Concept map learning support system, method, and program

Abstract

To evaluate a process in which a learner reconfigures a concept map.SOLUTION: The system 100 for supporting learning in which a learner reconstructs a concept map on a UI screen includes a problem presentation part 42 for presenting a plurality of concept nodes and a plurality of movable parts of inter-concept links obtained by decomposing a correct concept map 32 on an UI screen 50, a part operation determination part 62 for determining that an arbitrary node and an arbitrary link are connected or separated on the UI screen 50, a history recording part 64 for recording the formation history of propositions represented by these links and nodes in a log 33 when arbitrary two nodes are connected to both ends of an arbitrary link, a history extraction part 44 for extracting the formation history of propositions matching propositions included in a correct concept map 32 from the log 33, and a history recording part 46 for evaluating temporal continuity of proposition formation for each sub-map of the correct concept map 32 from the extracted formation history of propositions. And an evaluation part 46 for evaluating the concept map reconfiguration process by the learner on the basis of the evaluation result.SELECTED DRAWING: Figure 2

Description

[Technical Field]

[0001] The present invention relates to a learning support system that supports a learner's learning, and more particularly to a learning support system, method, and program that uses a concept map. [Background technology]

[0002] Concept maps are known as one of the visual thinking techniques often used in educational settings. A concept map is a graphical representation that shows a semantic structure using a collection of propositions constructed from two concepts and the relationships between them. In a concept map, concepts are represented as nodes, and the relationships between concepts are represented as links, and the semantic structure is expressed by connecting the nodes and links.

[0003] Kit-build concept maps are a learning framework that uses concept maps. In kit-build concept maps, an instructor creates a concept map and breaks it down into components by breaking it down into nodes and links. These components are presented on the UI (user interface) screen of the user's device, and the learner reconstructs the concept map by assembling the components on the UI screen. The concept map reconstructed by the learner is automatically evaluated by the system (see, for example, Patent Document 1). Previous research has confirmed that reconstructing a concept map promotes reading comprehension, and that the results of reconstructing a concept map indicate the learner's state of understanding. [Prior art documents] [Patent documents]

[0004] [Patent Document 1] Japanese Patent Application Laid-Open No. 2010-122638 Summary of the Invention [Problem to be solved by the invention]

[0005] In conventional kit-build concept mapping, the final concept map reconstructed by the learner is evaluated, not the process leading to the completion of that concept map. Therefore, even if the process of reconstructing a concept map is different, the same final concept map is evaluated the same. However, some prior research has reported that even if the results of a learning activity are similar, different processes can lead to different levels of understanding. Therefore, in kit-build concept mapping, it is important to evaluate not only the final concept map but also the process of reconstructing that concept map. Therefore, the objective of this invention is to enable the process of reconstructing a concept map to be evaluated. [Means for solving the problem]

[0006] According to one aspect of the present invention, there is provided a system for supporting learning in which a learner reconstructs a concept map on a UI screen by assembling movable parts obtained by disassembling a concept map, the system comprising: a task presentation unit that presents movable parts of a plurality of concept nodes and a plurality of inter-concept links obtained by disassembling a correct concept map on the UI screen; a part operation determination unit that determines whether any of the nodes and any of the links on the UI screen have been connected or separated; a history recording unit that, when any two of the nodes are connected to both ends of any of the links, records in a log the formation history of propositions represented by these links and nodes; a history extraction unit that extracts from the log the formation history of propositions that match propositions included in the correct concept map; and an evaluation unit that evaluates the temporal continuity of proposition formation for each submap of the correct concept map from the extracted proposition formation history, and evaluates the process of the learner reconstructing the learning map based on the evaluation results. [Effects of the Invention]

[0007] According to the present invention, the process of reconstructing a concept map can be evaluated. [Brief explanation of the drawings]

[0008] [Figure 1] FIG. 1 is a schematic diagram of a concept map according to an example. [Figure 2] 1 is a block diagram of a concept map learning support system according to an embodiment of the present invention. [Figure 3] 1 is a flowchart of a concept map learning support method according to an embodiment of the present invention. [Figure 4] FIG. 10 is a diagram showing an example of a screen display of a learning task for reconstructing a concept map. [Figure 5A] FIG. 10 is a diagram showing an example of a concept map reconstructed by learner A. [Figure 5B] FIG. 10 is a diagram showing an example of a concept map reconstructed by learner B. [Figure 6A] This is a table showing the order in which learner A formed propositions. [Figure 6B] This is a table showing the order in which learner B formed propositions. DETAILED DESCRIPTION OF THE INVENTION

[0009] Hereinafter, embodiments of the present invention will be described in detail with reference to the drawings as appropriate. However, more detailed description than necessary may be omitted. For example, detailed description of well-known matters or redundant description of substantially identical configurations may be omitted. This is to avoid unnecessary redundancy in the following description and to facilitate understanding by those skilled in the art. Note that the inventors provide the accompanying drawings and the following description to enable those skilled in the art to fully understand the present invention, and are not intended to limit the subject matter described in the claims. Furthermore, the dimensions of each component depicted in the drawings, the detailed shapes of the details, and the like may differ from the actual ones. Concept Map

[0010] Figure 1 is a schematic diagram of an example concept map. In Figure 1, rectangular objects represent concept nodes, and arrows represent inter-concept links. Labels such as "Encapsulation" within the rectangles represent concepts, and labels such as "aims" added to the arrows represent relationships between concepts. That is, the concept at the start of an arrow and the concept at the end of an arrow are connected by the relationship added to the arrow to form a proposition. For example, the concept "Encapsulation" is connected to the concept "Hide complexity" by the relationship "aims," ​​forming a proposition. Furthermore, the concept "Encapsulation" is connected to other concepts to form multiple propositions, constituting a concept map. The symbols beginning with P in parentheses added to the arrows are proposition identification numbers. The illustrated concept map consists of a collection of propositions, numbered P1 to P15.

[0011] A concept map is composed of multiple submaps. A submap is a subset of propositions that have closely related meanings. The concept map shown in the figure is composed of five submaps, SM1 to SM5. A submap is composed of multiple propositions, and a single proposition that does not belong to another submap, such as proposition P6, does not constitute a submap. Furthermore, large concept maps can have a hierarchical structure, with submaps being composed of multiple submaps.

[0012] To facilitate computer-based handling, concept maps can be organized into data, divided into a node table that stores information about concept nodes, a link table that stores information about inter-concept links, a proposition table that stores information about propositions, and a submap table that stores information about submaps. For example, the node table contains a node ID and the label of the concept represented by that node. The link table contains a link ID and the label of the inter-concept relationship represented by that link. The proposition table contains a proposition ID, two node IDs corresponding to that proposition, and one link ID. The submap table contains a submap ID and the proposition IDs belonging to that submap.

[0013] <Embodiment> FIG. 2 is a block diagram of a concept map learning support system according to one embodiment of the present invention. The concept map learning support system 100 is a learning support system that promotes reading comprehension and evaluates a learner's understanding through a learning task that presents movable parts, such as nodes and links, broken down into concept maps on a UI screen and has the learner reconstruct the concept map on the UI screen. Specifically, the concept map learning support system 100 is composed of a server 10 and a user terminal 20 that are capable of communicating with each other via a network 200 such as the Internet. The server 10 may be composed of one or more computers. The user terminal 20 is specifically a personal computer, tablet terminal, smartphone, or the like.

[0014] The server 10 includes a storage 30 and a processor 40. The storage 30 is comprised of a hard disk drive (HDD), a solid-state drive (SSD), a non-volatile memory, etc., and stores information necessary for learning the kit-build concept map and for evaluating the results. For example, the storage 30 stores a correct concept map 32 prepared by the instructor and a log 24 that records information when the learner is working on the concept map reconstruction learning task, as well as various computer programs executed by the processor 40. The correct concept map 32 can be represented and managed using various tables, as described above. The processor 40 reads the computer programs stored in the storage 30 and operates as a task presenter 42, a history extractor 44, and an evaluator 46.

[0015] The user terminal 20 is equipped with a UI screen 50 and a processor 60. The UI screen 50 displays movable parts for multiple concept nodes and multiple inter-concept links that are obtained by breaking down the correct concept map 32. The learner can freely move these movable parts by touching the UI screen 50 or by operating a mouse (not shown). The processor 60 reads a computer program from storage (not shown) and operates as a part operation determination unit 62 and a history recording unit 64.

[0016] 3 is a flowchart of a concept map learning support method according to one embodiment of the present invention. The operation of each functional element operating in the processor 40 of the server 10 and the processor 60 of the user terminal 20 will be described with reference to this flowchart.

[0017] When the learning task of reconstructing a concept map is started, first, the task presenter 42 presents movable parts of a plurality of concept nodes and a plurality of inter-concept links obtained by decomposing the correct concept map 32 on the UI screen 50 of the user terminal 20 (S1). Specifically, the task presenter 42 refers to the correct concept map 32 stored in the storage 30 and sends information on each node and each link included in the correct concept map to the user terminal 20. The user terminal 20 receives the information and displays the nodes and links as movable parts on the UI screen 50.

[0018] Figure 4 shows an example of a screen presentation for a learning task involving concept map reconstruction. As shown, the movable parts of concept nodes and inter-concept links are presented on the UI screen 50. For convenience, the nodes are not labeled; in reality, each node is labeled as shown in Figure 1. Links may be simple unlabeled line segments, as shown. An unlabeled line segment link merely indicates some relationship between two concepts. A correct proposition can be formed by connecting the correct concept nodes at both ends. Line segment links may also be labeled to indicate the relationship between concepts. A labeled line segment link can be formed by connecting the correct concept nodes corresponding to the labels at both ends. Furthermore, line segments may be replaced with arrows. Using arrows can indicate the directionality of the relationship between the two concept nodes connected at both ends. A labeled arrow link can be formed by connecting the correct concept nodes corresponding to the labels at both ends.

[0019] The learner constructs a concept map by connecting nodes and links by dragging and dropping movable parts using a mouse or touching the UI screen 50, or by grabbing the ends of inter-concept links and extending them. When the learner has completed the concept map, he or she clicks the "Complete" button to notify the system that the task is complete.

[0020] Returning to FIG. 3 , the user terminal 20 accepts the learner's operation to move a movable part and moves the movable part on the screen (S2). During this operation, the part operation determination unit 62 determines whether a node and a link have been connected or separated by the operation of the movable part presented on the UI screen 50 (S3). For example, when a drag-and-drop operation causes the end of a link to overlap a node, the node and link are highlighted. When the learner stops the drag-and-drop operation at this point, the part operation determination unit 62 determines that the node and link have been connected. Thereafter, the node or link can be moved while connected. On the other hand, when the learner right-clicks on one of the connected nodes or links or taps the screen for a long period of time, the part operation determination unit 62 determines that the node and link have been separated. Once the node and link are separated, they can be moved individually again.

[0021] When a node and a link are connected (yes in S3), the history recording unit 64 determines whether two nodes are connected to both ends of the link (S4). If two nodes are connected to both ends of the link (yes in S4), the history recording unit 64 recognizes that a proposition has been formed and sends information about the link and node to the server 10. The server 10 then receives this information and records the formation history of the proposition represented by the link and node in the log 34 (S5). In this way, each time a proposition is formed while the learner is studying an assignment, the formation history of the proposition is recorded in the log 34, regardless of whether the proposition is correct or incorrect.

[0022] When the learner clicks the "Complete" button on the UI screen 50 to notify the system that the concept map is complete (yes in S6), the evaluation unit 46 performs an evaluation. This evaluation does not simply determine whether the completed concept map is correct, but evaluates the process of proposition formation leading up to the completion of the concept map. Specifically, the history extraction unit 44 extracts from the log 34 the formation history of propositions that match the propositions included in the correct concept map 32 (S7). In other words, incorrect propositions are not evaluated, but only correct propositions are evaluated. Once the formation history of the correct propositions is extracted, the evaluation unit 46 evaluates the temporal continuity of proposition formation for each submap of the correct concept map 32 from the extracted proposition formation history, and evaluates the learner's process of reconstructing the concept map based on the evaluation results (S8).

[0023] Figure 5A shows an example of a concept map reconstructed by learner A. Figure 5B shows an example of a concept map reconstructed by learner B. Note that the correct concept map in this example is the concept map shown in Figure 1 with submaps SM4 and SM5 and proposition P6 omitted. Specifically, it includes seven propositions P1, P2, P3, P4, P5, P12, and P14, which are classified into three submaps SM1 to SM3. The symbols beginning with O shown in the square frames in the figure indicate the order in which the propositions were formed. Learners A and B reconstructed the same concept map, but the order in which the propositions were formed differed.

[0024] Figure 6A is a table showing the order in which learner A formed propositions. Figure 6B is a table showing the order in which learner B formed propositions. Both tables visualize the proposition formation history extracted by the history extraction unit 64. The column items in the table represent the order in which the propositions were formed, arranged in order from O1 to O7. The row items in the table represent the propositions included in the correct concept map, with seven propositions arranged in groups of submaps. Each row and column contains only one identification number for the proposition formed by the learner. The arrows connecting the identification numbers of the propositions indicate which proposition was formed after a certain proposition. For example, learner A formed propositions in the order P1, P2, P3, etc., while learner B formed propositions in the order P1, P3, P2, etc.

[0025] In the table, propositions formed consecutively in time within a submap are enclosed in a box. For example, learner A formed propositions P1 and P2 belonging to submap SM1, propositions P3, P4, and P5 belonging to submap SM2, and propositions P12 and P14 belonging to submap SM3 in succession in time. On the other hand, learner B formed only propositions P12 and P14 belonging to submap SM3 in succession in time. Learner B formed proposition P3 after proposition P1, and then proposition P2, but in this case, propositions P1 and P2 were not formed consecutively in time.

[0026] <Sub-map Scoring> The evaluation unit 46 evaluates the temporal continuity of proposition formation for each submap and calculates a score, and finally integrates the scores of the submaps to calculate a score for the learner's concept map reconstruction process. There are two methods for scoring submaps: one that takes into account the maximum number of consecutive proposition formations, and one that takes into account the total number of consecutive proposition formations.

[0027] (Submap scoring considering maximum consecutive number) When considering the maximum consecutive number, the evaluation unit 46 evaluates the maximum number of propositions that can be formed consecutively in time within a submap. The order in which the propositions are formed within a submap does not matter. For example, for propositions P3, P4, and P5 that belong to submap SM2, learner A formed proposition P3 in order O3, proposition P5 in order O4 following order O3, and proposition P4 in order O5 following order O3, so these three propositions P3, P4, and P5 were formed consecutively in time. In this case, the evaluation unit 46 evaluates the maximum consecutive number in submap SM2 to be 3.

[0028] On the other hand, learner B forms proposition P3 in order O2, proposition P4 in order O4, and proposition P5 in order O7, so these three propositions P3, P4, and P5 are not formed consecutively in time. In this case, the evaluation unit 46 evaluates that the maximum consecutive number in submap SM2 is 0. Similarly, the evaluation unit 46 evaluates that for learner A, the maximum consecutive number in submap SM1 is 2 and the maximum consecutive number in submap SM3 is 2, and for learner B, the maximum consecutive number in submap SM1 is 0 and the maximum consecutive number in submap SM3 is 2.

[0029] If the number of propositions belonging to a submap is M and the maximum number of consecutive proposition formations in that submap is N, the score of the submap is given by N / M. The evaluation unit 46 calculates the score of each submap and calculates the average of the submap scores as the score of the concept map reconstructed by the learner. In this case, for learner A, the score of submap SM1 is 2 / 2, the score of submap SM2 is 3 / 3, and the score of submap SM3 is 2 / 2, so the score of the concept map is (2 / 2 + 3 / 3 + 2 / 2) / 3 = 1. On the other hand, for learner B, the score of submap SM1 is 0 / 2, the score of submap SM2 is 0 / 3, and the score of submap SM3 is 2 / 2, so the score of the concept map reconstruction process is (0 / 2 + 0 / 3 + 2 / 2) / 3 = 1 / 3.

[0030] (Submap scoring taking into account consecutive totals) When considering the maximum total number, the evaluation unit 46 evaluates the total number of times that propositions were formed consecutively in time within a submap. The order in which the propositions were formed within a submap does not matter. For example, for propositions P3, P4, and P5 belonging to submap SM2, learner A formed proposition P3 in order O3 and proposition P5 in order O4 following order O3, meaning that these two propositions P3 and P5 were formed consecutively in time. Furthermore, learner A formed proposition P5 in order O4 and proposition P4 in order O5 following order O4, meaning that these two propositions P4 and P5 were formed consecutively in time. In this case, the evaluation unit 46 evaluates the maximum total number in submap SM2 to be 2.

[0031] On the other hand, learner B formed proposition P3 in order O2, proposition P4 in order O4, and proposition P5 in order O7, so these three propositions P3, P4, and P5 were not formed consecutively in time. In this case, the evaluation unit 46 evaluates that the maximum total number in submap SM2 is 0. Similarly, for learner A, the evaluation unit 46 evaluates that the maximum total number in submap SM1 is 1 and the maximum total number in submap SM3 is 1, and for learner B, the maximum total number in submap SM1 is 0 and the maximum total number in submap SM3 is 0.

[0032] If the number of propositions belonging to a submap is M and the maximum total number of propositions formed in that submap is N, the score of the submap is given by N / (M-1). (M-1) represents the total number of propositions formed in a submap in a chronologically consecutive manner. The evaluation unit 46 calculates the score for each submap and calculates the average of the submap scores as the score of the concept map reconstructed by the learner. In this case, for learner A, the score for submap SM1 is 1 / 1, the score for submap SM2 is 2 / 2, and the score for submap SM3 is 1 / 1, so the score of the concept map is (1 / 1 + 2 / 2 + 1 / 1) / 3 = 1. On the other hand, for learner B, the score for submap SM1 is 0 / 1, the score for submap SM2 is 0 / 2, and the score for submap SM3 is 1 / 1, so the score for the concept map reconstruction process is (0 / 1 + 0 / 2 + 1 / 1) / 3 = 1 / 3.

[0033] Effect According to this embodiment, the process by which a learner reconstructs a concept map in a kit-build concept map can be evaluated, thereby making it possible to appropriately evaluate the learner's level of understanding through the learning task of reconstructing a concept map.

[0034] <<Variations>> The concept map learning support system 100 is not limited to a client / server system, but can be implemented in a standalone environment using only the user terminal 20. In this case, the task presenter 42, history extractor 44, and evaluator 46 may be configured to operate on the processor 60 of the user terminal 20. The correct concept map 32 and log 34 may be stored in the memory of the user terminal 20 or in external storage.

[0035] In the process of reconstructing a concept map, a learner may repeatedly form the same proposition through trial and error. In such cases, the proposition formed first may be evaluated, and the same proposition formed later may be excluded from the evaluation.

[0036] The weighted average of the scores of the sub-maps may be used as the score for the concept map reconstruction process. The score for the concept map reconstruction process is not limited to a number, and may be a graded evaluation on several levels.

[0037] As described above, the embodiments have been described as examples of the technology of the present invention. For this purpose, the accompanying drawings and detailed description have been provided. Therefore, the components described in the accompanying drawings and detailed description may include not only components essential for solving the problem, but also components that are not essential for solving the problem in order to exemplify the above technology. Therefore, the fact that these non-essential components are described in the accompanying drawings or detailed description should not be interpreted as immediately indicating that these non-essential components are essential. Furthermore, because the above-described embodiments are intended to exemplify the technology of the present invention, various modifications, substitutions, additions, omissions, etc. may be made within the scope of the claims or their equivalents. [Explanation of symbols]

[0038] 100 Concept Map Learning Support System 10 Servers 20 User terminal 32 Correct Concept Map 34 Log 42 Assignment presentation section 44 History Extraction Unit 46 Evaluation Department 50 UI screens 62 Part operation determination unit 64 History Recording Section

Claims

1. A learning support system in which a learner disassembles a concept map and assembles movable parts to reconstruct the concept map on a UI screen, a task presenting unit that presents, on the UI screen, a plurality of concept nodes and a plurality of movable parts of inter-concept links obtained by decomposing the correct concept map; a component operation determination unit that determines whether any of the nodes and any of the links are connected or separated on the UI screen; a history recording unit that, when any two of the nodes are connected to both ends of any of the links, records in a log the formation history of propositions represented by these links and nodes; a history extraction unit that extracts, from the log, a formation history of a proposition that matches a proposition included in the correct concept map; an evaluation unit that evaluates the temporal continuity of proposition formation for each sub-map of the correct concept map from the formation history of the extracted propositions, and evaluates the concept map reconstruction process by the learner based on the evaluation result; A concept map learning support system characterized by:

2. A server; a user terminal that is capable of communicating with the server; the task presenting unit, the history extracting unit, the evaluating unit, the correct concept map, and the log are arranged on the server; 2. The concept map learning support system according to claim 1, wherein the UI screen, the part operation determination unit, and the history recording unit are arranged in the user terminal.

3. 3. The concept map learning support system according to claim 1, wherein the evaluation unit evaluates the maximum number of propositions that can be formed consecutively in time for each submap to calculate a score for the submap, and integrates the scores for the submaps to calculate a score for the concept map reconstructed by the learner.

4. 3. The concept map learning support system according to claim 1, wherein the evaluation unit evaluates the total number of times that propositions can be formed consecutively in time for each submap to calculate a score for the submap, and integrates the scores for the submaps to calculate a score for the concept map reconstructed by the learner.

5. A method for supporting learning in which a learner reconstructs a concept map by assembling movable parts obtained by disassembling the concept map on a UI screen, comprising: a step of automatically presenting, on the UI screen, movable parts of a plurality of concept nodes and a plurality of inter-concept links obtained by decomposing the correct concept map; automatically determining whether any of the nodes and any of the links have been connected or disconnected on the UI screen; When any two of the nodes are connected to both ends of any of the links, automatically recording the formation history of the propositions represented by these links and nodes in a log; a step of automatically extracting from the log a formation history of a proposition that matches a proposition included in the correct concept map; and a step of evaluating the temporal continuity of proposition formation for each sub-map of the correct concept map from the formation history of the extracted propositions, and automatically evaluating the process of reconstructing the learning map by the learner based on the evaluation result. A concept map learning support method characterized by:

6. A program that causes a computer to function as a learning support system that communicates with a user terminal and allows a learner to reconstruct a concept map by assembling movable parts that have been disassembled from a concept map on a UI screen of the user terminal, the program comprising: The user terminal The UI screen; a part operation determination unit that determines whether any node, which is a movable part obtained by decomposing the concept map on the UI screen, and any link are connected or separated; a history recording unit that, when any two of the nodes are connected to both ends of any of the links, records in a log the formation history of propositions represented by these links and nodes; means for automatically presenting on the UI screen a plurality of concept nodes and a plurality of inter-concept link movable parts obtained by decomposing the correct concept map; means for automatically extracting from the log a formation history of a proposition that matches a proposition included in the correct concept map; and a means for evaluating the temporal continuity of proposition formation for each sub-map of the correct concept map from the formation history of the extracted propositions, and automatically evaluating the process of reconstruction of the learning map by the learner based on the evaluation results; A concept map learning support program that makes computers function as

7. A program that communicates with a server and causes a computer to function as a learning support system in which a learner disassembles a concept map on a UI screen and reassembles the disassembled movable parts to reconstruct the concept map, The server a task presenting unit that presents, on the UI screen, a plurality of concept nodes and a plurality of movable parts of inter-concept links obtained by decomposing the correct concept map; a history extraction unit that extracts, from the log, a formation history of a proposition that matches a proposition included in the correct concept map; an evaluation unit that evaluates the temporal continuity of proposition formation for each sub-map of the correct concept map from the formation history of the extracted propositions, and evaluates the concept map reconstruction process by the learner based on the evaluation result; means for automatically determining whether any of the nodes and any of the links have been connected or disconnected on the UI screen; and means for automatically recording in said log, when any two of said nodes are connected to both ends of any of said links, the formation history of propositions represented by these links and nodes; A concept map learning support program that makes computers function as

8. A program that causes a computer to function as a learning support system in which a learner disassembles a concept map and assembles movable parts to reconstruct the concept map on a UI screen, means for automatically presenting on the UI screen a plurality of concept nodes and a plurality of inter-concept link movable parts obtained by decomposing the correct concept map; means for automatically determining whether any of the nodes and any of the links have been connected or disconnected on the UI screen; means for automatically recording in a log, when any two of the nodes are connected to both ends of any of the links, the formation history of the propositions represented by these links and nodes; means for automatically extracting from the log a formation history of a proposition that matches a proposition included in the correct concept map; and a means for evaluating the temporal continuity of proposition formation for each sub-map of the correct concept map from the formation history of the extracted propositions, and automatically evaluating the process of reconstruction of the learning map by the learner based on the evaluation results; A concept map learning support program that makes computers function as

Images