Individual optimization device, individual optimization program, and individual optimization method

Abstract

To output learning materials optimized for an individual.SOLUTION: An individual optimization device inputs problem information for each of a plurality of problems, having a first population correct answer rate for a certain problem, a predetermined thinking code domain representing characteristics of the problem among a plurality of thinking code domains, and a predetermined thinking skill required to solve the problem among a plurality of thinking skills, and inputs individual correct answer rate information showing the individual correct answer rate for each combination of a predetermined thinking code domain and a predetermined thinking skill, where the individual correct answer rate is the average correct answer rate for multiple past problems answered by an individual respondent who possesses that specific combination of domain and skill; calculates the difference between the first population correct answer rate and the individual correct answer rate for each of a plurality of problems; determines, among the problems, one or more problems where the difference is within a predetermined 1 or greater range to be matching problems belonging to the matching zone for the individual respondent; and outputs learning materials optimized for the individual.SELECTED DRAWING: Figure 7

Description

[Technical Field]

[0001] The present disclosure relates to an individual optimization device, an individual optimization program, and an individual optimization method that output learning materials optimized for individual examinees of mock entrance exams and the like. [Background technology]

[0002] BACKGROUND ART A scoring device has been disclosed that eliminates variations in scores due to graders when scoring answers given by examinees in mock exams and the like (Patent Document 1). [Prior art documents] [Patent documents]

[0003] [Patent Document 1] Patent No. 7452916 Summary of the Invention [Problem to be solved by the invention]

[0004] By eliminating the variance in scores due to graders and scoring accurately, it is believed that each test taker can accurately identify their weak points and ultimately improve their academic ability. Furthermore, in order to enable each test taker to efficiently improve their academic ability, it is desirable to output learning materials optimized for each individual. [Means for solving the problem]

[0005] An individual optimization device according to an embodiment of the present disclosure includes: Problem information including, for each of a plurality of problems, a first population correct answer rate, which is the correct answer rate of a first population for a certain problem, a predetermined thinking code domain that represents the characteristics of the problem from among a plurality of thinking code domains, and a predetermined thinking skill that is required to solve the problem from among a plurality of thinking skills; Individual correct answer rate information indicating an individual correct answer rate, which is an average correct answer rate of a plurality of past questions of an individual respondent who answered the plurality of questions and has the predetermined thinking code domain and the predetermined thinking skill, for each combination of each of the plurality of thinking code domains and each of the plurality of thinking skills; an input unit for inputting a difference calculation unit that calculates a difference between the first population correct answer rate and the individual correct answer rate for each of the plurality of questions; a matching zone determination unit that determines, among the plurality of questions, one or more questions for which the difference is a value within a predetermined range as matching questions that belong to the matching zone of the respondent; a learning material output unit that outputs learning materials optimized for the individual respondent based on the first population correct answer rate of the matching problem, the thinking code domain, and the thinking skill; It is equipped with: [Effects of the Invention]

[0006] According to the present disclosure, it is possible to output learning materials that are optimized for individuals.

[0007] The effects described here are not necessarily limited to those described herein, and may be any of the effects described in this disclosure. [Brief explanation of the drawings]

[0008] [Figure 1] 1 illustrates a configuration of an individual optimization device according to an embodiment of the present disclosure. [Figure 2] Shows problem information. [Figure 3] Shows individual correct answer rate information. [Figure 4] Shows the thought code. [Figure 5] Demonstrates a set of thinking skills. [Figure 6] 1 shows the operation flow of the individual optimization device. [Figure 7] 10A and 10B are schematic diagrams illustrating the processing of a difference calculation unit and a matching zone determination unit. [Figure 8] The database structure is shown. [Figure 9] An application example of this embodiment is shown schematically. DETAILED DESCRIPTION OF THE INVENTION

[0009] Hereinafter, embodiments of the present disclosure will be described with reference to the drawings.

[0010] 1. Configuration of individual optimization device

[0011] FIG. 1 shows the configuration of an individual optimization device according to an embodiment of the present disclosure.

[0012] Question information 300 of a mock exam or the like for an entrance examination, and individual correct answer rate information 400 of each of a plurality of examinees (respondents) in the mock exam are input to the individual optimization device 1. Based on the question information 300 and the individual correct answer rate information 400 for each of a plurality of examinees, the individual optimization device 1 outputs study materials optimized for each examinee to the electronic device 20. The electronic device 20 displays the study materials on a built-in or external display of the electronic device 20, or prints the study materials on a print medium (typically, paper).

[0013] The electronic device 20 may be one or more of a terminal device (personal computer, tablet computer, smartphone, etc.) of an examinee (respondent) taking a mock entrance exam, a terminal device (personal computer) of an examination institution such as a cram school or a school where the examinee (respondent) is enrolled, etc. Furthermore, the electronic device 20 may be a server device on the side of the mock exam organizer, a printer for printing the scoring results, a computer connected to the printer, etc. An electronic device (not shown) may be interposed between the individual optimization device 1 and the electronic device 20 as an interface.

[0014] The individual optimization device 1 operates as an input unit 101, a difference calculation unit 102, a matching zone judgment unit 103, a learning material output unit 104, an advice generation unit 105, and a GUI generation unit 106 by the CPU constituting the computer 100 loading a sentence scoring program recorded in the ROM into the RAM and executing it.

[0015] 2.Question information

[0016] Figure 2 shows the problem information.

[0017] The question information 300 is a list of a question group 308 including a plurality of questions 301 to 307. The question information 300 has a question code 310, a first population correct answer rate 320, a thinking code domain 330, and a thinking skill 340 for each of the plurality of questions.

[0018] The question code 310 is an identifier that uniquely identifies each of the questions 301-307 included in a specific question group 308. The questions 301-307 included in the question group 308 are, for example, all the questions included in one mock exam, all the questions of a specific subject included in one mock exam, all the questions (past questions) included in one past entrance exam (such as a junior high school entrance exam), all the questions (past questions) of a specific subject included in one past entrance exam, etc.

[0019] The first population correct answer rate 320 is the correct answer rate (%) of a specific population for a certain question 301-307 identified by the question code 310. The specific population may be, for example, examinees who took a mock exam (if the question group 308 is a mock exam question), people who passed the entrance exam for the respondent's desired school (if the question group 308 is a past entrance exam question), members of a common group (the same class at a school or cram school, the same school building, etc.), etc.

[0020] The thought code domain 330 is a domain (area) that represents the characteristics of a certain problem 301-307 among a plurality of thought code domains included in the thought code 200 (described later).

[0021] The thinking skill 340 is a skill required to solve (correctly answer) a certain question 301-307, from among a plurality of skills included in the thinking skill group 500 (described later).

[0022] Thus, each of the problems 301-307 is assigned one thinking code domain 330 that represents the characteristics of the problem, and one thinking skill 340 required to solve the problem.

[0023] 3.Individual correct answer rate information

[0024] FIG. 3 shows the individual correct answer rate information.

[0025] The individual correct answer rate information 400 is information for each individual respondent (examinee) who answered the question group 308 (the multiple questions 301-307 included in the question group 308). In other words, one individual correct answer rate information 400 is linked to each respondent (examinee). In the individual correct answer rate information 400, the individual correct answer rate 420 is associated with a combination of a thinking code domain 430 and a thinking skill 440.

[0026] The individual correct answer rate 420 indicates the average correct answer rate of a respondent (examinee) for multiple past questions having a predetermined thinking code domain 430 and thinking skill 440, for each combination 401-407 of each of the multiple thinking code domains 430 and each of the multiple thinking skills 440. In other words, the individual correct answer rate 420 is not the correct answer rate or score for each question 301-307 included in a specific question group 308. As described above, each question 301-307 is assigned a thinking code domain 330 and a thinking skill 340. Similarly, a thinking code domain and a thinking skill are also assigned to the countless past questions that the individual respondent has answered in the past. The individual correct answer rate 420 is the average correct answer rate calculated for each combination 401-407 of the thinking code domain 430 and thinking skill 440 by sorting the countless past questions that the individual respondent has answered in the past by each combination 401-407 of the thinking code domain 430 and thinking skill 440. Therefore, the pairs of thought code domain 430 and thinking skill 440 for each of the multiple combinations 401-407 are all different.

[0027] For example, the individual correct answer rate 421 for multiple past questions characterized by the combination 401 of the thinking code domain "A2" 431 and the thinking skill "substitution" 441 is 10.3%.

[0028] 4. Thought Code

[0029] Figure 4 shows the thought code.

[0030] The thought code 200 includes multiple (nine in this example) thought code domains A1, A2, A3, B1, B2, B3, C1, C2, and C3. In the question information 300, one of the thought code domains A1, A2, A3, B1, B2, B3, C1, C2, and C3 is associated with each question code 310.

[0031] The multiple thought code domains A1, A2, A3, B1, B2, B3, C1, C2, and C3 are arranged in a 3x3 matrix, consisting of a first axis 211, which is the horizontal axis, and a second axis 212, which intersects (orthogonal in this example) with the first axis 211. The first axis 211 represents the level of thinking (three levels in this example). The second axis 212 represents the level of knowledge (three levels in this example).

[0032] The first axis 211 indicates that the thinking level increases in three stages, with the thinking code domain A1 as the origin, as one moves away from the thinking code domain A1 (progressing to thinking code domains B1, C1, etc.). Specifically, "A" represents the perspective of "Do you have the knowledge and can you understand?", "B" represents "Can you apply it and can you think and express it logically?", and "C" represents "Can you think and express it critically and creatively?".

[0033] The second axis 212 indicates that the knowledge level increases in three stages as one moves away from the thought code domain A1 (progressing to the thought code domains A2, A3, and so on). Specifically, "1" represents a scale of "simple knowledge level problems," "2" represents "complex knowledge level problems," and "3" represents "transformative (higher level) knowledge level problems."

[0034] Thinking Code Domain A1 represents the ability to "knowledge and understand simple knowledge-level problems," specifically related to general grading criteria. Thinking Code Domain A2 represents the ability to "knowledge and understand complex knowledge-level problems," specifically related to clarity of argument. Thinking Code Domain A3 represents the ability to "knowledge and understand transformative (higher-level) knowledge-level problems," specifically related to the interestingness of the ideas.

[0035] Thinking Code Domain B1 represents "whether it can be applied to problems at a simple knowledge level and whether it can be thought of and expressed logically," specifically relating to specific examples, data, and episodes. Thinking Code Domain B2 represents "whether it can be applied to problems at a complex knowledge level and whether it can be thought of and expressed logically," specifically relating to the connection between claims and reasons, counterarguments to claims, and reasons that support those counterarguments. Thinking Code Domain B3 represents "whether it can be applied to problems at a transformative (higher) knowledge level and whether it can be thought of and expressed logically," specifically relating to multifaceted thinking and the degree to which the five eyes (bird's eyes, insect's eyes, fish's eyes, bat's eyes, and mind's eyes) are utilized.

[0036] Thinking code domain C1 represents "the ability to think and express critically and creatively on simple knowledge-level problems," specifically, relating to clarifying the conditions of how important something is to whom. Thinking code domain C2 represents "the ability to think and express critically and creatively on complex knowledge-level problems," specifically, relating to the historical background and story that supports the reasons. Thinking code domain C3 represents "the ability to think and express critically and creatively on transformative (higher-level) knowledge-level problems," specifically, relating to original ideas.

[0037] 5. Thinking skills

[0038] Figure 5 shows the thinking skills group.

[0039] The thinking skill group 500 includes a plurality of thinking skills 501 to 515. In the question information 300, one of the plurality of thinking skills 501 to 515 is associated with each question code 310.

[0040] The multiple thinking skills 501-515 are: Acquiring Information 501, Knowledge 502, Reproducing 503, Reasoning 504, Investigating 505, Substituting 506, Sequentially Understanding 507, Comparing 508, Noting Distinct Features 509, Classifying 510, Concrete / Abstract 511, Generalizing 512, Making Connections 513, Assuming Specific Situations 514, and Inferring 515.

[0041] In the example of Figure 2, the question code "240414K01" 311, the first population correct answer rate "20.3" 321, the thinking code domain "A2" 331, and the thinking skill "substitution" 341 are associated with each other and registered as question information 300. This means that the correct answer rate for a certain question 301 identified by the question code "240414K01" 311 among the first population (those taking mock exams, those who passed entrance exams, etc.) is 20.3%. This also means that the characteristic of this question 301 is the characteristic of the thinking code domain "A2"—"Do you have knowledge and understanding of a problem with a complex knowledge level?"—and that correctly answering this question 301 requires the respondent to have the thinking skill "substitution" 506 (the skill of paraphrasing textual information in a different form, expressing the problem situation in a diagram or chart, expressing unknown things in a form you know, freely switching between specific numbers and ratios, and formulating information).

[0042] In the example of Figure 2, the combinations of thinking code domains 330 and thinking skills 340 for each of the multiple questions 301-307 are all different, but this is just one example. The combinations of thinking code domains 330 and thinking skills 340 for some questions may be the same. This is different from the individual correct answer rate information 400 in Figure 3, in which the combinations 401-407 of thinking code domains 430 and thinking skills 440 are all different.

[0043] 6. Operation flow of the individual optimization device

[0044] FIG. 6 shows the operation flow of the individual optimization device.

[0045] The input unit 101 inputs question information 300 of a mock exam or the like for an entrance examination, and individual correct answer rate information 400 of each of a plurality of examinees (respondents) in the mock exam (step S1).

[0046] FIG. 7 shows a schematic diagram of the processing of the difference calculation unit and the matching zone determination unit.

[0047] The difference calculation unit 102 calculates the difference 601(ab) between the first population correct answer rate 320(a) and the individual correct answer rate 420(b) for each of the plurality of questions 301-307 included in the question information 300 (step S2).

[0048] As shown in (A), for example, in question information 300 (Fig. 2), the first population correct answer rate 321(a) of a certain question 301 identified by question code "240414K01" 311 is 20.3%, and the thinking code domain 331 of this question 301 is "A2" and the thinking skill 341 is "replacement." On the other hand, in personal correct answer rate information 400 (Fig. 3), the personal correct answer rate 421(a) of multiple past questions characterized by the combination 401 of the same thinking code domain "A2" 431 and the same thinking skill "replacement" 441 is 10.3%.

[0049] The difference calculation unit 102 calculates the difference 601 (ab=10.0%) between the first population correct answer rate 321(a) 20.3% and the individual correct answer rate 420(b) 10.3% for a certain question 301 identified by the question code “240414K01” 311.

[0050] The matching zone determination unit 103 determines that one or more questions among the plurality of questions 301-307, whose difference 601 is within a predetermined range, belong to the respondent's matching zone 602 (matching questions 603) (step S3).

[0051] As shown in (B), for example, the matching zone determination unit 103 sorts multiple questions 301-307 in order of difference 601, and determines that questions 303, 301, and 304 whose difference 601(ab) is within the range of 0%<(ab)≦15% are matching questions 603 for the individual respondent.

[0052] This range can be variable. Narrowing the range narrows the variety of learning materials (described below) that are output, allowing students to concentrate on practicing the same type of learning material. On the other hand, widening the range widens the variety of learning materials (described below), allowing students to practice a wide variety of learning materials.

[0053] As in question 302, (ab) ≦ 0% means that the respondent's correct answer rate exceeds or reaches the first population correct answer rate. Therefore, there is little need for the respondent to further practice questions of the same type (same thinking code domain, same thinking skill). On the other hand, as in questions 306, 305, and 307, (ab) > 15% means that the respondent's correct answer rate is significantly lower than the first population correct answer rate. Therefore, even if the respondent further practices questions of the same type (same thinking code domain, same thinking skill), there is a relatively high possibility that it will be difficult or time-consuming to improve that type of academic ability. On the other hand, as in questions 303, 301, and 304, 0% < (ab) ≦ 15% means that the respondent's correct answer rate is slightly lower than the first population correct answer rate. Therefore, if an individual respondent further practices problems of the same type (same thinking code domain, same thinking skill), it is relatively likely that he or she will be able to improve his or her academic ability in that type, and that the individual respondent's correct answer rate will reach the first population correct answer rate relatively easily or in a relatively short period of time.

[0054] The learning material output unit 104 outputs learning materials optimized for the individual respondent based on the first population correct answer rate of the matching questions 603, the thinking code domain, and the thinking skill (step S4). The learning material output unit 104 may output learning materials optimized for the individual respondent using a generation AI. For example, the learning material output unit 104 outputs one or more practice questions 701 from a plurality of practice questions 701 stored in the database 700 as learning materials optimized for the individual respondent.

[0055] Figure 8 shows the structure of the database.

[0056] A list of multiple exercises 701 is registered in the database 700. Specifically, a question code 710, a second population correct answer rate 720, a thinking code domain 730, a thinking skill 740, and item information 750 are registered for each of the multiple exercises 701.

[0057] The second population correct answer rate 720 is the correct answer rate (%) of a specific second population for a certain question 701 identified by the question code 710. The second population may be, for example, examinees who took a mock exam, people who passed the entrance exam for the respondent's preferred school, members of a common group (the same class at school or cram school, the same school building, etc.), etc. The population of the first population correct answer rate 320 and the population of the second population correct answer rate 720 may be the same or different.

[0058] The item information 750 includes a URL for accessing the exercise 701, the exercise 701 itself (text information), and the like.

[0059] For example, the learning material output unit 104 may output, as learning material optimized for the individual respondent, one or more practice questions 701 from the multiple practice questions 701 stored in the database 700 that share the same thinking code domain 730 and thinking skill 740 as the matching question 603, in descending order of the second population correct answer rate 720. A high second population correct answer rate 720 means that the practice question 701 is relatively low in difficulty. Therefore, there is a relatively high possibility that the individual respondent will correctly answer this practice question 701, and there is a relatively high possibility that practicing this practice question 701 will make it relatively easy or possible to improve that type of academic ability in a relatively short period of time.

[0060] In addition, the learning material output unit 104 may use, for example, a generation AI to generate new questions that have the same thinking code domain and thinking skill as the thinking code domain 430, 730 and thinking skill 440, 740 of the matching question 603 or the practice question 701, and output them as learning material optimized for the individual respondent.

[0061] The advice generator 105 generates advice for considering the matching problem 603 or the practice problem 701 from the viewpoint of the thinking code domains 430, 730 and thinking skills 440, 740 of the matching problem 603 or the practice problem 701, for example, using a generation AI (step S5).

[0062] The GUI generation unit 106 outputs the learning materials and advice optimized for the individual to the electronic device 20 (step S6). The GUI generation unit 106 may generate a GUI for displaying learning materials and advice for each of a plurality of thought code domains in a matrix.

[0063] 7. Applications of this embodiment

[0064] FIG. 9 shows a schematic diagram of an application example of this embodiment.

[0065] In the first stage 801 (in the case of junior high school entrance exams, up to around the summer of the sixth grade), individual optimization of basic academic ability can be achieved by the individual optimization device 1. In this stage, the first population correct answer rate 320 may be set to the correct answer rate of examinees who took the mock exam, members of a common group (the same class at school or cram school, the same school building, etc.), etc.

[0066] In the second stage 802 (in the case of junior high school entrance exams, around summer to autumn of the sixth grade), individual optimization of passing academic ability can be performed by the individual optimization device 1. In this stage, the first population correct answer rate 320 and the second population correct answer rate 720 can be set as the correct answer rates of those who passed the entrance exam for the respondent's preferred school.

[0067] In the third stage 803 (in the case of junior high school entrance exams, from autumn of the sixth grade onwards), weak questions can be individually optimized by the individual optimization device 1. In this stage, the matching range by the matching zone determination unit 103 is narrowed, and the learning material output unit 104 generates a large number of practice questions using a generation AI, so that the respondent can concentrate on practicing the types of learning materials that he or she is weak at.

[0068] Other application examples include: Proximal development zone to model sentence for passing: The individual optimization device 1 may obtain a re-scoring of the answers to the practice questions 701 of the individual respondent, and may further suggest advice that takes into account the respondent's intentions via the web and app.

[0069] Strategic learning direction for passing: The individual optimization device 1 may determine in a timely manner whether the chances of passing the desired school have increased. This can increase motivation through realistic reflection.

[0070] Visualization of potential for written thinking and expression skills after enrollment: By comparing the population correct answer rate with the individual correct answer rate of the respondent, the individual optimization device 1 can determine the degree of effort required to improve thinking and expression skills after enrollment. Based on this, it can provide feedback on the order in which thinking code domains to work on (starting with areas of strength).

[0071] Competency (skill) evaluation system (sold separately) = Automatically delivers questions to train written thinking and expression skills for career advancement: Questions to train each area are provided according to the order of areas to be trained, and the individual optimization device 1 may be applied to individual optimization of these.

[0072] Application to essay preparation for university entrance examinations: The individual optimization device 1 may be applied to individual optimization of essays for university entrance examinations.

[0073] Development into a talent discovery system (talent evaluation from writing): The individual optimization device 1 may be applied to grading essays for working adults. It may also be used in individual optimization systems for test takers, high school students, university students, and teachers.

[0074] 8. Conclusion

[0075] According to this embodiment, the matching zone determination unit 103 can determine questions of a type (same thinking code domain, same thinking skill) that will help the individual respondent improve their academic ability and that are relatively easy or likely to achieve in a relatively short period of time the correct answer rate of the individual respondent to reach the correct answer rate of the first population. The learning material output unit 104 can output learning materials optimized for the individual respondent based on the correct answer rate of the first population, the thinking code domain, and the thinking skill of the matching questions 603. Furthermore, by making the matching range of the matching zone determination unit 103 variable, it is possible to provide learning materials that are individually optimized according to the level.

[0076] Although the embodiments and modified examples of the present technology have been described above, the present technology is not limited to the above-described embodiments, and it goes without saying that various modifications can be made within the scope of the gist of the present technology. [Explanation of symbols]

[0077] 1: Individual optimization device, 101: Input unit, 102: Difference calculation unit, 103: Matching zone judgment unit, 104: Learning material output unit, 105: Advice generation unit, 106: GUI generation unit, 20: Electronic device, 200: Thinking code, 300: Problem information, 400: Individual correct answer rate information, 500: Thinking skill group, 700: Database.

Claims

1. Problem information including, for each of a plurality of problems, a first population correct answer rate, which is the correct answer rate of a first population for a certain problem, a predetermined thinking code domain among a plurality of thinking code domains that represents the characteristics of the problem, and a predetermined thinking skill among a plurality of thinking skills that is required to solve the problem; Individual correct answer rate information indicating an individual correct answer rate, which is an average correct answer rate of a plurality of past questions of an individual respondent who answered the plurality of questions and has the predetermined thinking code domain and the predetermined thinking skill, for each combination of each of the plurality of thinking code domains and each of the plurality of thinking skills; an input unit for inputting a difference calculation unit that calculates a difference between the first population correct answer rate and the individual correct answer rate for each of the plurality of questions; a matching zone determination unit that determines, among the plurality of questions, one or more questions for which the difference is a value within a predetermined range as matching questions that belong to the matching zone of the respondent; a learning material output unit that outputs learning materials optimized for the individual respondent based on the first population correct answer rate of the matching problem, the thinking code domain, and the thinking skill; An individual optimization device comprising:

2. 2. The individual optimization device according to claim 1, The database stores multiple exercises that are associated with thinking code domains and thinking skills, The learning material output unit outputs, from the plurality of practice problems stored in the database, one or more practice problems that have a common thinking code domain and thinking skill with the thinking code domain and thinking skill of the matching problem as learning material optimized for the individual respondent. Individual optimization device.

3. 2. The individual optimization device according to claim 1, A database stores a plurality of practice questions each associated with a second population correct answer rate, which is the correct answer rate of the second population, a thinking code domain, and a thinking skill, The learning material output unit outputs, from the plurality of practice problems stored in the database, one or more practice problems that are in a common thinking code domain and thinking skill with the matching problem, in descending order of the second population correct answer rate, as learning material optimized for the individual respondent. Individual optimization device.

4. 4. The individual optimization device according to claim 2 or 3, The learning material output unit generates new questions that have the same thinking code domain and thinking skill as the matching questions or the practice questions, and outputs the new questions as learning materials optimized for the individual respondent. The individual optimization device further comprises:

5. 4. The individual optimization device according to claim 2 or 3, an advice generation unit that generates advice on a viewpoint for considering the matching problem or the practice problem from the viewpoint of a thinking code domain and a thinking skill of the matching problem or the practice problem; The individual optimization device further comprises:

6. 2. The individual optimization device according to claim 1, The plurality of thought code domains are in a matrix form consisting of a first axis representing the level of thought and a second axis intersecting the first axis representing the level of knowledge. Individual optimization device.

7. The computer of the individual optimization device, Problem information including, for each of a plurality of problems, a first population correct answer rate, which is the correct answer rate of a first population for a certain problem, a predetermined thinking code domain among a plurality of thinking code domains that represents the characteristics of the problem, and a predetermined thinking skill among a plurality of thinking skills that is required to solve the problem; Individual correct answer rate information indicating an individual correct answer rate, which is an average correct answer rate of a plurality of past questions of an individual respondent who answered the plurality of questions and has the predetermined thinking code domain and the predetermined thinking skill, for each combination of each of the plurality of thinking code domains and each of the plurality of thinking skills; an input unit for inputting a difference calculation unit that calculates a difference between the first population correct answer rate and the individual correct answer rate for each of the plurality of questions; a matching zone determination unit that determines, among the plurality of questions, one or more questions for which the difference is a value within a predetermined range as matching questions that belong to the matching zone of the respondent; a learning material output unit that outputs learning materials optimized for the individual respondent based on the first population correct answer rate of the matching problem, the thinking code domain, and the thinking skill; A separate optimization program that operates as a

8. The computer of the individual optimization device executes the individual optimization program, Problem information including, for each of a plurality of problems, a first population correct answer rate, which is the correct answer rate of a first population for a certain problem, a predetermined thinking code domain among a plurality of thinking code domains that represents the characteristics of the problem, and a predetermined thinking skill among a plurality of thinking skills that is required to solve the problem; Individual correct answer rate information indicating an individual correct answer rate, which is an average correct answer rate of a plurality of past questions of an individual respondent who answered the plurality of questions and has the predetermined thinking code domain and the predetermined thinking skill, for each combination of each of the plurality of thinking code domains and each of the plurality of thinking skills; Enter Calculating a difference between the first population correct answer rate and the individual correct answer rate for each of the plurality of questions; Among the plurality of questions, one or more questions for which the difference is a value within a predetermined range are determined to be matching questions that belong to the matching zone of the respondent; outputting learning materials optimized for the individual respondent based on the correct answer rate of the first population of the matching questions, the thinking code domain, and the thinking skill; Individual optimization methods.

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