Learning support system and learning support method

Abstract

To provide a learning support system and a learning support method capable of appropriately maintaining motivation for learning. [Solution] The information acquisition unit 13 acquires behavioral information indicating the learner's actions related to factors that affect the learning results. The proverb generation unit 14 identifies the learner's learning issues based on the behavioral information and generates proverbs corresponding to the issues. The presentation unit 15 presents the proverbs to the learner's terminal 2.

Description

[Technical field]

[0001] The present disclosure relates to a learning support system and a learning support method. [Background technology]

[0002] In order to pass the national exam or entrance exam, students need to continue studying for a long period of time. However, it is not easy for students to maintain their motivation to study during that time.

[0003] In response to this, Patent Document 1 discloses technology relating to a desktop calendar that automatically displays quotes and proverbs on a daily basis. By using this technology, learners may be able to maintain their motivation to study by seeing quotes and proverbs displayed daily. [Prior art documents] [Patent documents]

[0004] [Patent Document 1] JP 2011-198084 A Summary of the Invention [Problem to be solved by the invention]

[0005] However, the technology described in Patent Document 1 only displays quotes and proverbs on a daily basis, regardless of the learner's learning tasks, and does not necessarily display quotes and proverbs appropriate for maintaining motivation. For this reason, it is difficult to maintain motivation appropriately.

[0006] An object of the present disclosure is to provide a learning support system and a learning support method that can appropriately maintain motivation for learning. [Means for solving the problem]

[0007] A learning support system according to one aspect of the present disclosure is a learning support system connected to a learner terminal used by a learner performing a specified study, and has an information acquisition unit that acquires behavioral information indicating the learner's behavior regarding factors that affect the learner's performance in the study, a generation unit that identifies the learner's learning challenges based on the behavioral information and generates proverbs corresponding to the challenges, and a presentation unit that presents the proverbs to the learner terminal. Effect of the Invention

[0008] According to the present invention, it is possible to appropriately maintain motivation for learning. [Brief description of the drawings]

[0009] [Figure 1] FIG. 1 is a diagram illustrating a learning support system according to an embodiment of the present disclosure. [Diagram 2] FIG. 2 is a diagram illustrating an example of a hardware configuration of the learning support system. [Diagram 3] 13 is a flowchart illustrating an example of a proverb generation process. [Figure 4] FIG. 11 is a diagram showing an example of types of problem information and problem response elements. DETAILED DESCRIPTION OF THE PREFERRED EMBODIMENTS

[0010] Hereinafter, embodiments of the present disclosure will be described with reference to the drawings.

[0011] Fig. 1 is a diagram showing a learning support system according to an embodiment of the present disclosure. The learning support system 1 shown in Fig. 1 is mutually connected to a learner terminal 2 via a network 10 such as the Internet, and provides the learner terminal 2 with learning support information for supporting predetermined learning. In this embodiment, the predetermined learning is learning for a predetermined main examination such as a national examination, a skills certification examination, an entrance examination, or an academic achievement test. The main examination may be composed of a plurality of main examinations by subject corresponding to each of a plurality of subjects.

[0012] The learner terminal 2 is an information terminal used by a learner performing a specified study. The learner terminal 2 receives learning support information provided by the learning support system 1, and performs processing according to the received learning support information. The processing according to the learning support information is, for example, a process of displaying the learning support information, and a process of sending information input according to the learning support information to the learning support system 1. The learner terminal 2 may also send various requests to the learning support system 1. The requests include, for example, a request for provision of learning support information.

[0013] The learner terminal 2 may be a dedicated information terminal for receiving learning support information, or may be a general-purpose information terminal such as a PC (Personal Computer), smartphone, or tablet terminal. One learner may use multiple learner terminals 2, or multiple learners may share one learner terminal 2. In addition, by logging in an information terminal to the learning support system 1 using the learner's ID or the like, the information terminal may serve as the learner terminal 2 while logged in.

[0014] As shown in FIG. 1, the learning support system 1 includes an information providing unit 11, a correct / incorrect acquiring unit 12, an information acquiring unit 13, a proverb generating unit 14, and a presenting unit 15.

[0015] The information providing unit 11 is a providing unit that provides learning support information to the learner terminal 2. The learning support information is provided for each learner in accordance with a learning curriculum determined for that learner. In this embodiment, the learning support information is information constituting a correspondence course that supports a specific study, and includes lecture information indicating a lecture given by a lecturer, and question information indicating questions to be posed to the learner. Note that a separate text corresponding to the learning curriculum may be used for the lecture.

[0016] The lecture information is provided, for example, in response to a request from the learner terminal 2. The lecture information includes, for example, at least one of video data and audio data. The lecturer giving the lecture may be a real lecturer (human) or a virtual lecturer (such as an avatar). Upon receiving the lecture information, the learner terminal 2 outputs the lecture information. For example, the learner terminal 2 displays the video data included in the lecture information and outputs the audio data included in the lecture information as audio.

[0017] There may be multiple pieces of lecture information, and each piece of lecture information may be composed of data for a specific lecture time (e.g., 30 minutes). A viewing order (or a recommended viewing order) is set for each piece of lecture information. A lecture may be divided into multiple learning units (learning scopes), and one learning unit may be composed of multiple pieces of lecture information.

[0018] The question information may be provided in conjunction with the lecture information, or in response to a request from the learner terminal 2, or both. The question information is, for example, Web information including text information indicating a question and an input form that serves as an answer field for the question, and is used to display the question on the learner terminal 2 and to determine whether the answer to the question entered in the learner terminal 2 is correct or incorrect. The questions are related to the learning content of the lecture.

[0019] There may be multiple types of question information. For example, the question information may include check test information, confirmation test information, question and answer practice information, subject-specific mock test information, and comprehensive mock test information.

[0020] The check test information is question information provided for each piece of lecture information, and is provided, for example, immediately after the learner watches the lecture information. The check test information is intended to evaluate the learner's understanding of the content of the corresponding lecture information, and the range of questions is limited to the lecture content of the corresponding lecture information. The check test information, for example, shows questions in a question-and-answer format that can be easily answered if the learner has watched the lecture properly.

[0021] The confirmation test information is question information provided for each of multiple pieces of lecture information that make up a certain learning unit. The purpose of the confirmation test information is to evaluate the learner's level of understanding of the corresponding learning unit, and the scope of questions is limited to the corresponding learning unit. While studying the learning unit, the learner will solidify the knowledge necessary to pass the actual exam by reading the textbook closely and memorizing the points to be memorized. The confirmation test is conducted to evaluate the learner's level of understanding of that knowledge, etc.

[0022] The Q&A practice information is problem information that shows past exam questions (or questions in the same format as the exam, with four or five options) in an order according to the learning curriculum (for example, in an order according to the textbook according to the learning curriculum). The purpose of the Q&A practice information is, for example, to check the learner's level of understanding of the details of the textbook according to the learning curriculum.

[0023] The subject-specific mock exam information is problem information showing a subject-specific mock exam that simulates the actual subject exam, and is intended to evaluate a learner's understanding of the content of the entire subject, with the scope of questions being limited to the subject. The subject-specific mock exam, for example, has the same question format and number of questions as the actual subject exam. The comprehensive mock exam information is problem information showing a comprehensive mock exam that simulates the entire actual exam, and is intended to evaluate a learner's understanding of the entire range of content related to the actual exam, with the scope of questions being the entire range. The comprehensive mock exam, for example, has the same question format and number of questions as the actual exam. The subject-specific mock exam information and the comprehensive mock exam information are provided, for example, immediately before the actual exam (for example, one month before the actual exam).

[0024] The correct / incorrect acquisition unit 12 acquires a correct / incorrect judgment result that judges whether the answer to the question indicated in the question information provided by the information providing unit 11 is correct or incorrect. For example, each time the information providing unit 11 provides question information, the correct / incorrect acquisition unit 12 acquires answer information indicating the learner's answer to the question indicated in the question information from the learner terminal 2, and acquires a correct / incorrect judgment result by judging whether the answer indicated in the answer information is correct or incorrect. The correct / incorrect judgment result may indicate, for example, the percentage of correct answers of the learner's answers, or may indicate, as a score, the sum of points allocated to questions that were answered correctly.

[0025] The information acquisition unit 13 acquires behavioral information indicating the learner's actions regarding influencing factors, which are factors that affect the learning results. There may be multiple influencing factors. In this embodiment, the influencing factors include learning factors related to the content of the learning and basic elements that are the basis for learning.

[0026] The learning elements include, for example, at least one of the following: attitude toward viewing the lecture, time spent viewing the lecture, time period during which each learning activity included in the learning process was carried out, close reading of the text related to the lecture information, status of problem information, status of memorization using flashcards, learning time during which learning was carried out, and proportion of each learning activity in learning time. Learning activities include input for understanding the learning content, such as close reading of the text, memorization for remembering the matters necessary for learning using flashcards, and output for applying the understanding and memorized content, such as problem exercises.

[0027] The basic elements include, for example, at least one of sleep time, sleep time zone, afternoon nap, breakfast intake, and exercise.

[0028] The method of acquiring the behavioral information is not particularly limited. For example, the information acquiring unit 13 may acquire the behavioral information based on a response to a questionnaire inquiring about the learner's behavior regarding each influencing factor. The questionnaire may be provided from the information providing unit 11 to the learner terminal 2 as a part of the learning support information. In this case, the information acquiring unit 13 acquires answer information of the learner's answer to the questionnaire from the learner terminal 2, and acquires the behavioral information based on the answer information. The questionnaire may be provided at predetermined intervals (for example, once a day or once a week), or may be provided each time viewing of each lecture information is completed. In addition, the information acquiring unit 13 may acquire video data of a learner viewing the lecture information using, for example, a camera provided in the learner terminal 2, and acquire the viewing attitude of the lecture information based on the video data. In addition, the information acquiring unit 13 may acquire the time when the information providing unit 11 provided the lecture information as the viewing time of the lecture information.

[0029] In addition, a part or all of the behavioral information may be acquired using AI (artificial intelligence). For example, the lecture viewing attitude may be acquired using an AI model that outputs the viewing attitude from video data of a learner viewing the lecture information. In addition, the basic elements may be acquired using an AI model from data acquired by a wearable device worn by the learner.

[0030] The proverb generation unit 14 is a generation unit that identifies a problem in the learning of the learner and generates a proverb according to the problem, based on the result of the correct / incorrect judgment acquired by the correct / incorrect acquisition unit 12 and the behavioral information acquired by the information acquisition unit 13. The proverb may be a classic phrase such as a proverb or a famous quote from a great person of the past, or may be a quote from a celebrity, a manga, an anime, a novel, or the like.

[0031] The presenting unit 15 provides proverb information indicating the proverb generated by the proverb generating unit 14 to the learner's terminal 2, thereby presenting the proverb to the learner.

[0032] Fig. 2 is a diagram showing an example of a hardware configuration of the learning support system 1. As shown in Fig. 2, the learning support system 1 has a storage device 21, a processor 22, a main memory 23, an input device 24, and a display device 25, which are connected via a bus 26.

[0033] The storage device 21 is a device that records data in a writable and readable manner, and stores various information such as a program that defines the operation of the processor 22, learning support information, and correct / incorrect judgment results and behavioral information acquired by the correct / incorrect acquisition unit 12 and the information acquisition unit 13. The processor 22 reads the program stored in the storage device 21 into the main memory 23, and executes processing according to the program using the main memory 23. The processor 22 realizes each of the units 11 to 15 of the learning support system 1 shown in FIG.

[0034] The input device 24 is a device into which various information is input from an operator of the learning support system 1 and an external device (not shown), and the information is used for processing by the processor 22. For example, the learning support information is recorded in the storage device 21 via the input device 24. The display device 25 is a device that displays various information.

[0035] FIG. 3 is a flowchart for explaining an example of a proverb generation process by the learning support system 1. As shown in FIG.

[0036] In the learning support process, first, the information providing unit 11 provides learning support information to the learner terminal 2 (step S101).

[0037] Thereafter, the correct / incorrect acquisition unit 12 acquires answer information indicating the answer to the question information included in the learning support information provided by the information provision unit 11 from the learner terminal 2, judges whether the answer is correct or incorrect, and acquires the correct / incorrect judgment result (step S102).

[0038] The information acquisition unit 13 acquires behavioral information indicating the learner's behavior toward influencing factors that affect the learner's learning performance, for example by acquiring response information indicating the answers to the questionnaire included in the learning support information provided by the information provision unit 11 from the learner's terminal 2 (step S103).

[0039] The proverb generating unit 14 identifies a learning issue based on the result of the correct / incorrect judgment and the behavior information (step S104).

[0040] The proverb generation unit 14 generates proverbs based on the learning task (step S105). At this time, the proverb generation unit 14 may generate the proverbs using a generative AI (Artificial Intelligence) model. For example, the proverb generation unit 14 inputs a prompt including a learning task and an instruction to output a proverb corresponding to the task to the generative AI model, thereby generating an output from the generative AI model as a proverb. The proverb generation unit 14 may also hold a database indicating proverbs related to each learning task, and generate proverbs from the database.

[0041] The presenting unit 15 presents the proverb to the learner by providing proverb information indicating the proverb generated by the proverb generating unit 14 to the learner terminal 2 (step S106), and ends the process.

[0042] The task identification process for identifying learning tasks in step S104 will be described in more detail below.

[0043] In the task identification process, the proverb generating unit 14 identifies the learner's response to the learning field, which is a field related to learning, as a learning task. Specifically, the proverb generating unit 14 identifies at least one of a strong field, which is a field in which the learner is good at, and a weak field, which is a field in which the learner is weak (or not good at), among the learning fields, and identifies at least one of strengthening the strong field and overcoming the weak field as a learning task.

[0044] The learning fields include methods of learning and basic behaviors that are the basis for learning. Examples of methods of learning include how to make a study schedule, how to watch and listen to lectures, how to read textbooks, how to practice problems, and how to memorize. Examples of basic behaviors include sleep, eating, exercise, and stress management.

[0045] The proverb generating unit 14, for example, analyzes the result of the correct / incorrect judgment for each type of question information, and identifies at least one of the strong and weak areas of the learner based on the analysis result and the behavioral information.

[0046] Specifically, when the result of the correct / incorrect judgment does not reach the judgment standard, which is a predetermined standard, the proverb generating unit 14 judges whether or not the behavioral information related to the problem-response element, which is an influencing element according to the type of the problem information for which the correct / incorrect answer is judged in the result of the correct / incorrect judgment, among the influencing elements that affect the learning results, satisfies the predetermined good condition and bad condition. The proverb generating unit 14 identifies the good field based on the behavioral information that satisfies the good condition, and identifies the bad field based on the behavioral information that satisfies the bad condition.

[0047] Fig. 4 is a diagram showing an example of types of problem information and problem response elements. In Fig. 4, check test information, confirmation test information, question and answer practice information, subject-specific mock test information, and comprehensive mock test information are shown as types of problem information. In this embodiment, for basic elements, the problem response elements are common to all types of problem information, and specifically, they are sleep time, sleep time zone, afternoon nap, breakfast intake, and exercise.

[0048] The problem-solving elements related to the learning elements of the check test information include the lecture viewing attitude and the lecture viewing time.

[0049] The problem response elements related to the learning elements of the confirmation test information include the attitude toward viewing and listening to lectures, the time when learning activities were carried out, the status of close reading of the text, the status of problem exercises, the status of memorization using flashcards, the total study time, and the proportion of each learning activity.

[0050] The problem-solving elements related to the learning elements of the Q&A practice information, subject-specific mock exam information, and comprehensive mock exam information are common to all, and include attitude toward listening to lectures, the time of day when learning activities are carried out, the status of close reading of the text, practice questions, and memorization using flashcards, and the total study time.

[0051] The lecture viewing attitude is evaluated by a viewing attitude score according to, for example, the time of the first viewing attitude of simply viewing the lecture, the time of the second viewing attitude of viewing the lecture while taking notes, the time of the third viewing attitude of viewing the lecture while nodding along to the lecture, the time of the fourth viewing attitude of viewing the lecture while repeating important matters, the time of the fifth viewing attitude of performing two of the second to fourth viewing attitudes simultaneously, and the time of the sixth viewing attitude of performing two of the second to fourth viewing attitudes simultaneously. In this case, if the viewing attitude score is equal to or greater than the first attitude threshold, it is determined that the lecture viewing attitude satisfies the good condition, and if the viewing attitude score is less than the second attitude threshold that is equal to or less than the first attitude threshold, it is determined that the lecture viewing attitude satisfies the bad condition. The viewing attitude score is, for example, a weighted sum of the time of each viewing attitude. In this case, the weight value is, for example, -1 for the time of the first viewing attitude, 1.5 for the time of the second to fourth viewing attitudes, 2 for the time of the fifth viewing attitude, and 3 for the time of the sixth viewing attitude.

[0052] The viewing time is determined to satisfy the good condition if it is equal to or longer than a first estimated time determined by a learning curriculum or the like, and is determined to satisfy the poor condition if it is shorter than a second estimated time equal to or shorter than the first estimated time.

[0053] The time periods during which learning activities are carried out are deemed to satisfy the conditions for which the student is good at learning if input is done in the morning, output in the afternoon, and memorization before going to bed, and are deemed to satisfy the conditions for which the student is not good at learning otherwise.

[0054] The close reading of the text is evaluated by a close reading score corresponding to, for example, a first study time in which the text is simply read in detail, a second study time in which the text is read while reading aloud as fast as possible, a third study time in which the text is read while taking notes on important matters, and a fourth study time in which the text is read while reading aloud as fast as possible and while taking notes on important matters are simultaneously performed. In this case, if the close reading score is equal to or greater than a first close reading threshold, it is determined that the close reading of the text satisfies the good condition, and if the close reading score is less than a second close reading threshold that is equal to or less than the first close reading threshold, it is determined that the close reading of the text satisfies the bad condition. The close reading score is, for example, a weighted sum of each study time. For example, the weight value is -1 for the first study time, 1.5 for the second study time and the third study time, and 2 for the fourth study time.

[0055] The implementation status of the problem practice is evaluated by the practice score corresponding to, for example, a first practice time in which the problem is simply practiced, a second practice time in which the time to solve the problem is measured, a third practice time in which the problem is practiced while writing down the correct content of the incorrect part, and a fourth practice time in which the problem is practiced while measuring the time to solve the problem and writing down the correct content of the incorrect part. In this case, if the practice score is equal to or greater than the first practice threshold, the problem practice is determined to satisfy the good condition, and if the practice score is less than the second practice threshold that is equal to or less than the first practice threshold, the problem practice is determined to satisfy the bad condition. The weight value is, for example, -1 for the first practice time, 1.5 for the second practice time and the third practice time, and 2 for the fourth practice time.

[0056] Regarding the implementation status of memorization, for example, when the memorization evaluation value, which evaluates whether the time spent on memorization using flashcards relative to the total study time increases as the actual test approaches, is equal to or greater than a first memorization threshold, it is determined that the condition for good memorization is met, and when the memorization evaluation value is less than a second memorization threshold equal to or less than the first memorization threshold, it is determined that the condition for poor memorization is met. The memorization evaluation value is, for example, the rate of increase in the time spent on memorization using flashcards relative to the total study time.

[0057] The total study time may be, for example, the sum of the study time for each day, or the weighted sum of the study time for each day divided by time period. For example, the study time for one day may be the weighted sum of not studying for one day, the study time in the morning, the study time in the afternoon, and the study time at night. The weight values ​​are, for example, -300 for not studying for one day, 2 for the study time in the morning, 1.5 for the study time in the afternoon, and 1 for the study time at night. For example, the afternoon is from 12:00 to 21:00, and the night is from 21:00 to 24:00.

[0058] Regarding the ratio of learning activities, for example, when an activity evaluation value that evaluates whether the time spent on output relative to the total study time is increasing as the actual exam approaches is equal to or greater than a first activity threshold, it is determined that the condition for good learning is met, and when the activity evaluation value is less than a second activity threshold that is equal to or less than the first activity threshold, it is determined that the condition for bad learning is met. The activity evaluation value is, for example, the rate of increase in the time spent on output relative to the total study time.

[0059] In addition, various times and evaluation values ​​such as viewing attitude time, viewing time, study time and practice time may be accumulated from the beginning of the learning curriculum, or may be accumulated for the most recent specified period (e.g., one week or one month), or may be values ​​in the most recent lecture information.

[0060] The sleep time is evaluated, for example, by a statistical value (such as a total value or an average value) of a sleep evaluation value indicating the appropriateness of a day's sleep time. The sleep time is targeted at 50 hours per week, and the sleep evaluation value is, for example, 0.6 when the sleep time per day is less than 6 hours, 0.9 when the sleep time per day is less than 6-7 hours, 1 when the sleep time per day is less than 7-8 hours, 0.9 when the sleep time per day is less than 9-10 hours, and 0.8 when the sleep time per day is 10 hours or more. In this case, if the statistical value of the sleep evaluation value is equal to or greater than a first sleep threshold, the sleep time is determined to satisfy the favorable condition, and if the statistical value of the sleep evaluation value is less than a second sleep threshold equal to or less than the first sleep threshold, the sleep time is determined to satisfy the unfavorable condition.

[0061] The sleeping time slot is evaluated, for example, by a statistical value of a time slot evaluation value indicating the appropriateness of the time when the person starts to sleep. For example, the time slot evaluation value is 1.2 when the person starts to sleep before 10 p.m., 1.1 when the person starts to sleep after 11 p.m., 1 when the person starts to sleep after midnight, 0.9 when the person starts to sleep after 1 a.m., and 0.8 when the person starts to sleep after 2 a.m. In this case, if the statistical value of the time slot evaluation value is equal to or greater than a first time slot threshold, the sleeping time slot is determined to satisfy the favorable condition, and if the statistical value of the time slot evaluation value is less than a second time slot threshold equal to or less than the first time slot threshold, the sleeping time slot is determined to satisfy the unfavorable condition.

[0062] The afternoon nap is determined to satisfy the favorable condition if the nap is taken within a predetermined appropriate nap time, and is determined to satisfy the unfavorable condition if the nap is taken outside the appropriate nap time or if the nap is not taken at all. The appropriate nap time is, for example, 20 to 40 minutes. The intake of breakfast is determined to satisfy the favorable condition if the breakfast is taken, and is determined to satisfy the unfavorable condition if the breakfast is not taken.

[0063] Exercise is evaluated, for example, by a statistical value of an exercise evaluation value that indicates the appropriateness of the amount of exercise. For example, the exercise evaluation value is 1.1 when exercising 5 times per week and each exercise time is about 30 minutes, and 1 when exercising 2 to 4 times per week and each exercise time is about 30 minutes. In this case, if the statistical value of the exercise evaluation value is equal to or greater than a first exercise threshold, it is determined that the good condition is met, and if the statistical value of the exercise evaluation value is less than a second exercise threshold that is equal to or less than the first exercise threshold, it is determined that the bad condition is met.

[0064] The statistical values ​​of each evaluation value may be statistical values ​​from the beginning of the learning curriculum, or may be statistical values ​​for the most recent predetermined period (for example, one week or one month).

[0065] The proverb generating unit 14 identifies how to watch lectures as a strong or weak area when the viewing attitude satisfies the good or weak conditions. Also, the proverb generating unit 14 identifies how to make a study schedule as a strong area when all of the viewing time, the time period during which the study activities are carried out, the total study time, and the rate of study activities satisfy the good or weak conditions, and identifies how to make a study schedule as a weak area when any one or more of the viewing time, the time period during which the study activities are carried out, the total study time, and the rate of study activities satisfy the weak conditions.

[0066] Furthermore, the aphorism generating unit 14 identifies the way of reading the text as a strong field or a weak field when the close reading of the text satisfies the strong condition or the weak condition. Furthermore, the aphorism generating unit 14 identifies the way of practicing problems as a strong field or a weak field when the implementation status of practicing problems satisfies the strong condition or the weak condition. Furthermore, the aphorism generating unit 14 identifies the way of memorization as a strong field or a weak field when the implementation status of memorization satisfies the strong condition or the weak condition.

[0067] Furthermore, the proverb generating unit 14 identifies how to sleep as a strong field when all of the sleeping hours, the sleeping time zone, and the afternoon nap satisfy the good conditions, and identifies how to sleep as a weak field when any one or more of the sleeping hours, the sleeping time zone, and the afternoon nap satisfy the bad conditions. Furthermore, the proverb generating unit 14 identifies how to eat as a strong field or a weak field when eating breakfast satisfies the good condition or the bad condition. Furthermore, the proverb generating unit 14 identifies exercise as a strong field or a weak field when exercise satisfies the good condition or the bad condition.

[0068] In addition, when the stress of learning is high, the aphorism generating unit 14 may generate aphorisms based on a task selected from the multiple tasks according to a predetermined priority order. Moderate stress is effective in learning, but excessive stress leads to changes in sleep patterns (insomnia or hypersomnia), changes in appetite (overeating or loss of appetite), and reduced learning effects (reduced concentration and reduced memory). In this case, first, relax your current study plan to reduce the excessive pressure. Specifically, review your goals and study time. We also suggest using relaxation techniques. Specifically, incorporate deep breathing, meditation, light exercise, and short rests. In addition, we recommend taking a mock exam when the actual exam is approaching. By taking a mock exam in an environment similar to the actual exam, you can become accustomed to the tension and improve your ability to manage stress. This can reduce anxiety on the day of the exam. The presence or absence and the level of learning stress can be obtained using an AI model from data acquired by the wearable device, and if the stress is greater than a first stress threshold, stress management may be identified as a weak area, and if the stress management is less than a second stress that is equal to or less than the first stress, stress management may be identified as a strong area.

[0069] In addition, when there are multiple learning tasks, the proverb generation unit 14 may generate a proverb based on a task selected from the multiple tasks according to a predetermined priority order. For example, the proverb generation unit 14 may select the task with the highest priority order, or, for example, the proverb generation unit 14 may select a task according to a probability distribution in which the higher the priority order, the more likely the task is to be selected. In addition, the priority order may be set in advance for each task based on the likelihood of an effect on learning and the ease of accomplishing the task, or may be set in the generation AI model based on the priority order. In addition, it is generally easier to strengthen a strong area than to overcome a weak area.

[0070] In addition, it is preferable that the proverb generation unit 14 generates proverbs periodically. At this time, the proverb generation process may be executed periodically to update the tasks periodically, or proverbs may be generated periodically from the identified tasks, or they may be combined. At this time, different proverbs may be generated so that the same proverb is not presented continuously. This can be realized, for example, by instructing the generation AI model to generate a proverb that has not yet been generated.

[0071] The proverb generating unit 14 may generate proverbs by further using personal information such as the learner's age. For example, it is considered that the older the learner is, the more classical proverbs resonate with him / her, and the younger the learner is, the more lines from comics or celebrities resonate with him / her. For this reason, the proverb generating unit 14 may generate classical proverbs more frequently as the learner gets older. Furthermore, if the personal information includes preference information indicating the learner's favorite comics or literary works, the proverb generating unit 14 may generate proverbs based on the preference information. The personal information is acquired by, for example, the information acquiring unit 13.

[0072] The above-described method of identifying the problem and the method of generating the proverb are merely examples, and are not limited to these. For example, the result of the judgment of correctness may not be used. In addition, there may be a learning field in which the only problem is to strengthen the strong areas, and there may be a learning field in which the only problem is to overcome the weak areas.

[0073] As described above, according to this embodiment, the information acquisition unit 13 acquires behavioral information indicating the learner's actions related to factors that affect learning results. The proverb generation unit 14 identifies the learner's learning challenges based on the behavioral information, and generates proverbs corresponding to the challenges. The presentation unit 15 presents the proverbs to the learner terminal 2. Therefore, since proverbs corresponding to the learner's learning challenges are generated, it becomes possible to appropriately maintain motivation for learning.

[0074] Furthermore, in this embodiment, the information providing unit 11 provides the learner terminal 2 with question information indicating questions related to learning. The correct / incorrect acquiring unit 12 acquires a correct / incorrect judgment result that judges whether the learner's answer to the question is correct or incorrect. The proverb generating unit 14 identifies the learner's learning issues based on the correct / incorrect judgment result. This makes it possible to generate more appropriate proverbs.

[0075] In this embodiment, the task is the learner's response to the learning field, particularly, overcoming weak areas and strengthening strong areas. In this case, it is possible to generate more appropriate aphorisms.

[0076] In this embodiment, the learning field includes at least one of a method of learning and a basic action that is the basis for learning, so that more appropriate aphorisms can be generated.

[0077] In addition, in this embodiment, when there are multiple tasks, the proverb generation unit 14 generates a proverb according to the task selected from the multiple tasks according to a predetermined priority order. In this case, it is possible to generate a more appropriate proverb.

[0078] In this embodiment, the proverb generation unit 14 generates proverbs using a generative AI model. In this case, it is possible to easily generate appropriate proverbs.

[0079] The above-described embodiments of the present disclosure are illustrative examples of the present disclosure, and are not intended to limit the scope of the present disclosure to only these embodiments. A person skilled in the art can implement the present disclosure in various other forms without departing from the scope of the present disclosure. [Explanation of symbols]

[0080] 1: Learning support system 11: Information provision section 12: Correct / incorrect acquisition section 13: Information acquisition section 14: Proverb generation section 15: Presentation section

Claims

1. A learning support system connected to a learner terminal used by a learner performing a predetermined study, an information acquisition unit that acquires behavioral information indicating the learner's actions regarding factors that affect the learning results; a generation unit that identifies a learning task of the learner based on the behavior information and generates a proverb corresponding to the task; a presentation unit that presents the proverb to the learner terminal, The task is the learner's response to a learning field, which is a field related to the learning, A learning support system, wherein the learning field includes a method of learning.

2. a providing unit that provides the learner terminal with question information indicating questions related to the learning; a correct / incorrect acquisition unit that acquires a correct / incorrect judgment result that judges whether the answer of the learner to the question is correct or incorrect, The learning support system according to claim 1 , wherein the generating unit identifies a learning issue for the learner based further on the result of the correct / incorrect judgment.

3. The learning support system according to claim 1 , wherein the task includes overcoming a weak area of ​​the learner in the learning field.

4. The learning support system according to claim 1 , wherein the task includes strengthening an area of ​​the learning field in which the learner is good.

5. 2. The learning support system according to claim 1, wherein the learning methods include at least one of how to make a schedule for learning, how to watch and listen to lectures, how to read texts for learning, how to do practice problems for learning, and how to memorize for learning.

6. The learning support system according to claim 1 , wherein the learning field includes basic actions that are the basis for carrying out the learning.

7. The learning support system according to claim 6 , wherein the basic behaviors include improvements in sleep, diet, exercise, and stress management.

8. The learning support system according to claim 1 , wherein, when there are a plurality of the tasks, the generator generates a proverb corresponding to a task selected from the plurality of tasks in accordance with a predetermined priority order.

9. The learning support system according to claim 1 , wherein the generation unit generates the proverbs using a generative AI model.

10. A learning support method using a learning support system connected to a learner terminal used by a learner performing a predetermined study, comprising: Obtaining behavioral information indicating the learner's behavior regarding factors that affect the learning performance; Identifying a learning issue of the learner based on the behavioral information; Generate a proverb in response to the task; Present the proverb to the learner terminal; The task is the learner's response to a learning field, which is a field related to the learning, The learning field includes a learning support method, which includes a method of learning.

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