JP7473270B1 - Learning support system and learning support method - Google Patents

Abstract

The present invention provides a technology that enables lectures to be provided according to the level of each student.
[Solution] A learning support system in which an avatar lecturer, a virtual character modeled after a lecturer, provides students with a lecture consisting of video and audio has a memory unit that stores first-level script data, which is text data created in advance as a script for a first-level lecture, a script generation unit that creates second-level script data, which is text data for a script for a second-level lecture different from the first level, based on the first-level script data, and a lecture output unit that outputs a lecture including audio that speaks the text data of the second-level script data and video of the avatar lecturer.
[Selected figure] Figure 3

Description

The present invention relates to technology that supports learning using a computer system.

Patent Document 1 discloses a learning system that provides lectures including video and audio. The learning system judges whether or not the students are concentrating on the lecture based on images acquired to film the students attending the lecture, records concentration judgment result information based on the results of that judgment, judges whether or not the students understand the contents of the lecture based on the images and the concentration judgment result information, records understanding judgment result information based on the results of that judgment, and controls the lecture based on the concentration judgment result information and the understanding judgment result information. At that time, the learning system provides students who benefit from supplementary lessons with supplementary lectures that have been prepared in advance as supplementary learning processing.

JP 2021-018316 A

Lectures created for students of a certain level are boring to students of a higher level, and they lose motivation. Furthermore, students of a lower level cannot understand the lectures, and they also lose motivation. Students' levels of understanding of lectures vary depending on their past learning history and comprehension abilities. Therefore, in order to provide supplementary lectures that are appropriate for each student's level, it is necessary to prepare in advance a large number of lecture contents of different levels for the same field, which requires a great deal of cost, time, and effort.

This issue is not only faced by learning systems that provide virtual lecture content to students, but also by schools, preparatory schools, and cram schools where real human instructors lecture to students. It is not easy for one instructor to use different lecture explanations depending on the level of understanding of each and every student. Real instructors have their strengths and weaknesses, and while some instructors are good at giving concise lectures that focus on the main points for students with a high level of understanding, others are good at giving lectures that are easy to understand and that capture the interest of students with a low level of understanding.

One of the objectives of this disclosure is to provide technology that enables lectures to be provided according to the level of the students.

A learning support system according to one embodiment of the present disclosure is a learning support system that provides students with a lecture consisting of video and audio by an avatar lecturer, which is a virtual character modeled after a lecturer, and includes a storage unit that stores first-level script data, which is text data created in advance as a script for a first-level lecture, a script generation unit that creates second-level script data, which is text data for a script for a second-level lecture different from the first level, based on the first-level script data, and a lecture output unit that outputs a lecture including audio that speaks the text data of the second-level script data and video of the avatar lecturer.

According to one aspect of the present disclosure, it is possible to provide technology that enables lectures to be provided according to the level of the students.

FIG. 1 is a diagram showing an academic ability level classification table. FIG. 13 is a diagram showing a correspondence table between academic ability level and lecture level. 1 is a block diagram showing a functional configuration of a learning support system according to a first embodiment. FIG. 2 is a block diagram showing a hardware configuration of the learning support system. There is a diagram showing participant information. FIG. 2 is a diagram showing an outline of basic level script data. 2 is a flowchart showing the overall process performed by the learning support system. FIG. 13 is a diagram showing the judgment logic of an initial level identification process in a course for a legal qualification exam. FIG. 2 is a diagram showing an outline of high-level script data. 13 is a flowchart of a student state determination process.

The following describes an embodiment of the present invention with reference to the drawings.

The learning support system of this embodiment is a computer system that provides students with lecture content consisting of video and audio through a virtual person (hereinafter also referred to as an "avatar lecturer") who resembles a lecturer. One example of the lecture content is lecture content on preparation for a law-related qualification exam. The learning support system provides students with lecture content at a level appropriate to them, and supports their effective learning in order to pass the qualification exam.

In basic learning such as compulsory education, studying for high school or university entrance exams, studying to pass qualification exams, etc., learning can be said to mean accumulating knowledge. For example, if you do not have a correct understanding of multiplication tables, you will not be able to understand arithmetic that uses multiplication tables. Therefore, for example, if a child is unable to study in the fourth grade of elementary school, they should first go back to the third grade learning, and if that is still not possible, they should be taught to go back to the second and first grades and study again until they are in a position to accumulate knowledge.

When providing learning support to individual students, it is effective to use lectures to add new knowledge to a student's existing knowledge. If a student who already knows most of the new knowledge attends a lecture that adds new knowledge to a student who already knows most of the new knowledge, that student will find the lecture boring and will not learn as effectively. Furthermore, if a student who does not have enough prerequisite knowledge attends a lecture that adds new knowledge to a student who already knows some prerequisite knowledge, that student will feel that he or she does not understand anything and will not learn as effectively.

From the above, the academic level of students can be expressed by the ratio of already known knowledge to new knowledge in the lecture content. By appropriately classifying students' academic levels and constructing appropriate lectures for each classification, it is possible to provide lectures at an appropriate level for many individual students.

Figure 1 shows an academic ability level classification table. The academic ability level classification table shows an example of the classification of the academic ability levels of students.

Referring to the academic ability level classification table D01, the academic ability levels of students are classified into four levels: A, B, C, and D. Level A is a classification with a high academic ability evaluation, where the proportion of "new knowledge" in the entire lecture is 0-20%. Level B is a classification with a somewhat high academic ability evaluation, where the proportion of "new knowledge" in the entire lecture is 21-40%. Level C is a classification with an average academic ability evaluation, where the proportion of "new knowledge" in the entire lecture is 41-60%. Level D is a classification with a low academic ability evaluation, where the proportion of "new knowledge" in the entire lecture is 61% or more.

Next, in order to provide lectures at an appropriate level for students of each academic level, it is necessary to match the level of the lectures to the academic level.

If students already have sufficient prerequisite knowledge to understand the content of the lecture, they will be able to understand new knowledge that is explained abstractly by linking it to their existing knowledge. However, if students do not already have sufficient prerequisite knowledge, when new knowledge is explained abstractly, they will not be able to link it to their existing knowledge and will not be able to understand it. In such cases, understanding can be promoted by providing additional explanations of the new knowledge using concrete examples, analogies, metaphors, etc.

Also, students who already have sufficient prerequisite knowledge to understand the content of the lecture will find the new knowledge boring and a waste of time if the explanation is repeated, since they already have a good understanding of it. On the other hand, students who do not already have sufficient prerequisite knowledge will need a certain amount of time to understand the new knowledge, and will not be able to keep up unless the explanation is repeated. In such cases, repeated explanations of the new knowledge will promote understanding.

Also, students who already have sufficient prerequisite knowledge to understand the content of the lecture will feel bored or waste time if the new knowledge is explained slowly, because they already have a good understanding of it. On the other hand, students who do not already have sufficient prerequisite knowledge will need a certain amount of time to understand the new knowledge, and because there is a lot of new knowledge to understand, they will not be able to keep up if the lecture is explained too quickly. In such cases, a slower explanation will promote understanding.

From the above, in order to provide lectures at an appropriate level for students of each academic level, it can be said that it is effective to provide additional explanations using concrete examples and analogies, repetition, and adjusting the lecture speed according to the academic level.

Figure 2 shows a correspondence table between academic ability level and lecture level. The correspondence table between academic ability level and lecture level shows examples of suitable lecture levels and lecture styles corresponding to the academic ability levels of students.

The academic ability level-lecture level correspondence table D02 shows the preferred lecture level for each academic ability level A to D. The lecture level corresponding to academic ability level A does not require additional explanation such as specific examples or analogies, does not require repeated explanation of important parts, and is suitable for a fast lecture speed. The lecture level corresponding to academic ability level B does not require additional explanation, does not require repeated explanation of important parts, and is suitable for a normal lecture speed. The lecture level corresponding to academic ability level C requires additional explanation, requires repeated explanation of important parts, and is suitable for a normal lecture speed. The lecture level corresponding to academic ability level D requires additional explanation, requires repeated explanation of important parts, and is suitable for a slow lecture speed.

The learning support system according to this embodiment is a computer system in which an avatar instructor provides students with a lecture at an appropriate level according to the student's learning level, in the manner shown in FIG. 2.

Figure 3 is a block diagram showing the functional configuration of the learning support system according to the first embodiment.

Referring to FIG. 3, the learning support system 10 has a student level determination unit 11, a script generation unit 12, a lecture output unit 13, a student status determination unit 15, and a memory unit 14. The memory unit 14 records data prepared in advance that is necessary to execute the service. Details of the data recorded in the memory unit 14 will be described later. The processes of the student level determination unit 11, the script generation unit 12, the lecture output unit 13, and the student status determination unit 15 are defined by software programs, and are realized by a processor executing the software programs. Details of the processes will be described later.

Figure 4 is a block diagram showing the hardware configuration of the learning support system.

Referring to FIG. 4, the learning support system 10 is composed of a server 20 and an information terminal 30, such as a personal computer or a smartphone, that can connect to the server 20 via a communication network such as the Internet. A student 90 connects to the server 20 using a browser 33 on the information terminal 30 and uses a service provided by the server 20. The service is a service that provides content related to learning. The service is realized by each unit shown in FIG. 1. In addition, an image of the student 90 captured by a camera 31 of the information terminal 30 and an audio of the student 90 captured by a microphone 32 are transmitted to the server 20 and used for processing by the server 20.

As shown in FIG. 4, the server 20 has, as its hardware, a processing device 21, a main memory 22, a storage device 23, a communication device 24, an input device 25, and a display device 26, which are connected to a bus 27.

The storage device 23 stores data in a writable and readable manner. The storage unit 14 shown in FIG. 3 is realized by the storage device 23. The processing device 21 is a processor that reads data stored in the storage device 23 into the main memory 22 and uses the main memory 22 to execute the processing of the software program. The processing device 21 realizes the student level determination unit 11, the script generation unit 12, the lecture output unit 13, and the student status determination unit 15 shown in FIG. 3. The communication device 24 transmits information processed by the processing device 21 via a communication network including wired or wireless or both, and also transmits information received via the communication network to the processing device 21. The received information is used for software processing in the processing device 21. The input device 25 is a device that accepts information input by an operator using a keyboard, mouse, etc., and the input information is used for software processing in the processing device 21. The display device 26 is a device that displays image and text information on a display screen in accordance with software processing by the processing device 21. The input device 25 and display device 26 are provided primarily for use by an administrator (not shown) rather than by the students 90.

Returning to FIG. 3, the memory unit 14 stores student information D01 and basic level script data D02. Student information D01 is information about each student 90 who receives a lecture through the learning support system 10. Basic level script data D02 is text data that has been created in advance as a script for a basic level lecture.

Figure 5 shows the participant information.

In the student information D03, the student number (No.), name, exam history, alma mater, and whether or not the student wishes to take basic lectures are registered for each student 90. The name indicates the name of the student 90. The exam history indicates the number of times the student 90 has taken the exam that he or she is about to take. For example, student No. = 001 has never taken the exam before, and this is his or her first time taking the exam. The alma mater indicates the alma mater of the student 90. For example, student No. = 001 is a graduate of the Faculty of Law. The whether or not the student wishes to take basic lectures indicates whether or not the student wishes to take lectures on basic content. For example, student No. = 001 wishes to take lectures on basic content. Student No. = 004 does not wish to take lectures on basic content.

Figure 6 shows an outline of basic level script data.

The basic level script data D04 is text data that has been created in advance as a script for a basic level lecture. A basic level lecture is a detailed lecture aimed at beginners, and the script repeats important lecture contents and provides additional explanations of the important lecture contents using analogies and concrete examples. In the example of FIG. 6, the script for the basic level lecture is created to first explain lecture content A, then repeat the explanation of lecture content B twice, and then explain lecture content C and provide additional explanations that supplement it. The script for the basic level lecture may be, for example, generated by speech recognition processing from audio data of a lecture given by an experienced real lecturer. Alternatively, it may be created as text data by a real lecturer.

Figure 7 is a flowchart showing the overall processing performed by the learning support system.

First, the student level determination unit 11 executes an initial level determination process in step S101. The initial level determination process is a process for determining the level (initial level) of the lecture to be initially provided to the student 90.

Figure 8 shows the judgment logic for the initial level identification process in a course for legal qualification exams.

The initial level is determined based on the student information D03. The initial level of a student 90 who has never taken the exam before, is taking the exam for the first time, and is not from a law faculty, is level D. The initial level of a student 90 who has taken the exam at least once or is from a law faculty and wishes to take a basic course is level C. The initial level of a student 90 who has taken the exam at least once or is from a law faculty and does not wish to take a basic course is level B. This determination logic is one example, and the initial level may be determined using other logic without being limited to this. The initial levels of all students 90 may also be unified to one level, such as level C.

Returning to FIG. 7, in step S102, the student level determination unit 11 sets the lecture level. If it is immediately after the initial level is determined in step S101, the student level determination unit 11 sets the initial level as the lecture level.

Next, in step S103, the script generation unit 12 generates a script to be used for the lecture. At this time, the script generation unit 12 acquires text data of the lecture script that matches the lecture level. If the lecture level is level C or level D, the script generation unit 12 acquires the basic level script data D02 recorded in the storage unit 14 as is. Alternatively, if the speech style of the avatar lecturer is to have characteristics of a specific language system, such as a dialect or animal language, at this stage, the content of the basic level script data D02 may be converted as is into the desired language system. In this case, for example, the script generation unit 12 has a generation artificial intelligence (generation AI) that generates text, and the language system may be converted by providing the generation AI with a prompt indicating a predetermined instruction and the basic level script data D04.

If the lecture level is level A or level B, the script generation unit 12 generates higher-level script data from the basic-level script data D02 recorded in the storage unit 14. At this time, for example, the script generation unit 12 may have a generation AI, and may generate higher-level script data D05 by providing the generation AI with a prompt indicating a predetermined instruction and the basic-level script data D04. At this time, the script generation unit 12 may further cause the generation AI to convert the language system.

Figure 9 shows an overview of high-level script data.

The higher-level script data D05 is text data that serves as the script for a higher-level lecture. The higher level here refers to level A or level B. Higher-level lectures are aimed at students who have taken exams or who have graduated from law schools, and the scripts do not include repeated explanations or additional explanations using analogies or concrete examples. In the example of Figure 9, the script for a higher-level lecture first explains lecture content A, followed by one explanation of lecture content B, and then an explanation of lecture content C.

Returning to FIG. 7, in step S104, the lecture output unit 13 outputs video and audio of a lecture in which the avatar lecturer explains the text data of the script data acquired in step S103. At this time, the text data may be merely spoken by the avatar lecturer, or may be displayed on the screen as subtitles.

Next, in step S105, the student status determination unit 15 executes a student status determination process. The student status determination process is a process for determining the state in which the student 90 is attending the lecture. The student status indicates whether the level of the lecture is high, low, or appropriate relative to the academic ability level of the student 90. The student status is determined based on the image and voice of the student 90 attending the lecture, which are acquired by the camera 31 and microphone 32 of the information terminal 30. Furthermore, vital data such as electroencephalogram and heart rate acquired by a biosensor may be used.

For example, the facial expression and movements of the student 90 can be detected from an image of the student. The emotions of the student 90 can be inferred from small changes in the face, the size of the gaze and pupils and the changes therein, as well as from the movements. In addition, the words uttered by the student 90 and the tone of the student's voice can be detected from the voice of the student 90. For example, the degree of understanding of the student 90 regarding the lecture and his/her emotions can be inferred from the content of the words uttered by the student 90 to the avatar instructor, as well as the volume and intonation of the voice.

Figure 10 is a flowchart of the student status determination process.

In the student status determination process, the student status determination unit 15 first determines in step S201 whether the student 90 understands the lecture. If the student 90 understands the lecture, the student status determination unit 15 determines in step S202 whether the student 90 is bored. If the student 90 is bored, the student status determination unit 15 determines in step S203 that the student 90's academic level is higher than the lecture level. If the student 90 is determined in step S202 to not be bored, the student status determination unit 15 determines in step S204 that the student 90's academic level and the lecture level are appropriately matched. If the student 90 is determined in step S201 to not understand the lecture, the student status determination unit 15 determines that the student 90's academic level is lower than the lecture level.

Returning to FIG. 7, in step S106, the student status determination unit 15 determines whether or not it is necessary to change the lecture level based on the results of the student status determination process. At this time, the student status determination unit 15 determines that it is necessary to change the lecture level if the academic ability level of the student 90 is higher or lower than the lecture level. In addition, the student status determination unit 15 determines that it is not necessary to change the lecture level if the academic ability level of the student 90 and the lecture level are appropriately matched.

If the lecture level does not need to be changed, the process returns to step S104 and continues outputting the lecture. If the lecture level needs to be changed, the process returns to step S102, and the lecture level is changed by the processing of steps S102 to S104, and output of the lecture continues. If the academic ability level of the students 90 is higher than the lecture level, the lecture level can be raised by one level, and if the academic ability level of the students 90 is lower than the lecture level, the lecture level can be lowered by one level.

<Additional Notes>
Although the embodiments of the present invention have been described above, the present invention is not limited to these embodiments, and these embodiments may be used in combination or some of the configurations may be changed within the scope of the technical concept of the present invention.

The above-described embodiment also includes the following items. However, the items included in the above-described embodiment are not limited to those listed below.

(Item 1)
A learning support system in which an avatar lecturer, which is a virtual character modeled after a lecturer, provides a lecturer with video and audio, includes: a storage unit that stores first-level script data, which is text data created in advance as a script for a first-level lecture; a script generation unit that creates second-level script data, which is text data for a script for a second-level lecture different from the first level, based on the first-level script data; and a lecture output unit that outputs a lecture including a voice that speaks the text data of the second-level script data and a video of the avatar lecturer. Since multiple levels of lecture scripts are generated and output, it is easy to provide a lecture according to the level of each individual student.

(Item 2)
In the learning support system described in item 1, the script generation unit includes a generation artificial intelligence that generates text. With this, scripts for lectures of different levels are generated from a script created in advance by the generation artificial intelligence, making it easy to provide lectures according to the levels of the students.

(Item 3)
In the learning support system described in item 2, the script generation unit generates the second level script data by providing the generation artificial intelligence with a prompt indicating a predetermined instruction and the first level script data.

(Item 4)
In the learning support system according to item 3, the first level script data includes an analogy for explaining the content to be lectured by replacing it with another matter and/or a concrete example for concretely showing the content to be lectured;
The script generation unit generates the second level script data by omitting the analogies and/or the specific examples from the first level script data, thereby making it possible to easily create a high-level lecture script by omitting analogies and specific examples from a script created in advance.

(Item 5)
In the learning support system described in item 3, the first level script data includes a part that explains the contents to be lectured by repeating them multiple times, and the script generation unit generates the second level script data by explaining the part in the first level script data that is repeated multiple times only once. This makes it easy to create a script for a high-level lecture by omitting the repeated parts from a script created in advance.

(Item 6)
In the learning support system described in item 3, the first level script data is text data of a lecture script that explains the contents in the most detail, and the script generation unit generates the second level script data by summarizing the first level script data with a smaller number of characters, words, or morphemes than the first level script data. This makes it easy to create a high-level lecture script by summarizing a script created in advance.

(Item 7)
2. The learning support system according to claim 1, further comprising a state determination unit that determines a state of the student based on an image of the student attending the lecture or input information acquired from the student,
The lecture output unit determines script data to be used in the lecture to be provided to the student and the speed at which the script data is read out based on the student's condition. This makes it possible to provide a lecture at a level that is tailored to each student's condition.

(Item 8)
In the learning support system described in item 1, lecture levels are level A, level B, level C, and level D, in order from highest to lowest, and the memory unit stores text data as the first level script data, which is a script for a level D lecture, and includes an analogy for explaining the content to be lectured by replacing it with another matter or a specific example that concretely shows the content to be lectured, and includes a portion where the content to be lectured is repeated multiple times, and the script generation unit generates the second level script data by omitting the analogy or the specific example from the first level script data and explaining the portion where the content to be lectured is repeated multiple times only once, and the lecture output unit recites the first level script data at a first reading speed for the level D lecture, recites the first level script data at a second reading speed faster than the first reading speed for the level C lecture, recites the second level script data at the second reading speed for the level B lecture, and recites the second level script data at a third reading speed faster than the second reading speed for the level A lecture. According to this, by appropriately selecting the content and speed of the lecture from levels A to D, it is possible to provide a lecture suitable for the individual levels of various students.

(Item 9)
The learning support system described in item 8 further includes a level determination unit that determines a level of the student based on input information obtained from the student, and the lecture output unit recites the first level script data at a first reading speed if the student's academic ability is level D, recites the first level script data at a second reading speed faster than the first reading speed if the student's academic ability is level C, recites the first level script data at the second reading speed if the student's academic ability is level B, and recites the second level script data at a third reading speed faster than the second reading speed if the student's academic ability is level A.

10...Learning support system, 11...Students' level determination unit, 12...Script generation unit, 13...Lecture output unit, 14...Memory unit, 15...Students' status determination unit, 20...Server, 21...Processing device, 22...Main memory, 23...Storage device, 24...Communication device, 25...Input device, 26...Display device, 27...Bus, 30...Information terminal, 31...Camera, 32...Microphone, 33...Browser, 90...Students

Claims (6)

A learning support system that provides a lecture consisting of video and audio to students by an avatar lecturer, which is a virtual person modeled after a lecturer, comprising:
a storage unit for storing first level script data, which is text data created in advance as a script for a first level lecture;
a script generating unit that generates second level script data, which is text data of a script of a lecture at a second level different from the first level, based on the first level script data;
a lecture output unit that outputs a lecture including a voice that utters text data of the second level script data and a video of the avatar lecturer;
having
The first level script data includes an analogy for explaining the content to be lectured by replacing it with another matter and/or a concrete example for concretely showing the content to be lectured, and includes a part for explaining the content to be lectured multiple times;
The script generation unit generates the second level script data by providing a prompt and the first level script data to a generation artificial intelligence that generates text, omitting the analogy or the specific example from the first level script data, and explaining the part that is to be explained multiple times only once.
Learning support system. a state determination unit that determines a state of the student based on an image of the student attending the lecture or input information acquired from the student,
the lecture output unit determines script data to be used in the lecture to be provided to the student and a speed at which the script data is to be read out based on the state of the student;
The learning support system according to claim 1 . A learning support system that provides a lecture consisting of video and audio to students by an avatar lecturer, which is a virtual person modeled after a lecturer, comprising:
a storage unit for storing first level script data, which is text data created in advance as a script for a first level lecture;
a script generating unit that generates second level script data, which is text data of a script of a lecture at a second level different from the first level, based on the first level script data;
a lecture output unit that outputs a lecture including a voice that utters text data of the second level script data and a video of the avatar lecturer;
having
The lecture levels are Level A, Level B, Level C, and Level D, in descending order.
The storage unit stores text data, which is a script of the lecture of the level D, including an analogy for explaining the content to be lectured by replacing it with another matter or a specific example showing the content to be lectured concretely, and includes a part in which the content to be lectured is explained multiple times, as the first level script data;
the script generation unit generates the second level script data by omitting the analogy or the specific example from the first level script data and explaining the part that is to be explained multiple times only once,
the lecture output unit recites the first level script data at a first reading speed in the lecture of the level D, recites the first level script data at a second reading speed faster than the first reading speed in the lecture of the level C, recites the second level script data at the second reading speed in the lecture of the level B , and recites the second level script data at a third reading speed faster than the second reading speed in the lecture of the level A.
Learning support system. a level determination unit that determines a level of the student based on input information acquired from the student;
the lecture output unit recites the first level script data at a first reading speed if the student's academic ability is level D, recites the first level script data at a second reading speed faster than the first reading speed if the student's academic ability is level C, recites the second level script data at the second reading speed if the student's academic ability is level B, and recites the second level script data at a third reading speed faster than the second reading speed if the student's academic ability is level A.
The learning support system according to claim 3 . A learning support method for providing a lecture consisting of video and audio to students by an avatar lecturer, which is a virtual person modeled after a lecturer, comprising the steps of:
The computer
storing first level script data, which is text data created in advance as a script for a first level lecture;
creating second-level script data, which is text data of a lecture script of a second level different from the first level, based on the first-level script data;
a lecture including a voice uttering text data of the second level script data and a video of the avatar lecturer ;
The first level script data includes an analogy for explaining the content to be lectured by replacing it with another matter and/or a concrete example for concretely showing the content to be lectured, and includes a part for explaining the content to be lectured multiple times;
The computer generates the second level script data by providing a prompt and the first level script data to a generation artificial intelligence that generates text, and omitting the analogy or the specific example from the first level script data and explaining the part that is repeated multiple times only once.
Learning support methods. A learning support method for providing a lecture consisting of video and audio to students by an avatar lecturer, which is a virtual person modeled after a lecturer, comprising the steps of:
The computer
storing first level script data, which is text data created in advance as a script for a first level lecture;
creating second-level script data, which is text data of a lecture script of a second level different from the first level, based on the first-level script data;
a lecture including a voice uttering text data of the second level script data and a video of the avatar lecturer;
The lecture levels are Level A, Level B, Level C, and Level D, in descending order.
The computer,
A script of the lecture of the level D is stored as the text data including an analogy for explaining the content to be lectured by replacing it with another matter or a concrete example showing the content to be lectured concretely, and including a part in which the content to be lectured is explained multiple times, as the first level script data;
generating said second level script data by omitting said analogy or said specific example from said first level script data and explaining said part that is explained multiple times only once;
The first level script data is spoken at a first reading speed in the lecture of the level D, the first level script data is spoken at a second reading speed faster than the first reading speed in the lecture of the level C, the second level script data is spoken at the second reading speed in the lecture of the level B, and the second level script data is spoken at a third reading speed faster than the second reading speed in the lecture of the level A.
Learning support methods.

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