possible to take the second theme course before or after taking the first theme course, and the user takes the courses in an order suitable for improving his / her skills. can do.
The evaluation element output means
A reception means that accepts the first evaluation element to be improved by designating a range in which the plurality of evaluation elements are classified.
Further prepare,
As a result, the user can take the course that should be taken to improve his / her skills because he / she can receive the recommendation for taking the course in units of fields and categories.
Improvement status of the second evaluation element and the first evaluation element when the first user takes a course including the second evaluation element and the first evaluation element output by the evaluation element output means for a certain period of time. Improved calculation means to calculate
Further prepare,
As a result, the future skill improvement status of the user when taking the recommended course is transmitted to the user, and the motivation of the user can be enhanced.

The information processing device is
With more parts
The display control unit can control the display.

According to the present invention, it is possible to support a student to take a course suitable for improving the business skill of the student.

The overall configuration of the information processing apparatus according to the embodiment of the present invention is shown. It is a block diagram which shows the hardware composition of the server among the information processing apparatus of FIG. It is a functional block diagram which shows the functional configuration of the server in the information processing apparatus of FIG. It is a figure which shows the example of the display area of the graph before plotting the value of a score. It is a figure which shows the example of the graph and the comment displayed on a user terminal. It is a flowchart which shows the attendance recommendation operation in the server of FIG.

Hereinafter, embodiments of the present invention will be described with reference to the drawings.

FIG. 1 shows the overall configuration of the information processing system 1 according to the embodiment of the present invention.
In the information processing system 1 shown in FIG. 1, a server 10 and n user terminals 20-1 to 20-n (n is an arbitrary integer value of 1 or more) are connected to each other via a predetermined network N such as the Internet. It is configured by being connected to each other.
Hereinafter, when it is not necessary to individually distinguish each of the user terminals 20-1 to 20-n, these are collectively referred to as "user terminal 20".

The user terminal 20 is an information processing device managed for each user, and is composed of, for example, a smartphone or the like.
The server 10 is a server that executes various processes in order to manage each operation of the user terminals 20-1 to 20-n.

Specifically, in the present embodiment, the server 10 manages each operation of the user terminal 20 as follows.
That is, the server 10 first transmits a test consisting of a problem stored in advance in the server 10 or the like to the user terminal 20.

The questions included in the test are created for each basic skill (hereinafter simply referred to as "skill") in the user's business. Specifically, m skills (m is an arbitrary integer value of 1 or more) are defined, and p items (p is an arbitrary integer value of 1 or more independent of m) for each skill. Is set in detail, and problems with the contents related to each of the items are created for each item. Basic skills in business refer to skills or abilities that are useful in working as a member of society.
Specific skills and examples of items will be described later with reference to FIG.

The user terminal 20 receives the test transmitted by the server 10. Then, the user operates the user terminal 20 and inputs an answer for each question constituting the test.
The user terminal 20 transmits a test answer (a collection of answers for each question) input by the user to the server 10.

Each time the test answer is transmitted from each of the user terminals 20-1 to 20-n, the server 10 sequentially acquires the answer and scores it. Further, the server 10 normalizes the scoring result for each of the above items, and stores and manages this as a score for each user.

The server 10 sets and stores extraction conditions for extracting a score of a predetermined population from the score managed for each user.
The predetermined population is not particularly limited, and for example, among various attribute information related to users, a group consisting of users who match one or more predetermined attribute information, a group consisting of users whose scores are within a certain range, and the like. Various groups can be adopted. As a premise, it is assumed that the server 10 manages each user in association with the score indicating the scoring result and various attribute information of the user.
In this case, as extraction conditions for extracting the score of a predetermined population, for example, the same age, the same occupation, the same industry, the same position, the same year of joining the company, the value or range of the past score, etc. may be adopted. can.

The server 10 extracts the score of a predetermined user and the score of a predetermined population including the predetermined user, and compares both scores.
Specifically, for example, the score of the predetermined user can be compared with the average value, the maximum value, or the minimum value of the score of the predetermined population including the predetermined user.

Further, the server 10 can create a comment as information for supporting the predetermined user based on the result of the comparison.
The specific mode of the comment for the predetermined user will be described later with reference to FIG.

Further, the server 10 displays a graph plotting the score of the predetermined user and the score of the predetermined population including the predetermined user on the screen of the user terminal 20 of the predetermined user together with the comment. be able to.
A specific aspect of the graph will be described later with reference to FIG.

As a result, the user can use the score value of the user himself / herself for each item of each skill in the graph displayed on the screen of the user terminal 20 and the score value of the predetermined population including the user. From the distribution of, it is possible to easily visually recognize the current skill of the user, the degree of growth compared with the past skill, and the educational effect of the company.

Further, the user can easily formulate a concrete action guideline for improving his / her skill by reading the comment displayed on the screen of the user terminal 20.
The details of these processes executed by the server 10 will be described later with reference to FIG.

FIG. 2 is a block diagram showing a hardware configuration of a server in the information processing system 1 of FIG.

The server 10 includes a CPU (Central Processing Unit) 101, a ROM (Read Only Memory) 102, a RAM (Random Access Memory) 103, a bus 104, an input / output interface 105, an output unit 106, and an input unit 107. , A storage unit 108, a communication unit 109, and a drive 110.

The CPU 101 executes various processes according to the program recorded in the ROM 102 or the program loaded from the storage unit 108 into the RAM 103.
Data and the like necessary for the CPU 101 to execute various processes are also appropriately stored in the RAM 103.

The CPU 101, ROM 102 and RAM 103 are connected to each other via the bus 104. An input / output interface 105 is also connected to the bus 104. An output unit 106, an input unit 107, a storage unit 108, a communication unit 109, and a drive 110 are connected to the input / output interface 105.

The output unit 106 is composed of a display, a speaker, and the like, and outputs various information as images and sounds.
The input unit 107 is composed of a keyboard, a mouse, and the like, and inputs various information.

The storage unit 108 is composed of a hard disk, a DRAM (Dynamic Random Access Memory), or the like, and stores various data.
The communication unit 109 communicates with another device (user terminal 20 in the example of FIG. 1) via the network N including the Internet.

A removable media 120 made of a magnetic disk, an optical disk, a magneto-optical disk, a semiconductor memory, or the like is appropriately mounted on the drive 110. The program read from the removable media 120 by the drive 110 is installed in the storage unit 108 as needed.
Further, the removable media 120 can also store various data stored in the storage unit 108 in the same manner as the storage unit 108.

FIG. 3 is a functional block diagram showing a functional configuration of a server in the information processing system of FIG.

In the CPU 101 (FIG. 2) of the server 10, as shown in FIG. 3, a test creation unit 121, a test question unit 122, an answer acquisition unit 123, a scoring unit 124, a scoring unit 125, and a score acquisition unit The 126, the comment creation unit 127, the display control unit 128, the course recommendation unit 129, and the improvement status calculation unit 130 function. The course recommendation section 129 has a reception section 150 and a theme selection section 151.
A problem DB 141, a scoring result DB 142, a population DB 143, and a lecture DB 144 are provided in one area of the storage unit 108 (FIG. 2).
Information on a plurality of courses is stored in the course DB 144. A course is, for example, a workshop or a workshop for implementing a training program, and it is possible for a plurality of users to participate in a plurality of courses.
The information of the course stored in the course DB 144 is information corresponding to one or more evaluation elements (hereinafter referred to as "theme" or "sub-theme") for each of the plurality of courses. One theme or sub-theme may be associated with one course. A sub-theme is a small theme included in the theme, and a course with only the small theme is also set.
As shown in the graph shown in FIG. 4, the themes are business basics divided into four fields such as business knowledge (Business knowledge), planning & control (Planning & Control), thinking (Thinking), and communication (Communication). It is one of the evaluation factors for exerting power. Courses that include one or more themes are set for each of the divided fields.
For example, the themes for developing business foundations in the field of business knowledge include current affairs, legal affairs / personnel / labor, financial management, marketing, and management. Although not shown, the themes of legal affairs / personnel / labor include sub-themes such as personnel / labor and compliance.
Themes that aim for business foundation in the field of planning & control include objectives and goals, planning, business management, reflection / evaluation, and improvement. Although not shown, the theme of purpose and goal includes the sub-theme of purpose thinking. In addition, the theme of planning includes a sub-theme of action plan planning.
Themes that aim for business foundations in the field of thinking include numerical processing, utilization of thinking methods, information gathering, problem setting, and solution planning. Although not shown, the theme of utilizing thinking methods includes a sub-theme of element decomposition power.
Themes that aim for basic business skills in the field of communication include negotiation, document communication, oral communication, listening, and business etiquette. Although not shown, the theme of document transmission includes a sub-theme of slide creation ability.
As for the basic business skills diagnosed by this information processing system, the students can improve their business skills by taking a course in which one is set for each theme or a plurality of themes.
When students take a course, a diagnostic test for basic business skills is conducted before, during, and after the course.

In the server 10, the test creation unit 121 asks each skill a question for the user to operate and answer the user terminal 20 from the questions for evaluating the user's skill stored in advance in the question DB 141. Create for each item. The set of questions for each item for each skill created in this way is a test.
The test question unit 122 presents a test to the user by displaying the test created by the test creation unit 121 on the user terminal 20 via the communication unit 109.

By operating the user terminal 20, the user inputs an answer (answer for each question) to the test set by the test question unit 122. The answer input by the user is transmitted from the user terminal 20 to the server 10.

The answer acquisition unit 123 of the server 10 receives the test answers (a collection of answers for each question) transmitted from the user terminal 20 via the communication unit 109.
The scoring unit 124 scores the answers of the test acquired by the answer acquisition unit 123 for each question based on a predetermined scoring standard.

The scoring unit 125 normalizes (scores) the scoring result for each question by the scoring unit 124 for each theme in each field, stores the score in the scoring result DB 142, and manages it for each user.

The score acquisition unit 126 acquires the score of a predetermined user and the score of a predetermined population including the predetermined user from the score of each user managed by the scoring result DB 142. In addition, a predetermined user may be paraphrased as a first user.
The predetermined population is extracted according to the predetermined extraction conditions stored in advance in the population DB 143. Specifically, for example, as described above, any number (including 1) of the same age, the same occupation, the same industry, the same position, the same year of joining the company, or the past score of the predetermined user himself / herself. It is possible to extract a population with a combination as a predetermined extraction condition.

The comment creation unit 127 compares the score of the predetermined user acquired by the score acquisition unit 126 with the score of the predetermined population including the predetermined user, and based on the result of the comparison, the predetermined user. Create comments as information to assist the user.

In the comment, the aptitude for at least one of the job title, industry, and job title of the user, the comment including the correspondence between the job title and each skill and each item, and the strength of the job title of the predetermined user are described. It is possible to include a comment on a recommended action (action) for extension and a comment on a recommended action (action) for overcoming the weakness of the job title of the predetermined user.

In the course recommendation section 129, a predetermined user among a plurality of users selects and takes a desired course from one or more courses taken by a plurality of users for the purpose of improving their skills. When the first theme of multiple themes for evaluating the skill is specified, the evaluation result (score) in which the predetermined user is evaluated for the first theme and the evaluation results (scores) of the plurality of users including the first theme are included. Past evaluation results (scores) and attendance history of past courses of the plurality of users including the first theme specified by a predetermined user (changes in behavior and test scores due to a combination of multiple received themes) Based on the difference), a predetermined user outputs a second theme to be improved in cooperation with the first theme.
For example, there are first theme and second theme in the course history that multiple users have received in the past, and the first theme is the score of the first theme when multiple users take courses of multiple themes. If the score is higher than the score at the time of receiving, the second theme is output as a theme to be improved in cooperation with a predetermined user.

As for the method of taking the second theme, a method of taking the course similar to the course history of a plurality of users is proposed. For example, there are cases where it is better to take the first theme and the second theme together, and there are also cases where it is better to take the first theme and the second theme at different times. Furthermore, there are cases where it is more effective to receive the first theme first and then the second theme, and vice versa.
In the above embodiment, the score of the predetermined user, the past score of the plurality of users, and the past attendance history of the plurality of users are all used as the judgment material, but one or more of them may be used as the judgment material.

That is, when the first theme is designated by a predetermined user, the attendance recommendation unit 129 is an evaluation result in which the predetermined user is evaluated for the first theme (test score when the user has taken the course applied for). And, based on the past evaluation results of multiple users including the first theme (difference in test scores when taking the course of the first theme and the course of another theme, when not taking the course) The second theme (theme in which the user's skill is improved by taking the course in combination with the first theme) that the user should improve in cooperation with the first theme may be output.
In addition, the course recommendation section 129 does not take the course history of the past courses of a plurality of users including the first theme specified by the predetermined user (when the course of the first theme and the course of another theme are taken, the course is not taken. A predetermined user may output a second theme to be improved in cooperation with the first theme based on a course in which the behavior changes from time to time).

The reception unit 150 accepts the designation of the first theme that a predetermined user should improve among a plurality of themes that are diagnostic items of basic business ability. The designation of the first theme may be a designation of a range (field, category, etc.) including a plurality of themes.
The score acquisition unit 126 includes the score of the business basic ability diagnostic test of the predetermined user's first theme from the scoring result DB 142 and the first theme based on the first theme of the predetermined user accepted by the reception unit 150. Get the scores of the past business foundation diagnostic tests of multiple users.

The theme selection unit 151 is acquired by the score acquisition unit 126 and is based on the score of the first theme of a predetermined user, the past scores of a plurality of users including this first theme, and the attendance history of the past courses of the plurality of users. Then, one or more of the second themes to be improved in relation to the first theme by a predetermined user are selected from a plurality of themes stored in the course DB 144 and output to the display control unit 128.

More specifically, the theme selection unit 151 compares the score of the first theme of the predetermined user with the past scores of the plurality of users, and the score of the predetermined user is higher than the past score of the plurality of users. If it is small, the second theme of the combination with the first theme with a high score of multiple users from the past course attendance history (combination of the first theme and other themes) of multiple users is added to the course DB 144. Select one or more from the past course attendance history of multiple users that are stored.
For example, in the past course attendance history of multiple users, the difference between the score when taking the first theme and other themes and the score when not taking the first theme and other themes. Check if there is a change (effect) in the user's skill from, and select the theme in combination with the first theme in which the skill has changed (effect) as the second theme.

In the improvement status calculation unit 130, a predetermined user takes a course including the second theme and the first theme output by the course recommendation unit 129, and after a certain period of time has passed (for example, three months later), the second theme and the second theme. The improvement status of the skill of one theme is calculated, and the calculation result is output to the display control unit 128.
Specifically, the improvement status calculation unit 130 calculates the improvement status after 3 months (future) (change in the score of the business basic ability diagnostic test when taking a course including the recommended theme for 3 months, for example). Then, it is displayed on the screen through the display control unit 128 and presented to the user. As a method of presenting the improvement status (score of the theme to be taken) to the user, for example, the monthly score may be shown in a graph, or in addition, for example, a simulation (simulation) may be performed with a moving image.

The display control unit 128 plots a graph obtained by plotting the score of a predetermined user acquired by the score acquisition unit 126 and the score of the population including the predetermined user in a predetermined display area via the communication unit 109. Controls the display on the screen of the terminal 20.

Further, the display control unit 128 controls to display the comment created by the comment creation unit 127 on the screen of the user terminal 20 via the communication unit 109.
A specific example of the comment displayed on the screen of the user terminal 20 will be described later with reference to FIG.

Further, the display control unit 128 displays one or more second themes output from the course recommendation unit 129 together with the first theme (at the same time) or at a time lag with the first theme via the communication unit 109. Controls the display on the screen of. The timing of outputting one or more second themes from the course recommendation section 129 may be before or after taking the course of the first theme. That is, the attendance recommendation unit 129 outputs the second theme before or after the predetermined user takes the first theme course. By staggering the timing of the course recommendations in this way, it is possible to present the course recommendations to the user in the order in which the user's skill is improved.

FIG. 4 is a diagram showing an example of a display area of a graph before plotting score values.

As illustrated in Fig. 4, skills can be defined in four fields as basic skills in the user's business (hereinafter referred to as "business basic skills"), and items can be set in six themes for each field. can.
Specifically, as four fields of basic business ability, business knowledge (Business Knowledge), planning and control (Planning & Control), communication (Communication), and thinking (Thinking) can be defined.

In addition, as five themes set in each field, for example, skills in the field of "business knowledge" can be set with themes of current affairs, legal affairs / personnel / labor, financial management, marketing, and management. .. The themes of legal affairs / personnel / labor include sub-themes such as personnel / labor and compliance.
Skills in the field of "planning and control" can be set with themes of purpose and goal, planning, business management, reflection / evaluation, and improvement. The theme of purpose and goal includes the sub-theme of purpose thinking. In addition, the theme of planning includes a sub-theme of action plan planning.
Skills in the field of "communication" can be set with the themes of negotiation, document communication, oral communication, listening, and business etiquette. The theme of document transmission includes the sub-theme of slide creation ability.
Skills in the field of "thinking" can be set with themes of numerical processing, utilization of thinking methods, information gathering, problem setting, and solution planning. The theme of utilizing thinking methods includes a sub-theme of element decomposition power.

Then, the server 10 imposes an individual test on the user for each item set for each skill, acquires the result of the test, and based on a predetermined scoring standard for each item for each skill. After scoring, the scoring result is normalized (scored), this is acquired as a score, and a graph in which the score is plotted in a predetermined display area is displayed on the user terminal 20.

Specifically, in the concentric display area shown in FIG. 4, the four skills are evenly assigned on the outer circumference of the display area, and each item set for each skill is evenly spaced on the outer circumference. The lowest value (0 (zero)) of the score obtained by the normalization is assigned to the center of the concentric circle, and the highest value (5) of the score is assigned to the outer circumference. In addition, concentric circles are arranged in the display area for each of the values (1 to 5) that the score can take.

Then, the server 10 is a predetermined population including a predetermined user's score and the predetermined user from the score managed for each user, and has the same age, the same occupation, the same industry, and the same job title. A graph plotted in the display area is displayed on the user terminal 20 as a combination of 1 or 2 or more with the score of the population of the same hire year or the past result of the person.

As a result, the distribution state of the score value of each item for each skill can be visualized, so that the predetermined user can see the degree of growth compared with the current skill and the past skill, and the educational effect of the company. It can be easily visually recognized.
A graph in which the scores of each item for each skill are actually plotted will be described with reference to FIG.

FIG. 5 is a diagram showing a display example of a diagnostic sheet for test results (hereinafter referred to as “test result sheet”) that summarizes graphs and comments displayed on the user terminal.

The server 10 displays graphs and comments created for each user on each of the user terminals 20-1 to 20-n.
Specifically, as illustrated in FIG. 5, a user who operates a test result sheet in which graphs and comments of a predetermined target user (hereinafter referred to as "target user") are collectively described. It can be displayed on the terminal 20.

In addition, the score value plotted on the graph described in the examination result sheet is not limited to the score value of each item of the target user, and is the same age as the target user, the same occupation, the same industry, the same position, and the same year of joining the company. , Or the value of the population score of the person's past results can be plotted. In the example of FIG. 5, the average value of the scores of the users of the same age as the target user and the average value of the scores of the users of the same occupation and the same age as the target user are plotted.

As a result, the target user can easily visually recognize the skill level in the target user's own business, and the skill level in the business of the user of the same age as the target user and the user of the same occupation and age as the target user. Because it can be visually recognized, it is possible to relatively grasp the skill level of the target user's own business.
Therefore, the target user can easily grasp the skill to be developed as the target user's own strength and the skill to be followed as the weakness.

Further, as illustrated in FIG. 5, the comments described in the examination result sheet can be composed of comments at each item level, comments on strengths and weaknesses, and comments as a summary.

Specifically, in the example of Fig. 5, the comment at each item level is "Basic knowledge of task setting required for business people" as an outline for the item "task setting" set for the skill "thinking". The score of the predetermined user is described as "2".
Further, the average score of the other users of the same item is described as "3", and it can be seen that the skill of the predetermined user is inferior to that of the other users.
And, as a comment about the item, for example, the basic knowledge of problem setting required for business people is insufficient. Please acquire the knowledge firmly in future learning. A comment with the content such as "is described.

In addition, the item "business etiquette" set in the skill "communication" is described as "basics of business etiquette that gives a good impression to the other party" as an outline, and the score is described as "5".
Further, the average score of the other users of the same item is described as "3", and it can be seen that the skill of the predetermined user is superior to that of the other users.

Then, as a comment on the item, for example, when the server 10 determines that the knowledge about business etiquette is sufficient but the compassion for the other party is slightly insufficient, "it is the basis of relationship building. Compassion for the other person is the most important thing in business etiquette. Since you have a solid knowledge, please do not forget to be considerate. "

In this way, comments as information for assisting the user are described according to the content of each user's response to the test imposed on the user.

In addition, comments on strengths and weaknesses are recommended actions to develop the strengths of the target user's occupation based on the comparison result between the score of the target user and the score of the population including the target user. , Comments including recommended actions to overcome the weaknesses of the target user's occupation are described.

Specifically, as in the test result sheet shown in FIG. 5, items having strengths and items having weaknesses are described respectively, and comments as recommended actions are described respectively. For example, if you have strengths in the items of legal affairs and labor, as a recommended action, "In order to further develop your strength XX, it is recommended to learn by actual work. You will be able to learn by taking on challenges such as ○○. "

Also, for example, if you have weaknesses in the items of purpose and goal, as a recommended action, "To overcome XX, in addition to self-learning such as reading, it is better to establish knowledge through discussions. Conversation with experts. We encourage you to do so or attend a workshop at a seminar. "

As a result, the target user can easily know what to do specifically when working in the current occupation.

In addition, the comment as a summary includes the suitability of the target user for the job category and the correspondence between the job category and each skill based on the comparison result between the score of the target user and the score of the population including the target user. Comments are provided.

Specifically, as shown in the examination result sheet shown in FIG. 5, words such as "the possibility as a sales position will be expanded" are included in the comment as a summary as the suitability for the user's job category. As for the correspondence between the sales position and each skill, for example, words such as "It seems that you excel in business etiquette and sentence communication. By developing your strengths" and "Issues about the purpose / goal and basic thinking ability". It seems that these are the elements that are generally needed by the sales position. "

As a result, the user can easily formulate a concrete action guideline for improving his / her skill by reading the comment. In addition, since it is possible to know the aptitude for the current occupation, it is easy to know what skill and what item is one's strength for the occupation, and conversely, what is necessary to improve the aptitude for the occupation. It will be possible.

In addition to the graph and comments above, the test result diagnosis sheet can include the date of implementation, company name, user name, occupation, age, and total score.
This makes it possible to easily visually recognize the information regarding the score of the target user.

Subsequently, the attendance recommendation operation of the server 10 in the information processing system 1 will be described with reference to FIG. FIG. 6 is a flowchart showing the attendance recommendation operation of the server 10.
In this case, the course recommendation section 129 aims to improve among a plurality of themes related to business skills by a predetermined user who selects a course including a desired theme from a plurality of courses taken by a plurality of users and takes the course. When the first theme to be to be specified is specified, the evaluation result (business basic ability diagnostic test score) regarding the first theme of a predetermined user and the past evaluation result (business basics) of a plurality of users including the first theme. Skill diagnosis test score) and attendance history of multiple users' past courses (changes in behavior and test score differences between taking and not taking the first theme course and other theme courses, etc. ), The predetermined user outputs one or more second themes to be improved in cooperation with the first theme.

Specifically, in step S11 of FIG. 6, when the reception unit 150 receives the designation of the first theme to be improved by the predetermined user among the plurality of evaluation elements included in the diagnostic items of the basic business ability, the reception unit 150 acquires the score. The unit 126 acquires the score of the first theme of a predetermined user received by the reception unit 150 and the past scores of a plurality of users including the first theme.
Subsequently, in step S12, the theme selection unit 151 includes the score of the first theme of the predetermined user acquired by the score acquisition unit 126, the past scores of the plurality of users including the first theme, and the scores of the plurality of users. Based on the attendance history of past courses, a predetermined user selects one or more of the second themes to be improved in relation to the first theme from the themes related to a plurality of courses stored in the course DB 144. ..
Then, in step S13, the theme selection unit 151 outputs one or more selected second themes to the user terminal 20 through the display control unit 128.
On the user terminal 20, the second theme to be taken together with the designated first theme is displayed on the screen and presented to the user. In this way, it is possible to recommend (recommend) the second theme to be taken together with the first theme to the user.

When the user receives the presentation of the course recommendation and wants to know how much improvement will be achieved by taking the course, the improvement status calculation unit 130 can operate the improvement status confirmation button (not shown) on the screen displayed on the user terminal 20. , The improvement status of the 2nd theme and the 1st theme when a predetermined user takes a course including the 2nd theme and the 1st theme output by the course recommendation section 129 is calculated, and the calculation result is displayed and controlled. Output to unit 128. As a result, the screen of the user terminal 20 displays the improvement status of the skill of the subject in the future when the recommended course is taken for a certain period of time. Therefore, when the user takes the course of the theme, his / her skill is improved. You can see how much it will improve.

The following is an example of making a course recommendation to the students.
There are four decisions to make when making a course recommendation.
(1) Judgment based on the score of the business basic ability diagnostic test before and after the course (2) Judgment based on the difference in the degree of achievement after a certain period (for example, after 3 months) for the execution declaration after the course (3) ) Judgment based on the satisfaction level of the questionnaire (items of satisfaction level regarding learning, correction comments, etc.) (4) Judgment of the effect by showing a tendency to take stable courses at an appropriate frequency and timing

First, an example of making a judgment based on the score of the basic business ability diagnostic test before and after taking the course of (1) will be described. The following (1-1) to (1-5) will be given as examples to explain an example in which the goodness of fit of a course is judged based on the difference in the increase in score by the basic business ability diagnostic test and the course is recommended.
First, (1-1) an example (pre-attendance example) in which the degree of suitability of a course is judged based on the difference in the score increase before and after taking the course will be described.
In order to develop your skills more effectively when taking a course on the sub-theme of "slide creation ability" included in the theme of "document communication" included in the field of "communication", "planning &control" in advance It is recommended (recommended) to take a course on the sub-theme of "Purpose / Thinking" included in the theme of "Purpose / Goal" included in the field of.
<Verification data>
Comparison target: Person A group, B group / same industry, same occupation, same age (Since we do not have job titles as data, it is assumed that they have the same level of role if they are in the same age)
・ Before and after taking the sub-theme course "Slide Creation Ability", they take the Business Basic Ability Diagnostic Test.
・ A: Before taking the sub-theme course "Slide Creation Ability", I took the sub-theme course "Purpose / Thinking".
・ B: I did not take the sub-theme course "Purpose / Thinking" before taking the sub-theme course "Slide Creation Ability".
As a result of the basic business ability diagnostic test Before taking the sub-theme course of "Slide creation ability" → After taking
・ A: Theme “Communication, document transmission” 2.5 points → 3.2 points ・ B: Theme “Communication, document transmission” 2.5 points → 2.7 points <Results>
Group A (the group that took the recommended course in advance) had a higher rate of increase in the theme than Group B.
<Conclusion>
In order to improve the skill of "communication document transmission", it is more effective to take a course on the theme of "planning & control purpose / goal" in advance.

(1-2) An example (pre-attendance example) in which the goodness of fit of a course is judged by the difference in the increase in the score of the business basic ability diagnostic test before and after the course will be explained.
<Proposal of recommended course>
In order to develop skills more effectively when taking a course on the theme of "action plan planning" included in the field of "planning & control, planning", it is the field of "thinking, thinking method utilization" in advance. It is recommended (recommended) to take a course on the theme of "element decomposition power".
<Verification data>
Comparison target: Person A group, B group / same industry, same occupation, same age (Since we do not have job titles as data, it is assumed that they have the same level of role if they are in the same age)
・ Before and after taking the theme of "action plan planning", they take the basic business ability diagnostic test.
・ A: Before taking the theme of "action plan planning", I took the theme of "element decomposition power".
・ B: I did not take the theme of "element decomposition power" before taking the theme of "action plan planning".
Results of business basic ability diagnosis test Before taking the theme of "action plan planning" → After taking
・ A: Category “Planning & Control” 15.5 points → 20.2 points ・ B: Category “Planning & Control” 15.5 points → 16.8 points <Results>
Group A (the group that took the recommended course in advance) had a higher rate of increase in the corresponding category than group B.
<Conclusion>
In order to develop the skills of "planning & control, planning", it is more effective to take a course on the theme of "thinking, utilization of thinking method" in advance.

(1-3) An example (pre-attendance example) in which the goodness of fit of the course to be taken by the user is judged by the difference in the increase in the score of the business basic ability diagnostic test before and after taking the course will be described.
<Proposal of recommended course>
In order to develop skills more effectively when taking a course on the sub-theme of "personnel / labor" included in the theme of "legal / personnel / labor" in the field of "business &knowledge", the same "in advance" It is recommended (recommended) to take a course on the sub-theme of "compliance" included in the theme of "legal affairs, personnel affairs, labor" in the field of "business &knowledge".
<Verificationdata>
Comparison target: Person A group, B group / same industry, same occupation, same age (Since we do not have job titles as data, it is assumed that they have the same level of role if they are in the same age)
・ Before and after taking a course on the sub-theme of "personnel and labor", we take the basic business ability diagnosis test.
・ A: Before taking the course on the sub-theme of "personnel / labor", I take the course on the sub-theme of "compliance".
・ B: I did not take the course on the sub-theme of "Compliance" before taking the course on the sub-theme of "Personnel / Labor".
Results of Business Basic Ability Diagnosis Test Before taking the sub-theme course of "Personnel / Labor" → After taking ・ A: Category "Business & Knowledge, Legal / Personnel / Labor" 2.2 points → 3.1 points ・ B: Category "Business & Knowledge, Legal / Personnel / Labor" 2.2 points → 2.4 points <Results>
Group A (the group that took the recommended course in advance) had a higher rate of increase in the corresponding category than group B.
<Conclusion>
In order to develop the skills of the "Personnel / Labor" sub-theme included in the "Legal / Personnel / Labor" theme in the "Business &Knowledge" field, other sub-themes included in the same theme in the same field, such as It is more effective to take a course on the sub-theme of "compliance" in advance.

(1-4) An example (simultaneous attendance example) in which the goodness of fit of the course is judged by the difference in the increase in the score of the business basic ability diagnostic test before and after the attendance will be explained.
<Proposal of recommended course>
In the field of "Planning &Control", to improve the skill of a certain category, for example, the theme of "improvement", at the same time, improve the skill of the category of "thinking", for example, the theme of "task setting". Skills are effectively developed.
Specific example A lecture on the sub-theme "PDCA" included in the theme "improvement" included in the field of "planning &control" and "logical" included in the theme "task setting" included in the field of "thinking" It is recommended (recommended) to take a course on the sub-theme of "thinking ability".
<Verification data>
Comparison target: Person A group, B group / same industry, same occupation, same age (Since we do not have job titles as data, it is assumed that they have the same level of role if they are in the same age)
・ Before and after taking "PDCA", they are taking the basic business ability diagnosis test.
・ A: At the same time as "PDCA", I am taking a course on the theme of "logical thinking ability".
・ B: I have not taken a course on the theme of "logical thinking" at the same time as "PDCA".
As a result of the basic business ability diagnosis test Before taking the course on the theme of "improvement" → After taking the course
・ A: Category “Planning & Control, Improvement” 2.6 points → 3.1 points ・ B: Category “Planning & Control, Improvement” 2.6 points → 2.7 points <Results>
Group A (the group that took the recommended course in advance) had a higher rate of increase in the corresponding category than group B.
<Conclusion>
In order to improve the skill of the theme of "improvement" included in the field of "planning &control", at the same time, take a course of the theme of "task setting" in the field of "thinking" and improve the skill of "task setting". , "Improvement" skills are effectively developed.

(1-5) An example (simultaneous attendance example) in which the goodness of fit of the course is judged by the difference in the increase in the score of the business basic ability diagnostic test before and after the attendance will be described.
<Proposal of recommended course>
In order to improve the skill of the theme of "planning" in the field of "planning &control", at the same time, take the course of the theme of "reflection / evaluation" in the same field of "planning &control" and the skill of "reflection / evaluation". If you increase, the skill of "planning" will be effectively developed.
Specific example A lecture on the sub-theme "Action Plan" included in the theme "Plan" included in the field of "Planning &Control" and at the same time included in the theme "Reflection / Evaluation" included in the field of "Planning &Control" It is recommended (recommended) to take a course on the sub-theme "PDCA".
<Verification data>
Comparison target: Person A group, B group / same industry, same occupation, same age (Since we do not have job titles as data, it is assumed that they have the same level of role if they are in the same age)
・ Before and after taking the "plan", they take the basic business ability diagnosis test.
・ A: I am taking "review / evaluation" at the same time as "planning".
・ B: I did not take "reflection / evaluation" at the same time as "planning".
Results of Business Basic Ability Diagnostic Test Before taking the theme of "Planning &Control" → After taking
・ A: Category “Planning & Control” 15.8 points → 20.8 points ・ B: Category “Planning & Control” 15.8 points → 17.2 points <Results>
Group A (group that took the recommended course in advance) had a higher rate of increase in the corresponding category than group B <Conclusion>
In order to improve the skills of the theme of "planning" included in the field of "planning &control", at the same time, take a course of the theme of "reflection / evaluation" in the same field of "planning &control" and "review / evaluation". The skill of "planning" is effectively developed by improving the skill of.

Next, (2) an example of judging the goodness of fit of a course based on the difference in the degree of achievement after 3 months for the execution declaration after taking the course will be described.
<Proposal of recommended course>
In order to improve the skill of the theme of "improvement" included in the field of "planning &control", the skill of "improvement" is effective if the skill of the theme of "task setting" included in the field of "thinking" is improved at the same time. Will be developed in.
Specific example It is included in the theme of "problem setting" included in the field of "thinking" at the same time as the lecture on the sub-theme of "PDCA" in the category included in the theme of "improvement" included in the field of "planning &control". It is recommended (recommended) to take a course on the sub-theme of the category, for example, "logical thinking ability".
<Verification data>
Comparison target: Person A, B group / same industry, same occupation, same age (Since we do not have job titles as data, it is assumed that they have the same level of role if they are of the same age)
・ Compare the difference in achievement level after 3 months with respect to the execution declaration that you set yourself after each course. ・ A: You are taking a course in the field of "improvement" and a course in the field of "task setting" at the same time ..
・ B: I have not taken a course in the field of "improvement" and a course in the field of "task setting" at the same time.
Achievement result ・ A: 2.5 ・ B: 1.8 The achievement result is judged by whether or not the execution declaration is done.
If you can do it, mark it as ○, if you cannot do it, mark it as ×, and judge by the average number of ○. The maximum number is three.
<Result>
Group A (the group that took the recommended course in advance) had a higher rate of increase in the corresponding category than group B.
<Conclusion>
In order to improve the skill of the theme of "improvement" included in the field of "planning &control", the skill of "improvement" is effective if the skill of the theme of "task setting" included in the field of "thinking" is improved at the same time. Will be developed in.

Next, an example of (3) determining the fitness of the course from the satisfaction of the questionnaire (items of satisfaction regarding learning, correction comments, etc.) will be described.
<Proposal of recommended course>
To improve the skills of the theme of "planning" included in the field of "planning &control", at the same time, improve the skills of the theme of "reflection / evaluation" in the same field of "planning &control" of "planning". Skills are effectively developed.
Specific example Included in the theme of "Reflection / Evaluation" included in the field of "Planning &Control" at the same time as the lecture on the sub-theme "Action Plan" included in the theme of "Plan" included in the field of "Planning &Control". It is recommended (recommended) to take a course on the sub-theme "PDCA".
<Verification data>
Comparison target: Person A group, B group / same industry, same occupation, same age (Since we do not have job titles as data, it is assumed that they have the same level of role if they are in the same age)
・ Compare the difference in achievement level after 3 months with respect to the execution declaration set by yourself after each course. ・ A: I am taking a course in the field of "planning" and a course in the field of "review / evaluation" at the same time.
・ B: I have not taken a course in the field of "planning" and a course in the field of "reflection / evaluation" at the same time.
As a result of a questionnaire survey of satisfaction, before taking the theme of "Planning &Control" → After taking the course
・ A: Category “Planning & Control” 15.8 points → 20.8 points ・ B: Category “Planning & Control” 15.8 points → 17.2 points <Results>
Group A (the group that took the recommended course in advance) had a higher rate of increase in the corresponding category than group B.
<Conclusion>
In order to improve the skills of the theme of "planning" included in the field of "planning &control", at the same time, take a course of the theme of "reflection / evaluation" in the same field of "planning &control" and "review / evaluation". The skill of "planning" is effectively developed by improving the skill of.

Finally, (4) an example of obtaining the effect of taking a course by judging that there is a tendency to take a course stably at an appropriate frequency and timing will be described.
In this example, the artificial intelligence (Artificial Intelligence) and the machine learning engine are used to determine the appropriate frequency and timing of taking the course (the period during which the course is not taken for a certain period of time).
Those who select and take courses at their own pace tend to find it difficult to feel the effects of learning, and the learning pace tends to slow down.
Therefore, in this example, the engine such as AI and machine learning determines the progress of the student's ability development up to that point (course attendance status and test results and changes such as Biz SCORE / FollowUP test, workplace evaluation, etc.). Determine the appropriate attendance interval for the student based on other similar examples in the past.
In this way, those who take the course at appropriate intervals based on judgments such as AI and machine learning tend to take the course at an appropriate frequency and timing, which is an effect of skill improvement. Will be easier to obtain.

Although one embodiment of the present invention has been described above, the present invention is not limited to the above-described embodiment, and modifications, improvements, etc. within the range in which the object of the present invention can be achieved are included in the present invention. Is.

For example, the hardware configuration shown in FIG. 2 is merely an example for achieving the object of the present invention, and is not particularly limited.

Further, the functional block diagram shown in FIG. 3 is merely an example and is not particularly limited. That is, it suffices if the information processing apparatus is provided with a function capable of executing the above-mentioned series of processes as a whole, and what kind of functional block is used to realize this function is not particularly limited to the example of FIG. ..

Further, the location of the functional block is not limited to FIG. 3, and may be arbitrary.
Further, one functional block may be configured by a single piece of hardware, a single piece of software, or a combination thereof.

When the processing of each functional block is executed by software, the programs constituting the software are installed in a computer or the like from a network or a recording medium.
The computer may be a computer embedded in dedicated hardware. Further, the computer may be a computer capable of executing various functions by installing various programs, for example, a general-purpose smartphone or a personal computer in addition to a server.

The recording medium containing such a program is not only composed of removable media, which is distributed separately from the device main body to provide the program to each user, but also is preliminarily incorporated in the device main body to each user. It is composed of the provided recording media and the like.

In this specification, the steps for describing a program recorded on a recording medium are not only processed in chronological order but also in parallel or individually, even if they are not necessarily processed in chronological order. It also includes the processing to be executed.

Further, in the present specification, the term of the system means an overall device composed of a plurality of devices, a plurality of means, and the like.

Also, for example, in the above-described embodiment, there are four types of skills: business knowledge, planning and control, communication, and thinking skills, but this is only an example. That is, any m (m is an integer value of 1 or more) skills related to basic business skills can be adopted. In this case, the items provided for each skill are not particularly limited to the example of the above-described embodiment, and any p items (p is an integer value of 1 or more independent of m) may be adopted. can.

In the above embodiment, the attendance recommendation unit 129 selects the second theme from the score difference of the combination of the plurality of themes that the plurality of users have taken in the past, the attendance history, etc., but based on the personal attributes of the predetermined users. A second theme may be selected. Further, in the above embodiment, the course is aimed at improving business skills, but it may be simply a course aimed at improving practical skills and skills in the life of the user, and the business skills, practical skills, skills, etc. may be used. Including it is simply called a skill. In addition, the lecture includes the meaning of a workshop, a seminar, a lecture, and the like.
In this case, the course recommendation section 129 selects a desired course from one or more courses taken by a plurality of users for the purpose of improving their skills, and is designated among the plurality of users. When the user specifies the first theme among a plurality of themes for evaluating skills, the first user cooperates with the first theme to improve based on the personal attributes of the predetermined user. Output 1 or more of the second theme to be.
Specifically, for example, when the first theme of "announcement" is specified by a predetermined user, statistically, it is better to take a course including the theme of "vocalization" before that. In this case, if the user is already good at "vocalization" based on the user's personal attributes (experience, background, etc. of learning voice at school in the past), the course recommendation section 129 will be "gesture" or Judge that it is better to take the "gesture" course and output the theme.
Further, for example, in the above-described embodiment, the reception unit 150 accepts the designation of the theme by limiting the first theme that the predetermined user should improve, but regarding the first theme that the predetermined user should improve. It may be accepted by designating a range (field, category, etc.) in which a plurality of themes are classified. In addition, the first theme may be accepted by designating the course.
The user's personal attributes may be those that are not directly related to the course, as well as the user's past experience, background and ability to adapt to evaluation factors. For example, the user's hobbies, personality, physical characteristics, family structure, lifestyle, etc. are also one of the user's personal attributes.

In summary, the information processing apparatus to which the present invention is applied need only have the following configurations, and various embodiments can be taken.
That is, the information processing apparatus to which the present invention is applied (for example, the server 10 in FIG. 3) is
A first user (predetermined user) among the plurality of users selects and takes a desired course from one or more courses taken by a plurality of users for the purpose of improving their skills. When the first evaluation element (first theme) among a plurality of evaluation elements (themes) for evaluating the skill is specified, the said one is based on the personal attribute (history) of the first user. Evaluation element output means for the first user to output one or more second evaluation elements (second theme) to be improved in cooperation with the first evaluation element (first theme) (for example, attendance recommendation unit 129 in FIG. 3). ),
To prepare for.
By providing such a configuration, when a user specifies a first theme to be improved by a user in taking a course with a theme, the first theme is based on the user's personal attributes. Since the second theme to be taken is selected and recommended to the user in cooperation with, it is possible to support the user to take a course suitable for improving the skill of the user.
The evaluation element output means (for example, the attendance recommendation section 129 in FIG. 3) is
When the first evaluation element (first theme) is designated by the first user (predetermined user), the first user (predetermined user) receives an evaluation for the first evaluation element (first theme). Based on the evaluation results (score of the basic business ability diagnostic test) and the past evaluation results (score of the basic business ability diagnostic test) of the plurality of users including the first evaluation element (first theme), the first 2 Output the evaluation element (second theme).
In this way, from the score of the first theme evaluated when the user takes the course and the past scores of multiple users, the second theme that should be received in cooperation with the first theme from the numerical aspect. By recommending attendance to the user, it is possible to support the user to take a course suitable for improving the user's business skill.
That is, when the first theme is specified by the user, the second theme that statistically leads to skill improvement is selected and recommended to the user, so that the user can take a course suitable for the user's skill improvement. Become.
The evaluation element output means (for example, the attendance recommendation section 129 in FIG. 3) is
Attendance history of past courses of the plurality of users including the first evaluation element (first theme) designated by the first user (predetermined user) (courses of the first theme and courses of other themes) The second evaluation element is output based on the course in which the score changed when the student took the course and when he / she did not take the course.
In this way, the second theme that leads to the skill improvement of a certain user is selected from the past course attendance results of multiple users and recommended to the user, so that the user takes a course suitable for the user's skill improvement. become able to.
The evaluation element output means (for example, the attendance recommendation section 129 in FIG. 3) is
The second evaluation element (second theme) is output together with the first evaluation element (first theme).
As a result, when taking the course of the first theme, it is possible to apply for the course of the second theme at the same time.
The evaluation element output means (for example, the attendance recommendation section 129 in FIG. 3) is
The second evaluation element is output based on the evaluation result before or after taking the course.
As a result, it becomes possible to take the second theme course before or after taking the first theme course, and the user can take the courses in an order suitable for improving his / her skills. ..
The evaluation element output means (for example, the attendance recommendation section 129 in FIG. 3) is
A reception means (for example, reception unit 150 in FIG. 3) that accepts the first evaluation element (first theme) by designating a range (field or category) in which the plurality of evaluation elements are classified.
Further prepare,
As a result, the user can take the course that should be taken to improve his / her skills because he / she can receive the recommendation for taking the course in units of fields and categories.
The first user takes a course including the second evaluation element (second theme) and the first evaluation element (first theme) output by the evaluation element output means (for example, the attendance recommendation unit 129 in FIG. 3). Improvement calculation means for calculating the improvement status of the second evaluation element (second theme) and the first evaluation element (first theme) when attending for a certain period of time (for example, the improvement status calculation unit 130 in FIG. 3).
By further preparing, the user can understand the future skill improvement situation of the user when taking the recommended course, and the user's motivation can be enhanced.

1 ... Information processing device 10 ... Server 20, 20-1, 20-n ... User terminal 101 ... CPU
102 ... ROM
103 ... RAM
104 ... Bus 105 ... Input / output interface 106 ... Output unit 107 ... Input unit 108 ... Storage unit 109 ... Communication unit 110 ... Drive 120 ... Removable media 121 ...・ Test creation part 122 ・ ・ ・ Test question part 123 ・ ・ ・ Answer acquisition part 124 ・ ・ ・ Scoring part 125 ・ ・ ・ Scoring part 126 ・ ・ ・ Score acquisition part 127 ・ ・ ・ Comment creation part 128 ・ ・ ・ Display Control unit 129 ... Course recommendation unit 130 ... Improvement status calculation unit 141 ... Problem DB
142 ・ ・ ・ Scoring result DB
143 ... Population DB
144 ... Course DB
150 ... Reception Department 151 ... Theme Selection Department N ... Network

Claims (8)

One or more courses that multiple users take for the purpose of improving their skills, and the above one or more for aiming to improve the level of at least a part of the plurality of evaluation elements for evaluating the skill. from the course, on the first user of the plurality of users to take selects a desired first course, by the first user, a first evaluation which aims to improve the level in the first course When an element is specified , among the achievements of other users who have taken the first course in the past, when the first course is taken in cooperation with other second courses as compared with the taking of the first course alone. The first user cooperates with the first evaluation element with the evaluation element aiming at the improvement of the level in the second course included in the judgment material, using the achievement that can be judged that the skill improvement degree is higher. An information processing device provided with an evaluation element output means for outputting as a second evaluation element to be improved. The evaluation element output means also presents the order in which the first user improves the level of each of the first evaluation element and the second evaluation element.
The information processing apparatus according to claim 1. The evaluation element output means
Before SL based on the past evaluation result of the plurality of users the first user is included the evaluation results and the first evaluation element, which is evaluated for the first evaluation element, employing said decisions,
The information processing apparatus according to claim 1 or 2. The evaluation element output means
The judgment material is adopted based on the attendance history of the past lectures of the plurality of users including the first evaluation element designated by the first user.
The information processing apparatus according to any one of claims 1 to 3. The evaluation element output means
Output the second evaluation element together with the first evaluation element.
The information processing apparatus according to any one of claims 1 to 4. The evaluation element output means
Based on the evaluation results before or after taking the course, the judgment material is adopted.
The information processing apparatus according to any one of claims 1 to 5. The evaluation element output means
A reception means that accepts the first evaluation element by designating a range in which the plurality of evaluation elements are classified.
The information processing apparatus according to any one of claims 1 to 6, further comprising. Improvement status of the second evaluation element and the first evaluation element when the first user takes a course including the second evaluation element and the first evaluation element output by the evaluation element output means for a certain period of time. Improved calculation means to calculate
The information processing apparatus according to any one of claims 1 to 7, further comprising.

Images