Learning assistance system

Abstract

To provide a learning assistance system that makes it possible to temporarily stop presentation of a problem that lacks necessary to learn.SOLUTION: A learning assistance system 10 comprises: a problem storage unit 12 in which a plurality of problems for a learner 4 to acquire knowledge and answers respective corresponding to the plurality of problems are registered; a presented problem determination unit 14 which determines a presentation interval so as to heighten learning effects of the learner 4 when determining the date of presentation of each of the plurality of problems; a presentation dormancy setting unit 19 which sets dormancy for pausing presentation of a problem the necessity of which for the learner 4 to learn is low, and a presentation unit 18 which presents each problem to the learner 4 on the basis of the presentation interval determined by the presentation interval determination unit 14 while pausing presentation of a problem of low necessity to learn that is set to be paused by the presentation dormancy setting unit 19.SELECTED DRAWING: Figure 1

Description

[Technical Field]

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

[0002] Traditionally, learners have studied using paper media, but advances in digital technology have led to the development of software for learning. Patent Document 1, for example, discloses a learning support system related to the present invention, which includes: a question storage unit in which a plurality of questions for a learner to acquire knowledge and corresponding answers to the plurality of questions are registered; a question interval determination unit that determines the question interval so as to enhance the learner's learning effect when determining the date and time to present each of the plurality of questions; a question frequency adjustment unit that multiplies the question interval for questions with low learning necessity by a predetermined multiplier so as to reduce the frequency of presenting questions with low learning necessity for the learner; and a question setting unit that presents each of the questions to the learner based on the question interval determined by the question interval determination unit and the question interval adjusted by the question frequency adjustment unit, wherein the plurality of questions are categorized into a plurality of subjects, and the question frequency adjustment unit is capable of setting the predetermined multiplier for each subject. [Prior art documents] [Patent documents]

[0003] [Patent Document 1] Patent No. 7321602 Summary of the Invention [Problem to be solved by the invention]

[0004] For example, knowledge can be retained throughout one's life by using a multiplication function or the like of a learning support device such as the software disclosed in Patent Document 1. However, depending on the timing of questions, questions that are not necessary to study may be asked during busy periods, such as immediately before an exam.

[0005] An object of the present invention is to provide a study support system that makes it possible to temporarily suspend the presentation of questions that are not very necessary to study. [Means for solving the problem]

[0006] The learning support system of the present invention is characterized by comprising: a question memory unit in which a plurality of questions for a learner to acquire knowledge and corresponding answers to each of the plurality of questions are registered; a question interval determination unit that determines the question interval so as to enhance the learning effectiveness of the learner when determining the question date for each of the plurality of questions; a question dormancy setting unit that sets a pause to suspend the asking of questions that are of low need to be learned by the learner; and a question setting unit that suspends the asking of the questions that are of low need to be learned and that have been set to pause based on the question dormancy setting unit, while asking each of the questions to the learner based on the question interval determined by the question interval determination unit.

[0007] Furthermore, in the learning support system of the present invention, it is preferable that the question setting sleep setting unit records the difference in time between the time when the sleep setting was made and the next question date and time for the question with low learning necessity, and that the question setting unit adds the difference in time to the time when the sleep setting was released and updates this as the next question date and time.

[0008] In addition, in the learning support system of the present invention, it is preferable to have a dormant time summoning unit that summons and presents a question that is similar to the question that the learner answered incorrectly even if the question has been set as suspended by the question suspension setting unit.

[0009] Furthermore, in the learning support system of the present invention, it is preferable to provide an early question setting unit during dormancy that sets questions early even if the questions have been set as suspended by the question setting dormancy setting unit when the question setting unit selects multiple questions from among questions whose next scheduled question setting date is within a specified period and sets them earlier than planned. [Effects of the Invention]

[0010] According to the present invention, it is possible to temporarily suspend the presentation of questions that are not very necessary to study. [Brief explanation of the drawings]

[0011] [Figure 1] 1 is a diagram illustrating a learning support system according to an embodiment of the present invention. [Figure 2] FIG. 1 is a diagram showing a state in which questions are set using a learning support system according to an embodiment of the present invention. [Figure 3] FIG. 10 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. [Figure 5] FIG. 10 is a diagram showing how questions registered using the learning support system of the embodiment of the present invention are presented. [Figure 6] FIG. 10 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. 10 is a diagram showing how a magnification or the like is set using the learning support system according to the embodiment of the present invention. [Figure 8] FIG. 10 is a diagram showing how 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] FIG. 10 is a diagram showing how 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. DETAILED DESCRIPTION OF THE INVENTION

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

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

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

[0015] Fig. 7 is a diagram showing how a magnification and the like are set using the learning support system 10 according to an embodiment of the present invention. Figs. 8 and 9 are diagrams showing how three questions that are similar to each other and that are posed using the learning support system 10 according to an 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 presentation adjustment unit 17, a question setting unit 18, a question sleep setting unit 19, a subject extension setting unit 20, a sleep time summoning unit 22, and a sleep time early presentation unit 24.

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

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

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

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

[0021] The question interval determination unit 14 can set 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 a.m. the next morning, 5 to 6 days later, 10 to 14 days later, 15 to 20 days later, or 21 to 28 days later. Although the intervals are set in this way, if the question is incorrect, the question frequency will return to the beginning and the question will be asked again 10 minutes later, 3:00 a.m. the next morning, etc.

[0022] Furthermore, the question interval determination unit 14 sets the question 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 above 70%, and thereafter, if the percentage of correct answers remains above 90%, it can be set using, for example, the formula 86,400 seconds x (random number (75 to 90) + (number of correct answers x 3)).

[0023] The question frequency adjustment unit 16 has a multiplying function that multiplies the question interval for questions that are less necessary for the learner 4 by a predetermined multiplier so as to reduce the frequency of questions that are less necessary for the learner 4 to study. Note that although the predetermined multiplier is described here as being set for each subject, it may also be set for each question.

[0024] For example, once someone has passed the Information Processing Security Specialist qualification exam, they have acquired the knowledge related to that exam, so there is little need to frequently re-solve the problems, and it would be more efficient to spend that time studying something else.

[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 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 Security Specialist).

[0026] Specifically, by multiplying the question interval by a predetermined factor, it is possible to adjust the time so that, for example, a question that would normally be asked 30 days later is asked a year later. This has the advantage of helping to solidify the memory, as questions registered several years ago are asked at a time when they have almost been forgotten.

[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), meaning that 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 important and studying less important questions less frequently, as mentioned above, is that you can retain your knowledge and adapt to lifelong learning.

[0029] As the number of registered questions increases, a large number of questions may be asked in one day, which may decrease the motivation to study of learner 4. However, by making the adjustments as described above, the registered questions can be distributed and asked, which has the effect of maintaining learner 4's motivation 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 a subject who has answered correctly 12 or more times. This is because it is determined that if a subject has answered correctly 12 or more times in the past, frequent questioning will not affect 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 re-ask the 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 distributed rather than concentrated at a specific time.

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

[0034] Furthermore, if the number of correct answers exceeds 16 times and the number of days is 1820 or more, 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 large, 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 if the next question date and time is three days or later and falls between December 31st and January 4th. This process is performed on the assumption that there may be learners 4 who want to take a break during the New Year holidays. However, the restriction of three 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 scheduled to be asked in eight days or more and on a Saturday or Sunday. This processing is performed on the assumption that there may be learners 4 who 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 the question is to be asked on a Wednesday. This is because it is expected that a slight reduction in the frequency of questions on Wednesdays will help the learner 4 maintain their motivation to study.

[0038] The question frequency adjustment unit 16 has an additional function of unifying the question time to, for example, 3:00 a.m. if the next question date and time is three days or later. This is to prevent the learner 4 from feeling stressed when, when the number of questions exceeds 100, a different question is asked immediately after the learner 4 has answered all the questions correctly.

[0039] For example, when three questions as shown in Fig. 8 are registered in the question memory unit 12, the three questions are presented at different times using a random number or the like in the question interval determination unit 14. Here, of the three questions shown in Fig. 8, question 1 has the most characters and discloses the most detailed information. If a student has not made sufficient progress in their history studies, the correct answer rate for question 2, which contains less information than question 1, may be lower.

[0040] If question 2 is presented after question 1, it will improve learner 4's comprehension, 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.

[0041] Furthermore, since Question 1 contains more detailed information than Question 2, if the rate of consecutive correct answers for Question 1 increases, the frequency of questions will decrease, and there is a risk that only Question 2 will be asked repeatedly. Even though the question interval is determined using a random number, there is a low, but not zero, possibility that the question dates will overlap over the long span of lifelong learning, so it is not a situation that can be said to be good for 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.

[0042] Furthermore, the similar question early release adjustment unit 17 has a function of adjusting the early release of highly similar questions among similar questions when an incorrect question has been answered two or more times and the correct answer rate is 80% or less. Note that the similar question early release adjustment unit 17 adjusts the early release of similar questions if the question interval is within a predetermined period (for example, within 30 days).

[0043] Here, the method for determining similar questions is to use the registered questions that the learner 4 has linked to questions that he or she considers 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, similarity determination is performed automatically using character string analysis technology, and the questions are sorted in order of highest similarity, and the top eight questions are determined to be similar.

[0044] 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 (1 day later), and the original scheduled time for question 3 is 172,800 seconds later (2 days later), then instead of just aligning the scheduled time for question 2 with that for questions 2 and 3, you can also determine the scheduled time for the three questions using the average or median. The average is 86,600 seconds later (approximately 1 day later).

[0045] It is preferable to limit the maximum number of questions that can be released early per day by 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 half of the maximum number of questions has been released early.

[0046] 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 options such as 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.

[0047] For example, you can extend your study time by one day if you feel you are busy today, extend it by a few days if you feel you want to take a few days off, or extend it by 8 to 80 days if you feel there is little need to study because there are no exams for a certain period of time.

[0048] The question setting unit 18 has the 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, the similar question early setting adjustment unit 17, and the question setting dormancy setting unit 19 described later.

[0049] Specifically, as shown in Figure 4, after Learner 4 registers the question he or she wishes to study, the question will be displayed on Learner 4's device (smartphone, tablet, personal computer) at intervals such as 10 minutes later, 3:00 a.m. the following morning, 5 to 6 days later, 10 to 14 days later, 15 to 20 days later, and 21 to 28 days later.

[0050] The question setting unit 18 has an additional function (early question setting function) of selecting a plurality of questions from among the questions whose next scheduled question date is within a predetermined period and setting them earlier than scheduled. Specifically, from among the questions whose next scheduled question date is, for example, within 20 days, the question setting unit 18 sets questions earlier than scheduled that "a certain period has passed since the last question date and the next topic is the nearest."

[0051] For example, if the last answer date was five days ago, questions scheduled to be released within 24 hours using the early release function will be included. In order to release as many subjects as possible early, as a general rule, each subject will have no more than four questions, but if there are no questions available, the system searches for them across all subjects rather than for each subject, so it does not necessarily end up being four questions.

[0052] The question pause setting unit 19 has a function of setting a pause to pause the presentation of questions that are of low study importance to the learner 4, and also has a function of canceling the pause setting (cancelling the pause). Although the learner 4 can use the multiplication function of the question frequency adjustment unit 16 to reduce the frequency of questions that are of low study importance, a certain amount of questions will still be presented. Therefore, if the number of questions increases over many years of use, even if the multiplication function is used to adjust questions that the learner has fully understood from middle and high school, there is a possibility that the questions will be presented during exam periods when the learner becomes a university student. To prepare for such a case, for example, questions learned in middle and high school can be paused using the function of the question pause setting unit 19.

[0053] Here, we will explain specific methods for setting questions with low learning importance. The first method is for learners to directly specify questions they deem less important for each question. Here, learners include not only the learners themselves, but also their homeroom teachers, instructors, and parents. The second method, similar to the multiplier function, allows for subject-specific dormancy. For example, subjects for which credits have already been obtained can be put on dormant. The third method allows for specifying a question or subject and then simultaneously dormant all questions related to that subject. There are no restrictions on the method for determining similar questions, but it can also be specified by "words." The fourth method determines the dormant range based on the number of times a question has been asked. For example, if a question has been asked more than 10 times, it can be determined that a certain period of study has been completed. Even if a learner does not fully understand a question, questions asked more than this number are considered to be less effective. Therefore, questions to be put on dormant can be specified as "questions that have been asked more than x times." The fifth method determines the dormant range based on the correct answer rate. Questions with a low correct answer rate are not put on dormant, while questions with a high correct answer rate are put on dormant. For example, questions to be put on hold can be specified as those with a "correct answer rate of 80% or more." The sixth method involves determining the dormant range by period (date, semester, or school year). The "period" here can refer to a date such as "x days ago," or to learning milestones such as semester or school year. For example, if more than six months or a year have passed since the question was registered, it can be determined that the student has completed normal learning and that the need for further study is low. Another method is to set a question on hold by specifying a period such as "before the first semester of the x year" or "questions that have been on hold for x number of days." Each of these six methods can be used individually, or learners can individually select questions to put on hold based on the results of a conditional search that combines "subject, similar questions, number of times the question has been asked, correct answer rate, and period."

[0054] Figure 9 is a diagram showing three questions that are similar to each other. It is assumed that the three questions shown in Figure 9 are registered in question memory unit 12, and that learner 4 does not understand the contents of questions 1 and 2. Therefore, the correct answer rate for questions 1 and 2 is low, and learner 4 is assumed to have let questions 1 and 2 go dormant after passing the university entrance exam without understanding them, and question 3 is defined as a question that learner 4 registered in question memory unit 12 when he studied history again as a general education class at university several years later.

[0055] As a means for determining similarity, the function of the similar question early adjustment unit 17 may be used to link and register questions that the learner 4 himself / herself considers to be similar, or automatic determination may be used as appropriate. By using natural language processing, particularly morphological analysis, as a technology for automatic determination, it is possible to quantify the degree of word agreement, the degree of relevance of subjects, etc.

[0056] For example, techniques such as "inverted index" for full-text search used in search engines, "TF·IDF" for determining the importance of keywords, and "vector space method" for examining similarity can be used. The relevance of each subject can be calculated using a method that calculates similarity based on frequently appearing words in questions within the subject.

[0057] The question sleep setting unit 19 has a function of recording the difference in time between the time when the sleep setting was made and the next question date and time for a question with low study necessity in a database (not shown). For example, let's assume that the next question date and time for the question to be put into sleep mode is April 2, 2022, 10:00:00, and the time when sleep mode was executed is April 1, 2022, 10:00:00. In this case, the time when sleep mode was executed is obtained, and the difference between the time when sleep mode was executed and the time when the question is scheduled to be asked is calculated. Since the time difference is 24 hours later (86,400 seconds later), this 86,400 seconds is recorded, and the recorded difference of 86,400 seconds is added to the time when sleep mode was released to determine the next question date and time.

[0058] In the example shown in Figure 9, it is assumed that the relevance between Question 3 and Question 1 is calculated to be 30,000, and the relevance between Question 3 and Question 2 is calculated to be 20,000, depending on whether or not the word "Kofun period" is included, but of course these values ​​will change depending on the similarity determination method, etc. In this example, the next question date and time for Question 1 is set to 10:00:00 AM on April 2, 2022, and the next question date and time for Question 2 is set to 10:00:00 AM on April 3, 2022.

[0059] At this time, questions 1 and 2 are set as the questions to be put into a dormant state using the function of the question dormancy setting unit 19, and the time when the dormancy setting was executed is set to 10:00:00 on April 1, 2022. At this time, the time when the dormancy setting was executed is obtained, and the difference between the time when the dormancy setting was executed and the time when the question is scheduled to be asked is calculated. At this time, the time difference is 24 hours later (86,400 seconds later) for question 1 and 48 hours later (172,800 seconds later) for question 2, so these 86,400 seconds later (question 1) and 172,800 seconds later (question 2) are recorded in the database, and when the dormancy setting is released, the difference of 86,400 seconds and 172,800 seconds recorded in the database are added to the time when the dormancy setting was released, and this is set as the next question date for question 1 and question 2. Note that when the question is in a dormant state, a flag can be set to identify whether the question is in a dormant state or not.

[0060] Next, we will explain the process of canceling the dormancy setting using the function of the question dormancy setting unit 19. As described above, the dormancy setting is executed on April 1, 2022, and the difference recorded for Question 1 and Question 2 is added to the time when the dormancy setting is canceled at 10:00:00 on April 10, 2022.

[0061] As a result, the question setting unit 18 sets question 1 24 hours later, at 10:00:00 on April 11, 2022, and sets question 2 48 hours later, at 10:00:00 on April 12, 2022.

[0062] The dormant time summoning unit 22 has a function to summon and set a question that has been set to a pause by the question setting dormancy setting unit 19, instead of the question setting unit 18, even if the question that is similar to the question that the learner 4 answered incorrectly is a question that has been set to a pause by the question setting dormancy setting unit 19. The learner 4 can select whether or not to use the dormant time summoning unit 22 function.

[0063] 9, when question 3 is answered incorrectly, the dormant summoning unit 22 checks whether there are dormant questions similar to question 3, and finds that dormant questions 1 and 2 exist, so it presents questions 1 and 2 until the user answers them correctly a certain number of times. Note that although three questions have been explained as an example here, if there are many similar questions, the maximum number of summons by the dormant summoning unit 22 can be set to, for example, five similar questions for each incorrectly answered question.

[0064] The sleep time summoning unit 22 returns the summoned questions during sleep to the original sleep state after two consecutive correct answers. Here, the explanation is given for two consecutive correct answers, but it goes without saying that the return may be made after one correct answer.

[0065] The sleep-time summoning unit 22 has a function of presenting a question that was answered incorrectly and a question similar to it on the same date and time. For example, in the example of Figure 9, when question 3 is answered incorrectly, the sleep-time summoning unit 22 has a function of presenting question 3 and similar questions 1 and 2 on the same date and time.

[0066] The dormant time summoning unit 22 can also set the maximum number of questions to be summoned from the dormant state based on the answer history of the learner 4 so that the number of questions is not excessive. For example, the maximum number of summoned questions is set to 10% of the average number of answers per day on the same day of the week over the past 180 days. Specifically, if the number of answers per day is 50, the number of questions that will be simultaneously summoned from the dormant state will be 5. If this upper limit for summoning is exceeded, dormant questions will not be summoned.

[0067] The early output during sleep section 24 has a function of outputting the questions earlier than planned in place of the question setting section 18, even when the question setting section selects multiple questions from among questions whose next scheduled question date is within a predetermined period and outputs the selected questions earlier than planned, even if the questions are set to be paused by the question setting pause setting section 19. The learner 4 can select whether or not to use the function of the early output during sleep section 24.

[0068] When early questioning is selected by the early questioning function of the questioning unit 18, the early questioning unit 24 summons questions that are similar to questions that are in a dormant state. As a method for determining the priority of questions to be presented, the early questioning unit 24 has a function of summoning questions that are similar to questions answered within a predetermined period prior to that point in time, giving priority to the degree of relevance. In addition, by using the correct answer rate (level of understanding) of the questions, it is possible to avoid presenting questions with an extremely low correct answer rate.

[0069] The sleep-time early output unit 24 can limit the proportion of questions that are set during sleep among the questions that are set. Specifically, the sleep-time early output unit 24 can limit the proportion of questions that are set during sleep, for example, so that 20% of the questions are set from questions that are set during sleep and 80% are set from questions that are not set during sleep and are in operation.

[0070] The dormant early output unit 24 has a function to automatically return the system to the dormant state after outputting a dormant question early. Specifically, in the example of FIG. 9, if question 3 is included in the questions scheduled for output, it has a function to output questions 1 and 2 early, which are similar to question 3. The dormant early output unit 24 records the questions that have been output early in a separate table of the database, and outputs the questions only once, regardless of whether the answer is correct or incorrect. This prevents the same question from being output repeatedly or early.

[0071] The dormant time summoning unit 22 and the dormant time early display unit 24 have the function of adjusting the content of questions to be presented depending on the learner's 4 level of understanding. For example, the correct answer rate for the first question after an incorrect answer tends to be high. This is because the function of the question interval determination unit 14 causes questions to be presented at short intervals, such as after 10 minutes, to promote memory consolidation after an incorrect answer. Therefore, there is a problem in that the correct answer rate is higher than expected even for questions with many incorrect answers due to the short question interval caused by the function of the question interval determination unit 14.

[0072] Therefore, the level of comprehension can be measured by separately calculating the answers to the last 10 questions, the correct answer rate for questions with answer intervals of less than one day, and the correct answer rate for questions with answer intervals of less than 30 days, and then averaging the values ​​obtained from each calculation. Using this method, it is possible to prevent an increase in the correct answer rate for questions with many incorrect answers by averaging the correct answer rate for questions with short answer intervals. Also, since questions with low comprehension levels can be stressful, the number of questions can be limited by not summoning questions with low comprehension levels.

[0073] A specific method for calculating comprehension is to calculate the average correct answer rate for four items: 1. The correct answer rate for the most recent 10 questions, 2. The correct answer rate for answers with an interval of 5 days or more between questions, 3. The correct answer rate for answers with an interval of 30 days or more between questions, and 4. The correct answer rate for answers with an interval of 90 days or more between questions.

[0074] Furthermore, since it can be assumed that learner 4 already fully understands questions with a high rate of consecutive correct answers, it is possible to process the rate of consecutive correct answers to be reflected in the level of understanding. For example, by calculating the correct answer rate calculated using the formula (number of consecutive correct answers x 5) + 40, which is found so that the rate of consecutive correct answers becomes 100% after 12 attempts, and the average of the correct answer rates for items 1 to 4 above, it is possible to calculate a correct answer rate ≒ level of understanding (percentage), which is more accurate than a simple correct answer rate, and this value is taken as the level of understanding.

[0075] Next, a description will be given of the operation of the learning support system 10 configured as described above. The learner 4 creates questions related to the learning content that he or she wishes to learn, and registers them himself or herself as shown in FIG.

[0076] After Learner 4 registers, questions will be displayed on Learner 4's device (smartphone, tablet, personal computer, game console, wearable device) at intervals of 10 minutes, 3:00 the next morning, 5 to 6 days later, 10 to 14 days later, 15 to 20 days later, and 21 to 28 days later.

[0077] The above intervals are set based on Ebbinghaus's forgetting curve so that the learned content is properly consolidated in memory, allowing the learner 4 to study efficiently.

[0078] However, as the number of questions registered by Learner 4 increases, the volume of questions set per day increases, which can decrease motivation to study and decrease learning efficiency. For example, once a person has passed the Information Security Specialist qualification exam, they have acquired the knowledge related to the exam, so there is little need to frequently re-solve the questions, and it would be more efficient to spend that time studying something else.

[0079] However, since there is a possibility that knowledge will be lost if students stop studying altogether, for example, as shown in Figure 7, the question interval for the Information Security Specialist certification is multiplied by a predetermined factor (for example, 15 times) to widen the interval. In this way, the question frequency adjustment unit 16 can set a predetermined factor for each subject (for example, Information Security Specialist). This has the advantage that questions registered several years ago are asked when students have almost forgotten them, helping to solidify their memory.

[0080] The learning support system 10 has the advantage that it allows students to spend time on questions that are highly necessary, while also learning less necessary questions less frequently as described above, thereby retaining knowledge and enabling lifelong learning.

[0081] Furthermore, according to the learning support system 10, it is possible to extend the study time by one day if one determines that one is busy today, to extend the study time by several days if one feels that one wants to take a few days off, or to extend the study time by 8 to 80 days if one determines that there is little need to study for a certain period of time because there are no exams. This system allows one to continue studying within a reasonable range, making it suitable for lifelong learning.

[0082] As described above, the learning support system 10 allows for lifelong knowledge retention through the use of a multiplier function, etc. However, there is a problem in that, depending on the timing of questions, questions that are not necessary for the learner 4 to study may be asked during busy periods such as immediately before an exam. One solution to this problem is to delete questions that are not necessary, but if they are completely deleted, it will be too late to go back and review the questions again.

[0083] However, according to the learning support system 10, the function of the question suspension setting unit 19 makes it possible to stop questions that the learner 4 thinks he or she has fully understood while maintaining the question suspension interval without deleting them from the question memory unit 12, and to prevent questions that are less necessary from being posed for a certain period of time, which is a remarkable effect. When the suspension is released, the question suspension date and time are reset based on the suspension interval of the suspended item, which has the advantage that an excessive number of questions can be posed when the suspension is released. [Explanation of symbols]

[0084] 10 Learning support system, 12 Question memory section, 14 Question interval determination section, 16 Question frequency adjustment section, 17 Similar question early adjustment section, 18 Question section, 19 Question dormancy setting section, 20 Subject extension setting section, 22 Dormancy time summoning section, 24 Dormancy time early release section.

Claims

1. a question storage unit in which a plurality of questions for a learner to acquire knowledge and answers corresponding to the plurality of questions are registered; a question interval determination unit that determines a question interval so as to enhance the learning effect of the learner when determining the question presentation date for each of the plurality of questions; a question suspension setting unit that performs a suspension setting to suspend the provision of questions that are less necessary for the learner to study; a question setting unit that sets the questions to the learner based on the question setting interval determined by the question setting interval determination unit while pausing the setting of the questions that have a low learning need and that have been set to be paused based on the question setting pause setting unit; A learning support system comprising:

2. The learning support system according to claim 1, the question setting sleep setting unit records a difference in time between the time when the sleep setting was made and the date and time of the next question for which the question with low study necessity is to be set; The learning support system is characterized in that the question setting unit adds the difference in time to the time when the pause setting is released and updates the result as the next question setting date and time.

3. The learning support system according to claim 1, A learning support system characterized by including a dormant time summoning unit that summons and presents a question that is similar to the question that the learner answered incorrectly, even if the question has been set as suspended by the question suspension setting unit.

4. The learning support system according to claim 1, The learning support system is characterized by comprising an early question setting unit during a dormancy period that sets questions early even if the questions have been set as suspended by the question setting suspension unit when the question setting unit selects a plurality of questions from among questions whose next scheduled question setting date is within a predetermined period and sets the questions earlier than scheduled.

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