WO2001043107A1 - Procede et systeme d'apprentissage interactif par ordinateur - Google Patents

Procede et systeme d'apprentissage interactif par ordinateur Download PDF

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Publication number
WO2001043107A1
WO2001043107A1 PCT/US2000/032960 US0032960W WO0143107A1 WO 2001043107 A1 WO2001043107 A1 WO 2001043107A1 US 0032960 W US0032960 W US 0032960W WO 0143107 A1 WO0143107 A1 WO 0143107A1
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WIPO (PCT)
Prior art keywords
student
student user
user
study
test
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PCT/US2000/032960
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English (en)
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WO2001043107A9 (fr
Inventor
Dheeraj Koneru
Anand Arvind
Sitaram C. V. Raju
Srinivasan Chandrasekar
Rengarajan S. Raghavan
Sudheer Koneru
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Intelliprep Technologies, Inc.
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Application filed by Intelliprep Technologies, Inc. filed Critical Intelliprep Technologies, Inc.
Priority to AU20604/01A priority Critical patent/AU2060401A/en
Publication of WO2001043107A1 publication Critical patent/WO2001043107A1/fr
Publication of WO2001043107A9 publication Critical patent/WO2001043107A9/fr

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    • 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
    • G09B7/06—Electrically-operated teaching apparatus or devices working with questions and answers of the multiple-choice answer-type, i.e. where a given question is provided with a series of answers and a choice has to be made from the answers

Definitions

  • the present invention relates generally to improved computer-based, interactive learning methods and systems for teaching or educating users and to improved methods and systems for evaluating user performance and or learning method or system performance.
  • the education an individual receives throughout life is frequently thought of as the single most important factor in determining the opportunities available to the individual, as well as whether the individual will have the ability to take advantage of such opportunities.
  • Educational advancement often depends on the education received early in life. For example, the performance of the individual during grade school level and later in high school, will typically determine which colleges or universities the individual may be accepted. In turn, the individual's performance at the college level will typically determine which graduate schools the individual may be accepted and/or which careers the individual may enter or pursue.
  • Evaluating an individual's performance or predicting the individual's ability to perform in the future was typically done using the grades the individual received during classroom study and instructor recommendations.
  • an increasingly important factor in assessing an individual's performance and ability to perform in the future is the individual's score on standardized tests. Standardized tests are increasingly used to gauge and improve student performance. If the individual receives a high score on such tests, opportunities are created.
  • Standardized tests such as the Scholastic Aptitude Test (SAT), graduate Record Examination (GRE), Law School Admissions Test (LSAT) and Medical College Admission Test (MCAT) are used to test the intelligence or aptitude of millions of students each year.
  • SAT Scholastic Aptitude Test
  • GRE Graduate Record Examination
  • LSAT Law School Admissions Test
  • MCAT Medical College Admission Test
  • SAT Scholastic Aptitude Test
  • GRE Graduate Record Examination
  • LSAT Law School Admissions Test
  • MCAT Medical College Admission Test
  • the SAT report includes two scores, the first indicating a student's mathematics skill and the second, the student's verbal skill. It is impossible to decipher from the two numbers the areas where the student is weak. For example, if the student's mathematics score is low, it is impossible to determine from the score alone if the low score is a result of the student being weak in algebra, geometry or both.
  • the student may go to the remedial classes described above.
  • the student takes practice tests with many other students.
  • the practice tests and study materials provided for all the students in the class are the same since it is difficult to manually tailor each test or study material to the understanding of each student.
  • a practice test a student may compare his test results with his previous results to see if he has improved. Again, the comparison is quite superficial. The student's ability to determine his strengths and weaknesses is limited to reviewing the different scores for each section. If the recent test score is higher than a previous test score, then he assumes that he has improved. This type of feedback on one's performance is not optimal.
  • SAT test-taking tips
  • discussion groups discussion groups
  • Other resources for students.
  • Such centers typically attempt to develop the students test taking skills by providing a series of sample tests for practice and then providing the answers to the tests.
  • Some systems evaluate the student's test taking ability and indicate the student's strengths or weakness.
  • Methods and systems for test preparation and evaluation include the following:
  • U.S. Patent No. 5,180,309 by Egnor issued January 19, 1993 relates to a method and system having the objective of automatically allotting partial credit for a user's response that is less than perfect but is within a pre-selected tolerance that is associated with the preprogrammed answer to the question.
  • U.S. Patent No. 4,759,717 discloses a student response system intended to collect data of a limited nature (e.g., responses to multiple-choice questions) from a number of classrooms.
  • U.S. Patent No. 5,947,747 relates to a system for providing a computer-based assessment of an individual's educational performance.
  • U.S. Patent No. 5,597,312 to Bloom et al. relates to a computer-based intelligent tutoring method and system for providing tutoring to a student in an interactive application.
  • the method and system are for teaching customer service representatives (CPRS) by working through either abstract or concrete simulations of on-the-job scenarios.
  • CPRS customer service representatives
  • the system monitors the student's performance, provides feedback on his performance, provides hints on expert responses during problem solving sessions, and employs several strategies to ensure that the student is continually but not excessively challenged, including tailoring the style of instruction and choice of scenarios to the individual and skimming over well known parts of a scenario during problem solving.
  • the system tests the student's verbal responses to sample customer questions and evaluates his ability to process orders and the like.
  • U.S. Patent No. 5,934,910 by Ho et al. relates to a system and method for computer learning based on question asking. That is, the method and system teaches a subject based on the user's natural language questions.
  • U.S. Patent No. 5,934,909 by Ho et al. relates to an educational method and system that automatically assesses and enhances a student's understanding in a subject.
  • the system provides individually-tailored tests whose difficulties are geared towards the student's level of understanding in the subject.
  • the student can use the system to prepare for an examination and can also use the tests to learn the subject.
  • the assessment and the enhancement take into account the student's past performance.
  • the system takes into account the time in which the test is taken compared with previous tests to determine the student's forgetfulness.
  • the system also includes a means for generating a report which provides an assessment of the student'sstrengths and weaknesses in different areas of the tested subject.
  • the report may further provide action items indicating ways for the student to improve on the subject. For example, the report may suggest that the student spend more time on simple multiplication and division.
  • the system includes only the test taker's identity. Thus, a truly individualized and personalized system for preparing an individual according to the present invention is not provided.
  • U.S. Patent No. 5,306,154 by Ujita et al. relates to an educational system, and more particularly, to an educational system which is suitable for teaching operational procedures in a plant, and physical behaviors in the plant by using a simulator.
  • An object of the system is to provide an educational system which is capable of implementing an optimized re-education capable of reflecting idiosyncrasies of learners in their understanding capabilities.
  • the portion of the curriculum requiring re-education is selected in accordance with the degree of understanding of the learner and accounting for his/her idiosyncrasy in learning, so that a pertinent re-education optimized for each learner is capable of being executed, and a time for implementing such reeducation is capable of being minimized.
  • the present invention relates improved methods and systems for assisting individuals learn subject matter and, in particular, to prepare for tests, preferably standardized tests.
  • the inventive methods and systems employ multiple teaching techniques which are all geared to the individual's level, abilities, goals and/or circumstances.
  • the method and system may employ: (1) a personalized study plan, (2) a personalized list or database of study materials or study action items (herein called "study basket"), (3) a personalized test taking analysis and evaluation, (4) additional study materials such as practice exams, practice questions, test taking tips, SAT dictionary, Roots & Stems, vocabulary builder, problem builder and personal study notes, (5) a test taking pace analysis, (6) nervousness indicator, (7) statistics module to assist the student user in evaluating their performance compared with other student users, and assist the author or developer of the learning environment or experience to evaluate the effectiveness of the method or system (e.g., effectiveness of study materials, etc.), (8) a rule- based system that allows the authors, developers, creators or administrators of the study material to create or provide personalized
  • One main objective of the invention is to provide personalized instruction. This involves not only customizing the type and extent of instruction based on the student's performance during practice or actual tests, but also taking into account as many relevant circumstances as possible such as when the student plans to take the standardized test, how many hours per day can the student dedicate to preparing for the test, any target test score the student hopes to achieve, etc. Moreover, preferably, the customization is dynamic in that it can be changed as circumstances change. This allows a truly personalized study plan, for example, to be provided to the student
  • Another preferred embodiment of the invention provides a valuable resource for students as well as other non-student users such as college/university admissions offices, standardized test developers and evaluators, psychologists, sociologists, etc. More specifically, the method and system preferably include the formation of a database of information relating to the profiles of students.
  • the profiles can include a variety of useful profile information such as the student's age or sex, race or nationality, demographics, etc.
  • the student information which may be input according to the method or system is divided into confidential information such as student name and social security number (which is not disclosed to non-student users) and student profile information (such as age or sex, race or nationality, demographics, etc) which forms an anonymous student profile database which may be utilized by student users and/or nonstudent users.
  • confidential information such as student name and social security number (which is not disclosed to non-student users)
  • student profile information such as age or sex, race or nationality, demographics, etc
  • Fig. 1 illustrates a block diagram of a system according to one embodiment of the present invention
  • Fig. 2 illustrates a block diagram of the server of Fig. 1 ;
  • Fig. 3 illustrates a block diagram of the student user terminal of Fig. 1;
  • Fig. 4 shows a flow diagram according to one preferred aspect of the invention
  • Fig. 5 shows a flow diagram of one embodiment of the invention
  • FIG. 6 shows a flow diagram of another embodiment of the invention
  • Fig. 7 shows a flow diagram according to yet another embodiment of the invention
  • Fig. 8 shows a flow diagram according to a still further embodiment of the invention.
  • Fig. 9-33 depict typical output displays of the method and system according to preferred embodiments of the invention.
  • the present invention broadly relates to methods and systems for teaching one or more individuals subject matter of an educational and/or professional nature. Although the invention is particularly applicable for assisting a student user prepare for a standardized test, the invention also relates to generally assisting individuals learn any type of subject matter.
  • the term "student user" refers to both students and other individuals who seek to learn additional subject matter.
  • One aspect of the invention relates to methods and systems for preparing student users for educational tests, particularly standardized tests, such as the GED, SAT, ACT, GRE, LSAT, MCAT, GMAT, Optometry Admission Test, Dental Admission Test, MAT, PCAT, TOEFL, TOEIC, NTE, HERBIE, Basic Competency (Elementary School), Proficiency, New York Reagents Exam, Vietnamese High School Entrance Exam, etc.
  • the invention also relates to assisting individuals prepare for professional tests such as CPA, Insurance Broker, Insurance Agent, Investment, Series 6, Series 7, Multi-State Bar Exam, Professional Engineer (PE), Real Estate Broker, police Officer, etc.
  • the invention also relates to methods and systems for assisting companies or other entities train employees.
  • a company may have a vast amount of information available relating to company procedures, company manufacturing or production plans, company services, etc. Not all employees would need to leam all information relating to the company.
  • Certain types of employees may need to leam subject matter relating to topics that other types of employers do not need to learn and vice versa.
  • a new employee in the financial department may need to learn about the company's financial procedures, but not about the specifications for its products.
  • a newly hired engineer may need to leam the opposite.
  • there may be certain types of information that both employees should learn e.g., travel reimbursement procedures, company anti-harassment policies, use of company computer network, etc.).
  • a preferred aspect of the invention relates to methods and systems for preparing student users for standardized tests which are given to a large number of students.
  • the SAT for example, is given to almost 2 million high school students a year, with most students taking the test in the spring of their junior year and/or the fall of their senior year of high school.
  • the SAT is designed to allow college admissions officers to judge all students using a common yardstick.
  • the SAT is intended to compensate for the unreliability surrounding high school grades (e.g., school to school differences, grade inflation, quality of teaching, etc.).
  • the student's score on the SAT is an important factor in determining which colleges the student may attend.
  • the problem with previous test preparation methods and systems is that they generally treat all users in the same or similar manner (i.e., a high scoring student is taught in the same manner as a low scoring student, a student with two months to study is treated the same as a student with two weeks to study, etc.).
  • the instruction is not optimized for the individual and therefore does not provide the best method for preparing a student for an examination.
  • Some students may learn at one pace, others at another pace. Some students may have a strong understanding of geometry, others may not. Some students may have one month to prepare, others may have three months. Some students may be able to dedicate two hours a day for preparing, while others can devote six hours.
  • the present invention removes many of the limitations of prior methods and systems by adding flexibility and personalized assistance so that each individual is treated not only based on their performance on each practice test, but also based on their individual circumstances. This allows the instruction and other assistance provided to the student to be optimized.
  • the method and system may not only provide the student user with an analysis of his strengths and weaknesses, but may also provide a detailed daily study plan designed to improve the student's performance.
  • the term "computer” is intended to include a device having a digital processor or the like such as a desktop, notebook or handheld computer, cellular phone or the like.
  • the inventive methods and systems are employed using computers, preferably networked computers such as those linked via the Internet.
  • One preferred embodiment of the invention relates to practicing the inventive method and/or constructing the inventive system using a computerized network such as a LAN (local area network), Internet, Intranet or the like.
  • LAN local area network
  • the invention incorporates the use of the Internet to allow an unlimited number of student users to readily access the inventive service.
  • a computer network such as the Internet more efficiently provide the service to an unlimited number of users, it also provides further advantages to student users or nonstudent users not previously provided with previous educational methods and systems including previous computer based methods and systems.
  • the Web is built around a network of "server” computers which exchange requests and data from each other using hypertext transfer protocol ("http").
  • http hypertext transfer protocol
  • a designer designs the layout of a Web page, for example, using Hypertext Markup Language (“HTML”).
  • HTML Hypertext Markup Language
  • Examples include HTML versions 2.0 and 3.0, as specified by the WWW Consortium of MIT.
  • a user views a Web page using one of a number of commercially available "browser" programs.
  • the browser submits an appropriate http request to establish a communications link with a Web server of the network.
  • a typical http request references a Web page by its unique Uniform Resource Locator ("URL").
  • URL Uniform Resource Locator
  • a URL identifies the Web server hosting that Web page, so that an http request for access to the Web page can be routed to the appropriate Web server for handling.
  • Web pages can also be linked graphically to each other.
  • FIG. 9-33 depict several typical output displays of a web-based method and system according to several embodiments of the invention.
  • Fig. 1 illustrates a system 100 according to one embodiment of the invention.
  • System 100 includes student user terminals 101 A, 101B, 101C in which the teaching methods according to the invention may be executed.
  • a student user receives and inputs information provided on student user terminal 101 A which is connected to server 103 via network 102 through two-way communication links.
  • Network 102 may be any suitable network, preferably a public switched phone network, such as the Internet, an Intranet, LAN or the like.
  • Network 102 may include a standard frame-relay network such as is operated by AT&T or MCI.
  • a number of intermediate local servers may connect server 103 via network 102 to student user terminals 101 A, 101B and 101C.
  • a student user preferably accesses server 103 via network 102 using student user terminal 101 A.
  • System 100 may further comprise nonstudent user terminal 104 which is also connected to server 103 via network 102.
  • Server 103 preferably controls the flow of data to and from student user terminals 101 A, 101B and 101C and nonstudent user terminal 104.
  • student user computer 101 A or nonstudent user terminal 104 There are no special requirements for student user computer 101 A or nonstudent user terminal 104, other than that each have some means of assessing the information from server 103, preferably some means of assessing the information via network 102.
  • Terminals 101 A, 101B and 101C and nonstudent user terminal 104 may be structurally the same or different, except student user terminals 101 A, 101B and 101C are used by student users, whereas nonstudent user terminal 104 is used by nonstudent users such as college admissions officers, test developers or evaluators, researchers, etc.
  • System 100 may include any number of student user or nonstudent user computers.
  • System 100 may include server 103 or means for conveying information to and from server 103 when server 103 is external to system 100.
  • FIG. 2 illustrates a block diagram of server 103 of Figure 1.
  • Server 103 includes CPU 201, cryptographic processor 202, RAM 203, ROM 204, network interface 205 and data storage device 210.
  • Network interface 205 links server 103 to network 102.
  • CPU 201 is preferably connected to each of the elements of server 103.
  • Server 103 may comprise one or more servers (not shown).
  • CPU 201 executes program instructions stored in RAM 203, ROM 204 and data storage device 210 to perform various functions of the present invention.
  • Data storage device 210 preferably includes a combination of a plurality of databases such as test preparation database 211, student user account database 212, student profile database 213 and nonstudent user account database 214, as well as program instructions (not shown) for CPU 201.
  • Test preparation database 211 may contain practice exams, practice questions, tips, vocabulary words, etc.
  • Student user account 212 may include student user information such as account status, personal information, personal study plan, personal study basket, My Notes, etc.
  • Student profile database 213 may include student user profiles, statistics, etc.
  • the databases in data storage device 210, such as databases 211, 212, 213 and 214, are preferably implemented as standard relational databases capable of supporting searching and storing multimedia information such as text, audio, photographs, video, QuickTime movies, etc.
  • the mailboxes are integrated mailboxes which provide integrated e-mail, facsimile and/or voice mail services which allows the user to be facsimiled or voice mailed information rather then e-mailed. This may be particularly helpful, for example, when the information being communicated relates to mathematics problems. Voice-mail would be advantage when an oral explanation is more beneficial than a written explanation.
  • CPU 201 is also preferably programmed to search databases including databases 211, 212, 213 and 214 and transmit information in response to a student user or nonstudent user search request.
  • CPU 201 receives a search request containing certain criteria (e.g., test score, age, race, etc.) and searches the databases to find one or more matches. Based upon the search, CPU 201 releases certain information to the student user or nonstudent user requestor.
  • CPU 201 may assign pseudonyms to each student user, if requested, to maintain anonymity.
  • search techniques that can be used including keyword, fuzzy logic and natural language search tools.
  • CPU 201 compares the criteria against each student user profile stored in system 100 using one or more search algorithms and transmits to the requestor the student user profiles or group or subgroup of student user profiles identified.
  • CPU 201 is preferably also programmed to provide communications, preferably anonymous communications, between one or more student users and one or more nonstudent users.
  • CPU 201 can receive and store electronic mail messages in electronic mailboxes assigned to each student user and/or nonstudent user, thereby establishing a non-real- time communications channel between student users and education researchers, for example.
  • the personal mailboxes are integrated mailboxes which provide integrated e-mail, facsimile and/or voicemail services which allows the student user to receive and transmit information by facsimile and/or voicemail in addition to by email. Communication via facsimile may be advantageous, for example, when the information being communicated relates to mathematics such as geometry. Likewise, communications by voicemail may be advantageous when an oral explanation to a problem is more desirable than a written explanation.
  • CPU 201 preferably comprises a conventional high-speed processor capable of executing program instructions to perform the functions described herein.
  • server 103 is described as being implemented with a single CPU 201, in alternative embodiments, server 103 could be implemented with a plurality of processors operating in parallel or in series.
  • Data storage device 210 preferably comprises static memory capable of storing large volumes of data, such as one or more floppy disks, hard disks, CDs, or magnetic tapes.
  • Network interface 205 connects CPU 201 to network 103.
  • Network interface 205 receives data streams from CPU 201 and network 103 formatted according to respective communication protocols.
  • Network interface 205 reformats the data streams appropriately and relays the data streams to network 103 and CPU 201, respectively.
  • Network interface 205 preferably accommodates several different communication protocols.
  • Cryptographic processor 202 is programmed to encrypt, decrypt and authenticate the stored data in one or more of the databases described above.
  • the student user's name for example, may be encrypted in the student profile database 213 so that nonstudent users can review the information in the database without learning the student user's identification.
  • RAM 203 and ROM 204 preferably comprise standard commercially-available integrated circuit chips.
  • FIG 3 depicts a block diagram of student user terminal 101 A of Figure 1.
  • Student user terminal 101 A provides the student user with an interface to system 100.
  • student user terminal 101 A allows a student user to enter data and transmit the data to server 103 via network 102 and also receive data from server 103.
  • Student user terminal 101 A preferably includes CPU 301, which is connected to ROM 302, RAM 303, video driver 304, cryptographic processor 305, communication port 306, input device 307, and data storage device 308.
  • Input device 307 may include a keyboard, touchpad, mouse, any other known input device or combinations thereof.
  • Video monitor 310 is connected to video driver 304 and modem 311 is connected to communication port 306 and network 102.
  • CPU 301 executes program instructions stored in RAM 303, ROM 302, and data storage device 308 to carry out various functions associated with student user terminal 101 A.
  • CPU 301 is programmed to receive data from input device 307, receive data from communication port 306, output queries and received data to video driver 304 for display on video monitor 310, and output data to communication port 306 for transmission by modem 311 to network 102.
  • CPU 301 preferably transmits the data to cryptographic processor 305 for encryption before outputting data to communication port 306 for transmission to network 102.
  • CPU 301 receives encrypted data
  • CPU 301 transmits the encrypted data to cryptographic processor 305 for decryption.
  • CPU 301 preferably comprises a high-speed processor capable of performing the functions described herein.
  • student user terminal 101 A is described as being implemented with a single CPU 301, in alternative embodiments, student user server 101 A could be implemented with a plurality of processors operating in parallel or in series.
  • Video driver 304 relays received video and text data from CPU 301 to video monitor 310 for display.
  • Data storage device 308 preferably comprises static memory capable of storing large volumes of data, such as one or more floppy disks, hard disks, CDs, or magnetic tapes.
  • Communication port 306 relays data between CPU 301 and modem or network card 311 in accordance with conventional techniques.
  • Cryptographic processor 305 is programmed to encrypt and decrypt data in accordance with conventional encryption/decryption techniques and is preferably capable of decrypting code encrypted by cryptographic processor 202.
  • the student user's name for example, may be encrypted in the student profile database 213 so that nonstudent users can review the information in the database without learning the student user's identification.
  • Modem 311 preferably comprises a high-speed data transmitter and receiver.
  • Input device 307 preferably comprises any data entry device for allowing a user to enter data, such as a keyboard, a mouse, a video camera, a touch or writing pad, key pad or microphone.
  • RAM 303 and ROM 302 preferably comprise standard commercially-available integrated circuit chips.
  • a student user or nonstudent user may input information into the system and/or make a selection using the student user terminal 101 A including the use of selected strokes on a keyboard, the clicking of a mouse after moving the pointer to a particular icon or graphic or the like on the video screen, and/or by touching the video screen, touch pad or the like.
  • Such methods and devices for allowing a user to input information or make selections into a computer-based system are well known in the art.
  • remotely-located student users at a number of student user terminals 101 A, 10 IB and 101C can simultaneously use the invention and compare their results with other remotely located student users.
  • the test preparation can be done on an ongoing basis with no need for an on-line connection where the student user downloads the information.
  • an on-line connection e.g., Internet, World Wide Web, American Online, CompuServe, Prodigy, etc.
  • an on-line connection can be used for even greater flexibility in test question distribution and control.
  • the students user's scores and other personnel information are securely associated with the student user's identity (such as by using a secured personal identification number, See U.S. Patent No. 5,971,272), which in turn is associated with the student user's profile.
  • the system can provide the student user with the ability to determine how the student user performed compared with other student users generally or other student users having certain profiles, without learning the other student user's identities.
  • the student user can determine how he compared with other student users of the same age, from the same school district, of the same geographic region and/or of the same ethnic background.
  • the transmitted test results and other related information are configured to reliably associate the student user with his test results, using encoding, user identification, or co ⁇ oborative techniques to deter confusion, e ⁇ ors, fraud and insure confidentiality.
  • the student user's identity is preferably confidential.
  • One form of advantageous anonymity useful in the invention involves "shielded identity", where a trusted agent (e.g., the operator of the server 103) knows the identity of the masked party (e.g., student user), but does not reveal that identity to others except under certain circumstances.
  • a trusted agent e.g., the operator of the server 103
  • Figure 9 illustrates a web page display according to one embodiment of the invention which prompts the student user to input personal information.
  • the personal information such as name, address, E-mail address and phone number which is input on this page is preferably kept confidential.
  • the server's network interface is preferably able to support multiple simultaneous data connections with multiple users.
  • a server or central computer is accessible over the Internet or commercial on-line service such as America Online, CompuServe, or Prodigy, allowing multiple test-takers to access the central computer via simultaneous on-line connections.
  • the test questions can be downloaded directly from the central computer to the external terminals.
  • each individual student user has a personal web page which includes test preparation and evaluation tools.
  • the tools are displayed in the form of text, icons and/or other suitable graphics.
  • Graphics user interface operating systems such as Microsoft Corporation's WindowsTM and any related products, have greatly improved the ease with which tasks can be accomplished on a computer.
  • the user need only activate an icon that represents the application.
  • the graphic icon is preferably activated by positioning a cursor over it and then "double clicking" on the icon with a pointing device that is used to control the cursor. Since the properties assigned to the graphic icon are linked to the executable file and specify its complete directory path, there is no need for the user to recall that information after the icon properties are initially set up to run the program. See, PCT patent publication No. WO 96/39654.
  • interface objects are preferably grouped according to functionality. For instance, objects relating to test preparation including practice exams, study plan and study basket may be grouped together and may also be kept separate from objects concerned with personal profile, statistics module, the college/university applications process, etc.
  • Figure 10 illustrates a web page display according to one embodiment of the invention which includes icons and/or text representing the various features provided by the invention.
  • Figure 11 illustrates a web page according to another embodiment.
  • Figure 12 illustrates a web page for a particular user for modifying or reviewing account or profile information.
  • the student user is provided with an options format in the form of user settings.
  • the student user can preferably select which language the information is conveyed (e.g., English, French, etc). That is, the system is preferably multi-lingual.
  • the student user may select preferences with respect to learning techniques (e.g., more practice exams in place of practice questions or detailed answers versus summary answers).
  • the user settings may also provide the option of study reminders, how many times a word or question is answered correctly before a topic is removed from study basket, personal web page format/content/layout, etc.
  • a default format is also preferably provided should the student user not employ the user settings.
  • one aspect of the invention relates to a method and system which advantageously provides one or more of the following computer-based features to the student user (each of which is discussed in further detail below): (1) a personalized study plan, (2) a personalized list or database of study materials or study action items (herein called "study basket"), (3) a personalized test taking analysis and evaluation, (4) additional study materials such as practice exams, practice questions, test taking tips, SAT dictionary, Roots & Stems, vocabulary builder, problem builder and personal study notes, (5) a test taking pace analysis, (6) nervousness indicator, (7) statistics module to assist the student user in evaluating their performance compared with other student users, and assist the author or developer of the learning environment or experience to evaluate the effectiveness of the method or system (e.g., effectiveness of study materials, etc.), (8) a rule-based system that authors, developers, creators or administrators of the study material to create or provide personalized feedback for student users, (9) allow collaboration by sharing study aids among users and allowing for the searching of such shared study aids by the student
  • Figure 4 depicts a block step diagram according to one preferred embodiment of the invention illustrating how the different features may interact.
  • the study plan is the central feature of this embodiment, where information from features such as the practice exams, practice problems, vocabulary builder and math builder & test tips are fed directly into the study plan and/or indirectly to the study plan via the study basket.
  • a student user may engage in test preparation by taking a practice exam.
  • the results of the practice exam may produce an evaluation of strengths and weaknesses on a topic by topic basis.
  • Weak topics may then be transferred to the study basket which automatically generates appropriate additional study materials.
  • the additional study materials are then added to and incorporated into an updated study plan.
  • the weak topics may be directly transferred to the study plan which may automatically generate and distribute the additional study materials for the student user.
  • Figure 5 depicts a block step diagram for another embodiment of the invention relating to the incorporation of study materials such as study topics, user created problems and/or personal study notes ("My Notes"). More specifically, after the student user selects and reads a particular topic, such as geometry, the student user may either (a) choose to add the topic to the study basket and/or update the study plan, (b) create a personal study note regarding the topic, (c) select or create problems, solve the problems and review the answers and or (d) request personal assistance, such as by e-mail, fax and/or voice-mail. These options will be described more fully below.
  • One embodiment of the invention relates to a method and system which includes a customized, personalized study plan.
  • the improved study plan is achieved by using information generated by the system and/or by collecting certain additional information from the student user and constructing an efficient study plan based on this information.
  • the invention utilizes the ability of computers to collect, store and retrieve a vast variety and amount of information to provide an advantageously customized study plan.
  • Such additional information may include: (a) the date the student user intends to begin preparing for the test and the actual date of the test, (b) the amount of time the student can study each day (e.g., four hours a day on weekdays/eight hours a day on weekends or four hours a day the first half of the test preparation period, six hours a day the second half, etc.), (c) any target goals the student user may have, (d) choice of study technique (e.g., practice questions versus practice exams, etc.), (e) previous test scores, etc.
  • the customized study plan can be initially generated by asking the student user some key pieces of information such as the day the user wants to start test preparation, the date the user wants to be done preparing for the examination, the number of times the student user wants to study per week, the days of the week the student user prefers to study and so on.
  • Figure 13 illustrates a display prompting a student user to answer such questions. Based on the answers to such questions, the number of days the preparation that are available to the student user can be determined. The amount of material the student user needs to study is calculated and then distributed over the days/weeks available based on a predefined criteria which would be different for different exams that the user may be preparing for.
  • the study plan incorporates test preparation for more than one test, e.g. a student user may be planning to take the LSAT, GMAT and MCAT over four month period or the student user may have five examinations to study for over a three week period.
  • One advantage of an individualized study plan is the ability to take into account not only the individual's current test taking strengths and weaknesses, but also any other factors the individual may need to consider when preparing for an exam. For example, an individual who has two months to study for an exam and can accommodate six hours of studying a day should have a different study plan then an individual who has one month to study and can only accommodate four hours of studying a day. Accordingly, one embodiment of the invention allows the student user to input time parameters such as the date of the actual test, which days the student can study and/or how many hours the student can study per day, etc.
  • One preferred embodiment of the invention provides a "study plan calendar" for the student user which sets for a detailed study plan including the dates and times certain topics should be studied, practice exams or questions taken, etc.
  • the study plan calendar can be viewed by day, by week and/or by month.
  • the study plan is dynamic in that it can be updated automatically and/or by the student user. That is, the invention provides a dynamic individualized study plan that can be updated for the student user based on a number of factors including practice test or question performance, study materials covered, pace of progress, change of circumstances (e.g. student user has more or less time to study), varying pace of learning depending on topic, etc.
  • the method or system may automatically revise the study plan by adding supplemental study topics if the practice tests indicate that the student user needs additional instruction regarding that topic.
  • the study plan may be automatically revised by removing certain items from the calendar if the student user's test results show that such instructional items are no longer necessary in view of improvements in test performance in those areas.
  • the "automatic" adjustment to the study plan can either be performed with or without the student user's prior consent.
  • any “automatic” adjustments to the study plan are first suggested to the student user who can then either agree to the suggestion or disagree by using the appropriate input action.
  • the system may evaluate the student user's performance and find topics which the student is having trouble with and add these topics to multiple days so that the user releams the material consistently to help himself improve upon those areas.
  • the criteria as to where to go about making the additional entries and so on depends on the material under consideration and the test under consideration.
  • the dynamic study plan can preferably also be adjusted by the student user.
  • the student may adjust the study plan by increasing or decreasing the time allocated for studying and/or the amount of emphasis given to any particular topic.
  • the student user may decide that he can spend eight hours, rather than four on a particular day and may adjust the study plan accordingly.
  • the plan should be adjusted accordingly.
  • a target score the student user seeks to achieve on the test.
  • a student user may desire a particular score on the SAT for example.
  • the study plan is formulated to help the student user achieve the target score.
  • one individual may be planning to take the SAT and may want to attend a technical undergraduate institution instead of a liberal arts college and may wish to perform better on the math portions of the SAT compared to the verbal portions. This aspect of the invention would allow the individual to emphasize the math preparation rather then the verbal preparation.
  • the user may input a desired target score for a standardized test and the individualized study plan produced takes the target test score into account when formulating the individualized study plan.
  • the student user can change the target test score more than once.
  • this aspect of the invention provides an individualized study plan, preferably a dynamic individualized study plan, for the individual user.
  • the study plan is designated on a student user's personal web page (discussed further below) as text, an icon or any other suitable graphic.
  • the student user merely has to select the study plan to view its contents (e.g., calendar, etc.) and/or make any changes.
  • the method and system are web-based and are designed to assist a student user prepare for an examination and the structure of the study plan is broken down into four different study phases.
  • Phase 1 Preliminary Study Phase
  • Phase 2 Intermediate Study Phase
  • Phase 3 Advanced Study Phase
  • Phase 4 Final Preparation Phase
  • Phase 1 In this phase the method and system guides the student user through at least one diagnostic or practice test, half of the practice problems, all of the math builder web pages, all of the test tips web-pages, and at least one cycle through all of the vocabulary words.
  • the length of this phase is approximately 1/5 of the entire study period minus 30 days.
  • Phase 2 Information from Phase 1 is used to determine what the student user's weaknesses are and in which areas the individual needs the most help in.
  • This phase of the study plan is customized based on this analysis. The purpose of this phase is to make the student go through all of the necessary material and gain a solid understanding of the subject matter which will be tested on the examination as well as the associated subject matter. The length of this phase is approximately 3/5 of the entire study period minus 30 days.
  • Phase 3 By this phase, the student user should feel well prepared for the examination. During this phase, the intensity of the teaching is increased and any remaining weaknesses on the part of the student user are ironed out. If the student is weak in more areas than the study plan provides time to cover, then the method and system automatically covers only the most important topics (e.g., topics tested most heavily on the given test) and drops the rest unless the student shows faster then expected progress in which case other items may be covered as well. The length of this phase is approximately 1/5 of the entire study period minus 30 days.
  • Phase 4 At this point the teaching of subject matter is stopped and the student is made to take about one exam every 3 days. The student user takes the exam on one day and then uses the other two days to go through the entire exam and studying any mistakes that were made and the reasons the mistakes were made and studying any materials that were added to the study basket by the software, etc. The length of this final phase is exactly 30 days.
  • Another embodiment of the invention relates to a method and system which analyzes the performance of the student user during the test preparation.
  • the analysis can include the students performance on practice exams, practice questions or practice problems and the like.
  • the method or system includes tracking the performance of the student user during practice tests, practice questions, etc.
  • each question is associated with a particular topic and/or subtopic.
  • a question may involve both geometry and algebra and will thus be associated with geometry and algebra. If the user gets the question incorrect, the system will automatically add these topics to the study plan and/or study basket or suggest that such an addition be made. Alternatively, if the student user gets these types of questions correct, the method or system may remove or reduce these topics in the study plan and/or study basket. Preferably, any addition or removal is first suggested to the student user.
  • the method and system determines the student user's strength in various topics independent of the score weights given to questions. Score weights on individual questions relate to the difficulty of the question, and do not present an accurate determination of the actual understanding of the subject material by the student. Such determination allows further customization of the student user's study plan since a more accurate assessment of the user's strengths and weaknesses is provided.
  • Topic Proficiency a new metric herein referred to as the "Topic Proficiency" of the student user for each topic and subtopic, to determine the student user's understanding of each topic.
  • the Topic Proficiency for any topic may be computed as follows:
  • both the numerator and denominator in the above equation include all questions related to that topic as well as all subtopics in the entire sub-tree below that topic. For example, if topic A has subtopics B and C, and subtopic C has subtopics D and E, the Topic Proficiency of A includes questions related to topics A, B, C, D and E. As another example, if a course has topics P and Q and the test has questions 1, 2, 3 and 4 and Question 1 and 2 are associated with topic P, and questions 2, 3 and 4 are associated with topic Q. If a user has answered questions 1 , 2, 3 correctly and question 4 incorrectly, then
  • the above metric can be generalized as a function that weights different questions differently indicating their relative importance of determining proficiency in a topic.
  • the ability to more accurately determine a user's strengths and weaknesses regarding a particular topic or subtopic allows for an improved personalized learning experience.
  • the author or developer of the learning experience e.g., the learning experience created using the inventive
  • the user can specify a desired proficiency for each topic in a course.
  • a topic where a user has attained the specified proficiency can be removed.
  • a desired proficiency (e.g., "target" proficiency) may be specified for each topic.
  • a topic where a user has attained the desired proficiency in a subject area such as topic P the study materials relating to topic P may be removed from the study plan.
  • Topic Proficiency is preferably further classified into Pre- Assessment Topic Proficiency and Post- Assessment Topic Proficiency.
  • Pre- Assessment Topic Proficiency is the ratio of the number of questions related to the topic that were presented and answered correctly before presenting the study materials relating to the topic, to the total number of questions related to the topic study materials that were presented before presenting the topic study materials, expressed as a percentage.
  • Post- Assessment Topic Proficiency is the ratio of the number of questions related to the topic that were presented and answered co ⁇ ectly after presenting the topic study materials, to the total number of questions related to the topic that were presented after presenting the topic study Materials, expressed as a percentage.
  • the invention determines a user's Proficiency improvement in a topic, which is a numeric value of the improvement in a user's understanding of a topic and/or a numerical value indicating the effectiveness of the study materials relating to the topic.
  • a computer-aided method for assisting at least one student user leam subject matter using sample test results generated by the student user taking a sample test and student user information from the student user comprising:
  • the method further comprises the step of retrieving user information from the user sufficient to form a user profile.
  • Yet another embodiment relates to a computer-aided learning method for assisting a student user leam subject matter, the method comprising:
  • step (e) assisting the student user by providing the student user with the test results and an evaluation of the test results wherein the method further comprises the step of receiving student user information from the student user and the step of assisting the student user comprises utilizing the student user information.
  • a still further embodiment of the invention relates to a computer-aided learning method for assisting a student user prepare for a standardized test, the method comprising:
  • step (d) providing the student user with the test results and an evaluation of the test results; wherein the method further comprises the step of receiving student user information from the student user including at least two or more of the following: (i) student user identification selected from the group consisting of name, social security number, credit or debit card number, telephone number or other identification, (ii) date of standardized test or how many days until the standardized test, (iii) time the student user can allocate for preparing for the standardized test, (iv) student user standardized test score target goal, and (v) previous standardized test scores, if any.
  • the invention evaluates the student user's performance and displays the analysis to the user.
  • the tracker Preferably, the tracker generates a list of all the weaknesses in descending order so that the student user can readily determine which is his greatest weaknesses.
  • the performance tracker may display summaries of the scores received in each of the practice exams so the user can review improvements in performance.
  • the performance tracker also provides summaries of these scores received on the exams compared with other student users taking the similar exam.
  • the performance tracker enables the user to review the details of any of the exams, for example, by clicking on an icon or other graphic representing the exam.
  • Figure 14 depicts a display with an icon for each of Exams 1 through 30.
  • a selected exam, Exam 1 is highlighted to illustrate a possible selection by a student user.
  • both exams may be on the same web-page, but differentiated from one another by shading, marking or the like.
  • Figure 15 depicts a typical display shown to the student user after selecting the take the exam according to one embodiment of the invention. According to one embodiment, the student user is provided with a test score after each test section.
  • Figure 16 depicts a display for such a section score report according to one embodiment of the invention.
  • Figure 17 depicts a display after the exam is completed according
  • Figure 18 depicts a typical display of such a report on a section by section basis.
  • Figure 19 depicts a display for a performance analysis page for a student user according to one embodiment of the invention which provides a variety of options to the student user.
  • the user is also allowed to pull up individualized questions for review. Analysis by test section may also be given (e.g., the SAT has six sections).
  • the detailed report may also provide a list of the main weaknesses of the user and/or how much time the student took to answer each question.
  • the system may also include a weakness analysis tool which provides detailed analysis of the user's weaknesses.
  • the weakness analysis tool may list weaknesses in descending order by category. It may also mention how many questions and which tests each of the concepts were missed, answered co ⁇ ectly or unanswered.
  • the function of the weakness analysis tool is to help point out to the user how he or she can approach solving certain problems.
  • the weakness analysis tool may also update and/or customize the test type taking tips, the study basket and/or the study plan.
  • the unique part of the performance tracker is that it not only performs evaluation of the students weaknesses but it also preferably allows the user to know how many times they have seen a certain question while taking the exam, the number of times they changed the answer to the question, and finally the amount of time they spent on each question. This analysis helps the student know if they are wasting too much time on a question or a certain type of question and/or
  • the performance analysis may also include a test taking pace analysis (discussed further below).
  • Figures 20-22 depict typical displays, using different formats, providing an evaluation of an individual student user's performance compared with all student users according to one embodiment of the invention.
  • the study basket is a database or memory or the like which essentially holds study topics which the student user can review at a future time.
  • the study basket is designated on a student user's personal page as an appropriate icon.
  • Figures 10 and 11 depict web-based displays which illustrate a personal page containing a number of icons and text including a graphic icon for a study basket.
  • a display or list is provided which includes the study materials the student user is assigned such as practice exams, practice questions, etc.
  • Study materials may be placed into the study basket in a number of ways.
  • the student user may choose to add a study topic to the study basket for future review.
  • the student user may lack confidence in one area such as geometry even though the student scores well in this area.
  • the system may allow the student user to add additional instruction in geometry.
  • the system itself may automatically determine which topics the student user is weak in and add them to the study basket, for example, after the user takes a practice exam or practice question (See Figure 4).
  • each question may be associated with one or more topics.
  • each of the topics associated with answering the particular question would be put into the study basket.
  • the various types of study materials can be labeled or designated as relating to particular topics or subtopics.
  • the system includes a database which contains three tables.
  • the first table contains the questions and co ⁇ esponding answers.
  • the second table includes a list of all the possible topics which may be tested on the particular exam and an associated LD. for each of these topics.
  • the LD. could be numerical and/or text in nature.
  • a third table would contain information associating each question with one or more of the topic ID's in the second table. If multiple topics are covered by the question then there will be two or more ID's associated with this question number in the third table. Thus, each entry will make a link to at least one topic.
  • the system software determines which question number is being tested and whether the student user has answered the question co ⁇ ectly using the first table. Then, if the student user answers the question inco ⁇ ectly, the system immediately determines the topics which are associated with the question using the third table and finally using the second table to determine the title of the topic itself. Once this is done, the system generates a list of topic titles which may be reviewed by the user. These topic titles can then be transfe ⁇ ed to the study basket for future review by the user. These topic titles, in turn, may be associated with a separate database(s) which contains relevant study packets containing detailed or summary reviews of the topic(s), practice questions or problems relating to
  • the system may include a database which contains a table that keeps track of the contents of each user's study basket.
  • the study basket is designated on the student user's personal page as an appropriate icon. The student user merely has to select the study basket to view its contents and/or make any changes.
  • the method and system also provides additional study materials including: (a) study packets, (b) practice exams, (c) practice questions/problems, (d) test taking tips, (e) vocabulary builder, (f) smart problems, (g) problem builder, (h) personal study notes (e.g., "My Notes"), etc.
  • the additional study materials may be added to the study basket and/or study plan.
  • the additional study materials may also be separately designated on the student user's personal page as an appropriate icon or the like. See Figures 10 and 11.
  • the study materials may provide information, such as answers to questions, in detail or summary format.
  • the student user is able to select which format is displayed by adjusting the appropriate user settings.
  • the additional study materials contain information associated with one or more study topics.
  • the appropriate action is taken by either adding or removing the additional study material which is associated with the topic from the study plan, study basket, etc.
  • the study packets may include brief or detailed descriptions of subject matter including text, graphics, audio, video, etc.
  • Figure 23 depicts a display containing study materials relating to fractions and decimals.
  • Figure 24 depicts a display containing study materials relating to properties of integers.
  • the study packets are contained in a database and are preferably categorized by topic. Thus, when a student user's study plan or study basket is being updated to include additional study materials relating to algebra, for example, suitable study packets are retrieved and included in the study basket or study plan.
  • the practice exams may also be stored in a database and are preferably as close as possible to the actual exam the student user is preparing for. Even more preferably, the practice exams are "real exams”.
  • Figure 6 illustrates the steps involved in a user taking practice exams and how this activity can dynamically update the study plan and/or study basket.
  • the practice questions are also stored in a database and are preferably as "realistic" as possible. Like the study packets, the practice questions are preferably categorized by topic. Thus, when a student user requires additional instruction regarding geometry, for example, suitable geometry questions are retrieved and included in the study basket and/or study plan.
  • Figure 7 illustrates an embodiment using practice question during test preparation.
  • test taking tips may include test taking tips, preferably customized test taking tips.
  • General tips may include strategies for taking a particular exam (e.g., better to skip a question rather than guess, etc.).
  • the materials may also include a SAT dictionary or Roots & Stems, etc.
  • the invention may also provide customized tips.
  • Figure 25 depicts a display containing test taking tips according to one embodiment of the invention. An example shall be used to explain how this feature could be implemented. If a student user misses a lot of geometry questions relating to triangles while practicing problems or while taking a practice exam, the system software will notice this, for instance, by using a table in the database to keep track of how many questions of each kind that the user has answered incorrectly with regards to practice exams and also how many with regards to practice problems.
  • the system can set a criteria internal to the software which requires that when the number of consecutively missed questions of a certain type of problem is three or more, then it is added to the personal test taking tips table of the database. Information about this will also be added the study plan and/or study basket as well so that those features could perform their updated functions as well. One could simply make the entry with the usemame and the ID of the topic the student is having trouble with.
  • the software simply refers to the test taking tips table and determine if there are any entries under the present user's name. If one or more are found, advice associated with such a topic is displayed for the user to read and lea from.
  • the smart vocabulary builder provides a list of words that the user can click on and spend time learning each one. It is in essence a flash card technique being employed in the software. For example, once the user has completed learning the words, he clicks on an icon which begins a quiz on those words. Preferably, there is a definition and at least one question that involves each of the words in the vocabulary list. The software keeps careful track of the user's answers to each question and performs analysis on any missed questions and the possible reasons as to why they were missed by the user. It further also makes the determination as to which words the user knows and which words he does not know.
  • Those words which are known are marked as such and those which are not known are marked as unknown.
  • the student user is preferably allowed to change the status of any of the words from known to unknown and vice-versa.
  • the user can start learning a new set of words or end the vocabulary building session.
  • Figure 8 illustrates a flow diagram for a vocabulary builder according to one embodiment of the invention.
  • the second table can contain the word and the question and answer associated with this word for the vocabulary quiz part of the feature. If one has multiple questions for the same word, then these should be made as different entries. Having multiple questions per word is useful so that the questions can be chosen at random when a certain word is tested rather than always asking the same exact question for any given word.
  • the vocabulary builder first displays a small set of words. The user is then allowed to study these words one word at a time. Upon the completion of the studying, the user can then move onto taking the quiz. At this point, the table with the questions is referred to and the questions that are associated with each of the words that the user has just studied are transmitted to the user. Of course, only one question needs to be asked per word. Each word can be graded and the result can be reported to the user immediately so he can leam from any mistakes. At the end of the quiz all those words which were answered co ⁇ ectly can be marked as known and the others unknown. Preferably, the user can have the option of changing the status of any of the words from known to unknown or vice-versa.
  • This criteria is preferably only applied when the user is going through a list of words for the first time. After all the words have been traversed once, the system may cycle through the words again but preferably only going through those words which are still marked as unknown. From the second cycle onwards, a word is preferably not marked as known unless the user gets the answer co ⁇ ectly on three consecutive quiz questions on the same word. Thus it will take at least three more cycles through these words to eliminate any one of them.
  • This criteria can preferably be adjusted by the user using the option settings.
  • FIG. 26 depicts a display for such a feature according to one embodiment of the invention.
  • FIG. 27 depicts a display which provides a student user with an option of either mathematics or verbal practice problems according to one embodiment of the invention.
  • Figure 28 depicts a display providing a student user with different options according to another embodiment of the invention.
  • Another embodiment of the invention allows the student user to construct problems and then try to determine the answer which the system determines whether it is co ⁇ ect or inco ⁇ ect.
  • the uniqueness here is that of having a section where the student user can design and solve his own problems. For example, if the student user is reading a geometry topic involving determining the area of a triangle, the student user can simply click on a button on this page which will then provide a picture of a triangle. The student user can then set up the problem by typing in the dimensions of the triangle and then trying to solve it and enter the answer into a text box. The system software can then calculate what the answer should be and inform the student if he did it co ⁇ ectly. If the problem is missed, then a step by step explanation may be given as to how to go about doing the problem co ⁇ ectly.
  • Yet another embodiment of the invention includes a "personal notes” or "my notes” feature.
  • the student user is preferably given the functionality to add personal notes to any page that they wish. This is analogous to adding notes on different pages of a book.
  • the note may include, for example, a personal explanation for solving a problem or for an answer to a problem in the student user's own words.
  • Figure 29 depicts a display for a personal note according to one embodiment of the invention.
  • the user can also preferably come to the personal notes section in order to manage these notes as well as download a personalized copy of their notes in any suitable text and/or have the operator of the server print out the notes into a book format and send it out to them.
  • the personal notes feature also preferably includes various study aids such as allowing for highlights or markup of content, where a user can select text to be highlighted, which then appears in a highlighted color.
  • Other study aids include pointers to reference material including Internet web pages or Uniform Resource Locators (URLs), audio and video clips, and bookmarks.
  • a bookmark allows a user to mark a study material for quick retrieval later on. Every time a user revisits a page, all the study aids created by the user are preferably available for review by that user.
  • Another prefened embodiment of the invention relates to allowing sharing of personal study materials between student users to facilitate collaboration among peer users.
  • Personal study materials that can be shared may include (a) personal notes, (b) highlights, (c) pointers to related reference materials such as URLs, (d) topics and questions of interest relating to the subject materials, etc. This allows a student user that is having difficulty with a certain topic to refer to notes from another student user. The users can also interact with each other through notes and markups in the topic content to further enrich their learning experience.
  • Another prefened embodiment relates to the ability of a student user to filter personal study materials that are shared with other selected student users. This allows student users to restrict the information they view as they progress through their course.
  • Yet another prefened embodiment allows student users to search through all of the personal study materials they have access to including their own and/or the ones shared with them by their peers.
  • the search feature allows searching the contents of personal notes, the names of URL links, and the content of highlighted text.
  • the pace tracker allows the student to know if they are moving through the exam at a fast enough pace to finish the exam or if the student is taking the test too fast. This helps them to adjust test taking habits to the right pace thus making them better test takers.
  • the pace tracker may not only provide information to the student user after the test, but preferably also allows the student user to review his pace throughout the test. It may be beneficial for a student user to know, for example, that he is taking too long on a particular type of question, etc. At the same time, the test developer and evaluators would be interested in this information as well.
  • one embodiment further comprises providing the student user with a test taking pace.
  • the pace analysis may preferably be provided on a test section by test section basis and/or on a question by question basis.
  • the test taking pace includes a pace analysis based on topic.
  • the student user is provided with an indication during the sample test of whether the test taking pace is slower or faster than a predetermined pace.
  • the pace tracker is a small bar in the bottom left hand comer of the screen. It has two states. In one state, it maybe displayed as a green colored bar with the note "Just Right” written on top of it and in the other state it may be seen as a red colored bar with the note “Too Slow” written on it. The green bar is shown when the student is moving along at a fast enough pace to complete the exam and the red bar is shown when the user is moving too slowly.
  • a third state could also be introduced which may be a blue bar with the writing "Too Fast" on top to let the user know that they are moving along too fast and thus are notably prone to making mistakes.
  • the pace tracker may be displayed to the student user in a number of ways.
  • the pace tracker not only provides information to the student user during the test, but preferably also allows the student user to review his pace after the test. That is, it may be advantageous for a student user to know, for example, that he is taking too much time on a particular type of question, etc.
  • nonstudent users such as test developers and test evaluators would be interested in this information as well. For example, nonstudent users may be interested in determining whether a particular type of question takes too long for students to answer because of poor design, poor wording, improper length, or the like.
  • Another aspect of the invention includes providing a nervousness indicator for the student user. It is known that being nervous during a test or exam can greatly effect a student's performance. Thus, the ability to determine if the student user's performance may be effected by nervousness would be helpful. For example, if it is determined that a student user's performance is being decreased because of nervousness, the student user can receive assistance or tips for decreasing the nervousness and thus improving test taking performance.
  • This aspect of the invention essentially analyzes a student user's performance and/or actions during an exam to determine the student user's level of nervousness. Many factors may be used to determine the level of nervousness.
  • Such factors particularly when compared with the average test taker, which may be measured to determine the level of nervousness include the student user's test taking pace, the number of times answers are changed, how long each question takes and physical manifestations of nervousness such as pulse-rate, eye movements, etc. For example, if the user is viewing many of the questions very frequently (e.g., keeps returning to certain questions more often than the average student) this would indicate nervousness on the part of the student user.
  • Other factors are the amount of time spent per question compared to the average student user and the amount of times the user changes the answer to the question compared to the average student user. Each of these factors can carry different amounts of weight in determining
  • a nervousness value For example, one may determine that a student who changes answers too often displays greater nervousness than one who simply spends too much time per question and thus one may assign a greater weight value to the former in comparison to the latter.
  • a numerical value between 1 to 10 is determined for each of the three factors mentioned above. That is, an individual who views 10 out of 25 of the questions more often than the average student may have a rating of 4 while a student who views 16 out of 25 of the questions more often than the average student may have a rating of 7. After these three ratings are determined, the numerical values can be used along with the weight values assigned to each criterion to come up with a final "nervousness indicator” value. Appropriate additional test-taking assistance can be provided to the student user depending on the level of nervousness. Using the same factors, an analogous indicator known as the "confidence indicator" can be determined in addition to or instead of the "nervousness indicator".
  • Another aspect and advantage of the inventive method and system is simultaneously providing a unique College/University application tool for the student user and/or a valuable research tool for test developers and evaluators, educators, psychologists, etc.
  • One advantage of an on-line test preparation system or similar computer-based network is the ability to form a database with information for a large number of users. For example, information relating to each of the student users may be formulated in a database to form a student user profile database.
  • the user profile may include the student's age, sex, race, residence, family history (e.g., single parent, divorced parents, etc.), school size, etc.
  • the student profile may also include information relating to extra curricular activities such as sports, student government, etc.
  • the profile may also include information relating to the user's test preparation including when they started preparation, how many times they have taken the particular exam, what other test preparation
  • this database would help compare the data of all the users based on multiple criteria.
  • the user's profile may include information relating to the highest level of education obtained by the user's parents.
  • a researcher could analyze the possible impact of the parent's educational level on the student's performance.
  • Such information can include whether the student was bo in a foreign country or whether the student user was raised by a single parent.
  • the type of information in the profile is unlimited, dependent only on the student user agreeing to input such information.
  • the invention also preferably tracks various other pieces of information which can be analyzed and researched by the authors or developers of the learning experience or environment (e.g., practice tests and study materials) to determine the effectiveness of the content of the tests and study materials employed by the method or system.
  • the invention preferably tracks the location and number of study aids used by users (e.g., personal notes, highlights, URL links and bookmarks), which can be used by an author or developer to understand where users are taking the most notes or other study aids.
  • the invention also preferably tracks the improvement in proficiency of a user, which can be used by an author to determine the study areas where a user is weak and then they can attempt to improve the content in those areas.
  • the invention also preferably tracks user questions and answers and the study material that the question originated from.
  • the invention also preferably tracks the number of times each personal advice rule (feedback mles are discussed in Section 10 below) was triggered. This will help the author understand the frequency with which his feedback mles are being triggered.
  • One embodiment of the invention relates to a method for providing a customized, on-line test preparation service to a student user at a student user computer and for providing a research tool for nonstudent users, the student user computer running a web browser application configured to receive information including web pages from a web server, to present the web pages to the student user and to navigate among web pages by sending navigational commands to the web server, the method comprising:
  • Another embodiment relates to a method for searching a database of student subscriber information in order to find at least one student subscriber or class of student subscribers matching student subscriber search criteria, the student subscriber information including a student subscriber profile, the method comprising:
  • At least one of the above-listed factors or information is included in the student user profile, more preferably at least two, even more preferably at least three, and most prefened at least four.
  • at least five are included, preferably at least six, more preferably at least seven, even more preferably at least eight and most prefened at least ten of the factors or information are included in the student user profile.
  • at least eleven are included, preferably at least twelve, more preferably at least thirteen, even more preferably at least fourteen and most prefened at least fifteen of the factors or information are included in the student user profile.
  • Higher numbers of greater than twenty, greater than twenty-five, greater than fifty, greater than seventy-five or greater than 100 factors or items are also included within the scope of the invention.
  • the same or different numbers of factors may also be included in the student user or nonstudent user search requests for searching the student user profile database.
  • third parties such as educators, admission officers or researchers may request that additional information be included in the profile in which case the method or system would include the additional request in the original profile request and/or submit a profile update including the request to the student users.
  • a researcher may request information comparing the performance of student users from one state compared with student users from another state.
  • Figure 30 depicts a display which may be provided in response to such a request according to one embodiment of the invention.
  • One prefened embodiment relates to an automated system which allows the researcher to modify the profile by adding additional criteria without first submitting a request to the system administrator. For example, a researcher may wish to add another question to the student profile such as "How regularly does the student exercise?". Rather than first submitting the additional question to the system as a request, the additional question may be automatically included in the student profile information request form. If a student user has already provided a profile, the student is preferably requested to update the profile with the additional requested information.
  • Another embodiment requires that the researcher first submit the additional question as a request.
  • this database would also be useful for students who wish to evaluate their performance compared with other student users. This feature would better enable the student user to determine which colleges they should apply to based on how they perform compared with similarly situated individuals. This is advantageous since the college application process is time consuming and costly. For example, college admissions decisions may be based on a variety of factors. An elite college may desire a student body including individuals from throughout the country and possibly throughout the world. Thus, an applicant from a remote area may be able to better evaluate his or her chances of gaining admission to such an elite College or University by evaluating how the user performed not against all potential applicants, but against similarly situated individuals, e.g., individuals from the same remote area.
  • Figure 31 depicts a display according to one embodiment of the invention which may be provided in response to a request for information comparing the performance of a student user, John, compared with a subgroup of student users from a particular state, New Jersey. This information may be helpful, for example, if the student user is interested in applying to state colleges in New Jersey and believes he is competing against other applicants from New Jersey.
  • Figure 32 depicts the information using a graphical representation according to one embodiment of the invention.
  • Figure 33 depicts the information using a table representation according to another embodiment of the invention where the student user is compared with students from California.
  • the system isolates all those students that fit the criteria and then determines the raw scores of each of these students and then statistically curves these exams in comparison to each other and come up with a new set of scores.
  • the student user has an individual personalized web page which may include a variety of information relating to the student user's test preparation including icons representing the study basket, the customized study plan, the performance tracker/weakness analysis tool, the score comparison module, etc.
  • the student user's web page may also include information relating to the user's application to schools including undergraduate, graduate and post-doctoral schools.
  • the web page may include an icon labeled "college applications". Upon clicking this icon, a list of colleges which the student user is interested in applying to or has applied to may be displayed. Additional information including whether a particular college application has been requested by the student user, received by the student user, completed and/or submitted may be provided along with any additional documents which need to be submitted to complete any given application (e.g., essays, recommendations, etc.) and/or the application process (e.g., scheduling or dates of campus interviews or tours, etc.). In this manner, the student user can keep track what is typically a complicated and stressful application process.
  • this forms the student user's personalized desktop to the academic world.
  • the user could place whatever links he wants on the desktop and the system displays that very same desktop every time the user logs on.
  • the user may desire links to certain colleges such as Stanford or Cornell on the desktop so that the next time the user returns he will see the links to these two pages on the personalized university center.
  • the university center preferably allow users to apply to most schools of their choice on-line. Most college/universities provide new applications on-line.
  • the individualized university center preferably provides links to such colleges/universities such that the application forms may be downloaded and filled out and then submitted to the particular colleges/universities the user is interested in.
  • the system includes a database containing the individual user's application information such that the system automatically fills in different application forms using information already input into the database by the student user.
  • the system also preferably automatically reports to the educational testing service (ETS) or any other appropriate testing service when the specified user requires scores sent to a particular school. ETS will then process the request and upon completion notify the system which in turn will notify the student user via e-mail or the like.
  • ETS educational testing service
  • the student user can also check on the status of their application at the university center. For example, the student user can check to see if the application has been forwarded to the appropriate schools, which of the schools have received the application, which schools have been sent the scores, which schools have received the scores, which of the schools have responded that the application is complete, and whether any other schools have given a final decision, etc.
  • the university center can further collaborate
  • the system can compile such a list and report to the universities.
  • the system may e-mail or otherwise contact the student regarding a college or university's possible interest and allow the student user to decide if he or she wants to contact or have their profile or portion thereof forwarded to the interested university.
  • this feature involves the creation of appropriate database tables and storing data given by the user and other sources and retrieving it again at a later time as has been the case with some of the other features listed above.
  • One embodiment includes desktop links to universities.
  • the student user is provided with a list of colleges/universities to choose from. The user chooses the colleges he is most interested in.
  • the links to these colleges can the be stored away in a table of the database where one would enter the student usemame, the title of the college, and the URL of the college. From this point on whenever the student user enters the university center, there may be one icon for every entry in the database table with their usemame. Under each icon will be the title of the college and the link on the icon is set to the link that was stored in the database.
  • the student user can also type in his own links to the Internet and this information can also be stored in the table and retrieved whenever the user views his desktop.
  • the implementation of the college/university application feature can be done by creating a database where one can store the usemame, the name of the college/university being applied to, the date the user applies, information with regards to all of the various confirmations from ETS, colleges, etc., and all of the other appropriate columns.
  • the database Once the database is completely set up, the data is stored in the appropriate fields and retrieved when necessary to be displayed to the student, or when it is necessary to notify ETS or the college/university.
  • the application information can be stored in a different database for each university depending on the application format that the universities prefer.
  • the database associated with all the colleges he is interested in is retrieved and then the student user's information is formatted into an application pursuant to the requirements of each college and then the properly formatted application is forwarded to the college/university. If the look and not just the information needs to be in a certain format, then this can be achieved by using Word document templates with one template defined for each university. The appropriate template is opened and completed and then forwarded to the university by printing it out and mailing or by attaching it to an e-mail, depending on what the university may prefer.
  • the student user fills in only one application template and it is formatted into the various formats for each school the student user is interested in. This way each college/university (institution) can still have its own unique application.
  • the student user sends a copy of their test scores and transcripts to the system after taking the test.
  • the results are stored on file and later supplied to the institutions of interest.
  • the student user will not be required to send a copy of their scores and transcripts to every school, thus cutting down on their expense. This would also allow the admissions officer to avoid all the extra paper work.
  • the system provides customized filters for every school that wishes to have one. These filters will filter out all student users who do not fit the institutions criteria for admission. For example, an institution may want us to eliminate all students who do not have a certain score and GPA or perhaps a certain level of aptitude in a subject, etc. These criterion will preferably be kept confidential and not released to the public. The option can further be given to the institutions to create a filter of their own by visiting a web site or the like.
  • all communications between the institution and the student can pass through the university center. If the student user wishes to submit a letter to the university it would be e-mailed or mailed or posted on their university center and then the system would forward that information electronically to the university.
  • encrypted e- mail technology is used to ensure security.
  • the student user can check the status of their application at the center and can see if an application is complete, whether a final decision has been reached, the expected date of final decision, and other such vital information which is dynamically updated by the institutions at the university center web site or through customized software.
  • the student user can also find out the average GPA, Test Score, etc., of students who are cu ⁇ ently applying to any particular school of their interest or have been accepted in the past. This will help them get a feel for where they stand and thus making the necessary decisions for their academic future.
  • the student can preferably submit their decision of accepting or declining the admission offer through the university center before the deadline given by the institution. This will ensure timely responses from the student as well as make it very easy for the student to respond.
  • the student Once the student has accepted a school he can inquire as to the other students who have also accepted the school. Of course, only information from students who have provided their consent will be released. This would allow the students to communicate with each other and find roommates and talk about any other vital information before they attend the institution itself.
  • the invention also provides a roommate matching system to help the students find roommates of their choice, advantageously this is achieved using the student user information.
  • the students can further fill out the housing, meal, and all other college applications from this center and can also register for the classes of their choice.
  • the method and system provides an electronic college counselor to assist the student user decide which colleges/universities the student user should apply based on the user's interests, grades, performance on tests, etc.
  • colleges/universities the student user should apply based on the user's interests, grades, performance on tests, etc.
  • one embodiment of the present invention advantageously provides suggestions or recommendations to the student user based on information collected from the student user and information collected and/or readily available regarding possible options.
  • the "college counselor” can either be a stand alone method and system or is incorporated with one or more of the features described above.
  • the student user inputs relevant information such as (a) geographic preference (e.g., northeast, particular state etc.), (b) prefened type of college (large/small, private/public, urban setting/rural setting, etc.), (c) range of affordable tuition, (d) intended major, post-graduate studies (e.g. history, law school, etc.), (e) extracurricular interests (e.g., football, hockey, fencing, crew, sailing, etc), (f) intended career (e.g. journalist, accountant, engineer, fashion designer, etc.), etc.
  • relevant information such as (a) geographic preference (e.g., northeast, particular state etc.), (b) prefened type of college (large/small, private/public, urban setting/rural setting, etc.), (c) range of affordable tuition, (d) intended major, post-graduate studies (e.g. history, law school, etc.), (e) extracurricular interests (e.g., football, hockey, fencing, crew, sailing, etc), (f) intended career (e.g. journalist, accountant
  • the test preparation, student profiles, university center and electronic counselor are combined to provide an advantageous method and system for assisting the student users in achieving their goals.
  • the student user can prepare for a standardized test such as the SAT, compare his performance not only to all student users, but to similarly situated student users to enable the student user to properly rate himself, determine which possible college/universities to apply, prepare and submit an application to selected colleges/universities and keep track of the application throughout the college admissions process.
  • the invention not only allows the student user to more efficiently get through the college application process, but also better understand the options available and be better able to take advantage of those options.
  • Another embodiment of the invention relates to a rich rule-based system that empowers the authors or developer of the learning environment to create highly personalized feedback to the student users as part of their courses, and associate the feedback with a set of conditions or patterns that are recognized during the actual learning process of the student.
  • This is achieved by providing the author or developer with a rule editing capability as part of building the course where the author can either select one of several pre-defined rules in the system or create their own mles and provide their feedback in terms of the action that needs to take place when the condition or pattern defined in the rule occurs during the learning process.
  • the invention Unlike the existing rule based learning systems which use static mles and feedback hardwired in the system itself, the invention truly enables the author or developer to write their own personalized feedback for users or define an appropriate action against particular conditions or patterns they are concerned about and deliver an experience to each student in a scalable way where the student could feel that the author is personally watching over the student's shoulder and providing valuable personal feedback at the right time and place in the learning process.
  • the rule can be any condition or pattern that can be recognized based on the vast variety of information that may be tracked during the leaming process of a student user.
  • Such tracked information may include: (a) the student's cunent progress, (b) the student's completion status, (c) whether the student is on or behind or ahead of the schedule, (d) the student's performance and score in different tests, (e) the amount of time spent by the student on different topics and test questions, (f) the student's subject matter strengths and weaknesses identified by the system based on how well they answered specific questions that are associated with one or more specific topics or subtopics, (g) the amount and nature of study aids used by the student on different topics, (h) the number of questions raised by the student in the context of different topics, (i) the student's leaming patterns and preferences identified by the system over time, and (j) whether the student leverages all the capabilities of the underlying system to improve the efficiency of his or her learning process.
  • Examples of leaming patterns identified by the system over time may include things like if the student tends to skip practice quizzes and tests, if the student tends to rush through the study material, if the student tends to not review or analyze the areas where he or she did not perform well, etc.
  • Examples of leaming preferences identified by the system over time may include things like if the student tends to leam better when the study material is delivered in an audio form or text form or through visual representations or through hands-on simulation, etc. Rules can be based on any combination of the above information which may be tracked for the student user as well as any comparison of these information with the conesponding information averaged over the students peers in the system.
  • actions which are triggered by rule There are several types of actions that can be specified by the author or developer against any rule (i.e., actions which are triggered by rule).
  • the action could be to send an email to the student with specific feedback, or display the feedback text at the appropriate juncture in the student's learning process or display feedback when the user explicitly requests the personal feedback from the system, or add/remove specific course content, or specify altemate content to the student for specific topics, or notify the students parents or managers or mentors through email, or suggest alternatives or related courses that might be useful for the student.
  • the condition represented in the rule might be "Daily time commitment required in future to complete the rest of the course on time is less than or equal to the cunent average daily time commitment of the user" and the co ⁇ esponding action defined by the author might be to email or display the following text to the student: "%UserName%! At your cunent rate you are on schedule to complete %MilestoneName% on or before %MilestoneDate%".
  • Both the rule and the action can include one or more variables tracked by the system.
  • variables can be specified by the author or developer as %VariableName% in the middle of a rule or feedback and the system will automatically substitute the actual value (e.g., user's name) while evaluating the rule and taking the co ⁇ esponding action. This allows the feedback text to be personalized for each user even after the method or system has been developed.
  • Another example of a pattern represented by the rule might be "The student has spent at least 50% less time on %TypeOfQuestion% on the past three practice tests compared to the student's peers and he has scored at least 25% less in %Type of Question% on all three practice tests compared the peers" and the co ⁇ esponding action might be to provide the feedback "%UserName%! Compared to your peers, you tend to rash through %TypeOfQuestion% when taking tests. Slowing down a bit and spending more time on understanding this type of question before answering could help you improve your performance.”
  • the above examples of the invention are intended to be illustrative and not limiting.
  • Another embodiment of the invention relates to the automatic and systematic creation of an Expert Community. This is achieved by automatically identifying students who have performed exceptionally well on specific subjects and making their expertise available to the rest of the leaming community.
  • other students who are learning that subject matter could ask questions and get help from these peer experts.
  • being identified as an "expert” could be used as an award to motivate learning.
  • the author or developer of the study materials and tests can specify a cutoff bar for each study material and test, and a student whose performance as measured by score or proficiency is above the metric may be selected or identified as a potential expert.
  • the invention truly enables building an expert community from scratch by automatically locating and identifying expertise among students through a reliable method by tracking their actual performance in the subject. Once located, the student becomes a candidate for becoming a peer expert in that subject and, preferably, is given the option to participate in the community as an expert. If the student is willing, the system grants that student a peer expert status and automatically advertises the student's expertise to the community of other students in the system. In essence, the student's expertise is really evolved and promoted by the system into a community resource that can be used by other students. This in turn helps other students to achieve better knowledge and expertise in that subject and potentially become peer experts themselves.

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Abstract

La présente invention concerne des procédés et des systèmes destinés à aider des personnes à apprendre dans un domaine, et en particulier à préparer des tests, de préférence des tests normalisés. Ce procédé et ces systèmes utilisent des techniques d'enseignement multiples qui sont toutes adaptées au niveau de la personne, à ses capacités, ses objectifs et/ou aux circonstances. Ces procédés et ces systèmes sont intéressants car ils permettent aussi aux utilisateurs d'apprendre à s'entraîner pour les examens à leur propre rythme tout en s'adaptant à toutes circonstances personnelles.
PCT/US2000/032960 1999-12-08 2000-12-05 Procede et systeme d'apprentissage interactif par ordinateur WO2001043107A1 (fr)

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US09/457,621 1999-12-08

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WO2001043107A9 (fr) 2002-05-30

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