Learning assistance system

Abstract

To provide a learning assistance system that, next time of learning an incorrectly answered question, makes it possible to provide the question together a similar question.SOLUTION: A learning assistance system 10 comprises: a question storage unit 12 having registered a plurality of questions for a learner 4 to acquire knowledge, and answers corresponding respectively to the plurality of questions; a question provision interval determination unit 14 for determining a question provision interval so as to enhance a learning effect of the learner 4 when determining a date of providing each of the plurality of questions; a similar question expedition adjustment unit 17 for expediting the date of providing a question which is similar to the question having been incorrectly answered by the learner 4 to adjust the question provision interval so as to be matched with the date of providing a question for the incorrectly answered question; and a question provision unit 18 for providing each question to the learner 4 on the basis of the question provision interval determined or adjusted by the question provision interval determination unit 14 and the similar question expedition adjustment unit 17.SELECTED DRAWING: Figure 1

Description

[Technical field]

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

[0002] In the past, learners studied using paper media, but with the development of digital technology, software for learning has been developed. For example, Patent Document 1 discloses a learning device that includes a problem storage means for storing the problems in correspondence with problem numbers assigned to each problem, a correct answer storage means for storing the correct answers for each problem in correspondence with the problem numbers, an explanation storage means for storing the explanations for each problem in correspondence with the problem numbers, a problem display means for displaying the problems stored in the problem storage means, an answer input means for inputting the answers to the problems displayed by the problem display means, a marking means for comparing the correct answers stored in the correct answer storage means with the answers input by the answer input means and marking the answers to the problems, and an answer display means for displaying the correct answers stored in the correct answer storage means when the answers marked by the marking means are correct, and displaying the explanations stored in the explanation storage means when the answers are incorrect. [Prior art documents] [Patent documents]

[0003] [Patent Document 1] JP 2004-29649 A Summary of the Invention [Problem to be solved by the invention]

[0004] For example, learning can be done using a learning support device such as the software disclosed in Patent Document 1, and similar questions should exist among the questions registered in these learning support devices. If the question is something you are good at, there is no problem, but for questions that are easy to get wrong, it is expected that understanding will be deepened by solving similar questions together.

[0005] An object of the present invention is to provide a study support system which makes it possible to present a question that was incorrectly answered together with similar questions the next time a question is studied. [Means for solving the problem]

[0006] The learning support system of the present invention is characterized in that it comprises a problem memory unit in which a plurality of problems for a learner to acquire knowledge and corresponding answers to each of the plurality of problems are registered; a question interval determination unit which, when determining the question date for each of the plurality of problems, determines the question interval so as to enhance the learning effectiveness of the learner; a similar problem early adjustment unit which adjusts the question interval so as to bring the question date of a problem similar to a problem that the learner has answered incorrectly earlier than scheduled to align it with the question date of the problem that the learner answered incorrectly; and a question setting unit which asks each of the problems to the learner based on the question interval determined or adjusted by the question interval determination unit and the similar problem early adjustment unit.

[0007] In addition, in the learning support system of the present invention, it is preferable that the similar question early presentation adjustment unit adjusts the early presentation of a question with a high degree of similarity among the questions in the similar relationship when the incorrect question has been answered two or more times and the correct answer rate is below a predetermined value.

[0008] In the learning support system according to the present invention, it is preferable that the similar question early presentation adjustment unit adjusts the early presentation of questions, among the similar questions, whose question presentation interval is within a predetermined period. Effect of the Invention

[0009] According to the present invention, the question that was incorrectly answered can be presented together with similar questions the next time the question is studied. [Brief description of the drawings]

[0010] [Figure 1] 1 is a diagram showing a learning support system according to an embodiment of the present invention. [Diagram 2] FIG. 1 is a diagram showing a state in which a question is set using a learning support system according to an embodiment of the present invention. [Diagram 3] FIG. 2 is a diagram showing how a question posed using the learning support system according to an embodiment of the present invention is answered. [Figure 4] FIG. 1 is a diagram showing a state in which questions are registered using a learning support system according to an embodiment of the present invention. [Diagram 5] FIG. 11 is a diagram showing a state in which a question registered using the learning support system of an embodiment of the present invention is presented. [Figure 6] FIG. 2 is a diagram showing how a question posed using the learning support system according to an embodiment of the present invention is answered. [Figure 7] FIG. 13 is a diagram showing a state in which a magnification or the like is set using the learning support system according to the embodiment of the present invention. [Figure 8] FIG. 11 is a diagram showing a state in which three questions that are similar to each other and are posed using the learning support system according to the embodiment of the present invention are displayed. [Figure 9] 1 is a diagram showing a learning support system according to an embodiment of the present invention. [Figure 10] 1 is a diagram showing a learning support system according to an embodiment of the present invention. DETAILED DESCRIPTION OF THE PREFERRED EMBODIMENTS

[0011] Hereinafter, an embodiment of the present invention will be described in detail with reference to the accompanying drawings. In the following, the same elements in all the drawings are given the same reference numerals, and duplicated explanations will be omitted. In addition, in the explanation in the text, the reference numerals previously described will be used as necessary.

[0012] 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 where 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 where a question set using the learning support system 10 according to an embodiment of the present invention is answered.

[0013] Fig. 4 is a diagram showing a state in which a question is registered using the learning support system 10 according to the embodiment of the present invention. Fig. 5 is a diagram showing a state in which a question registered using the learning support system 10 according to the embodiment of the present invention is presented.

[0014] Fig. 6 is a diagram showing how a question is answered using the learning support system 10 according to an embodiment of the present invention. Fig. 7 is a diagram showing how a magnification or the like is set using the learning support system 10 according to an embodiment of the present invention.

[0015] FIG. 8 is a diagram showing a state in which three questions that are similar to each other and are posed using the learning support system 10 according to the embodiment of the present invention are displayed.

[0016] The learning support system 10 is a system for enabling a learner 4 to study efficiently in order to engage in lifelong learning. The learning support system 10 includes a question memory unit 12, a question interval determination unit 14, a question frequency adjustment unit 16, a similar question early appearance adjustment unit 17, 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 himself can create and register questions that he 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 answer. In this case, if you select "X," "Correct" is displayed, as shown in Figure 6. Of course, the correct answer to this question is "Hokkaido," so not only is the correct answer displayed, but also the related information 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, intellectual property, or by qualifications such as weather forecaster, information processing 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 so as to enhance the learning effect of the learner 4 based on the Ebbinghaus forgetting curve when determining the question date and time for each of the multiple questions. 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 intervals based on Ebbinghaus's forgetting curve so that the learned content is efficiently retained, and can set intervals such as 10 minutes after learning, 3:00 am the next morning, 5 to 6 days after learning, 10 to 14 days after learning, 15 to 20 days after learning, 21 to 28 days after learning, etc. Although the intervals are set in this way, if the user gets the question wrong, the question frequency will return to the beginning and the question will be asked 10 minutes after learning, 3:00 am the next morning, etc.

[0022] In addition, the question interval determination unit 14 sets the interval to 34 to 39 days, 40 to 50 days, 51 to 79 days, or 80 to 90 days when the percentage of correct answers remains at 70% or more, and thereafter, if the percentage of correct answers is 90% or more, the question interval determination unit 14 can set the interval to 34 to 39 days, 40 to 50 days, 51 to 79 days, or 80 to 90 days ... using a calculation formula, for example, 86,400 seconds x (random number (75 to 90) + (number of correct answers x 3)).

[0023] The question frequency adjustment unit 16 multiplies the question interval of questions with low study necessity by a predetermined factor so as to reduce the frequency of questions with low study necessity for the learner 4. Note that although the predetermined factor is described here as being set for each subject, it may be set for each question.

[0024] For example, once a person has passed the Information Processing Security Specialist qualification exam, they have acquired the knowledge related to that exam and therefore have little need to frequently re-solve the problems; it would be more efficient for them to spend that time studying for other things.

[0025] 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 Fig. 7. In this way, the question frequency adjustment unit 16 can set a predetermined factor for each subject (for example, Information Processing Security Specialist).

[0026] Specifically, by multiplying the question interval by a certain factor, for example, a question that would normally be asked 30 days later can be adjusted to be asked a year later. This has the advantage that questions registered several years ago can be asked at a time when you have almost forgotten them, helping to solidify your memory.

[0027] 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), in other words, the question can be adjusted so that it will not be asked for more than a year.

[0028] The advantage of spending time on questions that are more necessary while studying less necessary questions less frequently, as described above, is that it helps you retain your knowledge and allows you to engage in lifelong learning.

[0029] As the number of registered questions increases, a large number of questions may be posed in one day, which may reduce the motivation of learner 4. However, by making the above adjustments, the registered questions can be distributed and posed, which has the effect of maintaining the motivation of learner 4 to study.

[0030] In addition, the question frequency adjustment unit 16 has an additional function of adding 5 to 7 days to the question interval for those who have answered correctly 12 times or more. This is because it is determined that if a student has answered correctly 12 times or more in the past, frequent questioning will not affect their learning.

[0031] 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 reissue a question when the multiplier is 2 or more, even if the number of correct answers is less than 12.

[0032] The question frequency adjustment unit 16 has an additional function of setting a time difference of about 5 hours between questions when the next question is due in 24 hours or more. By performing this process, questions are dispersed and not concentrated in a specific time period.

[0033] In addition, the question frequency adjustment unit 16 has an additional function of setting the next question date and time to 300 to 360 days, with 360 days as the upper limit, when the number of correct answers is 16 or less. As described above, by performing the process of multiplying the magnification, the question interval may become extremely long, for example, a question may be asked after 510 days. In addition, when a question is registered near the end of a qualification exam and the exam is held immediately after, the number of questions may be extremely reduced, especially for questions with a high magnification, so the adjustment is made so that the question is always asked once a year.

[0034] Furthermore, if the number of correct answers exceeds 16 times and the number of days is more than 1820, the question frequency adjustment unit 16 performs processing to set the upper limit to 1820. 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).

[0035] The question frequency adjustment unit 16 has an additional function of adding 6 to 7 days when the next question date and time is 3 days or later and the next question date is between December 31st and January 4th. This process is performed on the assumption that there are learners 4 who want to take a break during the New Year holidays. However, the restriction of 3 days or later does not mean that no questions will be asked at all.

[0036] In addition, the question frequency adjustment unit 16 has an additional function of adding 2 to 5 days if the next question is to be asked on a Saturday or Sunday and is 8 days or later. This processing is performed on the assumption that there are learners 4 who want to take weekends off.

[0037] 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 is set 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 his or her motivation to study.

[0038] The question frequency adjustment unit 16 has an additional function of unifying the question time to, for example, 3 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 has answered all the questions correctly.

[0039] The similar question early adjustment unit 17 has a function of adjusting the question interval so that the date of question similar to the question answered incorrectly by the learner 4 is brought forward earlier than scheduled to coincide with the date of question answering incorrectly.

[0040] The learning support system 10 is a system for the learner 4 to study repeatedly and efficiently in order to carry out lifelong learning, and problems of various categories are registered in the problem memory unit 12, among which there are similar problems that are mutually similar. If the dates of presentation of these similar problems are aligned, the learner 4 will be able to solve problems with the same concept, which is expected to give the learner 4 more awareness and allow for more efficient learning.

[0041] Here, since the question interval determination unit 14 sets the question interval using the random number of the question interval determination unit 14, similar questions are also presented at random. Furthermore, when the magnification function of the question frequency adjustment unit 16 is used, the probability that similar questions are presented at random increases. In such a situation, there is a possibility that the opportunity to realize that similar questions are to be solved at the same time will be missed.

[0042] For example, when three questions as shown in Fig. 8 are registered in the question memory unit 12, the three questions are asked at random by the question interval determination unit 14. Here, of the three questions shown in Fig. 8, question 1 has the most characters and discloses detailed information. If the student has not progressed sufficiently in their history studies, there is a possibility that the rate of correct answers to question 2, which contains less information than question 1, will decrease.

[0043] If question 2 is presented after question 1, it will improve the comprehension of learner 4, and even if question 1 is presented after question 2 in the reverse order, it will be easier to understand if the two questions are presented on the same day. However, if a random number is used to determine the question interval, it is not guaranteed that questions 1 and 2 will be presented consecutively.

[0044] Furthermore, since question 1 contains more detailed information than question 2, if the rate of consecutive correct answers to question 1 increases, the frequency of questions will decrease, and there is a risk that only question 2 will be asked repeatedly. Even if the question interval is determined using random numbers, there is a possibility that the question dates will overlap over the long span of lifelong learning, but it is low, so it is not a situation that can be said to be good learning efficiency. Therefore, the function of the similar question early adjustment unit 17 is to advance the scheduled date and time of questions that are considered to be similar to a certain extent when a question is answered incorrectly.

[0045] In addition, the similar question early adjustment unit 17 has a function of adjusting early release of a question with a high similarity among similar questions when an incorrect answer to a question is answered two or more times and the correct answer rate is 80% or less. Note that the similar question early adjustment unit 17 adjusts early release of a question that is similar to the question and whose question interval is within a predetermined period (for example, within 30 days).

[0046] Here, the method for determining similar questions is to use the registered questions that the learner 4 himself / herself considers to be similar, but since relying solely on manual registration places a heavy burden on the learner 4, it is preferable to use automatic determination as appropriate. For example, the similarity determination is performed automatically using character string analysis technology, the questions are sorted in order of similarity, and the top 8 questions are determined to be similar.

[0047] For example, if the scheduled time for question 2, which was answered incorrectly, is 10 minutes later, the original scheduled time for question 1 is 86,400 seconds later (2 days later), and the original scheduled time for question 3 is 172,800 seconds later (3 days later), then instead of simply aligning the scheduled time for question 2 with that for questions 2 and 3, the scheduled dates for the three questions can be determined by the average or median. Taking the average will result in 86,600 seconds later (about 1 day later).

[0048] It is preferable to limit the upper limit of the number of questions that can be released early per day using the function of the similar question early release adjustment unit 17 to about 60 questions, and to impose restrictions such as reducing the frequency of early release once the upper limit of early release is exceeded.

[0049] The question setting unit 18 has a function of setting each question to the learner 4 based on the question setting interval determined or adjusted by the question setting interval determination unit 14, the question setting frequency adjustment unit 16, and the similar question early setting adjustment unit 17.

[0050] Specifically, as shown in Figure 4, after Learner 4 registers the questions he or she wishes to study, the questions are displayed on Learner 4's device (smartphone, tablet, personal computer) at intervals of 10 minutes, 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.

[0051] The question setting unit 18 has an additional function of selecting multiple questions from among questions whose next scheduled question date is within a predetermined period and setting them earlier than scheduled. Specifically, the question setting unit 18 sets similar questions that are determined to need to be set earlier by the similar question early setting adjustment unit 17.

[0052] The subject extension setting unit 20 has a function of adding a predetermined period to the question interval for each subject. As shown in Fig. 7, the subject extension setting unit 20 allows the selection of several hours, one day, several days, or 8 to 80 days as the forced extension time, and adds the selected extension period to the question interval.

[0053] For example, you can extend your time by one day if you feel that you are busy today, extend it by a few days if you feel that you want to take a few days off, or extend it by 8 to 80 days if you feel that there is little need to study because there are no exams for a certain period of time.

[0054] Next, a description will be given of the operation of the learning support system 10 configured as 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.

[0055] After Learner 4 registers, questions will be displayed on Learner 4's device (smartphone, tablet, personal computer) at intervals of 10 minutes, 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.

[0056] The above intervals are set so that the learned content is appropriately consolidated in memory based on the Ebbinghaus forgetting curve, allowing the learner 4 to study efficiently.

[0057] However, as the number of questions registered by the learner 4 increases, the amount of questions given per day also 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 examination has acquired the knowledge related to the qualification examination, so there is little need to frequently re-solve the questions, and it would be more efficient to spend that time studying other subjects.

[0058] However, since there is a possibility that knowledge will be forgotten if one stops studying altogether, for example, as shown in Fig. 7, the question interval for the Information Security Specialist 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 Security Specialist). This has the advantage that questions registered several years ago are asked at a time when they have almost been forgotten, helping to solidify memory.

[0059] The learning support system 10 has the advantage that, by spending time on questions that are more necessary while reducing the frequency of studying questions that are less necessary as described above, knowledge can be retained without being forgotten, making it possible to accommodate lifelong learning.

[0060] In addition, according to the learning support system 10, it is possible to extend the study time by one day when the student determines that today is busy, to extend the study time by a few days when the student feels that he / she wants to take a few days off, or to extend the study time by 8 to 80 days when the student determines that there is little need to study because there are no exams for a certain period of time. This system allows the student to continue studying within a reasonable range, making it suitable for lifelong learning.

[0061] As described above, the learning support system 10 is suitable for lifelong learning, but similar questions are often asked at random because the question interval is changed by random numbers, a multiplier, etc. However, as mentioned above, it is expected that understanding will be deepened if similar questions are answered together on the same day.

[0062] Here, according to the learning support system 10, the function of the similar question early adjustment unit 17 can adjust the question interval so that the date on which a question similar to the question that the learner 4 answered incorrectly is brought forward earlier than scheduled to coincide with the date on which the question was answered incorrectly.

[0063] This has the advantage that when students retry a question that they got wrong, similar questions related to it will be given on the same day, allowing them to grasp the relationships between each question, thereby improving their comprehension.

[0064] 9 is a diagram showing a learning support system 10a according to the present invention. The learning support system 10a includes a question memory unit 12, a question interval determination unit 14, a question frequency adjustment unit 16, a question date uniform adjustment unit 17a, a question setting unit 18, and a subject extension setting unit 20. Here, the difference between the learning support system 10a and the learning support system 10 is the question date uniform adjustment unit 17a, and therefore the following description will mainly focus on the question date uniform adjustment unit 17a.

[0065] The question date uniformity adjustment unit 17a has a function of adjusting the question interval so as to uniform the question dates of questions similar to the question that the learner 4 answered correctly.

[0066] Specifically, the question date uniformity adjustment unit 17a adjusts the question interval so that the question dates of the question answered correctly and the questions similar to it are aligned when the question date of the question similar to the question answered correctly falls within a predetermined range based on the next question date of the question answered correctly. The predetermined range is determined based on the value obtained by dividing the question interval by a predetermined value.

[0067] For example, suppose that questions 1, 2, and 3 shown in Figure 8 are similar to each other and the next questions are scheduled to be asked on June 9th at 3:00 AM (question 1), July 2nd at 3:00 AM (question 2), and October 2nd at 3:00 AM (question 3), and question 1 is answered on June 9th, and the next question is to be asked on June 30th, 21 days later. In this case, question 2, which is a similar question, will be asked on July 2nd, but since they are not on the same day, learner 4 may not realize that the two questions are similar.

[0068] Therefore, the question date unification adjustment unit 17a can unify the question dates of similar questions. In the above specific example, question 1 was answered on June 10, and the next question date was June 30, 21 days later. In this case, if the question exists within a certain period, for example, within the question interval (here, 21 days later)÷5, the process of unifying the question date is performed.

[0069] Here, if the question interval is 21 days, 21÷5=4.2 days, which is 4 days when rounded down, so it is determined that the 4 days before and after June 30th are within the range of the predetermined interval, that is, the question date is close. Note that, although a relatively short period of 21 days is exemplified here, the longer the question interval is set using a multiplier or the like, the more effective the function of the question date unification adjustment unit 17a becomes.

[0070] For example, if the question interval is 365 days due to the multiplier, then 365÷5=73 days, and similar questions can be unified in terms of question dates as long as they fall within a range of 73 days, or approximately two months.

[0071] Next, the operation of the learning support system 10a having the above configuration will be described. The learning support system 10a has a similar configuration to the learning support system 10, so that the learner 4 can study efficiently for lifelong learning.

[0072] Here, the question interval is changed by a random number or a multiplier by the functions of the question interval determination unit 14 and the question frequency adjustment unit 16. Since these functions often cause similar questions to be asked separately, it is preferable that similar questions that exist within a predetermined range are asked uniformly on the same day.

[0073] To address such a problem, according to the learning support system 10a, the question date uniformity adjustment unit 17a adjusts the question interval so that the question dates of the question answered correctly and the question similar to it are aligned when the question date of the question similar to the question answered correctly falls within a predetermined range based on the next question date of the question answered correctly.

[0074] This allows the learner 4 to solve similar problems on the same day and understand the relationships between these similar problems, resulting in a significant effect of enabling him or her to study more efficiently.

[0075] 10 is a diagram showing a learning support system 10b according to the present invention. The learning support system 10b includes a question memory unit 12, a question interval determination unit 14, a question frequency adjustment unit 16, a question setting efficiency adjustment unit 17b, a question setting unit 18, and a subject extension setting unit 20. Here, the difference between the learning support system 10b and the learning support system 10 is the question setting efficiency adjustment unit 17b, and therefore the following description will mainly focus on the question setting efficiency adjustment unit 17b.

[0076] The question setting efficiency adjustment unit 17b has a function of adjusting the question setting interval so that the setting of multiple questions will be delayed when the correct answer rate of multiple similar questions is high.

[0077] Specifically, the question setting efficiency adjustment unit 17b has a function to delay the question setting date by multiplying the number of days until the next question is set for each question by an adjustment value obtained by dividing the average correct answer rate by a predetermined value when the average correct answer rate for each question when solving each similar question multiple times exceeds a predetermined reference value. Also, the question setting efficiency adjustment unit 17b has a function to determine a predetermined value so that the adjustment value (multiplication factor) is 1 or more and 2 or less.

[0078] For example, in the problems shown in Fig. 8, suppose that the learner uses the function of the problem memory unit 12 to register problem 1, which is highly similar to previously registered problems and is fully understood, and problem 2, which is insufficiently understood. Under such circumstances, problems 1 and 2 are presented at similar question intervals even if there is some deviation due to random numbers, but it cannot be said that it is efficient to repeatedly present problem 2 and problem 1 at the same question interval.

[0079] As one means for solving such problems, it is preferable to reduce the frequency of questions when the level of understanding of similar questions is above a certain level; specifically, the question interval is multiplied by a predetermined factor according to the level of understanding of similar questions.

[0080] As a method for determining the level of understanding of similar questions, even if it were a five-point scale or a two-point scale of 0 or 100, it would be a hassle for learners to regularly register their level of understanding for every question, so at present the level of understanding is equivalent to the average rate of correct answers to similar questions.

[0081] In addition, as a method of determining the multiplier, similar questions are sorted in descending order of similarity and the correct answer rate of the top 8 questions is calculated. If the average correct answer rate of similar questions exceeds 80%, the question setting efficiency adjustment unit 17b multiplies the value calculated by dividing the average correct answer rate of similar questions by 55. For example, if the average correct answer rate of similar questions is 80%, the multiplication is performed by 80÷55≒1.5 times (adjustment value). If the average correct answer rate of similar questions is 95%, the multiplication is performed by 95÷55=1.8 times (adjustment value).

[0082] In the problems shown in Figure 8, if the correct answer rate for problem 1 is 100% and the correct answer rate for problem 2 is 83%, the average correct answer rate for similar problems of these two problems is (100 + 83) ÷ 2 = 91.5%.

[0083] When an average rate of correct answers obtained by averaging the rates of correct answers for a plurality of similar questions when each question is solved a plurality of times exceeds 80%, a question setting efficiency adjustment unit 17b delays the date of question setting by multiplying an adjustment value obtained by dividing the average rate of correct answers by 55 by the number of days until the next question is set for each question.

[0084] As described above, if the correct answer rate for question 1 is 100%, the correct answer rate for question 2 is 83%, and question 3 is answered correctly 6 times in a row, resulting in a correct answer rate of 100%, then the next question should be asked "40 to 57 days later". However, the function of the question setting efficiency adjustment unit 17b multiplies 91.5÷55=1.66, and the next question will be asked "66 to 94 days later". This extends the question interval by "26 to 37 days" from the original interval. The reason for extending the 26 to 37 days is that if the correct answer rate for similar questions is high, there is a high possibility that the question in question is understood.

[0085] In the above, the question setting efficiency adjustment unit 17b has been described as multiplying a predetermined magnification to widen the question setting interval, but when the level of understanding is judged to be low based on the average correct answer rate of similar questions, and when the correct answer rate of some questions is high, there is a possibility that the level of understanding of the overall similar questions is not high because the question text has simply been memorized. Although there is also the issue of maintaining motivation, if the correct answer rate of similar questions is below a certain level, it is expected that the level of understanding will be improved by multiplying an adjustment value of 0.5 to 0.9 to reduce the question setting frequency.

[0086] For example, when the average rate of correct answers to similar questions is less than 60%, the average rate of correct answers to similar questions is divided by 60. Then, when the average rate of correct answers to similar questions is 50%, the question setting efficiency adjustment unit 17b multiplies by 50÷60≒0.9 times. When the average rate of correct answers to similar questions is 30%, the question setting efficiency adjustment unit 17b multiplies by 30÷60≒0.5 times.

[0087] If question 3 exists and its similar questions are questions 1 and 2, the correct answer rate for question 1 is 100% and the correct answer rate for question 2 is 50%. In this case, the average correct answer rate for similar questions in question 3 is (100+50)÷2=50.

[0088] The question setting efficiency adjustment unit 17b multiplies by 0.9 when the average correct answer rate for similar questions is 50, so if the next scheduled question date for question 3 is 50 days from now, the question setting interval will be 50 x 0.9 = 45 days, and the question setting interval will be shorter. The reason for this adjustment is that if the correct answer rate for questions determined to be similar questions is low, efficient and systematic learning can be achieved by focusing on solving questions in this field.

[0089] Next, the effects of the learning support system 10b configured as above will be described. The learning support system 10b has the same configuration as the learning support system 10, so that the learner 4 can study efficiently for lifelong learning.

[0090] Here, the question interval is changed by random numbers or a multiplier through the functions of the question interval determination unit 14 and the question frequency adjustment unit 16. These functions often result in similar questions being asked separately. For this reason, if it is determined that similar questions have a high average correct answer rate and a high level of understanding, it is desirable to widen the question interval for these similar questions in the same way, and if it is determined that the average correct answer rate is low and the level of understanding is low, it is desirable to narrow the question interval for these similar questions in the same way.

[0091] Therefore, according to the learning support system 10b, the function of the question setting efficiency adjustment unit 17b is to widen the question setting interval by multiplying by a number from 1 to 2 when the average correct answer rate of similar questions is high, and narrow the question setting interval by multiplying by a number from 0.5 to 0.9 when the average correct answer rate of similar questions is low. This has the advantage of allowing more efficient memorization and efficient retention of memory. [Explanation of symbols]

[0092] 4 learner, 10, 10a, 10b learning support system, 12 question memory section, 14 question interval determination section, 16 question frequency adjustment section, 17 similar question early adjustment section, 17a question date unification adjustment section, 17b question efficiency adjustment section, 18 question section, 20 subject extension setting section.

Claims

1. a problem memory unit in which a plurality of problems for a learner to acquire knowledge and answers corresponding to the plurality of problems are registered; a question interval determination unit that determines a question interval so as to enhance the learning effect of the learner when determining a question date for each of the plurality of questions; a similar question early adjustment unit that adjusts the question interval so that a question similar to the question answered incorrectly by the learner is asked earlier than scheduled so as to coincide with the question answered incorrectly; a question setting unit that sets each of the questions to the learner based on the question setting interval determined or adjusted by the question setting interval determination unit and the similar question early setting adjustment unit; A learning support system comprising:

2. The learning support system according to claim 1 , The learning support system is characterized in that the similar question early adjustment unit adjusts the early presentation of questions with a high degree of similarity among the questions in the similar relationship when the incorrect question has been answered two or more times and the correct answer rate is below a predetermined value.

3. The learning support system according to claim 1 , The learning support system is characterized in that the similar question early adjustment unit adjusts the early presentation of questions among the similar questions whose question presentation interval is within a predetermined period.

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