JPS597990A - Electronic learning apparatus - Google Patents

Abstract

(57) [Summary] This bulletin contains application data before electronic filing, so abstract data is not recorded.

Description

DETAILED DESCRIPTION OF THE INVENTION The present invention relates to an electronic learning machine, and more particularly to an electronic learning machine that employs game-like elements so that the user can enjoy studying arithmetic.

In recent years, with the development of electronic technology, many electronic learning machines have been commercialized, one of which is an arithmetic problem practice machine.

However, simply asking questions using random numbers and determining whether the input answers are correct or incorrect will hardly arouse any interest in the lower elementary school students, who are the intended users of such learning machines. , and even more so, people tend to avoid it because it forces them to study. Therefore, in order to attract students' interest as much as possible, we display scores based on the number of times students can answer correctly, and we also try to display interesting sounds such as fanfares at the same time. They tried to make learning machines more interesting for learners by providing learning machines that displayed the number of questions they could answer in minutes and the points they got, but conventional learning machines like this still do not work well. Currently, we are not satisfied with the ability to enjoy using learning machines. This is because the innovations of conventional learning machines as mentioned above are still a fanfare instead of praising the results of tests conducted at schools and cram schools, saying, ``Well done,'' or saying, ``Now you can do calculations faster.'' This is because it is a time display instead of giving encouragement, so it is just an extension of tests at schools and cram schools.

The present invention has been made in view of the above-mentioned points, and an object of the present invention is to provide an electronic learning machine that includes many game-like elements and allows the user to naturally learn the basics of arithmetic while having fun.

That is, the present invention generates two sets of totals p by generating the number of items.
The students are asked to compare the answers to 9 equations (four arithmetic problems) with a predetermined numerical value one after another within a certain amount of time, and the students are asked to compare the answers to 7 calculation equations (four arithmetic problems) with a predetermined numerical value one after another within a certain period of time. It is characterized by having a secondary configuration to display the results. Therefore, according to the present invention, it is possible to develop quick calculation ability and judgment ability, and if you do not process it within a certain period of time, you will lose, and as you progress through the problems, you will be able to solve 7 questions. The time given to people is getting shorter and shorter.

As the difficulty increases in this way, and it has game-like elements that are paralyzing and thrilling, even children in the lower grades of elementary school will be able to accept the learning machine without any hesitation.

Hereinafter, the present invention will be described in detail with reference to the drawings.

FIG. 1 shows an example of the configuration of the electronic learning machine of the present invention, where / is a display, λ is a decoder driver, 3 is a display register, g is an arithmetic processing circuit, j is a ROM (read only memory), and 6 is RAM (random access memory), 7
It is a keyboard. The arithmetic processing circuit DA uses the RAM 4 to perform predetermined arithmetic processing on data, etc. according to the content of various signals supplied from the keyboard 7, using a math problem practice program pre-built in the ROM N. The received display data is sent to the display register 3, and the display device 1 is driven via the decoder driver λ based on the sent data.

Next, we will explain the operation of the electronic learning machine shown in Fig. 7 as shown in Fig. 2. Please refer to the flowchart for explanation.

/θ is a display step for issuing a command to display display data on the display device /. // is a key manual power determination step that determines whether or not a key on the keyboard 7 has been pressed; if there is no key manual power, a negative determination (NO) is made, and it is determined in step 12 whether or not the practice problem has started. Judge by. If the judgment is negative in step 12, display step/
Return to θ. Therefore, first, if an affirmative judgment (Yes) is made that there is key human power in the key human power determination step //,
In determination step 2B, it is determined whether or not the answer key has been pressed, and if the determination is affirmative, then in the next determination step 15, it is determined whether or not practice questions have been started. If the determination in step 15 is negative, it means that the answer key has been input even though the practice problem has not started, so the process returns to the display step lθ without any processing as an invalid key. On the other hand, if the start key is pressed, determination step 2 is performed.
A negative determination is made in step B, and in the next determination step #, it is determined whether the start key has already been pressed and the start flag has been set. If the judgment is affirmative, it is an invalid key operation, so return to display step /θ.

If the determination in step 16 is negative, a start flag indicating the start of practice is set in the next step /7, and then the process proceeds to random number generation step /g. Next, in determination step 19 or <<>, the difficulty level is determined and ranked according to the learner's previous scores. For example, when the score is low, an affirmative judgment will be made at discrimination step /9, and at step Δ of question (1), the addition of one phase to another,
Compare the results of subtraction, multiplication, and division with predetermined numerical values. After creating a question (Question (c)), and then setting a new timer in Step 2 (B) so that you have more time to answer. , return to display step/θ, and answer the above question (1
) will be displayed on display i1/ and the question will be asked.

On the other hand, if the learner's score is so high that the student's score is high, an affirmative judgment will be made in step 2θ, and in step 2/ of the next question (, 2), the result of addition and subtraction between 1 phases and / between digits will be determined. Perform the process of creating a comparison question (output m(-2)) with the result of addition/subtraction (to), and set the timer for the remaining answer time in step 〃! After setting it shorter than in the case of B, return to the display step /θ and ask the above question (, 2).
You can continue to ask questions by displaying the content on the display/. If the learner's score further increases, a negative judgment is made in the discrimination step, and the process proceeds to step (3), where a comparison is made between addition, subtraction, multiplication, and division between / between digits and addition, subtraction, multiplication, and division between digits. problem(
After completing the process of creating question (3)) [7], set the timer for the remaining answer time in timer set step 2 to be shorter than that in timer set step, and then proceed to display step /θ. Go back, display the contents of the above-mentioned question (3) on the display, and continue asking questions.

When the start flag is set in step /7, a default judgment is made in step 7 and the process proceeds to timer step /3, where it is checked whether the time set by the timer set step or the knob or Determine. If the judgment is negative, it is judged that there is still time left to answer, and the process returns to display step /θ, and the lifespan judgment is reached at fill step /3, where a key is input or the remaining answer time becomes zero. Step until/θ→Step/
Repeat the loop procedure of /→Step 12→Step/3. In that case, if the answer key is pressed after the question starts,
Proceed to key discrimination step //→Answer discrimination step/y→Start flag discrimination step/3→Answer determination step〃, and if the answer is determined to be incorrect in step 1, the step is notified that it is an error (NG). After generating the alarm sound, the process returns to display step /θ.

At this time, the timer continues to count.

When it is determined that the answer is correct in step sword answer judgment, proceed to Step I, generate a correct answer alarm sound and perform score addition processing, and then proceed to the step of generating random numbers for the next question.
Proceed to g. On the other hand, if the learner does not answer within a certain period of time, an affirmative judgment will be made at timer step /3 and the question will end. At processing step 1, the score display pre-processing and start flag will be reset, and the process will proceed to display step /θ. After displaying the return score, the practice questions end.

As explained above, according to the present invention, the problem is configured to have a game-like element in which the remaining answer time gradually decreases as the questions are answered for the same amount of time, and the questions themselves become more difficult. Therefore, we can provide an electronic learning machine that allows children to naturally acquire arithmetic skills while playing, and there is little resistance to this as one of the educational methods to make even children who dislike arithmetic fall in love with arithmetic. Uke has the effect of becoming accepted.

Therefore, the present invention is extremely useful for lower grades of elementary school students as it allows them to naturally study arithmetic little by little through playful elements.

In this example, the difficulty level of the questions is classified based on the score of 1X'6, but the method is not limited to this.
For example, it is preferable to count how many times the questions have been asked and use the number of applications counted.

It is also suitable to start the questions by comparing the magnitude of λ numbers, and then progress to increasing the difficulty by comparing one to a fixed value and the other to a certain numerical value.

[Brief explanation of drawings]

FIG. 1 is a block diagram showing an example of the configuration of the electronic learning machine of the present invention, and FIG. 2 is a flowchart showing the operation of the electronic learning machine of FIG. /...display 4ii, λ...decoder driver, 3...display register, t...arithmetic processing circuit,! ...ROM (read only memory),
B...RAM (random access memory), 7...
・Keyboard patent applicant Canon Corporation

Claims (1)

[Claims] 1) Program memory, data memory, arithmetic processing means,
In an electronic learning machine having a key manual means and a display means, means for displaying two sets of calculation formulas created using random numbers, or seven calculation formulas and one numerical value, by the display means; means for inputting the results of comparing the answers of the set of calculation formulas or the results of comparing the answers of the seven calculation formulas and the seven numerical values using the key manual means; 1. An electronic learning machine characterized by comprising: means for determining whether or not input has been made by manual means. 2. The electronic learning machine according to claim 1, wherein the predetermined time period is variable depending on the determination result from the determination means.