JP7440889B2 - Learning support systems and programs - Google Patents

Description

The present invention relates to a learning support system designed to efficiently investigate the correlation between the emotions of learners, particularly children and students who are receiving education and working hard on their studies, and their learning outcomes.

BACKGROUND OF THE INVENTION Systems for implementing computer-aided instruction or electronic learning are well known (see, for example, the patent documents listed below). Generally, this type of system has a problem practice function that asks learners questions related to the content they are to learn, asks the learners to answer the questions, determines whether the answers are correct, and outputs the results. provide.

JP2017-062332A

It is assumed that the learning outcomes of a learner are influenced in no small part by the mental state of the learner and the manner of communication between the learner and the parent or teacher.

However, at present, data regarding the correlation between the two has not been collected continuously or on a large scale.

The intended purpose of the present invention is to enable efficient accumulation of data as evidence regarding the correlation between a learner's emotions and his or her learning outcomes.

In the present invention, there is provided a problem information storage unit that stores information on questions belonging to the content to be learned by the learner and answers to the questions, and a problem information storage unit that stores information on questions belonging to the content to be learned by the learner and answers to the questions, and a problem information storage unit that stores the problem information for the learner based on the information stored in the problem information storage unit. a learner-side output control unit that outputs an output to be presented; a learner-side input reception unit that acquires the input of the answer to the problem by the learner; and the learner-side input reception unit acquires the input of the answer to the problem. In some cases, a correctness determining section determines whether the answer is correct or incorrect based on the information stored in the question information storage section, and information regarding the correctness or incorrectness of the answer to the question determined by the correctness determining section is used to answer the question. A process information storage unit that stores information in association with an identifier that identifies a learner, and a parent side that obtains input from a parent or teacher who supervises or instructs a learner indicating whether or not the learner has been praised. When the input reception unit and the parent input reception unit obtain input indicating whether or not the learner has been praised, information regarding whether or not the parent, teacher, etc. has praised the learner is transmitted to the student. and a psychological information storage unit that stores the information in association with an identifier that identifies the learner, and the learner-side input reception unit is configured to allow the learner to receive information from a parent, teacher, etc. who supervises or instructs the learner. When the psychological information storage unit obtains an input indicating whether or not the learner received praise from a parent, teacher, etc. A learning support system has been constructed that stores information regarding whether a learner has been praised by a parent, teacher, etc. in association with an identifier that identifies the learner . This makes it possible to investigate the discrepancy between the learner's own perception and that of his or her guardian or teacher.

The parent-side input receiving unit may also obtain input indicating the reason why the parent, teacher, etc. praised or did not praise the learner. In this case, the psychological information storage unit also stores information regarding the reason why the parent, teacher, etc. praised or did not praise the learner in association with the identifier for identifying the learner.

In addition, based on the information stored in the psychological information storage unit, the parent side outputs information indicating the number of times the parent or teacher has praised the learner to present to the parent or teacher. If the system is equipped with an output control unit, it will be possible to make visible the act of parents or teachers praising a learner, which is usually hard to see or remember, and will increase the learner's desire to learn. It can contribute to improvement.

Further, in the present invention, there is provided a problem information storage unit that stores information on questions belonging to content to be learned by the learner and answers to the questions, and the problem is learned based on the information stored in the problem information storage unit. A learner-side output control unit that outputs the output to be presented to the learner, and acquires the learner's input of the answer to the question, and also receives the learner's input from the learner's guardian or guardian who supervises or instructs the learner. a learner side input reception unit that acquires an input indicating whether or not the teacher etc. has praised the answer; a correctness determining section that determines whether the answer is correct or incorrect based on information about the question; and information regarding the correctness or incorrectness of the answer to the question determined by the correctness determining section is stored in association with an identifier that identifies the learner who answered the question. When the process information storage unit and the learner-side input reception unit obtain input indicating whether the learner has been praised by a parent, teacher, etc., it is determined whether the learner has been praised by a parent, teacher, etc. A learning support system is provided, which includes a psychological information storage unit that stores information regarding whether or not the learner is rejected in association with an identifier for identifying the learner.

The program used for constructing the learning support system according to the present invention includes a problem information storage section that stores information on questions belonging to the content to be learned by the learner and answers to the questions, and the problem information storage section. a learner-side output control unit that outputs the problem to present the problem to the learner based on information stored in the learner; a learner-side input reception unit that obtains input of an answer to the problem by the learner; and the learner-side a correctness determination unit that determines whether the answer is correct or incorrect based on information stored in the question information storage unit when the input receiving unit receives input of an answer to the question; and the question determined by the correctness determination unit. A process information storage unit that stores information regarding the correctness or wrongness of an answer to a question in association with an identifier that identifies the learner who answered the question; When the parent-side input receiving unit obtains an input indicating whether or not the learner has been praised, and when the parent-side input receiving unit obtains an input indicating whether or not the learner has been praised, the parent, teacher, etc. The psychological information storage unit functions as a psychological information storage unit that stores information regarding whether or not the learner has been praised in association with an identifier for identifying the learner. The learner side input reception unit obtains an input from the learner indicating whether or not the learner has been praised by a parent, teacher, etc. who supervises or instructs the learner, and the psychological information storage unit , when the learner-side input reception unit obtains an input indicating whether or not the learner has been praised by a parent, teacher, etc., information regarding whether the learner has been praised by the parent, teacher, etc. is also transmitted to the learner. It is stored in association with an identifier that identifies the learner.

Further, the program used for constructing the learning support system according to the present invention includes a computer, a problem information storage section that stores information on questions belonging to the content to be learned by the learner, and answers to the questions; A learner side output control unit outputs the problem to present the problem to the learner based on the information stored in the storage unit, acquires input of the answer to the problem by the learner, and controls the learning by the learner. a learner-side input reception unit that obtains an input indicating whether the learner has been praised by a parent or teacher who supervises or teaches the learner; and a learner-side input reception unit that inputs an answer to the question a correctness determination unit that determines whether the answer is correct or incorrect based on the information stored in the question information storage unit when the answer is obtained; When the process information storage unit stores the information in association with an identifier for identifying the learner who has completed the learning process, and the input reception unit on the learner side receives an input indicating whether the learner has been praised by a parent, teacher, etc., It functions as a psychological information storage unit that stores information regarding whether the learner has been praised by a parent, teacher, etc. in association with an identifier for identifying the learner.

According to the present invention, data regarding the correlation between a learner's emotions and his or her learning outcomes can be efficiently accumulated as evidence.

1 is a diagram showing an overall outline of a learning support system according to an embodiment of the present invention. FIG. 3 is a diagram showing hardware resources included in a computer used by a learner, a guardian, a teacher, or the like in the same embodiment. FIG. 3 is a functional block diagram of the learning support system according to the embodiment. FIG. 3 is a diagram showing hardware resources provided in an external computer in the same embodiment. FIG. 3 is a diagram showing an example of outputting questions in the learning support system of the embodiment. The figure which shows the output example of the simple hint in the learning support system of the same embodiment. FIG. 7 is a diagram showing an example of outputting detailed hints in the learning support system of the embodiment. The figure which shows the output example of the determination result of the correctness of the learner's answer in the learning support system of the same embodiment. FIG. 3 is a diagram illustrating an example of outputting questions related to three-dimensional objects in the learning support system according to the embodiment. The figure which shows the output example of the hint of the problem regarding three-dimensional in AR mode in the learning support system of the same embodiment. FIG. 3 is a diagram illustrating an example of outputting questions related to three-dimensional objects in the learning support system according to the embodiment. FIG. 6 is a diagram illustrating an example of outputting hints for problems related to three-dimensional objects in finger mode in the learning support system of the embodiment. The figure which illustrates the question information which the question information storage part stores in the learning support system of the same embodiment. The figure which illustrates the hint information which the hint information storage part stores in the learning support system of the same embodiment. The figure which illustrates the process information which a process information storage part stores in the learning support system of the same embodiment. FIG. 3 is a flowchart showing an example of a procedure of processing executed by a computer according to a program when collecting process information in the learning support system of the embodiment. FIG. 7 is a diagram showing a question pattern determined by a computer according to a program when questions are asked in the learning support system of the same embodiment. The figure which shows the output example of the message and questionnaire in the learning support system of the same embodiment. The figure which shows the output example of the message and questionnaire in the learning support system of the same embodiment. The figure which illustrates the message information which a message information storage part stores in the learning support system of the same embodiment. The figure which illustrates the psychological information which the psychological information storage part stores in the learning support system of the same embodiment. FIG. 3 is a flowchart showing an example of a procedure of processing executed by a computer according to a program when collecting psychological information in the learning support system of the embodiment.

An embodiment of the present invention will be described with reference to the drawings. As shown in FIG. 1, the learning support system in this embodiment includes a computer 1 used by a learner who studies, and a guardian, teacher, etc. (hereinafter referred to as guardian, etc.) who supervises or instructs the learner. The computer 1 is used by a parent or guardian who supervises a student, and the computer 2 is communicably connected to the computer 1 via a telecommunications line 3. There are multiple (many) learners who study using this learning support system. The computer 1 used by a learner who studies and the computer 1 used by a guardian or the like who supervises the learner may be separate or may be the same (common).

Each computer 1 used by a learner, a guardian, or the like is, for example, a general-purpose mobile phone terminal or information processing terminal, particularly a smartphone, a tablet computer, a personal computer, a video game machine, or the like.

As shown in FIG. 2, the computer 1 includes a processor (Central Processing Unit) 1a, a main memory 1b, an auxiliary storage device 1c, a video codec 1d, an audio codec 1e, a communication interface 1f, an input device 1g, a display 1h, and an audio output device. 1i, a camera 1j, and other hardware resources, which are controlled by a controller (system controller, I/O controller, etc.) 1k and operate in cooperation with each other.

The auxiliary storage device 1c is a flash memory, a hard disk drive, an optical disk drive, or the like. The video codec 1d is a GPU (Graphics Processing Unit) that generates a screen to be displayed based on drawing instructions received from the processor 1a and sends the screen signal to the display 1h, and a GPU (Graphics Processing Unit) that temporarily stores screen and image data. The elements include video memory, etc. to be stored. The audio codec 1e decodes the encoded audio data and outputs the audio from the audio output device 1i, such as a speaker. The video codec 1d and the audio codec 1e can each be implemented as software instead of hardware.

The communication interface 1f allows the computer 1 to communicate with other external devices or the computers 1 and 2 through a telecommunication line 3 such as a PAN (Personal Area Network), LAN (Local Area Network), WAN (Wide Area Network), or the Internet. It is a device for communicating information between. The communication interface 1f is a wireless transceiver for implementing wireless communication via Bluetooth (registered trademark), wireless LAN, mobile phone network, WiMAX (Worldwide Interoperability for Microwave Access) network, etc., wired communication via wired LAN, etc. It includes a NIC (Network Interface Controller) and an RFID (Radio Frequency IDentification) card reader for implementation.

The input device 1g may be a touch panel (which may be superimposed on the display 1h) operated by a person using the computer 1 with their fingers, a pointing device such as a mouse, a push button, a keyboard, or a person using the computer 1. is a voice input device, ie, a microphone, etc., for inputting commands using real voice. Note that if the computer 1 is portable, an acceleration sensor may be mounted on the computer 1, and this acceleration sensor may be included in the input device 1g. For example, the acceleration sensor has the function of a three-axis acceleration sensor that measures acceleration along each of the three axes (X-axis, Y-axis, and Z-axis that are orthogonal to each other), and the θ direction around the X-axis and the θ-direction around the Y-axis. It is a so-called six-axis acceleration sensor or nine-axis acceleration sensor that has the function of a three-axis rotational angular velocity sensor (gyro sensor) that measures angular velocity along each rotational direction of the φ direction and the Ψ direction around the Z axis. The acceleration sensor can detect the current posture of the computer 1 held by the person using the computer 1, as well as the direction in which the computer 1 is tilted or rotated, by how much, or at what speed. .

In the computer 1, a program to be executed by the processor 1a to realize this system is stored in the auxiliary storage device 1c, and when the program is executed, it is read from the auxiliary storage device 1c into the main memory 1b. , is decoded by processor 1a. The computer 1 operates the above hardware resources according to the program.

The computer 2 is, for example, a general-purpose personal computer, a server computer, a workstation, etc., but may also be configured using cloud computing. As shown in FIG. 4, the computer 2 includes hardware resources such as a processor 2a, a main memory 2b, an auxiliary storage device 2c, and a communication interface 2d, which are controlled by a controller 2e and work together.

In the computer 2, a program to be executed by the processor 2a to realize this system is stored in an auxiliary storage device 2c, and when the program is executed, it is read from the auxiliary storage device 2c into the main memory 2b. , is decoded by processor 2a. The computer 2 operates the hardware resources according to the program.

As shown in FIG. 3, the learning support system of this embodiment includes a question information storage unit 101, a hint information storage unit 102, a learner side input reception unit 103, a learner side output control unit 104, an accuracy determination unit 105, a process It includes an information storage section 106, a guardian input reception section 107, a guardian output control section 108, a message information storage section 109, and a psychological information storage section 110. The functions of these units 101, 102, 103, 104, 105, 106, 107, 108, 109, and 110 may be realized on the computer 1 side, or may be realized on the computer 2 side (in that case, (The computer 1 used by the learner, guardian, etc. serves as a thin client), or the two computers 1 and 2 may cooperate.

The functions of each part 101, 102, 103, 104, 105, 106, 107, 108, 109, and 110 of this learning support system will be explained in detail. First, the functional units 101, 102, 103, 104, 105, and 106 related to the learning behavior of the learner will be described. The question information storage unit 101 uses the required storage area of the main memory 1b, 2b or auxiliary storage device 1c, 2c of the computer 1 and/or computer 2, and stores the questions to be asked to the learner and the answers to the questions. Remember information. As illustrated in FIG. 5, FIG. 9, and FIG. 11, in this embodiment, the content of the problem is displayed on the screen of the display 1h of the computer 1 in order to present it visually to the learner, and/or the content of the problem is displayed on the screen of the display 1h of the computer 1. A voice that conveys the content to the auditory sense of the learner is outputted via the voice output device 1i. Sometimes the problem is animation, live-action footage, etc. Therefore, the question information stored in the question information storage unit 101 includes text data for display on the screen, still image data, moving image data, three-dimensional object data, audio data for audio output, and the like. As shown in FIG. 13, the question information storage unit 101 stores, for each question, data used to display and/or audio output the content of the question, an identifier for identifying the question, a unit to which the question belongs. , a value indicating the difficulty level of the question, and information indicating the correct answer to the question.

Incidentally, a unit is a group of units that form part of the content that a learner should learn. The units may or may not be set in accordance with the curriculum guidelines for elementary schools, junior high schools, or high schools established by the Ministry of Education, Culture, Sports, Science and Technology of Japan. The scope of content of individual units may correspond to, be narrower than, or broader than the content of each unit based on the curriculum guidelines.

Note that in the computer 1 and/or the computer 2, the questions and answers to be asked to the learner may be automatically generated by a program or script immediately before being displayed on the screen or outputted as audio. For example, the value r in the problem statement ``Find the volume of a sphere with radius r'' is undetermined, and the value r is determined at the stage of displaying the problem on screen or outputting it as audio. In that case, the problem information storage unit 101 stores data that forms the framework of the problem "Find the volume of a sphere with radius r", an identifier that identifies the unit to which the problem belongs, and a value that indicates the difficulty level of the problem. etc. and memorize them in advance. At the same time, at the stage of displaying the problem on the screen or outputting the sound, an arbitrary value r within the framework of the problem (a value that determines the specific content of the problem) is determined, and the problem information storage unit 101, information about the question containing r and/or the correct answer, an identifier for identifying the question, an identifier for identifying the unit to which the question belongs, a value indicating the difficulty level of the question, and the correct answer for the question. It is stored in combination with information indicating the answer to the question.

The hint information storage unit 102 uses the required storage area of the main memory 1b, 2b or auxiliary storage device 1c, 2c of the computer 1 and/or computer 2 to store hints for answering the questions posed to the learner. Memorize the information. As illustrated in FIG. 6, FIG. 7, FIG. 10, and FIG. 12, in this embodiment, the contents of the hint are displayed on the screen of the display 1h of the computer 1 in order to present them visually to the learner, and/or , a voice that conveys the contents of the hint to the auditory sense of the learner is outputted via the voice output device 1i. Hints may also be animations, live-action videos, etc. Therefore, the question information stored in the hint information storage unit 102 includes text data for display on the screen, still image data, moving image data, three-dimensional object data, audio data for audio output, and the like. As shown in FIG. 14, the hint information storage unit 102 stores data used for displaying and/or audio outputting the content of hints related to each problem or for each unit to which each problem belongs. , and an identifier that identifies the problem and/or an identifier that identifies the unit to which the problem belongs and is stored and retained.

In this embodiment, multiple hints with different contents can be given to the learner as hints for answering the questions. For example, as shown in Figure 6, displaying and/or audibly outputting hints that are relatively simple, not direct to answering the problem, or relatively distant from the concrete solution to the problem. As shown in FIG. You can also do that. It is up to the learner to decide which of these hints to present. The hint information storage unit 102 stores information on a plurality of hints having different contents for each question or for each unit to which each question belongs, such as an identifier for identifying the question and/or an identifier for identifying the unit to which the question belongs. In addition, the type of each hint is stored in pairs with an identifier.

Further, in this embodiment, as shown in FIG. 9, questions about solids, in other words, questions using solids may be asked to the learner. As shown in Fig. 10, hints regarding three-dimensional problems are provided by displaying the three-dimensional shape of the three-dimensional shape included in the problem on the screen of the display 1h of the computer 1, and allowing the learner to view the solid from any direction. It may be presented to the learner by displaying it on the screen. Hint information for such problems requires three-dimensional object data for displaying the three-dimensional shape of the solid included in the problem, or multiple image data for displaying the solid as viewed from multiple directions. will be included.

What is shown in FIG. 11 is another example of a problem using a solid. What is shown in FIG. 12 is a hint regarding the three-dimensional problem shown in FIG. is presented to the learner by displaying it so that it can be viewed from any direction. Hint information for such problems includes three-dimensional object data for displaying the three-dimensional shape of the solid included in the problem, or multiple image data for displaying the solid as viewed from multiple directions. .

The learner-side input reception unit 103 acquires information on various inputs performed by the learner via the input device 1g installed in the computer 1. Input by the learner is, for example, input in which the learner touches a touch panel with a finger or a pen, or operates a mouse, etc. to point at a predetermined position on the screen of the display 1h or draw characters or symbols, or learning. Input performed by a learner by pressing a button or keyboard with his/her finger, voice input by a learner speaking and collecting the voice with a microphone, input of an image taken by a learner with a camera 1j, and input by a learner by a learner using a computer 1. The amount of displacement or speed measured by an acceleration sensor when the object is grasped and its orientation or posture is changed. The specific contents of the input acquired by the learner-side input receiving unit 103 will be described later.

The learner side output control unit 104 displays questions to be asked to the learner, hints for answering the questions to be presented to the learner, and whether the answer given by the learner is correct or incorrect. Outputs information such as judgment results. These questions, hints, correct/false judgment results, etc. are displayed using the video codec 1d, audio codec 1e, display 1h and/or audio output device 1i installed in the computer 1 used by the learner, and the learner's visual and/or Alternatively, the display and/or audio output may be performed in a manner that appeals to the auditory senses.

For example, as shown in FIGS. 5, 9, and 11, the learner side output control unit 104 displays the content of the question to be asked to the learner and the question of the question in a predetermined area on the screen of the display 1h. The answer choices are displayed as characters, symbols, still images, moving images, virtual three-dimensional objects 45, or a combination thereof. In addition to this, or in place of this, the content of the question and the answer options may be outputted in audio via the audio output device 1i. Information constituting the question output by the learner-side output control unit 104, ie, text data, still image data, moving image data, three-dimensional object data, audio data, etc., is read from the question information storage unit 101.

In addition, the learner side output control unit 104 displays a "Hint" button 41, a "Kisetsu" button 42, an "AR" button 43, and a "Finger" button 47 on the screen of the display 1h. These buttons 41, 42, 43, and 47 are operated when the learner wishes to receive hints regarding the questions that have been asked. "Hint", "Kisetsu", "AR", and "Finger" each represent the type of hint. That is, the content of the hint presented to the learner differs depending on whether the learner selects "hint," "key," "AR," or "finger." A learner who wishes to receive hints taps a desired button 41, 42, 43, 47 on the touch panel or clicks it using a mouse. Alternatively, you can handwrite characters or symbols indicating any of "hint", "keyword", "AR", or "finger" on the surface of the touch panel, or select any of them by operating a push button or keyboard, etc. or enter your selection. It is also possible that the learner performs voice input by speaking and selecting any one of "hint", "keyword", "AR", or "finger". The learner-side input reception unit 103 receives information about an input requesting the presentation of a hint made by the learner via the input device 1g, as well as information about the input in which the learner selects the type of hint he or she would like to receive. Get information.

Then, when the learner-side input receiving unit 103 obtains the above input, the learner-side output control unit 104 outputs a hint of the type selected by the learner according to the learner's intention indicated by the input. Output. For example, when the learner selects "Hint" by tapping or clicking the "Hint" button 41, relatively simple hint information for answering the question is output as shown in FIG. The information is displayed on the screen of the display 1h, and/or the audio is outputted via the audio output device 1i. On the other hand, if the learner taps or clicks the "Kaisetsu" button 42 and selects "Kaisetsu", as shown in FIG. Detailed hint information such as the following information is outputted and displayed on the screen of the display 1h, and/or is outputted as audio via the audio output device 1i.

"AR" is a hint for solving problems regarding the shape and structure of three-dimensional objects. When the learner selects "AR" by tapping or clicking the "AR" button 43, the three-dimensional shape 45 of the solid that appears in the problem is displayed on the screen of the display 1h, as shown in FIG. indicate. In particular, the computer 1 at this time can present the solid three-dimensional shape 45 to the learner in a form that embodies augmented reality. The learner side output control unit 104 causes the computer 1 to generate a virtual image that captures a solid object under the assumption that the solid object exists at a certain location in front of the learner using the computer 1 in the space. The direction of the optical axis of the camera is determined, and the shape of the solid three-dimensional object 45 when viewed along the optical axis is drawn. At the same time, the learner side output control unit 104 controls the camera 1j installed in the computer 1 that takes pictures of the back of the computer 1 main body and the display 1h (particularly, the rear side outside camera of a smartphone or tablet computer) 1j. A composite image of the three-dimensional object 45 as the background 46 is displayed on the screen of the display 1h.

In the "AR" mode, the learner holds the computer 1 and rotates (revolutions) the computer 1 around the 3D object 45 that is stationary in space. 45, to gradually change its posture and angle (rotate). At this time, an acceleration sensor, which is one of the input devices 1g installed in the computer 1, detects the amount of change in the position, posture, and angle of the computer 1 caused by the learner's operation. Then, the learner-side input reception unit 103 acquires information on the amount of change in the position, posture, and angle of the computer 1. Then, the learner-side output control unit 104 controls the light of a virtual camera that captures the solid 45 so as to match the amount of change in the position, posture, and angle of the computer 1 acquired by the learner-side input reception unit 103. The direction of the axis is changed and the computer 1 is caused to redraw the shape of the solid three-dimensional object 45 viewed along the optical axis. As a result, for example, if the learner positions the computer 1 on the side of the solid object 45 and has the computer 1 facing inward, the solid three-dimensional object 45 will be viewed from the side, as shown in FIG. is displayed on the screen of display 1h.

``Fingers'' are also a hint for solving problems about the shape and structure of three-dimensional objects. The problem illustrated in FIG. 11 asks the learner which is the correct developed view of the solid. When the learner selects "finger" by tapping or clicking the "finger" button 47, as shown in FIG. The shape 40 is displayed on the screen of the display 1h. This hint presents an intermediate state between the original solid before being expanded and the solid after being completely expanded (in the state of a developed view). The learner-side output control unit 104 causes the computer 1 to draw the three-dimensional shape 40 of the solid at any one of a plurality of points in time between the start and end of the expansion of the solid. That is, depending on which time point the learner selects, the solid three-dimensional shape 40 displayed on the display 1h and presented to the learner changes.

In the "finger" mode, the learner-side output control unit 104 displays the seek bar 49 within the screen of the display 1h. The seek bar 49 is operated by the learner to select any point in the process of developing the solid. A learner who wishes to receive a hint taps a location on the touch panel that corresponds to a desired time point in the seek bar 49, or swipes the slider 491 of the seek bar 49 to a location corresponding to the desired time point. Alternatively, the user operates the mouse to click a location in the seek bar 49 that corresponds to a desired time point, or drags the slider 491 to a location corresponding to a desired time point. Alternatively, characters or symbols indicating a desired time point may be input by hand on the surface of the touch panel, or the desired time point may be input by operating a push button, keyboard, or the like. It is also possible that the learner performs voice input to select a desired time point by speaking. The learner-side input reception unit 103 acquires information on the selection made by the learner at a desired time point via the input device 1g. Then, the learner-side output control unit 104 causes the computer 1 to redraw the three-dimensional shape 40 that is being developed at the time when the learner-side input reception unit 103 has acquired it.

Furthermore, in the "finger" mode, the learner-side output control unit 104 displays a plurality of "angle" buttons 48 within the screen of the display 1h. These buttons 48 are operated by the learner to select from which direction the three-dimensional shape 40 in the unfolding process, which is a hint, is to be viewed. The learner taps the desired angle button 48 on the touch panel or clicks the desired angle button 48 by operating the mouse. Alternatively, characters or symbols indicating the desired angle may be input by hand on the surface of the touch panel, or the desired angle may be input by operating a push button, keyboard, or the like. It is also possible that the learner performs voice input to select a desired angle by speaking. The learner-side input receiving unit 103 acquires information on the selection of a desired angle made by the learner via the input device 1g. Then, the learner-side output control unit 104 causes the computer 1 to redraw the three-dimensional shape 40 viewed from the angle selected by the learner, based on the information acquired by the learner-side input reception unit 103.

A learner trying to answer a question may refer to only one of these multiple types of hints ("hint", "keyword", "AR", "finger"), or may refer to multiple types of hints. You may. For example, if you tap or click the "Hint" button 41 to refer to a simple hint and still do not know the correct answer to the question, tap or click the "Hint" button 42 to refer to a detailed hint. be able to. You can also view the same type of hint more than once. Of course, if the learner is confident, it is possible to answer the questions without referring to any hints.

The learner side output control unit 104 does not always display all of the "hint" button 41, "key" button 42, "AR" button 43, and "finger" button 47 on the screen of the display 1h. In other words, not all types of hints exist for one problem. For example, if the problem is a pure calculation problem, there is no opportunity to present the solid three-dimensional shapes 45, 40 as hints. Therefore, the "AR" button 43 and the "finger" button 47 are not displayed, and the learner is prevented from tapping or clicking the buttons 43 and 47.

Generally speaking, the learner side output control unit 104 displays the content of the hint to be presented to the learner on the screen of the display 1h in the form of characters, symbols, still images, moving images, or virtual three-dimensional solid objects. 45, or a combination thereof. In addition to this, or in place of this, the contents of the hint may be outputted as audio via the audio output device 1i. Information constituting the hint output by the learner-side output control unit 104, ie, text data, still image data, moving image data, three-dimensional object data, audio data, etc., is read from the hint information storage unit 102. More specifically, hint information corresponding to the currently output question or the unit to which the question belongs (i.e., stored in pairs with an identifier that identifies the question or an identifier that identifies the unit to which the question belongs) information about hints of the type desired by the learner (i.e., information about hints associated with the question or unit that has been selected), which is paired with an identifier that identifies the type of hint selected by the learner. The information on hints associated with the relevant type stored as .

The learner performs an input action to answer the questions posed. For example, in order to select one of the answer options displayed on the screen of the display 1h, the user taps the desired option on the touch panel or clicks by operating the mouse. Alternatively, characters or symbols indicating the answer or its options may be input by hand on the surface of the touch panel, or the answer or selection of the options may be input by operating a push button, keyboard, or the like. It is also possible that the learner vocalizes and inputs the answer or choice of options. The learner-side input receiving unit 103 acquires information on input of answers performed by the learner via the input device 1g.

When the learner-side input receiving unit 103 receives an answer input by the learner, the correctness determining unit 105 determines whether the answer is correct or incorrect. Information indicating the correct answer to the question is stored in the question information storage unit 101. The correct/incorrect judgment unit 105 outputs correct answer information corresponding to the question currently being asked (that is, correct answer information associated with the question, which is stored in pairs with an identifier for identifying the question). information) is searched and read out from among a large number of questions and their correct answer information stored and held in the question information storage unit 101. Then, the information on the correct answer is compared with the answer input by the learner, and if the two match, it is determined that the answer is correct, and if they do not match, it is determined that the answer is incorrect.

After the correct/incorrect determining unit 105 determines whether the answer is successful or not, the learner-side output control unit 104 outputs information on the determination result and presents it to the learner. For example, as shown in FIG. 8, a message indicating that the answer is incorrect on the screen of the display 1h or a message indicating that the answer is correct on the screen of the display 1h may be displayed using characters, symbols, still images, moving images, or virtual images. display as a three-dimensional three-dimensional object or a combination thereof. In addition to this, or in place of this, whether the answer input by the learner is correct or incorrect may be outputted in audio via the audio output device 1i. The information constituting the determination result of the correctness of the answer outputted by the learner side output control unit 104, that is, text data, still image data, moving image data, three-dimensional object data, audio data, etc., is stored in advance in the main memory 1b or the auxiliary memory. It is stored in the storage device 1c and read out.

Further, the learner side output control unit 104 displays a "Think Again" button 44 on the screen of the display 1h of the computer 1. This button 44 is used when the learner wishes to try and answer the same question again, such as when the learner refers to a hint or when the answer input by the learner is incorrect. Manipulate. A learner who wants to try the same problem again taps the button 44 on the touch panel or clicks it using the mouse. Alternatively, characters or symbols expressing an intention to try the same problem again may be handwritten on the surface of the touch panel, or input indicating the intention may be made by operating a push button, keyboard, or the like. It is also possible that the learner performs audio input to indicate this by speaking. The learner-side input receiving unit 103 acquires information about an input indicating the learner's intention to try the same problem again through the input device 1g. When the learner-side input receiving unit 103 acquires the input, the learner-side output control unit 104 erases displays other than the question, such as hints or the determination result of the correctness of the previous answer, and then again. To display and/or output the same question and answer options for the same question in a manner that appeals to a learner's visual and/or auditory senses.

The process information storage unit 106 utilizes the required storage area of the main memory 1b, 2b or auxiliary storage device 1c, 2c of the computer 1 and/or computer 2, and uses the required storage area of the main memory 1b, 2b or auxiliary storage device 1c, 2c of the computer 1 and/or computer 2 to Memorize information about a series of actions taken. As illustrated in FIG. 15, the process information storage unit 106 identifies an identifier that identifies a learner, an identifier that identifies a question posed (or output) to the same learner, and/or a unit to which the question belongs. The identifier for the question, the value indicating the difficulty level of the question, the correctness or wrongness of the answer the same learner entered for the question, and the time required from the time the question was asked to the time the learner entered the answer. (time stamp indicating the time elapsed from when the question was asked until inputting the answer, or timestamps indicating each date and time from the time when the question was asked and the time when the answer was entered), the type of hint that the same learner referred to when solving the question. , information indicating the time required from the time the question was asked to the time when the same learner referred to the hint (or input indicating that a hint was requested) (the hint presentation starts from the time the question was asked) information indicating the length of time the learner was referring to the hint (time stamp indicating the date and time when the question was asked and the time when the hint was viewed) The time elapsed from when the learner completed the test to when the learner inputs an indication that he or she will try the same problem again, or the time stamps indicating the dates and times at which the hint was presented and when the hint presentation ended, etc., are stored in the memory as a set.

If a learner enters an answer multiple times before correctly answering a question, the correctness or wrongness of each answer and the time from the time the question was posed to when the learner entered the answer will be displayed. Record information indicating the time required to complete the process. In addition, if a learner refers to a hint multiple times before correctly answering a question, the type of hint and the number of times the learner referred to the hint from the time the question was asked will be determined for each hint reference. Records information indicating how long it took to get to the point and how long the learner was referring to the hint. In other words, the process information storage unit 106 stores information such as which type of hint the learner referred to and how many times to answer the question, and how many times the learner answered the question before answering the question correctly. Record how long it took you to get the correct answer. If the learner has never referred to a hint to answer a question, the information paired with an identifier that identifies the question and/or an identifier that identifies the unit to which the question belongs; Information indicating the type of hint, the time required from the time the question was asked to the time the learner referenced the hint, and the amount of time the learner referenced the hint is not included. Conversely, the fact that such information is not included means that the learner did not refer to the hint when answering the question. Then, the above-mentioned information is stored in the process information storage unit 106 for the number of times the learner has solved the problem.

As mentioned above, the functions of the units 101, 102, 103, 104, 105, and 106 listed above may be realized by the computer 1 or the computer 2 used by the learner. obtain. When the computer 2 takes on the function of the question information storage section 101, information on questions and correct answers to the questions is stored in a required storage area of the main memory 2b or auxiliary storage device 2c of the computer 2. Then, information on questions to be asked to the learner is transmitted from the computer 2 to the computer 1 used by the learner, and is output from the computer 1 in a manner that appeals to the learner's visual or auditory senses. Among the functions of the learner-side output control unit 104, the function of selecting the next question to be asked to the learner may be performed by the computer 1 or the computer 2. If the computer 1 selects the next question to be asked to the learner, request information includes an identifier that identifies the next question to be asked or an identifier that identifies the unit to which the next question belongs. is transmitted from the computer 1 to the computer 2, and the computer 2 that receives this reads out the problem information linked to the identifier and sends it back to the computer 1.

When the computer 2 takes on the function of the hint information storage section 102, the hint information is stored in a required storage area of the main memory 2b or auxiliary storage device 2c of the computer 2. Then, when the learner using the computer 1 inputs a request for a hint, information indicating this is transmitted from the computer 1 to the computer 2. This information includes an identifier that identifies the type of hint that the learner requests to be presented, an identifier that identifies the problem that the learner is currently trying to solve, or an identifier that identifies the unit to which the problem belongs. 2 is information about hints associated with these identifiers (i.e., hints related to the problem that the learner is trying to solve or the unit to which the problem belongs, and the type of hint that the learner is requesting to be presented). information) is sent back to computer 1. Then, the computer 1 that receives this hint outputs the hint in a manner that appeals to the learner's visual or auditory senses.

When the computer 2 takes on the function of the correctness determination unit 105, information on answers to questions posed to the learner is stored in the main memory 2b or auxiliary storage device 2c of the computer 2. Then, when the learner using the computer 1 inputs an answer, information on the input answer is transmitted from the computer 1 to the computer 2, where it is compared with the correct answer. The computer 2, which has determined whether the answer is correct or incorrect, returns information indicating the correctness or incorrectness to the computer 1. The computer 1 that receives this outputs whether the answer is correct or incorrect in a manner that appeals to the learner's visual or auditory senses.

When the computer 2 takes on the function of the process information storage section 106, the process information is stored in a required storage area of the main memory 2b or auxiliary storage device 2c of the computer 2. The process information is generated every time the learner inputs an answer or a hint to the computer 1, and the process information generated each time is sent from the computer 1 to the computer 2. Alternatively, a certain amount of process information may be transmitted from the computer 1 to the computer 2 in batch processing at an appropriate time.

FIG. 16 shows a series of steps from when a question is asked to a learner until the learner answers correctly in this learning support system. Note that, as a premise, this learning support system already knows who the learner is who is going to study using the computer 1. Any user authentication method can be used to find out who the learner is, and various known methods may be selected and employed as appropriate. For example, when a learner logs into this learning support system using the computer 1, the learner may manually enter a user ID and/or password as user authentication information to authenticate themselves, or input their own real voice by voice input. The user may take a photo of his or her own face with the camera 1j, or press his or her fingerprint against a sensor installed in the computer 1 to have it read. Alternatively, information identifying the individual computer 1 stored in the main memory 1b or auxiliary storage device 1c of the computer 1 used by the learner may be used as the user authentication information. The computer 1 or the computer 2 connected to the computer 1 via the telecommunication line 3 acquires or receives the above user authentication information and stores it in the main memory 1b, 2b or auxiliary storage device 1c, 2c. By comparing and collating the user authentication information of each learner stored in advance, it is possible to know who the learner is who is logging in.

According to the program, the computer 1 or the computer 2 selects and reads out one of the question information stored in the question information storage section 101. Then, on the computer 1 used by the authenticated learner, the question is outputted in a manner that appeals to the learner's visual and/or auditory senses (step S1), and the learner inputs the answer. Waiting.

In the computer 1, when the learner inputs an answer (step S2), the computer 1 or the computer 2 reads out information on the answer to the question from the question information storage unit 101, and stores the correct answer indicated by the information and the learner. is compared with the input answer to determine whether it is correct or not (step S3). If the answer given by the learner is correct, the computer 1 outputs the correct answer in a manner that appeals to the learner's visual and/or auditory senses (step S4). If the answer given by the learner is incorrect, the computer 1 outputs the fact that the answer is incorrect in a manner that appeals to the learner's visual and/or auditory senses (step S6). In either case, the computer 1 or computer 2 provides the learner with information indicating whether the answer entered by the learner is correct or not and the time required from the time the question is asked to the time the learner enters the answer. It is stored in the process information storage unit 106 in association with an identifier for identifying the problem, an identifier for identifying the problem and/or an identifier for identifying the unit to which the problem belongs, a value indicating the difficulty level of the problem, etc. (steps S5 and S7).

When the learner inputs a request to provide a hint (step S8), the computer 1 or computer 2 responds to the type of hint requested by the learner and to the question posed or the unit to which the question belongs. The corresponding hint information is read from the hint information storage unit 102. Then, the computer 1 outputs the hint in a manner that appeals to the learner's visual and/or auditory senses (step S9). The computer 1 or computer 2 stores information indicating the type of hint requested by the learner, the time required from the time the question is asked to the time the learner inputs the request for hint presentation, and the information that the learner Information indicating the length of time the hint was referenced is stored as an identifier that identifies the learner, an identifier that identifies the problem and/or an identifier that identifies the unit to which the problem belongs, a value that indicates the difficulty level of the problem, etc. The information is stored in the process information storage unit 106 in association with the process information (step S10).

The learner side output control unit 104 of this learning support system selects a question to be outputted (that is, to be posed to the learner) from among the questions whose information is stored in the question information storage unit 101. Based on the information stored in the process information storage unit 106, that is, the history of the learner's answers to questions asked in the past, and/or the actions taken when answering questions asked in the past. You can select questions to output based on the history.

There are several possible ways to select a problem. Specifically listed,
・The learner's correct answer rate for problems belonging to a certain unit is lower than the threshold, the number of incorrect answers is higher than the threshold, or the learner's hints ("hints", ”, “AR” or “Finger”) is higher than the threshold, questions that are related to that unit, have been studied previously, or belong to the elementary unit that is the basis of that unit are selected and asked.・The learner's correct answer rate for the problems belonging to a certain unit is lower than the threshold, the number of incorrect answers is higher than the threshold, or the learner's hints ("hints") when solving the problems belonging to a certain unit. ”, “Kaisetsu”, “AR”, or “Finger”) is higher than the threshold, select a less difficult question that belongs to the same unit and ask the question. Answer questions belonging to ``Hint'', ``Kisetsu'', ``AR'', or ``Finger'' without referring to hints, and the correct answer rate is higher than the threshold or the number of incorrect answers is lower than the threshold. When asked, select a question with a higher difficulty level that belongs to the same unit. ・Learners can give hints ("Hint", "Kaisetsu") for questions that belong to a certain unit and have a difficulty level above a certain level. , "AR" or "Finger"), and when the correct answer rate is higher than the threshold or the number of incorrect answers is lower than the threshold, select a new unit problem to study.・The frequency with which learners refer to hints ("hints", "keywords", "AR" or "finger") when solving problems belonging to a certain unit is the threshold. , questions belonging to the same unit are selected and asked, but in this case, the learner side input reception unit 103 does not accept input from the learner requesting to present a hint (for example, At least one or all of the "hint" button 41, "key" button 42, "AR" button 43, and "finger" button 47 are not displayed on the screen of the display 1h of the computer 1, so that the learner can buttons 41, 42, 43, and 47), the learner side output control unit 104 does not output hint information, that is, does not present hints to the learner, and the learner does not receive hints. It is possible to embody a situation in which a question is answered without reference.

FIG. 17 shows an example of a pattern in which a plurality of questions belonging to a certain unit are sequentially asked to the learner. Standard questions are questions that are asked and asked to be answered by the learner, with hints available to the learner if necessary.Challenge questions are questions that are given and asked to be answered without the learner being able to refer to hints. means. Challenge questions may be more difficult than standard questions. The learner-side output control unit 104 outputs standard questions belonging to the same unit to the learner multiple times. Then, as in pattern 1, when the learner correctly answers a predetermined number of standard questions without referring to hints, the learner side output control unit 104 controls the learner to learn the challenge questions belonging to the same unit once or multiple times. Output to the person. If the learner correctly answers a predetermined number of challenge questions, it is assumed that the current unit has been completed and the learner moves on to the next unit. In the next unit as well, the standard questions belonging to this unit will be output to the learners multiple times, and then the challenge questions belonging to the unit will be output to the learners once or multiple times.

As in patterns 2 to 6, when the learner correctly answers a predetermined number of standard questions after referring to the hint, or when the learner answers incorrectly to the standard question regardless of whether or not the learner refers to the hint, the learner's side The output control unit 104 outputs challenge questions belonging to the same unit to the learner multiple times. However, in order to consider that the current unit has been completed and move on to the next unit, it is necessary to correctly answer a greater number of challenge questions than in pattern 1 above. In the illustrated example, in pattern 1, if one challenge question is answered correctly, the player advances to the next unit, whereas in patterns 2 to 6, the player does not proceed to the next unit unless two out of three challenge questions are answered correctly.

As in patterns 3 to 6, if the learner fails to correctly answer a predetermined number of challenge questions, the learner side output control unit 104 outputs the standard questions belonging to the same unit multiple times to the learner again. . At that time, the number of standard questions asked will be less than the number of times standard questions were originally asked for the same unit. Thereafter, the learner-side output control unit 104 outputs the challenge questions belonging to the same unit a plurality of times to the learner. As in pattern 3, if the learner correctly answers a predetermined number of challenge questions, it is assumed that the current unit has been completed and the learner moves on to the next unit.

As in patterns 4 to 6, if the learner does not get a predetermined number of correct answers in the challenge problem again, the learner side output control unit 104 outputs a past unit that is correlated with the current unit, in other words. Then, standard questions from the elementary unit that is in the preparation stage for the current unit will be output to the learner multiple times to encourage the learner to review them. Further, the learner-side output control unit 104 outputs the challenge questions belonging to the unit a plurality of times to the learner. As in pattern 4, if the learner correctly answers a predetermined number of challenge questions, it is assumed that the learner has finished reviewing the past unit and returns to the current unit.

As in pattern 5 or 6, if the learner fails to correctly answer a predetermined number of challenge questions from a past unit, the learner-side output control unit 104 asks the learner to answer the standard questions belonging to the same unit multiple times again. Output against. Thereafter, the learner-side output control unit 104 outputs the challenge questions belonging to the same unit a plurality of times to the learner. As in pattern 5, if the learner correctly answers a predetermined number of challenge questions, it is assumed that the review of the past unit has been completed and the learner returns to the current unit.

As in pattern 6, if the learner does not get the predetermined number of correct answers in the challenge questions of the past unit again, computer 1 or computer 2 The process information storage unit 106 associates information indicating that the learner is having trouble learning with an identifier that identifies the learner, an identifier that identifies the current unit and/or past unit, a time stamp of the current date and time, etc. to be memorized. In addition, the computer 1 displays a message on the display 1h that the learner is having trouble learning the current unit and/or past units, and outputs the message using the audio output device 1i. Parents, etc. who have custody of the learner will be notified. Information indicating that the learner is having trouble learning may be transmitted via the telecommunication line 3 to the computer 1 used by the learner's guardian or the like.

Generally speaking, when learning a certain unit, the fewer times a learner answers standard questions or challenge questions, the faster they can understand the unit, or the more likely they are to have a higher level of understanding of the unit. It can be said that the more times a learner answers the challenge questions, the slower he or she understands the unit, or the lower the level of understanding of the unit. In other words, even if multiple learners have the same correct answer rate or number of correct answers for questions belonging to the unit, it is possible to distinguish between those who truly understand the unit and those whose understanding is still low. is possible. As shown in FIGS. 15 and 16, it goes without saying that the history of questions asked to each learner and the history of answers of each learner are all stored in the process information storage unit 106.

The history of correct answers or incorrect answers for each question belonging to each unit for each learner, which is stored in the process information storage unit 106, is used to measure the learner's ability on a specific occasion or to give the learner an overall It can be used as a reference for selecting questions to be asked to students in tests for thorough review. At the time of the test, the computer 1 or computer 2 stores the questions of each unit that were previously given to the learner taking the test and the answers to those questions, which are stored in the process information storage unit 106 in association with the identifier that identifies the learner taking the test. Read out the number of correct answers, correct answer rate, number of incorrect answers, number of incorrect answers, etc. of the learner. Based on this, the learner-side output control unit 104 can select the unit, difficulty level, number of questions, etc. of the questions to be output to the learner. For example, asking more questions that belong to units with a low correct answer rate (large number of incorrect answers, high incorrect answer rate), or questions that belong to units with a high correct answer rate (low number of incorrect answers, low incorrect answer rate) Possible options include asking fewer questions, or asking more difficult questions for units with a high percentage of correct answers. As a result, the type, number, difficulty level, etc. of questions asked in the test will vary for each learner.

The explanation so far has been related to the learning behavior of the learner, but hereinafter, the functional units 107, 108, 109, and 110 related to the services enjoyed by parents and the like will be described. The parent-side input receiving unit 107 acquires information on various inputs performed by a parent or the like via the input device 1g installed in the computer 1. Input by a guardian, etc. is, for example, an input in which a guardian, etc. touches a touch panel with a finger or a pen, or operates a mouse, etc. to point at a predetermined position on the screen of the display 1h, or draw characters or symbols. , input performed by a guardian, etc. by pressing a push button or keyboard, etc. with a finger, voice input by a guardian, etc. speaking and collecting the voice with a microphone, inputting an image taken by a guardian, etc. with a camera 1j, etc. As will be described later, the specific contents of the input that the parent-side input receiving unit 107 obtains include responses to a questionnaire, messages sent to the learners under their supervision, and the like.

The parent-side output control unit 108 outputs a message that the learning support system wants to notify the parents, a questionnaire to get answers from the parents, and other information. These messages appeal to the visual and/or auditory sense of the guardian, etc. using the video codec 1d, audio codec 1e, display 1h, and/or audio output device 1i installed in the computer 1 used by the guardian, etc. The display and/or audio output is performed in the same manner.

For example, as shown in FIGS. 18 and 19, the parent-side output control unit 108 displays the contents of messages 50, 53, 55 to be notified to parents, etc. in a predetermined area on the screen of the display 1h, The contents of the questionnaire asked to parents and the like and the answer options 51, 52, and 54 are displayed as characters, symbols, still images, moving images, virtual three-dimensional objects, or a combination thereof. In addition to this, or in place of this, the content of the message, the content of the questionnaire, and the answer options may be output as audio via the audio output device 1i. The information that constitutes the messages 50, 53, 55 and questionnaires 51, 52, 54 output by the parent output control unit 108, that is, text data, still image data, moving image data, three-dimensional object data, or audio data, etc. , read from the message information storage unit 109.

The message information storage unit 109 uses the required storage area of the main memory 1b, 2b or auxiliary storage device 1c, 2c of the computer 1 and/or computer 2 to store messages to notify parents and the like and questionnaires to ask questions. Store content information. As shown in FIG. 20, the message information storage unit 109 pairs data used to display and/or audio output the contents of each message or questionnaire with an identifier that identifies the message or questionnaire. and retain memory.

Note that the computer 1 and/or the computer 2 may automatically generate a message to notify parents or the like, a questionnaire to ask questions, etc., using a program or script immediately before displaying the message on the screen or outputting the voice. For example, "Today, you achieved a progress rate of P grade in the Geometry Extreme (G grade) U unit. Mr. N did his best. Please give him lots of praise when you go home." The grade value g, unit name u, progress rate value p, and learner's name n in the message are undetermined, and the values g, u, p, n will be changed at the stage of displaying the message on the screen or outputting it audibly. This is a mode that determines the In that case, the message information storage unit 109 may contain a message such as ``Today, the unit of figure pole (G grade) u achieved a progress rate of P grade. Mr. N...'' or a questionnaire framework. This data is stored in advance in combination with an identifier for identifying the message or questionnaire. At the same time, at the stage of displaying the message or questionnaire on the screen or outputting the voice, an arbitrary value within the framework of the message or questionnaire (a value whose determination determines the specific content of the message or questionnaire)g, u, p, and n are determined, and the message or questionnaire information including g, u, p, and n is stored in the message information storage unit 109 in combination with an identifier for identifying the message or questionnaire.

The messages output by the parent-side output control unit 108 include messages that are sent from the learner and should be notified only to a specific parent or the like who is in charge of the learner. This learning support system allows learners to send messages to their parents, etc. In this case, the learner uses the computer 1 that he or she is using to input information about a message that he or she would like to convey to the learner's guardian or the like. The input is obtained via the learner-side input reception unit 103. The data constituting the acquired message takes the form of text data, audio data, still image data, moving image data, and the like. The message information storage unit 109 stores the data of the acquired message as an identifier for identifying the message, an identifier for identifying the source learner who brought the message, and protection of the destination to which the message should be notified. The information is stored and stored in combination with an identifier that identifies the person. Then, the parent-side output control unit 108 outputs the message sent from the learner on the computer 1 used by the parent or the like to whom the message should be notified.

As a supplement, this learning support system has table information in advance that links each learner with the guardian, etc. who has custody of the learner (indicating who the guardian, etc. of each learner is). ing. The table information is a set of an identifier that identifies a learner and an identifier that identifies a guardian, etc. who supervises the learner, and includes user authentication information for each learner, each guardian, etc. and/or stored in the main memory 1b, 2b or auxiliary storage device 1c, 2c of the computer 2.

In this learning support system, it is also possible for parents, etc., to send messages to learners, as opposed to sending messages from learners to their parents, etc. In this case, the guardian or the like uses the computer 1 that he or she is using to input information about a message that they would like to convey to the learner they are supervising. The input is obtained via the parent input reception unit 107. The data constituting the acquired message takes the form of text data, audio data, still image data, moving image data, and the like. The message information storage unit 109 stores the acquired message data as an identifier for identifying the message, an identifier for identifying the parent or guardian of the sender who brought the message, and a destination to which the message should be notified. It is stored and stored in combination with an identifier that identifies the learner. Then, the learner side output control unit 104 outputs the message sent from the parent or the like on the computer 1 used by the learner to whom the message should be notified.

As shown in FIGS. 18 and 19, the questionnaire output by the parent-side output control unit 108 typically includes questions 51 about whether the parent or the like has praised the learner under their supervision; In addition, the parent or guardian is asked why the parent or guardian has praised the learner 52 or why 54 the parent or guardian has not praised the learner. Parents, etc. who wish to respond to the questionnaire operate the computer 1's touch panel (which may function as a so-called software keyboard or on-screen keyboard), mouse, press buttons, keyboard, etc. to complete the questionnaire. Enter the answer to the question. For example, in response to the question 51, ``Did you praise (the learner)?'', a parent or guardian enters ``Yes'' 56 or ``No'' 58, and then responds to the question 51, ``Did you praise (the learner)?'' In response to questions 52 and 54 asking, "Please tell me the reason," the parent or guardian enters numbers, letters, etc. 57 and 59 indicating the option selected. It is also possible that a parent or the like inputs the answer to the question by voice. The parent-side input reception unit 107 acquires information on input of answers to questions in the questionnaire, which are performed by the guardian or the like via the input device 1g.

Naturally, the content of the questions in the questionnaire is not limited to whether the parents, etc. praised the learner. In addition to this, for example, the learner's condition as seen by parents, motivation for learning, study habits, lifestyle habits, etc. can be evaluated using multiple options (e.g., energetic, depressed, motivated, distracted, slacking off, etc.). Possible choices include whether the student is in the habit of studying at home for more than a certain amount of time each day, etc.

Furthermore, in this learning support system, it is also possible to conduct a questionnaire for learners in the same way as for parents and the like. In this case, the learner side output control unit 104 of the computer 1 used by the learner displays the contents of the questionnaire to be asked to the learner and the response options in a predetermined area on the screen of the display 1h in text. or a symbol, a still image, a moving image, a virtual three-dimensional object, or a combination thereof. In addition to this, or in place of this, the content of the message, the content of the questionnaire, and the answer options may be output as audio via the audio output device 1i. Information constituting the message or questionnaire output by the learner-side output control unit 104, ie, text data, still image data, moving image data, three-dimensional object data, audio data, etc., is read from the message information storage unit 109.

The questionnaire output by the learner side output control unit 104 typically asks whether or not the learner has been praised by the learner's guardian, etc., and the reason the learner thinks the praise was received. Or ask the learner why they were not praised. A learner who wishes to answer the questionnaire operates the touch panel, mouse, push button, keyboard, etc. of the computer 1 to input answers to the questions in the questionnaire. For example, in response to the question ``Did you receive praise (from your parents, etc.)?'', the learner enters ``Yes'' or ``No'', and then asks ``Why did you receive praise?'' or ``Why did you not receive praise?'' In response to the question ``Please tell me why (what do you think the learner thinks)?'', the learner enters numbers or letters indicating the option he or she has selected. It is also possible that the learner speaks and inputs the answers to the questions aloud. The learner-side input reception unit 103 acquires information on input of answers to questions in the questionnaire, which the learner has performed via the input device 1g.

The psychological information storage unit 110 stores psychological information using a required storage area of the main memory 1b, 2b or auxiliary storage device 1c, 2c of the computer 1 and/or computer 2. Psychological information here means information that can be referred to in order to estimate the student's feelings and psychological state at the time of learning. Psychological information includes the contents of responses to questionnaires by parents, etc. or learners themselves, the fact that parents, etc. sent messages to learners, and the facts that learners sent messages to parents, etc., etc. Contains information regarding a series of inputs made by parents and/or learners.

As illustrated in FIG. 21, when a guardian etc. responds to a questionnaire, the psychological information storage unit 110 stores an identifier identifying the guardian etc., an identifier identifying the questionnaire sent to the guardian etc., and an identifier identifying the questionnaire sent to the guardian etc. Information indicating the answers entered by the same guardian, etc. to the questions in the survey (options selected by the guardian, etc.), information indicating the time when the same guardian, etc. responded to the survey (time stamp indicating the date and time of answer) ), etc. are stored in pairs.

In addition, when a learner answers a questionnaire, the psychological information storage unit 110 also stores an identifier for identifying the learner, an identifier for identifying the questionnaire sent to the learner, and an identifier for identifying the questionnaire sent to the learner. Information indicating the answers input to the question (options selected by the learner), information indicating the time when the learner answered the questionnaire (time stamp indicating the date and time of answer), etc. are stored in the memory as a set.

If a parent, etc. or learner responds to a questionnaire multiple times, for each questionnaire, an identifier that identifies the parent, etc. or learner who is the respondent, an identifier that identifies the questionnaire, the answer to the question, and the answer. Record information indicating the date and time. The above-mentioned information will be accumulated in the psychological information storage unit 110 for the number of times that a guardian or the like or a learner answers the questionnaire.

Furthermore, when a message is sent from a parent, etc. to a learner, the psychological information storage unit 110 stores an identifier for identifying the parent, etc., an identifier for identifying the learner, and information regarding the exchange of messages. Information indicating the time (a timestamp indicating the date and time when the parent, etc. inputted the message using the computer 1, and/or indicating the date and time when the computer 1 used by the learner outputted the message and presented it to the learner) timestamp), etc. are stored and stored as a set. In addition to these, an identifier for identifying the message and information on the content of the message (part or all of the data constituting the message) may also be stored and retained as a set.

In addition, when a message is sent from a learner to a guardian, etc., the psychological information storage unit 110 stores an identifier for identifying the learner, an identifier for identifying the guardian, etc., and the exchange of messages. Information indicating when the message was sent (a timestamp indicating the date and time when the learner entered the message using computer 1, and/or when the computer 1 used by the parent, etc. outputted the message and presented it to the parent, etc.) A time stamp indicating the date and time), etc. are stored and stored as a set. Along with these, an identifier for identifying the message and information on the content of the message may also be stored and retained as a set.

If a parent, etc. or a learner sends a message to the other party multiple times, for each message, an identifier that identifies the parent, etc., an identifier that identifies the learner, etc., and the exchange of messages are recorded. Record information indicating the date and time etc. Then, the above-mentioned information is stored in the psychological information storage unit 110 for the number of times messages are exchanged between the guardian and the learner.

As described above, the functions of the units 107, 108, 109, and 110 listed above may be implemented by the computer 1 or the computer 2 used by the learner. When the computer 2 takes on the function of the message information storage unit 109, information on messages (including questionnaires) to be transmitted to parents, etc. or learners is stored in the required storage area of the main memory 2b or auxiliary storage device 2c of the computer 2. Store. Then, the message information is transmitted from the computer 2 to the computer 1 used by the parent or learner who is the destination to receive the message, and the computer 1 appeals to the visual or auditory sense of the parent or learner. It is output in the manner that it is applied.

When the computer 2 takes on the function of the psychological information storage section 110, the psychological information is stored in a required storage area of the main memory 2b or auxiliary storage device 2c of the computer 2. Psychological information is generated every time a parent, etc. and/or a learner inputs an answer to a question on a survey, and each time a parent, etc. and/or a learner inputs a message that they would like to convey to the other person. The psychological information generated each time may be sent from the computer 1 to the computer 2, or a certain amount of psychological information may be sent from the computer 1 to the computer 2 in batch processing at an appropriate time. Good too.

FIG. 22 shows a series of steps in this learning support system, from sending messages and questionnaires to parents, etc. or learners, to having the parents, etc. or learners answering the questionnaire.

According to the program, the computer 1 or the computer 2 executes a user authentication process to learn who the parent, etc. or the learner is who has accessed the learning support system using the computer 1. Then, after completing the user authentication process, among the message information stored in the message information storage unit 109, the message to be transmitted to the parents, etc. or learners who accessed this learning support system, that is, the destination of the notification. The message information associated with the identifier that identifies the parent, guardian, etc. or learner is read. Then, the computer 1 used by the parent, etc. or learner outputs the message in a manner that appeals to the visual and/or auditory senses of the parent, etc. or learner (step S11). Notify the person or the learner of the message. Messages are not only messages exchanged between parents, etc. and the learners under their supervision, but also messages that indicate that a specific event has occurred, such as when a learner has achieved a predetermined learning outcome ( More specifically, parents, etc. or learners are notified of facts such as correctly answering a predetermined number of questions belonging to a specific unit, achieving a correct answer rate above a predetermined rate in a specific unit, passing a promotion test, etc. Sometimes it's a thing.

In addition, at an opportunity to conduct a questionnaire for parents, etc. or learners (step S12), the questionnaire information stored in the message information storage unit 109 is read out and used by the target parents, etc. or learners. The computer 1 in which the parent, etc. or learner is assigned the questionnaire is outputted in a manner that appeals to the visual and/or auditory senses of the parent, etc. or learner (step S13), thereby presenting the questionnaire and allowing the parent, etc. or learner to respond to the questionnaire. Waits for input. The opportunity to conduct the questionnaire mentioned in step S12 may be periodic (for example, every two weeks, every month, etc.), or when a specific event occurs, for example, when the learner When a learning outcome is achieved (in particular, when a message notifying the parent or learner of this fact is notified in step S11, or when a predetermined period of time has passed since such a message was notified) (e.g., 90 minutes after notification of the message)).

When the parent, etc. or the learner inputs an answer to the questionnaire question in the computer 1 (step S14), the computer 1 or computer 2 inputs the information of the answer to the questionnaire and the information that the guardian, etc. or the learner inputs in the questionnaire. Information indicating the time point at which the questionnaire was answered is stored in the psychological information storage unit 110 in association with an identifier for identifying the parent or learner who responded to the questionnaire, an identifier for identifying the questionnaire, etc. (step S15).

The parent-side output control unit 108 or the learner-side output control unit 104 of this learning support system outputs information from among the messages and questionnaires stored in the message information storage unit 109 (in other words, the parent, etc. When selecting a message or questionnaire (to notify or ask a question to the learner), based on the information stored in the process information storage unit 106, in other words, if the learner under the supervision of a guardian etc. has asked questions in the past, The message to be output can be selected based on the history of answers to questions asked and/or the history of actions taken when answering questions asked in the past.

Furthermore, as illustrated in FIG. 18, this learning support system sends information 53 indicating the number of times parents, etc. have praised the learner they are supervising as a type of message to notify parents, etc. It can be outputted on the computer 1 used by, etc. The parent-side output control unit 108 refers to the information stored in the psychological information storage unit 110, and when the number of times the parent, etc. praises the learner reaches a predetermined number (step S16), the parent output control unit 108 outputs that fact. A message 53 indicating this is output in a manner that appeals to the visual and/or auditory senses of the guardian, etc. (step S17).

According to the learning support system of this embodiment, the learner's actions in the process of trying to solve a problem and in the process of reaching the correct answer go beyond simply determining whether an answer is correct or not, as in conventional CAI or e-learning systems. By converting and recording data into data, it is possible to more accurately evaluate the extent to which the learner understands or does not understand the content of each unit.

The information accumulated in the process information storage unit 106 is a big book that suggests which questions of which unit, in what order, and in what quantity will increase the learning effect as each learner progresses with his/her learning. It can be data. That is, process information is transmitted from a plurality of computers 1 used by a plurality of learners to a computer 2 via a telecommunication line 3, and the computer 2 receives the process information and stores it in the main memory 2b or the auxiliary storage device 2c. By storing the information in the required storage area, it is possible to accumulate the process of answering questions by multiple learners as big data.

In addition, according to this learning support system, in addition to the learner's learning history and achievements, the frequency of communication between the learner and the parent or guardian who has custody of the learner, and especially whether the parent or guardian praises the learner. The number of times, frequency, etc. can be recorded as psychological information, and can be stored in association with the learner's learning history and results. This allows us to assess the psychological state of the learner, his/her learning behavior, and its results (increase/decrease in grades, for example, the amount of change in grades between the past and the present, the amount of change in grades within a certain period of time, or the speed of promotion). , score or promotion level value at a predetermined deadline, "period of growth" when the amount of change in score per unit time exceeds a predetermined value or becomes relatively large compared to other sections, etc.) It becomes possible to collect evidence efficiently.

The information accumulated in the psychological information storage unit 110 can become big data that hints at the influence of the relationship with parents and the like on each learner's progress in learning. That is, process information and psychological information are transmitted from a plurality of computers 1 used by a plurality of parents and learners to a computer 2 via a telecommunication line 3, and the computer 2 receives the process information and psychological information. By storing the information in a required storage area of the main memory 2b or the auxiliary storage device 2c, the learning results of multiple learners and the actions of parents, etc. who supervise each learner are accumulated as big data. Is possible.

This big data can be statistically analyzed by the computer 2 according to a program, or used for machine learning (especially deep learning, reinforcement learning, deep reinforcement learning, etc. for creating neural networks and other artificial intelligence). For example, a learner who is weak in a certain unit can find out which units are also weak, and a learner who is good at a certain unit can also find out which units are also good at it. In addition, if a learner who was weak in a certain unit later overcomes his/her weak point and becomes good at that unit, it is important to know which of the other units he/she studied or reviewed, or which of the other units did he/she study or review? You can also learn which of your weaknesses you have overcome. In other words, the correlation between the units becomes clear from the big data, and the order of question presentation by the learner side output control unit 104 is more effective for the learner to learn each unit, in other words, the order of learning each unit, etc. can contribute to the decision.

Depending on the history of many learners answering multiple questions across multiple units, and the history of communication between learners and parents, etc., it is possible to determine which learners have significantly increased the number of correct answers or the percentage of correct answers over a certain period of time, and which have not. This may reveal differences between learners, and the differences between learners who have a high number of correct answers or a high percentage of correct answers on a test at a particular point in time (typically at the end of a semester or the end of a school year, etc.) and those who do not. Dew. When constructing the learner-side output control unit 104 that selects questions to be output to a certain learner using artificial intelligence, the artificial intelligence can, for example, determine the unit, type, etc. of the questions that the learner has answered so far. The difficulty level, whether or not hints are referenced when solving those problems, the type of hints referenced, correct/incorrect answers, number of correct answers, correct answer rate, number of incorrect answers, or incorrect answer rate, etc. are received as input, and the relevant It will output the unit, type, difficulty level, number of questions, etc. of questions that should be asked to learners in the future, and this will be trained by machine learning using big data. If the artificial intelligence is of the reinforcement learning type, the amount or rate of increase in the number of correct answers or the rate of correct answers in at least one unit over a certain period of time, or the number of correct answers or the rate of increase in the number of correct answers in a test at a particular time by the learner. The correct answer rate, etc. is calculated as future value (or profit), and the unit, type, difficulty level, number of questions, etc. of questions that should be asked to learners in the future are calculated so that the future value will be greater. In order to build artificial intelligence that selects and outputs information, reinforcement learning or deep reinforcement learning using big data is performed.

The learner side output control unit 104, which is an artificial intelligence, outputs a question to the learner, and the learner answers the question (correct/incorrect) or refers to a hint when answering the question. The history is stored in the process information storage unit 106 and becomes a new part of the big data. The learner-side output control unit 104 performs machine learning using the new data to enhance its functionality. If this learner is able to overcome his or her weaknesses, it means that the order in which the questions were asked to the learner and the order in which the units were reviewed were appropriate, and the learner-side output control unit 104 subsequently asks the learner similar questions. You will likely output the questions to other learners in order or unit order. If this learner is unable to overcome his or her weaknesses, it is determined that the order in which the questions were asked to the learner or the order in which the units were reviewed was inappropriate, and the learner's output control unit 104 will subsequently issue the questions in a different order. You will likely output the questions to other learners in the same order as the unit order.

In order for the computer 1 used by the learner to take on the function of the learner-side output control section 104, it is necessary to change the order of questions (in particular, the order of the units) of the questions output by the learner-side output control section 104 determined by the computer 2. ) rules (programs, scripts, artificial intelligence functional formulas or determinants formed by machine learning) are transmitted from the computer 2 to the computer 1 at an appropriate time. The computer 1 receives the rules, stores them in a required storage area of the main memory 1b or the auxiliary storage device 1c, and uses them for the learner side output control section 104 to select questions to be asked.

The process information sent from the computer 1 to the computer 2 used by each learner can include an identifier that identifies the learner. On the other hand, the main memory 2b or auxiliary storage device of the computer 2 stores an identifier for identifying each learner and attribute information of the learner identified by the identifier, such as the name (particularly written in katakana or hiragana), Address or area of residence (especially the postal code indicating the area; detailed information such as the learner's street address, building name, room number, etc. is not necessarily retained), gender, date of birth or age, blood type , the school they attend, etc. can be stored as a group. By doing so, it is possible to compare the process information of each learner with the attributes of that learner, and it becomes possible to analyze learning trends, units that are good or weak, etc. according to the attributes.

A camera 1j installed in the computer 1 used by the learner that photographs the front side of the computer 1 main body on the side where the display 1h is installed (especially the front-side in-camera of a smartphone or tablet computer) is used to solve the problem. By photographing the face and eyes of the learner who is trying to solve the problem and analyzing the video images taken, the facial expressions and viewpoints of the learner while viewing the problem or hint or inputting the answer are captured. The process information storage unit 106 stores this information as part of the process information, pairing it with an identifier that identifies the problem that the learner was solving at that time and/or an identifier that identifies the unit to which the problem belongs. It may be stored in The learner's expression and viewpoint suggest the learner's degree of concentration on learning, which part of the screen (questions, hints, or answer options) on the display 1h the learner is paying attention to, and the like. The team then discovers the differences between learners who have a high rate of correct answers to questions and who take a short time to reach the correct answer, and those who do not, and what measures they can take to increase their rate of correct answers and improve their concentration. This can be useful information for exploring what measures should be taken.

Note that the present invention is not limited to the embodiments detailed above. The specific configuration of each part, processing procedure, etc. can be variously modified without departing from the spirit of the present invention.

1...Computer used by the learner 2...External computer 3...Telecommunication line 101...Question information storage section 102...Hint information storage section 103...Learner side input reception section 104...Learner side output control section 105...Correctness determination Part 106...Process information storage unit 107...Parent side input reception unit 108...Parent side output control unit 110...Psychological information storage unit

Claims (8)

a question information storage unit that stores information on questions belonging to the content that the learner should learn and answers to the questions;
a learner-side output control unit that outputs the problem to present the problem to the learner based on the information stored in the problem information storage unit;
a learner-side input reception unit that obtains an input of an answer to the question by the learner;
a correctness determination unit that determines whether the answer is correct or incorrect based on information stored in the question information storage unit when the learner-side input reception unit obtains an input of an answer to the question;
a process information storage unit that stores information regarding the correctness or incorrectness of the answer to the question determined by the correctness determination unit in association with an identifier for identifying a learner who answered the question;
a parent-side input reception unit that obtains input from a parent, teacher, etc. who supervises or instructs a certain learner indicating whether or not the learner has been praised;
When the parent-side input reception unit obtains an input indicating whether or not the learner has been praised, information regarding whether or not the parent, teacher, etc. has praised the learner is transmitted to an identifier that identifies the learner. and a psychological information storage unit that stores the psychological information in association with the
The learner side input reception unit obtains an input from the learner indicating whether the learner has been praised by a parent, teacher, etc. who supervises or teaches the learner,
When the psychological information storage unit obtains an input from the learner-side input reception unit indicating whether or not the learner has been praised by a parent, teacher, etc., whether or not the learner has been praised by a parent, teacher, etc. A learning support system that stores information related to the learner in association with an identifier that identifies the learner . The parent-side input receiving unit also obtains input indicating the reason why the parent, teacher, etc. praised or did not praise the learner;
When the psychological information storage unit obtains an input indicating the reason for praising or not praising the learner from the parent input receiving unit, the reason for the parent or teacher praising the learner or the reason for not praising the learner. The learning support system according to claim 1, wherein information regarding the reason for not giving praise is also stored in association with an identifier for identifying the learner. a parent-side output control unit that outputs information indicating the number of times the parent, teacher, etc. has praised the learner based on the information stored in the psychological information storage unit to present the parent, teacher, etc.; The learning support system according to claim 1 or 2, comprising: a question information storage unit that stores information on questions belonging to the content that the learner should learn and answers to the questions;
a learner-side output control unit that outputs the problem to present the problem to the learner based on the information stored in the problem information storage unit;
Learning that obtains the learner's input of the answer to the question, and also obtains the learner's input indicating whether or not the learner has been praised by a parent, teacher, etc. who supervises or instructs the learner. user side input reception section;
a correctness determination unit that determines whether the answer is correct or incorrect based on information stored in the question information storage unit when the learner-side input reception unit obtains an input of an answer to the question;
a process information storage unit that stores information regarding the correctness or incorrectness of the answer to the question determined by the correctness determination unit in association with an identifier for identifying a learner who answered the question;
When the learner side input reception unit obtains an input indicating whether the learner has been praised by a parent, teacher, etc., information regarding whether the learner has been praised by a parent, teacher, etc. A learning support system comprising: a psychological information storage unit that stores information in association with an identifier for identifying the learner. A system used for constructing the learning support system according to claim 1 , comprising: a computer;
a question information storage unit that stores information on questions belonging to the content that the learner should learn and answers to the questions;
a learner-side output control unit that outputs the problem to present the problem to the learner based on the information stored in the problem information storage unit;
a learner-side input reception unit that obtains input of answers to the questions by the learner;
a correctness determination unit that determines whether the answer is correct or incorrect based on information stored in the question information storage unit when the learner-side input reception unit obtains an input of an answer to the question;
a process information storage unit that stores information regarding the correctness or incorrectness of the answer to the question determined by the correctness determination unit in association with an identifier for identifying the learner who answered the question;
A parent-side input reception unit that obtains input from a parent or teacher who supervises or instructs a certain learner indicating whether or not the learner has been praised;
When the parent-side input reception unit obtains an input indicating whether or not the learner has been praised, information regarding whether or not the parent, teacher, etc. has praised the learner is transmitted to an identifier that identifies the learner. functions as a psychological information storage unit that stores information in association with
The learner side input reception unit obtains an input from the learner indicating whether the learner has been praised by a parent, teacher, etc. who supervises or teaches the learner,
When the psychological information storage unit obtains an input from the learner-side input reception unit indicating whether or not the learner has been praised by a parent, teacher, etc., whether or not the learner has been praised by a parent, teacher, etc. A program that stores information related to the learner in association with an identifier that identifies the learner . The parent input receiving unit also obtains input indicating the reason why the parent or teacher praised or did not praise the learner,
When the psychological information storage unit obtains input indicating the reason for praising or not praising the learner from the parent input receiving unit, the reason for the parent or teacher praising the learner or the reason for not praising the learner. 6. The program according to claim 5 , wherein information regarding the reason for not praising the learner is also stored in association with an identifier for identifying the learner. Furthermore, the computer
a parent-side output control unit that outputs information indicating the number of times the parent, teacher, etc. has praised the learner based on the information stored in the psychological information storage unit to present the parent, teacher, etc.; The program according to claim 5 or 6 , which also functions as a program. A system used for constructing the learning support system according to claim 4 , comprising: a computer;
a question information storage unit that stores information on questions belonging to the content that the learner should learn and answers to the questions;
a learner-side output control unit that outputs the problem to present the problem to the learner based on the information stored in the problem information storage unit;
Learning that obtains the learner's input of the answer to the question, and also obtains the learner's input indicating whether or not the learner has been praised by a parent, teacher, etc. who supervises or instructs the learner. user side input reception section,
a correctness determination unit that determines whether the answer is correct or incorrect based on information stored in the question information storage unit when the learner-side input reception unit obtains an input of an answer to the question;
a process information storage unit that stores information regarding the correctness or incorrectness of the answer to the question determined by the correctness determination unit in association with an identifier for identifying a learner who answered the question;
When the learner side input reception unit obtains an input indicating whether the learner has been praised by a parent, teacher, etc., information regarding whether the learner has been praised by a parent, teacher, etc. A program that functions as a psychological information storage unit that stores information in association with an identifier that identifies the learner.

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