Learning assistance system

Abstract

[Problem] To provide a learning assistance system that makes it possible to continue learning and maintain motivation for learning. [Solution] This learning assistance system 10 comprises: a question storage unit 12 in which a plurality of questions are registered for a learner 4 to acquire knowledge and answers respectively corresponding to the plurality of questions; a question-asking interval determination unit 14 that, when determining a question-asking date and time of each question of the plurality of questions, determines a question-asking interval such that the learning effect of the learner 4 is enhanced; a question-asking unit 18 that, on the basis of the question-asking interval determined by the question-asking interval determination unit 14, asks the learner 4 the respective questions; and a question-asking frequency adjustment unit 16 that, if the number of questions per day to be asked by the question-asking unit 18 exceeds a predetermined upper limit, increases the question-asking interval and postpones asking a question.

Description

Learning Support System

[0001] The present invention relates to a learning support system.

[0002]

[0003] In the past, learners studied using paper media, but advances in digital technology have led to the development of software for learning, and opportunities to study using such software are increasing. For example, Patent Document 1 (JP-A-2005-102666) discloses a technology related to the present invention, which includes: a learning history database that stores, for each learner and each question, the number of times the learner has studied, the date and time of the last study, and a final correct / incorrect result indicating whether the answer was correct or incorrect the last time the learner studied; an extraction means that extracts information about a specific learner from the learning history database; a calculation means that calculates a current level of correctness for each question by substituting the information about the specific learner extracted by the extraction means into a retention function that is defined by a forgetting approximation function expressed as a function of the number of times the learner has studied and the time elapsed since the last study date and time, and a term for the final correct / incorrect result, the final correct / incorrect result taking a smaller value when the final correct / incorrect result is incorrect than when the final correct / incorrect result is correct; and a presentation means that presents a question to be currently studied based on the current level of correctness calculated by the calculation means.

[0003] JP 2012-137699 A

[0004] For example, if you continue to study using a learning support device such as the software disclosed in Patent Document 1, the number of questions posed per day will increase over time. If the average number of questions posed per day exceeds several hundred, if you neglect to study for a few days, a large number of questions will accumulate, and when you resume studying, all of the questions will be posed at once, which can significantly reduce your motivation to study.

[0005] An object of the present invention is to provide a learning support system that enables students to continue learning while maintaining their motivation for learning.

[0006] The learning support system of the present invention is characterized by comprising: a question memory unit in which a plurality of questions for a learner to acquire knowledge and corresponding answers to each of the plurality of questions are registered; a question interval determination unit which, when determining the date and time to ask each of the plurality of questions, determines the question interval so as to enhance the learning effectiveness of the learner; a question setting unit which asks each of the questions to the learner based on the question interval determined by the question interval determination unit; and a question frequency adjustment unit which, if the number of questions asked by the question setting unit in one day exceeds a predetermined upper limit, widens the question interval for questions with low priority and postpones the asking of the questions.

[0007] Furthermore, in the learning support system of the present invention, when the number of questions to be asked in one day falls below a predetermined lower limit, it is preferable that the question frequency adjustment unit selects multiple questions from among questions whose next scheduled question date is within a predetermined period, narrows the question interval, and advances the question asking.

[0008] In addition, in the learning support system of the present invention, it is preferable that the question frequency adjustment unit calculates the median of the number of answers per day from the total number of answers given by the learner in a year, and sets the value obtained by multiplying the median by a predetermined multiplier as the upper limit of the number of questions per day.

[0009] Furthermore, in the learning support system of the present invention, it is preferable that the question frequency adjustment unit calculates the third quartile (Q3) and interquartile range (IQR) of the number of answers per day from the total number of answers given by the learner in one year, and sets the value calculated by adding the third quartile (Q3) plus the interquartile range (IQR) multiplied by a predetermined multiple as the upper limit of the number of questions per day.

[0010] According to the present invention, it is possible to continue learning while maintaining motivation for learning.

[0011] FIG. 1 is a diagram showing a learning support system according to an embodiment of the present invention. FIG. 2 is a diagram showing a state in which a question is set using the learning support system according to an embodiment of the present invention. FIG. 3 is a diagram showing a state in which a question set using the learning support system according to an embodiment of the present invention has been answered. FIG. 4 is a diagram showing a state in which a question is registered using the learning support system according to an embodiment of the present invention. FIG. 5 is a diagram showing a state in which a registered question is set using the learning support system according to an embodiment of the present invention. FIG. 6 is a diagram showing a state in which a question set using the learning support system according to an embodiment of the present invention has been answered. FIG. 7 is a diagram showing a state in which a multiplier or the like is set using the learning support system according to an embodiment of the present invention.

[0012] Hereinafter, embodiments of the present invention will be described in detail with reference to the accompanying drawings. In the following, similar elements in all drawings will be designated by the same reference numerals, and duplicate explanations will be omitted. Furthermore, in the description below, previously described reference numerals will be used as necessary.

[0013] Fig. 1 is a diagram showing a learning support system 10 according to an embodiment of the present invention. Fig. 2 is a diagram showing a state in which a question is set using the learning support system 10 according to an embodiment of the present invention. Fig. 3 is a diagram showing a state in which a question set using the learning support system 10 according to an embodiment of the present invention is answered.

[0014] Fig. 4 is a diagram showing how questions are registered using the learning support system 10 according to an embodiment of the present invention. Fig. 5 is a diagram showing how questions registered using the learning support system 10 according to an embodiment of the present invention are presented. Fig. 6 is a diagram showing how questions presented using the learning support system 10 according to an embodiment of the present invention are answered.

[0015] FIG. 7 is a diagram showing how a magnification and the like are set using the learning support system 10 according to the embodiment of the present invention.

[0016] The learning support system 10 is a system for enabling efficient learning by a learner 4. The learning support system 10 includes a question storage unit 12, a question interval determination unit 14, a question frequency adjustment unit 16, a question setting unit 18, and a subject extension setting unit 20.

[0017] The question storage unit 12 has a function of registering a plurality of questions for the learner 4 to acquire knowledge and the answers corresponding to each of the plurality of questions. Here, as shown in Fig. 4, it is explained that the learner 4 can create and register questions that he or she wants to learn, but questions prepared in advance may also be registered.

[0018] In the example shown in Figures 4 and 5, the question is "Osaka is the prefecture with the largest area in Japan," and is answered with a "true or false" check. In this case, if "x" is selected, "Correct" is displayed, as shown in Figure 6. Of course, the correct answer to this question is "Hokkaido," so the correct answer is displayed, and related information is also displayed, such as the fact that the prefecture with the smallest area is "Kagawa Prefecture."

[0019] The questions registered by the question storage unit 12 are classified into a plurality of subjects. The subjects may be classified into, for example, Japanese history, world history, English, mathematics, chemistry, physics, biology, etc., or may be classified by qualifications such as weather forecaster, information security specialist, real estate agent, patent attorney, administrative scrivener, etc.

[0020] The question interval determination unit 14 has a function of determining the question interval based on the Ebbinghaus forgetting curve when determining the question date and time for each of a plurality of questions so as to enhance the learning effect of the learner 4. The Ebbinghaus forgetting curve is a graph that succinctly shows the mechanism by which people forget, with the vertical axis representing "saving rate" and the horizontal axis representing "time."

[0021] The question interval determination unit 14 can set the intervals based on Ebbinghaus's forgetting curve, etc., so that the learned content is efficiently retained. When the test subject answers correctly consecutively, the question intervals are 24 to 48 hours for the first test, 4 to 8 days for the second test, 7 to 14 days for the third test, 9 to 20 days for the fourth test, and 12 to 26 days for the fifth test.

[0022] From the sixth time onwards, the interval changes depending on the accuracy rate. For example, if the accuracy rate is 0% or 10%, the interval will be 15 to 32 days, and if the accuracy rate is 20% or 30%, the interval will be 20 to 37 days. If the accuracy rate is 40% or 50%, the interval will be 25 to 42 days, and if the accuracy rate is 60% or 70%, the interval will be 30 to 47 days. If the accuracy rate is 80% or 90%, the interval will be 35 to 52 days, and if the accuracy rate is 100%, the interval will be 40 to 57 days.

[0023] Also, we will skip the 7th to 9th tests and only explain the 10th test. For the 10th test, if the correct answer rate is 0% or 10%, it will be 25 to 56 days later, and if the correct answer rate is 20% or 30%, it will be 34 to 65 days later. If the correct answer rate is 40% or 50%, it will be 43 to 74 days later, and if the correct answer rate is 60% or 70%, it will be 52 to 83 days later. If the correct answer rate is 80% or 90%, it will be 61 to 92 days later, and if the correct answer rate is 100%, it will be 70 to 101 days later.

[0024] The question frequency adjustment unit 16 multiplies the question interval for questions that are less necessary to learn by a predetermined factor so as to reduce the frequency of questions that are less necessary to learn for the learner 4. Note that although the predetermined factor is described here as being set for each subject, it may also be set for each question.

[0025] For example, a person who has once passed the Information Security Specialist qualification exam has acquired the knowledge related to the exam, so there is little need to frequently re-solve the problems, and it would be more efficient to spend that time studying something else. In addition to this, questions that are less necessary for the learner 4 to study can be set, but it can also be set so that there is little need to re-solve questions for which the correct answer rate for each past question is, for example, 80% or more.

[0026] However, since there is a possibility that knowledge will be lost if students stop studying altogether, for example, the question interval for the Information Processing Security Specialist is multiplied by a predetermined factor (for example, 15 times) to widen the interval, as shown in Figure 7. In this way, the question frequency adjustment unit 16 can set a predetermined factor for each subject (for example, Information Processing Security Specialist).

[0027] Specifically, by multiplying the question interval by a predetermined factor, it is possible to adjust the time so that a question that would normally be asked 30 days later is asked a year later. This has the advantage of helping to solidify the memory, as questions registered several years ago are asked when you have almost forgotten them.

[0028] For example, if the number of seconds until the question is asked is 2,937,600 seconds (34 days) and the multiplier is 15, then 2,937,600 seconds x 15 = 44,064,000 seconds (510 days), meaning that the question can be adjusted so that it will not be asked for more than a year.

[0029] The advantage of spending time on questions that are more important and studying less important questions less frequently, as mentioned above, is that you can retain your knowledge and adapt to lifelong learning.

[0030] However, as the number of registered questions increases, a large number of questions may be asked in one day, which may decrease the motivation to study of learner 4. However, by making the adjustments as described above, the registered questions can be distributed and asked, which has the effect of maintaining the motivation to study of learner 4.

[0031] The question frequency adjustment unit 16 also has an additional function of adding 5 to 7 days to the question interval for a subject who has answered correctly 12 or more times. This is because it is determined that if a subject has answered correctly 12 or more times in the past, there is no impact on learning even if questions are not asked frequently.

[0032] Furthermore, the question frequency adjustment unit 16 has an additional function of adding 1 to 2 days to the question interval when the multiplier is 2 or more, even if the number of correct answers is less than 12. This is because it is determined that there is little need to urgently re-ask the question when the multiplier is 2 or more, even if the number of correct answers is less than 12.

[0033] The question frequency adjustment unit 16 has an additional function of setting a time difference of about five hours between questions when the next question is due in 24 hours or more. By performing this process, questions are distributed rather than concentrated at a specific time.

[0034] Furthermore, the question frequency adjustment unit 16 has an additional function of setting the next question date and time to 300 to 360 days if the number of correct answers is 16 or less, with 360 days as the upper limit. As described above, multiplying the multiplier may result in an extremely long question interval, such as a question being asked 510 days later. Furthermore, if a qualification exam is registered near the end of its run and the exam is held immediately after, questions with a high multiplier may be asked at a particularly low frequency. Therefore, the question frequency adjustment is made so that a question is always asked at least once a year.

[0035] Furthermore, the question frequency adjustment unit 16 performs processing to set an upper limit of 1820 days if the number of correct answers exceeds 16. This is because even if the number of correct answers is high, there is a possibility that memory cannot be maintained unless the upper limit is set to about 1820 days (5 years).

[0036] The question frequency adjustment unit 16 has an additional function of adding 6 to 7 days if the next question date and time is three days or later and falls between December 31st and January 4th. This process is performed on the assumption that there may be learners 4 who want to take time off during the New Year holidays. However, the restriction of three days or later does not mean that no questions will be asked at all.

[0037] The question frequency adjustment unit 16 also has an additional function of adding 2 to 5 days if the next question is scheduled to be asked in eight days or more and on a Saturday or Sunday. This processing is performed on the assumption that there may be learners 4 who wish to take weekends off.

[0038] Furthermore, the question frequency adjustment unit 16 has an additional function of adding or subtracting one day when the next question date and time is 20 days or later and the question is to be asked on a Wednesday. This is because it is expected that a slight reduction in the frequency of questions on Wednesdays will help the learner 4 maintain their motivation to study.

[0039] The question frequency adjustment unit 16 has an additional function of unifying the question time to, for example, 3:00 a.m. if the next question date and time is three days or later. This is to prevent the learner 4 from feeling stressed when, when the number of questions exceeds 100, a different question is asked immediately after the learner 4 has answered all the questions correctly.

[0040] As described above, the question frequency is adjusted by the function of the question frequency adjustment unit 16. However, if the learning support system 10 is used for many years in lifelong learning, the number of questions asked per day may become large, and the system has a function to further adjust the question frequency in order to prevent a decrease in the motivation of the learner 4.

[0041] For example, if Learner 4 answers 500 questions on average per day, and he or she misses five days due to poor health, approximately 2,500 questions are expected to be asked. Furthermore, if Learner 4 is unable to answer questions for a long period of time due to a long vacation such as summer or winter vacation, or a natural disaster, the number of questions will increase even further. For such assignments, the question frequency adjustment unit 16 further adjusts the question frequency.

[0042] Specifically, the question frequency adjustment unit 16 has the function of widening the question interval and postponing the questions when the number of questions set by the question setting unit 18 in one day exceeds a predetermined upper limit, and narrowing the question interval and putting out the questions earlier when the number of questions set in one day falls below a predetermined lower limit.

[0043] For example, when the total number of answers given by Learner 4 in one year (365 days) is 138,798 questions, the maximum number of answers given per day is 1,664 questions, the average number of answers given per day is approximately 389.88 questions, the first quartile (Q1) of the number of answers given per day is 179.75 questions, the median number of answers given per day (second quartile, Q2) is 359 questions, the third quartile (Q3) of the number of answers given per day is 541.75 questions, the interquartile range of the number of answers given per day (Q3 - Q1) is 362 questions, and the third quartile plus 1.5 times the IQR (Q3 x 1.5) is 1,085 questions. This case will be explained below as an example.

[0044] The question frequency adjustment unit 16 has a function of setting an upper limit equal to twice the median number of answers to the number of questions previously set by the question setting unit 18. Furthermore, if the number of questions set by the question setting unit 18 per day exceeds a predetermined upper limit, the question setting frequency adjustment unit 16 also has a function of extending the interval between questions of low priority, which the learner 4 has little need to re-solve, and postponing the questioning of these questions. Low-priority questions can be determined based on the correct answer rate of each question previously answered by the learner 4. For example, questions with a correct answer rate of 80% or higher can be defined as low priority. Furthermore, the priority can be determined based on the correct answer rate. For example, the lower the correct answer rate, the higher the priority because the question needs to be re-solved, and the higher the correct answer rate, the lower the priority because the question does not need to be re-solved. Of course, priorities can be determined in other ways, such as by the learner 4 themselves setting the priority in advance.

[0045] For example, if the median number of daily answers is 359 as described above, the upper limit for the number of questions to be asked each day is set at 359 x 2 = 718 questions. When the number of questions to be asked in a day exceeds 718, questions with a low priority and a correct answer rate of 80% or more are postponed by increasing the interval between questions so that the number of questions to be asked in a day remains below 718.

[0046] As another method, the question frequency adjustment unit 16 has the function of setting the upper limit value to the value calculated by the third quartile (Q3) + (interquartile range (IQR) × 1.5) for the number of answers to the number of questions previously asked by the question setting unit 18.

[0047] For example, as described above, if the third quartile (Q3) of the number of distinct answers is 541.75 questions and the interquartile range (Q3-Q1) of the number of daily answers is 362 questions, the upper limit is set to be the third quartile (Q3) + (interquartile range (IQR) x 1.5) = 541.75 + 362 x 1.5 = approximately 1085. When the number of questions to be asked in a day exceeds 1085 questions, for example, questions with a correct answer rate of 80% or more and low priority are postponed by widening the interval between questions so that the number remains below 1085.

[0048] Conversely, the above upper limit also sets a lower limit. For example, if the average number of answers per day is about 50 questions with little variation from day to day, the lower limit can be set at 100 questions to prepare for the possibility that the number of questions that can be asked will be drastically reduced. If the number of questions is less than 100, questions with widely spaced intervals will be shortened and asked earlier, thereby increasing the number of questions.

[0049] Here, it is preferable to set questions taking into account to some extent if Learner 4 works from Monday to Friday and has weekends off. For this reason, the number of answers for Learner 4 in one year (365 days) may be divided by day of the week.

[0050] For example, the total number of responses on Sunday was 13,318, with the maximum being 719, the average being 283.3, Q1 being 170.5, the median (Q2) being 269, Q3 being 363.5, Q3 - Q1 being 193, and Q3 + IQR x 1.5 being 653.

[0051] The total number of responses on Monday was 21,859, with the maximum being 1,280, the average being 420.3, Q1 being 236, the median (Q2) being 413, Q3 being 500, Q3 - Q1 being 264, and Q3 + IQR x 1.5 being 896.

[0052] The total number of responses on Tuesday was 23,669, with the maximum being 1,268, the average being 464.0, Q1 being 264.5, the median (Q2) being 453, Q3 being 631.5, Q3 - Q1 being 367, and Q3 + IQR x 1.5 being 1,182.

[0053] The total number of responses on Wednesday was 19,058, with the maximum being 854, the average being 366.5, Q1 being 228, the median (Q2) being 335.5, Q3 being 521.25, Q3 - Q1 being 293.25, and Q3 + IQR x 1.5 being 962.

[0054] The total number of responses on Thursday was 24,183, with a maximum of 1,030 questions, an average of 465.0 questions, Q1 being 298.2 questions, a median (Q2) of 457 questions, Q3 being 635.7 questions, Q3 - Q1 being 337.5 questions, and Q3 + IQR x 1.5 being 1,142 questions.

[0055] The total number of responses on Friday was 25,121, with the maximum being 1,664, the average being 492.5, Q1 being 165, the median (Q2) being 441, Q3 being 674.5, Q3 - Q1 being 509.5, and Q3 + IQR x 1.5 being 1,439.

[0056] The total number of responses on Saturday was 11,590, with a maximum of 784, an average of 227.2, Q1 being 132, the median (Q2) being 186, Q3 being 302, Q3 - Q1 being 170, and Q3 + IQR x 1.5 being 557.

[0057] As shown above, the number of responses varies greatly depending on the day of the week. Depending on lifestyle, the number of responses on Fridays and Saturdays can be nearly twice as many. Therefore, setting the number of questions according to the day of the week is expected to prevent a drop in motivation. Therefore, it is possible to set each upper limit for each day of the week and change the number of questions for each day of the week.

[0058] The question setting unit 18 sets each question to the learner 4 based on the question setting interval determined by the question setting interval determination unit 14 and the question setting interval adjusted by the question setting frequency adjustment unit 16 .

[0059] Specifically, as shown in Figure 4, after learner 4 registers the question he or she wishes to study, the question will be displayed on learner 4's device (smartphone, tablet device, personal computer) at intervals such as 10 minutes later, 3:00 a.m. the following morning, 5 to 6 days later, 10 to 14 days later, 15 to 20 days later, and 21 to 28 days later.

[0060] The question setting unit 18 has an additional function of selecting a plurality of questions from among the questions whose next scheduled question date is within a predetermined period and setting them earlier than scheduled. Specifically, from among the questions whose next scheduled question date is, for example, within 20 days, the question setting unit 18 sets questions earlier than scheduled that "a certain period has passed since the last question date and the next topic is the immediate future."

[0061] For example, if the last answer date was five days ago, early questions will be those scheduled to be released within 24 hours. In order to release as many subjects as possible early, we generally limit each subject to four questions, but if there are no questions available, we search across all genres rather than by subject, so it does not necessarily mean there will be four questions.

[0062] The subject extension setting unit 20 has a function of adding a predetermined period to the question interval for each subject. As shown in Figure 7, the subject extension setting unit 20 allows the user to select a forced extension time, such as several hours, one day, several days, or 8 to 80 days, and adds the selected extension time to the question interval.

[0063] For example, you can extend your study time by one day if you feel you are busy today, extend it by a few days if you feel you want to take a few days off, or extend it by 8 to 80 days if you feel there is little need to study because there are no exams for a certain period of time.

[0064] Next, a description will be given of the operation of the learning support system 10 configured as described above. The learner 4 creates questions related to the learning content that he or she wishes to learn, and registers them himself or herself as shown in FIG.

[0065] After Learner 4 registers, questions will be displayed on Learner 4's device (smartphone, tablet, personal computer) at intervals such as 10 minutes later, 3:00 the next morning, 5 to 6 days later, 10 to 14 days later, 15 to 20 days later, and 21 to 28 days later.

[0066] The intervals are set based on Ebbinghaus' forgetting curve so that the learner 4 can properly consolidate the memory of the learned content, thereby enabling the learner 4 to study efficiently.

[0067] However, as the number of questions registered by Learner 4 increases, the volume of questions set per day increases, which can cause a decrease in motivation to study and a decrease in learning efficiency. For example, a person who has once passed the Information Security Specialist qualification exam has acquired the knowledge related to the exam, so there is little need to frequently re-solve the questions, and it would be more efficient to spend that time studying something else.

[0068] However, since there is a possibility that knowledge will be lost if students stop studying altogether, for example, as shown in Figure 7, the question interval for the Information Processing Security Specialist certification is multiplied by a predetermined factor (for example, 15 times) to widen the interval. In this way, the question frequency adjustment unit 16 can set a predetermined factor for each subject (for example, Information Processing Security Specialist). This has the advantage that questions registered several years ago are asked when students have almost forgotten them, helping to solidify their memory.

[0069] The learning support system 10 has the advantage that it allows students to spend time on questions that are highly necessary, while also learning less necessary questions less frequently as described above, thereby retaining knowledge and enabling lifelong learning.

[0070] Furthermore, the learning support system 10 allows you to extend your study time by one day if you determine that you are busy today, extend it by a few days if you feel like taking a few days off, or extend it by 8 to 80 days if you determine that there is little need to study because there are no exams for a certain period of time.This system allows you to continue studying within a reasonable range, making it suitable for lifelong learning.

[0071] The learning support system 10 is an optimal system for learners 4 who engage in lifelong learning, and the number of questions registered increases with long-term use. In this situation, for example, if learners take a week off due to an infectious disease or the like, they may be presented with a large number of questions when they resume learning after recovering, which could discourage learners 4 from learning.

[0072] According to the learning support system 10, an upper limit is set based on the number of answers by each day of the week from the number of answers given by the learner 4 over the past year (365 days) by either twice the median of the number of answers given by that learner 4 or the outlier (third quartile (Q3) + (interquartile range (IQR) × 1.5)), and the number of questions asked is reduced by extending the intervals between questions with low priority so that no more questions are asked. This prevents the number of questions from increasing too dramatically, which has the remarkable effect of enabling lifelong learning while maintaining the motivation of the learner 4.

[0073] 4 Learner, 10 Learning support system, 12 Question memory unit, 14 Question interval determination unit, 16 Question frequency adjustment unit, 18 Question setting unit, 20 Subject extension setting unit.

Claims

1. A learning support system comprising: a question memory unit in which a plurality of questions for a learner to acquire knowledge and corresponding answers to each of the plurality of questions are registered; a question interval determination unit which, when determining the date and time to ask each of the plurality of questions, determines the question interval so as to enhance the learning effectiveness of the learner; a question setting unit which asks each of the questions to the learner based on the question interval determined by the question interval determination unit; and a question frequency adjustment unit which, if the number of questions asked by the question setting unit in one day exceeds a predetermined upper limit, widens the question interval for questions with low priority and postpones the asking of the questions.

2. A learning support system as described in claim 1, characterized in that, when the number of questions to be asked in one day falls below a predetermined lower limit, the question frequency adjustment unit selects multiple questions from among questions whose next scheduled question date is within a predetermined period, narrows the question interval, and advances the question asking.

3. A learning support system as described in claim 1, wherein the question frequency adjustment unit calculates the median of the number of answers per day from the total number of answers given by the learner in the year, and sets the value obtained by multiplying the median by a predetermined multiplier as the upper limit of the number of questions per day.

4. A learning support system as described in claim 1, wherein the question frequency adjustment unit calculates the third quartile (Q3) and interquartile range (IQR) of the number of answers per day from the learner's total number of answers for the year, and sets the value obtained by adding the third quartile (Q3) + (the interquartile range (IQR) x a predetermined multiple) as the upper limit of the number of questions per day.

Images