JP7091607B2 - Learning support terminal, learning support server, learning support system, learning support method, and learning support program - Google Patents

Description

The present invention relates to a learning support terminal, a learning support server, a learning support system, a learning support method, and a learning support program.

Conventionally, there is a technique to support the learner's learning by analyzing the answer result to the question given to the learner and identifying the learning point (for example, a learning field or a unit) which is a weak point of the learner. .. For example, the learning support device described in Patent Document 1 stores a problem in association with a metadata item indicating the attribute of the problem (for example, ability for a learning target, answering technique or strategy, problem genre, etc.). Therefore, the correct answer rate of the question is calculated for each metadata item, and the metadata item with a low correct answer rate is specified. The learning support device described in Patent Document 1 selects a problem group having a high ratio of problems associated with the specified metadata item, and includes many problems having attributes that the learner is not good at. We support learning by providing learners with a group of problems.

Japanese Patent No. 5552717

However, for example, when the learner answers a question having a certain attribute for the first time, the correct answer rate tends to be low. Further, for example, even if the correct answer rate is high in the past for a question having a certain attribute, the correct answer rate may accidentally decrease. As described above, the learning support device described in Patent Document 1 identifies the attributes that the learner is not good at based on the answer result for a certain question, so that the specified attributes are really bad for the learner. There is a problem that it may not be possible to correctly determine whether the attribute is intended.

The present invention has been made in view of the above points, and is a learning support terminal, a learning support server, a learning support system, a learning support method, and a learning support program that can more accurately determine an attribute that a learner is not good at. I will provide a.

The present invention has been made to solve the above-mentioned problems, and as one aspect of the present invention, teaching material information showing a problem group consisting of a plurality of problems to be asked to the answerer, and answers to the above problems are not possible. A storage unit that stores stumbling point information indicating a learning point that can cause a correct answer, stumbling point information associated with the question, and learning history information indicating a learning history based on the past answer results of the answerer. The confirmation drill extraction unit that extracts the confirmation drill consisting of one or more of the problems, and the answer information indicating the answer by the specific answerer to the problem included in the confirmation drill are acquired, and the stumbling point. When there are a plurality of stumbling point narrowing sections for narrowing down the stumbling points based on the information and the answer information, and a plurality of stumbling points after narrowing down, which are the stumbling points narrowed down by the stumbling point narrowing section, the plurality of said The priority determination unit is provided with a priority determination unit for prioritizing the stumbling points after narrowing down, and the priority determination unit is the first answerer to answer the question associated with the stumbling point after narrowing down. Information indicating whether or not the answer is an answer, information indicating the latest answer result by the answerer to the question associated with the narrowed-down stumbling point, and associated with the narrowed-down stumbling point. By weighting based on at least one of the information based on the latest answer time of the answer by the answerer to the question, the stumbling points are prioritized after the narrowing down, and the stumbling is performed. The point narrowing unit is a learning support terminal characterized in that the stumbling point is narrowed down based on the priority of the prioritization performed by the priority determination unit.

Further, as one aspect of the present invention, teaching material information indicating a problem group consisting of a plurality of questions given to the answerer, a stumbling point indicating a learning point indicating a learning point that can cause an answer to the question to be an incorrect answer, and the above-mentioned A storage unit that stores stumbling point information associated with a question and learning history information indicating a learning history based on the past answer results of the answerer, and a confirmation drill consisting of one or more of the questions are extracted. The confirmation drill extraction unit and the answer information indicating the answer by the specific answerer to the problem included in the confirmation drill are acquired, and the stumbling point is narrowed down based on the stumbling point information and the answer information. The storage unit is provided with a stumbling point narrowing-down unit for performing the above-mentioned stumbling point, and at least one of the stumbling points associated with the problem group to be asked in a specific learning item is the specific learning. The parent stumbling point information associated as a parent stumbling point based on a small unit that is tackled in a learning stage lower than the item is stored, and the stumbling point narrowing section includes the stumbling point information, the parent stumbling point information, and the above. It is a learning support terminal characterized by narrowing down the stumbling points based on the answer information .

Further, as one aspect of the present invention, in the learning support terminal, the storage unit is at least one of the stumbling points associated with a problem group to be set in a specific learning item. The point stores the parent stumbling point information associated as the parent stumbling point based on the small unit that is tackled in the learning stage lower than the specific learning item, and the stumbling point narrowing section is the stumbling point information. The stumbling point is narrowed down based on the parent stumbling point information and the answer information, and the priority determination unit weights based on the information indicating whether or not the stumbling point after the narrowing down is the parent stumbling point. It is characterized in that the stumbling points are prioritized after the narrowing down.

Further, as one aspect of the present invention, teaching material information showing a problem group consisting of a plurality of questions given to the answerer, a stumbling point showing a learning point showing a learning point that can cause an answer to the question to be an incorrect answer, and the above-mentioned A storage unit that stores stumbling point information associated with a question and learning history information indicating a learning history based on the past answer results of the answerer, and a confirmation drill consisting of one or more of the questions are extracted. The confirmation drill extraction unit and the answer information indicating the answer by the specific answerer to the problem included in the confirmation drill are acquired, and the stumbling point is narrowed down based on the stumbling point information and the answer information. If there are a plurality of stumbling point narrowing sections and a stumbling point after narrowing down, which are the stumbling points narrowed down by the stumbling point narrowing section, a priority determination section for prioritizing the stumbling points after narrowing down is provided. The priority determination unit is provided with information indicating whether or not the answer to the question associated with the narrowed-down stumbling point is the first answer for the answerer, and the narrowed-down stumbling point. Information indicating the latest answer result by the answerer to the question associated with, and the latest answer by the answerer to the question associated with the stumbling point after narrowing down. By weighting based on at least one of the information based on the answer time, the stumbling points are prioritized after the narrowing down, and the stumbling point narrowing down unit is the stumbling point narrowing down unit performed by the priority determination unit. It is a learning support server characterized by narrowing down the stumbling points based on the priority by prioritization.
Further, as one aspect of the present invention, teaching material information indicating a problem group consisting of a plurality of questions given to the answerer, a stumbling point indicating a learning point indicating a learning point that can cause an answer to the question to be an incorrect answer, and the above-mentioned A storage unit that stores stumbling point information associated with a question and learning history information indicating a learning history based on the past answer results of the answerer, and a confirmation drill consisting of one or more of the questions are extracted. The confirmation drill extraction unit and the answer information indicating the answer by the specific answerer to the problem included in the confirmation drill are acquired, and the stumbling point is narrowed down based on the stumbling point information and the answer information. The storage unit is provided with a stumbling point narrowing-down unit for performing the above-mentioned stumbling point, and at least one of the stumbling points associated with the problem group to be asked in a specific learning item is the specific learning. The parent stumbling point information associated as a parent stumbling point based on a small unit that is tackled in a learning stage lower than the item is stored, and the stumbling point narrowing section includes the stumbling point information, the parent stumbling point information, and the above. It is a learning support server characterized by narrowing down the stumbling points based on the answer information.

Further, one aspect of the present invention is a learning support system having one or a plurality of learning support terminals and a learning support server, and the learning support terminal is included in a confirmation drill composed of one or a plurality of problems. The learning support includes a display unit that displays the question, an operation input unit that accepts input of information indicating an answer to the question based on an operation by the answerer, and learning history information indicating a learning history based on the answer result of the answerer. The learning support server includes at least a first communication unit for transmitting and receiving to and from the server, and the learning support server includes at least a second communication unit for transmitting and receiving the learning history information to and from the learning support terminal. The learning support server is a teaching material information storage unit that stores teaching material information indicating a group of questions consisting of a plurality of the questions given to the answerer, and may cause the answer to the question to be incorrect. It consists of a stumbling point information storage unit that stores stumbling point information in which a stumbling point indicating a learning point and the problem are associated with each other, a learning history information storage unit that stores the learning history information, and one or more problems. Narrowing down the stumbling point based on the confirmation drill extraction unit that extracts the confirmation drill, the stumbling point information, and the answer information indicating the answer by the specific answerer to the problem included in the confirmation drill. When there are a plurality of stumbling points after narrowing down, which are the stumbling points narrowed down by the stumbling point narrowing section, and a priority determination section for prioritizing the stumbling points after narrowing down. The priority determination unit determines whether or not the answer to the question associated with the stumbling point after the narrowing down is the first answer for the answerer. Information showing, information indicating the latest answer result by the answerer to the problem associated with the stumbling point after narrowing down, and the problem associated with the stumbling point after narrowing down. By weighting based on at least one of the information based on the latest answer time of the answer by the answerer, the stumbling points are prioritized after the narrowing down, and the stumbling point narrowing down portion is given the priority. The stumbling point is narrowed down based on the priority of the prioritization performed by the ranking determination unit. It is a learning support system that features it.
Further, one aspect of the present invention is a learning support system having one or a plurality of learning support terminals and a learning support server, and the learning support terminal is included in a confirmation drill composed of one or a plurality of problems. The learning support includes a display unit that displays the question, an operation input unit that accepts input of information indicating an answer to the question based on an operation by the answerer, and learning history information indicating a learning history based on the answer result of the answerer. The learning support server includes at least a first communication unit for transmitting and receiving to the server, and the learning support server includes at least a second communication unit for transmitting and receiving the learning history information to the learning support terminal, and the learning support terminal and the learning support terminal. , The learning support server is a teaching material information storage unit that stores teaching material information indicating a group of problems consisting of a plurality of the problems given to the answerer, and may cause an incorrect answer to the question. It consists of a stumbling point information storage unit that stores stumbling point information in which a stumbling point indicating a learning point and the problem are associated with each other, a learning history information storage unit that stores the learning history information, and one or more problems. Narrowing down the stumbling points based on the confirmation drill extraction unit that extracts the confirmation drill, the stumbling point information, and the answer information indicating the answer by the specific answerer to the problem included in the confirmation drill. The stumbling point information storage unit is provided with at least one of the stumbling point narrowing units for performing the above, and the stumbling point information storage unit is at least one of the stumbling points associated with the problem group to be set in a specific learning item. The stumbling point stores parent stumbling point information associated as a parent stumbling point based on a small unit that is tackled at a learning stage lower than the specific learning item, and the stumbling point narrowing section is the stumbling point. It is a learning support system characterized by narrowing down the stumbling points based on the information, the parent stumbling point information, and the answer information.

Further, one aspect of the present invention is a learning support method using a computer, in which the storage unit indicates teaching material information indicating a problem group consisting of a plurality of problems to be asked to the answerer, and the answer to the problem is incorrect. A storage step for storing stumbling point information indicating a stumbling point indicating a learning point that can cause the problem and stumbling point information in which the problem is associated with each other, and learning history information indicating a learning history based on the past answer results of the answerer, and confirmation. A confirmation drill extraction step in which the drill extraction unit extracts a confirmation drill consisting of one or more of the problems, and a stumbling point narrowing unit obtains the answer by the specific answerer to the problem included in the confirmation drill. A stumbling point narrowing step that acquires the indicated answer information and narrows down the stumbling point based on the stumbling point information and the answer information, and a stumbling point after narrowing down that is the stumbling point narrowed down by the stumbling point narrowing section. When there are a plurality of points, the priority determination step for prioritizing the stumbling points after the narrowing down is provided, and the priority determining step is for the problem associated with the stumbling point after the narrowing down. Information indicating whether or not the answer is the first answer for the answerer, and information indicating the latest answer result by the answerer to the question associated with the stumbling point after the narrowing down. , And the information based on the latest answer time of the answer by the answerer to the question associated with the stumbling point after the narrowing down, by weighting based on at least one of the answers. The stumbling point narrowing step includes prioritizing the post-stumbling points, and the stumbling point narrowing step includes narrowing down the stumbling points based on the priority by the prioritization performed by the priority determination step. It is a support method.
Further, one aspect of the present invention is a learning support method using a computer, in which the storage unit provides teaching material information indicating a group of questions consisting of a plurality of questions to be given to the answerer, and the answer to the question is incorrect. A storage step for storing stumbling point information indicating a learning point that may cause a problem and stumbling point information in which the problem is associated with each other, and learning history information indicating a learning history based on the past answer results of the answerer, and confirmation. A confirmation drill extraction step in which the drill extraction unit extracts a confirmation drill consisting of one or more of the problems, and a stumbling point narrowing unit obtains the answer by the specific answerer to the problem included in the confirmation drill. It has a stumbling point narrowing step that acquires the indicated answer information and narrows down the stumbling point based on the stumbling point information and the answer information, and the storage step is set in a specific learning item. Of the stumbling points associated with the problem group, at least one of the stumbling points is associated with a parent stumbling point based on a small unit that is tackled at a learning stage lower than the specific learning item. The stumbling point narrowing step is a learning support method including storing the stumbling point information, and narrowing down the stumbling points based on the stumbling point information, the parent stumbling point information, and the answer information. be.

Further, one aspect of the present invention is a learning support program for making a computer function as the above-mentioned learning support terminal .

According to the present invention, it is possible to more accurately determine the attributes that the learner is not good at.

It is a schematic diagram which shows the outline of the learning support system which concerns on 1st Embodiment of this invention. It is a block diagram which shows the functional structure of the learning support terminal which concerns on 1st Embodiment of this invention. It is a block diagram which shows the functional structure of the learning support server which concerns on 1st Embodiment of this invention. It is a figure which shows an example of the learning screen displayed on the learning support terminal which concerns on 1st Embodiment of this invention. It is a figure which shows an example of the stumbling point of the problem which is set by the learning support system which concerns on 1st Embodiment of this invention. It is a figure which shows an example of the stumbling point narrowing process by the learning support terminal which concerns on 1st Embodiment of this invention. It is a figure which shows an example of the stumbling point narrowing process by the learning support terminal which concerns on 1st Embodiment of this invention. It is a figure which shows an example of the stumbling point narrowing process by the learning support terminal which concerns on 1st Embodiment of this invention. It is a figure which shows an example of the prioritization processing by the learning support terminal which concerns on 1st Embodiment of this invention. It is a flowchart which shows the operation of the learning support terminal which concerns on 1st Embodiment of this invention. It is a block diagram which shows the functional structure of the learning support server which concerns on the 2nd Embodiment of this invention. It is a block diagram which shows the functional structure of the learning support terminal which concerns on 2nd Embodiment of this invention. It is a schematic diagram which shows the outline of the concept of the hierarchical structure of learning. It is a figure which shows the parent stumbling point managed by the learning support terminal which concerns on 3rd Embodiment of this invention.

<First Embodiment>
Hereinafter, the learning support system according to the first embodiment of the present invention will be described with reference to the drawings.
FIG. 1 is a schematic diagram showing an outline of the learning support system 1 according to the first embodiment of the present invention.

The learning support system 1 according to the present embodiment is a system for supporting the learning of the learner by identifying the learning points that the learner (hereinafter, also referred to as “answerer”) is not good at. In the present embodiment, the learning support system 1 is a system that supports the learning of children (elementary school students), but is not limited to this, and the learning support system 1 is a student (junior high school student, high school student). It may be a system that supports the learning of students (university students) or working adults.

As shown in FIG. 1, the learning support system 1 according to the present embodiment includes a plurality of learning support terminals 10, a learning support server 20, and a communication network 50. The plurality of learning support terminals 10 and the learning support server 20 are communicated and connected in a one-to-many relationship by the communication network 50. In the present embodiment, the number of learning support terminals 10 is a plurality of units, but the present invention is not limited to this, and the number of learning support terminals 10 may be one.

Further, in the following description, the processing performed between one specific learning support terminal 10 and the learning support server 20 will be described, but also between the other learning support terminal 10 and the learning support server 20. , It is assumed that the processing is performed in the same manner (according to the answer result by the answerer who uses each learning support terminal 10).

The learning support terminal 10 communicates with the learning support server 20 via the communication network 50. The learning support terminal 10 includes a computer device having a server function, for example, a general-purpose computer, a personal computer, or the like. Further, the learning support terminal 10 includes a computer device used by a child, for example, a tablet-type mobile information terminal, a smartphone, a PDA, a personal computer, or the like.

The communication network 50 is composed of the Internet, various closed networks (for example, a dedicated line, or a VPN (Virtual Private Network)), or a combination of communication networks thereof. The communication network 50 may be a wired communication network, or a part or all of it may be a wireless communication network.

The learning support terminal 10 stores teaching material information indicating a problem group consisting of a plurality of problems to be given to the answerer. The teaching material information is updated by periodically transmitting differential data (or replacement data) from the learning support server 20 to the learning support terminal 10.
The learning support terminal 10 extracts a confirmation drill included in the teaching material information. The confirmation drill is one or more presented to the answerer to confirm whether the answerer understands one or more learning points necessary for mastering a certain learning item. It is a group of problems including the problem of. The extracted confirmation drill may be used when a predetermined problem group including one or a plurality of problems stored in advance in the learning support terminal 10 is extracted as a confirmation drill and a question is given, or in the learning support terminal 10 it is stored in advance. It may be a confirmation drill generated by randomly extracting one or more problems from a large number of problems and grouping them together. Details will be described later.

The learning support terminal 10 displays a learning screen including one or a plurality of questions included in the extracted confirmation drill, so that the answerer who uses the learning support terminal 10 can see one or more included in the confirmation drill. Present multiple issues.
The learning support terminal 10 accepts operation input by the answerer. Then, the learning support terminal 10 generates answer information indicating each answer result for one or a plurality of displayed questions based on the operation input.

The learning support terminal 10 provides learning points (hereinafter referred to as "stumbling points") that can cause an incorrect answer to each question in the question group included in the teaching material information. The stumbling point information, which is the associated information, is stored in advance. The learning support terminal 10 performs a narrowing process of narrowing down one or a plurality of stumbling points associated with the question included in the question included in the question, based on the generated answer information and the stumbling point information. Identify the stumbling point (hereinafter referred to as "weak point") that caused the answer result to be incorrect.

That is, the learning support terminal 10 has the answer result (the answer is correct or incorrect) for one or a plurality of stumbling points associated with the question corresponding to the answer result based on the acquired answer information. By narrowing down based on (or), the weak points are estimated. When the learning support terminal 10 has a plurality of stumbling points estimated to be weak points (when the number of stumbling points is not narrowed down to one), the learning support terminal 10 performs a prioritization process for prioritizing the plurality of stumbling points. Problems for further narrowing down the multiple stumbling points are extracted from the teaching material information, and a new confirmation drill is generated.
The details of the above narrowing process and prioritization process will be described later.

The learning support terminal 10 displays a learning screen including one or a plurality of questions included in the generated confirmation drill, so that the answerer who uses the learning support terminal 10 can see one or more included in the confirmation drill. Present multiple issues. Then, the learning support terminal 10 accepts the operation input by the answerer. The learning support terminal 10 generates answer information indicating each answer result for one or more displayed questions based on the operation input.
The learning support terminal 10 narrows down one or a plurality of stumbling points associated with the question corresponding to the answer result based on the generated answer information based on the answer result, and estimates the weak point point again. ..

In this way, the learning support terminal 10 performs the narrowing process until the stumbling point estimated as the weak point is narrowed down to one. As a result, the learning support terminal 10 identifies weak points, which are stumbling points narrowed down to one.

The learning support terminal 10 stores learning history information indicating a learning history based on the past answer results of the answerer. The learning support terminal 10 updates the learning history information based on the above answer result (in the confirmation drill this time), the result of the narrowing process, the result of the prioritization process, the identified weak point, and the like.

The functional configuration of the learning support system 1 according to the present embodiment described above will be described in more detail below.

[Functional configuration of learning support terminal 10]
Hereinafter, the functional configuration of the learning support terminal 10 will be described with reference to the drawings.
FIG. 2 is a block diagram showing a functional configuration of the learning support terminal 10 according to the first embodiment of the present invention. As shown in the figure, the learning support terminal 10 includes a control unit 100, a storage unit 101, a confirmation drill extraction unit 102, a stumbling point narrowing unit 103, a priority determination unit 104, a communication unit 105, and a display unit 106. And an operation input unit 107, and an answer information generation unit 108.

The control unit 100 controls the operation of each functional block of the learning support terminal 10. The control unit 100 includes, for example, a CPU (Central Processing Unit).

The storage unit 101 stores programs, data, and the like used in various processes performed by the learning support terminal 10. The storage unit 101 is also used as a temporary storage area that is temporarily used in various processes performed by the learning support terminal 10. The storage unit 101 is a storage medium, for example, an HDD (Hard Disk Drive; hard disk drive), a flash memory, an EEPROM (Electrically Erasable Programmable Read Only Memory; EP ROM), a RAM (Random Access Memory; ), ROM (Read Only Memory; read-only memory), or any combination of these storage media.

In addition, the storage unit 101 stores teaching material information 1011 indicating a group of questions including a plurality of questions to be given to the answerer. Further, the storage unit 101 associates each problem in the problem group included in the teaching material information 1011 with a stumbling point indicating a learning point that may cause an incorrect answer to the problem. The stumbling point information 1012 is stored in advance. The teaching material information 2011 and the stumbling point information 2012, which are the master information of the teaching material information 1011 and the stumbling point information 1012, are stored in the storage unit 201 described later of the learning support server 20 and updated as needed, and the learning support is periodically performed. By transmitting the difference data (or replacement data) from the server 20 to the learning support terminal 10 via the communication network 50, the teaching material information 1011 and the stumbling point information 1012 are updated.

Further, the storage unit 101 stores in advance learning history information 1013 indicating a learning history based on the past answer results of the answerer for each answerer. The difference data (or replacement data) due to the update of the learning history information 1013 is periodically transmitted from the learning support terminal 10 to the learning support server 20 via the communication network 50, and is a storage unit described later of the learning support server 20. The learning history information 2013 stored in 201 is updated.

The confirmation drill extraction unit 102 extracts a confirmation drill from the teaching material information 1011. As described above, the extracted confirmation drill may be a case where a predetermined problem group previously included in the teaching material information 1011 is extracted as a confirmation drill and a question is given, or a large number of questions are included in the teaching material information 1011 in advance. It may be a confirmation drill generated by randomly extracting one or more problems from the problems.

The stumbling point narrowing unit 103 acquires the answer information generated by the answer information generation unit 108, which will be described later. The stumbling point narrowing unit 103 performs a narrowing process for narrowing down the stumbling points based on the acquired answer information and the stumbling point information 1012 stored in the storage unit 101. As described above, the stumbling point information 1012 includes each problem in the problem group included in the teaching material information 1011 and learning points (stumbling points) that can cause the answer to the problem to be incorrect. Is the associated information.

That is, the stumbling point narrowing unit 103 sets one or a plurality of stumbling points associated with the problem corresponding to the acquired answer information as the answer result (whether the answer is correct or incorrect) included in the answer information. Performs narrowing down processing based on (whether there is). As a result, the weak point, which is the learning point, which is the weak point of the answerer, is specified.

When the stumbling point narrowing unit 103 has a plurality of stumbling points narrowed down by the narrowing process (that is, when the stumbling points are not narrowed down to one), the information indicating the plurality of stumbling points will be described later. Output to the priority determination unit 104.

The priority order determination unit 104 acquires information indicating a plurality of stumbling points narrowed down by the stumbling point narrowing down unit 103, and performs a prioritization process for prioritizing the plurality of stumbling points. The priority determination unit 104 outputs information indicating the result of the prioritization process (information indicating the priority of each of the plurality of stumbling points and the plurality of stumbling points) to the confirmation drill extraction unit 102.
The priority here is a ranking set based on the high possibility that each stumbling point is a weak point. The details of the prioritization process will be described later.

Then, the confirmation drill extraction unit 102 stores the teaching material information 1011 stored in the storage unit 101 according to the information obtained from the priority order determination unit 104 indicating the plurality of stumbling points and the priority of the plurality of stumbling points. Extract one or more problems (problems appropriate for further narrowing down the stumbling points) from the problem group included in. Then, the confirmation drill extraction unit 102 regenerates the extracted confirmation drill consisting of one or more problems.

The display unit 106 acquires information indicating the confirmation drill from the confirmation drill extraction unit 102. Then, the display unit 106 displays a learning screen including one or a plurality of problems included in the confirmation drill based on the acquired information. As a result, the question is presented to the answerer who uses the learning support terminal 10.
Further, the display unit 106 acquires, for example, information indicating the weak point of the answerer from the stumbling point narrowing unit 103, and displays a screen showing the weak point based on the acquired information. This allows the answerer to understand his or her weaknesses.

The display unit 106 includes a display, for example, a liquid crystal display (LCD), an organic EL (Organic Electroluminence) display, a CRT (Cathode Ray Tube), or the like.

The operation input unit 107 receives an operation input by the answerer. The operation input referred to here is an operation input based on the operation of the answerer performed to answer the question displayed on the display unit 106. Then, the operation input unit 107 outputs the information indicating the received operation input to the answer information generation unit 108, which will be described later.
The operation input unit 107 includes a member capable of receiving an operation input from the answerer, for example, a keyboard, a touch panel, or the like. The operation input unit 107 may further include a mouse, a pointing device, or the like.

The display unit 106 and the operation input unit 107 may be configured by one member having an input / output function, for example, a touch panel or the like.

The answer information generation unit 108 generates answer information indicating each answer to one or more displayed questions based on the information indicating the operation input acquired from the operation input unit 107. The answer information generation unit 108 outputs the generated answer information to the stumbling point narrowing unit 103.

Then, in the same manner as described above, the stumbling point narrowing unit 103 acquires the answer information from the answer information generation unit 108. The stumbling point narrowing unit 103 further narrows down one or a plurality of stumbling points associated with the question corresponding to the answer information based on the answer result included in the acquired answer information, and identifies the weak point. , Executes the stumbling point narrowing process again.

In this way, the stumbling point narrowing unit 103 repeatedly executes the narrowing down process for narrowing down the plurality of stumbling points until the number of stumbling points becomes one. As a result, weak points that the answerer is not good at are identified.

The communication unit 105 (first communication unit) is a communication interface for communicating with one or more learning support servers 20 via the communication network 50.
The communication unit 105 periodically acquires the difference data (or replacement data) of the teaching material information 1011 and the stumbling point information 1012 from the learning support server 20 via the communication network 50. Then, the communication unit 105 outputs the difference data (or replacement data) to the control unit 100, and the control unit 100 outputs the teaching material information 1011 and the stumbling point stored in the storage unit 101 by the difference data (or replacement data). Update information 1012.
Further, the communication unit 105 periodically transmits the difference data (or replacement data) due to the update of the learning history information 1013 to the learning support server 20 via the communication network 50.

[Functional configuration of learning support server 20]
Hereinafter, the functional configuration of the learning support server 20 will be described with reference to the drawings.
FIG. 3 is a block diagram showing a functional configuration of the learning support server 20 according to the first embodiment of the present invention. As shown in the figure, the learning support server 20 includes a control unit 200, a storage unit 201, and a communication unit 202.

The control unit 200 controls the operation of each functional block of the learning support server 20. The control unit 200 includes, for example, a CPU.

The storage unit 201 stores programs, data, and the like used in various processes performed by the learning support server 20. The storage unit 201 is also used as a temporary storage area that is temporarily used in various processes performed by the learning support server 20. The storage unit 201 is composed of a storage medium, for example, an HDD, a flash memory, an EEPROM, a RAM, a ROM, or any combination of these storage media.

In addition, the storage unit 201 stores teaching material information 2011 indicating a group of questions including a plurality of questions to be given to the answerer. Further, the storage unit 201 associates information with a stumbling point indicating a learning point indicating a learning point that can cause the answer to the question to be an incorrect answer for each question in the question group included in the teaching material information 2011. The stumbling point information 2012 is stored in advance. The teaching material information 2011 and the stumbling point information 2012 are updated at any time, and the difference data (or replacement data) due to the update is periodically transferred from the learning support server 20 to the learning support terminal 10 via the communication network 50. Will be sent.
Further, the storage unit 101 stores learning history information 1013 indicating a learning history based on the past answer results of the answerer for each answerer. The learning history information 1013 is updated by periodically transmitting differential data (or replacement data) from the learning support terminal 10 to the learning support server 20 via the communication network 50.

The communication unit 202 (second communication unit) is a communication interface for communicating with the learning support terminal 10 via the communication network 50.
The communication unit 202 periodically transmits the difference data (or replacement data) due to the update of the teaching material information 2011 and the stumbling point information 2012 to the learning support terminal 10 via the communication network 50.
Further, the communication unit 202 periodically acquires the difference data (or replacement data) of the learning history information 2013 from the learning support terminal 10 via the communication network 50. Then, the communication unit 202 outputs the difference data (or replacement data) to the control unit 200, and the control unit 200 updates the learning history information 2013 stored in the storage unit 201 by the difference data (or replacement data). do.

[Specific example of learning screen]
Hereinafter, a specific example of the learning screen displayed on the display unit 106 of the learning support terminal 10 will be described with reference to the drawings.
FIG. 4 is a diagram showing an example of a learning screen displayed on the learning support terminal 10 according to the first embodiment of the present invention.

The learning screen pic1 illustrated in FIG. 4 is a learning screen that displays a plurality of calculation problems related to division and an answer input field for allowing the answerer to input an answer to the calculation problem, which are included in the confirmation drill.
In the upper part of the learning screen pic1, the heading (for example, the title of the confirmation drill) "find the answer of the division in multiplication table" and the button image btn1 described as "end" are displayed. ..

When the area of the button image btn1 is specified, the display of the learning screen pic1 ends. That is, the answer to the question displayed on the learning screen pic1 is canceled by the answerer, and the process ends without the answer information generation unit 108 generating the answer information. The area of the button image btn1 is specified, for example, by clicking the mouse button by the answerer while the mouse cursor is positioned in the area of the button image btn1.

At the bottom of the learning screen pic1, there are five problem display areas (area q1, area qa2, ..., Area qa5) included in the confirmation drill, a button image btn2 described as "answering", and "next". The button image btn3 described as "to" is displayed.
Further, in each display area (area q1, area q2, ..., Area qa5) of the five problems, a question number ("1", "2", ..., Or "5") and a question number, respectively, Combined with the question text of each question ("20/5 =", "35/5 =", ..., or "42/6 =") and the description of the phrase "what step of the multiplication table?" The displayed character string input area (input area fld1-1, input area fld1-2, ..., input area fld1-5) and the character string input displayed together with the description of the wording "What is the answer?" Areas (input area fld2-1, input area fld2-2, ..., Input area fld2-5) are displayed.

Input area fld1-1, input area fld1-2, ..., Input area fld1-5, and input area fld2-1, input area fld2-2, ..., Input area fld2-5 are the answerers. The answer to each question is input by the operation input by. For example, if the answerer inputs a correct answer to the question of question number "1" displayed in the area qa, "5" is input in the input area fld1-1 and the input area fld1- "4" is input to 2.

In the learning screen pic1 illustrated in FIG. 4, the input area is assumed to be a character string input area (for example, a text box), but the present invention is not limited to this, and for example, there are a plurality of problems. In the case of a selection-type question in which an answer is selected from the answer options of, the input area may be a selection-type input area (for example, a radio button or a check box).

When the area of the button image btn2 (the button image described as "answer") is specified, the image displayed on the display unit 106 of the learning support terminal 10 is the answer input from the learning screen pic1. The screen switches to the screen (not shown) after answer matching, which includes information indicating whether each answer is correct or incorrect.

When the area of the button image btn3 (the button image described as "next") is specified, for example, when the number of questions included in the confirmation drill is 10, the display unit of the learning support terminal 10. The image displayed on the 106 is switched from the learning screen pic1 to a learning screen (not shown) including each display area of the questions from the question number “6” to the question number “10”. Further, when the area of the button image btn3 is specified, for example, when the number of questions included in the confirmation drill is 5, the image displayed on the display unit 106 of the learning support terminal 10 is displayed from the learning screen pic1. , The answer result confirmation screen (not shown) is switched to. The answer result confirmation screen is an instruction to confirm the answer content and cause the answer information generation unit 108 to generate the answer information based on the confirmed answer content (answer result). This is a screen for outputting the information indicating the above from the operation input unit 107 to the answer information generation unit 108.

[Specific examples of stumbling points]
Hereinafter, specific examples of stumbling points associated with the questions given by the learning support system 1 will be described with reference to the drawings.
FIG. 5 is a diagram showing an example of a stumbling point associated with a problem included in the confirmation drill presented by the learning support system 1 according to the first embodiment of the present invention.

As shown in the figure, the problem illustrated in FIG. 5 is a computational problem of multiplication of "719 × 4 =", and is a problem of asking the answerer to answer "10066" by using handwriting. In the above-mentioned stumbling point information, a stumbling point indicating a learning point that can cause an incorrect answer is associated with such a problem in advance. As shown in the figure, for the problem illustrated in FIG. 5, nine stumbling points (that is, "long division of 3rd place x 2nd place", "multiplication of 4 steps", ..., "partial product". "Carry up when adding") is associated.

The stumbling point narrowing unit 103 refers to the acquired answer information, and if the answer result for this question is an incorrect answer, estimates these nine stumbling points as the stumbling points that are the weak points in the learning item. .. Further, for example, another problem to which one or more of the same or different stumbling points as at least one of the nine stumbling points is associated is continuously set in one confirmation drill. By referring to those answer results as well, it is possible to more precisely determine which of the stumbling points estimated to be weak points in the learning item is positioned higher in the prioritization described later. be able to.
As described above, when there are a plurality of estimated stumbling points (that is, when the stumbling points are not narrowed down to one), the priority determination unit 104 prioritizes the estimated stumbling points. Performs prioritization processing. The priority determination unit 104 outputs information indicating the result of the prioritization process (information indicating the priority of the plurality of stumbling points and the plurality of stumbling points) to the confirmation drill extraction unit 102.

Then, the confirmation drill extraction unit 102 is appropriate for further narrowing down the plurality of stumbling points according to the information indicating the priority of the plurality of stumbling points and the plurality of stumbling points acquired from the priority determination unit 104. One or more problems are extracted from the teaching material information 1011 stored in the storage unit 101. Then, the confirmation drill extraction unit 102 regenerates the confirmation drill consisting of the one or more problems.

The display unit 106 acquires information indicating the confirmation drill from the confirmation drill extraction unit 102. Then, the display unit 106 displays a learning screen including one or a plurality of problems included in the confirmation drill based on the acquired information. As a result, the question is presented to the answerer who uses the learning support terminal 10.

The operation input unit 107 receives an operation input by the answerer. The operation input referred to here is an operation input based on the operation of the answerer performed to answer the question displayed on the display unit 106. Then, the operation input unit 107 outputs the information indicating the received operation input to the answer information generation unit 108, which will be described later.

The answer information generation unit 108 generates answer information indicating each answer to one or more displayed questions based on the information indicating the operation input acquired from the operation input unit 107. The answer information generation unit 108 outputs the generated answer information to the stumbling point narrowing unit 103.

Then, in the same manner as described above, the stumbling point narrowing unit 103 acquires the answer information from the answer information generation unit 108. The stumbling point narrowing unit 103 further narrows down one or a plurality of stumbling points associated with the question corresponding to the answer information based on the answer result included in the acquired answer information.

In this way, the stumbling point narrowing unit 103 narrows down the plurality of stumbling points until the estimated stumbling points become one. As a result, the weak point (that is, a specific learning point that the answerer is not good at), which is the stumbling point that caused the incorrect answer, is identified.

[Specific example of stumbling point narrowing process]
Hereinafter, three specific examples of the stumbling point narrowing process by the stumbling point narrowing unit 103 will be described with reference to the drawings.
6, FIG. 7, or FIG. 8 are diagrams showing an example of a tripping point narrowing process by the learning support terminal 10 according to the first embodiment of the present invention, respectively.

First, the first specific example of the stumbling point narrowing down process will be described with reference to FIG.

FIG. 6 shows one or more problems in which at least one of the five stumbling points (stumbling point (A), stumbling point (B), ..., Stumbling point (E)) is associated with each other. It shows the case where a learning drill consisting of is presented to the answerer. As shown in the figure, for example, the stumbling point (A) is a stumbling point having the content of "long division of 3rd place x 2nd place", and the stumbling point (B) is "repeated when making a partial product". It is a stumbling block with the content of "rising".

In FIG. 6, the vertical direction shows a time series from top to bottom. Further, in FIG. 6, the black circle represents a stumbling point estimated to be a candidate for a weak point, which is a weak point of the answerer. Further, in FIG. 6, the white circle represents a stumbling point estimated not to be a candidate for a weak point, which is a weak point of the answerer.

First, the first stage of FIG. 6 shows a state in which the stumbling point narrowing process by the stumbling point narrowing unit 103 has not been performed yet, and all the stumbling points (stumbling point (A), stumbling point (B), ...・ ・ Since there is a possibility that the stumbling point (E)) is still a candidate for a weak point, all are in the state of black circles.

The stumbling point narrowing unit 103 acquires answer information for the above learning drill. Then, the answer result indicated by the answer information is incorrect for the problem to which the stumbling point (A), the stumbling point (B), and the stumbling point (C) are associated with each other, and the stumbling point (D) and the stumbling point (D) and the stumbling point (C) are associated with each other. It is assumed that the answer result is that the question to which the point (E) is associated is answered correctly.
In this case, the stumbling point narrowing unit 103 estimates that the stumbling point (D) and the stumbling point (E) are not candidates for weak points. As a result, as shown in the second row from the top of FIG. 6, the stumbling point (D) and the stumbling point (E) are in the state of white circles.

In this way, when there are a plurality of stumbling points as a result of the estimation, the priority determination unit 104 prioritizes the plurality of stumbling points based on the high possibility that they are weak points. Perform the attachment process. The details of the prioritization process will be described later.

Based on the result of the above prioritization process, the confirmation drill extraction unit 102 then confirms that the stumbling point (A), the stumbling point (B), and the stumbling point (C) are associated with each other. A drill is generated and the confirmation drill is presented to the answerer.
In addition, by the above-mentioned prioritization process, a confirmation drill is generated so that the problem associated with the stumbling point estimated to be the weak point point is included more.

The stumbling point narrowing unit 103 acquires the answer information for the above confirmation drill. Then, the answer result indicated by the answer information was an incorrect answer for the question to which the stumbling point (A), the stumbling point (B), and the stumbling point (C) were associated. It shall be.
In this case, the stumbling point narrowing unit 103 presumes that the stumbling point (A), the stumbling point (B), and the stumbling point (C) continue to be candidates for weak points. As a result, as shown in the third row from the top of FIG. 6, the stumbling point (A), the stumbling point (B), and the stumbling point (C) remain in the black circle state.

As described above, since there are a plurality of stumbling points as a result of estimation, the priority determination unit 104 prioritizes the plurality of stumbling points based on the high possibility that they are weak points. Perform the presumption process.

Based on the result of the above prioritization process, the confirmation drill extraction unit 102 is then best understood by the answerer among the stumbling points (A), stumbling points (B), and stumbling points (C). A stumbling point that is likely not to be present (that is, a stumbling point estimated to be the weakest point as a result of the above prioritization process (stumbling point (C) in FIG. 6)). ), The remaining stumbling points (in FIG. 6, the stumbling point (A) and the stumbling point (B)) are associated with each other to generate a learning drill, and the learning drill is sent to the answerer. It is presented (4th row in FIG. 6).
It should be noted that, by the above prioritization process, the stumbling points estimated to be more likely to be weak points (among the stumbling points excluding the estimated stumbling points that are most likely to be weak points) are The more associated the problem, the more confirmation drills will be generated.

The stumbling point narrowing unit 103 acquires the answer information for the above confirmation drill. Then, it is assumed that the answer results indicated by the answer information are all correct answer results.
In this case, the stumbling point narrowing unit 103 estimates that the stumbling point (A) and the stumbling point (B) are not candidates for weak points. As a result, as shown in the fifth row (bottom row) from the top of FIG. 6, the stumbling point (A) and the stumbling point (B) are in the state of white circles. As a result, only the stumbling point (C) becomes a black circle. Therefore, the stumbling point narrowing unit 103 determines that the stumbling point (C) is a weak point, and ends the stumbling point narrowing process.

Next, a second specific example of the stumbling point narrowing down process will be described with reference to FIG. 7.

In FIG. 7, similarly to FIG. 6, first, at least one of the five stumbling points (stumbling point (A), stumbling point (B), ..., Stumbling point (E)) is associated with each other. It shows the case where a confirmation drill consisting of one or more questions is presented to the answerer.

Similar to FIG. 6, in FIG. 7, the vertical direction shows a time series from top to bottom. Further, in FIG. 7, the black circle represents a stumbling point estimated to be a candidate for a weak point, which is a weak point of the answerer. Further, in FIG. 7, the white circle represents a stumbling point estimated not to be a candidate for a weak point, which is a weak point of the answerer.

First, the first stage of FIG. 7 shows a state in which the stumbling point narrowing process by the stumbling point narrowing unit 103 has never been performed, and all the stumbling points (stumbling point (A), stumbling point (B), ...・ ・ Since there is a possibility that the stumbling point (E)) is still a candidate for a weak point, all are in the state of black circles.

The stumbling point narrowing unit 103 acquires the answer information for the above confirmation drill. Then, the answer result indicated by the answer information is an incorrect answer for the problem to which the stumbling point (A), the stumbling point (B), the stumbling point (C), and the stumbling point (D) are associated with each other, and the stumbling point. It is assumed that the answer result is that the question to which (E) is associated is answered correctly.
In this case, the stumbling point narrowing unit 103 estimates that the stumbling point (E) is not a candidate for a weak point. As a result, as shown in the second row from the top of FIG. 7, the stumbling point (E) becomes a white circle.

In this way, when there are a plurality of stumbling points as a result of the estimation, the priority determination unit 104 prioritizes the plurality of stumbling points based on the high possibility that they are weak points. Perform the attachment process. The details of the prioritization process will be described later.

Based on the result of the above prioritization process, the confirmation drill extraction unit 102 then confirms that the stumbling point (A), the stumbling point (B), and the stumbling point (C) are associated with each other. A drill is generated and the confirmation drill is presented to the answerer.
In addition, by the above-mentioned prioritization process, a confirmation drill is generated so that the problem associated with the stumbling point estimated to be the weak point point is included more.

The stumbling point narrowing unit 103 acquires the answer information for the above confirmation drill. Then, the answer result indicated by the answer information was an answer result that all of the questions to which the stumbling point (A), the stumbling point (B), and the stumbling point (C) were associated were incorrect answers. And.
In this case, the stumbling point narrowing unit 103 presumes that the stumbling point (A), the stumbling point (B), and the stumbling point (C) continue to be candidates for weak points. Further, the determination is suspended for the stumbling point (D). As a result, as shown in the third row from the top of FIG. 7, the stumbling point (A), the stumbling point (B), and the stumbling point (C) continue to be in the black circle state, and the stumbling point (D) is in the pending state. Will be.

As described above, since there are a plurality of stumbling points as a result of estimation, the priority determination unit 104 prioritizes the plurality of stumbling points based on the high possibility that they are weak points. Perform the presumption process.

Based on the result of the above prioritization process, the confirmation drill extraction unit 102 is then best understood by the answerer among the stumbling points (A), stumbling points (B), and stumbling points (C). A stumbling point that is likely not to be present (that is, a stumbling point estimated to be the weakest point as a result of the above prioritization process (stumbling point (A) in FIG. 7)). ) Is generated, and the learning drill is presented to the answerer (4th stage in FIG. 7).

The stumbling point narrowing unit 103 acquires the answer information for the above confirmation drill. Then, it is assumed that the answer results indicated by the answer information are all incorrect answer results.
In this case, the stumbling point narrowing unit 103 suspends the determination of the stumbling point (B) and the stumbling point (C). As a result, as shown in the fifth row (bottom row) from the top of FIG. 7, the stumbling point (B) and the stumbling point (C) are put on hold. As a result, only the stumbling point (A) becomes a black circle. Therefore, the stumbling point narrowing unit 103 determines that the stumbling point (A) is a weak point, and ends the stumbling point narrowing process.

Next, a third specific example of the stumbling point narrowing down process will be described with reference to FIG.

Similarly to FIGS. 6 and 7, in FIG. 8, at least one of the five stumbling points (stumbling point (A), stumbling point (B), ..., Stumbling point (E)) is associated with each other. It also shows the case where a confirmation drill consisting of one or more questions is presented to the answerer.

Similar to FIGS. 6 and 7, in FIG. 8, the vertical direction shows a time series from top to bottom. Further, in FIG. 8, the black circle represents a stumbling point estimated to be a candidate for a weak point, which is a weak point of the answerer. Further, in FIG. 8, the white circle represents a stumbling point estimated not to be a candidate for a weak point, which is a weak point of the answerer.

First, the first stage of FIG. 8 shows a state in which the stumbling point narrowing process by the stumbling point narrowing unit 103 has not been performed yet, and all the stumbling points (stumbling point (A), stumbling point (B), ...・ ・ Since there is a possibility that the stumbling point (E)) is still a candidate for a weak point, all are in the state of black circles.

The stumbling point narrowing unit 103 acquires the answer information for the above confirmation drill. Then, the answer result indicated by the answer information is an incorrect answer for the problem to which the stumbling point (A), the stumbling point (B), the stumbling point (C), and the stumbling point (D) are associated with each other, and the stumbling point. It is assumed that the answer result is that the question to which (E) is associated is answered correctly.
In this case, the stumbling point narrowing unit 103 estimates that the stumbling point (E) is not a candidate for a weak point. As a result, as shown in the second row from the top of FIG. 7, the stumbling point (E) becomes a white circle.

In this way, when there are a plurality of stumbling points as a result of the estimation, the priority determination unit 104 prioritizes the plurality of stumbling points based on the high possibility that they are weak points. Perform the attachment process. The details of the prioritization process will be described later.

Based on the result of the above prioritization process, the confirmation drill extraction unit 102 then associates an arbitrary stumbling point (in the example shown in FIG. 8, the stumbling point (A) and the stumbling point (B)). A confirmation drill consisting of the above questions is generated, and the confirmation drill is presented to the answerer.
In addition, by the above-mentioned prioritization process, a confirmation drill is generated so that the problem associated with the stumbling point estimated to be the weak point point is included more.

The stumbling point narrowing unit 103 acquires the answer information for the above confirmation drill. Then, it is assumed that the answer result indicated by the answer information is the correct answer for both the stumbling point (A) and the question to which the stumbling point (B) is associated.
In this case, the stumbling point narrowing unit 103 estimates that the stumbling point (A) and the stumbling point (B) are not candidates for weak points. As a result, as shown in the third row from the top of FIG. 8, the stumbling point (A) and the stumbling point (B) are in the state of white circles.

As described above, since there are a plurality of stumbling points as a result of estimation, the priority determination unit 104 prioritizes the plurality of stumbling points based on the high possibility that they are weak points. Perform the presumption process.

Based on the result of the above prioritization process, the confirmation drill extraction unit 102 then answers among the stumbling point (A), the stumbling point (B), the stumbling point (C), and the stumbling point (D). The stumbling point that is most likely to be the least understood by the person (ie, the stumbling point estimated to be the weakest point as a result of the above prioritization process (in FIG. 8). Confirmation composed of problems in which the remaining stumbling points (in FIG. 8, the stumbling point (A), the stumbling point (B), and the stumbling point (C)) other than the stumbling point (D)) are associated. A drill is generated and the learning drill is presented to the answerer (4th step in FIG. 8).
It should be noted that, by the above prioritization process, the stumbling points estimated to be more likely to be weak points (among the stumbling points excluding the estimated stumbling points that are most likely to be weak points) are The more associated the problem, the more confirmation drills will be generated.

The stumbling point narrowing unit 103 acquires answer information for the above learning drill. Then, it is assumed that the answer results indicated by the answer information are all incorrect answer results.
In this case, the stumbling point narrowing unit 103 suspends the determination of the stumbling point (D). As a result, as shown in the fifth row (bottom row) from the top of FIG. 8, the stumbling point (D) is put on hold. As a result, only the stumbling point (C) becomes a black circle. Therefore, the stumbling point narrowing unit 103 determines that the stumbling point (C) is a weak point, and ends the stumbling point narrowing process.

The narrowing logic in each of the three specific examples of the narrowing process described above is just an example, and any narrowing logic can be applied to the learning support terminal 10 according to the present embodiment.

[Specific example of prioritization processing]
Hereinafter, a specific example of the prioritization process by the priority determination unit 104 will be described.

For example, in the prioritization process, the priority determination unit 104 refers to the past learning history of the answerer based on the learning history information 1013, and is the first time for the answerer to solve a problem associated with a certain stumbling point. If it is recognized that the stumbling point is a weak point, it is presumed that the stumbling point is a weak point, and the priority can be set to be higher.
This is because it is highly likely that the stumbling point encountered for the first time is relatively unfamiliar with the other stumbling points encountered multiple times in the past.

Further, for example, in the prioritization process, the priority determination unit 104 refers to the past learning history of the answerer based on the learning history information 1013, and for the problem to which a certain stumbling point is associated, the answerer. If it recognizes that is the most recent correct answer, it is presumed that the stumbling point is less likely to be a weak point, and the priority can be set to be lower.
This is because the answerer may accidentally make a mistake in answering only that time, even though he or she has a correct understanding of the stumbling point.

The prioritization process described above may be, for example, a process determined by the size of the value (S) weighted by the following calculation formula (formula (1)). ..

S = aX ₁ + bX ₂ + cX ₃ + dX ₄ + eX ₅ ... (1)

Here, X ₁ is a variable indicating whether or not it is the first time for the answerer to answer the question to which the stumbling point is associated. Further, X ₂ is a variable indicating the latest answer result to the problem to which the stumbling point is associated. Further, X ₃ is a variable indicating the time when the problem to which the stumbling point is associated was most recently answered. Further, X ₄ is a variable indicating the ratio of the problem to which the stumbling point is associated with the confirmation drill, and X ₅ is the size of the learning point area indicated by the stumbling point (for example, a unit). It is a variable indicating whether it is a stumbling point corresponding to or a stumbling point corresponding to a small unit, etc.).

Further, a, b, c, d, and e are arbitrary constants for weighting. For example, a, b, c, d, and e can be set so that a> b> c> d> e.

FIG. 9 is a diagram showing an example of prioritization processing by the learning support terminal 10 according to the first embodiment of the present invention. For example, based on the answer to the problem of the latest confirmation drill (“drill 2” shown in FIG. 9), the stumbling points estimated to be weak points are “three-step multiplication”, “two-digit multiplication”, and “two-digit division”. It is assumed that there are three of "too much". However, as shown in the figure, in the confirmation drill (“drill 1” shown in FIG. 9) answered in the past, the problem (“multiplication of 3 steps” and “multiplication of 2 digits” is associated with the stumbling point ( The answerer gives the correct answer to the "question: 15/3 =") shown in FIG. As a result, the priority determination unit 104 estimates that it is less likely that the stumbling point "multiplication of three steps" or "division of two digits" is a weak point, and sets the priority to "too much". It can be set lower than the stumbling point.

As described above, the learning support terminal 10 according to the present embodiment has a function of estimating whether the narrowed down stumbling point is likely to be a weak point or low, based on the past learning history, and determining the priority. Be prepared.

It should be noted that the stumbling point may be a weak point based on not only the latest learning history of the answerer for the problem to which a certain stumbling point is associated, but also the past multiple learning histories of the answerer for the problem. The priority determination unit 104 may estimate whether the property is high or low and determine the priority.
In this case, the priority determination unit 104 calculates the ratio of correct answers in the past multiple learning histories, and if the ratio is larger than a predetermined value, it is less likely that the stumbling point is a weak point. Estimate and set to lower priority.
This is because there is a possibility that the answerer accidentally misunderstood the answer at that time even though the answerer had a generally correct understanding of the stumbling point.

As described above, when the priority determination unit 104 performs the prioritization process based on the learning history of a plurality of times in the past, the calculation may be performed by weighting each time. good. For example, the priority determination unit 104 increases the weight for the latest learning history and decreases the weight for the earlier learning history to indicate the past understanding of the answerer to the problem. If the value indicating the degree of understanding is larger than the predetermined value, it is estimated that the stumbling point is less likely to be a weak point, and the priority is set to be lower. May be good.

The weighting is set, for example, according to the elapsed time (answer time) since the answerer learned (answers) (the weighting becomes smaller as the time elapses). Alternatively, it may be set according to how many times the learning (answer) is performed retroactively from the present (the older the time, the smaller the weighting).

In the past learning history of the answerer, the priority determination unit 104 determines that a certain stumbling point is applicable to any of the predetermined conditions for prioritizing the stumbling point, for example, as described above. , It is presumed that the stumbling point is less likely to be a weak point and the priority is set lower, and if none of the conditions are met, the stumbling point is likely to be a weak point. Estimate higher and set higher priority.

[Operation of learning support terminal 10]
Hereinafter, the operation of the learning support terminal 10 will be described with reference to the drawings.
FIG. 10 is a flowchart showing the operation of the learning support terminal 10 according to the first embodiment of the present invention. The operation shown in this flowchart starts when the confirmation drill is extracted in the learning support terminal 10. The extraction of the confirmation drill is performed, for example, when the operation input unit 107 receives an operation input indicating an execution request of the confirmation drill by the answerer.

(Step S001) The confirmation drill extraction unit 102 extracts a predetermined confirmation drill predetermined for each learning item from the problem group included in the teaching material information 1011 stored in the storage unit 101, or extracts in advance. A confirmation drill is generated by randomly extracting one or more problems from a large number of stored problems and grouping them together. Then, the confirmation drill extraction unit 102 outputs information indicating the confirmation drill to the display unit 106. The display unit 106 displays a problem based on the information indicating the confirmation drill. This presents a confirmation drill to the answerer. After that, the process proceeds to step S002.

(Step S002) When the operation input unit 107 receives the operation input by the answerer, the operation input unit 107 outputs the information indicating the accepted operation input to the answer information generation unit 108. The operation input referred to here is an operation input based on the operation of the answerer performed to answer the question displayed on the display unit 106. Then, the answer information generation unit 108 generates answer information indicating each answer to the displayed one or a plurality of questions based on the information indicating the operation input acquired from the operation input unit 107. Then, the answer information generation unit 108 outputs the generated answer information to the stumbling point narrowing unit 103. After that, the process proceeds to step S003.
If the operation input unit 107 does not accept the operation input by the answerer, the operation input unit 107 stays at step S002, and the operation input unit 107 continues to wait for the operation input by the answerer.

(Step S003) The stumbling point narrowing unit 103 performs a stumbling point narrowing process based on the answer information acquired from the answer information generation unit 108 and the stumbling point information 1012 stored in the storage unit 101. After that, the process proceeds to step S004.

(Step S004) If the stumbling point that may be a weak point is narrowed down to one by the narrowing down process by the stumbling point narrowing unit 103, the process proceeds to step S006. If this is not the case (that is, there are a plurality of stumbling points that may be weak points that have been narrowed down by the narrowing down process by the stumbling point narrowing down unit 103), the process proceeds to step S007.

(Step S005) The priority order determination unit 104 includes a plurality of stumbling points narrowed down by the above-mentioned stumbling point narrowing process, stumbling points based on the answer result included in the learning history information 1013 stored in the storage unit 101, and the stumbling points. Based on, it is estimated whether the multiple stumbling points are likely to be weak points, which are stumbling points indicating the actual weaknesses of the answerer, and the priority is determined based on the estimation result. Perform ranking processing. The priority order determination unit 104 outputs information indicating the determined priority order to the confirmation drill extraction unit 102. After that, the process proceeds to step S001.

(Step S006) The confirmation drill extraction unit 102 has one or more of the problem groups included in the teaching material information 1011 stored in the storage unit 101 based on the information indicating the priority order acquired from the priority determination unit 104. Extract the problem of. Then, the confirmation drill extraction unit 102 generates a confirmation drill composed of one or a plurality of extracted problems. Then, the confirmation drill extraction unit 102 outputs information indicating the confirmation drill to the display unit 106. The display unit 106 displays a problem based on the information indicating the confirmation drill. This presents a confirmation drill to the answerer. After that, the process returns to step S002.

(Step S007) The stumbling point narrowing unit 103 determines that the stumbling point narrowed down to one by the stumbling point narrowing process in step S003 is regarded as a weak point. Then, the process proceeds to step S008.

(Step S008) The stumbling point narrowing-down unit 103 updates the learning history information 1013 stored in the storage unit 101 based on the determination result of the weak point point in step S007. Then, the process proceeds to step S009.

(Step S009) The control unit 100 extracts the advice / reinforcement problem for overcoming the weak point determined in step S007 from the storage unit 101 and displays it on the display unit 106. This provides the answerer with advice and reinforcement questions to overcome the weaknesses based on the weakness points.
This completes the processing of this flowchart.

As described above, according to the learning support terminal 10 according to the present embodiment, the process of determining the weak point is completed at the stage when one stumbling point that is a candidate for the weak point is determined, and the stumbling point is the weak point. As such, advice / reinforcement questions for overcoming weaknesses based on the weakness points are provided to the answerer.

However, even if the learning support terminal 10 repeats the process of narrowing down the stumbling points and continues to generate a new confirmation drill and acquire answer information, the stumbling points may not be narrowed down to one (remains multiple). It is possible. In this case, for example, the highest priority is set at the stage where the priority is set by the above-mentioned prioritization process for a plurality of narrowed down stumbling points without generating a new drill. The stumbling point may be determined as a weak point.

It should be noted that the answerer may be able to solve the confirmation drill again after the weak points for the answerer are reinforced by the above-mentioned advice / reinforcement problem.
When the answerer re-solves the confirmation drill, the stumbling point, which is a weak point once reinforced, is processed on the premise that it has been completely eliminated (that is, the white circle in FIG. 6, FIG. 7, or FIG. 8). May be advanced. That is, the stumbling point which is the weak point point once reinforced may be excluded from the estimation target of the stumbling point which is the weak point point in the learning item. Further, the problem associated with the stumbling point other than the stumbling point, which is the weak point once reinforced, may be preferentially extracted and a confirmation drill may be generated.

By repeating the above processing, for example, even for the stumbling points that are "held" in FIG. 7 or 8, the stumbling points that are initially determined to be weak points are sequentially overcome (when the stumbling points that are initially determined to be weak points are overcome). , Can be extracted as a candidate for weak points.
In addition, in the above-mentioned processing, for example, in order to make the operation processing of the learning support terminal 10 lighter, the result of the previous stumbling point narrowing processing and prioritization processing is to be used. Therefore, of course, at the stage when the answerer solves the confirmation drill again, the evaluation for the possibility that each stumbling point to be narrowed down is a weak point is completely flat (that is, before answering the first confirmation drill). After returning to the state of), the stumbling point may be narrowed down again.

<Second embodiment>
Hereinafter, a second embodiment of the present invention will be described.
The learning support system 1 according to the first embodiment described above has a configuration in which the stumbling point narrowing process and the prioritization process are performed on the learning support terminal 10 side, but the learning support system according to the second embodiment. 1 is a configuration in which the learning support server 21 performs the stumbling point narrowing process and the prioritization process.
[Functional configuration of learning support server 21]
Hereinafter, the functional configuration of the learning support server 21 will be described with reference to the drawings.
FIG. 11 is a block diagram showing a functional configuration of the learning support server 21 according to the second embodiment of the present invention. As shown in the figure, the learning support server 21 includes a control unit 210, a storage unit 211, a confirmation drill extraction unit 212, a stumbling point narrowing unit 213, a priority order determination unit 214, and a communication unit 215. It is composed.

The control unit 210 controls the operation of each functional block of the learning support server 21. The control unit 210 includes, for example, a CPU.

The storage unit 211 stores programs, data, and the like used in various processes performed by the learning support server 21. The storage unit 211 is also used as a temporary storage area that is temporarily used in various processes performed by the learning support server 21. The storage unit 211 is composed of a storage medium, for example, an HDD, a flash memory, an EEPROM, a RAM, a ROM, or any combination of these storage media.

Further, the storage unit 211 stores in advance the teaching material information 2111 indicating a problem group consisting of a plurality of questions to be given to the answerer. Further, the storage unit 211 associates information with a stumbling point indicating a learning point indicating a learning point that can cause an incorrect answer to the answer to each problem in the problem group included in the teaching material information 2111. The stumbling point information 2112, which is, is stored in advance. Further, the storage unit 211 stores in advance learning history information 2113 indicating a learning history based on the past answer results of the answerer for each answerer.

The confirmation drill extraction unit 212 extracts the confirmation drill from the teaching material information 2111 stored in the storage unit 211. The extracted confirmation drill may be a predetermined confirmation drill previously included in the teaching material information 2111, or one or a plurality of problems may be selected from a large number of problems included in the teaching material information 2111 in advance. It may be a confirmation drill generated by extracting at random as appropriate.
Then, the confirmation drill extraction unit 212 outputs information indicating the extracted confirmation drill to the communication unit 215, which will be described later. The information indicating the confirmation drill is transmitted to the learning support terminal 11 via the communication network 50 by the communication unit 215 described later.

The stumbling point narrowing unit 213 acquires the answer information transmitted from the learning support terminal 11 from the communication unit 215. The stumbling point narrowing unit 213 performs a narrowing process for narrowing down the stumbling points based on the acquired answer information and the stumbling point information 2112 stored in the storage unit 211. As described above, the stumbling point information 2112 includes each problem in the problem group included in the teaching material information 2111, a learning point (stumbling point) that can cause an incorrect answer to the problem, and a stumbling point. Is the associated information.

That is, the stumbling point narrowing unit 213 sets one or a plurality of stumbling points associated with the question corresponding to the acquired answer information as the answer result (whether the answer is correct or incorrect) included in the answer information. Performs narrowing down processing based on (whether there is). As a result, the weak point, which is the learning point, which is the weak point of the answerer, is specified.

When the stumbling point narrowing unit 213 has a plurality of stumbling points narrowed down by the narrowing process (that is, when the stumbling points are not narrowed down to one), the information indicating the plurality of stumbling points will be described later. Output to the priority determination unit 214.

The priority order determination unit 214 acquires a plurality of stumbling points narrowed down by the narrowing down process by the stumbling point narrowing down unit 213, and performs a prioritization process for prioritizing the plurality of stumbling points. The priority determination unit 214 outputs information indicating the result of the prioritization process (information indicating the priority of the plurality of stumbling points and the plurality of stumbling points) to the confirmation drill extraction unit 212.

Then, the confirmation drill extraction unit 212 stores the teaching material information 2111 stored in the storage unit 211 according to the information indicating the priority of the plurality of stumbling points and the plurality of stumbling points acquired from the priority determination unit 214. Extract one or more problems (problems appropriate for further narrowing down the stumbling points) from the included problem group. Then, the confirmation drill extraction unit 212 regenerates the extracted confirmation drill consisting of one or more problems, and outputs the information indicating the learning drill to be transmitted to the learning support terminal 11 to the communication unit 215 again.

Then, similarly to the above, the stumbling point narrowing-down unit 213 acquires the answer information transmitted from the learning support terminal 11 and received by the communication unit 215 from the communication unit 215. The stumbling point narrowing unit 213 further narrows down a plurality of stumbling points associated with the question corresponding to the answer information based on the answer result included in the acquired answer information.

In this way, the stumbling point narrowing unit 213 narrows down the plurality of stumbling points until the number of stumbling points becomes one. In this way, the weak points that the answerer is not good at are identified.

The communication unit 215 is a communication interface for communicating with one or a plurality of learning support terminals 11 via the communication network 50.
The communication unit 215 acquires the information indicating the confirmation drill generated by the confirmation drill extraction unit 212 from the confirmation drill extraction unit 212, and transmits the information indicating the confirmation drill to the learning support terminal 11 via the communication network 50. ..
Further, the communication unit 215 receives the answer information transmitted from the learning support terminal 11 via the communication network 50, and outputs the answer information to the stumbling point narrowing unit 213.

Further, the communication unit 215 transmits, for example, information indicating the weak point of the answerer determined by the stumbling point narrowing unit 213 to the learning support terminal 11 used by the answerer via the communication network 50. As a result, the weak points of the answerer are displayed on the learning support terminal 11, and the answerer can grasp his / her own weak points.

[Functional configuration of learning support terminal 11]
Hereinafter, the functional configuration of the learning support terminal 11 will be described with reference to the drawings.
FIG. 12 is a block diagram showing a functional configuration of the learning support terminal 11 according to the second embodiment of the present invention. As shown in the figure, the learning support terminal 11 includes a control unit 110, a storage unit 111, a communication unit 112, a display unit 113, an operation input unit 114, and an answer information generation unit 115. ..

The control unit 110 controls the operation of each functional block of the learning support terminal 11. The control unit 110 includes, for example, a CPU.

The storage unit 111 stores programs, data, and the like used in various processes performed by the learning support terminal 11. The storage unit 111 is also used as a temporary storage area that is temporarily used in various processes performed by the learning support terminal 11. The storage unit 111 is composed of a storage medium, for example, an HDD, a flash memory, an EEPROM, a RAM, a ROM, or any combination of these storage media.

The communication unit 112 is a communication interface for communicating with the learning support server 21 via the communication network 50.
The communication unit 112 receives the information indicating the confirmation drill transmitted from the learning support server 21 via the communication network 50, and outputs the information indicating the confirmation drill to the display unit 113 described later.
Further, the communication unit 112 acquires the answer information generated by the answer information generation unit 115, which will be described later, from the answer information generation unit 115, and transmits the answer information to the learning support server 21 via the communication network 50.

Further, the communication unit 112 receives, for example, the information indicating the weak point of the answerer transmitted from the learning support server 21 via the communication network 50, and the information indicating the weak point is displayed in the display unit 113, which will be described later. Output to.

The display unit 113 acquires information indicating the confirmation drill from the communication unit 112. Then, the display unit 113 displays a learning screen including one or a plurality of problems included in the confirmation drill based on the acquired information. As a result, the question is presented to the answerer who uses the learning support terminal 11.
Further, the display unit 113 acquires, for example, information indicating the weak point of the answerer from the communication unit 112, and displays a screen showing the weak point based on the acquired information. This allows the answerer to understand his or her weaknesses.

The display unit 113 includes a display, for example, a liquid crystal display, an organic EL display, a CRT, or the like.

The operation input unit 114 receives an operation input by the answerer. The operation input referred to here is an operation input based on an operation of the answerer performed to answer the question displayed on the display unit 113. Then, the operation input unit 114 outputs the information indicating the received operation input to the answer information generation unit 115, which will be described later.
The operation input unit 114 includes a member capable of receiving an operation input from the answerer, for example, a keyboard, a touch panel, or the like. The operation input unit 114 may further include a mouse, a pointing device, or the like.

The display unit 113 and the operation input unit 114 may be configured by one member having an input / output function, for example, a touch panel or the like.

The answer information generation unit 115 generates answer information indicating each answer to one or more displayed questions based on the information indicating the operation input acquired from the operation input unit 114. The answer information generation unit 115 outputs the generated answer information to the communication unit 112. As a result, the answer information is transmitted by the communication unit 112 to the learning support server 21 via the communication network.

In the description of the second embodiment based on FIGS. 11 and 12, the storage unit 211 including the teaching material information 2111, the stumbling point information 2112, and the learning history information 2113, the confirmation drill extraction unit 212, and the stumbling point. It is assumed that the narrowing unit 213 and the priority determination unit 214 exist only on the learning support server 21 side, but the mode of the present invention is not limited to this, for example, teaching material information 2111, trip point information 2112, and so on. At least one element of the storage unit 211 including the learning history information 2113, the confirmation drill extraction unit 212, the stumbling point narrowing unit 213, the priority determination unit 214, and the like exists on the learning support terminal 11 side. In that case, instead of imposing some operation processing load on the learning support terminal 11, the operation processing load on the learning support server 21 side or transmission / reception between the learning support terminal 11 and the learning support server 21. The amount of information received can be reduced.

One or all of the teaching material information 2111, the stumbling point information 2112, and the learning history information 2113 are stored in the storage unit 211 included in the learning support server 21, and the other information is stored in the learning support terminal 11. The configuration may be such that it is stored in the storage unit 111 provided. That is, the teaching material information 2111, the stumbling point information 2112, and the learning history information 2113 are stored in at least one of the storage unit 211 included in the learning support server 21 or the storage unit 111 included in the learning support terminal 11, respectively. It should be.

<Third embodiment>
Hereinafter, a third embodiment of the present invention will be described.
In this embodiment, the stumbling point has an association with the stumbling point at a lower learning stage (eg, during learning in a lower grade). The stumbling point information 1012 stored in the storage unit 101 of the learning support terminal 10 in the third embodiment includes the parent stumbling point information indicating the relevance.
First, the concept of the hierarchical structure of learning will be described below with reference to the drawings.
FIG. 13 is a schematic diagram showing an outline of the concept of the hierarchical structure of learning. As shown in the figure, the learning in the present embodiment is composed of a hierarchical structure consisting of three layers of a unit, a small unit, and a learning item.

One or a plurality of small units are set in association with each other in the unit and stored in the storage unit. For example, a plurality of small units including a small unit called "decision of multiplication" are associated with a unit called "multiplication".
Further, one or a plurality of learning items are set in association with each other in the small unit and stored in the storage unit. For example, a plurality of learning items including a learning item called "distributive law" and a learning item called "zero multiplication" are set in association with a small unit called "decision of multiplication". The order in which each unit, each sub-unit, and each learning item is tackled is not strictly limited, but in general, learning progresses from low-order content to high-order content, so the school's It is preferable to work from the lower level to the higher level of learning according to the order of work in lectures and the like.

Each problem included in the confirmation drill extracted or generated by the confirmation drill extraction unit is set in association with one or more "stumbling points" and stored in the storage unit. Further, each problem included in the confirmation drill may be associated with one or more "parent stumbling points". The "parent stumbling point" will be described later.

As shown in FIG. 13, one predetermined confirmation drill is associated with and set in advance for one learning item, and is stored in the storage unit 101. When the answerer first tackles the learning item, this predetermined confirmation drill is presented. By working on this confirmation drill, the answerer can comprehensively confirm the degree of understanding of each learning item and the stumbling point that is a weak point.

In the present embodiment, one predetermined confirmation drill associated with each learning item is stored in the storage unit 101 in advance, but the present invention is not limited to this, and for example, a plurality of predetermined confirmation drills are stored. Confirmation drill may be associated with. In addition, if the confirmation drill can cover the stumbling points that the answerer needs to understand in order to master the learning item, the questions included in the confirmation drill are not fixed, and the questions are randomly extracted and generated each time. It may be configured as such.

At least, before the answerer first answers the confirmation drill, it is not judged whether or not each stumbling point associated with each question included in the confirmation drill is a weak point (weak point). That is, it is neither black nor white). Once the answerer has answered the question of the confirmation drill, each stumbling point is classified according to the answer status for each question. Specifically, the stumbling points are "a stumbling point that answers all the related problems correctly and is excluded from the candidates for weakness points" and "there are correct and incorrect answers to the related problems, but the weakness points "Stumbling points to exclude from candidates", "Stumbling points to exclude from candidates for weakness points because it is difficult to determine whether or not they are weak points in this answer", and "All related problems are incorrect answers and weakness points" It is classified into four "stumbling points estimated to be".

The above classification of stumbling points is an example. In the above example, only the stumbling points that resulted in incorrect answers for all questions were estimated as weak points, but for example, the stumbling points where the percentage of incorrect answers exceeds a predetermined threshold are estimated as weak points. Also, the criteria for presuming weak points can be set as appropriate.

If there is only one "stumbling point presumed to be a weak point" at the stage when this confirmation drill is completed, it is determined that this stumbling point is a weak point, and the process of narrowing down the stumbling points is completed.
At the stage when this confirmation drill is completed, if there are a plurality of "stumbling points presumed to be weak points", a prioritization process for prioritizing the weaknesses among the plurality of stumbling points is performed. It should be noted that this priority is not set as a binary value like 0 or 1, but is set in an inclined manner so as to be calculated based on, for example, the above-mentioned equation (1) or the later-described equation (2). Will be done.

When the priority determination unit 104 prioritizes the weakness-likeness among the plurality of stumbling points estimated to be weakness points, the confirmation drill extraction unit 102 determines the weakest point-like stumbling point based on this priority. Appropriate questions are randomly extracted from the teaching material information 1011 to generate a new confirmation drill, and the confirmation drill is presented to the answerer.

After that, for the new confirmation drill, the weak point is identified by repeatedly performing the stumbling point narrowing process and the prioritization process. However, as explained in the above-described embodiment, if the weak point cannot be identified as one even if the confirmation drill is tackled multiple times, for example, for a plurality of narrowed down stumbling points without generating a new drill. At the stage where the priority is set by the prioritization process described above, the stumbling point set with the highest priority may be determined as a weak point.

At the start of the new confirmation drill, the previous confirmation drill has already determined whether or not each stumbling point is a candidate for a weak point, so the previous confirmation drill is a candidate for a weak point. Only for the stumbling point determined to be, the stumbling point is further narrowed down. However, although the above processing is performed in order to make the operation processing of the learning support terminal 10 lighter, the stumbling point can be further narrowed down without using the information indicating the result of the determination by the previous confirmation drill. It does not matter if the configuration is such that it is used.

As shown in FIG. 13, some of the stumbling points associated with the confirmation drill for each learning item in the upper grades (for example, in the fifth grade of elementary school) are in the lower grades (for example, in the fourth grade of elementary school). A "parent stumbling point", which is a stumbling point corresponding to the hierarchy of the "small unit", may be included. This is because the weaknesses of the answerers may be due to their poor understanding of learning in the lower grades.
The reason for setting the hierarchy of the "small unit" in the lower grades to the stumbling point in the upper grades (parent stumbling point) is that the stumbling point included in the problem in the lower grades is used as it is in the upper grades. This is because the number of stumbling points becomes enormous due to the higher-order problems as the grades go up, which may make processing difficult.

There is no difference in the processing in the process of narrowing down the stumbling points regardless of whether it is a parent stumbling point or a normal stumbling point, but as will be described later, in the prioritization processing, it is more normal than the parent stumbling point. By using the priority calculation logic that tends to give higher priority to the stumbling point, the possibility that the parent stumbling point is relatively determined to be the weak point is that the normal stumbling point is the weak point. It is less likely to be determined to be.

If the parent stumbling point is determined to be a weak point, the problem associated with each stumbling point under the small unit in the lower grades corresponding to the parent stumbling point is randomly extracted and a confirmation drill is used. Is generated.
It should be noted that the parent stumbling point is decomposed into one or more stumbling points in the lower grades, which are the components of the parent stumbling point, and the answerer's past learning for one or more stumbling points in the lower grades. In consideration of the history, there may be a configuration in which the prioritization process is performed.

In the explanation of the third actual form based on FIG. 13, the stumbling point associated with the confirmation drill for each learning item in the upper grades of the elementary school corresponds to the hierarchy of the "small unit" in the lower grades. The example including the "parent stumbling point" which is a stumbling point has been explained, but the embodiment of the present invention is not necessarily limited to this, and if one small unit is tackled before the other learning item. The idea of "parent stumbling point" is applicable, and the learning year does not necessarily have to be different.

The prioritization process described above may be, for example, a process determined by the size of the value (S) weighted by the following calculation formula (formula (2)). ..

S = aX ₀ + bX ₁ + cX ₂ + dX ₃ + eX ₄ + fX ₅ ... (2)

Here, X ₀ is a variable indicating whether or not the stumbling point is the parent stumbling point. Further, X ₁ is a variable indicating whether or not it is the first time for the answerer to answer the question to which the stumbling point is associated. Further, X ₂ is a variable indicating the latest answer result to the problem to which the stumbling point is associated. Further, X ₃ is a variable indicating the time when the problem to which the stumbling point is associated was most recently answered. Further, X ₄ is a variable indicating the ratio of the problem to which the stumbling point is associated with the learning drill, and X ₅ is the size of the area of the learning point indicated by the stumbling point (for example, a unit). It is a variable indicating whether it is a stumbling point corresponding to or a stumbling point corresponding to a small unit, etc.).

Further, a, b, c, d, e, and f are arbitrary constants for weighting. For example, a, b, c, d, e, and f are set so that a> b> c> d> e> f.

[Specific example of replacement with parent stumbling point]
Hereinafter, a specific example of replacement with a parent stumbling point by the priority determination unit 104 of the learning support terminal 10 according to the present embodiment will be described.

For example, it is assumed that the stumbling point narrowed down when the answerer who is in the fifth grade of elementary school answers the question of the learning drill is the "rule of multiplication". At this time, when the answerer is in the 4th grade of elementary school (due to different grades), the "rule of multiplication" is one of the small units, and among the questions answered by the answerer in the past, "a stumbling point" In some cases, the concept of "the rule of multiplication" does not exist.

Even in such a case, one of the stumbling points of the problem to be tackled in the 5th grade of elementary school is associated with the small unit (parent stumbling point) for the 4th grade of elementary school, so that the stumbling points are narrowed down. It can be appropriately read as the associated small unit in the lower grades (that is, the parent stumbling point).

For example, for the problem that is extracted by each learning drill presented in each learning item of the small unit of the 4th grade of elementary school, "the rule of multiplication", which is the stumbling point of the 5th grade of elementary school. Correspond each stumbling point such as the associated "distributive law" or "multiplication of zero". This allows you to replace the "multiplication rule", which is the stumbling point in the 5th grade of elementary school, with each stumbling point below the small unit "decision of multiplication" in the 4th grade of elementary school. Then, it becomes possible to determine whether or not the stumbling point in the fifth grade of elementary school (that is, the parent stumbling point of the replaced "multiplication rule") is the weak point.

FIG. 14 is a diagram showing a parent stumbling point managed by the learning support terminal 10 according to the third embodiment of the present invention.

For example, in the problem of "drill 1" illustrated in FIG. 14, the stumbling point of "the rule of multiplication" is the parent stumbling point replaced with the stumbling point of "multiplication of 4 steps". By determining whether or not it is a weak point by the parent stumbling point of the "rule of multiplication" which is a superordinate concept of "multiplication of four steps", for example, in the problem of "drill N" illustrated in FIG. 14, " Even if the answerer correctly answers the question to which the stumbling point of "multiplication of 4 steps" is associated, the stumbling point of "rule of multiplication" (other than the multiplication of 4 steps) is the weak point. It is also possible to determine that.

If the stumbling point and the parent stumbling point, which is a small unit in the lower grades, are not associated, the stumbling point of "multiplication of 4 steps" in the problem of "drill N" shown in FIG. 14 is Since the answerer correctly answered the associated question, it is simply determined that the stumbling point of "multiplication of 4 steps" is not a weak point.

As described above, the learning support terminal 10 or the learning support server 20 according to the first to third embodiments of the present invention is a teaching material information indicating a problem group consisting of a plurality of problems to be asked to the answerer, and a stumbling block. It stores stumbling point information in which points and questions are associated with each other, and learning history information based on the answerer's past answer results. The learning support terminal 10 or the learning support server 20 first acquires answer information indicating the answer to the problem included in the confirmation drill, and narrows down the stumbling points based on the stumbling point information and the answer information. Estimate weak points. When there are a plurality of stumbling points presumed to be weak points (when narrowing down to one), the learning support terminal 10 or the learning support server 20 sets the stumbling points after narrowing down, learning history information, and the like. Based on this, a prioritization process for prioritizing the plurality of stumbling points is performed, problems for further narrowing down the plurality of stumbling points are extracted from the teaching material information, and a confirmation drill is newly generated.

As described above, the learning support terminal 10 or the learning support server 20 according to the first to third embodiments of the present invention prioritizes and narrows down the stumbling points based on the past learning history, and narrows down the weak points. Therefore, it is possible to improve the determination accuracy for determining the attribute (weak point) that the learner is not good at.

It should be noted that a part of the functions of the learning support terminal 10 described above may be provided on the learning support server 20 side. Further, a part of the information stored in the above-mentioned learning support terminal 10 may be stored on the learning support server 20 side.
Further, a part of the functions of the learning support server 20 described above may be provided on the learning support terminal 1020 side. Further, a part of the information stored in the above-mentioned learning support server 20 may be stored on the learning support terminal 10 side.

The learning support terminal 10 may be a device further having the functions of the above-mentioned learning support server 20, that is, one device in which the above-mentioned learning support terminal 10 and the learning support server 20 are integrated.

Although the embodiments of the present invention have been described in detail above, the specific configuration is not limited to the above-mentioned ones, and various design changes and the like can be made without departing from the gist of the present invention. be.

In addition, a part or all of the learning support terminal 10 and the learning support server 20 in the above-described embodiment may be realized by a computer. In that case, the program for realizing this control function may be recorded on a computer-readable recording medium, and the program recorded on the recording medium may be read by a computer system and executed.

The "computer system" referred to here is a computer system built in at least one of the learning support terminal 10 and the learning support server 20, and includes hardware such as an OS and peripheral devices. Further, the "computer-readable recording medium" refers to a portable medium such as a flexible disk, a magneto-optical disk, a ROM, or a CD-ROM, and a storage device such as a hard disk built in a computer system.

Further, a "computer-readable recording medium" is a medium that dynamically holds a program for a short time, such as a communication line when a program is transmitted via a network such as the Internet or a communication line such as a telephone line. In that case, a program may be held for a certain period of time, such as a volatile memory inside a computer system serving as a server or a client. Further, the above-mentioned program may be for realizing a part of the above-mentioned functions, and may be further realized for realizing the above-mentioned functions in combination with a program already recorded in the computer system.

Further, at least one of the learning support terminal 10 and the learning support server 20 in the above-described embodiment may be realized as an integrated circuit such as an LSI (Large Scale Integration). Each functional block of the learning support terminal 10 and the learning support server 20 may be individually made into a processor, or a part or all of them may be integrated into a processor. Further, the method of making an integrated circuit is not limited to the LSI, and may be realized by a dedicated circuit or a general-purpose processor. Further, when an integrated circuit technology that replaces an LSI appears due to advances in semiconductor technology, an integrated circuit based on this technology may be used.

1 ... learning support system, 10 ... learning support terminal, 11 ... learning support terminal, 20 ... learning support server, 21 ... learning support server, 50 ... communication network, 100 ... Control unit, 101 ... Storage unit, 102 ... Confirmation drill extraction unit, 103 ... Stumbling point narrowing unit, 104 ... Priority determination unit, 105 ... Communication unit, 106 ... Display Unit, 107 ... Operation input unit, 108 ... Answer information generation unit, 110 ... Control unit, 111 ... Storage unit, 112 ... Communication unit, 113 ... Display unit, 114 ... -Operation input unit, 115 ... Answer information generation unit, 200 ... Control unit, 201 ... Storage unit, 202 ... Communication unit, 210 ... Control unit, 211 ... Storage unit, 212 ... Confirmation drill extraction unit, 213 ... Stumbling point narrowing unit, 214 ... Priority determination unit, 215 ... Communication unit, 1011 ... Teaching material information, 1012 ... Stumbling point information, 1013.・ ・ Learning history information, 2011 ・ ・ ・ Teaching material information, 2012 ・ ・ ・ Stumbling point information, 2013 ・ ・ ・ Learning history information, 2111 ・ ・ ・ Teaching material information, 2112 ・ ・ ・ Stumbling point information, 2113 ・ ・ ・ Learning history information

Claims (10)

Teaching material information indicating a group of questions consisting of multiple questions given to the answerer, stumbling point information indicating a learning point indicating a learning point that can cause the answer to the question to be an incorrect answer, and stumbling point information in which the question is associated with the question. , And a storage unit that stores learning history information indicating the learning history based on the past answer results of the answerer.
A confirmation drill extraction unit that extracts a confirmation drill consisting of one or more of the above problems, and a confirmation drill extraction unit.
A stumbling point narrowing unit that acquires answer information indicating the answer by a specific answerer to the question included in the confirmation drill, and narrows down the stumbling point based on the stumbling point information and the answer information. When,
When there are a plurality of stumbling points after narrowing down, which are the stumbling points narrowed down by the stumbling point narrowing section, a priority determination unit for prioritizing a plurality of stumbling points after narrowing down is provided.
The priority determination unit corresponds to information indicating whether or not the answer to the question associated with the stumbling point after narrowing down is the first answer for the answerer, and the stumbling point after narrowing down. Information indicating the latest answer result by the answerer to the attached question, and the answer time of the latest answer by the answerer to the question associated with the stumbling point after narrowing down. By weighting based on at least one of the information based on the above, the stumbling points are prioritized after the narrowing down.
The stumbling point narrowing unit is a learning support terminal characterized in that the stumbling point is narrowed down based on the priority of the prioritization performed by the priority determination unit. In the storage unit, among the stumbling points associated with the problem group to be set in the specific learning item, at least one of the stumbling points is small in which the stumbling point is tackled at a lower learning stage than the specific learning item. Stores parent stumbling point information associated as a unit-based parent stumbling point,
The stumbling point narrowing section narrows down the stumbling point based on the stumbling point information, the parent stumbling point information, and the answer information.
The priority determination unit is characterized in that the prioritization of the stumbling points after the narrowing down is performed by weighting based on the information indicating whether or not the stumbling point after the narrowing down is the parent stumbling point. The learning support terminal according to claim 1 . Teaching material information indicating a group of questions consisting of multiple questions given to the answerer, stumbling point information indicating a learning point indicating a learning point that can cause the answer to the question to be an incorrect answer, and stumbling point information in which the question is associated with the question. , And a storage unit that stores learning history information indicating the learning history based on the past answer results of the answerer.
A confirmation drill extraction unit that extracts a confirmation drill consisting of one or more of the above problems, and a confirmation drill extraction unit.
A stumbling point narrowing unit that acquires answer information indicating the answer by a specific answerer to the question included in the confirmation drill, and narrows down the stumbling point based on the stumbling point information and the answer information. And with
In the storage unit, at least one of the stumbling points associated with the problem group set in the specific learning item, the stumbling point is tackled at a lower learning stage than the specific learning item. Stores parent stumbling point information associated as a parent stumbling point based on a small unit,
The stumbling point narrowing unit is a learning support terminal characterized in that the stumbling point is narrowed down based on the stumbling point information, the parent stumbling point information, and the answer information. Teaching material information indicating a group of questions consisting of multiple questions given to the answerer, stumbling point information indicating a learning point indicating a learning point that can cause the answer to the question to be an incorrect answer, and stumbling point information in which the question is associated with the question. , And a storage unit that stores learning history information indicating the learning history based on the past answer results of the answerer.
A confirmation drill extraction unit that extracts a confirmation drill consisting of one or more of the above problems, and a confirmation drill extraction unit.
A stumbling point narrowing unit that acquires answer information indicating the answer by a specific answerer to the question included in the confirmation drill, and narrows down the stumbling point based on the stumbling point information and the answer information. When,
When there are a plurality of stumbling points after narrowing down, which are the stumbling points narrowed down by the stumbling point narrowing section, a priority determination unit for prioritizing a plurality of stumbling points after narrowing down is provided.
The priority determination unit corresponds to information indicating whether or not the answer to the question associated with the stumbling point after narrowing down is the first answer for the answerer, and the stumbling point after narrowing down. Information indicating the latest answer result by the answerer to the attached question, and the answer time of the latest answer by the answerer to the question associated with the stumbling point after narrowing down. By weighting based on at least one of the information based on the above, the stumbling points are prioritized after the narrowing down.
The stumbling point narrowing unit is a learning support server characterized in that the stumbling point is narrowed down based on the priority of the prioritization performed by the priority determination unit. Teaching material information indicating a group of questions consisting of multiple questions given to the answerer, stumbling point information indicating a learning point indicating a learning point that can cause the answer to the question to be an incorrect answer, and stumbling point information in which the question is associated with the question. , And a storage unit that stores learning history information indicating the learning history based on the past answer results of the answerer.
A confirmation drill extraction unit that extracts a confirmation drill consisting of one or more of the above problems, and a confirmation drill extraction unit.
A stumbling point narrowing unit that acquires answer information indicating the answer by a specific answerer to the question included in the confirmation drill, and narrows down the stumbling point based on the stumbling point information and the answer information. And with
In the storage unit, at least one of the stumbling points associated with the problem group set in the specific learning item, the stumbling point is tackled at a lower learning stage than the specific learning item. Stores parent stumbling point information associated as a parent stumbling point based on a small unit,
The stumbling point narrowing unit is a learning support server characterized in that the stumbling point is narrowed down based on the stumbling point information, the parent stumbling point information, and the answer information. A learning support system having one or more learning support terminals and a learning support server.
The learning support terminal is
A display unit that displays the problem included in the confirmation drill consisting of one or more problems,
An operation input unit that accepts input of information indicating the answer to the question based on the operation by the answerer, and an operation input unit.
A first communication unit that sends and receives learning history information indicating learning history based on the answer result of the answerer to the learning support server, and
At least prepare
The learning support server is
A second communication unit that sends and receives the learning history information to the learning support terminal,
At least prepare
Moreover, the learning support terminal and the learning support server are
A teaching material information storage unit that stores teaching material information indicating a group of questions consisting of the plurality of questions given to the answerer, and a teaching material information storage unit.
A stumbling point information storage unit that stores stumbling point information associated with a stumbling point indicating a learning point that can cause an answer to the problem to be incorrect, and a stumbling point information storage unit that stores the stumbling point information associated with the problem.
A learning history information storage unit that stores the learning history information,
A confirmation drill extractor that extracts a confirmation drill consisting of one or more problems,
A stumbling point narrowing section that narrows down the stumbling point based on the stumbling point information and the answer information indicating the answer by the specific answerer to the problem included in the confirmation drill.
When there are a plurality of stumbling points after narrowing down, which are the stumbling points narrowed down by the stumbling point narrowing section, at least one of the priority determining section for prioritizing the stumbling points after narrowing down is at least one of them. Prepare,
The priority determination unit corresponds to information indicating whether or not the answer to the question associated with the stumbling point after narrowing down is the first answer for the answerer, and the stumbling point after narrowing down. Information indicating the latest answer result by the answerer to the attached question, and the answer time of the latest answer by the answerer to the question associated with the stumbling point after narrowing down. By weighting based on at least one of the information based on the above, the stumbling points are prioritized after the narrowing down.
The stumbling point narrowing unit is a learning support system characterized in that the stumbling point is narrowed down based on the priority of the prioritization performed by the priority determination unit. A learning support system having one or more learning support terminals and a learning support server.
The learning support terminal is
A display unit that displays the problem included in the confirmation drill consisting of one or more problems,
An operation input unit that accepts input of information indicating the answer to the question based on the operation by the answerer, and an operation input unit.
A first communication unit that sends and receives learning history information indicating learning history based on the answer result of the answerer to the learning support server, and
At least prepare
The learning support server is
A second communication unit that sends and receives the learning history information to the learning support terminal,
At least prepare
Moreover, the learning support terminal and the learning support server are
A teaching material information storage unit that stores teaching material information indicating a group of questions consisting of the plurality of questions given to the answerer, and a teaching material information storage unit.
A stumbling point information storage unit that stores stumbling point information associated with a stumbling point indicating a learning point that can cause an answer to the problem to be incorrect, and a stumbling point information storage unit that stores the stumbling point information associated with the problem.
A learning history information storage unit that stores the learning history information,
A confirmation drill extractor that extracts a confirmation drill consisting of one or more problems,
A stumbling point narrowing section that narrows down the stumbling point based on the stumbling point information and the answer information indicating the answer by the specific answerer to the problem included in the confirmation drill.
, At least one of them
In the stumbling point information storage unit, among the stumbling points associated with the problem group to be set in a specific learning item, at least one of the stumbling points is a lower learning stage than the specific learning item. Memorize the parent stumbling point information associated as the parent stumbling point based on the small unit addressed in
The stumbling point narrowing unit is a learning support system characterized in that the stumbling point is narrowed down based on the stumbling point information, the parent stumbling point information, and the answer information. It is a computer-based learning support method.
The memory unit associates the question with teaching material information indicating a group of questions consisting of a plurality of questions given to the answerer, and a stumbling point indicating a learning point indicating that the answer to the question may cause an incorrect answer. A storage step for storing stumbling point information and learning history information indicating a learning history based on the answerer's past answer results, and
A confirmation drill extraction step in which the confirmation drill extraction unit extracts a confirmation drill consisting of one or more of the above problems.
The stumbling point narrowing unit acquires answer information indicating the answer by the specific answerer to the question included in the confirmation drill, and narrows down the stumbling point based on the stumbling point information and the answer information. Stumbling point narrowing down steps and
When there are a plurality of stumbling points after narrowing down, which are the stumbling points narrowed down by the stumbling point narrowing unit, a priority determination step for prioritizing a plurality of the stumbling points after narrowing down is provided.
The priority determination step is
Information indicating whether or not the answer to the problem associated with the stumbling point after narrowing down is the first answer for the answerer, and the problem associated with the stumbling point after narrowing down. At least of the information indicating the latest answer result by the answerer and the information based on the answer time of the latest answer by the answerer to the question associated with the stumbling point after the narrowing down. Includes prioritizing stumbling points after narrowing down by weighting based on one.
The stumbling point narrowing down step is
A learning support method including narrowing down the stumbling points based on the priority of the prioritization performed by the priority determination step. It is a computer-based learning support method.
The memory unit associates the question with teaching material information indicating a group of questions consisting of a plurality of questions given to the answerer, and a stumbling point indicating a learning point indicating that the answer to the question may cause an incorrect answer. A storage step for storing stumbling point information and learning history information indicating a learning history based on the answerer's past answer results, and
A confirmation drill extraction step in which the confirmation drill extraction unit extracts a confirmation drill consisting of one or more of the above problems.
The stumbling point narrowing unit acquires answer information indicating the answer by the specific answerer to the question included in the confirmation drill, and narrows down the stumbling point based on the stumbling point information and the answer information. Has a stumbling point narrowing down step, and has
The storage step
Of the stumbling points associated with the problem group to be asked in a specific learning item, at least one of the stumbling points is a parent based on a small unit that is tackled at a lower learning stage than the specific learning item. Includes storing parent stumbling point information associated as a stumbling point
The stumbling point narrowing down step is
A learning support method including narrowing down the stumbling points based on the stumbling point information, the parent stumbling point information, and the answer information. Computer,
A learning support program for functioning as the learning support terminal according to any one of claims 1 to 3 .

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