Learning support device and learning support method

Abstract

To provide a mechanism for visualizing distribution of a learning period of each learning content in a predetermined period.SOLUTION: A learning support device includes: an acquisition part for acquiring information on a learning start time and a scheduled learning finish time; a learning object information acquisition part for acquiring information on a plurality of learning contents as a learning object and a basic learning time of each of the plurality of learning contents; a learning period adjustment part for calculating an adjustment learning period obtained by multiplying an adjustment ratio corresponding to a ratio of each of the basic learning time to the total of the basic learning periods of the plurality of learning contents, by an actual learning period from the learning start time to the scheduled learning finish time, the adjustment learning period being adjusted to keep a ratio of the basic learning time for each of the plurality of acquired learning contents; and an output part for outputting information indicating each of the adjustment learning periods.SELECTED DRAWING: Figure 18

Description

[Technical Field]

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

[0002] JP 2017-90554 A (Patent Document 1) is a background technology in this technical field. This publication states that "the learning support system 100 comprises a learning unit DB 11 that stores learning unit data related to learning units, a required unit DB 12 that stores required unit data related to units required for passing among the learning units for each school or group of schools, a mastered unit DB 13 that stores mastered unit data related to units that have been mastered among the learning units for each student, and a learning progress report creation unit 26. The learning progress report creation unit 26 reads learning unit data from the learning unit DB 11, reads required unit data for a specific school or a specific group of schools from the required unit DB 12, and reads mastered unit data for a specific student from the mastered unit DB 13, and creates learning progress report data that presents the various read data in an integrated matrix format" (see Abstract). [Prior art documents] [Patent documents]

[0003] [Patent Document 1] Japanese Patent Application Laid-Open No. 2017-90554 Summary of the Invention [Problem to be solved by the invention]

[0004] The technology in Patent Document 1 makes it possible to identify for each student the units that need to be memorized in order to pass the entrance exam for the school of their choice, but it is not possible to determine the pace at which students should study the units before the entrance exam for the school of their choice.

[0005] Therefore, the present invention provides a new mechanism for visualizing the allocation of learning periods for each learning content over a given period. [Means for solving the problem]

[0006] In order to solve the above problems, for example, the configurations described in the claims are adopted. The present application includes multiple means for solving the above problem, and one example is a learning support device comprising: an acquisition unit that acquires information regarding the start time of learning and the scheduled end time of learning; a learning subject information acquisition unit that acquires information regarding multiple learning contents to be learned and the basic learning time for each of the multiple learning contents; a learning period adjustment unit that calculates an adjusted learning period for each of the acquired multiple learning contents, adjusted to maintain the ratio of the basic learning times, by multiplying the actual learning period from the start time of learning to the scheduled end time of learning by an adjustment ratio corresponding to the ratio of each basic learning time to the total basic learning time of the multiple learning contents; and an output unit that outputs information indicating each of the adjusted learning periods. [Effects of the Invention]

[0007] According to the present invention, it is possible to provide a mechanism for visualizing the allocation of learning periods for each learning content over a predetermined period of time. Problems, configurations, and effects other than those described above will become apparent from the following description of the embodiments. [Brief explanation of the drawings]

[0008] [Figure 1] FIG. 1 is an example of an overall configuration diagram of a learning support system 100. [Figure 2] FIG. 2 shows an example of the hardware configuration of the management server 101. [Figure 3] FIG. 3 shows an example of the hardware configuration of the educational facility terminal 102. [Figure 4] FIG. 4 shows an example of the hardware configuration of the student terminal 103. [Figure 5]FIG. 5 is an example of student information 500. [Figure 6] FIG. 6 is an example of educational facility information 600. [Figure 7] FIG. 7 is an example of learning unit information 700. [Figure 8] FIG. 8 is an example of learning content information 800. [Figure 9] FIG. 9 is an example of learning history information 900. [Figure 10] FIG. 10 is an example of entrance examination information 1000. [Figure 11] FIG. 11 is an example of a curriculum diagram 1100D corresponding to the curriculum information 1100. [Figure 12] FIG. 12 shows an example of a flow 1200 for creating a reverse-calculation curriculum. [Figure 13] FIG. 13 shows an example of an adjusted learning period calculation flow 1300. [Figure 14] FIG. 14 shows an example of a learning content adjustment flow 1400. [Figure 15] FIG. 15 shows another example of a learning content adjustment flow 1500. [Figure 16] FIG. 16 shows another example of a learning content adjustment flow 1600. [Figure 17] FIG. 17 shows another example of a flow 1700 for creating a reverse-calculation curriculum. [Figure 18] FIG. 18 is an example of a reverse calculation curriculum display screen 1800. [Figure 19] FIG. 19 is an example of a learning content adjustment screen 1900. [Figure 20] FIG. 20 is another example of a curriculum adjustment section 2000. [Figure 21] FIG. 21 is another example of a curriculum adjustment section 2100. [Figure 22] FIG. 22 is an example of a short-term study plan confirmation screen 2200. [Figure 23] FIG. 23 is another example of a short-term study plan confirmation screen 2300. [Figure 24] FIG. 24 shows another example of an adjusted learning period calculation flow 2400. DETAILED DESCRIPTION OF THE INVENTION

[0009] A learning support system, a learning support method, and a program according to the present technology will be described below with reference to the drawings. The present technology visualizes the allocation of learning periods for each learning content within a limited period of time. For example, a display (hereinafter sometimes referred to as a "backward calculation curriculum") can be created that shows the recommended learning period for each learning content required for each student using the learning support service to reach a desired learning level (e.g., passing a specified exam). This backward calculation curriculum can be displayed, for example, on an instructor (e.g., an educational facility terminal) who is instructing the student's learning, or on the student's (e.g., student terminal).

[0010] [Learning Support System] FIG. 1 is an example of an overall configuration diagram of a learning support system 100 according to an embodiment. The learning support system 100 is configured to include one or more management servers 101, one or more educational facility terminals 102, and one or more student terminals 103. The one or more educational facility terminals 102 and the one or more student terminals 103 are each configured to be connectable to one or more management servers 101 via a network. The network may be wired or wireless, and the respective terminals can send and receive information to and from each other via the network. The educational facility terminal 102 may be provided separately from the management server 101, or may be provided integrally with the management server 101. The student terminal 103 may be provided separately from the management server 101, or may be provided integrally with the management server 101.

[0011] The management server 101, educational facility terminal 102, and student terminal 103 (hereinafter, the educational facility terminal 102 and the student terminal 103 may be simply referred to as "terminals") in the learning support system 100 may each be, for example, a portable terminal (mobile terminal) such as a smartphone, tablet, mobile phone, or personal digital assistant (PDA), or a wearable terminal such as glasses (including goggles), a wristwatch, or clothing. The management server 101 and the terminal may each be a stationary or portable computer, or a server located on the cloud or a network. From the perspective of functionality, the management server 101 and the terminal may each be a VR (Virtual Reality) terminal, an AR (Augmented Reality) terminal, or an MR (Mixed Reality) terminal. Alternatively, the management server 101 and the terminal may each be a combination of these. For example, a combination of one smartphone and one wearable terminal may logically function as one management server 101 or terminal. Each management server 101 or terminal may be an information processing terminal other than these.

[0012] The management server 101 or terminal of the learning support system 100 may optionally include a processor that executes an operating system, applications, programs, etc.; a main storage device such as RAM (Random Access Memory); an auxiliary storage device such as an IC card, hard disk drive, SSD (Solid State Drive), or flash memory; a communication control unit such as a network card, wireless communication module, or mobile communication module; an input device that detects motion by capturing images from a touch panel, keyboard, mouse, voice input device, motion controller, or camera; and an output device such as a monitor, display, printer, voice output device, or oscillator. The input device may include sensors such as a GPS, gyro sensor, or acceleration sensor. The output device may also be a device or terminal that transmits information to be output to an external monitor, display, printer, or device.

[0013] The main memory stores various programs and applications (software modules), and the processor executes these programs and applications to realize each functional element of the overall system. Each module may be implemented as one or more programs or applications. Each module may also be implemented as an independent program or application, or as a subprogram or function within a single integrated program or application. Each of these modules may also be implemented as hardware by integrating circuits or using a microcomputer (hardware module).

[0014] Furthermore, each module may be implemented by a single processor or multiple processors. Furthermore, each module may be provided in a single terminal (including a management server) or may be provided separately in two or more terminals (including a management server) interconnected via a network. Furthermore, each module may be provided in each or any one or more of two or more terminals (including a management server) interconnected via a network. It is also contemplated that some modules may be implemented in a different country from the other modules.

[0015] In this specification, each module is described as a subject that performs processing, but in reality, processing is performed by a processor executing various programs, applications, and the like.

[0016] The auxiliary storage device stores various databases (DB). A "database" is a set of data that has been organized and collected so that it can accommodate any data manipulation (e.g., extraction, addition, deletion, overwriting, etc.) from a processor or an external computer. The auxiliary storage device is a functional element (storage unit) that stores one or more sets of data. There are no limitations on how the database is implemented; for example, it may be a database management system, spreadsheet software, or a text file such as XML or JSON. Some or all of this information may be stored in a relational database or a non-relational database. The database may be provided independently while being connectable to a processor, etc.

[0017] The learning content that the educational service supports is not particularly limited, and may be, for example, learning content such as Japanese language (including classics, modern Japanese, etc.), arithmetic (including mathematics, etc.), science (including chemistry, physics, biology, etc.), social studies (including world history, Japanese history, geography, civics, etc.), foreign language (including English, German, etc.), music, calligraphy, etc. that are studied in various schools, etc. Furthermore, learning content that the educational service supports may be learning specialized subjects such as information engineering, fashion business, physical / occupational therapy, exercise such as gymnastics and e-sports, learning hobby subjects, learning for various qualification exams, and various other types of learning.

[0018] Furthermore, the embodiment of the educational service is not particularly limited, and may be, for example, a service provided at an educational support facility such as a school or cram school, or may be a service provided online or offline at any location, not limited to these educational support facilities. Furthermore, the teaching materials used in these educational services are not limited to those provided online, but may be provided offline, such as paper textbooks, DVD textbooks, or tablet teaching materials equipped with learning applications.

[0019] Hereinafter, this technology will be described using as an example a case where a student's learning is supported with the goal of passing the entrance exam for a school of their choice in an online learning service provided by the learning support system 100. Typically, the management server 101 creates a learning curriculum for a specific student to pass the entrance exam for the school of their choice, and outputs the created learning curriculum to the educational facility terminal 102 used by the instructor.

[0020] [Administration Server] FIG. 2 illustrates an example of the hardware configuration of the management server 101. The management server 101 is an element that manages this learning support system 100. The management server 101 is typically a terminal used by an administrator who manages and operates this learning support system 100. The management server 101 is configured, for example, by a computer server or the like that is deployed on a cloud.

[0021] The management server 101 includes a main storage device 201 and an auxiliary storage device 202. The management server 101 also includes a processor 203, an input device 204, an output device 205, and a communication control unit 206 as described above.

[0022] The main memory device 201 stores programs and applications such as a management module 211, an acquisition module 212, a learning target information acquisition module 213, a learning period adjustment module 214, a learning content adjustment module 215, an output module 216, and a learning execution module 217. Each functional element of the management server 101 is realized by the processor 203 executing these programs and applications stored in the main memory device 201. Furthermore, the implementation method of each module provided in the main memory device 201 is not limited to this embodiment, and each module may be realized by multiple servers or cloud applications interacting with each other.

[0023] The auxiliary storage device 202 stores information necessary for the operation of the learning assistance system 100. The auxiliary storage device 202 stores, for example, student information 500, educational facility information 600, learning unit information 700, learning content information 800, learning history information 900, entrance examination information 1000, and curriculum information 1100. Details of this information will be described later. Note that the implementation method of each piece of information stored in the auxiliary storage device 202 is not limited to this embodiment, and each piece of information may be distributed across multiple database servers or cloud applications.

[0024] Each functional element of the management server 101 will be briefly described. The management module 211 manages the operations of the educational facility terminal 102 and the student terminal 103. The management module 211 cooperates with, for example, an educational facility terminal management module 311 of the educational facility terminal 102 and a learning management module 411 of the student terminal 103 to control basic operations for executing learning support services on the educational facility terminal 102 and the student terminal 103.

[0025] For example, the management module 211 cooperates with the education facility terminal management module 311 of the education facility terminal 102 and the learning management module 411 of the student terminal 103 to output (display) a login screen for connecting to the learning support service executed by the management server 101, a reverse calculation curriculum display screen (described later), and the like, on the output device 305, 405 such as a display of the education facility terminal 102 or the student terminal 103. The management module 211 also cooperates with the education facility terminal management module 311 of the education facility terminal 102 and the learning management module 411 of the student terminal 103 to acquire input information entered from these terminals. The management module 211 operates based on the acquired information (various information, instructions, etc.), and outputs (records) the acquired information to the auxiliary storage device 202 as student information 500, etc.

[0026] The acquisition module 212 acquires information from the educational facility terminal 102 and the student terminal 103. The acquisition module 212 acquires, for example, information regarding the start time of learning and the scheduled end time of learning. The acquisition module 212 acquires information from the educational facility terminal 102 and the student terminal 103. The acquisition module 212 also acquires, for example, information regarding the available learning time for a predetermined period. The learning subject information acquisition module 213 acquires information relating to a plurality of learning contents and the basic learning time for each of the plurality of learning contents. The learning subject information acquisition module 213 extracts information relating to a plurality of learning contents to be learned and the basic learning time for each of the plurality of learning contents, for example, based on learning unit information 700 in the auxiliary storage device 202, which will be described later.

[0027] The learning period adjustment module 214 adjusts the learning period for each of the multiple learning contents to be studied. For example, the learning period adjustment module 214 calculates an adjusted learning period for each of the multiple learning contents, adjusted so as to maintain the ratio of basic learning times. For example, the learning period adjustment module 214 calculates each adjusted learning period (hereinafter, this adjusted learning period may be referred to as a "compressed learning period") by multiplying the actual learning period from the start of learning to the scheduled end of learning by an adjustment ratio corresponding to the ratio of each basic learning time to the total basic learning time for the multiple learning contents.

[0028] The learning content adjustment module 215 adjusts at least one of the learning content or the learning time. For example, the learning content adjustment module 215 outputs various information for appropriately adjusting the learning content to be studied. For example, the learning content adjustment module 215 outputs information indicating that the required learning time, which is the learning time to be studied in a predetermined period, exceeds the available learning time in the predetermined period.

[0029] The output module 216 outputs information indicating the calculated adjusted learning period. For example, the output module 216 outputs a backward-calculation curriculum indicating what learning period is appropriate for carrying out multiple learning contents necessary to reach the target learning level as the adjusted learning period.

[0030] The learning execution module 217 controls the operation of the student terminal 103 to execute learning using the learning support service. For example, the learning execution module 217 outputs learning content to the student terminal 103. For example, the learning execution module 217 manages the output of learning content, connects to learning unit information 700, learning content information 800, learning history information 900, etc. according to the learning content being studied by the student, and outputs the learning content to the student terminal 103. The learning execution module 217 cooperates with the student learning execution module 412 of the student terminal 103, and outputs the learning content to the output device 405, such as a display of the student terminal 103, based on, for example, input (e.g., instructions) from the student terminal 103. The learning execution module 217 cooperates with the student learning execution module 412 of the student terminal 103, and, for example, acquires information about the student's learning history based on input (e.g., answers) from the student terminal 103, and outputs (records) the acquired information to the auxiliary storage device 202 as learning history information 900, etc.

[0031] [Educational facility terminal] FIG. 3 shows an example of the hardware configuration of the educational facility terminal 102. The educational facility terminal 102 is an example of a terminal used by a service provider that has introduced the educational services provided by the management server 101 and is providing the educational services to students. The service provider may be the same as or different from the administrator of the management server 101. The educational facility terminal 102 may be provided separately from the management server 101, or may be provided integrally with the management server 101. In this embodiment, for example, it is assumed that the educational facility terminal 102 is used by a lecturer at a cram school (service provider) that has introduced this educational service. The educational facility terminal 102 is configured as a terminal such as a smartphone, tablet, laptop PC, or desktop PC. The educational facility terminal 102 may typically be installed in a cram school, but does not necessarily have to be installed in a physical educational facility.

[0032] The educational facility terminal 102 includes a main memory device 301 and an auxiliary memory device 302. The educational facility terminal 102 also includes a processor 303, an input device 304, an output device 305, and a communication control unit 306 as described above.

[0033] The main memory device 301 stores programs and applications such as an educational facility terminal management module 311 and a setting module 312, and the processor 303 executes these programs and applications to realize each functional element of the educational facility terminal 102.

[0034] The educational facility terminal management module 311 controls the basic operations of the educational facility terminal 102. The educational facility terminal management module 311, for example, executes a student guidance application provided by the management server 101, and cooperates with the management module 211 of the management server 101 to manage learning carried out on the student terminal 103. The educational facility terminal management module 311 also cooperates with the learning execution module 217 of the management server 101, for example, to support the students' learning.

[0035] The setting module 312 controls operations related to the provision of educational services in the educational facility terminal 102. The setting module 312 cooperates with, for example, the management module 211, acquisition module 212, output module 216, etc. of the management server 101 to accept input from instructors for creating learning curricula (e.g., back-calculation curricula) for each student and transmits them to the management server 101.

[0036] The auxiliary storage device 302 stores information necessary for the operation of the educational facility terminal 102. The auxiliary storage device 302 stores, for example, student information 500, educational facility information 600, learning unit information 700, learning content information 800, learning history information 900, entrance exam information 1000, curriculum information 1100, etc. This information may be some or all of the information related to the instructor's learning support among the student information 500, learning unit information 700, learning content information 800, learning history information 900, entrance exam information 1000, curriculum information 1100, etc. stored in the management server 101.

[0037] [Student device] FIG. 4 shows an example of the hardware configuration of the student terminal 103. The student terminal 103 is a terminal used by a user (typically a student or learner; in this embodiment, it is assumed to be a student) who uses the educational services provided by the management server 101. The educational facility terminal 102 is configured, for example, by a mobile information terminal such as a tablet, a notebook PC, a desktop PC, or the like.

[0038] The student terminal 103 includes a main memory device 401 and an auxiliary memory device 402. The student terminal 103 also includes the processor 403, an input device 404, an output device 405, a camera 406, and a communication control unit 407 as described above. The main memory device 401 stores programs and applications such as a learning management module 411 and a student learning execution module 412, and the processor 403 executes these programs and applications to realize each functional element of the student terminal 103.

[0039] The learning management module 411 controls the basic operations of the student terminal 103. For example, the learning management module 411 cooperates with the management module 211 of the management server 101 to control the basic operations for using the educational services provided by the management server 101.

[0040] The student learning execution module 412 controls the operation of the student terminal 103 to execute learning using the educational services provided by the management server 101. For example, the student learning execution module 412 cooperates with the learning execution module 217 of the management server 101 to output (display) various learning contents on the student terminal 103 and transmit input by students to the management server 101. For example, the student learning execution module 412 cooperates with the learning execution module 217 of the management server 101 to output (transmit) answers and instructions to the educational facility terminal 102 and transmit learning history information of students to the management server 101.

[0041] The auxiliary storage device 402 stores information necessary for the operation of the student terminal 103. The auxiliary storage device 402 stores, for example, student information 500, learning unit information 700, learning content information 800, learning history information 900, entrance examination information 1000, and curriculum information 1100. This information may be some or all of the information related to the student's learning among the student information 500, learning unit information 700, learning content information 800, learning history information 900, entrance examination information 1000, and curriculum information 1100 stored in the management server 101.

[0042] 5 to 11 show examples of various types of information stored in the management server 101. FIG. FIG. 5 is an example of student information 500. The student information 500 is information about students (users) who study using the educational services provided by the management server 101. The student information 500 includes, for example, a student ID, a student display ID, a name, a school, a grade, a desired school, an address, a course ID, and a course, and values ​​such as those shown as sample values ​​520 are entered for each field name (item name) 510. The contents indicated by the sample values ​​520 are also written in a summary 530 column.

[0043] The student ID is a symbol assigned to each student to identify them, and information about each student is basically linked by this student ID. The student ID is a primary key referenced by other information. The student display ID is a display ID for the student that is displayed on the screen of the management server 101, educational facility terminal 102, etc., and can be set arbitrarily. The student display ID can be set arbitrarily by the student using predetermined symbols within predetermined conditions (for example, 10 characters or less). The name is the student's name information. The school and grade are information indicating the name of the school (educational institution) to which the student currently belongs and the grade they belong to. For example, "JH2" indicates a second-year junior high school student. The desired school is the name of the school the student wishes to attend, such as the name of the junior high school, high school, university, etc. for which the student plans to take the entrance exam. The desired school may also include information such as the faculty and department.

[0044] The address is information indicating the address or residence of the student, or the address or residence of the student's guardian. The course ID indicates the identification ID of the course the student is taking among the learning courses set up in this educational service. The course ID stores the course ID of the learning unit information 700, and is linked to the content of the learning unit information 700 by this course ID. The course to be taken indicates the course the student is taking among the learning courses set up in this educational service. The content of the student information 500 is not limited to this example. The student information 500 may also include information such as information on the student's guardian, various procedural information, the student registration date (contract date), the start date of using the educational service, and the cancellation date of the educational service.

[0045] FIG. 6 is an example of educational facility information 600. The educational facility information 600 is information about users of the educational facility terminal 102, such as information about instructors who manage and support students' learning using the learning support system 100. The educational facility information 600 includes, for example, information such as an educational facility ID, educational facility display ID, affiliation ID, offered course ID, and student ID, and values ​​such as those shown in sample value 620 are entered for each field name 610. The content indicated by the sample value 620 is also described in the summary 630 column.

[0046] The educational facility ID is an ID assigned to each educational facility to identify the educational facility that has introduced this educational service. The educational facility display ID is a display ID for the educational facility that is displayed on the screen of the management server 101, student terminal 103, etc. The affiliation ID indicates, for example, information about the group or school building to which the educational facility belongs. The course ID indicates, for example, a course offered at the educational facility among the learning courses set in the educational service. The student ID is, for example, set for each course offered at the educational facility, and indicates the ID of a student (pupil) taking that course at the educational facility. The educational facility information 600 is linked to the learning history information 900, for example, via the student ID and the offered course ID.

[0047] FIG. 7 is an example of learning unit information 700. The learning unit information 700 is information about a learning course set in this educational service, and the learning course may be prepared for each learning subject and each grade, for example. In this embodiment, the learning course is set for each learning subject (e.g., "Mathematics"), and each learning subject includes multiple learning subjects (e.g., "Math I"), and each learning subject includes multiple learning chapters (e.g., "Numbers and Formulas"). Here, a "learning unit" is a unit of learning set for each group of learning elements. A "learning unit" may be the above-mentioned learning subject or learning chapter, or may be a group of smaller learning elements. For example, in this embodiment, a "learning unit" (in the narrow sense) refers to a group of learning elements included in a learning chapter, and is a unit specified in a textbook or the like (e.g., a unit that follows a curriculum guideline, such as "Calculating Powers"). However, the meaning of "learning unit" is not limited to this example.

[0048] In this educational service, for example, one or more sets of learning content are prepared for each learning chapter. One set of learning content may include, for example, one or more lecture content, exercise content, homework content, etc. Note that the learning unit information 700 may be further divided into smaller categories, taking into account, for example, learning progress, or may be prepared from other perspectives.

[0049] The learning unit information 700 includes information such as the course name, course ID, learning subject, learning subject ID, learning chapter, learning chapter ID, difficulty level, basic learning time, content, and content ID, and values ​​such as those shown in sample value 720 are entered for each field name 710. The course name and course ID are the name and ID of the course to identify the course. In this embodiment, the course name may be the same as the name of the subject being studied, for example.

[0050] The learning chapter and learning chapter ID are, for example, the name and ID of a section when a group of learning provided for a learning subject is divided into learning chapters according to their content. The content and content ID are the type and ID of the learning content prepared for each learning chapter. In this embodiment, the learning content prepared for each learning chapter includes, for example, lecture content including lecture videos, practice content including practice problems, and homework content including homework problems.

[0051] The difficulty level is information indicating the difficulty level of mastering each unit (for example, each study chapter), and can be determined based on, for example, the percentage of correct answers in past and / or current tests for that unit. The basic study time is the study time that is considered appropriate for mastering the learning of each unit, and can be determined based on, for example, the standard number of class hours in the curriculum guidelines or the time required for any past and / or present student to master the learning content of that unit.

[0052] The basic study time can be obtained, for example, by adding up the average study time for each question included in each learning content. Specifically, the basic study time can be calculated based on big data based on the student's past study history, for example. The average study time for each question can be, for example, the average answer time (arithmetic mean value) for each question when multiple students solve the problem. Alternatively, the median answer time for each question for multiple students can be used instead of the average answer time.

[0053] Alternatively, the basic study time can be determined in a simplified manner. For example, the basic study time may be determined based on the number of study units (study units in the narrow sense) or the number of questions included in each study content. Specifically, for example, the basic study time for each study content may be obtained by multiplying the number of study units included in each study content by the average study time for that study unit. When calculating the adjusted study period described below, the basic study time for each study content may be obtained by multiplying the number of study units or questions included in each study content by a unit time (e.g., "1"). Even more simply, the basic study time may be obtained assuming that all study contents have the same basic study time. This is because, when calculating the adjusted study period, the adjustment ratio can be calculated by knowing the ratio of the basic study times for each study content.

[0054] Such basic study time may be, for example, the basic study time for each difficulty level category of the desired school for students applying to that school (in other words, the basic study time for each academic ability level). The content of the learning unit information 700 is not limited to this example. For example, the learning unit information 700 may store the priority of each learning content.

[0055] FIG. 8 is an example of learning content information 800. Learning content information 800 is information about the learning content provided by this educational service. Learning content information 800 includes, for example, content ID, data URL, question ID, correct answer ID, point allocation, level, average answer time, question frequency, etc., and values ​​such as those shown in sample value 820 are entered for each field name 810. The content indicated by sample value 820 is also listed in summary 830.

[0056] The data URL is information that indicates the storage location of the learning content data used in each unit of study. For example, the data URL may be the URL of a storage folder that stores the various data that make up the learning content for each unit.

[0057] The question ID and correct answer ID are the IDs for identifying the question and the correct answer, respectively, that are asked in the learning content for that unit. The point allocation indicates the point allocation for each question. The level is information indicating the difficulty level to which each content or question belongs. The average answer time indicates, for example, the average time it takes for a student who has the ability to solve each problem to solve that problem.

[0058] The question frequency is information determined based on the question trends of past exam questions, and may be information expressed by a numerical value (for example, -1 to +1 or 0 to 5) that increases as the question frequency increases. Also, the question frequency may be input as 100% for learning content that is always tested, or 40% for learning content that has a 40% probability of being tested.

[0059] The frequency of questions may vary depending on the current learning objectives, such as quizzes for each unit, midterm tests, final tests, and entrance exams. This frequency of questions can be determined in advance, for example, by analyzing statistical data from similar past exams or by machine learning. The learning content information 800 is linked to the learning unit information 700, for example, through a field ID or the like. The learning content information 800 is linked to the entrance exam information 1000, curriculum information 1100, and the like, for example, through a level or the like. However, the content of the learning content information 800 is not limited to this example.

[0060] FIG. 9 is an example of learning history information 900. Learning history information 900 is information related to the learning records of students who have used educational services, and is provided, for example, for each student and unit. Learning history information 900 includes information such as student ID, content ID, start date and time, end date and time, completion date and time, number of times per unit studied, score, score rate, and retention rate (which may represent mastery), and values ​​such as those shown in sample value 920 are entered for each field name 910. The content indicated by sample value 920 is also described in the summary 930 column.

[0061] The start date and time, end date and time, completion date and time, and number of times of unit study indicate information about the start date and time of study using the learning content for the unit, the end date and time, the completion date and time, and the number of times study was completed, respectively. Note that "end" means, for example, that study using the learning content has been completed, and "completion" means, for example, that study using the learning content has been completed (finished) after meeting a predetermined completion criterion. Therefore, to "complete" a study using a single piece of learning content, study using the learning content may be completed (executed) multiple times. The completion criterion may be determined, for example, based on the correct answer rate, score rate, retention rate, etc. (e.g., a correct answer rate of 80% or more, a score rate of 90% or more, a retention rate of 95% or more, etc.). The number of times of unit study completion indicates the number of times study of the unit has been completed, for example, for a unit that can be studied multiple times, and may be information such as 0 times (incomplete), 1 time, 2 times or more, etc.

[0062] The score rate is the percentage of the student's score out of the total points allocated for the content. The score rate may be stored, for example, as the total correct answer rate or the correct answer rate for the last 10 questions. The retention rate is an indicator of the degree of mastery of the learning content of the unit, and can be determined, for example, based on the correct answer rate, score rate, number of times of implementation, etc. when learning using the learning content of the unit. The retention rate can be set to 0% for no learning, and can be determined to increase (approach 100%) as the correct answer rate, score rate, or number of implementations increases. In addition to the information listed above, the learning history information 900 may also include various other information (for example, the time it took to answer questions, etc.).

[0063] FIG. 10 is an example of entrance examination information 1000. The entrance examination information 1000 is information regarding the study content to be studied and the basic study period, which are preset for each difficulty level of passing a university entrance examination. The entrance examination information 1000 has values ​​entered for each item 1010, such as content 1020, study content 1030, and basic study completion time 1040 (an example of the planned completion time of study). The item 1010 includes information regarding the difficulty level classification indicating the difficulty level of passing a university entrance examination, for example, for humanities or science, and for national or private universities. The content 1020 includes information regarding the name of the university (which may also include the name of the faculty) corresponding to each difficulty level classification. The study content 1030 is information indicating the study content to be studied in order to pass a university of the corresponding difficulty level classification. The study content 1030 may be indicated by a course ID, a study chapter ID, or the like.

[0064] The basic learning end time 1040 is information regarding the ideal time to end learning about the learning content that must be studied in order to be accepted into a university of the corresponding difficulty level. This basic learning end time 1040 is set in advance, for example, taking into consideration the difficulty level and the timing of the entrance examination. Furthermore, the basic learning end time 1040 may differ for each subject, for example. Therefore, entrance examination information 1000 may be prepared for each subject. In this embodiment, the ideal time to start learning about the learning content that must be studied in order to be accepted into a university of the corresponding difficulty level (basic learning start time) is uniformly set to, for example, "April of the first year of high school." However, the basic learning start time may be configured to be set arbitrarily.

[0065] Curriculum information 1100 is information representing a basic learning plan constructed to acquire a target academic ability, and includes, for example, information indicating the learning content, the timing of the learning, and the duration of the learning. Curriculum information 1100 of this embodiment may include, for example, information on a general curriculum (general curriculum) corresponding to classes offered at a typical high school with the goal of acquiring the academic ability necessary to master the subjects and courses offered by each high school, and information on curricula (basic curriculum) prepared for each university difficulty level and each course with the goal of acquiring the academic ability to pass university entrance exams. Curriculum information 1100 may also include basic curriculum information (basic curriculum) prepared in advance for each university difficulty level and course, and individual curriculum information (individual curriculum) created for each student.

[0066] FIG. 11 is an example of a curriculum chart 1100D based on the curriculum information 1100. This curriculum outline 1100D is a visualization of curriculum information 1100, and includes a general curriculum 1110 corresponding to a general high school science mathematics learning curriculum, and a back-calculation curriculum 1120 related to the present technology. Details of this curriculum outline 1100D will be described later.

[0067] Curriculum information 1100 includes information such as the study period (e.g., combinations of study start and end dates, length of the study period, basic study order, etc.) for each of a plurality of study contents (e.g., study chapters and study units) for each predetermined course. The basic study curriculum information includes, for example, information indicating the study period for each study content (e.g., each study subject) for the study content to be studied during the total study period from April of the first year of high school to March of the third year of high school. Furthermore, the basic study curriculum information typically includes information indicating the study content and study order in accordance with the curriculum guidelines. The basic study curriculum information may additionally include study content such as "review and exam preparation" before entrance exams and "preparation for each desired school."

[0068] [Learning support methods] A learning support method according to the present technology will be described based on an operation example of the learning support system 100. Below, the present technology will be described using an example in which a lecturer accesses the management server 101 from an educational facility terminal 102 and creates a learning curriculum according to the desired school of a given student.

[0069] <Creating a Backward-Looking Curriculum 1> FIG. 12 shows an example of a flow 1200 for creating a reverse-calculation curriculum. The auxiliary storage device 202 (an example of a storage unit) stores, for example, information on a plurality of pre-prepared learning contents and the basic learning time for each of the plurality of learning contents as learning unit information 700. The auxiliary storage device 202 also stores, as entrance examination information 1000, information on the start time and expected end time of basic learning corresponding to the difficulty level classification.

[0070] In the learning support method according to the present technology, information regarding the start time and the planned end time of learning is obtained (step S1210), information regarding multiple learning contents and the basic learning time for the multiple learning contents is extracted (step S1220), an adjusted learning period is calculated for each of the multiple learning contents (step S1230), and information indicating each adjusted learning period is output (step S1240).

[0071] FIG. 18 is an example of a reverse calculation curriculum display screen 1800. The management module 211 of the management server 101 cooperates with the educational facility terminal management module 311 of the educational facility terminal 102 to display a backward calculation curriculum display screen 1800 on the output device 305, such as a display, of the educational facility terminal 102. The management module 211 displays, on the backward calculation curriculum display screen 1800, for example, an entrance exam difficulty setting field 1810, a basic curriculum display field 1820, a curriculum adjustment field 1830, an initial setting button 1840, and the like.

[0072] The instructor selects the entrance exam difficulty setting field 1810 on the reverse calculation curriculum display screen 1800. The setting module 312 of the educational facility terminal 102 cooperates with the acquisition module 212 of the management server 101 to send information indicating that the entrance exam difficulty setting field 1810 has been selected to the management server 101. When the entrance exam difficulty setting field 1810 is selected, the acquisition module 212 displays (e.g., displays in a pull-down menu) information regarding difficulty categories that indicate the difficulty of passing the entrance exam, for example, based on the entrance exam information 1000, in the entrance exam difficulty setting field 1810. The instructor selects a difficulty category (e.g., science national university difficulty level 5) from the displayed difficulty categories that corresponds to a specific student's desired school (e.g., a national or public university for science majors with a difficulty level of 5). The setting module 312 of the educational facility terminal 102 cooperates with the acquisition module 212 of the management server 101 to send information indicating, for example, that "science national university difficulty level 5" has been selected as the entrance exam difficulty level to the management server 101. The acquisition module 212 acquires information indicating that the entrance exam difficulty level is "National Science Difficulty Level 5" (step S1210), and stores this information, for example, in the curriculum information 1100 of the auxiliary storage device 202 as exam information for the particular student.

[0073] As mentioned above, the management server 101 and the educational facility terminal 102 operate in cooperation with each other, but in the following steps, for the sake of simplicity, the operation of the management server 101 will be mainly described, and the operation of the cooperative educational facility terminal 102 will not be described.

[0074] <Basic curriculum> When the acquisition module 212 acquires the test information, it acquires information relating to the start time and planned end time of study that correspond to the difficulty level classification (step S1210). Specifically, for example, for a target student, based on the entrance exam information 1000, the acquisition module 212 acquires the year and month corresponding to April of the first year of high school as information relating to the start time of study, and acquires the year and month corresponding to June of the third year of high school, which is stored as the basic study end time 1040, as information relating to the planned end time of study. The acquisition module 212 stores the acquired information relating to the start time and planned end time of study in, for example, curriculum information 1100 of the auxiliary storage device 202.

[0075] The study period adjustment module 214 calculates an adjusted study period for each of the plurality of study contents (step S1230). The study period adjustment module 214 acquires information on study contents 1030 (here, for example, study subjects) to be studied corresponding to the difficulty level classification from the entrance examination information 1000 as the plurality of study contents. The adjusted study period means, for example, the study period adjusted as the study period for each study content when the total study period required to complete the general curriculum 1110 (32 months from April of the first year of high school to November of the third year of high school) is adjusted to the acquired actual study period (27 months) from the start of study (April of the first year of high school) to the planned end of study (June of the third year of high school). The method of calculating the adjusted study period by the study period adjustment module 214 will be described later. The study period adjustment module 214, for example, stores information on each calculated adjusted study period in the curriculum information 1100 of the auxiliary storage device 202.

[0076] The output module 216 outputs information indicating the adjusted learning period for each learning content (step S1240). For example, as shown in FIG. 11, the output module 216 outputs the adjusted learning period for each learning content as information indicating either the corresponding area or length. The output module 216 outputs a display representing each learning content in a predetermined learning order (e.g., learning order according to the learning outline) in association with a time axis corresponding to the total learning period. For example, the output module 216 outputs information indicating each adjusted learning period as a strip-shaped frame whose area and / or length increases and decreases over time, with the corresponding area and / or length. In FIG. 11, the learning period for each learning content (here, learning subjects) of Mathematics IA, Mathematics IIB, and Mathematics IIIC is output as a strip-shaped frame with a length corresponding to the respective adjusted learning period. The output module 216 also outputs information indicating each adjusted learning period in, for example, an order (chronological order) predetermined in the basic curriculum.

[0077] The output module 216 may prepare a template corresponding to general curriculum information (e.g., image information of the general curriculum 1110) as the curriculum information 1100, and output a basic curriculum (an example of the back-calculation curriculum 1120) corresponding to the difficulty level classification by applying each adjusted learning period to this template. The output module 216 stores information about the basic curriculum prepared in this manner in the curriculum information 1100 of the auxiliary storage device 202, for example.

[0078] The management module 211 displays a basic learning curriculum corresponding to the examination information in a basic curriculum display field 1820. For example, the management module 211 displays in the basic curriculum display field 1820 an outline diagram 1100D of a learning curriculum corresponding to basic curriculum information 1100 whose entrance examination difficulty level is "National Science Entrance Exam Difficulty Level 5."

[0079] The learning subject information acquisition module 213 extracts, as necessary, information on a plurality of learning contents related to the exam to be taken and basic learning times for the plurality of learning contents based on the exam information (step S1220). The learning subject information acquisition module 213 extracts, for example, information on a plurality of learning contents (e.g., learning chapters) related to the exam to be taken and basic learning times for the plurality of learning contents based on the learning unit information 700, the entrance exam information 1000, and the curriculum information 1100.

[0080] <Calculation of Adjustment Study Period 1> Next, a method for calculating the adjusted learning period will be described. FIG. 13 shows an example of an adjusted learning period calculation flow 1300. The learning period adjustment module 214 calculates an adjusted learning period for each of the multiple learning contents so as to maintain the ratio of the basic learning time. Below, we will explain, for example, the case of creating a basic curriculum with a difficulty level classification of "National Science and Engineering Difficulty Level 5."

[0081] Specifically, the study period adjustment module 214 first acquires information about the study start time and the planned study end time from, for example, the curriculum information 1100 in the auxiliary storage device 202 (step S1310). Then, the learning period adjustment module 214 calculates the actual learning period from the start of learning to the scheduled end of learning (step S1320).

[0082] Furthermore, the learning period adjustment module 214 calculates an adjustment ratio, which is the ratio of each basic learning time to the total basic learning time for each of the multiple learning contents (step S1330). For example, based on the basic learning time for each of the multiple learning contents (e.g., Math IA, Math IIB, Math IIIC) acquired by the learning subject information acquisition module 213, the learning period adjustment module 214 calculates an adjustment ratio, which is the ratio of each basic learning time to the total basic learning time for the multiple learning contents.

[0083] Then, the learning period adjustment module 214 calculates an adjusted learning period for each of the plurality of learning contents by multiplying the actual learning period by the adjustment ratio (step S1340). This allows obtaining a learning period for each learning content that has been adjusted so as to maintain the ratio of the basic learning time in the adjusted (e.g., shortened) actual learning period.

[0084] In the adjusted learning period calculation flow 2400, the order of steps S1310 to S1320 and step S1330 may be the same or may be reversed.

[0085] The calculation of this adjusted learning period can be performed, for example, as follows. Actual study period: 27 months (from April of the first year of high school to June of the third year of high school) Basic study time for each learning content: Math 1A: 60 hours, Math IIB: 80 hours, Math IIIC: 40 hours in the case of, Adjustment ratio for each learning content: Math 1A: 60 / 180, Math IIB: 80 / 180, Math IIIC: 40 / 180 Adjusted study period for each study content: Math 1A: 27 months x 60 / 180 = 9 months Math IIB: 27 months x 80 / 180 = 12 months Math IIIC: 27 months x 40 / 180 = 6 months

[0086] The general curriculum 1110 in Figure 11 and an example screen display (which is a basic curriculum and an example of a backward calculation curriculum 1120) showing the learning content when adjusted over a short period of time show the screen output when the general curriculum for mathematics, which ends at the end of November in the third year of high school, is adjusted to end at the end of June in the third year of high school. The study period adjustment module 214 calculates an adjusted study period so that the total basic study time for Mathematics IA, Mathematics IIB, and Mathematics IIIC will end at the end of June, and the output module 216 displays the calculated total basic study time with a dotted line and the end date of the adjusted study period with a solid line behind Mathematics IIIC. The study period adjustment module 214 also displays a left-facing arrow to indicate that the study period has been adjusted. The length of the left-facing arrow output by the study period adjustment module 214 corresponds to the period adjusted from the general curriculum 1110 to the basic curriculum (backward calculation curriculum 1120).

[0087] <Calculation of Adjustment Study Period 2> If the learning unit information 700 or the like stores information on the estimated period required to learn each learning content as the basic learning time (hereinafter, sometimes referred to as the "basic required learning period"), the adjusted learning period can also be calculated using the following procedure. This basic required learning period can be set in advance based on, for example, the learning guidelines and the student's past learning history information.

[0088] FIG. 24 shows an example of an adjusted learning period calculation flow 2400. The learning period adjustment module 214 acquires information on the learning start time and the planned learning end time, and information on the basic required learning period for each of the multiple learning contents, from the curriculum information 1100 in the auxiliary storage device 202 (step S2410).

[0089] Then, the learning period adjustment module 214 calculates the total basic required learning period required to learn all of the multiple learning contents by adding up each basic required learning period based on information regarding the basic required learning period for each of the multiple learning contents (step S2420). Furthermore, the learning period adjustment module 214 calculates the actual learning period from the start time of learning to the scheduled end time of learning (step S2430). The order of steps S2420 and S2430 may be reversed.

[0090] For example, the study period adjustment module 214 first calculates an adjusted study period for creating a basic curriculum with a difficulty level classification of "National Science and Engineering Difficulty Level 5." The study period adjustment module 214 compresses the basic required study period for each of multiple study contents (e.g., Mathematics IA, Mathematics IIB, Mathematics IIIC) with a compression degree corresponding to the ratio of the actual study period to the total basic required study period, and calculates each compressed study period (step S2440). This allows for obtaining the adjusted study period for each of the multiple study contents after compression, i.e., the shortened actual study period.

[0091] The calculation of this adjusted learning period can be performed, for example, as follows. Total basic study period: 32 months (from April of the first year of high school to November of the third year of high school) Actual study period: 27 months (from April of the first year of high school to June of the third year of high school) in the case of, Compression level: 27 / 32 Adjusted learning period for each learning content = Basic required learning period for each learning content x (27 / 32)

[0092] That is, in this calculation method, in order to maintain the ratio of the required learning periods (an example of basic learning times) required to learn each learning content, a compression ratio is calculated instead of an adjustment ratio, and the adjusted learning period is calculated. The calculation method for the adjusted learning period can be adjusted according to the information stored in the learning unit information 700.

[0093] The general curriculum 1110 in Figure 11 and an example screen display (which is a basic curriculum and an example of a backward calculation curriculum 1120) showing the learning content when compressed into a short period of time show the screen output when a general curriculum for mathematics, which ends at the end of November in the third year of high school, is compressed and completed at the end of June in the third year of high school. The study period adjustment module 214 calculates the compressed study period so that the total required study period for Mathematics IA, Mathematics IIB, and Mathematics IIIC will end at the end of June, and the output module 216 displays the calculated total required study period with a dotted line and the end date of the compressed study period with a solid line behind Mathematics IIIC. The study period adjustment module 214 also displays a left-pointing arrow to indicate that the study period has been compressed. The length of the left-pointing arrow output by the study period adjustment module 214 corresponds to the period compressed from the general curriculum 1110 to the basic curriculum (backward calculation curriculum 1120).

[0094] <Creating a backward-looking curriculum 2> Next, a case will be described in which an individual curriculum (another example of the backward calculation curriculum 1120) tailored to each student is created based on the above basic curriculum. The acquisition module 212 acquires information relating to the start time of study and the planned end time of study (step S1210). Specifically, the acquisition module 212 acquires, for example, the current date information as information relating to the start time of study, and acquires June of the third year of high school, which is common to the basic curriculum information 1100, as information relating to the planned end time of study. The acquisition module 212 stores the acquired information relating to the start time of study and the planned end time of study in, for example, the curriculum information 1100 of the auxiliary storage device 202.

[0095] The learning subject information acquisition module 213 acquires information on a plurality of learning contents related to the exam to be taken and basic learning times for the plurality of learning contents as needed based on the exam information (step S1220). The learning subject information acquisition module 213 extracts information on a plurality of learning contents (e.g., learning chapters) related to the exam to be taken and basic learning times for the plurality of learning contents based on, for example, the learning unit information 700, the entrance exam information 1000, the curriculum information 1100, etc.

[0096] The learning period adjustment module 214 calculates an adjusted learning period for each of the multiple learning contents (step S1230). The adjusted learning period refers to, for example, a learning period in which the learning periods of each learning content in the basic curriculum outline diagram 1100D are adjusted to be longer or shorter so that the total learning period is equal to the desired actual learning period while maintaining the ratio of the respective learning periods. The calculation method of the adjusted learning period by the learning period adjustment module 214 can be performed in the same way as the creation of the basic curriculum described above. The learning period adjustment module 214 stores information about the calculated adjusted learning period in the curriculum information 1100 of the auxiliary storage device 202, for example.

[0097] When creating an individual curriculum based on the basic curriculum, the adjustment learning period can be calculated, for example, as follows: Total study period: 27 months (from April of the first year of high school to June of the third year of high school) Actual study period: 11 months (from mid-January of the second year of high school to mid-December of the third year of high school) Basic study time for each learning content: Math 1A: 60 hours, Math IIB: 80 hours, Math IIIC: 40 hours in the case of, Adjustment ratio for each learning content: Math 1A: 60 / 180, Math IIB: 80 / 180, Math IIIC: 40 / 180 Adjusted study period for each study content: Math 1A: 11 months x 60 / 180 ≒ 3.6 months Math IIB: 11 months x 80 / 180 ≒ 4.8 months Math IIIC: 11 months x 40 / 180 ≒ 2.4 months

[0098] When calculating the adjusted learning period for each learning content based on the required learning period and the compression ratio, the following can be done. Compression ratio: Actual learning period / Total required learning period = 11 / 27 Adjusted learning period for each learning content = Required learning period for each learning content x (11 / 27)

[0099] The output module 216 outputs information indicating each adjusted learning period (step S1240). For example, the output module 216 outputs the adjusted learning period for each learning content as information indicating either the corresponding area or length. For example, the output module 216 outputs the information indicating each adjusted learning period as a strip-shaped frame whose area and / or length increases and decreases chronologically, with the corresponding area and / or length. The output module 216 also outputs the information indicating each learning period, for example, in an order predetermined in the basic curriculum (for example, the learning order according to the learning guidelines). For example, the output module 216 displays the information indicating each adjusted learning period in an array corresponding to the calendar display representing the learning period in the curriculum adjustment field 1830. The output module 216 stores information regarding the backward-calculation curriculum prepared in this manner, for example, in the curriculum information 1100 of the auxiliary storage device 202. This allows, for example, an instructor to obtain a backward-calculation curriculum, which is a learning curriculum for achieving desired academic ability through learning during the actual learning period. As a result, it is possible to visualize the allocation of learning periods for each learning content over a given period.

[0100] Although not specifically shown, in FIG. 18, the basic curriculum display field 1820 and the curriculum adjustment field 1830 may be configured to display, for example, the entire curriculum (i.e., the total learning period or the entire actual learning period). 11 does not necessarily need to be output in the basic curriculum display field 1820. Furthermore, the output module 216 does not necessarily need to output the basic curriculum based on the adjusted learning period calculated by the learning period adjustment module 214. For example, a basic curriculum diagram (back-calculation curriculum 1120 in FIG. 11) corresponding to the basic curriculum information for each difficulty level category may be stored in the curriculum information 1100 as a template (e.g., image information), and the learning period adjustment module 214 and the output module 216 may create an individual curriculum using this basic curriculum diagram.

[0101] The learning period adjustment module 214 outputs the calculation result (step S1350). The learning period adjustment module 214 stores (outputs) each of the calculated adjusted learning periods in, for example, the curriculum information 1100 of the auxiliary storage device 202.

[0102] <Adjustment of learning content 1> The backward calculation curriculum obtained in this way may be, for example, a learning curriculum that adjusts the learning content to be learned over three years of high school so that it can be learned in a shorter (or longer) period. Therefore, depending on the length of the actual learning period, the curriculum may be burdensome for students or may be unrealistic. In this technology, the learning content adjustment module 215 is configured to adjust at least one of the learning content or the learning time. The learning content adjustment module 215 then assists, for example, in appropriately adjusting multiple learning contents included in the basic curriculum to learning contents that should be learned in the actual learning period.

[0103] FIG. 19 is an example of a learning content adjustment screen 1900. For example, when the initial setting button 1840 on the backward-calculation curriculum display screen 1800 is selected, the learning content adjustment module 215 displays a learning content adjustment screen 1900 on the output device 305 of the educational facility terminal 102. The learning content adjustment module 215 displays, for example, an excluded chapter column 1910, an included chapter column 1920, and a save button 1930 on the learning content adjustment screen 1900, for example, for each course. The learning content adjustment module 215 displays, for example, information about learning content included in the currently created backward-calculation curriculum in the included chapter column 1920. The learning content adjustment module 215 displays, for example, information about learning content excluded from the currently created backward-calculation curriculum in the excluded chapter column 1910. For example, when a new backward-calculation curriculum is created, information about the learning content is not displayed in the excluded chapter column 1910, and information about all learning content included in the basic curriculum (i.e., multiple learning content to be studied acquired by the learning subject information acquisition module 213) is displayed in the included chapter column 1920.

[0104] The learning content adjustment module 215 receives instructions regarding learning content to be excluded from the curriculum from among the multiple learning contents. Furthermore, the learning content adjustment module 215 receives instructions regarding learning content to be included in the curriculum from the excluded learning content. Specifically, the learning content adjustment module 215 displays each learning content so that it can be dragged and dropped from one of the chapter exclusion column 1910 and the chapter inclusion column 1920 to the other. When the instructor drags and drops a display representing a learning content on the educational facility terminal 102 from one of the chapter exclusion column 1910 and the chapter inclusion column 1920 to the other, the learning content adjustment module 215 removes or includes the learning content (learning chapter) from or in the reverse-calculation curriculum in accordance with this operation. Figure 19 shows, for example, that based on instructions from the educational facility terminal 102, the learning content adjustment module 215 has removed two learning chapters, "Mathematics I: Quadratic Functions" and "Mathematics A: Properties of Geometry," from all learning content included in the basic curriculum, and moved them from the chapter to be included column 1920 to the chapter to be excluded column 1910.

[0105] Then, when the save button 1930 is selected, for example, the learning content adjustment module 215 closes the learning content adjustment screen 1900 and calculates an adjusted learning period based on the learning content displayed in the chapter to be added field 1920. That is, the learning content adjustment module 215 calculates an adjustment ratio for each learning content based on information regarding the basic learning time for each of the one or more learning contents displayed in the chapter to be added field 1920. That is, the adjustment ratio is calculated as the ratio of the basic learning time for each learning content to the sum of the basic learning times for each learning content. Then, the learning content adjustment module 215 recalculates the adjusted learning period for each of the one or more learning contents displayed in the chapter to be added field 1920 by multiplying the actual learning period by the adjustment ratio. The learning content adjustment module 215 stores (outputs) the calculated adjusted learning period for each learning content in the curriculum information 1100 of the auxiliary storage device 202, for example.

[0106] The output module 216 outputs, for example, information indicating the adjusted study period for each of one or more study contents displayed in the chapter to be included column 1920 in the curriculum adjustment column 1830 of the backward-calculation curriculum display screen 1800, in association with the calendar display, in the form of the corresponding area and / or length. The output module 216 stores information related to the backward-calculation curriculum, for example, in the curriculum information 1100 of the auxiliary storage device 202. This allows the management server 101 to output, for example, the backward-calculation curriculum after adjusting the study contents.

[0107] (Variation) In the above embodiment, the learning content adjustment module 215 is configured to remove, from the reverse-calculation curriculum, a learning content that is dragged and dropped from the chapter to be included column 1920 to the chapter to be excluded column 1910 on the learning content adjustment screen 1900. However, the configuration for removing learning content from the reverse-calculation curriculum is not limited to this example.

[0108] For example, FIG. 20 is another example of a curriculum adjustment section 2000. As shown in FIG. 20 , when information indicating the adjusted learning period for each learning content displayed in the curriculum adjustment field 2000 is selected, the learning content adjustment module 215 may be configured to display a pull-down menu of operations for this displayed information. The learning content adjustment module 215 may display, for example, "Exclude" as this operation menu. When this "Exclude" operation is selected, the learning content adjustment module 215 executes a process of excluding the learning content corresponding to the displayed information from the reverse-calculation curriculum. The learning content adjustment module 215 may then be configured to recalculate the adjusted learning period for each of the remaining one or more learning contents included in the reverse-calculation curriculum as described above. Furthermore, the output module 216 may be configured to re-output information indicating the adjusted learning period for each of the remaining one or more learning contents included in the reverse-calculation curriculum based on the recalculated adjusted learning period.

[0109] <Adjustment of learning content 2> The learning content adjustment module 215 may be configured to recommend learning content that should be removed from the backward-calculation curriculum on the learning content adjustment screen 1900, for example. The learning history information 900 in the auxiliary storage device 202 stores, for example, information about the learning content that the student has studied and the retention rate (degree of learning) of the learning content.

[0110] The learning content adjustment module 215, for example, evaluates whether the retention rate for each of multiple learning contents is higher than a predetermined threshold. If the retention rate is higher than the predetermined threshold, it determines that the learning content is mastered learning content and extracts information about this mastered learning content. If the mastered learning content is included in the learning content included in the currently created backward-calculation curriculum, the learning content adjustment module 215 displays information indicating the mastered learning content included in the backward-calculation curriculum (i.e., information indicating the mastered learning content displayed in the chapter entry field 1920 on the learning content adjustment screen 1900) in a manner that distinguishes it from other learning contents.

[0111] The display method for distinguishing the acquired learning content is not particularly limited. For example, the learning content adjustment module 215 may display information indicating the acquired learning content as one of the following, or a combination of two or more: (1) Information showing what has been learned is displayed with a border such as a thick line, dotted line, double line, or blinking line. (2) The colors of the background and outline of information indicating the acquired learning content are displayed differently from those of information indicating other learning content (for example, emphasized or suppressed). (3) Information indicating the learning content is moved to a different position from information indicating other learning content (for example, displayed together at the bottom). This allows the instructor to see at a glance which learning contents may be excluded from the reverse-calculation curriculum. In addition, in the case of (3) above, it is convenient because multiple learning contents that may be excluded from the reverse-calculation curriculum can be moved together to the excluded chapters column 1910.

[0112] Furthermore, when the learning content displayed in the chapter to include column 1920 is moved to the chapter to exclude column 1910, similar to the above <Adjusting learning content 1>, the learning content adjustment module 215 recalculates the adjusted learning period for each learning content based on one or more learning contents displayed in the chapter to include column 1920, and the output module 216 outputs information indicating the adjusted learning period for each of the one or more learning contents displayed in the chapter to include column 1920 to the curriculum adjustment column 1830, and displays the reverse-calculated curriculum after the learning content has been adjusted.

[0113] <Study support display> Fig. 22 is an example of a short-term learning plan confirmation screen 2200. Fig. 23 is another example of a short-term learning plan confirmation screen 2300. Below the short-term learning plan confirmation screen 2200, a short-term learning plan confirmation screen 2300 is displayed continuously. The management module 211 outputs short-term learning plan confirmation screens 2200, 2300 to the output device 305 of the educational facility terminal 102. Based on the output of the learning period adjustment module 214 and the learning content adjustment module 215, the management module 211 displays a detailed learning plan for each learning content in the backward-calculation curriculum, for example, for each subject, on the short-term learning plan confirmation screens 2200, 2300. The management module 211 displays a curriculum column 2210 and unit comprehension map columns 2220, 2310 on the short-term learning plan confirmation screens 2200, 2300. The management module 211 controls the overall output processing and performs the display, but a system in which the learning period adjustment module 214 and the learning content adjustment module 215 directly perform the display may also be used.

[0114] The management module 211 displays, for example, an enlarged portion of the backward-calculation curriculum (e.g., two months before and after the current date) in the curriculum field 2210 of the short-term study plan confirmation screen 2200. The management module 211 displays, in information indicating the currently studied study content (box 2280 representing the study chapter), the end date of the study period for that study content, for example, as the planned study end date (here, "until Saturday, February 3rd"). The start date of the study period may also be displayed, for example, as the study start date. Although not specifically shown, the management module 211 is configured to display any study information, such as the pass rate or the completion rate of the study unit, in the box 2280 representing the currently studied study chapter. Note that this study information may be displayed as text (e.g., "pass rate 80%) in the box 2280, or, for example, the box 2280 may be displayed in a color (green with a relative density of 80%) according to the study information. In addition, the management module 211 may display different information for boxes representing learning chapters that have not yet reached the start date (for example, by displaying the background in a light gray (different color) and the text in a slightly darker gray).

[0115] The management module 211 displays information indicating multiple learning units (boxes 2320 representing learning units) included in the currently planned learning chapter "Numbers and Formulas" in the unit comprehension map fields 2220, 2310 of the short-term learning plan confirmation screens 2200, 2300. For information indicating multiple learning units (boxes representing learning units) included in the learning chapter "Quadratic Functions" that is not currently planned on the short-term learning plan confirmation screen 2300, the management module 211 indicates that the learning units are not currently planned by, for example, displaying the unit comprehension map field 2330 in gray. The management module 211 displays the boxes 2320 representing multiple learning units included in the learning chapter by stacking them vertically for each group of learning content. For example, for a learning unit that has been completed (e.g., mastered), the management module 211 displays the box 2320 representing the learning unit in color. In addition, the management module 211 displays, in the unit comprehension level map field 2220, for example, a planned study completion date field 2230, a total correct answer rate field 2240, a correct answer rate for the last 10 questions field 2250, a difficulty level field 2260, and a target study pace field 2270.

[0116] The management module 211 displays the planned completion date of the currently studied learning chapter in the planned completion date field 2230, for example, based on the curriculum information 1100. Furthermore, for example, when the management module 211 receives a selection of "display" from the options of "display" and "do not display" for the total correct answer rate in the total correct answer rate field 2240, the management module 211 displays the total correct answer rate of the learning unit in the box 2320 representing the learning unit in the unit comprehension level map field 2310, for example, based on the learning history information 900. For example, when the management module 211 receives a selection of "display" from the options of "display" and "do not display" for the correct answer rate of the last 10 questions in the correct answer rate field 2250, the management module 211 displays the correct answer rate of the last 10 questions of the learning unit in the box 2320 representing the learning unit, for example, based on the learning history information 900. Furthermore, the management module 211 is configured to, for example, accept the selection of boxes 2320 representing learning units to be displayed in the unit comprehension map field 2310, distinguishing them by difficulty level, in the difficulty level field 2260. For example, when the management module 211 accepts the selection of one of the options such as "Basic level (+)," "Advanced level (++)," "Difficult level (+++)," and "All" as the difficulty level category of boxes 2320 representing learning units to be displayed in the difficulty level field 2260, for example, the management module 211 displays only boxes 2320 representing learning units of the difficulty level category in the unit comprehension map field 2310. This allows the instructor to easily and appropriately create short-term learning plans suited to individual students.

[0117] Furthermore, the management module 211 displays in the target learning pace field 2270 a target learning pace for completing the currently studied learning chapter by the scheduled learning end date, for example, as the number of completed learning units per week, based on, for example, the learning unit information 700, learning content information 800, curriculum information 1100, etc. In this embodiment, the management module 211 displays multiple target learning paces according to the learning difficulty level. For example, the management module 211 displays multiple (e.g., three) target learning paces: a learning pace for studying only learning content of a relatively low difficulty level (e.g., basic level (+)); a learning pace for studying learning content of a medium difficulty level (e.g., advanced level (++)); and a learning pace for studying learning content of a relatively high difficulty level (e.g., challenging level (+++)). The target learning paces can be obtained, for example, based on the basic learning time for each level of learning content used to study each learning unit.

[0118] <Alert 1> The amount of time a student can study is variable. The learning content adjustment module 215 may be configured, for example, to be able to evaluate whether a backward-calculation curriculum is an unreasonable learning plan when the amount of time a student can study is known. For example, the learning unit information 700 in the auxiliary storage device 202 stores a basic study time, which is the study time appropriate for each of a plurality of learning contents. The acquisition module 212 is also configured to acquire information regarding the amount of time a student can study for a predetermined period. For example, the most recent week is set as the predetermined period, and the acquisition module 212 acquires information regarding the amount of time a student can study for the most recent week from the educational facility terminal 102 (which may be the student terminal 103).

[0119] FIG. 14 shows an example of a learning content adjustment flow 1400. In such a case, the learning content adjustment module 215 calculates the required learning time for each of the plurality of learning contents based on the respective basic learning time and / or adjusted learning period (step S1410).

[0120] The one or more learning contents to be studied in a predetermined period can be obtained, for example, based on an individual curriculum. The learning time expected to be required to study the one or more learning contents to be studied in the predetermined period can be calculated, for example, by adding up the basic learning time for each of the one or more learning contents.

[0121] Next, the learning content adjustment module 215 evaluates, for example, whether the calculated required learning time exceeds the available learning time. If the calculated required learning time exceeds the available learning time, the learning content adjustment module 215 outputs information indicating that the required learning time, which is the learning time to be studied in a predetermined period, exceeds the available learning time for the predetermined period (step S1420). For example, the learning content adjustment module 215 displays the following on the backward calculation curriculum display screen 1800 of the educational facility terminal 102: "The amount of study time available to Mr. / Ms. XX this week is not enough for the amount of study time he / she should be doing this week." Such a message may be output to the output device 405 such as a display of the student terminal 103. This makes it possible to inform the instructor (or student) that the student has insufficient study time for the specified study period.

[0122] In addition, if the basic required learning period is used to calculate the adjusted learning period, the required learning time for each learning content can be calculated using the compression ratio in the required learning time calculation step (step S1410) of the learning content adjustment flow 1400. In this case, the learning content adjustment module 215 calculates the required learning time after compression for each of the extracted learning contents, which is the learning time that should be studied within a specified period, calculated based on the standard estimated learning time, multiplied by the reciprocal of the compression degree.

[0123] The study time to be studied in a predetermined period can be calculated based on, for example, the standard estimated time for mastering each of the multiple study contents, for example, by multiplying the standard estimated time for mastering by the ratio of the predetermined period to the required study period. The standard estimated time for mastering is, for example, an estimate of the study time required to master each of the multiple study contents (for example, to pass a completion test), and can be calculated by accumulating the study time for each study content based on the study history in the study unit information 700, or can be obtained by referencing values ​​stored in the study unit information 700.

[0124] In this case, the required learning time can be calculated, for example, as follows. Required study period: 5 weeks Standard learning time: 30 hours Short-term planning cycle (predetermined period): 1 week - Study time available for a given period: 10 hours (indicating that you plan to study only 10 hours per week) Reciprocal of compression: 27 / 11 in the case of, Required study time = 30 hours x (1 week / 5 weeks) (originally it was assumed that you would study 6 hours per week) - Compressed study time = 30 hours x (1 week / 5 weeks) x (27 / 11) = approx. 15 hours

[0125] In the example of Figure 23, each unit is stacked vertically, but the height of the stack can also be displayed as the length corresponding to the study time of each unit. For example, if one unit requires one hour of study time, then "Numbers and Expressions (Expanding and Factoring Expressions)" on the far left of Figure 23 has 11 units and will take 11 hours of study time. If the required study time exceeds the available study time, the study content adjustment module 215 displays a message indicating this. For example, in this case, the study content adjustment module 215 highlights only those items with an "important" flag in a different color, and encourages the student to study only the important units so as not to exceed the available study time.

[0126] Alternatively, the learning content adjustment module 215 can highlight high-priority subjects based on the priority assigned to each unit, within the available study time. For example, if "Numbers and Expressions (Expansion and Factorization of Expressions)" has 11 units and the available study time is 7 hours, only the 7 units with the highest priority can be highlighted, and the rest can be displayed without highlighting, allowing for a distinction between the units.

[0127] In the example of Figure 23, each unit is displayed at the same height (height of one frame), but it may also be displayed at a length corresponding to the required study time for each unit. For example, if the height per hour of study time is displayed as 20 pixels, a height of 10 pixels corresponding to 30 minutes of study time is displayed. In this way, by displaying the study time in correspondence with the stack height of each unit in Figure 23, the study content adjustment module 215 can display the required study time for each unit and the required study time stacked up in an easy-to-understand manner.

[0128] <Alert 2> The learning content adjustment module 215 may be configured to output information indicating that the calculated required learning time exceeds the available learning time for the predetermined period, and that the learning time needs to be shortened by the excess time. For example, the learning content adjustment module 215 calculates the excess time (e.g., 7 hours) from the difference between the required learning time and the available learning time for the predetermined period. Then, the learning content adjustment module 215 displays, for example, the following on the backward calculation curriculum display screen 1800 of the educational facility terminal 102: "This week, let's study efficiently and in a short amount of time so that we can make up for the seven hours of study we are missing." Such a message may be output to the output device 405 such as a display of the student terminal 103. This allows the instructor (or student) to be specifically informed of the extent to which the student's study time is insufficient for a given period of time.

[0129] The information indicating that the required study time exceeds the available study time and the information indicating that the required study time needs to be shortened to make up for the exceeded time are not limited to the text information exemplified in the above alerts 1 and 2. For example, the information indicating that the required study time exceeds the available study time may be other attention-grabbing displays such as an alert mark or a combination of an alert mark and a number.

[0130] Furthermore, if the required study time for each unit is approximately the same, the available study time and the required study time can be considered as the number of available study units and the number of compressed study units, respectively. Therefore, the study content adjustment module 215 may be configured to output information (an alert) indicating that the number of compressed study units exceeds the number of available study units when the number of compressed study units exceeds the number of available study units.

[0131] <Adjustment of learning content 3> Furthermore, the learning content adjustment module 215 may be configured to adjust the learning content to be studied in a predetermined period of time when the calculated required learning time exceeds the available learning time in the predetermined period of time. FIG. 15 shows another example of a learning content adjustment flow 1500. If the calculated required learning time exceeds the available learning time for a predetermined period, the learning content adjustment module 215 extracts learning content that can be learned within the available learning time for a predetermined period based on the learning speed of the target student (learner) up to now (step S1510).

[0132] The learning content adjustment module 215 can obtain, for example, information on the learning start date and time and the learning end date and time from the learning history information 900, information on the time it took the target student to answer questions, and the like, and can calculate the student's learning speed to date based on this information. The learning speed may be, for example, a relative speed based on the average learning speed of other students. Based on this relative speed and the standard estimated time for mastering the learning content to be learned in a specified period, the learning content adjustment module 215 can determine the approximate learning time for the learning content to be learned in a specified period. For example, the learning content adjustment module 215 extracts one or more learning contents from the learning content to be learned in a specified period so that the total learning time does not exceed the available learning time for the specified period. This allows the learning content adjustment module 215 to extract one or more learning contents that can be learned within the available learning time for the specified period.

[0133] Next, the learning content adjustment module 215 outputs the extracted learning content, distinguishing it from other learning contents (step S1520). The method for distinguishing and outputting it can be the same as in <Adjustment of Learning Content 2> above, for example. This allows the instructor to easily grasp one or more learning contents that can be learned within the available learning time of a given period, even if the available learning time of a given period is shorter than the required learning time, thereby enabling the student to learn an appropriate amount of learning contents.

[0134] <Adjustment of learning content 4> The learning content adjustment module 215 may be configured to adjust the learning content to be studied in a predetermined period according to priority when the calculated required learning time exceeds the available learning time for the predetermined period. The learning unit information 700 in the auxiliary storage device 202 stores the priority for each of the multiple learning contents.

[0135] FIG. 16 shows another example of a learning content adjustment flow 1600. When the calculated required learning time exceeds the available learning time for a predetermined period, the learning content adjustment module 215 extracts one or more learning contents selected in descending order of priority, the total required learning time of which is shorter than the available learning time for a predetermined period (step S1610).

[0136] The learning content adjustment module 215 can extract one or more learning contents according to the priority set as shown below, for example. If the desired school sets priorities based on past exam question trends, a back-calculation curriculum that is useful for preparing for the specific desired school can be created by prioritizing the learning units with the highest priority set for each desired school. If the difficulty of passing the entrance exam of the desired school is lower than the specified standard, priority will be given to basic learning content with low difficulty; if the difficulty of passing the entrance exam of the desired school is higher than the specified standard, priority will be given to more difficult learning content. In this case, a backward-looking curriculum that is more suited to the student's academic ability will be created.

[0137] Next, the learning content adjustment module 215 outputs the extracted learning content, distinguishing it from other learning contents (step S1620). The method for distinguishing and outputting it can be the same as in the above <Adjustment of Learning Content 2>, for example. This allows the content to be studied to be adjusted based on more detailed and diverse perspectives, rather than just based on the difficulty of passing university entrance exams.

[0138] <Creating a backward-looking curriculum 3> As shown in the curriculum adjustment column 1830 of the backward calculation curriculum display screen 1800, the management server 101 can, for example, associate a backward calculation curriculum related to a first learning subject and a backward calculation curriculum related to a second learning subject on a common calendar and display them side by side.

[0139] FIG. 17 shows another example of a flow 1700 for creating a reverse-calculation curriculum. In the learning support method of the present technology, information regarding the planned start and end times of learning, information related to a first exam or learning subject to be taken as needed, and information related to a second exam or learning subject to be taken are obtained (step S1710), information regarding multiple learning contents related to the first exam or learning subject and the basic learning times for the multiple learning contents, and information regarding multiple learning contents related to a second exam or learning subject and the basic learning times for the multiple learning contents are obtained from a memory unit (step S1720), an adjusted learning period is calculated for each of the obtained first exam or learning subject and second exam or learning subject (step S1730), and information indicating each adjusted learning period is output side by side (step S1740).

[0140] Since the backward-calculation curriculum creation flow 1700 has much in common with the backward-calculation curriculum creation flow 1200, a description of the commonalities with the backward-calculation curriculum creation flow 1200 will be omitted and only differences from the backward-calculation curriculum creation flow 1200 will be described.

[0141] For example, the acquisition module 212 acquires information related to a first exam or subject to be taken and information related to a second exam or subject to be taken, as needed. Here, as shown in the curriculum adjustment field 1830 of the backward-calculation curriculum display screen 1800, for example, when creating a backward-calculation curriculum for different subjects (e.g., mathematics and English) for the entrance exam of the same university, the acquisition module 212 only needs to acquire information related to the difficulty level of the entrance exam of one of the schools of choice to be taken. For example, when creating a backward-calculation curriculum for a subject (e.g., mathematics) for a different entrance exam of a different university, the acquisition module 212 acquires information related to the difficulty level of the entrance exam for both the first and second schools of choice to be taken. Then, in steps S1720 to S1730, the learning target information acquisition module 213 and the study period adjustment module 214 calculate adjusted study periods for the subjects related to the desired schools of choice, in the same manner as in the backward-calculation curriculum creation flow 1200.

[0142] Then, the output module 216 outputs, for example, a backward-calculation curriculum related to a first exam or study subject and a backward-calculation curriculum related to a second exam or study subject side by side, in association with a common calendar. This allows students to easily compare, for example, a study curriculum for passing a first-choice university with a study curriculum for passing a second-choice university. Or, for example, a study curriculum for a first subject with a study curriculum for a second subject. As a result, it becomes easier to evaluate which study curriculum should be prioritized when actually proceeding with studies.

[0143] <Adjustment of learning content 5> In the above-described learning content adjustment flow 1600, when the calculated required learning time exceeds the available learning time for a predetermined period, the learning content adjustment module 215 extracts one or more learning contents selected in descending order of priority, the total required learning time of which is shorter than the available learning time for a predetermined period. However, the adjustment of learning contents by the learning content adjustment module 215 may be performed from other perspectives.

[0144] For example, if the calculated required study time exceeds the available study time for a given period, the study content adjustment module 215 outputs study content by allocating a larger amount of study time for a first exam or study subject with a higher priority than a second exam or study subject to the available study time for the given period than for the second exam or study subject. In other words, the study content adjustment module 215 does not remove low-priority study content from the study curriculum, but allocates relatively less study time to the low-priority study content. This configuration prevents study content from being completely neglected. The rate at which the study time for a high-priority first exam or study subject is increased may be determined, for example, based on the difference in priority, or may be configured to allow selection of one or more predetermined increase rates.

[0145] The priority may be set between learning units in the same learning subject, or between different learning subjects. If mathematics has a higher priority than English among different study subjects (for example, expressed as "Math > English"), a mathematics-first backward-looking curriculum is created in which relatively more time is allocated to studying mathematics. If mathematics has a higher priority than English, and the difference in importance between units set within the same subject takes priority (for example, important mathematics units > important English units > general mathematics units > general English units), a backward-looking curriculum will be created that prioritizes the important units.

[0146] <Adjustment of learning content 6> FIG. 20 is another example of a curriculum adjustment field 2000, and FIG. 21 is yet another example of a curriculum adjustment field 2100. As shown in FIG. 20 , when information indicating a compressed learning period for each learning content displayed in the curriculum adjustment field 2100 is selected, the learning content adjustment module 215 is configured to display a pull-down menu, allowing the user to select a process to "exclude" the learning content from the reverse-calculation curriculum, for example. Furthermore, the learning content adjustment module 215 may be configured to accept changes to the learning order of multiple learning contents. For example, when information indicating a compressed learning period for one of the learning contents displayed in the curriculum adjustment field 2000 is selected, the learning content adjustment module 215 is configured to display a pull-down menu as shown in FIG. 20 , allowing the user to select a process to "study now" for the learning content (e.g., Mathematics B). When the "study now" process is selected, the learning content adjustment module 215 moves the position of the information indicating the compressed learning period for the learning content (e.g., Mathematics B) so that the start time of the compressed learning period corresponds to the current date, as shown in FIG. 21 . Furthermore, because the daily study time for both the currently studied learning content and the moved learning content (e.g., Mathematics B) is reduced, the study period is extended accordingly. This allows the creation of a backward-calculation curriculum that can accommodate, for example, students studying Mathematics I and Mathematics B in parallel in high school.

[0147] The learning content adjustment module 215 may be configured to move a certain learning content between two adjacent learning contents by dragging and dropping a strip representing the certain learning content between the other two adjacent learning contents. In this case, the learning content whose original learning period was the period to which the certain learning content was moved has its learning start and end times changed by an amount corresponding to the length of the learning period of the certain learning content.

[0148] <Adjustment of the actual study period> The learning content adjustment module 215 may be configured to, for example, provide a suspension period during which learning according to a backward-calculation curriculum is not implemented between the start and scheduled end of learning. That is, the acquisition module 212 is configured to, for example, acquire information regarding a suspension period during which learning according to a backward-calculation curriculum is not implemented between the start and scheduled end of learning. For example, based on input from the educational facility terminal 102, the acquisition module 212 can acquire the summer school period from July to August as a period during which learning according to a backward-calculation curriculum is not implemented.

[0149] When the acquisition module 212 acquires information regarding the suspension period, the learning content adjustment module 215 sets the actual learning period as the period from the start of learning to the scheduled end of learning, excluding the suspension period, and stores this in the curriculum information 1100. The learning content adjustment module 215 then calculates an adjustment ratio based on the actual learning period excluding the suspension period, and calculates each adjusted learning period. Furthermore, the output module 216 outputs information indicating the adjusted learning period for each of one or more learning contents included in the backward-calculation curriculum, based on the calculated adjusted learning period, in association with the actual learning period excluding the suspension period. This makes it possible to create a backward-calculation curriculum with a specific suspension period.

[0150] <Modification> In the above embodiment, the output module 216 outputs the adjusted learning period of each of the plurality of learning contents in the backward-calculation curriculum as a band-like frame whose area and / or length increases and decreases along the timeline, with the corresponding area and / or length. However, the display format of the backward-calculation curriculum is not limited to this example. (1) The output module 216 may, for example, display information indicating the adjusted learning period for each of a plurality of learning contents by outputting marks indicating unit learning periods in the number corresponding to the adjusted learning periods.

[0151] (2) The output module 216 may, for example, take an axis representing the adjustment learning period in a direction different from the time series (for example, perpendicular to the time series), output information indicating each of the multiple learning contents along the time series, and output each adjustment learning period as information (for example, a strip-shaped frame, a bar, a mark, etc.) whose area, length, or number increases or decreases along the axis representing the adjustment learning period, so that it becomes the corresponding area, length, or number.

[0152] (3) In the above embodiment, an example has been described in which the management server 101 creates a basic curriculum (an example of the back-calculation curriculum 1120) for each difficulty level category of a desired school based on, for example, the general curriculum 1110. However, information about the basic curriculum for each difficulty level category of a desired school may be stored in advance as table information, image information, or the like. The management server 101 may then be configured to create an individual curriculum for each student based on the information about the stored basic curriculum.

[0153] In the above embodiment, the acquisition module 212 acquires exam information related to the exam to be taken. However, this exam information is not necessarily required. For example, if the exam information is not acquired, a back-calculation curriculum can be created based on multiple learning contents corresponding to exam information with a standard level of difficulty for passing.

[0154] In the above embodiment, the acquisition module 212 acquires exam information related to the exam to be taken. However, this exam information is not necessarily required. For example, if the exam information is not acquired, a back-calculation curriculum can be created based on multiple learning contents corresponding to exam information with a standard level of difficulty for passing.

[0155] In the above embodiment, the output module 216 displays only the backward-calculation curriculum of the target student in the curriculum adjustment field 1830 of the backward-calculation curriculum display screen 1800. However, the output module 216 may be configured to display the backward-calculation curricula of other people other than the target student in the curriculum adjustment field 1830. In this case, other people include, for example, people who are applying to the same school of choice or people who have been accepted into the same school of choice in the past. This makes it possible to compare the learning progress of the target student with other people who are applying to the same school of choice.

[0156] The present invention is not limited to the above-described embodiments and includes various modifications. For example, the above-described embodiments have been described in detail to clearly explain the present invention, and the present invention is not necessarily limited to those including all of the described configurations. Furthermore, it is possible to replace part of the configuration of one embodiment with the configuration of another embodiment, or to add the configuration of another embodiment to the configuration of one embodiment. Furthermore, it is possible to add, delete, or replace part of the configuration of each embodiment with other configurations.

[0157] Furthermore, the above-described configurations, functions, processing units, processing means, etc. may be partially or entirely implemented in hardware, for example, by designing them as integrated circuits. The above-described configurations, functions, etc. may also be implemented in software, with a processor interpreting and executing a program that implements each function. Information such as the programs, tables, and files that implement each function can be stored in a memory, a recording device such as a hard disk or SSD (Solid State Drive), or a recording medium such as an IC card, SD card, or DVD.

[0158] In addition, the control lines and information lines shown are those that are considered necessary for the explanation, and do not necessarily show all the control lines and information lines in the product. In reality, it can be assumed that almost all components are interconnected. The above-described embodiments disclose at least the configurations described in the claims. [Explanation of symbols]

[0159] 100...Learning support system, 101...Management server, 102...Educational facility terminal, 103...Student terminal, 211...Management module, 212...Acquisition module, 213...Learning subject information acquisition module, 214...Learning period adjustment module, 215...Learning content adjustment module, 216...Output module, 217...Learning execution module, 311...Educational facility terminal management module, 312...Setting module, 411...Learning management module, 412...Student learning execution module

Claims

1. an acquisition unit that acquires information regarding the start time and the scheduled end time of learning; a learning subject information acquisition unit that acquires information about a plurality of learning contents to be learned and a basic learning time for each of the plurality of learning contents; a learning period adjustment unit that calculates an adjusted learning period for each of the acquired multiple learning contents, the adjusted learning period being adjusted so as to maintain the ratio of the basic learning times, the adjusted learning period being calculated by multiplying an actual learning period from the start of the learning to the scheduled end of the learning by an adjustment ratio corresponding to the ratio of each basic learning time to the total basic learning time of the multiple learning contents; an output unit that outputs information indicating each of the adjusted learning periods; A learning support device comprising:

2. The learning assistance device according to claim 1 , wherein the output unit outputs each of the adjusted learning periods as information indicating either a corresponding area or a corresponding length.

3. the learning subject information acquisition unit acquires, as information regarding the basic learning time for each of the plurality of learning contents, information indicating that the basic learning time for each of the plurality of learning contents is the same; the learning period adjustment unit calculates, as the adjusted learning period, a period corresponding to a value obtained by dividing the actual learning period by the number of the plurality of learning contents; The learning support device according to claim 1 .

4. the learning subject information acquisition unit acquires the basic learning time for each of the learning contents by multiplying the number of units included in each of the learning contents by the average learning time for the unit; The learning support device according to claim 1 .

5. the learning subject information acquisition unit acquires the basic learning time for each of the learning contents by summing up the average learning time for each question included in each of the learning contents. The learning support device according to claim 1 .

6. a learning content adjustment unit that adjusts at least one of learning content and learning time; the acquisition unit is configured to acquire information about available study time for a predetermined period, The learning content adjustment unit calculating a required learning time for each of the plurality of learning contents, which is the learning time to be learned during the predetermined period, based on the basic learning time and the adjusted learning period for each of the plurality of learning contents; If the calculated required study time exceeds the available study time, output information indicating that the required study time, which is the study time to be studied in the predetermined period, exceeds the available study time for the predetermined period. The learning support device according to claim 1 .

7. When the calculated required learning time exceeds the available learning time for the predetermined period, the learning content adjustment unit extracts learning content that can be learned within the available learning time for the predetermined period from a storage unit that stores information on a plurality of learning contents prepared in advance and the basic learning times for each of the plurality of learning contents, based on the learning speed up to now of the target learner, and outputs the extracted learning content while distinguishing it from other learning contents. The learning support device according to claim 6.

8. the learning content adjustment unit outputs information indicating that the calculated required learning time exceeds the available learning time for the predetermined period, and indicating that the learning time needs to be shortened by the excess time. The learning support device according to claim 6.

9. a storage unit that stores information about a plurality of learning contents prepared in advance and a basic learning time for each of the plurality of learning contents; the storage unit stores a priority for each of a plurality of learning contents; When the calculated required learning time exceeds the available learning time for the predetermined period, the learning content adjustment unit extracts one or more learning contents selected in descending order of priority, the total basic learning time of which is shorter than the available learning time for the predetermined period, and outputs the extracted learning contents distinguished from other learning contents. The learning support device according to claim 6.

10. the acquiring unit acquires information on a plurality of learning contents related to a first test or learning subject and a basic learning time for the plurality of learning contents, and information on a plurality of learning contents related to a second test or learning subject and a basic learning time for the plurality of learning contents; The study period adjustment unit calculates adjusted study periods for the first test or study subject and the second test or study subject, the output unit outputs information indicating the respective adjusted study periods for the first exam or study subject and the second exam or study subject in a row. The learning support device according to claim 9.

11. a learning content adjustment unit that adjusts at least one of learning content and learning time; the acquisition unit is configured to acquire information about available study time for a predetermined period, The learning content adjustment unit Calculating the required study time for the first test or study subject and the second test or study subject during the predetermined period; When the calculated required study time exceeds the available study time for the predetermined period, for the first test or study subject having a higher priority than the second test or study subject, a larger amount of study is allocated to the available study time for the predetermined period than for the second test or study subject, and the study content is output. The learning support device according to claim 10.

12. A learning support method implemented by a computer, comprising: Obtain information about when you will start and finish your studies, extracting information relating to a plurality of learning contents to be studied and basic learning time for the plurality of learning contents; calculating an adjusted learning period for each of the acquired multiple learning contents, the adjusted learning period being adjusted to maintain the ratio of the basic learning time, by multiplying the actual learning period from the start of the learning to the scheduled end of the learning by an adjustment ratio corresponding to the ratio of each basic learning time to the total basic learning time of the multiple learning contents; outputting information indicating each of the adjusted learning periods; Learning support methods.

13. A program for causing a computer to execute each step of the learning support method according to claim 12.

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