WO1999054857A1 - Procede et systeme d'apprentissage prenant en consideration le niveau de concentration de l'etudiant - Google Patents

Procede et systeme d'apprentissage prenant en consideration le niveau de concentration de l'etudiant Download PDF

Info

Publication number
WO1999054857A1
WO1999054857A1 PCT/US1998/007955 US9807955W WO9954857A1 WO 1999054857 A1 WO1999054857 A1 WO 1999054857A1 US 9807955 W US9807955 W US 9807955W WO 9954857 A1 WO9954857 A1 WO 9954857A1
Authority
WO
WIPO (PCT)
Prior art keywords
student
computer
aided
concentration
recited
Prior art date
Application number
PCT/US1998/007955
Other languages
English (en)
Inventor
Chi Fai Ho
Peter P. Tong
Original Assignee
Chi Fai Ho
Tong Peter P
Priority date (The priority date is an assumption and is not a legal conclusion. Google has not performed a legal analysis and makes no representation as to the accuracy of the date listed.)
Filing date
Publication date
Application filed by Chi Fai Ho, Tong Peter P filed Critical Chi Fai Ho
Priority to PCT/US1998/007955 priority Critical patent/WO1999054857A1/fr
Priority to AU71401/98A priority patent/AU7140198A/en
Publication of WO1999054857A1 publication Critical patent/WO1999054857A1/fr

Links

Classifications

    • G—PHYSICS
    • G09—EDUCATION; CRYPTOGRAPHY; DISPLAY; ADVERTISING; SEALS
    • G09B—EDUCATIONAL OR DEMONSTRATION APPLIANCES; APPLIANCES FOR TEACHING, OR COMMUNICATING WITH, THE BLIND, DEAF OR MUTE; MODELS; PLANETARIA; GLOBES; MAPS; DIAGRAMS
    • G09B7/00—Electrically-operated teaching apparatus or devices working with questions and answers
    • G09B7/02—Electrically-operated teaching apparatus or devices working with questions and answers of the type wherein the student is expected to construct an answer to the question which is presented or wherein the machine gives an answer to the question presented by a student
    • G09B7/04—Electrically-operated teaching apparatus or devices working with questions and answers of the type wherein the student is expected to construct an answer to the question which is presented or wherein the machine gives an answer to the question presented by a student characterised by modifying the teaching programme in response to a wrong answer, e.g. repeating the question, supplying a further explanation
    • G—PHYSICS
    • G09—EDUCATION; CRYPTOGRAPHY; DISPLAY; ADVERTISING; SEALS
    • G09B—EDUCATIONAL OR DEMONSTRATION APPLIANCES; APPLIANCES FOR TEACHING, OR COMMUNICATING WITH, THE BLIND, DEAF OR MUTE; MODELS; PLANETARIA; GLOBES; MAPS; DIAGRAMS
    • G09B5/00—Electrically-operated educational appliances
    • G09B5/06—Electrically-operated educational appliances with both visual and audible presentation of the material to be studied
    • G09B5/065—Combinations of audio and video presentations, e.g. videotapes, videodiscs, television systems
    • G—PHYSICS
    • G09—EDUCATION; CRYPTOGRAPHY; DISPLAY; ADVERTISING; SEALS
    • G09B—EDUCATIONAL OR DEMONSTRATION APPLIANCES; APPLIANCES FOR TEACHING, OR COMMUNICATING WITH, THE BLIND, DEAF OR MUTE; MODELS; PLANETARIA; GLOBES; MAPS; DIAGRAMS
    • G09B5/00—Electrically-operated educational appliances
    • G09B5/08—Electrically-operated educational appliances providing for individual presentation of information to a plurality of student stations
    • G09B5/14—Electrically-operated educational appliances providing for individual presentation of information to a plurality of student stations with provision for individual teacher-student communication

Definitions

  • the present invention relates generally to education, and more particularly to considering a student's concentration level in teaching the student through a computer.
  • the present invention provides a computer-aided-educational system and method that automatically consider a student's concentration-sensitive behavior while the student is working on the study materials.
  • the present invention includes a presenter, a non-intrusive sensor, a controller and an indicator.
  • the presenter presents study materials on a subject to the student; the non-intrusive sensor automatically monitors more than once the student's concentration-sensitive behavior while the student is working on the materials; the controller analyzes the student's concentration-sensitive behavior based on one or more rules; and the indicator provides an indication on the student's concentration level based on the analysis.
  • the present invention reacts according to the indication.
  • the concentration-sensitive behavior that the sensor can monitor.
  • the sensor monitors the student's volitional behavior, such as his inputs into the computer, his facial expressions, his facial orientations and his eyes.
  • the sensor monitors the student's involuntary behavior, such as the sizes of his pupils.
  • the controller analyzes one or more of the above behavior based on one or more rules. These rules are similar to the instructor's "intuition.” For example, one rule is as follows: The student has lost concentration in the study materials if for a predetermined period of time, the student's inputs through a mouse have been in a window that does not contain study materials. Another rule is that if the student is not looking at the monitor showing the study materials for a predetermined period of time, the student has lost concentration in the study materials. From the analysis, the system provides an indication on the student's concentration level.
  • the system could react accordingly. Different reactions are applicable. Some examples include rewards, punishments, stimulation, and changing the study materials.
  • the system asks the student a question, which can stimulate the student and can assess the student's understanding level in the study materials. From the student's response to the question, the system may change to more appropriate study materials and/or presentation style.
  • the question-asking approach in the above embodiment does not have to be a reaction to the indication.
  • the system as the system is presenting study materials to the student, unexpected by the student, the system asks the student a question. After the student responds to the question, the system resumes back to present study materials to the student. In such an embodiment, the question tends to increase the concentration level of the student in the study materials.
  • the present invention also includes a calibrator, which calibrates the student's concentration-sensitive behavior before the behavior is being monitored to show concentration.
  • a calibrator which calibrates the student's concentration-sensitive behavior before the behavior is being monitored to show concentration.
  • One type of calibration establishes the student's behavior when the student is paying attention, and compares it with the student's behavior when the student is working on the study materials. Calibration typically improves the accuracy of the system.
  • FIG. 1 shows one embodiment of the present invention.
  • FIGS. 2A-B show one embodiment of a system implementing the present invention.
  • FIG. 3 shows a set of steps to implement one embodiment of the present invention.
  • FIG. 4 shows examples of volitional behavior monitored by the sensor in the present invention.
  • FIG. 5 shows another embodiment of the present invention.
  • FIGS. 1-5 Same numerals in FIGS. 1-5 are assigned to similar elements in all the figures. Embodiments of the invention are discussed below with reference to FIGS. 1-5. However, those skilled in the art will readily appreciate that the detailed description given herein with respect to these figures is for explanatory purposes as the invention extends beyond these limited embodiments.
  • FIG. 1 shows one embodiment of a computer-aided-educational system 100 of the present invention.
  • the system 100 includes a selector 102, which selects study materials from a study-materials storage medium 108 to be presented to a student through a presenter 106. While the student is working on the study materials, a non-intrusive sensor 110 monitors the student's concentration-sensitive behavior, and sends its results back to a controller 104. Then the controller 104 based on one or more rules from a rules storage medium 112 analyzes the monitored results to provide through an indicator 114, an indication on the student's concentration level.
  • the selector is 102 also connected to the controller 104 to keep track of the study materials presented to the student.
  • FIG. 2 A shows one embodiment of a system 150 implementing the present invention, preferably in software and hardware.
  • the system 150 includes a server computer 152 and a number of client computers, such as 154, which can be a personal computer. Each client computer communicates to the server computer 152 through a dedicated communication link, or a computer network 156.
  • FIG. 2B shows one embodiment of a client computer 154. It typically includes a bus 159 connecting a number of components, such as a processing unit 160, a main memory 162, an I/O controller 164, a peripheral controller 166, a graphics adapter 168 and a network interface adapter 170.
  • the I/O controller 164 is connected to components, such as a harddisk drive 172 and a floppy disk drive 174.
  • the peripheral controller 166 is connected to peripheral components, such as a keyboard 176, a mouse 182, and a digital camera 180.
  • the graphics adapter 168 is connected to a monitor 178; and the network interface adapter 170 is connected to the network 120.
  • the network can be the Internet, an intranet, the world wide web and other forms of networks.
  • the presenter 106 and the sensor 110 can be in a client computer; the selector 102, the controller 104, the study-materials storage medium 108, the rules storage medium 112 and the indicator 114 can be in the server
  • a number of operations in the present invention can be implemented by software, which is controlled, for example, by the processing unit 160.
  • the number of operations implemented by software can be stored in a storage-medium, which can be, for example, the main memory 162 or a CD read-only-memory.
  • the present invention is applicable to teach any subject or materials that can be taught by a computer.
  • the teaching period may last one semester or a year, or just one class session.
  • the materials may cover inter-disciplinary areas, such as electrical engineering and thermodynamics, or computer networking and programming techniques.
  • the materials may just be for training a field engineer on a new product.
  • mathematics is the subject used to illustrate the present invention.
  • the subject is divided into major-topics, with each major- topic subdivided into minor-topics, and with each minor-topic further subdivided into line-items. Each line-item typically covers one well-defined area in the subject.
  • the subject is further divided into more levels below the line- items; and in a third embodiment, the subject is just divided into line-items.
  • line-items if the major-topic is high school algebra, then it can be divided into the following line-items, with bracketed terms served as comments:
  • each line-item has a difficulty level.
  • the bracketed difficulty level next to each line-item in the above example indicates how difficult one line-item is relative to other line-items in the subject, or how significant one is relative to another.
  • a line-item with a low difficulty level is a relatively easy line-item or a relatively less important line-item.
  • a student learning a subject starts from learning line- items at the lowest difficulty level.
  • each line-item is represented by a line-item root, which includes the line item and its root.
  • the root of a line-item includes its subject, its major topic and minor topic.
  • the selector 102 starts the learning process by selecting a line-item with the lowest difficulty level. If there are a number of those, one of them is randomly selected. Study materials for that line-item are retrieved from the study- materials storage medium 108 to be presented to the student. After presentation, the selector 102 selects another line-item with the lowest difficulty level among all the un- selected line-items, and the process repeats.
  • each line-item also includes a mode attribute, which is changed from the un-selected to the selected mode after the study materials for that line-item has been selected to be worked on by the student.
  • the selector 102 sends the line-item root to the storage medium 108 to retrieve the corresponding study materials.
  • the storage-medium 108 there are a number of sets of study materials in the storage-medium 108, and they can be in the following format: (line-item root, mode, study materials)
  • the selector 102 then sends the retrieved study materials to the presenter 106.
  • the study materials can be a document with no questions, arranged as a list of screens.
  • the presenter 106 typically includes the monitor 178, which presents the study materials to the student, who can go from one screen to another with the keyboard 176, or the mouse 182.
  • the study materials are broadcast through a radio. As the student is working on the study materials presented through the radio, the student's concentration- sensitive behavior is monitored automatically.
  • the study materials only have questions. Typically, students gain a better understanding on a subject through actively working on questions than through passively reading study materials.
  • each question is embedded in a question entry, which is of the following format: (line-item root, mode, question-body, answer).
  • the term "question-body" describes the body of a question. The following serves as an example:
  • the selector 102 sends to the study-materials storage medium 108 the line-item root to retrieve the set of questions with the same line-item root.
  • An example of study materials with questions are for the line-item of differentiating exponential functions.
  • a number of questions are generated, including the question on expanding an exponential function based on Taylor expansion, the question on differentiating the Taylor-expanded exponential function, whose answer is the original Taylor-expanded exponential function, and the question on differentiating the exponential function, whose answer is the exponential function.
  • the study materials include study materials with questions and study materials without questions.
  • FIG. 3 shows a set of steps 250 to implement one embodiment of the present invention.
  • the presenter 106 presents (step 252) the selected study materials to the student.
  • the senor 110 monitors (step 254) more than once the student's concentration-sensitive behavior, and feeds those monitored results to the controller.
  • the controller 104 analyzes (step 256) the results based on one or more rules to provide (step 258) an indication on the student's concentration. Based on the indication, the system reacts (step 260) accordingly.
  • a type of concentration-sensitive behavior is a type of behavior that is sensitive to one's concentration. As one's concentration changes, such a type of behavior changes accordingly.
  • the behavior can be physical, psychological, biological, emotional and physiological.
  • the sensor automatically monitors more than once the student's concentration-sensitive behavior while the student is working on the study materials. Instead of just mo
  • 11 level monitoring more than once increases the accuracy in determining the student's concentration level. For example, a student is concentrating on the study materials. A mosquito lands on the back of his right hand. As the student is trying to hit the mosquito, the system monitors him. The indication based on that image alone is a correct indication of the student's concentration level in the study materials at that specific instant. However, the single measurement is not a good indication of the student's actual concentration level in the study materials—that single measurement is an outlying point that should be deleted. Instead of just one single result, this embodiment monitors more than once the student's behavior, which enhances identifying a pattern to eliminate outlying points.
  • the monitoring step does not have to stop after monitoring twice.
  • the monitoring step can continue in a periodic manner, such as once every two seconds.
  • the results can be analyzed to identify patterns.
  • the behavior monitored more than once can be of the same type, or can be of different types.
  • the sensor monitors the same type of behavior each time.
  • the sensor monitors more than one type of behavior; for example, a first monitoring process is on one type of behavior, and a second monitoring process is on another type of behavior.
  • the sensor may include more than one type of sensor, which can monitor more than one type of behavior substantially simultaneously.
  • FIG. 4 shows examples of different types of concentration-sensitive behavior, which are volitional 300.
  • the sensor 110 monitors the student's volitional inputs entered into the computer (box 302).
  • One type of volitional inputs is entered through the keyboard 176 or the mouse 182.
  • the study materials can be presented to the student through the monitor 178. As the student works on the study materials, he enters commands through the keyboard 176 or a position-pointing device, such as the mouse 182, or arrow buttons of the keyboard 176.
  • the inputs may be the
  • the sensor 110 monitors the speed of inputs by the student as a function of time. There are different ways to monitor the speed of inputs, such as polling periodically the corresponding devices of those inputs. Such monitoring process should be obvious to those skilled in the art, and will not be further described.
  • the inputs are entered at a certain speed. As the student gets tired, or as the student loses concentration, this speed typically decreases. In this embodiment, the student's input speed is compared with a reference speed to identify changes.
  • this reference speed is set through randomly sampling many students.
  • a reference speed is determined.
  • the student's initial speed becomes the reference speed. This initial speed may be found for example by averaging the student's speed across five minutes, such as from the first one minute to the first six minutes of the student's usage.
  • the reference speed is a function of the difficulty level of the study materials. As the student progresses in working on the study materials, the difficulty level of the study materials typically increases. In one embodiment, the reference speed is divided by the following factor:
  • the reference speed tracks the difficulty level of the study materials.
  • the system 100 can provide an indication of the student's concentration.
  • one rule is as follows:
  • the predetermined period of time is two minutes; and more than three times slower is considered as significantly lower.
  • the study materials are presented through a multi- windows environment.
  • the student enters inputs into the system, such as through a position-pointing device, like the mouse 182, or through the keyboard 176.
  • the sensor 110 in this embodiment is implemented through software, which periodically, such as every two seconds, polls the operating system or the device drivers of the position-pointing device. The polling determines if there have been any inputs. Writing such software to monitor such inputs to the system should be obvious to those skilled in the art, and will not be further described in this application. In such an embodiment, one rule is as follows:
  • the study materials are presented in a window environment that has a focus window, and the sensor 110 can sense the focus window, for example as in the above embodiment.
  • one rule is as follows: If the study materials are not in the focus window for a predetermined period of time, the student has lost concentration in the study materials. In one embodiment, the predetermined amount of time is more than one minute. If monitoring is performed every three seconds, in one minute, the system would have performed 20 measurements.
  • the sensor 110 senses another type of volitional behavior, which is based on the student's face. In this embodiment, the monitor 178 presents study materials.
  • the sensor 110 including the digital camera 180 are
  • the digital camera 180 could take digital images of the student's face. Taking the digital images to generate numerous bits of data should be obvious to those skilled in the art and will not be further described in this application.
  • the present invention includes the step of calibration through imaging.
  • One calibration technique enters the student's image before the student works on the study materials, and uses that image as the reference to compare with other images. For example, before the student starts working on the study materials, he is asked to look at the monitor 178 with a message box having a message such as "LOOK AT ME," and with a picture of two eyes staring at the student. Then, the digital camera 180 takes a reference image of the student's face, who typically looks at the two eyes.
  • the reference image should be analyzed. That image includes not only the student's face, but also background information, such as the wall of a room.
  • the controller assumes that the student's two eyes are looking at the two eyes in the monitor. Based on this assumption, the student's face is determined.
  • image recognition techniques are disclosed for example in "Computer Recognition of Human Faces," written by Takeo Kanada, and published by Birkhauser Verlag, Basel and Stuttgart, in 1977. Even if the distance between the monitor and the student's face increases, the relative distances among different features on his face remain the same.
  • the monitoring step focuses on relative distances to re-calibrate the student's face.
  • One type of facial information is the facial orientation (box 304).
  • the controller 104 connected to the digital camera 180 calibrates the facial orientation when the student is looking at the monitor 178.
  • This reference image could be just the oblong shape of the face.
  • the digital camera 180 regularly captures the facial image, such as once every few seconds. All information in that image is removed leaving behind the orientation of the face. These orientations are compared with the reference image to check for differences. The distance between the monitor and the student's face may
  • the controller uses the ratio of the longest horizontal to the longest vertical distance of the oblong shape. If the captured facial orientation is significantly different from the reference facial orientation, the student is not looking at the monitor. The student may be looking away from the computer or drooping while falling asleep.
  • one rule is as follows:
  • two images are considered significantly different if their horizontal-to-vertical-distance ratios differ by more than 20%.
  • Another type of facial information is the condition of the eyes (box 306). If the eyelids are covering significant portions of the irises, the student's eyes are closing. In such an embodiment, one rule is as follows: If the eyelids cover more than 60% of the irises as shown in two consecutive monitoring processes, the student has lost concentration in the study materials.
  • Another type of facial information is the student's facial expressions (box 308), such as whether the student is frowning or not.
  • one rule is as follows: If the student frowns in two consecutive monitoring processes, the student is concentrating on the study materials.
  • Concentration-sensitive behavior can be involuntary.
  • the sensor 110 monitors the sizes of the student's pupils, assuming that a student's pupil dilates if the student loses focus and concentration.
  • one rule is as follows:
  • the student has lost concentration in the study materials.
  • involuntary concentration-sensitive behavior include the student's heart beat, breathing rate, body temperature and whether the student's sweat has increased. With appropriate sensors and rules, these involuntary behavior can be used.
  • concentration-sensitive behavior There are many other types of concentration-sensitive behavior. Different types of behavior coupled with their corresponding sensors and rules should be able to indicate the student's concentration level.
  • More than one type of the student's concentration-sensitive behavior can be monitored by one or more sensors. In fact, one type can be volitional, with the other type involuntary. Including different types of behavior tends to increase the accuracy of identifying the student's concentration level. With more than one type of behavior being monitored, the system may not have to monitor each type of behavior more than once to identify the student's concentration level.
  • An example of a rule for such an embodiment is as follows:
  • the student's facial orientation is different from the reference image by more than 20% while the student's eyelids are covering more than 60% of the irises, the student has lost concentration in the study materials.
  • the invention is also applicable to indicate the student's degree of concentration, such as ranging from low, medium to high. For example, if the student has not lost concentration in the study materials for a long period of time, the student's concentration level is high. Another example is that if the student's eyes are wide open with his inputs through the mouse moving down the study materials in a fairly constant speed for a long duration of time, such as five minutes, the student's concentration level is also high.
  • the controller 104 if the controller 104 decides that the student has not lost concentration for a long period of time, such as ten minutes, the controller 104 averages the captured results during that time frame—with outlying points removed— and treats the averaged results as the reference, which will be used to compare with subsequent captured results, to determine if the student has lost concentration in the study materials.
  • the reference can be a reference image, such as the student's face, or the student's input speed, as appropriately modified by the study materials' difficulty
  • this reference can be updated regularly by averaging it with subsequent captured results, which also show that the student has not lost concentration.
  • this type of reference is typically not a constant, and is known as a dynamic reference. It is usually more closely tailored to the student. With more data used to generate the dynamic reference, its accuracy is typically better than the static references.
  • the system 100 asks for the student's identity, such as the student's name, when the student starts working on the study materials. After the student enters his identity, it is stored in the system 100.
  • the student's reference information whether static or dynamic, is stored with the student's identity in the memory of the system 100, such as its harddisk.
  • the system retrieves from its memory the student's reference information. For such an embodiment, the retrieved reference information can replace the step of calibration. If the reference is of the dynamic type, the retrieved information is regularly updated.
  • the indicator 114 Based on one or more of the above concentration-sensitive behavior coupled to one or more appropriate rules, the indicator 114 provides an indication on the student's concentration (step 258), or the student's degree of concentration. Such indication can be as simple as changing the state of a register ⁇ a high logic level indicates the student has not lost concentration, while a low logic level indicates the student has. Another indication can be printing a report indicating that the student's degree of concentration in the study materials for a period of time.
  • the system reacts according to the indication (step 260).
  • Some examples of reactions include stimulation, rewards, punishments or changing the study materials.
  • the controller 104 can help the student to re-focus on the study materials is through stimulation. This includes presenting a real-life application of the study materials that the student has lost concentration in.
  • the stimulation can be through sound. It can be visual effects, including changing the screen temporarily and then restoring to the previous screen.
  • Another type of stimulation includes allowing the student to play a game. This stimulation is applicable if the student has been working on the study materials for a long duration of time, and should have a break. Thus, after the student has worked for a long period of time, such as 45 minutes, and is losing concentration in the study materials, the controller can pose the student a question, such as, "Do you want to take a break and play a game?" If the student wants to, in one embodiment, the controller accesses a game from the study-materials storage medium, which includes a number of games. The game serves as a diversion. Not only does it distract the student's mind for some time, the game also relaxes and entertains the student. After the game, presentation is resumed on the study materials.
  • reaction is a reward. If the student has been concentrating for a long period of time, at the end of a section in the study materials, the system reacts by praising the student audibly through a speaker, or visually through the monitor with words like "TIME FOR A SNACK! Other examples of rewards include playing a short piece of music, presenting a joke, a factoid on an interesting subject, or playing a short animation or video clip.
  • a further form of reaction is punishment. This includes generating a report indicating that the student has lost concentration for a long period of time so that the student's supervisor can punish the student accordingly.
  • Another punishment may be an audible reprimand, such as "PAY ATTENTION! "
  • the system can also change the study materials according to the monitored results. If the student has lost concentration in working on the study materials for a predetermined amount of time, the system can react by changing the study materials to a different set of materials. Also, the presenter 106 may change the presentation style accordingly, such as by reducing the speed of presentation through increasing the line spacing of the text or the size of the image to present to the student.
  • the system asks the student a question.
  • This question can stimulate the student, and help the student to re-focus in the study materials.
  • the question is based on the study materials just presented to the student.
  • controller 104 can also track the student's concentration-sensitive behavior
  • this embodiment can be achieved, for example, through the selector 102 sending to the study-materials storage medium 108 the line-item root of the study materials just presented. From the line-item root, a set of questions with the same line-item root is retrieved, and one of those question is randomly selected for the student. Other ways may be used to generate a question on materials just presented to the student. One simple way is to randomly select a sentence that has just been presented to the student, and change the syntax of that sentence into a question.
  • the embodiment on asking questions has a number of benefits. Even if the student does not know the answer to the question, typically, the student is stimulated by the question. Also, the question can be used to assess the student's understanding level on the materials just presented to the student. After the student answers the question, if the answer is correct, the controller 104 can praise the student appropriately. If the answer is not correct, the student may not understand what has just been presented. The controller 104 has a number of options.
  • the study materials just presented can be presented to the student again; the location as to where he can find the answer to the question can be presented to the student; the location of the answer can be hyperlinked to the location of the wrong answer if the student activates an icon shown on the presenter 106; the presenter 106 presents study materials that are easier than the one just presented to the student, such as one with a lower difficulty level; or the presenter 106 can resume presenting, and ignore the wrong answer altogether.
  • FIG. 5 shows such an embodiment 350.
  • the system presents (step 352) study materials to the student. Then, the system asks the student a question unexpectedly (step 354). As an example, if the study material is presented through the monitor, unexpectedly, the entire screen changes. From a screen of study materials, the system suddenly changes the screen to display a question. The unexpected nature of the change, together with the displaying of the question
  • the system can spell out the question while displaying it.
  • the question is based on the study materials the student has been working on.
  • the system resumes (step 356) presenting the study materials to the student.
  • the question stimulates.
  • the student may be concentrating or may not be concentrating. Either way, the student, unlikely to be aware that a question is coming, is suddenly confronted with a question.
  • the question Independent of whether the student knows the answer, the question typically increases the student's concentration level.
  • responding to a question is an active learning approach, as compared to the passive learning approach of reading. The more active learning approach together with the unexpected nature of the question tend to increase the student's memory retention in the subject matter covered by the question.
  • the student's answer to the question provides an indication on the student's understanding level in the study materials. As described above, if the answer is wrong, the system can go over that part of the study materials, or can reduce the difficulty levels of the study materials to be presented to the student. In another embodiment, the question is just for increasing concentration; the system ignores the answer, and continues on with the presentation. The student might have stopped working on the study materials altogether. For the embodiment that monitors the student's inputs, if there is no inputs for a predetermined amount of time, such as ten minutes, the system assumes that the student has totally stopped working on the study materials.
  • the present invention teaches sensing through different types of non-intrusive sensors, which are defined as sensors that do not cause the student physical pain and suffering when they are sensing the student's concentration-sensitive behavior.
  • sensors that are intrusive today can become non-intrusive in the future, for example, sensors that monitor the student's brain waves, which can be a type of concentration-sensitive behavior.
  • Rules are stored in the rules storage medium.
  • the rules have previously been embedded in the software implementing the present invention. With rules already embedded in the software, there is no need for accessing the rules, and there is no need for the system to have the rules storage medium.
  • the student's behavior is monitored more than once before the step of analysis.
  • the monitoring step and the analysis step are intermixed.
  • the sensor monitors one type of behavior, with the result analyzed. Then the sensor monitors the same or a different type of behavior, with the result analyzed.
  • the steps in the present invention repeat. For example, after the step of reacting according to the indication (step 260) or providing an indication (step 258), the invention repeats from the step of monitoring automatically (step 254).
  • study materials are continually presented to the student, although the study materials might be changed due to the reaction (step 260).
  • the rules discussed can be self-adapting.
  • the controller 104 can change a rule after applying the rule to a number of situations and after analyzing the results. This can be done, for example, in a fussy-logic system.

Landscapes

  • Engineering & Computer Science (AREA)
  • Theoretical Computer Science (AREA)
  • Business, Economics & Management (AREA)
  • Physics & Mathematics (AREA)
  • Educational Administration (AREA)
  • Educational Technology (AREA)
  • General Physics & Mathematics (AREA)
  • Multimedia (AREA)
  • Management, Administration, Business Operations System, And Electronic Commerce (AREA)

Abstract

Cette invention se rapporte à un procédé et à un système qui aident un étudiant à se concentrer sur des matières à étudier sur un ordinateur, en limitant l'accès de l'étudiant à des produits de divertissement accessibles sur cet ordinateur. Les matières à étudier (108) sont présentées par l'intermédiaire d'un programme d'étude, et les produits de divertissement sont présentés par l'intermédiaire d'un programme de divertissement. Le programme de divertissement a besoin d'un dispositif (106) pour que l'étudiant puisse accéder audit programme. Ce dispositif (106) peut être un haut-parleur ou un pointeur, tel qu'une souris (182). L'ordinateur (154) contient un filtre d'accès (102) qui sépare les programmes du dispositif (106). Ce filtre d'accès (102) peut être modifié pour limiter la liaison entre le dispositif (106) et le programme de divertissement, tout en permettant cependant la liaison entre le dispositif (106) et le programme d'étude. La limite imposée par le filtre d'accès (102) peut être levée dans des conditions prédéterminées, telles que le temps pendant lequel l'étudiant a travaillé sur les matières à étudier (108), les performances de l'étudiant dans ces matières à étudier (108), et l'heure du jour.
PCT/US1998/007955 1998-04-20 1998-04-20 Procede et systeme d'apprentissage prenant en consideration le niveau de concentration de l'etudiant WO1999054857A1 (fr)

Priority Applications (2)

Application Number Priority Date Filing Date Title
PCT/US1998/007955 WO1999054857A1 (fr) 1998-04-20 1998-04-20 Procede et systeme d'apprentissage prenant en consideration le niveau de concentration de l'etudiant
AU71401/98A AU7140198A (en) 1998-04-20 1998-04-20 A learning method and system that consider a student's concentration level

Applications Claiming Priority (1)

Application Number Priority Date Filing Date Title
PCT/US1998/007955 WO1999054857A1 (fr) 1998-04-20 1998-04-20 Procede et systeme d'apprentissage prenant en consideration le niveau de concentration de l'etudiant

Publications (1)

Publication Number Publication Date
WO1999054857A1 true WO1999054857A1 (fr) 1999-10-28

Family

ID=22266876

Family Applications (1)

Application Number Title Priority Date Filing Date
PCT/US1998/007955 WO1999054857A1 (fr) 1998-04-20 1998-04-20 Procede et systeme d'apprentissage prenant en consideration le niveau de concentration de l'etudiant

Country Status (2)

Country Link
AU (1) AU7140198A (fr)
WO (1) WO1999054857A1 (fr)

Cited By (5)

* Cited by examiner, † Cited by third party
Publication number Priority date Publication date Assignee Title
WO2003069458A2 (fr) * 2002-02-18 2003-08-21 Alexander Laub Procede permettant l'attribution d'une recompense, sanction ou d'une aide lors de la mise en oeuvre d'un programme utilisateur, et ordinateur individuel ou systeme d'ordinateur
US8060004B2 (en) 2002-08-29 2011-11-15 Anna Kalisiak-Ward Method of distance learning
CN107106841A (zh) * 2014-10-31 2017-08-29 阿文特公司 经由胫后神经刺激来监测和治疗病症的方法和系统
CN111243362A (zh) * 2020-03-23 2020-06-05 咸阳师范学院 一种实验用计算机多媒体教学装置
US20210343171A1 (en) * 2013-01-22 2021-11-04 D2L Corporation Systems and methods for monitoring learner engagement during a learning event

Citations (6)

* Cited by examiner, † Cited by third party
Publication number Priority date Publication date Assignee Title
US4705479A (en) * 1984-07-09 1987-11-10 Maron Melvin J Process of teaching
US4798543A (en) * 1983-03-31 1989-01-17 Bell & Howell Company Interactive training method and system
US4867685A (en) * 1987-09-24 1989-09-19 The Trustees Of The College Of Aeronautics Audio visual instructional system
US5035625A (en) * 1989-07-24 1991-07-30 Munson Electronics, Inc. Computer game teaching method and system
US5286036A (en) * 1992-09-08 1994-02-15 Abrasion Engineering Company Limited Method of playing electronic game, and electronic game
US5597312A (en) * 1994-05-04 1997-01-28 U S West Technologies, Inc. Intelligent tutoring method and system

Patent Citations (6)

* Cited by examiner, † Cited by third party
Publication number Priority date Publication date Assignee Title
US4798543A (en) * 1983-03-31 1989-01-17 Bell & Howell Company Interactive training method and system
US4705479A (en) * 1984-07-09 1987-11-10 Maron Melvin J Process of teaching
US4867685A (en) * 1987-09-24 1989-09-19 The Trustees Of The College Of Aeronautics Audio visual instructional system
US5035625A (en) * 1989-07-24 1991-07-30 Munson Electronics, Inc. Computer game teaching method and system
US5286036A (en) * 1992-09-08 1994-02-15 Abrasion Engineering Company Limited Method of playing electronic game, and electronic game
US5597312A (en) * 1994-05-04 1997-01-28 U S West Technologies, Inc. Intelligent tutoring method and system

Cited By (7)

* Cited by examiner, † Cited by third party
Publication number Priority date Publication date Assignee Title
WO2003069458A2 (fr) * 2002-02-18 2003-08-21 Alexander Laub Procede permettant l'attribution d'une recompense, sanction ou d'une aide lors de la mise en oeuvre d'un programme utilisateur, et ordinateur individuel ou systeme d'ordinateur
WO2003069458A3 (fr) * 2002-02-18 2004-04-22 Alexander Laub Procede permettant l'attribution d'une recompense, sanction ou d'une aide lors de la mise en oeuvre d'un programme utilisateur, et ordinateur individuel ou systeme d'ordinateur
US8060004B2 (en) 2002-08-29 2011-11-15 Anna Kalisiak-Ward Method of distance learning
US20210343171A1 (en) * 2013-01-22 2021-11-04 D2L Corporation Systems and methods for monitoring learner engagement during a learning event
CN107106841A (zh) * 2014-10-31 2017-08-29 阿文特公司 经由胫后神经刺激来监测和治疗病症的方法和系统
CN111243362A (zh) * 2020-03-23 2020-06-05 咸阳师范学院 一种实验用计算机多媒体教学装置
CN111243362B (zh) * 2020-03-23 2021-10-15 咸阳师范学院 一种实验用计算机多媒体教学装置

Also Published As

Publication number Publication date
AU7140198A (en) 1999-11-08

Similar Documents

Publication Publication Date Title
US5944530A (en) Learning method and system that consider a student's concentration level
Seidel et al. Student characteristics in the eyes of teachers: Differences between novice and expert teachers in judgment accuracy, observed behavioral cues, and gaze
Hannafin Empirical issues in the study of computer-assisted interactive video
Taub et al. How does prior knowledge influence eye fixations and sequences of cognitive and metacognitive SRL processes during learning with an intelligent tutoring system?
Chen et al. Web‐based reading annotation system with an attention‐based self‐regulated learning mechanism for promoting reading performance
Brophy Research on the self-fulfilling prophecy and teacher expectations.
Zhang et al. Wandering eyes: Eye movements during mind wandering in video lectures
Schunk et al. Self‐regulation and learning
Tabbers The modality of text in multimedia instructions: Refining the design guidelines.
Kinzie et al. Learner control and achievement in science computer-assisted instruction.
Chan et al. Effects of instruction in the use of a visual-imagery strategy on the reading-comprehension competence of disabled and average readers
Hartley Learning strategies and hypermedia instruction
D’Mello et al. I feel your pain: A selective review of affect-sensitive instructional strategies
WO1999054857A1 (fr) Procede et systeme d'apprentissage prenant en consideration le niveau de concentration de l'etudiant
Mirka Meeting the learning needs of post-myocardial infarction patients
Rezabek The relationships among measures of intrinsic motivation, instructional design, and learning in computer-based instruction
Arguel et al. Identifying epistemic emotions from activity analytics in interactive digital learning environments
Cennamo Factors Influencing Mental Effort: A Theoretical Overview and Review of Literature.
Harcum et al. Cognitions and “placebos” in behavioral research on ambient noise
Elskamp The effects of quizzing in recorded lectures on test-anxiety and delayed learning outcomes
High How Pre-service Teachers Use Feedback in Their Reading Comprehension Instruction: A Case Study
Parish SOME WAYS TO ENHANCE EDUCATIONAL EXPERIENCES.
Kirsch Volition as a believed-in imagining.
Wilding Use of IT with learning-disabled populations: problems and challenges
Morrison The effects of anxiety and verbal motivational approaches on the reading performance of children

Legal Events

Date Code Title Description
AK Designated states

Kind code of ref document: A1

Designated state(s): AL AM AT AU AZ BB BG BR BY CA CH CN CZ DE DK EE ES FI GB GE HU IL IS JP KE KG KP KR KZ LK LR LS LT LU LV MD MG MK MN MW MX NO NZ PL PT RO RU SD SE SG SI SK TJ TM TR TT UA UG UZ VN

AL Designated countries for regional patents

Kind code of ref document: A1

Designated state(s): GH GM KE LS MW SD SZ UG ZW AM AZ BY KG KZ MD RU TJ TM AT BE CH CY DE DK ES FI FR GB GR IE IT LU MC NL PT SE BF BJ CF CG CI CM GA GN ML MR NE SN TD TG

121 Ep: the epo has been informed by wipo that ep was designated in this application
DFPE Request for preliminary examination filed prior to expiration of 19th month from priority date (pct application filed before 20040101)
NENP Non-entry into the national phase

Ref country code: KR

REG Reference to national code

Ref country code: DE

Ref legal event code: 8642

NENP Non-entry into the national phase

Ref country code: CA

122 Ep: pct application non-entry in european phase