Information processing apparatus and program

Abstract

To support a learner to find a reflection point or an improvement point from a result of setting and executing a learning target.SOLUTION: The information processing apparatus generates a prompt to request generation of an evaluation based on the learning result, the learning objective, and the learning content scheduled to be executed to achieve the learning objective. The information processor inputs the prompt to a generation AI, and outputs an evaluation item showing evaluation by the generation AI.SELECTED DRAWING: Figure 3

Description

[Technical Field]

[0001] The present invention relates to a technique for supporting a learner's learning. [Background technology]

[0002] It has been known that in order to increase students' motivation to learn and improve their learning efficiency, advice and evaluations that are useful for students when reviewing material are created and presented based on test results, learning content, etc. Patent Document 1 discloses an evaluation creation device that automatically creates evaluations for each student based on test results. [Prior art documents] [Patent documents]

[0003] [Patent Document 1] Patent Publication No. 2021-179577 Summary of the Invention [Problem to be solved by the invention]

[0004] Currently, it is considered important to foster student autonomy by having students themselves identify areas for reflection and improvement based on test results and learning content, etc. However, many students are confused and do not know how to identify areas for reflection and improvement based on test results and learning content, etc.

[0005] The present invention has been made to solve the above-mentioned problems, for example, and aims to provide an information processing device that supports learners in identifying areas for reflection and improvement from the results of setting and achieving learning goals. [Means for solving the problem]

[0006] In one aspect of the present invention, an information processing device includes a prompt generation means that generates a prompt requesting the generation of an evaluation based on a learning result, a learning goal, and learning content planned to be performed to achieve the learning goal, and an evaluation item output means that inputs the prompt to a generation AI and outputs evaluation items indicating the evaluation by the generation AI. According to this aspect, the information processing device can generate and display an evaluation that indicates whether the learner was able to study in accordance with the original learning goal from data of various learning records using the generation AI.

[0007] In one aspect of the information processing device, the prompt generation means generates a prompt requesting generation of an evaluation based on the learning result, the learning goal, the planned learning content, and a review of the learning result. According to this aspect, the information processing device can generate a prompt requesting generation of an evaluation that takes the review into consideration.

[0008] In one aspect of the information processing device, the prompt generation means compares the learning goal with the learning content and the learning result, and generates a prompt requesting a determination of whether there is consistency. According to this aspect, the information processing device can use a generation AI to compare the learning goal with the learning content and the learning result, and generate an evaluation that determines whether there is consistency.

[0009] In one aspect of the information processing device, the prompt generation means compares the learning goal with the learning content and the learning result, and if it is determined that there is an inconsistency, generates a prompt requesting a proposal for what kind of learning content needs to be revised. According to this aspect, the information processing device can use a generation AI to generate an evaluation that suggests what kind of learning content needs to be improved if there is an inconsistency.

[0010] In one aspect of the information processing device, the learning results include learning content performed by the learner and test results, and the prompt generation means compares the learning content performed by the learner with the test results and generates a prompt requesting a determination of whether there is consistency. According to this aspect, the information processing device can use a generation AI to generate an evaluation that determines whether there is consistency based on the comparison result between the performed learning content and the test results.

[0011] In one aspect of the information processing device, the prompt generation means compares the learning content performed by the learner with the test results, and if it is determined that there is an inconsistency, generates a prompt requesting a suggestion of what learning content needs to be revised. According to this aspect, the information processing device can use a generation AI to generate an evaluation that suggests what learning content needs to be revised if there is an inconsistency.

[0012] In one aspect of the information processing device, the prompt generation means compares the learning results with the reflection, and generates a prompt that requests a determination of whether there is consistency between the learning results and the reflection, and whether the reflection can be used in the next learning. According to this aspect, the information processing device can use a generation AI to compare the test results with the content of the reflection, and generate an evaluation that determines whether there is consistency between the test results and the reflection, and whether there is anything that can be used in the next learning.

[0013] In one aspect of the information processing device, the prompt generation means compares the learning result with the reflection, and if it is determined that there is an inconsistency, generates a prompt requesting a suggestion of what kind of improvement in the reflection is necessary. According to this aspect, the information processing device can use a generation AI to generate an evaluation that suggests what kind of improvement in the reflection is necessary if there is an inconsistency.

[0014] In another aspect of the present invention, a program executed by an information processing device including a computer generates a prompt requesting the generation of an evaluation based on a learning result, a learning goal, and learning content planned to be performed to achieve the learning goal, inputs the prompt into a generation AI, and outputs evaluation items indicating the evaluation by the generation AI. By installing and executing this program on a computer, the information processing device according to the present invention can be configured. [Effects of the Invention]

[0015] The information processing device according to the present invention can assist a learner in identifying areas for reflection and improvement based on the results of setting and carrying out a learning goal. [Brief explanation of the drawings]

[0016] [Figure 1] The configuration of the learning support system is shown below. [Figure 2] FIG. 2 is a block diagram showing the hardware configuration of a server. [Figure 3] FIG. 2 is a block diagram showing the functional configuration of a server. [Figure 4] 10 is an example of a support screen before input. [Figure 5] 10 is an example of a support screen in which goal items, action items, and learning evaluation items are input. [Figure 6] 10 is an example of a support screen in which a target item and a review item are input. [Figure 7] 10 is an example of a support screen in which a third-party evaluation is displayed in a third-party evaluation item. [Figure 8] This is an example of third-party evaluation. [Figure 9] 10 is an example of a support screen in which a highlight display is performed. [Figure 10] 10 is an example of another support screen in which a highlight display is performed. [Figure 11] 10 is a flowchart of a review process. [Figure 12] 10 is an example of a support screen displaying an arrow. DETAILED DESCRIPTION OF THE INVENTION

[0017] Hereinafter, an embodiment of the present invention will be described with reference to the drawings. <Embodiment> [Overall configuration] FIG. 1 shows the configuration of a learning support system to which the server of the present invention is applied. In this embodiment, the learning support system 100 is a system that supports learners in identifying points for reflection and improvement from the results of setting and carrying out learning goals. Specifically, the learning support system 100 supports learners in creating a "reflection" document in which they identify points for reflection and improvement from the learning content they set and carried out. For ease of explanation, the reflection document will also be simply referred to as a "reflection." Learners are, for example, students at a school or a cram school.

[0018] The learning support system 100 is configured such that a server 10, a teacher terminal 18, and multiple student terminals 20 can communicate with each other via a network 5 such as the Internet. The server 10 is an information processing device that processes, stores, and transmits and receives various information, and is, for example, a server device, a personal computer (PC), or a general-purpose tablet. Specifically, the server 10 receives information input by learners from the student terminals 20, and transmits screen information to the student terminals 20 regarding a support screen for creating a review of the learning content that has been completed after setting learning goals, as will be described in detail later. The server 10 is also connected to a test result database (hereinafter, "database" will be abbreviated as "DB") 31, a learning history DB 32, and a keyword DB 33, which will be described later. The server 10 is an example of an information processing device of the present invention.

[0019] The teacher terminal 18 is used by teachers at schools or cram schools to instruct and manage learners, and is, for example, an information processing device such as a tablet or PC. Specifically, the teacher terminal 18 acquires screen information related to the support screen of each student from the server and displays it.

[0020] The student terminal 20 is used by the student who is the learner, and is, for example, an information processing device such as a tablet or PC. Specifically, the student terminal 20, as will be described in detail later, acquires screen information related to the support screen from the server 10 and displays it, and transmits input information that the learner inputs into each item on the support screen to the server 10.

[0021] [Server hardware configuration] 2 is a block diagram showing the hardware configuration of server 10. Server 10 includes a communication unit 11, a control unit 12, a storage unit 13, a recording medium 14, a display unit 15, and an input unit 16. These components, a test result DB 31, a learning history DB 32, and a keyword DB 33 are interconnected via a bus 19.

[0022] The server 10 may be executed by a single computer, or may be executed by a plurality of computers in a distributed manner, or may be executed by a virtual machine in a distributed manner.

[0023] The communication unit 11 is a communication unit for communicating with the teacher terminal 18 and the student terminal 20 via the network 5. Specifically, the communication unit 11 receives input information from the student terminal 20 by the learner and transmits screen information to the student terminal 20.

[0024] The control unit 12 includes a central processing unit (CPU), a micro-processing unit (MPU), a graphics processing unit (GPU), and other arithmetic processing devices, and performs various information processing, control processing, and the like related to the server 10 by reading and executing programs stored in the storage unit 13. The programs can be deployed so that they are executed on a single computer, located at one site, or distributed across multiple sites and on multiple computers interconnected by a communications network. Although the control unit 12 is described in FIG. 2 as being a single processor, it may also be a multi-processor.

[0025] The storage unit 13 includes memory elements such as RAM (Random Access Memory) and ROM (Read Only Memory), and stores programs, data, etc. required for the control unit 12 to execute processing. The storage unit 13 also temporarily stores data, etc. required for the control unit 12 to execute arithmetic processing.

[0026] The recording medium 14 is a non-volatile, non-temporary recording medium such as a disk-shaped recording medium or a semiconductor memory, and is configured to be detachable from the server 10. The recording medium 14 records various programs to be executed by the control unit 12. When the server 10 executes the review process, the programs recorded on the recording medium 14 are loaded into the memory unit 13 and executed by the control unit 12.

[0027] The display unit 15 is a liquid crystal display, an organic EL (electroluminescence) display, or the like, and displays various information in accordance with instructions from the control unit 12. The input unit 16 is an input device such as a mouse, keyboard, touch panel, or button, and outputs received operation information to the control unit 12.

[0028] The test result DB 31 stores learner identification information and the test results of the learner in association with each other. The test results may include, for example, test identification information, scores, and correct answer rates, and can be set arbitrarily. In the present invention, a test is one in which questions are solved and graded, and includes tests attached to a workbook that the learner grades himself.

[0029] The learning history DB32 stores learner identification information and the learning content performed by the learner in association with each other. The learning content may include, for example, learning tools, learning units, number of times of learning, and learning time, and can be set arbitrarily. Here, learning tools may include, for example, the titles of workbooks and reference books, and the content names of various digital learning systems. A learning unit is a subdivision based on a group of learning, such as the content of a subject to be studied. Learning time may include the start time of learning, the end time of learning, and the duration of the learning.

[0030] The keyword DB 33 stores keywords and their synonyms in association with each other. Keywords are words that serve as clues for achieving learning goals when setting and executing them, and can be arbitrarily set. Examples of such keywords include "repetition" and "overcoming weaknesses." Synonyms are words with similar meanings. For example, synonyms for "repetition" include "many times" and "review." The keyword DB 33 can also store numbers and words closely related to keywords according to subject, such as "math drills" and "kanji drills," which are problem sets for repeatedly solving similar problems, "intelligence / skill accuracy rate" related to repetition, and the number of repetitions, as synonyms.

[0031] [Server Functional Configuration] 3 is a block diagram showing the functional configuration of server 10. Server 10 is connected to test result DB 31, learning history DB 32, and keyword DB 33, and functionally includes a screen generation unit 40, an input information acquisition unit 41, a keyword identification unit 42, a prompt generation unit 43, a highlight display unit 44, and an output unit 45. The screen generation unit 40, the input information acquisition unit 41, the keyword identification unit 42, the prompt generation unit 43, the highlight display unit 44, and the output unit 45 are realized by the control unit 12 executing a program.

[0032] The process of generating the third-party evaluation by the screen generator 40 is realized by a generative AI (Artificial Intelligence). Specifically, the generative AI is a Large Language Model (LLM) capable of understanding multimodal information.

[0033] The screen generation unit 40 generates a support screen for creating a review from the learning content that has been carried out after setting a learning goal. Fig. 4 shows an example of the support screen. The support screen is made up of multiple themes, and in the example of Fig. 4, it is made up of eight themes: learning goal, learning tools, learning unit, number of times of learning, learning evaluation, latest test result, review of test result, and advice and comments.

[0034] As shown in FIG. 4, the support screen has student information 48 at the top, a criterion item 50 at the center, a goal item 51, an action item 52a, an action item 52b, an action item 52c, a learning assessment item 53, a target item 54, a review item 55, and a third-party assessment item 56 positioned around the criterion item 50, and a hint button 58 at the bottom. The goal item 51, the action item 52a, the action item 52b, the action item 52c, the learning assessment item 53, the target item 54, the review item 55, and the third-party assessment item 56 are arranged in chronological order according to the input or display by the learner. Note that the number of items constituting the support screen is not limited to that shown in FIG. 4 and can be set and arranged arbitrarily.

[0035] The student information 48 is information about the learner who uses the student terminal 20 to display the support screen and enters the required information, such as the school name, name, grade, class, and number.

[0036] The criterion items 50 are items that display the learning criteria, and for example, display the results of a standard test that has already been conducted. Specifically, in the example of Fig. 4, the screen generation unit 40 refers to the test result DB 31 based on the learner identification information, and displays in the criterion items 50 the percentage of correct answers for subjects and knowledge / skills as the results of the previous test taken by the learner.

[0037] The goal item 51 is an item into which the learner inputs a learning goal that the learner wants to achieve in learning based on the learning standard, for example, in studying for a target test that will be administered after the reference test. The screen generation unit 40 displays the text of the content input into the goal item 51 based on the input information acquired by the input information acquisition unit 41, which will be described later.

[0038] The action items are items into which the learner inputs the learning content that he or she plans to carry out in order to achieve the learning goal, and examples thereof include action item 52a into which a learning tool is input, action item 52b into which a learning unit is input, and action item 52c into which the number of times of learning is input, as shown in Fig. 4. The number of themes, action items, and order of the action items can be set arbitrarily as long as they are related to the learning content. Based on the input information, the screen generation unit 40 displays the text of the content input into each of action items 52a to 52c.

[0039] The action items display the learning content that the learner actually completed. The screen generation unit 40 references the learning history DB 32 based on the learner's identification information and displays the learning tools, learning units, and number of times of learning that the learner actually completed in the action items 52a to 52c, respectively. The screen generation unit 40 also updates the learning content displayed in the action items whenever the learning history DB 32 is updated within a predetermined period. The period for updating the learning content can be set arbitrarily depending on the learning goal, such as one week or one month. In this embodiment, for example, the period from the end of the previous test to before the latest test is set as the learning content update period. As shown in FIG. 4, the action items are composed of an upper section where the learning content that the learner plans to complete is input, and a lower section where the learning content that the learner actually completed is displayed. In the example of FIG. 4, the word "goal" is displayed in the upper section, and the word "execution" is displayed in the lower section.

[0040] The learning assessment item 53 is an item in which the learner inputs an assessment based on the results of the standard test, learning objectives, learning content, etc. Specifically, the learner inputs a self-assessment of how they studied after the previous test, etc., based on the results of the previous test, learning objectives, learning content to be implemented, learning content that has been implemented, etc.

[0041] The target item 54 is an item that displays the results of a target test. For example, the screen generation unit 40 refers to the test result DB 31 based on the learner identification information, and displays the correct answer rate for subjects and knowledge / skills as the results of the most recent test taken by the learner in the target item 54. At this time, the screen generation unit 40 may calculate the difference in the correct answer rate by comparing the results of the target test with the results of the reference test, and display a comment such as "The correct answer rate has increased by 15% compared to the previous test."

[0042] The review item 55 is an item in which the learner inputs a review of the learning content, for example, based on the results of a reference test and a target test. The screen generation unit 40 displays the text of the content input in the review item 55 based on the input information. The review item 55 also has a completion button 57, which, when pressed, indicates that input into the review item 55 is complete. When the learner presses the completion button 57, keywords and the like are highlighted by the highlight display unit 44, which will be described later.

[0043] The third-party evaluation item 56 is an item that displays a third-party evaluation of the learner's goals, learning content, reflections, etc. (hereinafter also referred to as "third-party evaluation"). The third-party evaluation is a comment on instructional support created based on the consistency of the PDCA cycle regarding the learner's records of learning goals, learning content, etc. In the example shown in Figure 4, it is an advice comment from setting learning goals to inputting reflections. PDCA consists of four processes: Plan, Do, Check, and Action. The screen generation unit 40 generates a third-party evaluation by inputting a prompt generated by the prompt generation unit 43 (described later) into the generation AI, and displays it in the third-party evaluation item 56.

[0044] The hint button 58 is a button that, when pressed, requests a hint for reviewing the learning. When the hint button 58 is pressed by the learner, keywords and the like are highlighted by the highlight display unit 44, which will be described later.

[0045] Here, we will explain how the learner inputs each item. The learner uses the student terminal 20 to obtain screen information for the support screen from the server 10 through a predetermined operation, and displays the support screen as shown in FIG. 4. FIG. 5 is an example of a support screen in which the learner has input and displayed information for the goal item 51, action items 52a to 52c, and learning assessment item 53. The learner first inputs into the goal item 51 the learning goal that he or she wants to achieve in studying for the next test. For example, as shown in FIG. 5, the learner inputs into the goal item 51, "Understand what I am not good at and study it repeatedly."

[0046] Next, the learner enters the learning tools, learning units, and number of times of study that they plan to carry out to achieve their learning goals in the upper rows of action items 52a to 52c. For example, as shown in FIG. 5, the learner enters "math drills" in the upper row of action item 52a, "high school math, quadratic function calculation practice" in the upper row of action item 52b, and "7 times" in the upper row of action item 52c. Note that screen generation unit 40 references learning history DB 32 based on the learner identification information, and displays the learning tools, learning units, and number of times of study that the learner actually carried out in the lower rows of action items 52a to 52c, respectively.

[0047] Next, at a predetermined timing, the learner inputs a self-evaluation into the learning evaluation items 53, such as how they studied after the previous test, based on the results of the previous test, their learning goals, the learning content they plan to do, and the learning content they have done. The timing for inputting the self-evaluation can be set arbitrarily, for example, before or after the most recent test.

[0048] Fig. 6 is an example of a support screen in which the learner has input or displayed information in the target item 54 and the review item 55. When the latest test results are updated in the test result DB 31, the latest test results are displayed in the target item 54 on the support screen as shown in Fig. 6.

[0049] Next, the learner inputs a reflection on the test results in the reflection item 55 based on the results of the previous test, the latest test, the learning content they have carried out, and the learning objectives, learning content, and learning assessments they have entered for each item. For example, as shown in Figure 6, the learner may input, "I have studied repeatedly, so now I can answer the calculation questions correctly," and press the done button 57.

[0050] 7 is an example of a support screen in which a third-party evaluation is displayed in the third-party evaluation item 56. When the learner presses the complete button 57 and the server 10 receives information indicating that input into the review item 55 has been completed, the screen generation unit 40 generates a third-party evaluation, which will be described in detail later, and transmits it to the student terminal 20. As a result, as shown in FIG. 7, a third-party evaluation such as "The content of the goal setting and the learning method are consistent" is displayed in the third-party evaluation item 56 on the support screen.

[0051] At this time, the highlight display unit 44, which will be described later, highlights keywords and the like in the text of the content entered in each item, the text of the learning content actually performed by the learner displayed in the action items 52a to 52c, and the text of the third-party evaluation displayed in the third-party evaluation item 56. The learner may also press the hint button 58 at any timing. When the hint button 58 is pressed and the server 10 receives a hint request, the highlight display unit 44, which will be described later, highlights keywords and the like.

[0052] The input information acquisition unit 41 acquires input information entered by the learner into each item on the assistance screen.

[0053] The keyword identification unit 42 identifies keywords from the text of the content entered in the target item 51 based on the input information. Specifically, the keyword identification unit 42 refers to the keyword DB 33 and identifies keywords by morphologically analyzing the text of the content entered in the target item 51 based on the input information. For example, if the text of the content entered in the target item 51 is "Understand what you have not done well and study it repeatedly," the keyword identification unit 42 identifies "repeat" as the keyword.

[0054] The keyword identification unit 42 identifies keywords by referring to the keyword DB 33, but this is not limiting and the keyword may be identified using a machine learning model. In this case, the keyword identification unit 42 identifies keywords from the text entered in the goal item 51 using a machine learning model that has been trained to output keywords contained in the text in response to the input of text representing a learning goal.

[0055] The prompt generation unit 43 generates a prompt that requests the creation of a third-party evaluation, which is a comment on instructional support, based on the consistency of the PDCA cycle for the learning standards and input information. Specifically, the prompt generation unit 43 generates prompts for determining consistency, such as "Compare the content of the goal setting with the actual learning method and learning tools used, and determine whether there is consistency," "Determine whether there is consistency based on the executed learning content and the accuracy rate of the test results and the results of a comparison with the previous time," and "Compare the test results with the content of the review, and determine whether there is consistency, and whether there are any points that can be applied to the next learning from the review."

[0056] For example, in the case of a support screen configured as shown in Figure 4, the prompt generation unit 43 generates "a prompt that compares the content entered in the target item 51 with the content entered and displayed in the execution items 52a to 52c and requests a judgment as to whether there is consistency," "a prompt that compares the learning content performed by the learner with the results of one or more of the reference test and the target test and requests a judgment as to whether there is consistency," and "a prompt that compares the results of one or more of the reference test and the target test with the content entered in the review item 55 and requests a judgment as to whether there is consistency and whether the review can be used in the next study."

[0057] In addition, the prompt generation unit 43 generates prompts for cases where there is no consistency, such as "If the goal setting content and the executed learning content do not match, please suggest what kind of learning method needs to be improved," "If the executed learning content and the test results do not match, please suggest what kind of review of the learning content needs to be done," and "If the test results and the review do not match, please suggest what kind of improvement of the review needs to be done."

[0058] For example, in the case of a support screen configured as shown in Figure 4, the prompt generation unit 43 generates "a prompt that compares the content entered in the target item 51 with the content entered and displayed in the execution items 52a to 52c, and if it is determined that there is an inconsistency, requests a suggestion as to what kind of review of the learning content is necessary," "a prompt that compares the learning content performed by the learner with the results of one or more of the reference test and the target test, and if it is determined that there is an inconsistency, requests a suggestion as to what kind of review of the learning content is necessary," and "a prompt that compares the results of one or more of the reference test and the target test with the content entered in the review item 55, and if it is determined that there is an inconsistency, requests a suggestion as to what kind of improvement of the review is necessary."

[0059] The screen generation unit 40 generates a third-party evaluation by inputting the prompt generated by the prompt generation unit 43 into the generation AI. Figure 8 is an example of a third-party evaluation generated by the screen generation unit 40. As shown in Figures 8(a) and 8(b), the advice comments displayed in the third-party evaluation items 56 are instruction support comments generated based on the consistency of the PDCA cycle regarding the learner's learning goals and learning content.

[0060] The highlight display unit 44 refers to the keyword DB 33 and highlights the keywords identified by the keyword identification unit 42 and synonyms of the keywords in the text displayed in each item using different methods. Fig. 9 is an example of a support screen in which highlighting is performed. In Fig. 9, keywords are surrounded by thick straight lines and synonyms are surrounded by dotted lines, but this is not limited to this, and the highlight display unit 44 can arbitrarily set the highlighting method, such as changing the color of the characters or background, or highlighting.

[0061] By pressing the "Done" button 57, the learner can recognize the highlighted keywords and synonyms. This allows the learner to confirm whether their learning and assessment were consistent based on the keywords. For example, in the example shown in Figure 9, the highlighted keywords and synonyms for each item allow the learner to confirm that their learning and assessment were consistent. Figure 10 shows an example of a support screen for a learner, different from the example shown in Figure 9, in which highlighting is used. In the example shown in Figure 10, the goal item 51, action item 52a, and target item 54 are highlighted, but the action items 52b and 52c and the review item 55 do not have keywords or synonyms. This means that the learner's learning and assessment were not consistent. In this way, highlighting can help the learner reflect on their learning and identify areas for improvement.

[0062] Furthermore, the highlight display unit 44 displays highlights when the learner presses the hint button 58. By pressing the hint button 58 at any time, the learner can check keywords and synonyms, and obtain clues to help them achieve their learning goals as they set learning goals, carry out their learning content, and write reflections. In this way, the presence or absence of highlighting can help the learner think about consistent and effective learning content and identify areas for improvement based on their reflections while they are achieving their learning goals.

[0063] The output unit 45 transmits screen information regarding the support screen generated by the screen generation unit 40 to the student terminal 20. The output unit 45 also transmits data to be displayed in addition to the support screen that is already displayed to the student terminal 20. For example, when the screen generation unit 40 generates a third-party evaluation or obtains test results from the test result DB 31, the output unit 45 transmits the data to the student terminal 20 to display it on the support screen. Note that the screen generation unit 40 may have the functions of the output unit 45.

[0064] In the above configuration, the screen generation unit 40 and the prompt generation unit 43 of the server 10 are examples of the evaluation item output means and the prompt generation means of the present invention. The third-party evaluation items 56 of the server 10 are examples of the evaluation items of the present invention. The learning results of the present invention include the learning content performed by the learner and the test results.

[0065] [Retrospective Processing] Next, a review process will be described in which a learner sets a learning goal and creates a review from the learning content they have completed. Figure 11 is a flowchart of the review process. This process is realized by the server 10 executing a program prepared in advance.

[0066] The learner uses the student terminal 20 to request a support screen from the server 10 through a predetermined operation. Upon receiving the support screen request, the server 10 generates a support screen and transmits the screen information to the student terminal 20 (step S11). The student terminal 20 displays a support screen as shown in FIG. 4 based on the screen information received from the server 10.

[0067] First, the learner inputs a learning goal that the learner wants to achieve in studying for the next test into the goal item 51. The server 10 acquires the input information for the goal item 51 from the student terminal 20 (step S12). Based on the acquired input information, the server 10 identifies keywords (step S13).

[0068] Next, the learner inputs the learning tools, learning units, and number of times of study that he or she plans to carry out to achieve the learning goal in the upper rows of action items 52a to 52c. Server 10 acquires the input information for action items 52a to 52c from student terminal 20 (step S14). Server 10 also references learning history DB 32 based on the learner identification information, and displays the learning tools, learning units, and number of times of study that the learner actually carried out in the lower rows of action items 52a to 52c, respectively (step S15).

[0069] Next, at a predetermined timing, the learner inputs a self-evaluation of how he or she studied after the previous test based on the results of the previous test, learning goals, planned learning content, and completed learning content, etc., into the learning evaluation items 53. The server 10 acquires the input information for the learning evaluation items 53 from the student terminal 20 (step S16).

[0070] When the latest test results are updated in the learning history DB 32, the server 10 refers to the learner's identification information and displays the latest test results in the target item 54 (step S17). The learner inputs a reflection on the test results in the review item 55 based on the previous test results, the latest test results, the learning content they have completed, and the learning objectives, learning content, and learning assessments they have entered for each item, and presses the complete button 57. The server 10 acquires the input information for the review item 55 from the student terminal 20 (step S18).

[0071] When the server 10 receives information indicating that the completion button 57 has been pressed and that input into the review item 55 has been completed, the server 10 generates a prompt requesting the generation of a third-party evaluation based on the results of the reference test and the target test, the learning content, and the input information (step S19). Next, the server 10 inputs the generated prompt into the generation AI to generate an advice comment, which is a third-party evaluation, and displays it in the third-party evaluation item 56 (step S20).

[0072] Next, the server 10 highlights keywords and synonyms of keywords in different ways in the text of the content entered in each item, the text of the learning content actually performed by the learner displayed in the action items 52a to 52c, and the text of the third-party evaluation displayed in the third-party evaluation item 56 (step S21). This completes the review process.

[0073] The server 10 stores the support screen for each learner in a predetermined storage unit or database in association with the learner's identification information. The teacher terminal 18 can retrieve and display the support screen for each learner from the server 10 at any time by performing a predetermined operation. This allows the teacher to easily check the process for each learner, from setting questions and completing the learning content to creating a review. This allows the teacher to provide effective learning support, such as giving appropriate advice to the learners.

[0074] The learning support system 100 of this embodiment can help learners identify areas for reflection and improvement based on the results of setting and implementing learning goals. Specifically, the support screen is arranged in chronological order, so learners can enter and confirm the necessary information from the learning content they set and implemented to creating a review without being aware of the PDCA cycle. In other words, by displaying multiple items assigned to various learning themes in chronological order to facilitate context generation, it is possible to support learners and teachers in the task of reflecting on how they set and implemented learning goals and how they improved their assessments.

[0075] Furthermore, the learning support system 100 of this embodiment can make learners and teachers aware of whether each process, from learning goal setting, execution, evaluation, and reflection, is being carried out appropriately based on the keywords set in the learning goals by highlighting keywords and synonyms on the support screen.

[0076] Furthermore, the learning support system 100 of this embodiment can use a generation AI to generate and display a third-party evaluation from various learning record data indicating whether the learner was able to study according to their original learning goals during the process of setting, executing, evaluating, and reflecting on the learning. This allows the learner to check the third-party evaluation and effectively reflect on their set learning goals, the learning content they have executed, and the results to identify areas for reflection and improvement.

[0077] <First Modification> In the above embodiment, the learner inputs learning goals and planned learning contents into the goal item 51 and action items 52a to 52c that constitute the support screen. However, the present invention is not limited to this, and the learning goals and planned learning contents may be automatically input based on the learner's attributes, etc. In this case, the server 10 outputs the learning goals and learning contents using a machine learning model trained to output optimal learning goals and planned learning contents for the learner in response to the input of the learner's attributes, and automatically inputs them into the goal item 51 and action items 52a to 52c. Here, the learner's attributes may be school year, past test results, grade rank, etc., and can be set arbitrarily.

[0078] Furthermore, the learning assessment items 53 and review items 55 that constitute the support screen may also be configured so that the learning assessment and review are automatically input according to the learner's attributes, the learning goals and learning content that have already been input, the learning content that has been planned to be implemented, the learning content that has actually been implemented by the learner, etc. In this case, the server 10 uses a machine learning model that has been trained to output the optimal learning assessment and review according to the input of the learner's attributes, learning goals, learning content that has been planned to be implemented, etc., to output the learning assessment and review, and automatically input them into the learning assessment items 53 and review items 55. Note that the learner's attributes may also include the learning goals and learning content that have already been input, the learning content that has been planned to be implemented, the learning content that has been implemented by the learner, etc.

[0079] By checking the learning objectives and learning content automatically generated by the server 10, the learner can understand how to study more effectively. Also, by checking the learning assessment and reflections automatically generated by the server 10, the learner can become aware of areas for reflection and improvement regarding the learning objectives, test results, learning content, etc. In this way, each item that makes up the support screen can be input by the learner themselves or automatically input by information generated by the server 10.

[0080] The method is not limited to using a machine learning model, and the server 10 may generate optimal learning goals and learning contents for a learner based on the learner's attributes in accordance with preset rules, and automatically input them into the goal items 51 and action items 52a to 52c. The server 10 may also generate learning assessments and reflections based on the learner's attributes and already input learning goals and learning contents in accordance with preset rules, and automatically input them into the learning assessment items 53 and reflection items 55.

[0081] <Second Modification> In the above embodiment and the first modification, the information input into each item on the support screen may include an image. In this case, the input image is displayed in each item. The server 10 also includes an object detection unit that detects objects from the image. The object detection unit detects objects from the image and extracts their positions, types, number, etc. The object detection unit is realized using deep learning such as R-CNN (Region Based Convolutional Neural Networks).

[0082] The highlight display unit 44 refers to the keyword DB 33, and when an object detected from an image is associated with the same word as the keyword or a synonym thereof, the highlight display unit 44 highlights the object in the image. For example, the keyword DB 33 may store objects and keywords, or objects and synonyms of keywords, in advance, in association with each other.

[0083] <Third Modification> A time or deadline indicating when the learner should input information may be set in advance for each item constituting the support screen. If there is an item for which the set time or deadline has passed (hereinafter also referred to as an "incomplete item"), the screen generation unit 40 displays an arrow from the previous item to the incomplete item in accordance with the chronological order of the learner's input or display. FIG. 12 is an example of a support screen displaying arrows. For example, if the learner does not input information into the learning assessment item 53 by the set deadline, the screen generation unit 40 marks the learning assessment item 53 as an incomplete item and displays arrows from the goal item 51 and action items 52a to 52c to the learning assessment item 53 in chronological order, as shown in FIG. 12. This can alert learners who are slow to set learning goals or think about the learning content and learning assessment they plan to carry out, and encourage them to input information in accordance with the PDCA cycle.

[0084] Furthermore, even when no time or deadline is set to indicate the timing for inputting each item, an arrow may be displayed to inform the learner of the next item to be input. For example, when a target item 51 is input, the screen generating unit 40 may display an arrow indicating an action item 52a, which is the next item to be input, or when an action item 52c is input, an arrow indicating a learning assessment item 53, which is the next item to be input.

[0085] <Fourth Modification> In the above embodiment, the teacher uses the teacher terminal 18, but the present invention is not limited to this, and the teacher may use a teacher terminal that has the functions of the server 10. In this case, the teacher terminal executes the review process that was previously performed by the server 10, and can support the learner in creating a review to find areas for improvement based on the results of setting and carrying out learning goals. [Explanation of symbols]

[0086] 5. Network 10 Servers 18 Teacher's terminal 20 Student devices 31 Test result database 32 Learning History DB 33 Keyword DB 40 Screen generation section 41 Input information acquisition unit 42 Keyword Identification Section 43 Prompt Generation Unit 44 Highlight display area 45 Output section 100 Learning Support System

Claims

1. a prompt generating means for generating a prompt requesting the generation of an evaluation based on the learning results, the learning objectives, and the learning content to be executed in order to achieve the learning objectives; an evaluation item output means for inputting the prompt to the generating AI and outputting an evaluation item indicating an evaluation by the generating AI; An information processing device comprising:

2. 2. The information processing device according to claim 1, wherein the prompt generation means generates a prompt requesting the generation of an evaluation based on the learning result, the learning goal, the learning content to be executed, and a review of the learning result.

3. 2. The information processing apparatus according to claim 1, wherein the prompt generating means compares the learning goal with the learning content and the learning result, and generates a prompt requesting a determination of whether or not there is consistency.

4. 4. The information processing device according to claim 3, wherein the prompt generation means compares the learning goal with the learning content and the learning result, and if it determines that there is an inconsistency, generates a prompt requesting a suggestion as to what learning content needs to be revised.

5. The learning results include learning content and test results performed by the learner; 2. The information processing apparatus according to claim 1, wherein the prompt generating means compares the learning content performed by the learner with the test results and generates a prompt requesting a determination of whether or not there is consistency.

6. 6. The information processing device according to claim 5, wherein the prompt generation means compares the learning content performed by the learner with the test results, and if it determines that there is an inconsistency, generates a prompt requesting a suggestion of what learning content needs to be revised.

7. 3. The information processing device according to claim 2, wherein the prompt generation means compares the learning results with the reflection, and generates a prompt requesting a determination of whether there is consistency and whether the reflection can be used in the next learning.

8. The information processing device according to claim 7, wherein the prompt generation means compares the learning results with the reflection, and if it determines that there is an inconsistency, generates a prompt requesting suggestions on what improvements are needed to the reflection.

9. A program executed by an information processing device having a computer, generating a prompt for generating an assessment based on the learning results, the learning objectives, and the learning content to be performed to achieve the learning objectives; A program that causes the computer to execute a process of inputting the prompt into the generating AI and outputting evaluation items indicating the evaluation by the generating AI.

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