Confidence evaluation system

Abstract

In educational support systems that use the time taken from the display of a question to the input of an answer, the response time reflects the individuality and characteristics of the respondent, so there are problems with generalizing the relationship between confidence level and response time. [Solution] A first type of content is set up to obtain the relationship between response time and confidence level, the reading time of this first type of content is obtained, and the confidence level of the answer to the question is evaluated based on this reading time and the response time to the question. Here, in order to establish a relationship between the first type of content and the question, in the case of an educational support program, the content is displayed in an episodic format, the first type of content is placed as part of the episode, and the second type of content, which includes the question, is placed as part of the other.

Description

Technical Field

[0001] The present invention relates to a confidence evaluation system using a computer.

Background Art

[0002] For example, in an educational support system using a computer, generally, questions are presented on a display based on a predetermined program. Along with the questions, answer options (e.g., YES, NO) are displayed, and the respondent selects one of the answer options using a pointer. The selected answer option is judged as correct or incorrect by the computer and feedback is provided to the respondent or the question setter.

[0003] In such a system, even if the correct answer is unknown, the respondent can randomly select one of the answer options, and the answer may turn out to be correct. Even if the answer obtained in this way is fed back, no educational effect is produced on the respondent. Therefore, it has been proposed to combine the confidence level of the respondent with the answer option selected by the respondent (Patent Document 1). Asking the respondent to input the confidence level may be too burdensome for the respondent, so it is preferable to calculate or estimate the confidence level on the system. Therefore, it is conceivable to estimate the confidence level using the time required from when the question is displayed on the display until the answer is input (see Patent Documents 2 and 3). For other prior art documents related to the present invention, refer to Patent Documents 4 - 8.

Prior Art Documents

Patent Documents

[0004]

Patent Document 1

Patent Document 2

Patent Document 3

Patent Document 4

[0005] In educational support systems that use the time taken from the display of a question to the input of an answer (hereinafter sometimes referred to as "answer time"), the response time is easily influenced by factors such as the respondent's speed of understanding the displayed content (text, audio, images, videos, etc., hereinafter sometimes collectively referred to as "content") and their computer operation speed. In other words, since the response time reflects the individuality and characteristics of the respondent, there are problems with generalizing the relationship between confidence level and response time. [Means for solving the problem]

[0006] The inventors of this invention have diligently studied to solve the above problems and have come up with the idea of ​​obtaining the relationship between the respondent's response time and confidence level during the execution of an educational support program, and estimating the confidence level of the response from the response time to the question based on the obtained relationship. A Type 1 content is set up to obtain the relationship between the response time and confidence level, the reading time of this Type 1 content is obtained, and the confidence level of the response to the question is evaluated based on this reading time and the response time to the question. Here, in order to establish a relationship between the Type 1 content and the question, in the case of an educational support program, the content is displayed in an episodic format, the Type 1 content can be placed as part of the episode, and the Type 2 content, which includes the question, can be placed as part of the other. In the above description, we have explained a novel confidence assessment method that can be reflected in educational support programs. This confidence assessment method of the invention can be broadly applied to formats in which respondents are given questions and asked to answer them. In this case, the first type of content and the second type of content are displayed sequentially, but the order in which they are displayed is arbitrary.

[0007] The educational support program, which is the first phase of the confidence assessment program of this invention, is defined as follows: A computer program used in a computer for an educational support system, which includes a respondent terminal with a display unit and sequentially displays content on the display unit of the respondent terminal, The display unit sequentially displays multiple contents, and these multiple contents include Type 1 content and Type 2 content. When the first type of content is displayed on the display unit, the respondent terminal is instructed to allow the respondent to proceed to the next predetermined single piece of content. When the second type of content is displayed on the display unit, the respondent terminal is instructed to select which of the following predetermined contents to proceed to. The response terminal is used to measure the transition time t required to move from the first type of content to the next single content. The respondent terminal is used to determine the standard time ta based on the transition time t. The respondent's terminal is used to measure the evaluation time T required to proceed to the content selected from the second type of content. A computer program that outputs a first relationship between the standard time ta and the evaluation target time T to the respondent terminal and / or the education organizer terminal.

[0008] According to the computer program in the first phase as defined in this way, a standard time ta is determined based on the transition time t required to move from the first type of content to the next single content. The evaluation time T required to move from the second type of content to the selected content is obtained. Here, Type 1 content includes, when viewed as part of an episode, text such as dialogue, stage directions, and situational descriptions, as well as images and videos. When displaying this Type 1 content, the content display unit is equipped with a function to proceed to the next, predetermined, and sole piece of content.

[0009] Type 2 content includes question content that requires a choice, when viewed as part of an episode. When displaying this Type 2 content, the content display unit is equipped with a function to allow the respondent to make a choice. By comparing the standard time ta obtained in this way with the evaluation time T based on predetermined rules, the respondent's level of confidence in their answer can be estimated.

[0010] The rules for comparison can be arbitrarily set by the question setter according to the respondent's attributes, the difficulty of the question, etc. For example, the degree of confidence can be determined based on the ratio Tr of the standard time ta to the evaluation time T (Phase 2). More specifically, a threshold R1 can be set for the ratio Tr(ta / T) of the standard time ta to the evaluation time T, and if the ratio Tr is greater than the first threshold R1, there is a degree of confidence, and if the ratio Tr is less than or equal to the first threshold R1, there is no degree of confidence. Of course, multiple thresholds can be set, and the method of evaluating the degree of confidence corresponding to the ratio Tr is also arbitrary.

[0011] The relationship between the correctness of the answer and the level of confidence allows us to evaluate the respondent's learning stage as follows: When there is (or high) confidence, that is, when ratio Tr is greater than the first threshold R1, and the answer to the question in the second type of content is correct (when the respondent answers quickly and correctly), the respondent can be evaluated as having a sufficient understanding of the educational task assumed by the question. On the other hand, when ratio Tr is greater than the first threshold R1, and the answer to the question is incorrect (when the respondent answers quickly and incorrectly), the respondent can be evaluated as having misunderstood the educational task assumed by the question.

[0012] When the confidence level is low (i.e., the ratio Tr is smaller than the first threshold value R1), the respondent is taking time to answer the question and is presumed to be confused. Therefore, regardless of the correctness of the answer, it can be evaluated that it is necessary to relearn the educational issues assumed by the question. The above evaluation is just an example. Needless to say, the evaluation varies depending on the type of the first kind of content, the difficulty level, frequency, number of questions, and further, the setting of the threshold value.

[0013] In order to make the standard time ta more reliable, after displaying the first kind of content for obtaining the standard time ta, it is preferable to display the second kind of content (displaying the question). In this way, if the standard time ta is calculated in advance, when the evaluation target time T is obtained, the ratio Tr between the two can be calculated in real time.

[0014] Even when the second kind of content is displayed before the display of the first kind of content, the standard time ta and the evaluation target time T obtained from each can be stored in the memory and calculated at an arbitrary timing.

[0015] The standard time ta will better reflect the characteristics of the respondent by obtaining a plurality of transition times t1, t2... tn from a lot of the first kind of content (the third aspect). As a method for obtaining the standard time ta from the plurality of transition times t1, t2... tn obtained in this way, it is conceivable to take the average of the transition times t1, t2... tn (the fourth aspect). Also, the shape parameter of the gamma distribution can be estimated from the transition times t1, t2... tn, and the most frequent value or the expected value of the estimated gamma distribution can be made the standard time ta (the fifth aspect). The above gamma distribution is just an example. Needless to say, an arbitrary type of distribution can be selected depending on the type of the first kind of content, the collective characteristics of the respondents, etc.

Brief Explanation of Drawings

[0016] [Figure 1]Figure 1 is a block diagram showing the configuration of an educational support system according to an embodiment of this invention. [Figure 2] Figure 2 is a block diagram showing the deformation patterns of the standard time specification unit. [Figure 3] Figure 3 is a block diagram showing the configuration of the confidence evaluation unit. [Figure 4] Figure 4 is a flowchart showing the operation of the educational support system shown in Figure 1. [Figure 5] Figure 5 is a block diagram showing the configuration of an educational support system in another embodiment. [Figure 6] Figure 6 is a flowchart showing the operation of the educational support system shown in Figure 5. [Figure 7] Figure 7 shows the output configuration of the embodiment. [Figure 8] Figure 8 shows the output configuration of another embodiment. [Figure 9] Figure 9 is a block diagram showing the hardware configuration of computer equipment applied to an educational support system. [Modes for carrying out the invention]

[0017] The following description of the educational support system A according to an embodiment of this invention will be given with reference to Figure 1. This educational support system A comprises an episode storage unit 1, a respondent terminal 5, a time measurement unit 10, a standard time identification unit 20, a confidence level evaluation unit 30, and a display unit driver 40. In this embodiment, text is used as an example of content.

[0018] The episode storage unit 1 includes a first-type text storage unit 2, a second-type text storage unit 3, and a second-type text correct / incorrect answer storage unit 4. The first type of text stored in the first type of text storage unit 2 includes, when viewed as part of an episode, dialogue, stage directions, situational descriptions, etc. The system obtains the reading time + transition operation time (the sum of these is called the transition time t) for each respondent, and based on this, calculates the standard reading time + transition operation time (the sum of these is called the standard time ta) for that respondent. Therefore, it is preferable to standardize the number of characters in the Type 1 texts. In this example, the number of characters in the Type 1 texts was limited to 50 characters or less, and the transition time t was normalized by dividing it by the number of characters.

[0019] The Type 2 text stored in the Type 2 text storage unit 3, when viewed as part of an episode, includes a question requiring a choice. Since the time spent reading, answering, and performing transitions for the questions in the Type 2 text is considered the evaluation time T, it is preferable that the number of characters in the Type 2 text be close to the number of characters in the Type 1 text. In this example, the number of characters in the Type 2 text was also limited to 50 characters or less, the same as the number of characters in the Type 1 text, and the evaluation time T was normalized by dividing it by that number of characters.

[0020] The correct / incorrect answer storage unit 4 for questions in Type 2 texts stores the correctness of the answers to the questions in Type 2 texts. As will be described later, when the second type of text is displayed on the display unit 6 of the respondent terminal 5, a button to select either "correct" or "incorrect" is displayed in the respondent's operation area 8, prompting the respondent to make a selection.

[0021] When the respondent turns on the respondent terminal 5, the display unit 6 sequentially reads out the first type of text P1 to Pn and the second type of text stored in the episode storage unit 1. In this example, a single episode is constructed by reading the first type of texts P1-Pn first, followed by the second type of text. The number of Type 1 and Type 2 sentences can be set arbitrarily, and depending on the structure of the episode, Type 2 sentences may appear before Type 1 sentences.

[0022] When the display unit 6 reads the first type of text P1, a transition button is displayed in the respondent operation area 8, allowing the respondent to move to the next scene of the episode. After reading and understanding the first type of text P1, the respondent operates this button. Based on this operation, the display unit 6 displays the next text (first type of text P2) and similarly displays a button in the respondent operation area 8. The text that appears after the first type of text P1 is predetermined to be unique (in this case, the first type of text P2). This is because an episode is composed of a predetermined sequence of texts.

[0023] In this example, the text displayed after the first type of text, Pn, will be the second type of text. Since the second type of text is in question format, multiple buttons are displayed as options in the respondent operation area 8 of the display unit 6. The correctness of the selected button is determined by comparing it with the contents stored in the correct / incorrect storage unit 4. One sentence is displayed for each selected button.

[0024] For example, if the selection of the first button is the correct answer to the question in the second type of text, a message indicating that the selection was correct will be displayed on the display unit 6 following the selection of the first button. On the other hand, if the selection of the second button is the incorrect answer to the question in the second type of text, a message indicating that the selection was incorrect will be displayed on the display unit 6 following the selection of the second button. The text indicating the corrections or errors can be stored in the correction storage unit 4.

[0025] In this example, the episode concludes with the respondent's answer to the second type of text. However, if the episode continues based on the selection of the second type of text, and the displayed text is either a first-type text, a second-type text, or any other text, the text will be displayed on the display unit 6 and buttons will be displayed in the respondent operation area 8, as described above.

[0026] The transition time t1 identification unit 11 of the time measurement unit 10 measures the time (transition time t1) from when the first type of text P1 is displayed on the display unit 6 until the respondent presses the transition operation button displayed in the respondent operation area 8. This transition time t1 is considered to be the respondent's reading time for the first type of text P1 plus the transition operation time (time required to operate the button). Similarly, the transition times t2 and tn of the first type of texts P2 and Pn are measured by the transition time t2 specification unit 12 and the transition time tn specification unit 13.

[0027] Even if the number of characters in each Type 1 text is consistent, the reading time for each Type 1 text, i.e., the transition time t1~tn, will not necessarily be equal due to the individual differences among respondents, resulting in variations. Here, the transition times t1~tn of respondents to multiple Type 1 texts are obtained, and the standard time identification unit 20 organizes the obtained transition times t1~tn to obtain a standard time ta, so that the obtained standard time ta becomes an index that better reflects the individuality of the respondent.

[0028] The standard time determination unit 201 shown in Figure 2 calculates the average value of the obtained multiple transition times t1 to tn and sets that value as the standard time ta. In the standard time identification unit 203, the multiple transition times t obtained are mapped to a distribution used for statistical processing (e.g., a gamma distribution) by the transition time distribution creation unit 2031, and the mode and expected value of the distribution obtained by the mode / expected value extraction unit 2033 can be used as the standard time ta.

[0029] Meanwhile, the time measurement unit 10's evaluation target time identification unit 15 measures the time from when the second type of question displayed on the display unit 6 is shown until the respondent operates one of the buttons for the selected option displayed in the respondent operation area 8, and defines this time as the evaluation target time T. This evaluation time T represents the time required to understand and answer the questions in the Type 2 text.

[0030] Here, the number of characters in the Type 1 and Type 2 texts are the same, so the time required to read the Type 2 text is considered to be approximately equal to the time required to read the Type 1 text. Also, since the same respondent is used, there is no difference in transition time. Therefore, the evaluation time T changes in accordance with the time required to answer the questions after reading the text. Here, if the evaluation time T is longer than the standard time ta, it means that the time taken to answer was long, and in this case, it is presumed that there was hesitation in answering. On the other hand, if the evaluation time T is equal to or shorter than the standard time ta (reading time for Type 1 text + transition operation time), it is presumed that there was no hesitation in answering.

[0031] Thus, the difference between the evaluation time T and the standard time ta, i.e., the length of the response time, is thought to reflect the level of confidence at the time of answering the Type 2 text. Therefore, the confidence evaluation unit 30 of the embodiment maps the ratio Tr = ta / T obtained by the ratio Tr calculation unit 31 to a confidence value of 0.0 to 1.0 by the confidence value calculation unit 33. For example, if 0 ≤ Tr ≤ 1.0, the confidence value is set to Tr, and if Tr > 1.0, the confidence value is set to 1.0.

[0032] When the ratio Tr = ta / T is close to 1.0, it is presumed that the respondent answered the question in the second type of text with a high degree of confidence. On the other hand, when the ratio Tr = ta / T is close to 0.0, it is presumed that the respondent answered the question in the second type of text with a low degree of confidence.

[0033] The confidence score obtained by the confidence evaluation unit 30 can be displayed by the display driver 40 in a predetermined area on the display unit 6 of the respondent terminal 5, or separately or simultaneously, it can be displayed in a predetermined area on the display unit 41 of the educational organizer's terminal via a network such as the Internet.

[0034] Figure 4 shows a flowchart illustrating the operation of the educational support system A in Figure 1. In step S1, the display unit 6 of the respondent terminal 5 reads various texts stored in the episode storage unit 1. Furthermore, the reading order of the texts is predetermined in the structure of the episode so that text k is followed by k+1 (Step S2). If the read text is of type 1 (step S3:Y), the time measurement unit 10 measures the transition time tk (step S5).

[0035] If the read text is a Type 2 text (Step S3:N, Step S11:Y), the time measurement unit 10 measures the evaluation target time T for the Type 2 text (Step S13). Once all the texts stored in the episode storage unit 1 have been read (step S7:N), the standard time ta is determined based on the multiple transition times tk obtained (step S9). In this example, the average of the transition times tk was used as the standard time ta.

[0036] In step S21, the standard time ta and the evaluation time T are read out, and in step 23, the ratio Tr = ta / T between the two is calculated. In step S25, the obtained ratio Tr = ta / T can be mapped to confidence levels of 0.0 to 1.0 to evaluate the level of confidence. The evaluation results can be output to the display unit 6 of the respondent terminal 5 by the display unit driver 40.

[0037] Figure 5 shows another embodiment of the educational support system B of the present invention. Elements identical to those in Figure 1 are denoted by the same reference numerals, and their descriptions are omitted. This educational support system B is equipped with a correct / incorrect evaluation unit 50 and a display driver 60. The correct / incorrect evaluation unit 50 refers to the correct / incorrect storage unit 4 and evaluates the correctness of the options selected by the respondent operation unit 8 for the questions in the second type of text. The display driver 60 outputs the correct / incorrect evaluation by the correct / incorrect evaluation unit 50 and the confidence level evaluation by the confidence level evaluation unit 30 to a predetermined area of ​​the display unit 6 of the respondent terminal 5 or the display unit of the educational organizer terminal, for example, as shown in Figure 7.

[0038] In Figure 7, correct answers are represented by circles, incorrect answers by crosses, and the confidence score obtained by the confidence evaluation unit is expressed by the intensity of the circle or cross color. In other words, as the confidence level increases, that is, as the ratio Tr(ta / T) increases, the color tone approaches white if the answer is correct, and approaches black if the answer is incorrect. This color tone can be changed linearly according to the ratio Tr(ta / T).

[0039] The ratio Tr(ta / T), which is an indicator of confidence level, can also be sorted according to a threshold. The educational support system B shown in Figure 5 is equipped with a threshold setting unit 61 and a confidence level identification unit 63. The operation of the threshold setting unit 61 and the confidence level determination unit 63 will be explained with reference to the flowchart in Figure 6.

[0040] In step S31, the ratio Tr(ta / T) identified by the confidence evaluation unit 30 is incorporated, and in step S33, the correct / incorrect evaluation of the second type of text question made by the correct / incorrect evaluation unit 50 is incorporated. In step S35, the threshold R1 set in advance by the threshold setting unit 61 is compared with the ratio Tr(ta / T) acquired in step S31. If the ratio Tr(ta / T) is greater than the threshold R1, the process proceeds to step S40. If the ratio Tr(ta / T) is less than or equal to the threshold R1, the process proceeds to step S50.

[0041] In step S40, the correct / incorrect evaluation taken in step 33 is referenced. If the answer is correct, the process proceeds to step S41; otherwise, it proceeds to step S43. Similarly, in step S50, the correct / incorrect evaluation taken in step 33 is referenced. If the answer is correct, the user proceeds to step S51; otherwise, the user proceeds to step S53.

[0042] As in this example, by classifying confidence levels based on a threshold into, for example, "confident" and "not confident," it is possible to output both the correctness of the respondent's answer and the classified confidence level, as shown in steps S41 to S53. In step 60, the display driver 60 outputs the correctness of the respondent's answer and the corresponding confidence level via the output unit 6 of the respondent terminal 5 and the educational organizer terminal.

[0043] Figure 8 shows an example where the confidence level and correct / incorrect evaluation, sorted by threshold, are displayed together. In Figure 8, circles indicate correct answers and crosses indicate incorrect answers. On the other hand, their size indicates the relationship between the ratio Tr(ta / T) and the threshold R1. If both are large, it indicates ratio Tr(ta / T) > threshold R1, and if both are small, it indicates ratio Tr(ta / T) ≤ threshold R1.

[0044] For example, respondent A confidently answered questions 1, 3, and 4 correctly (see step S41), confidently answered question 2 incorrectly (see step S43), and answered question 5 correctly but without confidence (see step S51). In the example in Figure 8, the relative magnitudes of the ratio Tr(ta / T) to a single threshold R1 are shown by the size of circles and crosses, but this can also be represented by changes in color tone. Furthermore, if two thresholds are set, they can be displayed in a large, medium, and small relationship.

[0045] Next, Figure 9 shows the hardware structure of the computer system used in the educational support system B of the embodiment. The arithmetic unit 300 provided in the respondent terminal 5 comprises a CPU 301, a first memory 303, and a second memory 305, and controls the entire system. The first memory 303 is a memory that stores control programs for controlling the arithmetic unit 300. The second memory 305 provides a working area to the CPU 301. The control programs for controlling the arithmetic unit 300 may be stored in the first memory 303 or in the first storage device 340. Various types of data are output via the output device 320. The display unit 6 is included in this output device 320. Various types of data are input via the input device 330.

[0046] It connects to the external communication network via communication interface 313. The various components that make up the computer are connected by a system bus 370.

[0047] In this example, a data storage server 400 and a data processing server 500 are prepared outside the respondent terminal 5, and are connected to each other via a communication interface 313. The contents of the episode storage unit 1 are stored in the data storage server 400. The data processing server 500 functions as a time measurement unit 10, a standard time identification unit 20, a confidence evaluation unit 30, a correct / incorrect evaluation unit 50, a display unit driver 60, a threshold setting unit 61, and a confidence identification unit 63. Furthermore, it is possible to incorporate this data storage server 400 as part of the data processing server 500, or to incorporate elements of both into the respondent terminal 5.

[0048] This invention is not limited in any way to the embodiments and examples described above. Various modifications that do not depart from the scope of the claims and are easily conceivable by those skilled in the art are also included in this invention. [Explanation of Symbols]

[0049] 1. Episode Storage Section 5 Respondent's device 6 Display section 10-hour measurement unit 20 Standard time setting section 30 Confidence Evaluation Department 40,60 Display Unit Driver 50 Correct / Incorrect Evaluation Department 61 Threshold setting section 63 Confidence level identification part

Claims

1. A computer program used in a computer for an educational support system, which includes a respondent terminal with a display unit and sequentially displays content on the display unit of the respondent terminal, The display unit sequentially displays multiple contents, and these multiple contents include a first type of content and a second type of content. When the first type of content is displayed on the display unit, the respondent terminal is instructed to allow the respondent to proceed to the next predetermined single piece of content. When the second type of content is displayed on the display unit, the respondent terminal is instructed to select which of the following predetermined contents to proceed to. The response terminal is used to measure the transition time t required to move from the first type of content to the next single content. The respondent terminal is used to determine the standard time ta based on the transition time t. The time T required to proceed to the selected content from the second type of content is measured via the respondent's terminal. A computer program that outputs a first relationship between the standard time ta and the evaluation target time T to the respondent terminal and / or the education organizer terminal.

2. The computer program according to claim 1, wherein the first relationship is the ratio of the standard time ta to the evaluation target time T.

3. The computer program of claim 1, wherein when there are multiple contents of type 1 and their transition times are t1, t2...tn, the standard time ta is determined from the standard times t1, t2...tn.

4. The computer program according to claim 3, wherein the average time of the transition times t1, t2...tn is the standard time ta.

5. The computer program according to claim 3, wherein the transition times t1, t2...tn are fitted to a pre-assigned distribution, and the mode or expected value in that distribution is defined as the standard time ta.

6. The aforementioned educational support system further includes a correct / incorrect evaluation unit and a display driver unit. The correct / incorrect evaluation unit is instructed to evaluate the results of the selections made by the respondent regarding the second type of content. The display unit driver is instructed to output the evaluation result from the correct / incorrect evaluation unit in association with the first relationship. The computer program according to claim 1.

7. The aforementioned educational support system is further equipped with a threshold setting unit and a confidence level identification unit. The threshold setting unit is instructed to set a threshold value related to the first relationship. The confidence level identification unit is instructed to classify the results of the selection made by the respondent into "confident" and "unconfident" based on the threshold value. The computer program according to claim 6, wherein the display unit driver outputs the sorted confidence levels together with the evaluation results of the correct / incorrect evaluation unit.

8. An educational support method using an educational support system that includes a respondent terminal with a display unit, and sequentially displays content on the display unit of the respondent terminal, The display unit sequentially displays multiple contents, and these multiple contents include a first type of content and a second type of content. When the first type of content is displayed on the display unit, the respondent terminal is instructed to allow the respondent to proceed to the next predetermined single piece of content. When the second type of content is displayed on the display unit, the respondent terminal is instructed to select which of the following predetermined contents to proceed to. The response terminal is used to measure the transition time t required to move from the first type of content to the next single content. The respondent terminal is used to determine the standard time ta based on the transition time t. The time T required to proceed to the selected content from the second type of content is measured via the respondent's terminal. An educational support method that outputs a first relationship between the standard time ta and the evaluation target time T to the respondent terminal and / or the educational organizer terminal.

9. An educational support system comprising a respondent terminal including a display unit, a time measurement unit, a standard time identification unit, a confidence level evaluation unit, and a display unit driver, wherein content is sequentially displayed on the display unit of the respondent terminal, The display unit sequentially displays multiple contents, and these multiple contents include a first type of content and a second type of content. When the first type of content is displayed on the display unit, the respondent terminal is instructed to allow the respondent to proceed to the next predetermined single piece of content. When the second type of content is displayed on the display unit, the respondent terminal is instructed to select which of the following predetermined contents to proceed to. The respondent terminal is used to cause the time measurement unit to measure the transition time t required to move from the first type of content to the next single content. The respondent terminal is used to cause the standard time identification unit to identify the standard time ta based on the transition time t. The respondent's terminal is used to cause the time measurement unit to measure the evaluation time T required to proceed to the content selected from the second type of content. An educational support system that causes the display unit driver to output a first relationship between the standard time ta and the evaluation target time T to the respondent terminal and / or the educational organizer terminal.

10. A computer program used in a computer that includes a respondent terminal with a display unit, and which sequentially displays content on the display unit of the respondent terminal, The display unit sequentially displays multiple contents, and these multiple contents include a first type of content and a second type of content. When the first type of content is displayed on the display unit, the respondent terminal is instructed to allow the respondent to proceed to the next predetermined single piece of content. When the second type of content is displayed on the display unit, the respondent terminal is instructed to select which of the following predetermined contents to proceed to. The response terminal is used to measure the transition time t required to move from the first type of content to the next single content. The respondent terminal is used to determine the standard time ta based on the transition time t. The time T required to proceed to the selected content from the second type of content is measured via the respondent's terminal. A computer program that outputs a first relationship between the standard time ta and the evaluation target time T to the respondent terminal and / or the response collector terminal.

11. A confidence level evaluation method using a system that includes a respondent terminal with a display unit, and sequentially displays content on the display unit of the respondent terminal, The display unit sequentially displays multiple contents, and these multiple contents include a first type of content and a second type of content. When the first type of content is displayed on the display unit, the respondent terminal is instructed to allow the respondent to proceed to the next predetermined single piece of content. When the second type of content is displayed on the display unit, the respondent terminal is instructed to select which of the following predetermined contents to proceed to. The response terminal is used to measure the transition time t required to move from the first type of content to the next single content. The respondent terminal is used to determine the standard time ta based on the transition time t. The time T required to proceed to the selected content from the second type of content is measured via the respondent's terminal. A confidence level evaluation method that outputs a first relationship between the standard time ta and the evaluation target time T to the respondent terminal and / or the question setter's response collection terminal.

12. A system comprising a respondent terminal including a display unit, a time measurement unit, a standard time identification unit, a confidence level evaluation unit, and a display unit driver, wherein content is sequentially displayed on the display unit of the respondent terminal, The display unit sequentially displays multiple contents, and these multiple contents include a first type of content and a second type of content. When the first type of content is displayed on the display unit, the respondent terminal is instructed to allow the respondent to proceed to the next predetermined single piece of content. When the second type of content is displayed on the display unit, the respondent terminal is instructed to select which of the following predetermined contents to proceed to. The respondent terminal is used to cause the time measurement unit to measure the transition time t required to move from the first type of content to the next single content. The respondent terminal is used to cause the standard time identification unit to identify the standard time ta based on the transition time t. The respondent's terminal is used to cause the time measurement unit to measure the evaluation time T required to proceed to the content selected from the second type of content. A confidence level evaluation system that causes the display unit driver to output a first relationship between the standard time ta and the evaluation target time T to the respondent terminal and / or the question setter's response collection terminal.

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