Learning support device, learning support method, and program

Abstract

To correctly evaluate a learning improvement level of a student in a learning support device, a learning support method, and a program.SOLUTION: A learning support server (100) includes: a past learning state acquisition unit (111, step S1) which acquires a past learning state of a past organization to which a student had belonged to; a current learning evaluation acquisition unit (112, step S2) which acquires current learning evaluation of the student in a current organization to which the student belongs to; and a learning improvement level evaluation unit (113, step S3) which evaluates the learning improvement level on the basis of the past learning state and the current learning evaluation.SELECTED DRAWING: Figure 3

Description

[Technical Field]

[0001] The present invention relates to a learning support device, a learning support method, and a program. [Background technology]

[0002] A method has been proposed in the past in which fluctuations in a student's performance indicators are determined based on the results of tests over time to determine whether they are above a threshold, and the grades of specific students whose indicator fluctuations are above the threshold are displayed on a graph so that they can be distinguished from the grades of other students (see, for example, Patent Document 1). [Prior art documents] [Patent documents]

[0003] [Patent Document 1] Japanese Patent Application Publication No. 2023-127234 Summary of the Invention [Problem to be solved by the invention]

[0004] In junior high school, student learning evaluations are typically based on test results and other factors. Teachers also decide on instructional content, such as whether individual instruction is necessary and the priority of instruction, based on the student's learning evaluation. Junior high schools often bring together sixth-graders from multiple elementary schools, and the learning situation (e.g., class hours) for a given subject often differs from elementary school to elementary school. For example, the emphasis on programming and English education varies from elementary school to elementary school.

[0005] Therefore, even if there are two students in a junior high school (especially a first-year class) who have the same learning assessment in a designated subject, if the student comes from an elementary school with more class time than the student from an elementary school with less class time, the former will likely have a higher level of learning achievement in elementary school, and therefore a lower level of current learning improvement due to comprehension and motivation. Despite this, as mentioned above, the two students have the same learning assessment. Therefore, teachers cannot provide appropriate instruction simply by deciding on the content of instruction based on the student's current learning assessment.

[0006] Furthermore, even if two students who received the same learning evaluation for a required subject in junior high school received the same learning evaluation for the required subject at different elementary schools, the student who attended an elementary school with more class hours for that required subject will have a higher level of learning achievement in elementary school than the student who attended an elementary school with fewer class hours, and therefore their current level of learning improvement will be lower.

[0007] In this way, it can be said that a student's learning progress cannot be accurately assessed solely by their current learning assessment or by the change in their learning assessment between the present and past.

[0008] An object of the present invention is to provide a learning support device, a learning support method, and a program that can accurately evaluate a student's learning improvement. [Means for solving the problem]

[0009] In one aspect, the learning support device includes a past learning status acquisition unit that acquires the past learning status of a past organization to which the student belonged, a current learning assessment acquisition unit that acquires the current learning assessment of the student in the current organization to which the student belongs, and a learning improvement assessment unit that evaluates the learning improvement level based on the past learning status and the current learning assessment. [Effects of the Invention]

[0010] According to the above aspect, the degree of learning improvement of the student can be accurately evaluated. [Brief explanation of the drawings]

[0011] [Figure 1] FIG. 2 is a block diagram showing the configuration of a learning assistance server and the like in one embodiment. [Figure 2] FIG. 10 is a diagram illustrating an example of a past learning status table according to an embodiment. [Figure 3] FIG. 10 is a diagram illustrating an example of a learning improvement evaluation table according to an embodiment. [Figure 4] FIG. 10 is a diagram illustrating an example of an instruction priority determination table according to an embodiment. [Figure 5] 1 is a flowchart illustrating a learning support method according to an embodiment. [Figure 6] FIG. 10 is an explanatory diagram for explaining an individualized training target group according to an embodiment. [Figure 7] FIG. 10 is an explanatory diagram (part 1) for explaining the group training order of the individual training target groups according to one embodiment. [Figure 8] FIG. 10 is an explanatory diagram (part 2) for explaining the group training order of the individual training target groups according to one embodiment. [Figure 9] FIG. 10 is an explanatory diagram (part 3) for explaining the group training order of the individual training target groups according to one embodiment. [Figure 10] FIG. 10 is an explanatory diagram illustrating a method for determining seat information according to instruction priority in a modified example of an embodiment. DETAILED DESCRIPTION OF THE INVENTION

[0012] A learning support device, a learning support method, and a program according to an embodiment of the present invention will be described below with reference to the drawings.

[0013] FIG. 1 is a block diagram showing the configuration of a learning assistance server 100, a database 200, a student terminal 300, and a teacher terminal 400 in one embodiment.

[0014] 1 includes a control unit 110, a storage unit 120, an input unit 130, a display unit 140, and an interface unit 150. The learning assistance server 100 is an example of a learning assistance device, and exchanges information with a student terminal 300 and a teacher terminal 400, for example, via a network N. Note that the learning assistance server 100 exchanges information with the student terminal 300 and the teacher terminal 400, for example, within a learning assistance app executed by the student terminal 300 and the teacher terminal 400.

[0015] The control unit 110 has, for example, one or more processors (e.g., CPU: Central Processing Unit) that function as an arithmetic processing device that controls the operation of each unit of the learning assistance server 100. This processor functions as a past learning status acquisition unit 111, a current learning evaluation acquisition unit 112, a learning improvement evaluation unit 113, a training information determination unit 114, and a training information notification unit 115, by reading and executing a predetermined program, for example, from the storage unit 120 or from a storage medium (non-transitory computer-readable recording medium) that is detachable from the learning assistance server 100. In this way, the control unit 110 (or the learning assistance server 100) functions as an example of a computer that executes a program.

[0016] The past learning status acquisition unit 111 acquires the past learning status of the past organization to which the student belonged. The past organization is, for example, an elementary school or a class therein. The past learning status is, for example, class time, and can also be considered as a teaching status, an effort status, etc.

[0017] The past learning status acquisition unit 111 can acquire the past learning status of a past organization by referring to the past learning status table shown in FIG. 2 stored in the database 200, or by accepting input information from the teacher at the teacher terminal 400. The past learning status in the past learning status table stored in the database 200 may be information input by the teacher at the teacher terminal 400, or may be information input by someone else (such as another teacher, a teacher at a past organization, a board of education, or a management company of the learning assistance server 100). The past learning status table shown in FIG. 2 of the database 200 may be created by the learning assistance server 100 based on the input of the past learning status, for example.

[0018] For example, the past learning status acquisition unit 111 acquires the class hours (long, short, medium, etc.) for each of elementary schools A, B, and C attended by students of a junior high school or its class (an example of a current organization) for minor items related to subjects (English) such as English listening and reading, and for subjects such as programming. The past learning status acquisition unit 111 may acquire the past learning status as a number such as 1 to 5 (for example, "5" indicates a state in which the class hours are long, and "1" indicates a state in which the class hours are short).

[0019] The current learning assessment acquisition unit 112 acquires the current learning assessment of the student in the current organization to which the student belongs. The current organization is, for example, a junior high school or a class therein as described above, and the current learning assessment is, for example, test results, report card assessments determined by teachers based on the test results and class scores (presentation content, etc.), etc.

[0020] The current learning assessment acquisition unit 112 can acquire the current learning assessments of students in the current organization by referring to a current learning assessment table (not shown) stored in the database 200, or by accepting input information from the teacher via the teacher terminal 400. The current learning assessment table in the database 200 may be created by the learning assistance server 100, for example, based on the current learning assessments input by the teacher via the teacher terminal 400.

[0021] For example, the current learning assessment acquisition unit 112 may acquire the student's learning assessment as a five-point test result (for example, for a student's score on a test with an average score of 50, the student's score may be "5: Much higher than average," "4: Higher than average," "3: Around average," "2: Below average," "1: Much lower than average," etc.), or as a test result with a maximum score of 100 points.

[0022] The learning progress evaluation unit 113 evaluates the learning progress based on the past learning situation acquired by the past learning situation acquisition unit 111 and the current learning evaluation of the same subject (including sub-items) as the past learning situation. This learning progress can also be considered as the student's understanding ability, motivation, etc.

[0023] The learning progress evaluation unit 113 can evaluate the student's learning progress by referring to the learning progress evaluation table shown in Fig. 3 stored in the database 200, or by performing a predetermined calculation on the past learning situations and current learning evaluations when these are acquired as numerical values. The learning progress evaluation table shown in Fig. 3 of the database 200 may be created by the learning assistance server 100, for example, based on the learning progress evaluated by the learning assistance server 100. Note that the learning progress degree may be set in advance by, for example, the learning assistance server 100 or the teacher at the teacher terminal 400 for each combination of past learning situations and current learning evaluations (for example, 15 combinations when there are three types of past learning situations and five types of current learning evaluations).

[0024] For example, as shown in FIG. 3, the learning progress evaluation unit 113 evaluates the learning progress of a student who received a test score of 4 in junior high school despite having only a small number of class hours at his / her elementary school as "excellent." The learning progress evaluation unit 113 also evaluates the learning progress of a student who received a test score of 3 in junior high school despite having a medium number of class hours at his / her elementary school as "moderate." The learning progress evaluation unit 113 also evaluates the learning progress of a student who received a test score of 1 in junior high school despite having a large number of class hours at his / her elementary school as "low." The learning progress evaluation unit 113 also evaluates the learning progress of a student who received a test score of 1 in junior high school despite having a large number of class hours at his / her elementary school as "very low." The learning progress evaluation unit 113 may evaluate the learning progress using a number such as 1 to 5 (for example, "5" represents a state in which the current learning evaluation is high despite having a large amount of past learning experience, and "1" represents a state in which the learning evaluation is low despite having a small amount of past learning experience).

[0025] The instruction information determination unit 114 determines instruction information based on the learning improvement level of the student evaluated by the learning improvement level evaluation unit 113. As will be described in detail later, this instruction information may be, for example, instruction priority, individual instruction target group, group instruction order, instruction order, instruction time, etc. The instruction priority may be expressed, for example, by numbers such as 1 to 6 in order of priority from highest to lowest. In the example of FIG. 4, the instruction information determination unit 114 determines the instruction priority of a student (identification No. 1) with a medium learning improvement level as "3," the instruction priority of a student (identification No. 2) with a low learning improvement level as "2," and the instruction priority of a student (identification No. 3) with an extremely low learning improvement level as "1." The instruction priority determination table shown in FIG. 4 may be created by the learning assistance server 100 based on the instruction priorities determined by the learning assistance server 100, for example.

[0026] The instruction information notification unit 115 notifies the teacher terminal 400 of the teacher (such as a class teacher, assistant teacher, or subject teacher) in the current organization of the instruction information determined by the instruction information determination unit 114. The notification method is, for example, notification within the learning support app.

[0027] The storage unit 120 includes, for example, a memory such as a ROM (Read Only Memory), which is a read-only semiconductor memory in which predetermined control programs are pre-recorded, a RAM (Random Access Memory), which is a semiconductor memory that can be written and read at any time and is used as a working storage area as needed when the processor executes various control programs, a hard disk drive, etc. The storage unit 120 may also include the database 200 described above.

[0028] The input unit 130 has, for example, a touch panel, operation keys, a keyboard, a mouse, etc., and accepts input of various information.

[0029] The display unit 140 is a display that displays various types of information.

[0030] The interface unit 150 exchanges various information with external devices such as the database 200, multiple student terminals 300, and teacher terminal 400. For example, the interface unit 150 exchanges data with the database 200 and receives current learning assessments of multiple students from the teacher terminal 400.

[0031] The database 200 may store past learning situations for each past organization (e.g., elementary schools A, B, and C), current learning assessments for each student in the current organization (e.g., junior high school), the learning progress assessed for each student, seating information (seating order information) indicating the seating positions (seat order) of multiple students and the teacher's podium position. The seating information is created by the learning assistance server 100, for example, based on the seating position of each student input by the teacher at the teacher terminal 400.

[0032] The multiple student terminals 300 are terminals of multiple students belonging to a class at a junior high school, and are, for example, tablet terminals or laptop terminals.

[0033] The teacher terminal 400 is a terminal of a teacher in a junior high school class to which the above-mentioned multiple students belong, and is, for example, a tablet terminal or a laptop terminal. If there are multiple teachers for each class, such as a class teacher, assistant teacher, subject teacher, etc., there will also be multiple teacher terminals 400.

[0034] The student terminal 300 and the teacher terminal 400 each include a control unit 310, 410, a storage unit 320, 420, an input unit 330, 430, a display unit 340, 440, and an interface unit 350, 450.

[0035] The control units 310, 410 of the student terminal 300 and the teacher terminal 400 have, for example, a processor (e.g., a CPU) that functions as an arithmetic processing unit that controls the operation of each unit of the student terminal 300 or the teacher terminal 400. This processor reads and executes a predetermined program, such as the learning support app, from, for example, the storage units 320, 420 or from a storage medium (non-transitory computer-readable storage medium) that is detachable from the student terminal 300 or the teacher terminal 400.

[0036] The storage units 320, 420 include, for example, a ROM, which is a read-only semiconductor memory in which predetermined control programs are pre-recorded, and a RAM, which is a semiconductor memory that can be written and read at any time and is used as a working memory area as needed when the processor executes various control programs.

[0037] The input units 330 and 430 have, for example, a touch panel, operation keys, a keyboard, a mouse, etc., and accept input of various information.

[0038] The display units 340 and 440 are displays that display various types of information.

[0039] The interface units 350, 450 exchange various information with external devices such as the learning assistance server 100. For example, the interface unit 450 of the teacher terminal 400 transmits the current learning assessment entered by the teacher in the learning assistance app to the learning assistance server 100, and receives information such as learning progress and instruction information notified in the learning assistance app. The teacher terminal 400 may be able to send questions to the student terminals 300 and receive answers from the student terminals 300 within the learning assistance app. The teacher terminal 400 may also be able to check students' answers to questions and previous test results by seat or in a list within the learning assistance app.

[0040] Here, the learning support method according to this embodiment will be described with reference to Fig. 5. Note that the description of matters that overlap with the above description will be omitted as appropriate.

[0041] The processing shown in Figure 5 is performed by the control unit 110 of the learning assistance server 100, for example, based on a request from a teacher at the teacher terminal 400 within a learning assistance app to the learning assistance server 100 for notification of instruction information (or an evaluation of the degree of learning improvement) for instructing a student regarding a specific subject or sub-item of a subject.

[0042] First, the past learning status acquisition unit 111 of the control unit 110 acquires, as the past learning status of the past organization to which the student belonged, the study time (long, short, medium, etc.) for each elementary school A, B, and C for either the subject (programming) or a sub-item (listening, reading) of the subject (English) as shown in Figure 2, from, for example, database 200 (step S1).

[0043] Furthermore, the current learning assessment acquisition unit 112 acquires, for the above subjects or sub-items, test results on a five-level scale as shown in FIG. 3 from, for example, the database 200 as the current learning assessment of the student in the current organization to which the student belongs (step S2).

[0044] Then, the learning improvement evaluation unit 113 evaluates the learning improvement level on multiple levels, such as "excellent," "average," "low," and "very low," as shown in FIG. 3, based on the past learning status of the past organization acquired by the past learning status acquisition unit 111 as described above and the student's current learning evaluation acquired by the current learning evaluation acquisition unit 112 (step S3).

[0045] Next, the instruction information determination unit 114 determines instruction information for the students based on the learning improvement levels of the multiple students (step S4). This instruction information is evaluated, for example, as shown in Fig. 4, on multiple levels (6 levels) of instruction priority (3, 2, 1, etc.) that increases as the learning improvement level decreases (step S4). The instruction information determination unit 114 may also determine instruction information such as individual instruction target groups G11 to G14, G21 to G24, G31, and G32 shown in Figs. 6 to 10, which will be described later, and the group instruction order of these individual instruction target groups G11 to G14, G21 to G24, G31, and G32.

[0046] Next, the instruction information notifying unit 115 notifies the teacher terminal 400 of the instruction information determined by the instruction information determining unit 114, for example, within the learning support application (step S5), and the processing shown in FIG. 5 ends.

[0047] In addition, the learning support server 100 (control unit 110) may notify the teacher terminal 400 of the learning improvement level (step S3) along with the instruction information, or may notify the teacher terminal 400 of only the learning improvement level without performing the instruction information determination process (step S4) and notification process (step S5).

[0048] <Determining the group for individual instruction> FIG. 6 is an explanatory diagram for explaining the individual training target groups G11 to G14.

[0049] The instruction information determination unit 114 determines individual instruction target groups G11 to G14 based on instruction priorities and seating information (seating chart information) that indicates the seating positions of multiple students, as shown in Fig. 6. Note that the seating chart in Fig. 6 only indicates instruction priorities by numbers 1 to 6 for each seating position, but it is preferable that each seating position be assigned identification information such as a name or attendance number that identifies the student.

[0050] The individual instruction target groups G11 to G14 are groups that include one or more students who have a high instruction priority and are seated close to one another, and are targets for individual instruction by the teacher of the teacher terminal 400. Note that the instruction for the individual instruction target groups G11 to G14 is given by the teacher visiting the locations of the grouped students (individual instruction target groups G11 to G14) during class, for example.

[0051] For example, the instruction information determination unit 114 determines the maximum number of groups from the total instruction time available for individual instruction within a class and the instruction time for each group, which are input by the teacher via the input unit 430 of the teacher terminal 400. This maximum number of groups may be input by the teacher via the input unit 430 of the teacher terminal 400.

[0052] First, the instruction information determination unit 114 extracts the seating positions of the students with the highest instruction priority in the class (for example, three students with instruction priority 1). This seating position may be specified, for example, by row and column numbers based on the top left corner of the seating chart. If there is no student with the highest instruction priority, the seat of the student with the next highest priority may be extracted. Furthermore, if there are no students with instruction priorities higher than a predetermined standard (for example, instruction priority 3) (students with instruction priorities 1 and 2 indicated by dots in FIG. 6), the process of determining the individual instruction target groups G11 to G14 may be omitted.

[0053] Next, the instruction information determination unit 114 extracts students with the next highest instruction priority from among the students seated closest to the extracted student with the highest instruction priority, for example, from up to eight students seated in the front, back, left, right, and diagonal directions, and groups the student with the highest instruction priority with a student seated closest to the extracted student with the next highest instruction priority (instruction priority 2). Students with instruction priorities below a predetermined standard (e.g., instruction priority 3) are not included in the grouping. Note that students seated close to the extracted student may be limited to students seated next to each other on the left and right or in front and behind.

[0054] For example, in the seating chart example shown in FIG. 6 , there are two students (2) with the next highest instruction priority behind and diagonally behind the student (1) with the highest instruction priority in column 1 (leftmost column) and row 3, starting from the top left. Therefore, the instruction information determination unit 114 determines these three students to belong to the individual instruction target group G11. Also, there is one student (2) with the next highest instruction priority diagonally behind and to the left of the student (1) with the highest instruction priority in column 6 and row 3. Therefore, the instruction information determination unit 114 determines these two students to belong to the individual instruction target group G12. Also, there is no student (2) with the next highest instruction priority near the student (1) with the highest instruction priority in column 3 and row 1. Therefore, the instruction information determination unit 114 determines only the student (1) with the highest instruction priority to belong to the individual instruction target group G13. Note that if a student with the highest instruction priority is nearby, this student may also be included in the individual instruction target group. Also, if there is a common student near two students who have the highest instruction priority, it is a good idea to group them by priority, such as left and right, front and back, or diagonally, or to group them into the smaller group for individual instruction.

[0055] In the process up to this point, three groups G11 to G13 are formed as individual tutoring target groups, but if the maximum number of groups is exceeded at this stage, it is advisable to remove groups with fewer members from the individual tutoring target groups.

[0056] Furthermore, if the maximum number of groups has not been reached, the instruction information determination unit 114 may perform grouping in the same manner as the above-described process for the student (2) who has the next highest instruction priority in the class and has not yet been grouped. For example, in the example of Fig. 6, two students in the fourth column and fourth row and the fifth column and fourth row are adjacent to each other, so the instruction information determination unit 114 determines these two students to be the individual instruction target group G14.

[0057] The individual instruction target groups G11 to G14 determined by the instruction information determination unit 114 may be transmitted to the teacher terminal 400 in a highlighted state together with the seat positions, as shown in Fig. 6 where each group is surrounded by a dashed line. Whether or not the individual instruction target groups G11 to G14 are determined, the seat information may be transmitted to the teacher terminal 400 after assigning a number (1 to 6) indicating the instruction priority to each seat position and coloring the seat positions according to the instruction priority.

[0058] <Determining the group instruction order> 7 and 8 are explanatory diagrams for explaining the group training order for the individual training target groups G11 to G14.

[0059] The instruction information determination unit 114 may determine the group instruction order in descending order of the number of people in the group from among the groups including the student (1) with the highest instruction priority in the class. As shown in Fig. 7, the individual instruction target groups G11 to G13 include the student (1) with the highest instruction priority, so the order of the group numbers is individual instruction target group G11 with 3 people, individual instruction target group G12 with 2 people, and individual instruction target group G13 with 1 person. The group instruction order for the individual instruction target groups G11 to G13 is shown in parentheses in Fig. 7.

[0060] The instruction information determination unit 114 may determine the group instruction order in descending order of the number of students in the individual instruction target group that does not include the student (1) with the highest instruction priority in the class but includes the student with the next highest instruction priority. This applies only to the individual instruction target group G14 shown in FIG. 7.

[0061] The group instruction order for the individual instruction target groups G11 to G14 determined by the instruction information determination unit 114 may be represented by arrowed movement paths R1 to R4 (traffic lines) that indicate the order in which the teacher moves from the podium to each of the individual instruction target groups G11 to G14, as shown in FIG. 7, and the seating information may be notified to the teacher terminal 400.

[0062] In the example of FIG. 7 described above, the instruction information determination unit 114 determines the group instruction order based on the number of students in the group, etc. However, the instruction information determination unit 114 may determine the group instruction order in which the teacher visits the individual tutoring target groups G11-G14 so as to shorten the teacher's movement paths R1-R4 based on the position of the podium and the relative positions of the individual tutoring target groups G11-G14. Note that the positions of the individual tutoring target groups G11-G14 may be regarded as the seat positions of the students closest to the teacher's nearest location, or as the center positions of the seat positions of the grouped students. Furthermore, the shortness of the movement paths R1-R4 may be determined based on the total length of the movement paths R1-R4, or may be determined based on the length of the movement paths R1-R4 to the nearest individual tutoring target groups G11-G14.

[0063] In the example of FIG. 8, the instruction information determination unit 114 sorts the groups in the order from the podium position: individual instruction target group G13(1), individual instruction target group G11(2), individual instruction target group G14(3), and individual instruction target group G12(4).

[0064] 7 and 8, the students who are grouped into the individual instruction target groups G11 to G14 are students with high instruction priority (1, 2), but there is a problem that while the teacher is instructing the students with high instruction priority (i.e., students with low learning improvement), the students with high learning improvement have too much time on their hands. Therefore, it may be a good idea to provide individual instruction, such as setting difficult assignments for the students with high learning improvement, before providing individual instruction to the above-mentioned individual instruction target groups G11 to G14.

[0065] In this case, the instruction information determination unit 114 may determine individual instruction target groups G21 to G24 by replacing the students with low instruction priorities with students with high instruction priorities (students with instruction priorities 5 and 6 represented by dots in FIG. 9), as shown in FIG.

[0066] In the example of FIG. 9, the instruction information determination unit 114 determines an individualized instruction target group G21 consisting of a student (6) in the 2nd column, 3rd row and a student (5) in the 3rd column, 3rd row, an individualized instruction target group G22 consisting only of a student (6) in the 6th column, 4th row, an individualized instruction target group G23 consisting only of a student (5) in the 6th column, 1st row and a student (5) in the 5th column, 2nd row, and an individualized instruction target group G24 consisting only of a student (5) in the 1st column, 1st row.

[0067] Then, the teaching information determination unit 114 determines the group teaching order in which the teacher visits the individual teaching target groups G21 to G24 so that the teacher's movement routes R1 to R4 are short, based on the position of the podium and the positional relationship between the multiple individual teaching target groups G21 to G24, for example. Note that the teaching information determination unit 114 may determine the group teaching order based on the number of people grouped, for example, as in the example of FIG. 7.

[0068] <Variation: Determining seating information according to instruction priority> The instruction information determination unit 114 may determine seating information that indicates the seat positions of multiple students, such as placing students with high instruction priority (1, 2) close to each other and placing students with low instruction priority (5, 6) close to each other, as shown in Fig. 10, and notify the teacher terminal 400 of the seating information to make a suggestion to the teacher. Alternatively, the instruction information determination unit 114 may determine seating information to place students with high instruction priority in front seat positions and students with low instruction priority in back seat positions, and notify the teacher terminal 400 of the seating information to make a suggestion to the teacher.

[0069] In this way, the instruction information determination unit 114 may determine the seating information based on the instruction priority. Furthermore, the instruction information determination unit 114 may determine the seating information based not only on the instruction priority but also on the eyesight, height (sitting height), etc. For example, the instruction information determination unit 114 may determine the seating information such that the higher the instruction priority, the further forward the seating position, after setting conditions such as a seating position for students with poor eyesight closer to the middle of the class. Furthermore, the instruction information determination unit 114 may determine the seating information in which groups are divided so that the instruction priorities are averaged.

[0070] In the above description, an example has been described in which the instruction information determination unit 114 determines the group instruction order for the individual instruction target groups G11 to G14, G21 to G24, G31, and G32, as shown in Figures 7 to 9. However, in cases where individual instruction is desired for each student, the instruction information determination unit 114 may determine the instruction order in which the teacher visits the students' seats based on the instruction priority and seating information indicating the seat positions of multiple students. For example, the instruction information determination unit 114 may determine the instruction order for students (1, 2) with high instruction priority so that the teacher's movement routes R1 to R4 are short.

[0071] Furthermore, in the above explanation, the instruction information determination unit 114 determines the individual instruction target groups G11 to G14, G21 to G24, G31, and G32 based on the students' instruction priorities and seating information, but if the class is divided into groups in advance (i.e., if a group of multiple students who are seated close to each other is predetermined), the individual instruction target groups G11 to G14, G21 to G24, G31, and G32 may be determined by selecting a group based on the instruction priorities of multiple students in the group (for example, the average value of the instruction priorities of multiple students).

[0072] Furthermore, in the above explanation, an example of a past organization is an elementary school (elementary school class) and an example of a current organization is a junior high school (junior high school class), but the past organization may be a junior high school and the current organization may be a high school at the next level (stage), and there are no particular limitations. However, since the accuracy of the assessment of the learning improvement level may decrease if the difference between the time when a student belonged to a past organization and the time when the student belonged to a current organization becomes large, it is preferable that the past organization is an organization to which the student belonged in the most recent past, such as when the current organization is a first-year junior high school class and the past organization is a sixth-year elementary school class.

[0073] Furthermore, the past organization may be a lower grade within the same school or cram school, and the current organization may be a higher grade within the same school or cram school. Here, a school is an example of an organization where learning takes place, and is taken to mean, for example, an elementary school, a junior high school, a high school, a secondary education school, a university, a technical college, a school for the blind, a school for the deaf, a school for the disabled, a kindergarten, etc.

[0074] Furthermore, in the above explanation, class time was given as an example of past learning status, but past learning status may also be information on whether or not there is a learning history for a specified subject, the class level (beginner, intermediate, etc.), the progress of the class, the depth of the class, etc. Information on whether or not there is a learning history may be, for example, if the current organization is a class for a specified subject for third-year university students (third-year students), information on whether or not the student (student) took a class for the same subject or a related subject in their first or second year of university, or if the current organization is a class for a specified subject (for example, science or social studies) for fourth-year students at a cram school, information on whether or not the student had taken the same subject at the cram school up to that point.

[0075] In the above description, the instruction priority determined by the instruction information determination unit 114 increases as the learning improvement level decreases (or decreases as in the example of FIG. 9), so the instruction priority can be said to correspond to the learning improvement level. Therefore, the learning improvement level evaluation unit 113 may determine the instruction priority based on the above-mentioned past learning situation and current learning evaluation. In this case, the instruction priority can be regarded as the learning improvement level.

[0076] In the above explanation, the learning progress assessment unit 113 assesses the learning progress based on the past learning situations and the current learning assessment, but it may also assess the learning progress based on the past learning assessment of students in past organizations. This makes it possible to determine the different learning achievement levels between students in past organizations and assess the learning progress more accurately.

[0077] In the above description, the learning assistance server 100 was given as an example of a learning assistance device. However, for example, if the processor of the control unit 410 of the teacher terminal 400 reads and executes a predetermined program to function as the past learning status acquisition unit 111, current learning assessment acquisition unit 112, learning progress evaluation unit 113, instruction information determination unit 114, and instruction information notification unit 115, the teacher terminal 400 functions as a learning assistance device. In this case, the teacher terminal 400 can acquire the past learning status of past groups and the current learning assessment of students based on the database 200 and the teacher's input results in the input unit 430. Furthermore, when the teacher terminal 400 functions as a learning assistance device, the teacher terminal 400 can notify the teacher terminal 400 of the instruction information notified by the instruction information notification unit 115 by displaying the instruction information on its own terminal.

[0078] In the present embodiment described above, the learning assistance server 100, which is an example of a learning assistance device, includes a past learning status acquisition unit 111 that acquires the past learning situation (e.g., class hours) of a past organization (e.g., elementary school) to which a student belonged, a current learning assessment acquisition unit 112 that acquires the student's current learning assessment (e.g., test results) of the student in a current organization (e.g., junior high school) to which the student belongs, and a learning improvement evaluation unit 113 that evaluates the learning improvement level based on the past learning situation and the current learning assessment.

[0079] The learning support method is a learning support method performed by a computer (e.g., the control unit 110 of the learning support server 100), and includes obtaining the past learning situation of the past organization to which the student belonged (step S1 in Figure 5), obtaining the student's current learning assessment in the current organization to which the student belongs (step S2), and evaluating the learning improvement level based on the past learning situation and the current learning assessment (step S3).

[0080] The program causes a computer (e.g., the control unit 110 of the learning support server 100) to realize the following functions: acquiring the past learning situation of the past organization to which the student belonged (step S1); acquiring the current learning assessment of the student in the current organization to which the student belongs (step S2); and evaluating the learning improvement level based on the past learning situation and the current learning assessment (step S3).

[0081] These learning assistance server 100 (learning assistance device), learning assistance method, and program acquire past learning situations, such as lesson time in past classes, and can evaluate the degree of learning improvement resulting from a student's comprehension and motivation, taking into account the student's learning achievement in past classes that is not reflected in current learning evaluations, such as test results in the current class. Therefore, according to this embodiment, the degree of learning improvement of a student can be accurately evaluated. This allows teachers to provide appropriate lessons based on the student's learning improvement.

[0082] In addition, in this embodiment, the learning assistance server 100 (learning assistance method or program) further includes a teaching information determination unit 114 (determining or determining function) that determines teaching information (for example, teaching priority or individual teaching target groups G11 to G14, G21 to G24, G31, G32) based on the learning progress of multiple students in the current organization, and a teaching information notification unit 115 (notifying or notifying function) that notifies the teacher terminal 400 of the teacher in the current organization of the teaching information.

[0083] Therefore, the teacher using the teacher terminal 400 can obtain instruction information corresponding to the learning improvement level of the student, which is due to the student's understanding ability, motivation, etc., and can teach the student, thereby improving the quality of the lesson.

[0084] Furthermore, in this embodiment, the instruction information determination unit 114 (function of determining or determining instruction information) determines instruction priorities of multiple students based on the learning improvement levels of the multiple students, and based on this instruction priority and seat information indicating the seat positions of the multiple students, determines individual instruction target groups G11 to G14, G21 to G24, G31, and G32 that include one or multiple instruction target students with high instruction priorities and seat positions close to each other and that the teacher will provide individual instruction to.

[0085] In this way, the teacher of the teacher terminal 400 can determine the individual instruction target groups G11 to G14, G21 to G24, G31, and G32 of one or more students to receive individual instruction from according to instruction priority, thereby further improving the quality of the lesson.

[0086] In addition, in this embodiment, the seating information further indicates the position of the teacher's podium, and the teaching information determination unit 114 (a function of determining or determining teaching information) determines the group teaching order in which the teacher will visit the individual teaching target groups G11 to G14, G21 to G24 based on the positional relationship between the podium position and the multiple individual teaching target groups G11 to G14, G21 to G24 so that the teacher's movement route R1 to R4 is short.

[0087] This allows teachers to efficiently visit groups of one or more students in individual instruction (G11-G14, G21-G24, G31, G32), reducing travel time and increasing the time for individual instruction and instruction for the whole class. This further improves the quality of lessons.

[0088] Furthermore, in this embodiment, the instruction information determination unit 114 (the function of determining or determining instruction information) determines the instruction priority of multiple students based on the learning improvement levels of the multiple students, and determines the instruction order in which the teacher will visit the students' seats based on this instruction priority and seating information indicating the seat positions of the multiple students.

[0089] This allows the teacher using the teacher terminal 400 to determine the order in which to give individual instruction to students according to the instruction priority, thereby further improving the quality of lessons.

[0090] The present invention is not limited to the above-described embodiments, and the components can be modified and embodied in practice without departing from the spirit of the invention. Furthermore, various inventions can be formed by appropriately combining multiple components disclosed in the above-described embodiments. For example, all components shown in the embodiments may be appropriately combined. Naturally, various modifications and applications are possible without departing from the spirit of the invention. Below, a portion of the invention described in the specification and drawings of this application is additionally noted.

[0091] [Appendix 1] A past learning status acquisition unit that acquires the past learning status of the past organization to which the student belonged; a current learning assessment acquisition unit that acquires a current learning assessment of the student in a current organization to which the student belongs; a learning improvement evaluation unit that evaluates a learning improvement level based on the past learning situations and the current learning evaluation; A learning support device comprising:

[0092] [Appendix 2] a training information determination unit that determines training information based on the learning improvement levels of the students in the current organization; a teaching information notifying unit that notifies the teaching information to a teacher terminal of a teacher in the current organization; 2. The learning support device according to claim 1, further comprising:

[0093] [Appendix 3] The instruction information determination unit determining instruction priorities for the students based on the learning progress of the students; Based on the instruction priority and seat information indicating the seat positions of the plurality of students, an individual instruction target group is determined, which includes one or more instruction target students who have a high instruction priority and are seated close to each other, and for which the teacher will provide individual instruction. 3. A learning support device according to claim 2.

[0094] [Appendix 4] The seat information further indicates a podium position of the teacher, The instruction information determination unit determines a group instruction order in which the teacher will visit the individual instruction target groups based on the position of the podium and the positional relationship between the plurality of individual instruction target groups so as to shorten the movement path of the teacher. 4. A learning support device according to claim 3.

[0095] [Appendix 5] The instruction information determination unit determining instruction priorities for the students based on the learning progress of the students; Based on the instruction priority and seat information indicating the seat positions of the plurality of students, the teacher determines an instruction order in which the teacher will visit the seats of the students. 3. A learning support device according to claim 2.

[0096] [Appendix 6] A learning support method carried out by a computer, comprising: Obtaining the past learning status of the past organization to which the student belonged; Obtaining a current learning assessment of the student in a current organization to which the student belongs; evaluating a learning improvement level based on the past learning situation and the current learning evaluation; A learning support method comprising:

[0097] [Appendix 7] A function to obtain the past learning status of the past organizations to which the student belonged, A function of obtaining a current learning assessment of the student in the current organization to which the student belongs; a function of evaluating the degree of learning improvement based on the past learning situation and the current learning evaluation; A program that makes the computer realize the above. [Explanation of symbols]

[0098] 100 Learning support server (learning support device) 110 control section 111 Past Learning Status Acquisition Unit 112 Current Learning Assessment Department 113 Learning Improvement Assessment Department 114 Guidance Information Decision Department 115 Guidance Information Notification Department 200 databases 300 student terminals 400 Teacher's terminal G11~G14, G21~G24, G31, G32 Individual instruction groups N Network R1~R4 movement route

Claims

1. A past learning status acquisition unit that acquires the past learning status of the past organization to which the student belonged; a current learning assessment acquisition unit that acquires a current learning assessment of the student in a current organization to which the student belongs; a learning improvement evaluation unit that evaluates a learning improvement level based on the past learning situations and the current learning evaluation; A learning support device comprising:

2. a training information determination unit that determines training information based on the learning improvement levels of the students in the current organization; a teaching information notifying unit that notifies the teaching information to a teacher terminal of a teacher in the current organization; 2. The learning support device according to claim 1, further comprising:

3. The instruction information determination unit determining instruction priorities for the students based on the learning progress of the students; Based on the instruction priority and seat information indicating the seat positions of the plurality of students, an individual instruction target group is determined, which includes one or more instruction target students who have a high instruction priority and are seated close to each other, and for which the teacher will provide individual instruction.

3. The learning support device according to claim 2.

4. The seat information further indicates a podium position of the teacher, The instruction information determination unit determines a group instruction order in which the teacher will visit the individual instruction target groups based on the position of the podium and the positional relationship between the plurality of individual instruction target groups so as to shorten the movement path of the teacher.

4. The learning support device according to claim 3.

5. The instruction information determination unit determining instruction priorities for the students based on the learning progress of the students; Based on the instruction priority and seat information indicating the seat positions of the plurality of students, the teacher determines an instruction order in which the teacher will visit the seats of the students.

3. The learning support device according to claim 2.

6. A learning support method carried out by a computer, comprising: Obtaining the past learning status of the past organization to which the student belonged; Obtaining a current learning assessment of the student in a current organization to which the student belongs; evaluating a learning improvement level based on the past learning situation and the current learning evaluation; A learning support method comprising:

7. A function to obtain the past learning status of the past organizations to which the student belonged, A function of obtaining a current learning assessment of the student in the current organization to which the student belongs; a function of evaluating the degree of learning improvement based on the past learning situation and the current learning evaluation; A program that makes the computer realize the above.

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