Interactive teaching material device, interactive teaching material program, and interactive teaching material processing method

Abstract

To ensure that learners using terminal devices can correctly understand the problems and their solutions. [Solution] The interactive teaching material device conducts learning through dialogue with the learner via the terminal device 120. The interactive teaching material device includes a control unit that repeatedly performs the following based on the result of determining the level of understanding: a process of asking the learner questions aloud to help them understand the presented problem (S301-S303), a process of receiving aloud responses from the learner to the questioning process (S304, S305), and a process of determining the learner's level of understanding of the problem based on the learner's responses.

Description

Technical Field

[0001] This invention relates to an interactive teaching material device for assisting learning, an interactive teaching material program, and an interactive teaching material processing method.

Background Art

[0002] Conventionally, as learning via a terminal device such as a tablet, there is a technique for promoting learning corresponding to the ability of each learner by presenting a problem to the learner from the system side, accepting the learner's answer, and evaluating the answer (for example, see Patent Document 1 below).

Prior Art Documents

Patent Documents

[0003]

Patent Document 1

Summary of the Invention

Problems to be Solved by the Invention

[0004] However, in the above-described conventional technology, in learning using a terminal device, although it functions by the learner's active operation, the learning comprehension depends on how the learner approaches learning. For example, in the conventional technology, when a learner cannot answer a problem, appropriate learning and problem-solving cannot proceed without a question from the learner. When the learner does not know what to ask in order to answer, the learner cannot even ask a question. In this case, some learners may have problems such as "not thinking deeply", "leaving unsolved problems as they are", and "the process of solving problems being sloppy". If the learner cannot correctly understand the learning problems, the learning will get stuck and the learning comprehension and learning efficiency cannot be improved. Also, personal learning using a terminal device such as a tablet will be shunned.

[0005] This invention aims to solve the problems of the prior art described above by enabling learners using terminal devices to correctly understand problems and their solutions. [Means for solving the problem]

[0006] To solve the above-mentioned problems and achieve the objective, the interactive teaching material device according to this invention is an interactive teaching material device that conducts learning through dialogue with a learner, and is characterized by comprising a control unit that repeatedly performs the following based on the result of determining the level of understanding: a process of asking the learner questions in voice to help them understand the presented problem; a process of receiving voice responses from the learner to the questioning process; and a process of determining the learner's level of understanding of the problem based on the learner's response.

[0007] Furthermore, the interactive teaching material device according to this invention is characterized in that the process of asking questions via voice does not include the correct answer to the question, but rather involves asking closed questions in which the learner's response is predetermined.

[0008] Furthermore, the interactive teaching material device according to this invention is characterized in that the process of asking questions using voice performs a predetermined question to create a state in which the learner speaks in response to the learner being unable to ask a question and not responding.

[0009] Furthermore, the interactive teaching material device according to this invention is characterized by branching into scenarios based on the learner's level of understanding of the problem, based on the determination of the learner's level of understanding of the problem.

[0010] Furthermore, the interactive teaching material device according to this invention is characterized in that the questions include pre-set questions corresponding to stumbling blocks where learners are likely to give incorrect answers to the presented problems, and these questions are for determining the learner's level of understanding of the problems.

[0011] Furthermore, the interactive teaching material device according to this invention is characterized by including a process that explains the problem according to the learner's response to the question.

[0012] Furthermore, the interactive teaching material program according to this invention is an interactive teaching material program that conducts learning through dialogue with a learner, and is characterized in that it causes a computer to execute the following processes: a process of verbally asking the learner questions to help them understand the presented problem; a process of receiving verbal responses from the learner to the questioning process; and a process of determining the learner's level of understanding of the problem based on the learner's responses, and repeating these processes based on the result of the determination of the level of understanding.

[0013] Furthermore, the interactive material processing method according to this invention is an interactive material processing method in which learning is conducted through dialogue with a learner, characterized in that a computer performs the following processes: a process of verbally asking the learner questions to help them understand the presented problem; a process of receiving verbal responses from the learner to the questioning process; and a process of determining the learner's level of understanding of the problem based on the learner's responses, and repeating these processes based on the result of the determination of the level of understanding. [Effects of the Invention]

[0014] The interactive teaching material device, interactive teaching material program, and interactive teaching material processing method according to this invention have the effect of enabling learners who use a terminal device to correctly understand problems and their solutions. [Brief explanation of the drawing]

[0015] [Figure 1] Figure 1 is an explanatory diagram showing an example of a system configuration for an interactive teaching material device. [Figure 2A] Figure 2A is an explanatory diagram showing an example of the hardware configuration of a computer device that implements a server. [Figure 2B] Figure 2B is an explanatory diagram showing an example of the hardware configuration of a computer device that implements an operating terminal. [Figure 3] Figure 3 is an explanatory diagram illustrating how dialogue can be used to correctly understand the problem and its solution. [Figure 4] Figure 4 is an explanatory diagram of the elements involved in solving the problem. [Figure 5] Figure 5 is a diagram showing a functional example of realizing an interactive coach. [Figure 6] Figure 6 is a flowchart showing a processing example of the interactive coach. [Figure 7A] Figure 7A is a flowchart showing a detailed example of the processing of the interactive coach. (Part 1) [Figure 7B] Figure 7B is a flowchart showing a detailed example of the processing of the interactive coach. (Part 2) [Figure 8] Figure 8 is a diagram showing the screen display state of a problem example.

Mode for Carrying Out the Invention

[0016] Hereinafter, with reference to the accompanying drawings, preferred embodiments of the interactive teaching material device, interactive teaching material program, and interactive teaching material processing method according to this invention will be described in detail.

[0017] In the embodiment, it is applied to interactive learning in which learning is advanced through dialogue with a learner. The interactive teaching material device of the embodiment, for example, when a learner cannot answer a question or wants to listen to an explanation of a question, makes an appropriate inquiry to the learner to encourage the learner's speech, and leads to an understanding of the question through dialogue with the learner.

[0018] (System Configuration of Interactive Teaching Material Device) First, the system configuration of the interactive teaching material device including the interactive teaching material device of the embodiment according to this invention will be described.

[0019] Figure 1 is an explanatory diagram showing an example of the system configuration of an interactive teaching material device. In Figure 1, the interactive teaching material device 100 according to this embodiment of the invention consists of a server 110 and a plurality of operating terminals (interactive teaching material devices) 120. The server 110 is managed by the operator (administrator) of the interactive teaching material device 100. The server 110 can also be realized by a general-purpose computer device such as a personal computer (see Figure 2A). The server 110 stores a teaching material database and a subscriber database (both omitted from the illustration).

[0020] The operating terminal 120 can be implemented by a computer device such as a tablet computer or tablet terminal (see Figure 2B). The operating terminal 120 may be portable or not.

[0021] The operating terminal 120 is equipped with, for example, a touchscreen consisting of a display and a touch panel (see Figure 2B).

[0022] The server 110 and each operating terminal 120 are connected to each other via a network 140 such as the Internet, enabling them to communicate with one another. Each operating terminal 120 can communicate wirelessly with a radio repeater installed on the network 140, for example, using a wireless LAN such as Wi-Fi (registered trademark), thereby achieving good portability for the operating terminals 120.

[0023] (Hardware configuration of Server 110) Figure 2A is an explanatory diagram showing an example of the hardware configuration of a computer device that implements a server. In Figure 2A, the computer device that implements the server 110 includes a CPU 211, memory 212, and a network interface 213. The various parts 211 to 213 of the computer device are connected by a bus 210. The CPU 211 functions as a control unit that oversees the overall control of the computer device that implements the server 110.

[0024] Memory 212 stores programs such as boot programs and data that make up various databases. Memory 212 also stores various databases, such as educational material databases and subscriber databases. These databases are stored in non-volatile storage media, which are among the various storage media that make up Memory 212, and whose contents are not erased even when the power is off.

[0025] Furthermore, memory 212 is used as the work area of ​​the CPU 211. Memory 212 can be implemented using, for example, ROM (Read-Only Memory), RAM (Random Access Memory), HDD (Hard Disk Drive), and HD (Hard Disk).

[0026] The network interface 213 is connected to a network 140, such as the internet, and is connected to external devices such as an operating terminal 120 via the network 140. The network interface 213 controls the interface between the network 140 and the internal workings of the computer device that makes up the server 110, and controls the input and output of data between the computer device that makes up the server 110 and the external devices.

[0027] (Hardware configuration of operating terminal 120) Figure 2B is an explanatory diagram showing an example of the hardware configuration of a computer device that implements an operating terminal. In Figure 2B, the computer device that implements the operating terminal 120 includes a CPU 221, memory 222, network I / F 223, touchscreen 225, microphone 226, speaker 227, and camera 228. Furthermore, in the interactive teaching material device 100 according to this embodiment of the invention, each of the parts 221 to 228 of the computer device that implements the operating terminal 120 is connected by a bus 220.

[0028] The CPU 221 functions as a control unit that oversees the overall control of the operating terminal 120. The memory 222 stores data such as the boot program. Furthermore, the memory 222 is used as the work area for the CPU 221. The memory 222 can be implemented using, for example, flash memory.

[0029] The network interface 223 is connected to a network 140, such as the internet, via a Wi-Fi router or wired connection. The network interface 223 controls the input and output of data between the network 140 and external devices such as a server 110.

[0030] The touchscreen 225 comprises a display 225a and a touch panel 225b.

[0031] The display 225a can be implemented, for example, primarily by a liquid crystal display (LCD) or an electro-luminescence (OLED) display. The display 225a may be a color display or a monochrome (black and white) display.

[0032] The touch panel 225b is stacked on the display surface side of the display 225a and outputs a signal to the CPU 221 according to the operation position. For example, the touch panel 225b determines whether or not an input operation has been performed on the touch panel 225b, the position where the input operation was received on the touch panel 225b, the medium on which the input operation was performed, etc., and outputs a signal to the CPU 221 according to the received input operation.

[0033] Each time the operating terminal 120 receives input information, it generates input data, generates transmission information that associates the identification information of the learning content at the time of input with the identification information of the operating terminal 120, and sends the transmission information to the server 110 each time it is generated. When the server 110 receives the transmission information, it stores the identification information of the learning content and the identification information of the operating terminal 120 contained in the transmission information in memory 222.

[0034] The information to be transmitted may be stored in memory 222 for a certain period of time, such as until a certain amount of data is reached or until the learning of one piece of learning content is completed, and then transmitted to the server 110 when a certain amount of data is reached or when the learning of one character is completed.

[0035] Microphone 226 converts audio, such as a speaker's voice, which is input as analog data, from analog to digital and generates audio data in digital format. Microphone 226 is used, for example, when a learner pronounces something. Speaker 227 converts the digital audio data from digital to analog and outputs sound by energizing a coil in the speaker cone based on the analog audio data. Speaker 227 outputs, for example, a predetermined message. Speaker 227 may also output sounds such as a warning alarm.

[0036] Camera 228 generates image data through operation of the touch panel 225b. The generated image data can be stored in memory 222. Network I / F 223 is connected to a network 140 such as the internet and provides an interface for communication with server 110 via the network 140.

[0037] In the example configuration shown in Figure 2B, the terminal device 120 is shown as a hardware configuration equivalent to a tablet or smartphone. However, the terminal device 120 is not limited to this; it may also be a PC, in which case the touchscreen 225 shown in Figure 2B may be replaced with a display and mouse.

[0038] (An example of a teaching material database) The learning materials database stores learning content related to learners' studies. This learning content consists of, for example, "question" content and "answer" content. The "question" content includes, for example, video data, image data, and audio data related to the learning questions. The difficulty level of the questions can be varied by referencing data such as the learner's correct answer rate in the same subject area and the learner's attributes.

[0039] The "Answer" content holds metadata for the correct answer and includes information that allows for determination of whether it matches the learner's answer. For example, based on the learner's selection from multiple options displayed as images in the "Question" content as answers to the question, it is possible to determine whether the learner's answer to the question is correct or not.

[0040] Each "answer" content is stored in the learning materials database, associated with each "problem" content. Each "answer" content is stored in the learning materials database, associated with one "problem" content. In the learning materials database, at least one "answer" content is stored associated with each "problem" content.

[0041] (An example of a subscriber database) The subscriber database stores information about the learning progress associated with each learner's identification information. This learning progress information represents the learning progress. This learning progress information can be implemented, for example, by information about the playback history of learning content. Alternatively, this learning progress information may be implemented, for example, by information about "question" content that has been displayed on the display 225a of the operation terminal 120, or by information about "question" content for which answers have been entered.

[0042] Information regarding the progress of learning may include, for example, identification information of learning content such as playback of learning content, display of learning content, and acceptance of answer input, and information regarding the date and time when the playback / display / acceptance of answer input / the above determination of the learning content was performed (hereinafter referred to as "learning date and time" as appropriate).

[0043] In this way, by managing the learning progress for each learner, it is possible to provide appropriate learning tailored to the individual learner's progress. Furthermore, the subscriber database may store information about the learner themselves, such as the learner's name (member name), grade level, and date of birth, who is a subscriber to the learning service using the interactive learning material device 100. The subscriber database may also include information about the learner's guardian, such as the learner's parent.

[0044] (About dialogue coaching) Embodiments of the present invention include, as a teaching material database, a dialogue coach in addition to the "problem" content and "answer" content described above. The dialogue coach functions when a learner makes a mistake in answering a problem, or when a learner reviews a problem and listens to an explanation, and engages in dialogue to guide the learner to understand the problem and arrive at the correct answer.

[0045] Dialogue coaching has the following objectives: In dialogue coaching, learners are guided to "discover" the essential "elements" of a problem and to follow the process of reaching a conclusion, thereby learning "how to learn" and developing their learning ability. In dialogue coaching, instead of having learners who do not understand what they do not understand ask questions, the dialogue coach asks questions and leads the dialogue.

[0046] As learners prepare and adapt their responses while listening to the dialogue coach's utterances, they are naturally required to pay attention and concentrate. Furthermore, by using closed questions (e.g., Yes / No) that require immediate answers, there is no room for other thoughts. The act of speaking allows learners to focus on the matter at hand and the things they need to think about. Because putting things into words allows learners to visualize the matter more concretely than simply thinking about the answer in their heads, they perceive it as "understanding" and it is more likely to be remembered.

[0047] Figure 3 is an explanatory diagram illustrating how dialogue construction enables correct understanding of problems and their solutions. The dialogue coach is pre-stored in the memory 212 of the server 110. The terminal device 120 conducts dialogue with the learner in accordance with the dialogue coach, based on the control of the server 110.

[0048] If a learner is unsure what to ask and is unable to ask a question, the dialogue coach will verbally ask the learner a question from the terminal device 120 (step S301). This creates a dialogue state between the terminal device 120 and the learner (step S302). This dialogue state prepares the learner to "listen" and "respond". This activates the learner's awareness and improves their concentration.

[0049] Furthermore, the dialogue coach asks appropriate questions during the dialogue via the terminal device 120 (step S303). This allows the learner to instantly come up with an answer, leaving no room for other thoughts unrelated to the answer.

[0050] This allows learners to speak aloud to the terminal device 120 (dialogue coach) (step S304). By speaking aloud, learners can make their thoughts more concrete and organized, and they will be easier to remember.

[0051] Furthermore, the dialogue coach encourages active participation in learning by enabling learners to interact with the terminal device 120 (step S305). This allows learners to think for themselves rather than being given the answers to problems through the dialogue coach, thereby providing them with the joy of achievement and motivation to learn. According to the dialogue coach, learners will acquire the ability to apply and utilize their learning, and will gain not just the answers to problems, but the methods for grasping the answers. In addition, the dialogue coach can accommodate the different learning levels of each learner, enabling learners of any level to be raised to a certain level or higher.

[0052] Figure 4 is an explanatory diagram of the elements involved in solving the problem. As shown in Figure 4(a), in order for a learner to solve a given problem, they must understand all of the elements 1, 2, and 3 to arrive at the correct answer.

[0053] As shown in Figure 4(b), for example, if a learner lacks understanding of element 2, they will not be able to arrive at the correct answer and will get it wrong. In dialogue coaching, the coach determines which elements the learner lacks understanding of through dialogue and helps the learner to understand the missing elements through dialogue, thereby enabling them to arrive at the correct answer.

[0054] (Examples of functions for realizing dialogue coaching) Figure 5 shows an example of the functionality of the dialogue coach. The dialogue coach functionality described above can be realized, for example, by the CPU 221 of the terminal device 120 executing the dialogue coach program. However, it is not limited to this; the CPU 211 of the server 110 may perform the dialogue coach program processing, and the terminal device 120 may mediate the dialogue between the server 110 and the learner.

[0055] The terminal device 120 includes a learning user interface (UI) 501 for communication with the learner and the functions of a dialogue coach 502. In the example in Figure 5, the learning UI 501 outputs the content of the dialogue (questions and explanations) output by the dialogue coach 502 to the learner using the terminal device 120. The learning UI 501 inputs the content of the learner's speech (answers to questions) to the dialogue coach 502. As a UI for audio input and output, the learning UI 501 has a microphone 226 that acquires the learner's voice and a speaker 227 that outputs the voice to the learner.

[0056] Although Figure 5 only describes the exchange of spoken content (audio data) during the dialogue between the learner and the learning UI 501 and the dialogue coach 502, the dialogue coach 502 may also exchange image data and text data with the learner. For example, during a dialogue with the learner on the terminal device 120, the dialogue coach 502 can output image data of questions and answer choices to the learner, and the learner can input data of the selected choice and text data of the answer.

[0057] The dialogue coach 502 includes a speech input unit 511, a scenario extraction unit 512, and a speech output unit 513. The speech input unit 511 performs speech recognition on the learner's speech data and outputs it to the scenario extraction unit 512. The speech output unit 513 converts the problems and explanations output by the scenario extraction unit 512 into speech data and outputs it to the learner.

[0058] The scenario extraction unit 512 engages in dialogue with the learner based on a dialogue scenario designed to help the learner understand the problem. The dialogue scenario includes multiple chapters, each chapter containing multiple elements related to the learner's understanding of the problem (for example, elements 1-3 above). The scenario extraction unit 512 outputs data such as problems and explanations based on the dialogue scenario that follows the multiple chapters. By constructing a dialogue with the learner that includes explanations to help them understand the problem in each of the multiple chapters, the system helps the learner deepen their understanding of the problem and guides them to the answer.

[0059] As will be explained in more detail later, the scenario extraction unit 512 determines the learner's level of understanding of the problem for each chapter, and depending on the level of understanding, either moves to the next chapter or engages in dialogue with the learner within the chapter to help them understand the problem (element).

[0060] The dialogue coach 502 is not limited to being located on the terminal device 120 or the server 110; it may also be located outside the server 110. The dialogue coach 502 may also be located in the cloud on the network. Furthermore, if the dialogue coach 502 has speech recognition and / or character recognition functions, these functions may utilize a general-purpose API (Application Programming Interface).

[0061] (Example of how a dialogue coach handles this) Dialogue coach 502 will perform the following steps: 1. The terminal device 120 asks questions to the learner and establishes a dialogue with the learner. 2. By listening to the utterances of Dialogue Coach 502, learners prepare their own responses and adapt to the utterances of Dialogue Coach 502, thereby improving their concentration and activating their awareness. 3. The learner's level of understanding is assessed through questioning, and the dialogue scenario is branched according to the level of understanding. 4. At "stumbling blocks" encountered during instruction, assess the learner's level of understanding in the same way as in step 3 above, and repeat this assessment. "Stumbling blocks" are, for example, points where learners tend to make mistakes. 5. Avoid giving learners the direct answers as much as possible, and ultimately allow them to discover the answers themselves. 6. By encouraging learners to think for themselves and arrive at the answer, rather than being taught, a high level of memory retention can be expected. 7. The above processes are implemented through natural communication that reduces artificiality.

[0062] Figure 6 is a flowchart showing an example of processing performed by a terminal device. The processing shown in Figure 6 is executed, for example, by the CPU 221 of terminal device 120.

[0063] The interactive teaching material device 100 activates the functions of the dialogue coach 502 (step S601) when a learner uses the terminal device 120 for learning, for example, when the learner makes a mistake in answering a problem presented to the learner, or when the learner reviews a problem and listens to an explanation. The dialogue coach 502 then performs the following processing.

[0064] Dialogue Coach 502 assesses the learner's understanding of the problems in the order of chapters in a predetermined scenario and processes the information accordingly. Each chapter includes one question to assess understanding of each element of the problem, as well as zero or more detailed questions to assess understanding, explanations, etc.

[0065] First, dialogue coach 502 processes Chapter 1, which corresponds to element 1. In processing Chapter 1, the coach asks the learner a question to assess their understanding of the element (step S602). The question to assess understanding of the element determines the learner's understanding of element 1 of the problem presented. If the result indicates that the learner understands (step S602: Yes), dialogue coach 502 moves on to processing Chapter 2.

[0066] In the processing example in Figure 6, the dialogue coach 502 asks the learner whether they want to return to the problem (step S604). If they choose to return to the problem (step S604: Yes), the dialogue coach 502 terminates its functions. If they choose not to return to the problem (step S604: No), the dialogue coach continues and proceeds to the processing of the next chapter, Chapter 2. The dialogue coach 502 asks the learner whether they want to return to the problem at the end of each chapter (it does not ask the learner if they answer the element comprehension assessment question correctly or at the end of the last chapter).

[0067] If the result of Step S602 indicates that the learner does not understand (Step S602: No), then Dialogue Coach 502 conducts a dialogue about the first element (Element 1) (Step S603) and proceeds to Step S604. In Step S603, Dialogue Coach 502 conducts a dialogue to help the learner understand Element 1 of the problem by asking further questions about the problem (detailed comprehension assessment questions) and explaining the problem. By the end of Chapter 1, the learner should understand Element 1 as explained in Chapter 1. For example, the explanation of Element 1 is completed in one chapter (Element 1 does not span two chapters).

[0068] After completing the processing for Chapter 1, as shown in Figure 6, the dialogue coach 502 performs the processing for the second element (element 2) in Chapter 2 (steps S605 to S607) in the same way as in Chapter 1. Subsequently, the dialogue coach 502 performs the processing for the third element (element 3) in Chapter 3 (steps S608, S609) in the same way as in Chapter 1.

[0069] When dialogue coach 502 finishes processing Chapter 3, it determines that the learner has understood each element of the problem (in the example in Figure 6, the three elements 1-3 of the problem), and returns to the problem initially presented (step S610), thus ending the process.

[0070] Through the above process, Dialogue Coach 502 ensures that learners reach a point where they can reliably answer the questions. Dialogue Coach 502 helps learners understand each element necessary to answer the questions. As a result, learners can finish with a sense of accomplishment.

[0071] Figures 7A and 7B are flowcharts illustrating detailed examples of the dialogue coach's processing. These figures 7A and 7B show detailed examples of the processing of one chapter of the dialogue coach shown in Figure 6.

[0072] Figure 8 shows the screen display state of an example problem. It shows an example of the problem display screen 800 displayed on the learner's terminal device 120. In the example shown in Figure 8, two problems (1)801a and (2)801b are displayed in the subject of elementary school science, and four answer choices (A to D) 802a to 802d are displayed as answers to problems 801a and 801b. Problem (1)801a is "To investigate the relationship between electric current and the force of an electromagnet, which of A to D should be compared?" Problem (2)801b is "To investigate the relationship between the number of turns in a coil and the force of an electromagnet, which of A to D should be compared?"

[0073] The answer choices are: A802a "100 turns, 1 can battery", B802b "200 turns, 1 can battery", C802c "100 turns, 2 can batteries", and D802d "200 turns, 2 can batteries".

[0074] Problems (1)801a and (2)801b each have answer fields 803 and 804, respectively. Learners should input text into answer fields 803 and 804. Alternatively, learners may speak aloud and input text corresponding to their speech into answer fields 803 and 804.

[0075] If a learner does not know the answer to a problem displayed on the display screen 800 shown in Figure 8, or if they want to review the material, they activate the functions of the dialogue coach 502.

[0076] The Dialogue Coach 502 will be explained using the processing flowcharts shown in Figures 7A and 7B as an example. In Dialogue Coach 502, chapters are divided into three routes according to the learner's level of understanding of the problem, making it easier to create Dialogue Coach 502. The three routes are Route Blue R1, Route Yellow R2, and Route Red R3.

[0077] Route Blue R1 is a route taken by learners who already understand the elements of the problem, essentially skipping the current chapter. Route Blue R1 avoids lengthy explanations of content that learners already understand.

[0078] For example, as shown in Figure 7A, upon activation of the dialogue coach 502, Route Blue R1 first performs an introductory process as needed (step S701). Through the introductory process, the dialogue coach 502 brings the learner into a state where they can focus on the dialogue and engage in conversation. In the introductory process, the learner is not asked to answer a question; for example, the dialogue coach 502 might say, "Let's first review the question in (1) together!" The subsequent "Detailed comprehension assessment question" then creates a conversational state between the learner and the dialogue coach to help them understand the question.

[0079] In the "Detailed Comprehension Assessment Question," dialogue coach 502 asks, "What does this question say about investigating the relationship between the forces of an electromagnet?" and waits for the learner to respond. If the learner says "electric current" or "magnitude of electric current," dialogue coach 502 uses speech recognition to determine that the answer to the detailed comprehension assessment question is correct and responds, "That's right! You read it well!" If the learner responds in a way that is not correct, dialogue coach 502 responds with a questioning "Are you sure?"

[0080] Furthermore, if a learner responds with "I don't know" or remains silent during the timeout, dialogue coach 502 says, "Let's take a look together!" After this, for learners who answered incorrectly, the coach reintroduces the problem by saying, "The problem statement says, 'Investigate the relationship between the magnitude of the electric current and the force of the electromagnet,'" and "You have to choose which of A through D to compare."

[0081] Next, dialogue coach 502 asks a question to assess the learner's understanding of an element (step S702, step S602 in Figure 6). The question to assess the learner's understanding corresponds to one element necessary to answer the problem and is asked at a point where the learner might stumble. In this example, the question to assess the learner's understanding is "To investigate the relationship between the magnitude of the electric current and the force of the electromagnet, should you change the number of batteries or keep them the same?" The correct answer to the question to assess the learner's understanding is "change them." When the learner says "change them" or "make them different," dialogue coach 502 determines that the answer to the question to assess the learner's understanding is correct (step S703) and responds with "That's right! That's great!" (step S704). Speech recognition absorbs variations in the learner's utterances when they answer.

[0082] If the learner's answer to the question used to assess element comprehension is correct, the dialogue coach 502 determines that the processing of Route Blue R1 is complete and proceeds to the processing of Step S722 (see Figure 7B). On the other hand, if the learner's answer to the question used to assess element comprehension is incorrect, the dialogue coach 502 proceeds to the processing of Route Yellow R2.

[0083] In Route Yellow R2, the dialogue coach 502 makes a judgment on the learner's response to the element comprehension assessment question (incorrect answer, step S711) based on predefined correct / incorrect information, and makes a response corresponding to the judgment result (step S712).

[0084] For example, if the learner's response is a common mistake (step S711a), the dialogue coach 502 will explain the part of the incorrect answer that was close (step S712a). For example, if the learner responds "Same, make it the same" in step S711a, the dialogue coach 502 will respond "Really?" in step S712a. Also, if the learner responds with the common mistake "Align / Don't change" in step S711b, the dialogue coach 502 will respond "Really?" in step S712b. In addition, if the learner responds with another mistake in step S711c, the dialogue coach 502 will respond to the other mistake in step S712c. Furthermore, if the learner responds "I don't know" in step S711d or if there is no response and time runs out, the dialogue coach 502 will respond "Was it difficult?" in step S712d.

[0085] After the responses in Step S712 (Steps S712a to S712d), Dialogue Coach 502 gives the main explanation (Step S713). For example, in the main explanation regarding how to think about the problem, Dialogue Coach 502 responds with "Let's think about it with a concrete example!" and then asks a detailed comprehension assessment question (Step S714). The detailed comprehension assessment question is a question to check whether the student has a proper understanding of the important points in solving the given problem, and it is a closed question that can be answered in one way after listening to the main explanation. In the detailed comprehension assessment question, Dialogue Coach 502 asks, "Is the brightness of the light bulb the same or different when there is one battery and when there are two batteries?"

[0086] The correct answer to the detailed comprehension assessment question is "No." When the learner says "No," dialogue coach 502 determines that the answer to the detailed comprehension assessment question is correct (step S715) and responds, "That's right! The brightness was different, wasn't it?" (step S716 in Figure 7B).

[0087] If the learner's answer to the detailed comprehension assessment question is correct, Dialogue Coach 502 proceeds to the next main explanation (step S717). On the other hand, if the learner's answer to the detailed comprehension assessment question is incorrect, Dialogue Coach 502 proceeds to the processing of Route Red R3.

[0088] The second and subsequent main explanations shown in step S716 may not always be given. The multiple main explanations do not provide the answer to the problem, but rather each shows a way of thinking about the problem. For example, dialogue coach 502 might say as a main explanation, "Dry cell batteries are related to the magnitude of the current, right?"

[0089] After the main explanation, dialogue coach 502 asks detailed questions to assess the learners' understanding (step S718). For example, dialogue coach 502 might ask a closed question such as, "So, should we change the number of batteries, or keep them the same?"

[0090] The correct answer to the detailed comprehension assessment question is "change, make it different." When the learner says "change" or "make it different," dialogue coach 502 determines that the answer to the detailed comprehension assessment question is correct (Step S719) and responds, "Great! You're starting to understand" (Step S720).

[0091] After step S720, the conversational coach 502 can also perform the next, third main explanation (step S721). In the illustrated example, the third main explanation is performed after the processing at rootred R3 is completed. In the third main explanation, the conversational coach 502 may ask additional questions to help understand the problem, such as, "If there is one battery, the current is small, and if there are two batteries, it is large," or "To find out if the strength of the electromagnet changes depending on the magnitude of the current, we need to change the magnitude of the current and compare them."

[0092] After this, the dialogue coach 520 either returns to the problem or proceeds to the next chapter (Chapter 2) (Step S722), thus concluding the series of processes.

[0093] Next, we will explain the processing of Rootred R3. Based on the pattern learning results, the learner's response (incorrect, step S731) to the detailed comprehension assessment question in step S714 of Figure 7A is judged in multiple ways, and a corresponding response is given for each (step S732).

[0094] For example, if the learner's response is a common mistake (step S731a), dialogue coach 502 will explain the parts of the incorrect answer that were close (step S732a). Also, if the learner responds with another mistake in step S731b, dialogue coach 502 will respond to the other mistake with "Really?" in step S732b. Furthermore, if the learner responds with "I don't know" or is unresponsive when time runs out (step S731c), dialogue coach 502 will respond with "Let's check it together!" (step S732c).

[0095] After the response in step S732 (steps S732a to S732c), dialogue coach 502 provides a follow-up explanation (step S733). For example, dialogue coach 502 responds to the problem's approach by saying, "You wanted to find out how the strength of the electromagnet changes depending on the magnitude of the current, right?" (step S733). The follow-up explanation provides a more detailed explanation of the problem, and dialogue coach 502 ultimately provides the answer to the problem in response to the learner's changing state of understanding.

[0096] After the explanation of the lift in step S733, the dialogue coach 502 proceeds to the main process shown in step S717 (see Figure 7B).

[0097] Then, if the learner's answer to the closed question in Step S718, "So, should we change the number of batteries? Or keep them the same?" is incorrect, Dialogue Coach 502 will proceed to processing Rootred R3 again.

[0098] For example, if the learner's response is a common mistake (step S735a), the dialogue coach 502 will explain the parts of the incorrect answer that were close to being correct (step S736a). Also, if the learner responds with a completely incorrect answer in step S735b, the dialogue coach 502 will respond in step S736b to address the complete incorrectness. Furthermore, if the learner responds with "I don't know" or is unresponsive when time runs out (step S735c), the dialogue coach 502 will respond accordingly (step S736c).

[0099] After the response in step S736 (steps S736a to S736c), dialogue coach 502 provides a further explanation (step S737). For example, in the second explanation, the coach responds, "We're going to investigate what happens when we increase the magnitude of the current and what happens when we decrease it." If the learner still gets the answer wrong, in the third explanation the coach gives the correct answer, "Therefore, we need to change the magnitude of the current, that is, the number of dry cell batteries!"

[0100] This ensures that even when processing at rootred R3 is complete, the learner can finish with the correct answer to the problem. After processing at step S737, the conversational coach 502 proceeds to processing at step S721.

[0101] The process described above is for Chapter 1, which corresponds to one element for understanding the problem. After the process in step S722, the dialogue coach 502 can move on to Chapter 2, which corresponds to the next element. The dialogue coach 502 performs the same process in multiple chapters corresponding to each element of the problem, guiding the learner to understand each element of the problem and to be able to answer the problem correctly.

[0102] As described above, the interactive teaching material device of this embodiment conducts learning through dialogue with the learner. The interactive teaching material device includes a control unit that repeatedly performs the following based on the result of determining the learner's level of understanding: a process of asking the learner questions via voice to help them understand the presented problem; a process of receiving voice responses from the learner to the questioning process; and a process of determining the learner's level of understanding of the problem based on the learner's response.

[0103] This will enable learners to correctly understand learning problems and their solutions using terminal devices, thereby improving their comprehension and learning efficiency. For example, even if a learner cannot answer a problem or does not know what to ask to answer it and is unable to ask a question, they will be able to understand the problem through the dialogue built with the learner. Learners will be able to think deeply about problems, solve problems they could not solve, and understand the process of solving them. This will also promote personalized learning using terminal devices such as tablets.

[0104] Furthermore, the interactive teaching material device of this embodiment does not include the correct answer to the question in its voice-based questioning process, but instead asks closed questions in which the learner's response is predetermined.

[0105] This allows learners to instantly recall answers and express them verbally, enabling the creation of a dialogue-like environment.

[0106] Furthermore, in the interactive teaching material device of this embodiment, the process of asking questions via voice involves, if the learner is unable to ask a question and does not respond, a predetermined question is asked to create a state in which the learner will speak in response to the lack of response.

[0107] This allows learners to speak even if they are unable to ask questions or respond, thus enabling the creation of a dialogue.

[0108] Furthermore, the interactive teaching material device of this embodiment branches into different scenarios based on the learner's level of understanding of the problem.

[0109] This will enable the creation of dialogues tailored to each learner's level of understanding of the material.

[0110] Furthermore, the interactive teaching material device of the embodiment includes pre-set questions that correspond to stumbling blocks where learners tend to get the answer wrong to the presented problem, and these questions can be used to determine the learner's level of understanding of the problem.

[0111] This allows us to ensure learners correctly understand the problem at each point where they encounter a stumbling block that often leads to incorrect answers.

[0112] Furthermore, the interactive teaching material device of this embodiment includes a process for explaining problems in accordance with the learner's response to a question.

[0113] This allows learners to deepen their understanding of the problems by listening to explanations tailored to their level of comprehension.

[0114] The processing method using the interactive teaching materials described in this embodiment can be implemented by executing a pre-prepared program on a computer such as a personal computer or workstation. This program is recorded on a computer-readable recording medium such as a hard disk, flexible disk, CD-ROM, MO, or DVD, and is executed by being read from the recording medium by the computer. This program may also be transmitted via a network such as the Internet. [Industrial applicability]

[0115] As described above, the interactive teaching material device, interactive teaching material program, and interactive teaching material processing method according to this invention are useful for interactive teaching material devices, interactive teaching material programs, and interactive teaching material processing methods that support learning, and are particularly suitable for interactive teaching material devices, interactive teaching material programs, and interactive teaching material processing methods that enable learners to understand problems and their solutions through dialogue with them. [Explanation of Symbols]

[0116] 100 Interactive Teaching Materials Devices 110 Servers 120 Terminal devices 501 Learning UI 502 Dialogue Coach 511 Speech Input Unit 512 Scenario Extraction Unit 513 Speech output unit

Claims

1. In an interactive teaching material device that facilitates learning through dialogue with learners, The process involves verbally asking learners questions to help them understand the presented problem, The process of receiving an audible response from the learner to the aforementioned questioning process, A process to determine the learner's level of understanding of the problem based on the learner's response, An interactive teaching material device characterized by comprising a control unit that repeatedly performs the above based on the results of the assessment of the level of understanding.

2. The aforementioned process of asking questions via voice is: The interactive teaching device according to claim 1, characterized in that it does not include the correct answer to the aforementioned problem and the learner's response is a predetermined closed question.

3. The aforementioned process of asking questions via voice is: The interactive teaching material device according to claim 1, characterized in that, if the learner is unable to ask a question and does not respond, the device prompts the learner to speak in response to the absence of such response.

4. The interactive teaching material device according to claim 1, characterized in that it branches into different scenarios based on the learner's level of understanding of the aforementioned problem.

5. The interactive teaching device according to claim 1, characterized in that the aforementioned questions include pre-set questions corresponding to stumbling blocks where learners are likely to give incorrect answers to the presented problems, and the questions are for determining the learner's level of understanding of the problems.

6. The interactive teaching material device according to claim 5, characterized in that it includes a process of explaining the problem in accordance with the learner's response to the aforementioned question.

7. In interactive learning materials programs where learning takes place through dialogue with learners, The process involves verbally asking learners questions to help them understand the presented problem, The process of receiving an audible response from the learner to the aforementioned questioning process, A process to determine the learner's level of understanding of the problem based on the learner's response, This is repeated based on the results of the assessment of the level of understanding. An interactive educational program characterized by having a computer perform the processing.

8. In an interactive material processing method that involves learning through dialogue with learners, The process involves verbally asking learners questions to help them understand the presented problem, The process of receiving an audible response from the learner to the aforementioned questioning process, A process to determine the learner's level of understanding of the problem based on the learner's response, This is repeated based on the results of the assessment of the level of understanding. An interactive teaching material processing method characterized by the processing being performed by a computer.

Images