System, method, and program for assisting in memorization of sentences

Abstract

To assist in efficient memorization of entire sentences.SOLUTION: A learning support server 10 according to an embodiment of the present invention provides learning support services to an instructing user who operates an instructing user terminal 20 and a learning user who operates a learning user terminal 30, which are communicatively connected via a communication network NW. The learning support server 10 presents questions to the learning user corresponding to divided sentences contained in a plurality of divided sentences into which a target sentence to be memorized is divided, determines the learning user's degree of memory for the divided sentences based on the learning user's answer information to the questions to manage the degree to which the learning user has retained each divided sentence, and as a result, assists in the memorization of the target sentence.SELECTED DRAWING: Figure 1

Description

[Technical Field]

[0001] The present invention relates to a system, a method, and a program for assisting the memorization of text. [Background technology]

[0002] In the past, even in daily life, there has been a need to memorize sales pitches or sentences such as classical literature and long English texts found in textbooks, and there has been a demand for a learning support system that allows users to efficiently memorize entire sentences. For example, Patent Document 1 below discloses a method for encouraging memorization of sentences by masking parts of the sentences and prompting the user to input them. [Prior art documents] [Patent documents]

[0003] [Patent Document 1] Japanese Patent Application Publication No. 09-062175 Summary of the Invention [Problem to be solved by the invention]

[0004] However, in the conventional systems described above, users are limited to memorizing only parts of a sentence, and it is difficult for them to efficiently memorize the entire sentence. Therefore, it is desirable to provide a system that allows users to efficiently memorize the entire sentence.

[0005] One of the objects of the embodiment of the present invention is to support efficient memorization of an entire text. [Means for solving the problem]

[0006] A program according to one embodiment of the present invention is a program for assisting in the memorization of a sentence, and causes one or more computers to execute the following steps: asking a learning user a question corresponding to a first divided sentence contained in a plurality of divided sentences obtained by dividing a target sentence to be memorized; acquiring answer information of the learning user to the question corresponding to the first divided sentence; and determining the learning user's degree of memory for the first divided sentence based on the answer information to the question corresponding to the first divided sentence.

[0007] A system according to one embodiment of the present invention is a system for assisting in the memorization of sentences, comprising one or more computer processors, wherein the one or more computer processors perform the steps of: presenting a learning user with a question corresponding to a first divided sentence contained in a plurality of divided sentences obtained by dividing a target sentence to be memorized; acquiring answer information of the learning user to the question corresponding to the first divided sentence; and determining the learning user's degree of memory for the first divided sentence based on the answer information to the question corresponding to the first divided sentence.

[0008] A method according to one embodiment of the present invention is a method executed by one or more computers for assisting in the memorization of a sentence, and includes the steps of: presenting a learning user with a question corresponding to a first divided sentence contained in a plurality of divided sentences obtained by dividing a target sentence to be memorized; obtaining answer information of the learning user to the question corresponding to the first divided sentence; and determining the learning user's degree of memory for the first divided sentence based on the answer information to the question corresponding to the first divided sentence. [Effects of the Invention]

[0009] Various embodiments of the present invention support efficient memorization of entire passages. [Brief explanation of the drawings]

[0010] [Figure 1]1 is a diagram showing a schematic configuration of a network including a learning assistance server 10 according to an embodiment of the present invention. [Figure 2] FIG. 2 is a diagram illustrating the configuration of an instructor user terminal 20. [Figure 3] FIG. 2 is a diagram showing the configuration of a learner user terminal 30. [Figure 4] FIG. 15 is a diagram illustrating an example of information managed by a training user information table 1511. [Figure 5] FIG. 15 is a diagram illustrating an example of information managed by a learning user information table 1512. [Figure 6] FIG. 15 is a diagram illustrating an example of information managed by a class information table 1513. [Figure 7] FIG. 15 is a diagram illustrating an example of information managed by a question collection information table 1514. [Figure 8] FIG. 15 is a diagram illustrating an example of information managed by a target text information table 1515. [Figure 9] FIG. 15 is a diagram illustrating an example of information managed by a chunk information table 1516. [Figure 10] FIG. 10 is a diagram illustrating an example of the structure of a sentence and chunk to be memorized. [Figure 11] FIG. 15 is a diagram illustrating an example of information managed by a learning plan information table 1517. [Figure 12] FIG. 15 is a diagram illustrating an example of information managed by a storage capacity management table 1518. [Figure 13] FIG. 10 is a diagram illustrating a learning top screen 50. [Figure 14] 10 is a flowchart illustrating a process executed by the learning assistance server 10 in response to selection of a learning button 524. [Figure 15] FIG. 6 is a diagram illustrating a question screen 60. [Figure 16] 16 is a diagram illustrating an example of the question screen 60 shown in FIG. 15 after the confirm button 66 is selected with the correct answer option area 644 selected. FIG. [Figure 17] FIG. 6 is a diagram illustrating a question screen 60 when the difficulty level of the question is normal mode. [Figure 18]18 is a diagram illustrating an example of the question screen 60 shown in FIG. 17 after the confirm button 66 is selected with the correct answer option area 641 selected. FIG. [Figure 19] FIG. 6 is a diagram illustrating a question screen 60 when the difficulty level of the question is in the difficult mode. [Figure 20] 20 is a diagram illustrating an example of the question screen 60 shown in FIG. 19 after the confirm button 66 is selected with the correct answer option area 641 selected. FIG. [Figure 21] FIG. 7 is a diagram illustrating a memory level display screen 70. DETAILED DESCRIPTION OF THE INVENTION

[0011] Hereinafter, embodiments of the present invention will be described with reference to the drawings. In the drawings, the same reference numerals may be used to designate the same or similar components.

[0012] FIG. 1 is a schematic diagram illustrating the configuration of a network including a learning assistance server 10 according to one embodiment of the present invention. As shown in the figure, the learning assistance server 10 is communicatively connected to an instructor user terminal 20 and a learner user terminal 30 via a communication network NW such as the Internet. While FIG. 1 illustrates only one instructor user terminal 20 and one learner user terminal 30, the learning assistance server 10 is communicatively connected to multiple instructor user terminals 20 and multiple learner user terminals 30. The learning assistance server 10 provides learning assistance services to an instructor user who operates the instructor user terminal 20 and a learner user who operates the learner user terminal 30. The learning assistance service has a function for assisting in memorization of text. The learning assistance server 10 is an example of a device that implements all or part of the system of the present invention.

[0013] First, we will explain the hardware configuration of the learning assistance server 10. The learning assistance server 10 is configured as a general computer, and as shown in Fig. 1, it includes a computer processor 11, a main memory 12, an input / output I / F 13, a communication I / F 14, and a storage (storage device) 15, and these components are electrically connected via a bus or the like (not shown).

[0014] The computer processor 11 is configured with a CPU, GPU, FPGA, etc., or a circuit including any of them, and loads various programs stored in the storage 15, etc., into the main memory 12 and executes various instructions included in the programs. The main memory 12 is configured with, for example, a DRAM, etc.

[0015] The input / output I / F 13 includes various input / output devices for exchanging information with an operator, etc. The input / output I / F 13 includes, for example, information input devices such as a keyboard and a pointing device (e.g., a mouse, a touch panel, etc.), a voice input device such as a microphone, and an image input device such as a camera. The input / output I / F 13 also includes an image output device such as a display, and an audio output device such as a speaker.

[0016] The communication I / F 14 is implemented as hardware such as a network adapter, various communication software, or a combination of these, and is configured to enable wired or wireless communication via a communication network NW or the like.

[0017] The storage 15 is configured, for example, by a magnetic disk or a flash memory. The storage 15 stores various programs including an operating system, various data, and the like. For example, the storage 15 has various tables 151 that store various information, as shown in FIG. 1 . The storage 15 also stores, for example, a server-side program 40 according to an embodiment of the present invention. The program 40 is a program that causes the learning assistance server 10 to function as all or part of a system for providing learning assistance services. At least a part of the server-side program 40 can be configured to be executed on the instructor user terminal 20 side or the learner user terminal 30 side via an instructor user terminal side program 42 or a learner user terminal side program 44, which will be described later.

[0018] In this embodiment, the learning assistance server 10 may be configured using a plurality of computers each having the above-described hardware configuration. For example, the learning assistance server 10 may be configured by one or a plurality of server devices.

[0019] The learning assistance server 10 configured in this manner functions as a web server and an application server, and executes various processes in response to requests from the instructor user terminal side program 42 or the learner user terminal side program 44 installed in the instructor user terminal 20 or the learner user terminal 30, respectively, and transmits screen data (e.g., HTML data) and control data according to the results of the processes to the instructor user terminal 20 or the learner user terminal 30. The instructor user terminal 20 or the learner user terminal 30 outputs a web page or other screen based on the received data.

[0020] Next, we will explain the hardware configuration of the instructor user terminal 20. The instructor user terminal 20 is configured as a general computer, and as shown in Fig. 2, includes a computer processor 21, a main memory 22, an input / output I / F 23, a communication I / F 24, and a storage (storage device) 25, and these components are electrically connected via a bus or the like (not shown).

[0021] The computer processor 21 is configured with a CPU, GPU, FPGA, etc., or a circuit including any of them, and loads various programs stored in the storage 25, etc., into the main memory 22 and executes various instructions included in the programs. The main memory 22 is configured with, for example, a DRAM, etc.

[0022] The input / output I / F 23 includes various input / output devices for exchanging information with an operator, etc. The input / output I / F 23 includes, for example, information input devices such as a keyboard and a pointing device (e.g., a mouse, a touch panel, etc.), audio input devices such as a microphone, and image input devices such as a camera. The input / output I / F 23 also includes an image output device such as a display, and an audio output device such as a speaker.

[0023] The communication I / F 24 is implemented as hardware such as a network adapter, various communication software, or a combination thereof, and is configured to realize wired or wireless communication via a communication network NW or the like.

[0024] The storage 25 is configured, for example, by a magnetic disk or a flash memory. The storage 25 stores various programs including an operating system, various data, and the like. The programs stored in the storage 25 can be downloaded and installed from an application market or the like. The storage 25 also stores the instructor user terminal-side program 42 described above. The program 42 can be configured as a web browser or other application (for example, an application for instructor users of a learning support service), and can be configured to execute at least a part of the server-side program 40 as described above.

[0025] In this embodiment, the training user terminal 20 may be configured as a smartphone, a tablet terminal, a personal computer, or the like.

[0026] A teaching user operating the teaching user terminal 20 configured in this manner can use the learning support services provided by the learning support server 10 by communicating with the learning support server 10 via the teaching user terminal side program 42 installed in the storage 25.

[0027] Next, we will explain the hardware configuration of the learner user terminal 30. Like the above-mentioned instructor user terminal 20, the learner user terminal 30 is configured as a general computer, and as shown in Fig. 3, it includes a computer processor 31, a main memory 32, an input / output I / F 33, a communication I / F 34, and a storage (storage device) 35, and these components are electrically connected via a bus or the like (not shown).

[0028] The storage 35 stores the above-mentioned learner terminal-side program 44. The program 44 may be configured as a web browser or other application (e.g., an application for a learner of a learning support service) and may be configured to execute at least a part of the server-side program 40 as described above. In this embodiment, the learner terminal 30 may be configured as a smartphone, a tablet terminal, a personal computer, or the like.

[0029] A learning user operating the learning user terminal 30 configured in this manner can use the learning support services provided by the learning support server 10 by communicating with the learning support server 10 via the learning user terminal side program 44 installed in the storage 35.

[0030] Next, we will explain the functions of the learning assistance server 10 configured as above. As shown in Figure 1, the computer processor 11 of the learning assistance server 10 is configured to function as a management function control unit 112 and a learning management unit 114 by executing instructions included in a program (for example, at least a part of the server-side program 40) loaded into the main memory 12.

[0031] The management function control unit 112 is configured to execute various processes related to the control of the management function of the learning support service. For example, the management function control unit 112 transmits screen data and control data of various screens related to the management function to the instructor user terminal 20 or the learner user terminal 30, executes various processes in response to operation input by the user via the screen output on the instructor user terminal 20 or the learner user terminal 30, and transmits screen data and control data according to the results of the processes to the instructor user terminal 20 or the learner user terminal 30. The management functions controlled by the management function control unit 112 include, for example, login processing (user authentication) and management of user information.

[0032] The learning management unit 114 is configured to execute various processes related to the management of learning performed by the learner. For example, the learning management unit 114 transmits screen data and control data of various screens related to learning management to the instructor user terminal 20 or the learner user terminal 30, executes various processes in response to operation input by the user via the screen output on the instructor user terminal 20 or the learner user terminal 30, and transmits screen data, control data, etc. according to the results of the processes to the instructor user terminal 20 or the learner user terminal 30.

[0033] In this embodiment, the learning management unit 114 is configured to present to the learner questions corresponding to the divided sentences (first divided sentences) included in the plurality of divided sentences obtained by dividing the target sentence to be memorized. For example, the learning management unit 114 transmits information regarding the questions corresponding to each of the plurality of divided sentences to the learner terminal 30. Note that presenting a question may be any process that causes the questions to be displayed on the learner terminal, and may be, for example, a process of transmitting the divided sentences to the learner as information for displaying the questions corresponding to the divided sentences on the learner terminal, or a process of displaying the questions corresponding to the divided sentences on the learner terminal. Furthermore, if the target sentence includes a portion that is not to be memorized, the divided sentences are sentences generated by dividing the portion to be memorized.

[0034] The learning management unit 114 is also configured to acquire answer information of the learner to the questions posed. For example, the learning management unit 114 receives answer information regarding the answer entered by the learner via a screen displayed on the learner terminal 30 from the learner user terminal 30. The answer information may include the content of the answer and / or the result of the answer (correct or incorrect).

[0035] The learning management unit 114 is also configured to determine the learner's degree of memory for the corresponding segmented sentence based on the acquired answer information. The degree of memory can also be considered a parameter indicating the degree of retention of memory, and for example, increases when the answer is correct and decreases when the answer is incorrect. Note that it is sufficient to manage the learner's degree of memory for each segmented sentence, and the learner's degree of memory for the segmented sentence may be managed by associating the degree of memory for each segmented sentence, or by associating the degree of memory for each parameter corresponding to each segmented sentence.

[0036] In this way, the learning assistance server 10 in this embodiment presents the learner with questions corresponding to the divided sentences contained in the multiple sentences into which the target sentence to be memorized is divided, and determines the learner's degree of memory for the divided sentences based on the learner's answer information to the questions, thereby managing the learner's degree of retention of each divided sentence and, as a result, supporting memorization of the target sentence. In other words, the learning assistance server 10 supports efficient memorization of the entire sentence.

[0037] The learning management unit 114 may be configured to determine the learning user's memory level for the corresponding target sentence based on the learning user's memory level for each of the multiple segmented sentences. This configuration enables management of the memory level for the target sentence in addition to the memory levels for the segmented sentences.

[0038] In this embodiment, the memorability of a plurality of sub-division elements (including sentences, phrases, or words, etc.) obtained by further dividing a divided sentence may be determined in the same manner as for the divided sentence. That is, the learning management unit 114 may be configured to present a question corresponding to the sub-division element (first sub-division element) to the learner, obtain the learner's answer information to the question, and determine the learner's memorability of the sub-division element based on the answer information. In this case, the learner's memorability of the corresponding divided sentence may be determined based on the learner's memorability of each of the plurality of sub-division elements. This configuration enables management of the memorability of the sub-division elements in addition to the memorability of the divided sentence.

[0039] The learning management unit 114 may be configured to determine the learning user's memory level for a segmented sentence based on the learning user's memory level for a segmented sentence that is similar to the segmented sentence (e.g., another segmented sentence). This configuration allows for a more appropriate determination of the memory level.

[0040] The learning management unit 114 may also be configured to determine the difficulty of questions corresponding to a segmented sentence to be posed to the learning user based on the learning user's memory for the segmented sentence. For example, the higher the memory level, the higher the difficulty of the corresponding questions. Furthermore, the difficulty levels of multiple questions corresponding to multiple segmented sentences to be posed to the learning user may be determined collectively based on the learning user's memory for the target sentence. This configuration enables questions of an appropriate difficulty level to be posed based on the memory level of the sentence.

[0041] The learning management unit 114 can also be configured to determine the frequency with which questions corresponding to a segmented sentence are to be presented to the learning user based on the learning user's degree of memory for the segmented sentence. For example, the higher the degree of memory, the lower the frequency with which the corresponding question is presented. This configuration enables questions to be presented at an appropriate frequency based on the degree of memory for the sentence.

[0042] Furthermore, the learning management unit 114 can be configured to determine whether or not questions corresponding to each of the sub-division elements into which the sub-division element is further divided need to be presented to the learning user, based on the learning user's degree of memory for the sub-division element. For example, if the learning user's degree of memory for the sub-division element is within a predetermined range, it is determined that questions corresponding to the sub-division elements need to be presented. This configuration enables appropriate presentation of questions corresponding to the sub-division elements.

[0043] The learning management unit 114 may also be configured to present to the learner a predetermined screen that displays the target sentence in a manner based on the memorability of each of the multiple divided sentences (for example, by transmitting screen data and control data of the predetermined screen to the learner terminal 30). For example, the predetermined screen displays each divided sentence in an appearance (for example, background color, foreground color, character color, and shape (including character font), etc.) based on its memorability. This configuration helps the learner intuitively understand the memorability of the target sentence.

[0044] The predetermined screen may be configured to display multiple segmented sentences, each having an appearance based on the corresponding memorability, in order within the target sentence. For example, the predetermined screen may display the target sentence by displaying multiple segmented sentences in colors (e.g., background, foreground, or text colors) corresponding to the memorability of each of the segmented sentences in order within the target sentence. This configuration helps the learner easily understand the memorability of the target sentence.

[0045] The predetermined screen may be configured to display a graphic (e.g., a graph) based on the memorability of each of the multiple divided sentences in addition to the target sentence. For example, the predetermined screen may display the target sentence in association with a graphic indicating the memorability of the target sentence based on the memorability of each of the multiple divided sentences in the target sentence. This configuration helps the learning user easily understand the memorability of the target sentence.

[0046] Furthermore, the learning management unit 114 can be configured to present to the learning user a question corresponding to the next segment (second segment) that follows the segment in the target text as the question following the segment. This configuration makes it possible to present questions in accordance with the order of the segments in the target text.

[0047] In this embodiment, the question corresponding to the divided sentence may be configured as a multiple-choice question in which a correct answer option is selected from a plurality of options. For example, the question may be configured as a question including a plurality of options corresponding to the divided sentence.

[0048] In this case, the question text may be displayed so that character strings corresponding to the divided sentences are recognizable. For example, a question corresponding to a divided sentence may be configured to include a question text that prompts the learner to select a specific divided sentence according to the order of the divided sentences in the target sentence, one correct answer option that displays the specific divided sentence, and one or more incorrect answer options that display sentences different from the specific divided sentence. In this case, the divided sentences corresponding to the correct answer option are displayed so that they are recognizable (for example, semi-transparently) in the question text. This configuration allows the learner to select the correct answer option while recognizing the divided sentences, thereby supporting learning for learners who have a low memory for the target sentence.

[0049] Furthermore, for example, a question corresponding to a divided sentence may include questions corresponding to each of a plurality of sub-segmented elements into which the divided sentence is further divided. For example, a question corresponding to a divided sentence may be configured to include a question sentence that prompts a user to select a specific divided sentence according to the order of the multiple divided sentences in the target sentence, correct answer choices that display sub-segmented elements into which the specific divided sentence is further divided, and incorrect answer choices that display elements (e.g., sentences, phrases, or words) different from the sub-segmented elements. This configuration helps a learning user memorize the divided sentences through answers to questions corresponding to the sub-segmented elements.

[0050] Furthermore, for example, a question corresponding to a segmented sentence may be configured to include a question sentence that prompts the user to select the first character or character string of a specific segmented sentence according to the order of the segments in the target sentence, a correct answer option that displays the first character or character string, and an incorrect answer option that displays a character or character string different from the first character or character string. This configuration supports learning for a learner who has a high degree of memory for the target sentence.

[0051] In this embodiment, the segmentation of the target sentence into multiple segmented sentences may be performed by the learning assistance server 10. For example, the learning management unit 114 may be configured to segment the acquired target sentence into multiple segmented sentences through predetermined natural language processing. In this case, information (prompts) including instructions for segmenting the target sentence into multiple segmented sentences may be input to a large-scale language model, and the multiple segmented sentences may be acquired from information output by the large-scale language model. Such large-scale language models include, for example, GPT-4 provided by OpenAI, Inc. in the United States. This configuration enables automatic segmentation of the target sentence.

[0052] Next, a specific example will be described as one aspect of the learning assistance server 10 of this embodiment having such functions. First, in this example, information managed by each table included in the various tables 151 will be described.

[0053] 4 illustrates information managed by the training user information table 1511 in this example. The training user information table 1511 in this example manages information related to training users who train learning users, and as shown in the figure, manages information such as "basic information" including the name etc., and "learning organization ID" identifying the learning organization to which the training user belongs (works), in association with a "training user ID" that identifies an individual training user.

[0054] 5 illustrates information managed by the learning user information table 1512 in this example. The learning user information table 1512 in this example manages information related to learning users, and as shown in the figure, manages information such as "basic information" including the name etc. and a "learning organization ID" identifying the learning organization to which the user belongs, in association with a "learning user ID" that identifies an individual learning user.

[0055] 6 illustrates information managed by the class information table 1513 in this example. The class information table 1513 in this example manages information related to "classes," which are units for managing multiple learner users as a group, and as shown in the figure, manages information such as a "training user ID" that identifies the corresponding (responsible) training user, "available problem set information" that is information about problem sets available in this class, and "associated learner information" that is information about learner users belonging to this class, in association with a "class ID" that identifies an individual class. The available problem set information includes a problem set ID that identifies each of the multiple available problem sets. The associated learner information includes a learner user ID that identifies each of the multiple learner users belonging to the class.

[0056] In this example, the class is set by the instructor user. Specifically, the instructor user generates the class, selects the learners to belong to the class, and sets the problem sets available for the class via a screen (not shown) output on the instructor user terminal 20.

[0057] 7 illustrates information managed by the problem set information table 1514. In this example, the problem set information table 1514 manages information related to problem sets available for use in the learning support service, and as shown in the figure, manages information such as "name" in association with a "problem set ID" that identifies an individual problem set.

[0058] The learning support service in this example includes a collection of questions aimed at memorizing text, such as a collection of questions for memorizing sales pitches, English texts, etc. For example, a collection of questions for memorizing sales pitches includes questions corresponding to each of a plurality of sales pitches.

[0059] 8 illustrates information managed by the target sentence information table 1515 in this example. The target sentence information table 1515 in this example manages information related to the target sentences to be memorized, and as shown in the figure, manages information such as a "question collection ID" that identifies the question collection containing the target sentence, "target sentence," and "question content information" that is information related to the content of the questions related to the target sentence, in association with a "target sentence ID" that identifies an individual target sentence.

[0060] 9 illustrates information managed by the chunk information table 1516 in this example. The chunk information table 1516 in this example manages information about multiple chunks (divided sentences or re-divided elements) into which a sentence to be memorized is divided, and as shown, manages information such as a "parent target sentence / chunk ID" that identifies a parent target sentence or chunk, an "order" that indicates the order of multiple chunks that have the same target sentence or chunk as a parent, and "chunk content information" that is information about the content of sentences, phrases, words, etc. included in a chunk, in association with a "chunk ID" that identifies each individual chunk. Note that because each individual chunk is uniquely determined by the combination of the parent target sentence and order, chunks may be managed by the parent target sentence ID and order instead of the chunk ID.

[0061] In this example, each target sentence included in a workbook for memorizing sentences is associated with multiple chunks into which the sentence is divided. FIG. 10 illustrates the structure of the sentences and chunks to be memorized. In the example of FIG. 10, the sentence S (an English sentence) to be memorized is divided into two chunks C1 and C2. Chunk C1 is further divided into seven child chunks C11 to C17, and chunk C2 is further divided into eight child chunks C21 to C28. In this example, there are three levels of hierarchy for the sentences, chunks, and child chunks to be memorized. The chunk information table 1516 manages the parent-child relationships between the target sentences and chunks and the order (sorting order) between the chunks. In this example, the division of the sentences into chunks and child chunks is performed by the operator of the learning support service. Note that the hierarchy of the sentences, chunks, and child chunks to be memorized does not have to be three levels, and may be two levels, or four or more levels.

[0062] 11 illustrates information managed by the learning plan information table 1517 in this example. The learning plan information table 1517 in this example manages information related to the learning plan set for a class, and as shown in the figure, manages information such as "study period" in association with a combination of a "class ID" that identifies an individual class and a "question set ID" that identifies an individual question set. The question set is selected from multiple question sets available for the corresponding class.

[0063] In this example, the study plan is set by the instructor who teaches the corresponding class. Specifically, the combination of the class and the workbook, and the corresponding study period (study start date and study end date) are set via a screen (not shown) output on the instructor user terminal 20.

[0064] 12 illustrates information managed by the memory level management table 1518 in this example. The memory level management table 1518 in this example manages the memory levels of learning users for target sentences and chunks (including child chunks), and as shown in the figure, manages information such as "memory level" in association with a combination of a "learning user ID" that identifies an individual learning user and a "target sentence / chunk ID" that identifies an individual target sentence or chunk. In this example, memory level is set to a value between 0 and 100, with the higher the value, the higher the memory level.

[0065] The information managed by each table in this example has been described above. Next, the processing executed by the learning assistance server 10 and the screens output on the instructor user terminal 20 or the learner user terminal 30 will be described.

[0066] 13 shows an example of a learning top screen 50 output on the learner terminal 30. As shown in the figure, the screen 50 has a problem set list display area 52 that displays a list of problem sets (identified by referencing the study plan information table 1517) that are currently available (included in the study period) for the class to which the corresponding learner belongs, and a back button 54. In the problem set list display area 52, a plurality of individual display areas 521, each corresponding to an individual problem set, are arranged vertically.

[0067] As shown in the figure, the individual display area 521 displays the image and name of the corresponding problem set, and also has a progress indicator 522 that indicates the progress of studying the problem set, a study button 524, and a memory level button 526. In this example, the progress of studying is calculated based on the memory levels of multiple target sentences included in the problem set; for example, the higher the memory level of each target sentence, the greater the progress.

[0068] The study button 524 is an object for starting the study of the corresponding problem set. FIG. 14 is a flowchart illustrating an example of processing executed by the learning assistance server 10 in response to selection of the study button 524. As shown in the figure, the learning assistance server 10 first determines a target sentence to be posed from among a plurality of target sentences included in the corresponding problem set (step S100). For example, each of a plurality of target sentences included in the corresponding problem set is determined as a target sentence to be posed according to a predetermined order. Note that the target sentence to be posed may also be determined according to other rules. Furthermore, the determination of the target sentence may be based on the degree of memorization. For example, a target sentence whose degree of memorization does not exceed a set value may be determined as a target question to be posed.

[0069] Next, the learning assistance server 10 determines the difficulty level of the questions related to the target text to be posed (step S110). Specifically, the difficulty level of the questions is determined based on the learner's memory level of the corresponding target text. In this example, the difficulty level has three levels: easy mode, normal mode, and difficult mode. For example, the difficulty level is determined to be easy mode when the learner's memory level of the target text is less than a first threshold (e.g., 20 points), the normal mode when the memory level is equal to or greater than the first threshold and less than a second threshold (e.g., 80 points), and the difficult mode when the memory level is equal to or greater than the second threshold.

[0070] Next, the learning assistance server 10 transmits the question information to the learner terminal 30 (step S120). Specifically, the question information includes the target sentence in the target sentence information table 1515, the question content information, various information in the chunk information table 1516 (chunk information of the target sentence), and the determined difficulty level.

[0071] The learner user terminal 30 displays questions based on the received question information. Fig. 15 shows an example of a question screen 60 that is output on the learner user terminal 30 that has received the question information. As shown in the figure, the question screen 60 has a question statement display area 62 that displays the question statement, and an option display area 64 that displays answer options for the question.

[0072] The question sentence display area 62 displays the text of the question sentence (in the example of FIG. 15, the sentence "What is memory?"), and has a target sentence display area 622 that displays the sentence to be memorized.

[0073] The question screen 60 shown in Fig. 15 corresponds to a case where the difficulty level of the question is in easy mode, and in this case, the sentence to be memorized is displayed semi-transparently in the target sentence display area 622, and an underline object 6221 is placed in the part corresponding to the first chunk (the sentence "Memory is the foundation of intellectual activity in humankind" in the example of Fig. 15) of the multiple chunks contained in the sentence (chunks that have the sentence as their parent). The underline object 6221 indicates that the question requires the selection of the sentence corresponding to the first chunk of the sentence to be memorized.

[0074] The option display area 64 has four option areas 641-644, and when the difficulty level of the question is in easy mode, the horizontally long rectangular option areas 641-644 are arranged vertically. Of the four option areas 641-644, one corresponds to the correct option, and the remaining three correspond to the incorrect options. In easy mode, of the four option areas 641-644, the correct option displays a sentence corresponding to the target chunk, and the incorrect options display other sentences. The sentences displayed in the incorrect options are set, for example, in the question content information in the target sentence information table 1515.

[0075] In the easy mode, the sentence to be memorized is displayed semi-transparently in the target sentence display area 622 of the question sentence display area 62, so the learning user can select the correct answer option (option area 644 in the example of Figure 15) in the option display area 64 while looking at the displayed sentence (the part where the underline object 6221 is located).

[0076] 16 illustrates the question screen 60 illustrated in FIG. 15 after the Confirm button 66 is selected with the correct answer option area 644 selected. In this state of the question screen 60, as illustrated, the underline object 6221 in the target sentence display area 622 of the question sentence display area 62 has moved from the portion corresponding to the first chunk to the portion corresponding to the next chunk. Furthermore, the sentence corresponding to the first chunk has been changed from a semi-transparent display to a normal display (opaque display). Furthermore, each of the four option areas 641 to 644 in the option display area 64 displays either the correct sentence or the incorrect sentence corresponding to the new chunk.

[0077] 15, when the Confirm button 66 is selected with one of the incorrect answer option areas 641 to 643 selected, the sentence corresponding to the target chunk (the portion where the underline object 6221 is located) is highlighted in the target sentence display area 622, and the user is guided to the correct answer. After that, when the Confirm button 66 is selected with the correct answer option area 644 selected, the screen transitions to the question screen 60 shown in FIG. 16, but in this case, the answer status of the corresponding chunk becomes incorrect (the first answer takes priority).

[0078] Then, for multiple chunks contained in the text to be memorized, questions are presented and answers (selections from options) are accepted in sequence.

[0079] 17 shows an example of the question screen 60 when the difficulty level of the question is in normal mode. In this state of the question screen 60, as shown in the figure, the sentence corresponding to the first chunk of the multiple chunks included in the sentence to be memorized is hidden in the target sentence display area 622, while the sentences corresponding to the other chunks are displayed. In addition, an underline object 6221 is placed in the portion corresponding to the first chunk (i.e., the portion where the sentence is hidden). The underline object 6221 indicates that the question requires the selection of the sentence corresponding to the first chunk from the sentence to be memorized.

[0080] In the option display area 64, horizontally long rectangular option areas 641-644 are arranged vertically, just as when the difficulty level of the question is in easy mode. In normal mode, of the four option areas 641-644, the correct option displays a character string (phrase) corresponding to the first child chunk of multiple child chunks whose parent is the target chunk, while the incorrect options display other character strings. The character string displayed in the incorrect options is set, for example, in the question content information in the target sentence information table 1515.

[0081] In normal mode, the sentence corresponding to the target chunk among the sentences to be memorized is hidden in the target sentence display area 622 of the question sentence display area 62, so the learning user must rely on their own memory to select the correct answer option (option area 641 in the example of Figure 17) in the option display area 64.

[0082] Figure 18 illustrates an example of the question screen 60 after the Confirm button 66 is selected with the correct answer option area 641 selected on the question screen 60 illustrated in Figure 17. In this state of the question screen 60, as shown in the figure, the target sentence display area 622 of the question sentence display area 62 displays the character string corresponding to the first child chunk of the sentence corresponding to the first chunk (the phrase "memory is" in the example of Figure 18).

[0083] Each of the four option areas 641 to 644 in the option display area 64 displays a correct or incorrect character string corresponding to the second child chunk among a plurality of child chunks having the target chunk as a parent.

[0084] 17, when the Confirm button 66 is selected with one of the incorrect answer option areas 642 to 644 selected, two option areas including the correct answer option area 641 are highlighted in the option display area 64, guiding the user to the correct answer. After that, when the Confirm button 66 is selected with the correct answer option area 641 selected, the screen transitions to the question screen 60 shown in FIG. 18, but in this case the answer status of the corresponding child chunk becomes incorrect (the first answer takes priority).

[0085] Then, for the multiple child chunks of the target chunk, questions are presented and answers (selections of options) are accepted in sequence.Furthermore, for the multiple chunks included in the sentence to be memorized, questions are presented and answers (selections of options) are accepted in sequence for the multiple child chunks.

[0086] 19 shows an example of the question screen 60 when the difficulty level of the question is in the difficult mode. In this state of the question screen 60, as shown in the figure, the sentence to be memorized is hidden in the target sentence display area 622, and an underline object 6221 is placed in the part corresponding to the first chunk of the multiple chunks contained in the sentence. The underline object 6221 indicates that the question requires the selection of the sentence corresponding to the first chunk of the sentence to be memorized.

[0087] Furthermore, in the option display area 64, when the difficulty level of the question is in the difficult mode, approximately square option areas 641 to 644 are arranged side by side in the left-right direction. In the difficult mode, of the four option areas 641 to 644, the correct option displays the first character of the sentence corresponding to the target chunk, and the incorrect option displays one other character. The one character displayed in the incorrect option is set, for example, in the question content information in the target sentence information table 1515.

[0088] In the difficult mode, the sentence to be memorized is hidden in the target sentence display area 622 of the question sentence display area 62, so the learning user must rely on their own memory to select the correct answer option (option area 641 in the example of Figure 19) in the option display area 64.

[0089] 20 illustrates the question screen 60 illustrated in FIG. 19 after the Confirm button 66 is selected with the correct answer option area 641 selected. In this state of the question screen 60, as illustrated, the target sentence display area 622 of the question sentence display area 62 displays a sentence corresponding to the first chunk, and the underline object 6221 has moved to the portion corresponding to the chunk next to the first chunk. In addition, each of the four option areas 641 to 644 in the option display area 64 displays one character of the correct answer or one character of the incorrect answer corresponding to the new chunk.

[0090] 19, if the Confirm button 66 is selected with one of the incorrect answer option areas 642 to 644 selected, the correct answer option area 641 is highlighted in the option display area 64, guiding the user to the correct answer. If the Confirm button 66 is then selected with the correct answer option area 641 selected, the screen will transition to the question screen 60 shown in FIG. 20, but in this case the answer status of the corresponding chunk will be incorrect (the first answer will take priority).

[0091] Then, for multiple chunks contained in the text to be memorized, questions are presented and answers (selections from options) are accepted in sequence.

[0092] 14, after transmitting the question information, the learning assistance server 10 then receives answer information from the learner terminal 30 (step S130). Specifically, the answer information includes the answer status (correct or incorrect) of each of the multiple chunks when the difficulty level of the question is easy mode or difficult mode, and includes the answer status (correct or incorrect) of each of the multiple child chunks when the difficulty level of the question is normal mode.

[0093] Next, the learning assistance server 10 updates the learning user's memory level based on the received answer information (step S140). Specifically, the memory level of each chunk is updated based on the answer status of the question corresponding to that chunk. For example, 20 points are added to the memory level of a chunk that was answered correctly, and 5 points are subtracted from the memory level of a chunk that was answered incorrectly.

[0094] When a chunk's memorability is updated, the memorability of its parent sentence is also updated. For example, if 20 points are added to the memorability of a chunk, 10 points are added to the memorability of its parent sentence.

[0095] Similarly, the memorability of each child chunk is updated based on the answer status of the question corresponding to that child chunk. When the memorability of a child chunk is updated, the memorability of the parent chunk of that child chunk is also updated.

[0096] In another example of this embodiment, the memory level is updated based on the answer status of the question corresponding to the chunk as well as the difficulty of the question. For example, the higher the difficulty of the question, the larger the amount of points added to the memory level and the smaller the amount of points subtracted.

[0097] Next, the learning assistance server 10 determines whether the degree of memorization of the presented target sentence exceeds a set value (threshold value) (step S150). If the degree of memorization exceeds the set value (YES in step S150), it is determined that the learner has memorized the presented target sentence, and the presentation of questions for the corresponding target sentence is terminated. After termination, another target sentence in the target question set that includes the presented target sentence may be determined as the target sentence to be presented, or the user may be allowed to select the target sentence to be presented. On the other hand, if the degree of memorization does not exceed the set value (NO in step S150), the process returns to step S110, and steps S110 to S150 are repeated until the degree of memorization exceeds the set value or the user is finished. Note that in determining the degree of memorization in step S150, the degree of memorization to be determined may be the degree of memorization of the target sentence, or may be the degree of memorization of each of the divided sentences. For example, if the memorability of one divided sentence exceeds a set value, but the memorability of another divided sentence does not exceed the set value, the process may return to step S110 and ask a question corresponding to the divided sentence that does not exceed the set value.

[0098] Returning to the study top screen 50 in Fig. 13, the memory level button 526 is an object for displaying information about the memory level of the corresponding question set. When the memory level button 526 is selected, a memory level display screen 70, as shown in Fig. 21, is output. As shown in the figure, the memory level display screen 70 has a first display area 72 that displays the memory level status of the target sentences included in the target question set, and a second display area 74 that displays the target sentences.

[0099] The first display area 72 displays a pie chart showing the memory status of the target sentences included in the target question set. Specifically, the pie chart is a graph of the frequency distribution (relative frequency (ratio)) of the number of chunks by memory category for multiple chunks that have the target sentence as a parent. The memory categories are specifically "Memorized" (memory is 100 points), "Memorizing" (memory is 20 to 99 points), "Weak" (memory is 0 to 19 points), and "Unknown" (memory is not set). The first display area 72 is configured so that the target sentences to be displayed can be switched by flicking left or right or sliding. Note that the number of times each question has been studied may be counted, and questions with a study count greater than a predetermined value but a memory level lower than a predetermined value may be considered weak.

[0100] The second display area 74 displays the text of the questions related to the target text displayed in the first display area 72, and also includes a text display area 742 that displays the target text. The text displayed in the text display area 742 is highlighted for each chunk in a color corresponding to the memory level category (the same color as the pie chart in the first display area 72). This allows the user to intuitively understand the memory status of the target text. When the questions displayed in the first display area 72 are switched, the text displayed in the second display area 74 is switched accordingly. As another example of the memory level display screen 70, the first display area may display a graphic indicating the progress of studying the set of questions for the target text (for example, a pie chart showing the proportions of each target text classified as "memorized," "memorizing in progress," "weak point," and "not studied" based on the memory level of each target text included in the set of questions for the target text and the number of times each has been studied), and the second display area may further display a selected target text and a graphic indicating the memory level of the selected target text.

[0101] In the above example, the difficulty level is determined for each question, but it may also be determined for each chunk. In this case, for example, the difficulty level is determined to be easy mode when the learning user's memory level for the chunk is less than a first threshold, normal mode when the memory level is equal to or greater than the first threshold and less than a second threshold, and difficult mode when the memory level is equal to or greater than the second threshold.

[0102] In the above example, questions are presented and answers are received in order for multiple chunks included in the text to be memorized, but questions may be presented and answers may be received for only some of these multiple chunks. In this case, the frequency of questions may be determined based on the memorability of the chunks (e.g., the lower the memorability of a chunk, the higher the frequency of questions).

[0103] In the above example, when updating the memorability of a chunk, the memorability of the target chunk may be corrected based on the memorability of similar chunks (e.g., chunks whose cosine similarity of sentences is equal to or greater than a threshold). For example, if the memorability of a similar chunk is equal to or greater than a threshold (e.g., 90 points), 5 points are added to the memorability of the target chunk.

[0104] In the above example, the division of the sentence into chunks and child chunks is performed by the operator of the learning assistance service, but such division may also be performed by the learning assistance server 10. For example, when a sentence to be memorized is input, a prompt including instructions for dividing the sentence into a predetermined number of chunks may be automatically generated and input to a large-scale language model, and multiple chunks may be obtained based on information output from the large-scale language model.

[0105] The learning assistance server 10 according to the present embodiment described above presents the learner with questions corresponding to the divided sentences (e.g., chunks) obtained by dividing a target sentence to be memorized, and determines the learner's degree of memory for the divided sentences based on the learner's answers to the questions. This allows the learner to manage the degree to which each divided sentence has been retained in memory, thereby supporting the learner's memorization of the target sentence. In other words, the learning assistance server 10 supports efficient memorization of the entire sentence.

[0106] In other embodiments of the present invention, some or all of the functions of the learning assistance server 10 in the above-described embodiments may be realized by cooperation between the learning assistance server 10 and the instructor user terminal 20 or the learner user terminal 30, or may be realized by the instructor user terminal 20 or the learner user terminal 30. For example, some or all of the functions of the learning management unit 114 of the learning assistance server 10 may be realized by the learner user terminal 30, and, for example, the target sentences to be quizzed and their difficulty levels may also be determined by the learner user terminal 30. In other words, the system of the present invention may be constituted not only by the learning assistance server 10, but also by the learning assistance server 10 and the instructor user terminal 20 or the learner user terminal 30, or by the instructor user terminal 20 or the learner user terminal 30.

[0107] The processes and procedures described herein, other than those explicitly described, may be implemented by software, hardware, or any combination thereof. For example, the processes and procedures described herein may be implemented by implementing logic corresponding to the processes and procedures in media such as integrated circuits, volatile memory, non-volatile memory, and magnetic disks. The processes and procedures described herein may also be implemented as computer programs corresponding to the processes and procedures and executed by various computers.

[0108] Although processes and procedures described herein are described as being performed by a single device, software, component, or module, such processes or procedures may be performed by multiple devices, software, components, and / or modules. Also, the software and hardware elements described herein may be implemented by combining them into fewer components or breaking them down into more components.

[0109] In this specification, even if a component of the invention is described as either singular or plural, or is described without limitation to either singular or plural, the component may be either singular or plural unless the context requires otherwise. [Explanation of symbols]

[0110] 10 Learning support server 11. Computer Processor 112 Management function control section 114 Learning Management Department 15. Storage 151 various tables 1511 Training User Information Table 1512 Learning User Information Table 1513 Class Information Table 1514 Question Collection Information Table 1515 Target text information table 1516 Chunk Information Table 1517 Learning Plan Information Table 20. Training user terminal 30 Learning user terminal 40 Server-side programs 42 Program on the instructor's terminal 44 Program on the learning user's terminal 50 Learning Top Screen 60 question screen 70 Memory level display screen

Claims

[Claim 1] A program for assisting in memorizing text, which can be run on one or more computers. The steps include presenting the learning user with a question corresponding to the first of several divided sentences into which the target sentence to be memorized has been divided, and The steps include obtaining the learning user's answer information to the problem corresponding to the first segmented text, The steps include: determining the learning user's level of memory for the first segmented sentence based on the answer information for the problem corresponding to the first segmented sentence; and executing the following steps. program.

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