A learning assistance method, device, storage medium and electronic device

Abstract

The present application discloses a learning assistance method, device, storage medium and electronic device, relating to the technical field of data processing, including: obtaining the learning information of a student in the key learning area in the learning map through information interaction between a cloud server and a client, and generating the learning trajectory of the student based on the learning information; in response to the student triggering a learning collaboration request, determining the request position of the student in the learning map and the first learning grid where the request position is located in a plurality of learning grids based on the learning trajectory; sending a learning collaboration request to target students within a preset grid range based on the relay transmission node corresponding to the first learning grid to match students with similar learning trajectories to respond to the learning collaboration request; and sending the response information of the learning collaboration request to the student in a predetermined recommended order. The present application can improve the response timeliness of students' questions, and students can obtain response information in a timely manner when assistance is needed, improving the learning efficiency and experience of students.

Description

Technical Field

[0001] This application relates to the technical field of data processing, and particularly to a learning assistance method, device, storage medium and electronic device. Background Art

[0002] Question bank software usually contains a large number of practice questions, mock tests and detailed answer analyses, which can help users improve learning efficiency.

[0003] Currently, when students are learning through question bank software, if they encounter questions that they cannot answer, they can understand the knowledge points examined in the questions according to the analysis of the questions. For the content that is still in doubt during the understanding process, they can leave a question message in the message area and use the reply content of other students to assist in understanding the knowledge points through the analysis of the questions.

[0004] However, using this learning assistance method, after students leave a message in the message area, they cannot get the reply information of other students in time, or even cannot get the reply information of other students, resulting in students still not being able to fully understand the knowledge points examined in the questions even after doing the questions, which affects the learning efficiency and experience of students. Summary of the Invention

[0005] In view of this, this application provides a learning assistance method, device, storage medium and electronic device, mainly aiming to improve the technical problem that in the existing technology, after students leave a message in the message area, they cannot get the reply information of other students in time, or even cannot get the reply information of other students, resulting in students still not being able to fully understand the knowledge points examined in the questions even after doing the questions, which affects the learning efficiency and experience of students.

[0006] In a first aspect, this application provides a learning assistance method, including:

[0007] Through the information interaction between the cloud server and the client, obtain the learning information of students in the key learning area of the learning map, and generate the learning trajectory of the students based on the learning information. The learning map is composed of multiple learning grids arranged according to a predetermined relationship, and the key learning area is obtained by marking and selecting the adjacent learning grids corresponding to the key knowledge point clusters in the learning map;

[0008] In response to the student triggering a learning collaboration request, determine the request position of the student in the learning map and the first learning grid where the request position is located among multiple learning grids based on the learning trajectory;

[0009] Send the learning collaboration request to the target students within the preset grid range based on the relay transmission node corresponding to the first learning grid, so as to match students with similar learning trajectories to respond to the learning collaboration request;

[0010] Send the response information of the learning collaboration request to the student according to a predetermined recommendation order.

[0011] In a second aspect, the present application provides a learning assistance device, including:

[0012] An acquisition module, configured to obtain the learning information of the student in the key learning area in the learning map through the information interaction between the cloud server and the client, and generate the learning trajectory of the student based on the learning information. The learning map is composed of multiple learning grids arranged according to a predetermined relationship, and the key learning area is obtained by marking and selecting adjacent learning grids corresponding to the key knowledge point clusters in the learning map;

[0013] A determination module, configured to, in response to the student triggering a learning collaboration request, determine the request position of the student in the learning map and the first learning grid where the request position is located among multiple learning grids based on the learning trajectory;

[0014] A matching module, configured to send the learning collaboration request to target students within a preset grid range based on the relay transmission node corresponding to the first learning grid, so as to match students with similar learning trajectories to respond to the learning collaboration request;

[0015] A sending module, configured to send the response information of the learning collaboration request to the student according to a predetermined recommendation order.

[0016] In a third aspect, the present application provides a computer-readable storage medium, on which a computer program is stored. When the computer program is executed by a processor, the learning assistance method described in the first aspect is implemented.

[0017] In a fourth aspect, the present application provides an electronic device, including a storage medium, a processor, and a computer program stored on the storage medium and executable on the processor. When the processor executes the computer program, the learning assistance method described in the first aspect is implemented.

[0018] With the above technical solution, a learning assistance method, device, storage medium, and electronic device provided by this application, compared with the current existing technologies, by obtaining the learning information of students in the key learning areas of the learning map and generating the learning trajectories of students based on the learning information, the learning progress of students can be obtained in a timely manner. Compared with obtaining students' information in real time, the amount of information processing on the cloud server can also be saved. Using the learning map to generate learning trajectories can also more clearly display the learning situation and progress of students on questions. By determining the request position of the student in the learning map and the first learning grid where the request position is located in multiple learning grids based on the learning trajectory when the student triggers a learning collaboration request, and sending a learning collaboration request to the target students within the preset grid range based on the relay transmission node corresponding to the first learning grid, students with similar learning trajectories can be quickly matched to respond to the learning collaboration request when the student needs assistance, improving the response time of students' questions, enabling students to receive response information in a timely manner when they need assistance, and further enabling students to fully understand the knowledge points examined in the questions, improving the learning efficiency and experience of students. BRIEF DESCRIPTION OF THE DRAWINGS

[0019] The accompanying drawings herein are incorporated into the specification and constitute a part of this specification, showing embodiments consistent with this application and used together with the specification to explain the principles of this application.

[0020] To more clearly illustrate the technical solutions in the embodiments of this application or the prior art, the following will briefly introduce the accompanying drawings required for use in the description of the embodiments or the prior art. Obviously, for those of ordinary skill in the art, without creative efforts, other drawings can also be obtained based on these drawings.

[0021] Figure 1 The flowchart of a learning assistance method provided by an embodiment of this application is shown;

[0022] Figure 2 The flowchart of a learning assistance method provided by an embodiment of this application is shown;

[0023] Figure 3 The schematic diagram of an example provided by an embodiment of this application is shown;

[0024] Figure 4 The schematic diagram of an example provided by an embodiment of this application is shown;

[0025] Figure 5 The schematic diagram of an example provided by an embodiment of this application is shown;

[0026] Figure 6Shows a schematic flowchart of a learning assistance method provided by an embodiment of the present application;

[0027] Figure 7 Shows a schematic diagram of an example provided by an embodiment of the present application;

[0028] Figure 8 Shows a schematic flowchart of a learning assistance method provided by an embodiment of the present application;

[0029] Figure 9 Shows a schematic flowchart of a learning assistance method provided by an embodiment of the present application;

[0030] Figure 10 Shows a schematic flowchart of a learning assistance method provided by an embodiment of the present application;

[0031] Figure 11 Shows a schematic structural diagram of a learning assistance device provided by an embodiment of the present application;

[0032] Figure 12 Shows a schematic structural diagram of an electronic device provided by an embodiment of the present application. Detailed implementation manners

[0033] Hereinafter, embodiments of the present application will be described in more detail with reference to the accompanying drawings. It should be noted that, without conflict, the embodiments in the present application and the features in the embodiments may be combined with each other.

[0034] In order to improve the technical problem that the existing technology may lead to inaccurate hang-up detection results, and further lead to a large deviation in the user's learning concentration judged by the hang-up detection results, and the learning effect of the user cannot be effectively improved through the hang-up detection. This embodiment provides a learning assistance method, as Figure 1 shown, the method includes:

[0035] Step 101, through the information interaction between the cloud server and the client, obtain the learning information of the student in the key learning area of the learning map, and generate the learning trajectory of the student based on the learning information.

[0036] Among them, the learning map is composed of multiple learning grids arranged according to a predetermined relationship, and the key learning area is obtained by marking and selecting adjacent learning grids corresponding to the key knowledge point clusters in the learning map.

[0037] Optionally, the execution subject of the embodiment of the present application may be a cloud server.

[0038] In the embodiments of the present application, a learning map can be composed of multiple learning grids in a predetermined relationship. Each grid corresponds to questions in a target question bank, and the target question bank is generated based on a knowledge point cluster extracted from a student textbook. It should be noted that each learning grid corresponds to all the questions of a knowledge point cluster, and the grid corresponding to the key knowledge point cluster can be a key learning grid. Selecting adjacent key learning grids can obtain a key learning area.

[0039] In some examples, mapping the questions in the question bank in the learning map can enable students to clearly see their learning progress, learning content, as well as the knowledge points and the importance of the knowledge points in the corresponding textbook of the current learning content when viewing the learning map.

[0040] As an optional method, through the information interaction between the cloud server and the client in the embodiments of the present application, the learning information of the student in the key learning area can be obtained. That is, the embodiments of the present application can monitor the key learning area and update the learning progress of the student when the student enters the key learning area to study, and then generate the learning trajectory of the student. It should be noted that the key learning area is the area where the student must study. By monitoring the key learning area in the embodiments of the present application, compared with obtaining the learning trajectory of the student in real time, the amount of information that the cloud server needs to process can be saved to a greater extent, saving computing power.

[0041] Step 102: In response to the student triggering a learning collaboration request, determine the requested location of the student in the learning map and the first learning grid where the requested location is located among multiple learning grids based on the learning trajectory.

[0042] In the embodiments of the present application, the student triggering a learning collaboration request can be that the student clicks a collaboration button on the question-solving interface, or the student submits a collaboration request on the question-solving interface, or the student uploads question information on the question-solving interface, etc. The specific operation method for the student to trigger a learning collaboration request is not limited in the embodiments of the present application.

[0043] In some examples, since the embodiments of the present application only monitor the key learning area, when the student triggers a learning collaboration request, it is necessary to determine the location where the learning request is triggered based on the learning trajectory. Specifically, if the student triggers a learning collaboration request within the key learning area, the current learning location and the corresponding key learning grid can be determined based on the learning trajectory; if the student does not trigger a learning collaboration request within the key learning area, it is necessary to predict the learning path of the student based on the learning trajectory, and then determine the current learning location and the corresponding key learning grid.

[0044] For this embodiment, the first learning grid is the learning grid where the student is located when triggering the learning collaboration request. It should be noted that the first learning grid may be a key learning grid or not, which is not limited in the embodiment of the present application.

[0045] It should be noted that, in the learning map of the embodiment of the present application, the learning grid corresponding to the basic knowledge point cluster can be an unfilled blank white block, and the learning grid corresponding to the key knowledge point cluster can be filled with a first color block; the blank white blocks that the current user has learned can also be filled with a second color block in the learning map, and the user's learning trajectory can be obtained by connecting the second color blocks in sequence; by distinguishing the colors of the learning grids in the learning map, it is possible to distinguish the sources of the learning grids, and the current student's learning progress can also be visualized for parental supervision.

[0046] Furthermore, the learning map can also be presented on the user terminal, so that students' parents can clearly and intuitively understand the students' learning progress and learning status, etc. through the learning map. Therefore, the learning map of this application can also enable parents to understand the students' learning process more accurately and comprehensively.

[0047] Step 103: Send a learning collaboration request to target students within a preset grid range based on the relay transmission node corresponding to the first learning grid, so as to match students with similar learning trajectories to respond to the learning collaboration request.

[0048] In the embodiment of the present application, the relay transmission node plays an important role in the communication network, especially in expanding the signal coverage, enhancing the signal strength and improving the reliability of data transmission. For this embodiment, sending the learning collaboration request through the relay transmission node can give priority to the information interaction between multiple user terminals, reduce the request time and the burden on the server, and achieve a quick response.

[0049] In some examples, since the questions in the learning map are divided into difficulty levels, matching students with similar learning trajectories can ensure that most of the students matched to the student who initiated the request have similar learning levels to the student who initiated the request. For example, if student A has strong learning ability, then student A's learning trajectory is likely to be concentrated on the most difficult questions; if student B has medium learning ability, then student B's learning trajectory is likely to be concentrated on questions of medium difficulty; if student C has poor learning ability, then student C's learning trajectory is likely to be concentrated on simple questions; obviously, the learning trajectories of student A, student B and student C are not similar, so in the process of matching student A, it is necessary to match students with similar learning trajectories to student A in order to match students who can respond to A's request for assistance to a greater extent, and so on, and no examples will be given here one by one.

[0050] Step 104: Send the response information of the learning collaboration request to the students in a predetermined recommended order.

[0051] Compared with the current existing technologies, in this embodiment, by obtaining the learning information of the students in the key learning areas in the learning map and generating the learning trajectories of the students based on the learning information, the learning progress of the students can be obtained in a timely manner. Compared with obtaining the students' information in real time, the amount of information processing of the cloud server can also be saved. Using the learning map to generate learning trajectories can also more clearly display the students' learning situation and learning progress regarding the questions; by determining the request positions of the students in the learning map and the first learning grid where the request positions are located in multiple learning grids based on the learning trajectories when the students trigger the learning collaboration requests; sending the learning collaboration requests to the target students within the preset grid range based on the relay transmission nodes corresponding to the first learning grid to match the students with similar learning trajectories to respond to the learning collaboration requests, it is possible to quickly match the target students with similar learning trajectories through the relay transmission nodes to respond when the students need assistance, improve the response timeliness of the students' questions, enable the students to obtain the response information in a timely manner when they need assistance, and further enable the students to fully understand the knowledge points examined in the questions, improving the students' learning efficiency and experience.

[0052] As a refinement and extension of the above embodiment, when performing the operation of marking and selecting the adjacent learning grids of the corresponding key knowledge point clusters in the learning map to obtain the key learning areas, the following methods can be used but are not limited to, such as Figure 2 As shown, this method includes:

[0053] Step 201: Extract the basic knowledge point clusters and key knowledge point clusters from the students' textbooks, and generate a target question bank composed of questions of different difficulty levels based on the basic knowledge point clusters and key knowledge point clusters.

[0054] In the embodiment of the present application, the process of extracting the basic knowledge point clusters from the students' textbooks may include: uploading the textbook content to the first knowledge point analysis module to obtain the basic knowledge point clusters; through text analysis of the textbook content, using technologies such as text mining, natural language, and semantic analysis to extract the knowledge points in the text and perform hierarchical identification, and through encoding processing of the identification, obtaining the identification coding value, and based on the identification coding value, constructing the identification vector set Uori (basic knowledge point clusters) corresponding to the knowledge point identification, and generating the knowledge point network; the hierarchical identification is divided into n levels, for example, n = 3, then U = [An, Bm, Ck], and the general expression: U = (k, β), where k is the knowledge point set and β is the edge set, such as Figure 3As shown: The first-level classification An serves as the main node and can be classified by chapters, resulting in An = [A1, A2... An]; the second-level classification Bm serves as the subordinate node of An and can be classified by sections, resulting in Bm = [A1b1, A1b2, A2b1.. Anbm]; the third-level classification Ck serves as the subordinate node of Bm and can be classified by unit results, resulting in Ck = [A1b1c1, A1b2c2, A1b2c3.. Anbmck].

[0055] Since knowledge points will appear in the form of a single unit or a combination of multiple units according to their difficulty levels and learning depths, when constructing the knowledge point network, it is determined that the existence form of the first-level classification An is the identification vector of a single unit, and the existence forms of the second and third levels are in the form of combinations of multiple units, and the identification vectors are superimposed in sequence; multiple knowledge point networks form a knowledge point cluster; in this way, the constructed knowledge point network coverage can cover all the combination forms in which knowledge points appear. In actual question pushing, if the difficulty is easy, the first level can be pushed; if the difficulty is medium, the second level can be pushed; if the difficulty is difficult, the third level can be pushed.

[0056] In some examples, the process of extracting key knowledge point clusters based on student textbooks may include: obtaining important knowledge point clusters through a knowledge point extraction module according to the distribution of the knowledge point cluster U; as Figure 4 shown, counting the number Z of first-level branch identification vectors, the number X of second-level branch identification vectors, and the number V of third-level branch identification vectors, and inputting them into a pre-trained scoring model G to calculate the knowledge point cluster score, as shown in the following formula 1:

[0057] , 、 、

[0058] (Formula 1)

[0059] In Formula 1, respectively represent the weight scores of the importance of the corresponding indicators of Z, X, and V, and β1 < β2 < β3, because as the degree of refinement of knowledge points increases, the proportion of importance increases; set a screening threshold T1. When G > T1, the selected knowledge point identification vectors are used as the first important knowledge point cluster Unew; the threshold T can be set with an initial threshold using methods such as self-definition, average method, median, etc.

[0060] Further, through screening by a pre-trained key knowledge point evaluation model, a new important knowledge point cluster is generated, including: obtaining a historical question bank, constructing a set of identification vectors G corresponding to knowledge point identifications in the same steps as the process of extracting a basic knowledge point cluster based on students' textbooks, and generating a knowledge point network; adopting the same method of hierarchical identification in step S1 to obtain vector sets Wn, Rm, and Hk, and Zori = [Wn, Rm, Hk]; screening through a pre-trained key knowledge point evaluation model to obtain a key knowledge point evaluation model, specifically as shown in Formula 2 below:

[0061] (Formula 2)

[0062] In Formula 2, G j represents the number of occurrences of test point knowledge points; G q : the number of error frequency occurrences of test point knowledge points; G r : the number of branches of test point knowledge points; α is the weight score of the corresponding index; set a scoring threshold T2, when y G > T2, screen out the key knowledge point combinations to form the second important knowledge point cluster Znew.

[0063] Step 202, mark the first identification for the questions corresponding to the basic knowledge point cluster in the target question bank, and mark the second identification for the questions corresponding to the key knowledge point cluster.

[0064] In the embodiments of the present application, the first identification and the second identification can be distinguished by colors, and can also be set differently by other factors. The specific distinguishing method for the first identification and the second identification is not limited herein.

[0065] Step 203, map the questions marked with the first identification and the questions marked with the second identification to multiple learning grids in a preset map in the order of the chapters in the textbook, so that each learning grid corresponds to all the questions of a knowledge point cluster.

[0066] Among them, the learning grid corresponding to the questions marked with the second identification is the key learning grid.

[0067] Exemplarily, if the basic knowledge point cluster in the question bank is marked with a color as the first information identification, and the key knowledge point cluster is marked with a color as the second information identification; the shapes of single knowledge points can be arranged in a preset relationship through rectangles, squares, etc., and a learning map in the learning tutoring system can be obtained, specifically as Figure 5 shown; among them, the question bank includes questions corresponding to first-level, second-level, and third-level knowledge points; the learning tutoring system includes a cloud server and multiple user terminals, and the question bank is stored in the cloud server.

[0068] Step 204: Select adjacent key learning grids in the preset map to obtain a key learning area.

[0069] Exemplarily, as Figure 5 shown, the black grids can be key learning grids, and select the adjacent four black areas of the learning grids with the second identifier, that is, Figure 5 in the figure, to obtain multiple key monitoring areas. As an optional method, the adjacent learning grids with the second identifier need to be learning grids within the same chapter.

[0070] Furthermore, according to the question bank distribution of S1 mapped to the virtual map, with the user terminal as a signal point, through the information interaction between the cloud server and the user terminal, the learning trajectory of the student can be obtained; for the key knowledge point questions that are necessary to master, the key monitoring area is used as the trigger condition of the system. When the user enters the key monitoring area, the learning information of the student is obtained, and the learning situation of the user in the key monitoring area is monitored in real time. Compared with obtaining the learning information and learning trajectory of the user in real time, the processing volume of the cloud server is reduced. The learning information includes user ID, learning progress (virtual map location information), notes, learning honors, learning trajectory, learning duration, etc.

[0071] Furthermore, when executing the relay transmission node corresponding to the first learning grid to send a learning collaboration request to the target students within the preset grid range and matching students with similar learning trajectories to respond to the learning collaboration request, the following steps can be adopted but are not limited to, as Figure 6 shown, including:

[0072] Step 301: Determine the center point of the first learning grid as the relay transmission node.

[0073] In the embodiment of the present application, in the case where the student triggers a learning collaboration request, the center point of the learning grid where the student sends the learning request can be used as the relay transmission node in the learning map.

[0074] Exemplarily, if student A triggers a learning collaboration request in learning grid 1 within the first chapter, the center point of learning grid 1 can be used as the relay transmission node in the learning map for transmitting the learning collaboration request triggered by student 1.

[0075] Step 302: Determine at least one second learning grid adjacent to the first learning grid in the learning map.

[0076] Exemplarily, based on the example in step 301, after using learning grid 1 as the relay transmission node for transmitting the learning collaboration request triggered by student 1, it is necessary to determine at least one second learning grid adjacent to learning grid 1. It should be noted that at least one second learning grid may include learning grids that do not belong to the same chapter as learning grid 1.

[0077] For example, if learning grid 1 belongs to chapter 1, and if there is a learning grid 2 that belongs to chapter 2 and is adjacent to learning grid 1, then learning grid 2 can be determined as the second learning grid.

[0078] Step 303: Send a learning collaboration request to the online students in the first learning grid and at least one second learning grid, so as to match at least one first target student with similar learning trajectories and similar learning progress to respond to the learning collaboration request.

[0079] Exemplarily, based on the example in step 302, as Figure 7 shown, it can be a schematic diagram of the transmission relationship between the relay node and the user terminal of the student. Specifically, by sending a learning collaboration request to the online students in learning grid 1 and at least one second learning grid through the relay transmission node, at least one first target student with similar learning trajectories and similar learning progress can be matched for the students to respond to the learning collaboration request.

[0080] In the embodiment of the present application, the learning grids in the learning map are arranged in the order of chapters. Therefore, the students in adjacent learning grids can be students with similar learning progress.

[0081] Exemplarily, if student A sends a learning assistance request in learning grid 1, then a learning assistance request needs to be sent to learning grid 1 and the learning grids adjacent to learning grid 1, so that student A can be matched with students with similar learning content to a greater extent; Exemplarily, if student B is studying in learning grid 7 which is far from learning grid 1, if a learning assistance request of student A is sent to student B, since the content that student B is currently learning has little relevance to the content that student A is learning, it is very likely that student B will reject responding to the learning assistance request of student A. Therefore, sending a learning assistance request to learning grid 1 and the learning grids adjacent to learning grid 1 can also ensure to a greater extent that students can respond to the learning assistance request of student A.

[0082] Optionally, when executing the step of sending the response information of the learning collaboration request to the students in the predetermined recommended order, the following methods can be used but are not limited to, such as Figure 8 shown, this method includes:

[0083] Step 401: Determine the current learning chapter of the first target student in the learning map, as well as the first location information corresponding to the first target student, and determine the first target distance between the first target student and the center point of the first learning grid based on the first location information.

[0084] In the embodiments of the present application, if multiple students in the first learning grid and at least one second learning grid respond to the learning assistance request, it is necessary to sort the response information of the multiple students and send it to the requesting student in order.

[0085] In some examples, it is first necessary to determine the current learning chapters corresponding to the multiple responding students, i.e., the first target students, and then determine the location information of the multiple responding students. Based on the location information, the distances between the multiple responding students and the center point of the first learning grid, i.e., the relay transmission node, can be obtained.

[0086] Exemplarily, if students B, C, and D respond to student A's learning assistance request, it is necessary to determine the current learning chapters corresponding to students B, C, and D, i.e., the first target students, and then determine the location information of students B, C, and D. Based on the location information, the distances between students B, C, and D and the center point of the first learning grid, i.e., the relay transmission node, can be obtained.

[0087] Step 402: Evaluate the recommendation degree of the response information of the first target student based on the current learning chapter of the first target student and the first target distance.

[0088] Exemplarily, based on the example in step 401, if students A, B, and C are all currently learning the first chapter, while student D is learning the second chapter, it can be determined that student D has largely learned the content of the first chapter. Therefore, the recommendation degree of student D is higher than that of students B and C; for students B and C, since students B and C and student A have all learned up to the same chapter, the recommendation degree can be evaluated based on the distances between students B and C and the relay transmission node. Specifically, if the distance between student B and the relay transmission node is less than the distance between student C and the relay transmission node, it can be determined that the content currently learned by student B is closer to that of student A, and the recommendation degree of student B is higher than that of student C.

[0089] Step 403: Sort the response information of the first target student according to the first recommendation score obtained from the evaluation, and send the sorted response information to the student.

[0090] Exemplarily, based on the example in step 402, if the recommendation degree of student D is higher than that of student B and student C, and the recommendation degree of student B is higher than that of student C, then the recommendation score values of student B, student C, and student D can be such that the recommendation score value of student D is greater than the recommendation score value of student B is greater than the recommendation score value of student C. Therefore, the response information can be sent to the students in the order of student D, student B, and student C.

[0091] Further, when executing the step of sending the learning collaboration request from the relay transmission node corresponding to the first learning grid to the online students within the preset grid range to match students with similar learning trajectories to respond to the learning collaboration request, the following steps can also be adopted but are not limited to, as Figure 9 shown, including:

[0092] Step 501: If the first target student does not respond to the learning collaboration request within a predetermined time period, determine the target key learning area closest to the first learning grid from the key learning areas.

[0093] In the embodiment of the present application, the predetermined time period can be the maximum response time for sending the learning assistance request with the center point of the first learning grid as the relay transmission node to the first learning grid and at least one second learning grid. If no student responds after exceeding the predetermined time period, the request needs to be sent again after changing the range.

[0094] It should be noted that the value of the predetermined time period can be set according to requirements, and the specific value of the predetermined time period is not limited herein.

[0095] In some examples, if the learning collaboration request triggered by student A is within the predetermined time period, the target key learning area closest to the learning grid where student A is located can be determined from multiple key learning areas. Since the key learning area is an area where students must study, therefore, in the case where the learning collaboration request of student A is not responded to, a learning collaboration request can be sent to the students in the key learning area closest to student A, and sending to the closest key learning area can make the learning content of the matched students relatively close to that of student A.

[0096] Step 502: Use the center point of the target key learning area as the relay transmission node to send a learning collaboration request to the online students within the target key learning area to match at least one second target student with a similar learning trajectory to respond to the learning collaboration request.

[0097] Among them, the second target student is the student who has completed the questions corresponding to the first learning grid.

[0098] In an embodiment of the present application, if a learning assistance request needs to be sent to a target key learning area, the center point of the target key learning area can be used as a relay transmission node to send a learning collaboration request to online students within the target key learning area, so that students with similar learning trajectories and who have completed the questions corresponding to the first learning grid can be matched to respond to the assistance request information.

[0099] Exemplarily, if student A triggers a learning collaboration request in learning grid 1 within the first chapter, the key learning area 1 that is closest to learning grid 1 can be determined, and a learning collaboration request is sent within key learning area 1. Since the key learning area is an area that students must study, matching within key learning area 1 can also match students who have completed the content of learning grid 1 to a greater extent.

[0100] It should be noted that if there are multiple key learning areas with the same distance from the first learning grid, for example, there are key learning area 1, key learning area 2, and key learning area 3 that all have the same distance from learning grid 1, then the corresponding chapters of key learning area 1, key learning area 2, and key learning area 3 can be judged. If key learning area 1 and key learning area 2 are both in the first chapter and key learning area 3 is in the second chapter, then key area 3 is determined as the target key learning area. Since student A is studying within the first chapter, determining key area 3 as the target key learning area can match more students who have completed the content of learning grid 1 to a greater extent.

[0101] Similarly, if there are only key learning area 1 and key learning area 2 with the same distance from learning grid 1, and both key learning area 1 and key learning area 2 are in the first chapter, then the relative positions of key learning area 1 and key learning area 2 with respect to learning grid 1 can be judged. If the content of key learning area 2 is the content after learning grid 1 in the textbook, and the content of key learning area 1 is the content before learning grid 1 in the textbook, then key learning area 2 is determined as the target key learning area. Since student A is studying within the first chapter, determining key area 2 as the target key learning area can match more students who have completed the content of learning grid 1 to a greater extent.

[0102] Furthermore, when executing the step of sending the response information of the learning collaboration request to the student according to a predetermined recommendation order, the following steps can also be adopted but are not limited to, such as Figure 10 shown, including:

[0103] Step 601, determine the current learning chapter of the second target student in the learning map, as well as the second position information corresponding to the second target student, and determine the second target distance between the second target student and the center point of the target key learning area based on the second position information.

[0104] In an embodiment of the present application, if multiple students in the target key learning area respond to the learning assistance request, it is necessary to sort the response information of the multiple students and send it to the requesting student in order.

[0105] In some examples, it is first necessary to determine the current learning chapters corresponding to the multiple responding students, i.e., the second target students, and then determine the location information of the multiple responding students. Based on the location information, the distances between the multiple responding students and the center point of the first learning grid, i.e., the relay transmission node, can be obtained.

[0106] Exemplarily, if student B, student C, and student D respond to student A's learning assistance request, it is necessary to determine the current learning chapters corresponding to student B, student C, and student D, i.e., the first target students, and then determine the location information of student B, student C, and student D. Based on the location information, the distances between student B, student C, and student D and the center point of the first learning grid, i.e., the relay transmission node, can be obtained.

[0107] Step 602: Evaluate the recommendation degree of the response information of the second target student based on the current learning chapter and the second target distance of the second target student.

[0108] Exemplarily, based on the example in step 601, if student A, student B, and student C are all currently studying the first chapter, while student D is studying the second chapter, it can be determined that student D has largely learned the content of the first chapter. Therefore, the recommendation degree of student D is higher than that of student B and student C; for student B and student C, since student B and student C and student A have all studied up to the same chapter, the recommendation degree can be evaluated based on the distances between student B and student C and the relay transmission node. Specifically, if the distance between student B and the relay transmission node is less than the distance between student C and the relay transmission node, it can be determined that the content currently studied by student B is closer to that of student A, and the recommendation degree of student B is higher than that of student C.

[0109] Step 603: Sort the response information of the second target student according to the obtained second recommendation degree score, and send the sorted response information to the student.

[0110] Exemplarily, based on the example in step 602, if the recommendation degree of student D is higher than that of student B and student C, and the recommendation degree of student B is higher than that of student C, the recommendation degree scores of student B, student C, and student D can be that the recommendation degree score of student D is greater than the recommendation degree score of student B is greater than the recommendation degree score of student C. Therefore, the response information can be sent to the student in the order of student D, student B, and student C.

[0111] Optionally, when executing the step of sending the response information of the learning collaboration request to the student according to a predetermined recommendation order, the following steps may be adopted but are not limited to, including:

[0112] Step 11: Obtain the learning information and operation behavior data of the target student, and generate the label portrait features of the target student based on the learning information and operation behavior data.

[0113] In the embodiment of the present application, the label portrait feature is the feature information of the terminal when the student enters the key monitoring area. Specifically, the operation behavior data in the key monitoring area can be obtained, and the operation behavior data is cleaned, classified, clustered, and a multi-class operation behavior database is established; according to the in-depth integration and machine learning of the operation behavior data in the multi-class operation behavior database, a label portrait feature database is established, and then the label portrait features of the target student are obtained through the label portrait feature database.

[0114] Step 12: Send the label portrait features and the response information to the student.

[0115] Compared with the current existing technologies, in this embodiment, by obtaining the learning information of the student in the key learning area of the learning map and generating the learning trajectory of the student based on the learning information, the learning progress of the student can be obtained in time. Compared with obtaining the student information in real time, the information processing volume of the cloud server can also be saved. Using the learning map to generate the learning trajectory can also more clearly display the learning situation and learning progress of the student for the questions; by determining the request position of the student in the learning map and the first learning grid where the request position is located in multiple learning grids based on the learning trajectory when the student triggers a learning collaboration request; and sending the learning collaboration request to the target student within the preset grid range based on the relay transmission node corresponding to the first learning grid to match the target student with a similar learning trajectory to respond to the learning collaboration request, it is possible to quickly match the target student with a similar learning trajectory to respond through the relay transmission node when the student needs assistance, improve the response timeliness of the student's questions, enable the student to obtain the response information in time when assistance is needed, and further enable the student to fully understand the knowledge points examined in the questions, improving the learning efficiency and experience of the student.

[0116] Further, as Figures 1 to 10 a specific implementation of the method shown, this embodiment provides a learning assistance device, as Figure 11 shown, the device includes: an acquisition module 71, a determination module 72, a matching module 73, and a sending module 74.

[0117] An acquisition module 71, configured to obtain, through information interaction between a cloud server and a client, learning information of a student in a key learning area in a learning map, and generate a learning trajectory of the student based on the learning information. The learning map is composed of multiple learning grids arranged according to a predetermined relationship. The key learning area is obtained by marking and selecting adjacent learning grids corresponding to a key knowledge point cluster in the learning map.

[0118] A determination module 72, configured to, in response to a student triggering a learning collaboration request, determine the request position of the student in the learning map based on the learning trajectory, and a first learning grid where the request position is located among multiple learning grids.

[0119] A matching module 73, configured to send the learning collaboration request to target students within a preset grid range based on a relay transmission node corresponding to the first learning grid, so as to match students with similar learning trajectories to respond to the learning collaboration request.

[0120] A sending module 74, configured to send response information of the learning collaboration request to the student in a predetermined recommended order.

[0121] In some examples of this embodiment, the acquisition module 71 is further configured to extract a basic knowledge point cluster and a key knowledge point cluster based on a student textbook, and generate a target question bank composed of questions of different difficulty levels according to the basic knowledge point cluster and the key knowledge point cluster; mark a first identifier for questions corresponding to the basic knowledge point cluster in the target question bank, and mark a second identifier for questions corresponding to the key knowledge point cluster; map the questions marked with the first identifier and the questions marked with the second identifier to multiple learning grids in the preset map in the order of the chapters in the textbook, so that each learning grid corresponds to all questions of a knowledge point cluster, where the learning grid corresponding to the questions marked with the second identifier is a key learning grid; and mark and select adjacent key learning grids in the preset map to obtain the key learning area.

[0122] In some examples of this embodiment, the matching module 73 is specifically configured to determine the center point of the first learning grid as the relay transmission node; determine at least one second learning grid adjacent to the first learning grid in the learning map; and send the learning collaboration request to online students in the first learning grid and the at least one second learning grid, so as to match at least one first target student with a similar learning trajectory and a similar learning progress to respond to the learning collaboration request.

[0123] In some examples of this embodiment, the sending module 74 is specifically configured to determine the current learning chapter of the first target student in the learning map, as well as the first position information corresponding to the first target student, and determine a first target distance between the first target student and the center point of the first learning grid based on the first position information; evaluate the recommendation degree of the response information of the first target student based on the current learning chapter of the first target student and the first target distance; sort the response information of the first target student according to the obtained first recommendation score, and send the sorted response information to the student.

[0124] In some examples of this embodiment, the matching module 73 is further specifically configured to, if the first target student does not respond to the learning collaboration request within a predetermined time period, determine a target key learning area closest to the first learning grid from the key learning areas; use the center point of the target key learning area as a relay transmission node, and send the learning collaboration request to the online students in the target key learning area to match at least one second target student with a similar learning trajectory to respond to the learning collaboration request, where the second target student is a student who has completed the questions corresponding to the first learning grid.

[0125] In some examples of this embodiment, the sending module 74 is further specifically configured to determine the current learning chapter of the second target student in the learning map, as well as the second position information corresponding to the second target student, and determine a second target distance between the second target student and the center point of the target key learning area based on the second position information; evaluate the recommendation degree of the response information of the second target student based on the current learning chapter of the second target student and the second target distance; sort the response information of the second target student according to the obtained second recommendation score, and send the sorted response information to the student.

[0126] In some examples of this embodiment, the sending module 74 is further specifically configured to obtain the learning information and operation behavior data of the target student, generate label portrait features of the target student based on the learning information and the operation behavior data; and send the label portrait features and the response information to the student. It should be noted that for other corresponding descriptions of each functional unit involved in a learning assistance device provided in this embodiment, reference can be made to Figures 1 to 10 the corresponding description in, which will not be elaborated here.

[0127] Based on the method as described above Figures 1 to 10 shown, correspondingly, this embodiment further provides a computer-readable storage medium, on which a computer program is stored, and when the computer program is executed by a processor, it implements the above asFigures 1 to 10 The method shown

[0128] Based on such understanding, the technical solution of the present application can be embodied in the form of a software product, which can be stored in a non-volatile storage medium (such as a CD-ROM, USB flash drive, mobile hard disk, etc.), including several instructions to enable a computer device (such as a personal computer, server, or network device, etc.) to execute the methods of various implementation scenarios of the present application.

[0129] Such as Figure 12 The following is a schematic diagram of the hardware structure of an electronic device according to the present invention, including:

[0130] At least one processor 801; and,

[0131] A memory 802 communicatively connected to at least one of the processors 801; wherein,

[0132] The memory 802 stores instructions executable by at least one of the processors, and the instructions are executed by at least one of the processors so that at least one of the processors can execute the learning assistance method as described above.

[0133] Figure 12 In

[0134] The electronic device may further include: an input device 803 and a display device 804.

[0135] The processor 801, the memory 802, the input device 803, and the display device 804 may be connected by a bus or other means, Figure 12 Taking connection by bus as an example in

[0136] The memory 802, as a non-volatile computer-readable storage medium, can be used to store non-volatile software programs, non-volatile computer-executable programs, and modules, such as the program instructions / modules corresponding to the learning assistance method in the embodiments of the present application. For example, Figures 1 to 10 The method flow shown. The processor 801 executes various functional applications and data processing by running the non-volatile software programs, instructions, and modules stored in the memory 802, that is, implements the learning assistance method in the above embodiments.

[0137] The memory 802 may include a program storage area and a data storage area. The program storage area may store an operating system and application programs required for at least one function. The data storage area may store data created according to the use of the learning assistance method and the like. In addition, the memory 802 may include a high-speed random access memory and may also include non-volatile memory, such as at least one magnetic disk storage device, a flash memory device, or other non-volatile solid-state storage devices. In some embodiments, the memory 802 may optionally include a memory remotely provided with respect to the processor 801, and these remote memories may be connected to the device executing the learning assistance method through a network. Examples of the above network include but are not limited to the Internet, an intranet, a local area network, a mobile communication network, and combinations thereof.

[0138] The input device 803 may receive input user clicks and generate signal inputs related to user settings and function controls of the learning assistance method. The display device 804 may include a display screen and other display devices.

[0139] When the one or more modules are stored in the memory 802 and run by the one or more processors 801, the learning assistance method in any of the above method embodiments is executed.

[0140] Optionally, the above entity device may further include a user interface, a network interface, a camera, a radio frequency (RF) circuit, sensors, an audio circuit, a WI-FI module, and the like. The user interface may include a display screen and an input unit such as a keyboard, etc. Optionally, the user interface may further include a USB interface, a card reader interface, etc. The network interface may optionally include a standard wired interface, a wireless interface (such as a WI-FI interface), etc.

[0141] Those skilled in the art can understand that the above structure of the entity device provided in this embodiment does not limit the entity device, and it may include more or fewer components, or combine certain components, or have different component arrangements.

[0142] The storage medium may further include an operating system and a network communication module. The operating system is a program for managing the hardware and software resources of the above entity device and supports the operation of the information processing program and other software and / or programs. The network communication module is used to implement communication between components inside the storage medium and communication between other hardware and software in the information processing entity device.

[0143] Through the description of the above embodiments, those skilled in the art can clearly understand that the present application can be implemented by means of software plus a necessary general hardware platform, or can also be implemented by hardware. By applying the solution of this embodiment, compared with the current existing technologies, in this embodiment, by obtaining the learning information of students in the key learning areas in the learning map and generating the learning trajectories of students based on the learning information, the learning progress of students can be obtained in a timely manner. Compared with obtaining student information in real time, the information processing volume of the cloud server can also be saved. Using the learning map to generate learning trajectories can also more clearly display the learning situation and learning progress of students for questions. When a student triggers a learning collaboration request, based on the learning trajectory, determine the request position of the student in the learning map and the first learning grid where the request position is located in multiple learning grids. Based on the relay transmission node corresponding to the first learning grid, send a learning collaboration request to the target students within the preset grid range to match the students with similar learning trajectories to respond to the learning collaboration request. When a student needs assistance, the target students with similar learning trajectories can be quickly matched through the relay transmission node to respond, improving the response timeliness of students' questions, so that students can receive response information in a timely manner when they need assistance, and further enabling students to fully understand the knowledge points examined in the questions, improving the learning efficiency and experience of students.

[0144] It should be noted that in this article, relational terms such as "first" and "second" are only used to distinguish one entity or operation from another entity or operation, and do not necessarily require or imply any actual relationship or order between these entities or operations. Moreover, the term "comprising", "including" or any other variant thereof is intended to cover a non-exclusive inclusion, so that a process, method, article or device including a series of elements not only includes those elements, but also includes other elements not expressly listed, or further includes elements inherent to such process, method, article or device. Without more limitations, the element defined by the statement "including a..." does not exclude the existence of additional identical elements in the process, method, article or device including the said element.

[0145] The above are only specific embodiments of the present application, enabling those skilled in the art to understand or implement the present application. Various modifications to these embodiments will be obvious to those skilled in the art, and the general principles defined herein can be implemented in other embodiments without departing from the spirit or scope of the present application. Therefore, the present application will not be limited to these embodiments described herein, but will conform to the widest scope consistent with the principles and novel features claimed herein.

Claims

1. A learning assistance method, characterized in that, Including: Through the information interaction between the cloud server and the client, obtain the learning information of the student in the key learning area in the learning map, and generate the learning trajectory of the student based on the learning information. The learning map is composed of multiple learning grids arranged according to a predetermined relationship. The key learning area is obtained by marking and selecting adjacent learning grids corresponding to the key knowledge point clusters in the learning map. Obtaining the key learning area by marking and selecting adjacent learning grids corresponding to the key knowledge point clusters in the learning map includes: extracting the basic knowledge point cluster and the key knowledge point cluster based on the student textbook, and generating questions of different difficulty levels to form a target question bank according to the basic knowledge point cluster and the key knowledge point cluster; marking the questions corresponding to the basic knowledge point cluster in the target question bank with a first identifier, and marking the questions corresponding to the key knowledge point cluster with a second identifier; mapping the questions marked with the first identifier and the questions marked with the second identifier to multiple learning grids in the learning map in the order of the chapters in the textbook, so that each learning grid corresponds to all the questions of a knowledge point cluster, wherein the learning grid corresponding to the questions marked with the second identifier is the key learning grid; selecting the adjacent key learning grids in the learning map to obtain the key learning area; In response to the student triggering a learning collaboration request, determine the request position of the student in the learning map based on the learning trajectory, and the first learning grid where the request position is located among multiple learning grids; Send the learning collaboration request to target students within a preset grid range based on the relay transmission node corresponding to the first learning grid, so as to match students with similar learning trajectories to respond to the learning collaboration request; Send the response information of the learning collaboration request to the student according to a predetermined recommendation order.

2. The method according to claim 1, characterized in that The sending the learning collaboration request to online students within a preset grid range based on the relay transmission node corresponding to the first learning grid, so as to match students with similar learning trajectories to respond to the learning collaboration request includes: Determine the center point of the first learning grid as the relay transmission node; Determine at least one second learning grid adjacent to the first learning grid in the learning map; Send the learning collaboration request to online students in the first learning grid and the at least one second learning grid, so as to match at least one first target student with a similar learning trajectory and a similar learning progress to respond to the learning collaboration request.

3. The method according to claim 2, characterized in that, The sending the response information of the learning collaboration request to the student according to a predetermined recommendation order includes: Determine the current learning chapter of the first target student in the learning map, and the first position information corresponding to the first target student, and determine the first target distance between the first target student and the center point of the first learning grid based on the first position information; Evaluate the recommendation degree of the response information of the first target student based on the current learning chapter of the first target student and the first target distance; Sort the response information of the first target student according to the first recommendation score obtained from the evaluation, and send the sorted response information to the student.

4. The method according to claim 3, wherein Based on the relay transmission node corresponding to the first learning grid, sending the learning collaboration request to online students within a preset grid range to match students with similar learning trajectories to respond to the learning collaboration request, further includes: If the first target student does not respond to the learning collaboration request within a predetermined time period, determine the target key learning area closest to the first learning grid from the key learning areas; Use the center point of the target key learning area as a relay transmission node to send the learning collaboration request to online students within the target key learning area to match at least one second target student with a similar learning trajectory to respond to the learning collaboration request, where the second target student is a student who has completed the questions corresponding to the first learning grid.

5. The method according to claim 4, characterized in that, The sending the response information of the learning collaboration request to the student in a predetermined recommended order further includes: Determine the current learning chapter of the second target student in the learning map, as well as the second position information corresponding to the second target student, and determine the second target distance between the second target student and the center point of the target key learning area based on the second position information; Conduct a recommendation score evaluation on the response information of the second target student based on the current learning chapter of the second target student and the second target distance; Sort the response information of the second target student according to the second recommendation score obtained from the evaluation, and send the sorted response information to the student.

6. The method according to any one of claims 1 to 5, characterized in that, The sending the response information of the learning collaboration request to the student in a predetermined recommended order includes: Obtain the learning information and operation behavior data of the target student, and generate the label portrait features of the target student based on the learning information and the operation behavior data; Send the label portrait features and the response information to the student.

7. A learning assistance device, characterized in that, Includes: An acquisition module, configured to obtain learning information of a student in a key learning area in a learning map through information interaction between a cloud server and a client, and generate a learning trajectory of the student based on the learning information. The learning map is composed of multiple learning grids arranged according to a predetermined relationship. The key learning area is obtained by marking and selecting adjacent learning grids corresponding to a key knowledge point cluster in the learning map. Marking and selecting adjacent learning grids corresponding to a key knowledge point cluster in the learning map to obtain a key learning area, including: extracting a basic knowledge point cluster and a key knowledge point cluster based on a student textbook, and generating questions of different difficulty levels to form a target question bank according to the basic knowledge point cluster and the key knowledge point cluster; marking the questions corresponding to the basic knowledge point cluster in the target question bank with a first identifier, and marking the questions corresponding to the key knowledge point cluster with a second identifier; mapping the questions marked with the first identifier and the questions marked with the second identifier to multiple learning grids in the learning map in the order of the chapters in the textbook, so that each learning grid corresponds to all the questions of a knowledge point cluster, wherein the learning grids corresponding to the questions marked with the second identifier are key learning grids; selecting adjacent key learning grids in the learning map to obtain the key learning area; A determination module, configured to determine, in response to a student triggering a learning collaboration request, a request position of the student in the learning map based on the learning trajectory, and a first learning grid where the request position is located among multiple learning grids; A matching module, configured to send the learning collaboration request to a target student within a preset grid range based on a relay transmission node corresponding to the first learning grid, so as to match a student with a similar learning trajectory to respond to the learning collaboration request; A sending module, configured to send response information of the learning collaboration request to the student according to a predetermined recommendation order.

8. A computer-readable storage medium having a computer program stored thereon, characterized in that, When the computer program is executed by a processor, it implements the method according to any one of claims 1 to 6.

9. An electronic device, comprising a storage medium, a processor, and a computer program stored on the storage medium and executable on the processor, characterized in that When the processor executes the computer program, it implements the method according to any one of claims 1 to 6.

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