Learning support systems and software

Abstract

Learning support systems that improve the academic abilities of children who do not yet have sufficient reading and writing skills are considered to be usable in areas such as elementary school entrance exams, early childhood education, and primary education, and there is a growing social demand for them. [Solution] The learning support system according to the present invention sends the answer sheet to the user's printer and the question text to the parent's terminal. The parent reads the question text aloud to the child and has them answer it, which can contribute not only to the development of thinking skills necessary to answer the questions, but also to the development of basic abilities such as listening to and understanding language.

Description

[Technical Field]

[0001] This invention relates to a system for supporting learning and software to implement it. In particular, it relates to a system for supporting the improvement of academic ability in children aiming to take elementary school entrance exams and software to implement it. [Background technology]

[0002] In recent years, Japan has been experiencing a declining birthrate, which is becoming a demographic problem. Alongside this, there has been a growing enthusiasm for education for parents. Consequently, there is a growing demand for enrolling children in elementary schools that offer a better education.

[0003] Elementary school entrance exams are not easy because the test-takers are children. Furthermore, studying for these exams at home is also not easy. Children's character development is not yet fully complete, and so-called rote learning methods can sometimes hinder their normal mental growth. Therefore, it is advisable to hire a tutor with expertise in psychology or other related fields to help children with their exam preparation.

[0004] For example, Patent Document 1 discloses a system that allows people who wish to use the internet to search for a tutor from a larger pool of tutors and find one that meets their most desirable criteria.

[0005] Furthermore, while cram schools are often associated with entrance exams, it is not easy for the test-takers, who are young children, to travel to a cram school far from home every week. In this respect, online learning support systems are well-suited because they allow students to study at home.

[0006] Particularly, as a system for supporting the activities of parents who assist the learning of learners using communication, Patent Document 2 discloses a server that, when receiving report information including the identification information of a learner and information regarding the learning content using the operation terminal, which is the terminal device of the learner, from the operation terminal, generates learning result report information of the learner identified by the identification information included in the received report information based on the received report information, and transmits the generated learning result report information to the email address of the parent's terminal device, which is the destination of the learning result report information.

[0007] In Patent Document 2, the assumed examinees are elementary school students, and it provides a system that makes it easier for parents to monitor the continuation of learning.

Prior Art Documents

Patent Documents

[0008]

Patent Document 1

Patent Document 2

Summary of the Invention

Problems to be Solved by the Invention

[0009] There are indeed children who can read, write, and even do calculations, even among children before entering elementary school. However, most children aiming to take elementary school entrance exams need to build on basic abilities such as listening to oral instructions, understanding them correctly, and executing them accurately. In that regard, Patent Document 1 entrusts this to so-called experts, but there are also parents who do not want to leave their children, who are still at an age when parent-child bonding is necessary, to others.

[0010] Also, a system like Patent Document 2 is targeted at children who have reached a level where they can read and write, and is not applicable to children before entering elementary school.

Means for Solving the Problems

[0011] This invention was conceived in view of the above-mentioned problems, and provides a learning support system that helps parents take the lead in improving their children's academic abilities for elementary school entrance exams.

[0012] More specifically, the learning support system according to the present invention is: A learning problem storage unit that stores learning problems, the user's past answers to the learning problems, past answer logs, and user performance including the user's proficiency level, A communication unit that communicates with the first terminal and the second terminal belonging to the aforementioned user, It has a control unit, The control unit, A transmission question determination unit that determines which transmission questions to send to the user from among the aforementioned learning questions, An answer sheet transmission unit that transmits the answer sheet for the aforementioned transmission problem to the first terminal, A learning question transmission unit transmits the learning question text for the aforementioned transmission problem, the model answer to the aforementioned transmission problem, and at least a portion of the user's performance to a second terminal. A scoring result receiving unit receives the user's answer to the transmission problem and the answer log of the answer from the second terminal. A proficiency calculation unit that calculates the user's proficiency level from the above answer, A proficiency notification unit that transmits the proficiency level to the second terminal, The system is characterized by including a user performance recording unit that adds the user's answers, the answer log, the scoring results, and the proficiency level to the user's performance record.

[0013] Furthermore, the present invention also provides learning support software that causes a server to run a learning support system, which has learning problems, a learning problem storage unit that stores the user's past answers to the learning problems, a log of past answers, and user performance including the user's proficiency level, and a communication unit with a first terminal and a second terminal belonging to the user.

[0014] Specifically, the learning support software according to the present invention is: Learning support software that causes a server to run a learning support system, comprising: a learning problem storage unit that stores learning problems, the user's past answers to the learning problems, scoring results, past answer logs, and user performance including the user's proficiency level; and a communication unit that communicates with a first terminal and a second terminal belonging to the user, A process for determining which questions to send to the user from among the learning questions, The answer sheet transmission step involves transmitting the answer sheet data for the aforementioned transmission problem to the first terminal having a printout function, A learning problem transmission step involves transmitting learning problem data, including the learning problem text for the transmission problem, a model answer to the transmission problem, and at least a portion of the user's performance score, to a second terminal. A scoring result receiving step, in which the scoring results from the user for the transmitted problem and the answer log of the answer are received from the second terminal as scoring and other reply data, A proficiency calculation step which calculates the user's proficiency level from the above answer, A proficiency notification step of transmitting the aforementioned proficiency level as proficiency notification data to the second terminal, The system is characterized by including a user performance recording step that adds the user's answers, the answer log, the scoring results, and the proficiency level to the user's performance record. [Effects of the Invention]

[0015] In the learning support system according to the present invention, answer sheets for learning problems are sent to a first terminal equipped with a printer that can also be viewed by the child, and the learning problem text is sent to a second terminal held by the parent. Therefore, the parent reads the learning problem text aloud to the child and has them answer it on the spot. This allows the child to acquire basic abilities such as listening to, correctly understanding, and accurately executing verbal instructions, as well as mastering academic skills such as letters, words, and numbers.

[0016] Furthermore, the learning support system sends problems in a way that allows students to complete the same learning problems multiple times, naturally leading to improved academic performance through repeated learning.

[0017] Furthermore, when a student attempts a problem they have previously answered, the parent's comments on the previous answer are also sent. This allows parents to understand not only whether the answer was correct or incorrect, but also what went wrong, by referring to the parent's comments. This helps them identify areas where the child is lacking and areas where they are improving, enabling them to provide highly effective learning support. [Brief explanation of the drawing]

[0018] [Figure 1] This diagram illustrates the general operation of the learning support system according to the present invention. [Figure 2] This is a diagram showing the configuration of the learning support system. [Figure 3] This diagram shows the internal structure of the learning problem memory unit. [Figure 4] This is a main flowchart illustrating the processing flow of the learning support system. [Figure 5] This diagram illustrates an example of an answer sheet and question text for a learning problem sent to a user. [Figure 6] This is an example of how proficiency levels are displayed when notified to a user by a learning support system. [Figure 7] This flowchart shows a specific example of the process for determining the transmission problem in the main flow. [Figure 8] This flowchart shows a specific example of the proficiency calculation process within the main flow. [Figure 9] This diagram shows the configuration of the user's second terminal. [Figure 10] This is a flowchart illustrating an example of processing on the user's second terminal. [Modes for carrying out the invention]

[0019] The learning support software and learning support system according to the present invention will be described below with reference to drawings and examples. The following description illustrates one embodiment and one example, and the present invention is not limited to the following description. The following description may be modified without departing from the spirit of the invention. Furthermore, embodiments and examples obtained by appropriately combining the technical means disclosed in different embodiments and examples are also included within the technical scope of the present invention. All references cited herein are incorporated herein by reference. In the following description and drawings, "for learning" may be replaced with "G". For example, "learning problems" may be referred to as "G problems".

[0020] <System Overview> Figure 1 shows an overview of the operation of the learning support system according to the present invention. The learning support system (1S) consists of a server (1) having memory and communication functions. The learning support system (1S) can be used by multiple users, but Figure 1 shows one user (U). Here, one user (U) consists of a child (Ch) who is directly learning and their parent (P).

[0021] The learning support system (1S) determines which questions to send (transmitted questions) from a pre-prepared set of questions (learning questions) according to the student's (Ch) proficiency level. The answer sheet (100) for the transmitted questions is sent as answer sheet data (AS) to a first terminal (50) with a printer function owned by the user (U). The answer sheet data (AS) is output as an answer sheet (100) by the first terminal (50).

[0022] Furthermore, the learning question data (G question data (GS)), which includes the learning question text, model answer, and at least a portion of the user's performance, is transmitted to a second terminal (52) held by the parent (P). The learning questions are adjusted so that the same learning question is presented multiple times at the difficulty level currently being studied.

[0023] The learning support system (1S) is designed for use by users (U) as follows: A parent (P) receives a learning problem statement, reads the problem statement aloud to the child (Ch), and the child (Ch) fills in the answer sheet (100). The parent (P) scores the child's (Ch) answer based on the model answer. If the child (Ch) has previously answered the same learning problem, the date and time of the answer, the answer, and the scoring result are recorded in the user's performance record. The user (U) can refer to the user's performance record to check whether they answered correctly or incorrectly in this instance.

[0024] Furthermore, user performance includes past answer logs, and if the previous attempt was incorrect, the parent (P) can refer to their own records of what went wrong and what explanation they gave to the child (Ch) at that time. The parent (P) then sends the graded results and comments on the current attempt (answer log) to the learning support system (1S) as graded response data (SR).

[0025] Therefore, the learning support system (1S) assumes that the returned scoring results are the result of the child (Ch) answering learning questions that were read aloud by the parent (P), and then the parent (P) scoring them.

[0026] After receiving the scoring results, the learning support system (1S) calculates the student's (Ch) proficiency level. The proficiency level changes depending on the scoring results. The learning support system (1S) then calculates a new proficiency level that reflects the current scoring results and sends it as proficiency notification data (PN) to the parent's (P) second terminal (52).

[0027] The above process is called "task completion." Task completion can be performed at a predetermined time each day. The learning support system (1S) of the present invention supports the improvement of the academic ability of children (Ch) aiming to take entrance exams by having them complete such tasks on a daily basis. In other words, the learning support system (1S) selects appropriate learning problems for the user (child (Ch)) and improves proficiency and contributes to academic improvement by having the user complete the tasks repeatedly.

[0028] <Specific Structure> The configuration and operation of the learning support system (1S) according to the present invention will be described in detail below. Figure 2 shows the configuration of the learning support system (1S). The learning support system (1S) has a control unit (10), a communication unit (26), and a learning problem storage unit (28). The control unit (10) can preferably be a computer composed of a CPU (Central Processor Unit) and memory (MM: main memory). The control unit (10) does not have to be composed of a single chip, and multiple control units (10) may be distributed in different locations, and each may be started up as a single learning support system (1S) through communication.

[0029] The communication unit (26) is a means capable of communicating between the learning support system (1S) and the first terminal (50) and second terminal (52) owned by the user (U). The communication may be wired, wireless, or a combination thereof. It may also include other communication lines in between. These communication lines may be public lines or dedicated lines.

[0030] The learning problem memory unit (28) is a so-called secondary memory, and any memory other than the memory (MM) of the control unit (10), such as an HDD (Hard Disk Drive) or SSD (Solid State Drive), can be suitably used. This learning problem memory unit (28) does not need to be in one location, but may be distributed in multiple different locations and connected to the control unit (10) in a manner that allows communication.

[0031] The control unit (10) includes at least a question determination unit (12), an answer sheet transmission unit (14), a learning question transmission unit (16), a scoring result receiving unit (18), a proficiency calculation unit (20), a proficiency notification unit (22), and a recording unit (24). These may be implemented by software processing. The learning support system (1S) is managed by an administrator (not shown). The administrator may also be the operator of the learning support system (1S).

[0032] Figure 3 shows an example of the configuration of the learning problem memory unit (28). The learning problem memory unit (28) is equipped with a learning problem folder (30) and a user performance folder (40). The learning problem folder (30) contains learning problems that the user (U) should learn and master, categorized by subject. Here, "mastery" means that the child (Ch) (user) acquires the academic ability to answer learning problems of a specific difficulty level almost correctly. In other words, a child (Ch) who has mastered a specific difficulty level can be expected to answer similar learning problems of the same difficulty level almost correctly.

[0033] Furthermore, "difficulty level" refers to the fact that as the difficulty increases, the knowledge, observation skills, insight, calculation skills, and reasoning skills required to arrive at the correct answer become more advanced and complex. Correctly answering difficult learning problems requires a higher level of academic ability. In other words, being able to correctly answer difficult learning problems indicates a high level of academic ability.

[0034] The learning support system (1S) according to the present invention aims to improve the user's (child's (Ch)) proficiency in a required range of problems by having the user sequentially answer learning problems that are prepared so that the difficulty level increases as the learning progresses in a single subject area. Furthermore, by having the user answer the same learning problem multiple times, proficiency in problems of that difficulty level can be improved more effectively.

[0035] Therefore, the learning problems provided are arranged in order of difficulty, and learning problems that were not answered correctly are presented repeatedly. Alternatively, several similar learning problems of the same difficulty level may be grouped together, and some of these problems may be answered repeatedly. In any case, the learning support system (1S) according to the present invention improves the user's (child's (Ch)) proficiency in the learning subject by having the user repeatedly answer the same learning problems, becoming proficient in learning problems of that difficulty level, and then progressing to learning problems of a higher difficulty level (advancing).

[0036] In FIG. 3, a case is exemplified in which a range to be mastered is largely divided into "area (M)", and the inside of "area (M)" is divided into a plurality of "units (K)". The area (M) may be considered as a range to be learned, such as a "hiragana area", a "shape area", or a "life area". When indicating individual areas (M), they are distinguished as area (M1), area (M2), etc.

[0037] Assume that the area (M) is composed of a plurality of units (K). The unit (K) indicates the learning order in the area (M). A plurality of learning problems (Q) are prepared for the unit (K). The units (K) are also distinguished as unit (K1), unit (K2), etc. for each unit. Furthermore, in order to indicate that it is the unit ( M1 K1) of area (M1), it is expressed as unit (

[0038] Unit ( M1 K1) includes a plurality of learning problems (Q), which are also distinguished as learning problem (Q1), learning problem (Q2), etc. Furthermore, in order to indicate that it is the learning problem ( M1 Q1) of the unit ( M1K1 K1) of area (M1), it is expressed as learning problem (

[0039] Since the unit (K) indicates the learning order, the difficulty level of the learning problems (Q) increases each time one upgrades from the unit (K). For example, if the I-th unit (K) in area (J) is expressed as unit ( MJ K[I]), the difficulty levels of the learning problems ( MJ Q) within the unit ( MJK[I] K[I]) are approximately equal, and the learning problems ( MJ Q) within the unit ( MJK[I+1] K[I + 1]) are more difficult than the learning problems ( MJK[I] Q). The data recorded in the learning problem folder (30) is called "learning problem data (GE)". Note that the learning problem data (GE) is composed of learning problem text data and answer sheet data (AS).

[0040] In the following example, the promotion condition for the unit (K) is that for the user (child (Ch)), the learning problem ( MKThree questions are provided, and students must answer all of them correctly multiple times. The promotion conditions for Unit (K) can also be called the unit completion conditions. In other words, the unit completion condition is to answer all three questions belonging to Unit (K) correctly multiple times. Of course, Unit ( M K) Problem ( MK Other conditions are acceptable as long as they allow for the assessment that the individual has achieved sufficient proficiency in response to Q.

[0041] The user performance folder (40) holds records of each user's (U) performance. Figure 3 shows that there are performance folders for each user (e.g., User A's performance folder), such as User (A) and User (B). The user performance folder (40) records past questions answered so far for the unit (K) in which the task is currently being completed for each domain (M), which are called "previously answered questions (QA)", the answers and scoring results for those questions, and the past answer logs that the parent (P) made when the questions were answered. A group of previously answered questions (QA) is called a previously answered question folder. In other words, a previously answered question folder is formed for each previously answered question (QA) that has been answered so far for each unit (K).

[0042] In Figure 3, in region (M1), the unit ( M1 I have progressed to K2, and the learning problems ( M1K2 Q1) and learning problems ( M1K2 Q3) indicates that the person has already answered the question. Also, in the domain (M2), the unit ( M2 I have progressed to K1, and the learning problems ( M2K1 The same applies to Q2). A similar performance folder is also provided for user (B). The data recorded in the user performance folder is called "user performance data (UR)". The user performance data (UR) includes the units (K) and the learning problems () assigned within each domain (M) where the assignment is currently being implemented. MK This section contains past answers to question Q) and the past answer logs recorded by the parent (P) at that time.

[0043] Refer to Figure 2 again. As described above, the learning support system (1S) has at least a control unit (10), a communication unit (26), and a learning problem storage unit (28). From a hardware standpoint, these can be collectively called the server (1). In other words, the learning support system (1S) is implemented on the server (1). A terminal, display, etc., for loading the software that runs the learning support system (1S) onto the server (1) are included, but they are omitted in Figure 2.

[0044] A user (U) uses the learning support system (1S) by communicating with the learning support system (1S). Although Figure 2 shows one user (U), there may be multiple users (U). In this learning support system (1S), the user (U) is required to have a first terminal (50) with printer functionality and a second terminal (52) that can receive and display text information. As outlined in Figure 1, in the learning support system (1S) of the present invention, the answer sheet and the learning problem statement are sent to separate terminals.

[0045] The first terminal (50) may be a printer with communication capabilities, or it may be a so-called PC set in which a communication function and printer are connected to a regular personal computer (PC). In particular, it is desirable that the first terminal (50) be able to print data received via push-type communication from an external source. In this sense, the first terminal (50) does not exclude faxes. It is preferable that the first terminal (50) be placed in a location where it is easy for the child (Ch) to see that the data has been sent. This is because the automatic printing of the answer sheet (100) at a set time each day makes it easier to form a study habit.

[0046] On the other hand, the second terminal (52) only needs to have a display function that allows the user (U) to read the text information. For example, a smartphone or mobile phone. Of course, it could also be a PC set similar to the one described above.

[0047] Furthermore, this invention does not exclude the possibility that the user's (U) first terminal (50) and second terminal (52) are the same PC set. In other words, one PC owned by the user (U) can first act as the first terminal (50) to receive and print out the answer sheet data (AS), and then act as the second terminal (52) to receive the learning problem statement transmission data (GS) and display it on a display or the like. However, the learning support system (1S) treats the user (U) as if they owned both the first terminal (50) and the second terminal (52). That is, the learning support system (1S) simply treats it as if the destination for the answer sheet data (AS) and the learning problem statement transmission data (GS) were the same.

[0048] <How the learning support system works> Next, the operation of the learning support system (1S) will be explained with reference to the configurations shown in Figures 2 and 3 and the processing flow shown in Figure 4. The processing flow in Figure 4 is the main routine of the learning support system (1S). Software that causes the server (1) to perform the following processing is also included in the present invention.

[0049] The learning support system (1S) sends answer sheet data (AS) and learning problem text data (GS) to multiple users (U) at a scheduled time each day, if requested by the users (U). Users (parents (P)) then grade the work themselves and send back the results. Based on these results, the system notifies the user of a new level of proficiency (unit (K)). This process is performed for each user (U).

[0050] Figure 4 shows the operation of the learning support system (1S) for one user (U). Modifications such as grouping processing for each user (U) to efficiently handle multiple users (U) are within the scope of this invention.

[0051] Referring to Figure 4, once the learning support system (1S) starts (step S100), a termination process is performed (step S102). The decision to terminate may occur in cases such as when the administrator of the learning support system (1S) stops it at the request of a user (U), when the administrator intentionally stops it for maintenance, or when the learning support system (1S) goes down due to an unforeseen accident.

[0052] If the process is to terminate (Y branch in step S102), the learning support system (1S) is terminated (step S104). If the process continues (N branch in step S102), the transmission problem determination process (step S106) is executed. In the transmission problem determination process, a learning problem belonging to the unit (K) of the user (U) (here referred to as user (A)) recorded in the user performance folder (40) of the learning problem storage unit (28) (see Figure 3) is selected. This process can be considered to be performed in the transmission problem determination unit (12) in the hardware configuration of Figure 2.

[0053] The method for selecting the learning problems included in Unit (K) (proficiency level) is not particularly limited, but the system checks how many times the user (A) has correctly answered each learning problem (Q) in Unit (K), and presents any unpresented learning problems (Q). Alternatively, if the user (A) has answered all of the prepared learning problems (Q), the system may present any learning problems (Q) that they have not answered correctly. Once the learning problems to be sent to the user (A) are determined, the answer sheet data (AS) for the learning problems (Q) to be sent is prepared. In addition, the learning problem text data (GE) and model answer for the learning problem (Q) to be sent, and if the problem has already been answered, the past answer data and past answer log data are compiled and prepared as learning problem text and other transmission data (GS). A specific example of the processing of the transmission problem determination unit (12) will be explained in detail later.

[0054] Once the learning questions (Q) to be sent to the user (A) are ready, the system waits until the scheduled time for transmission (step S108). It is best to send the questions at a fixed time every day, as this is effective in instilling learning habits from a young age. At the scheduled time (Y branch in step S108), the answer sheet data (AS) is sent. This is the answer sheet transmission process (step S110). The answer sheet transmission process can be considered to be performed by the answer sheet transmission unit (14) in Figure 2 through the communication unit (26).

[0055] Subsequently, the learning problem statement transmission data (GS) is transmitted. This is the learning problem statement transmission process (step S112). The learning problem statement transmission process can be considered to be performed by the G problem statement transmission unit (16) in Figure 2 via the communication unit 26. Note that the answer sheet transmission process (step S110) and the learning problem statement transmission process (step S112) may be performed in reverse order.

[0056] As explained in Figure 1, the answer sheet data (AS) is sent to the user's (A) first terminal (50), and the learning question text and other transmission data (GS) is sent to the second terminal (52). After that, the system waits until the scoring result data and answer log data (scoring response data (SR)) are returned (step S114).

[0057] Figure 5 shows examples of the answer sheet data (AS) and learning question data that are sent. Figure 5(a) shows the learning questions sent to the user's (U) first terminal (50) M2K2 Q4) This is an answer sheet (100) printed by user (A) from the answer sheet data (AS) of the learning problem (Q4) of unit (K2) in domain (M2). Alternatively, the answer sheet (100) may be printed by the first terminal (50) by sending the data to the first terminal (50) via push notification from an external source. The answer sheet (100) has triangles and quadrilaterals arranged within a frame (102). Outside the frame (102), there are triangles and quadrilaterals (104) for answering.

[0058] Figure 5(b) shows the transmission data (GS) for learning questions etc. displayed on the screen (106) of the user's (U) second terminal (52).M2K2 This shows the learning question text (108) for Q4), the model answer (110), today's scoring section (112), past answers (114), and past answer log (116) all displayed.

[0059] The learning problem statement (108) reads, "There are triangles and quadrilaterals in the frame. Which is more numerous, triangles or quadrilaterals? Circle either the triangles or quadrilaterals outside the frame to answer." Therefore, the user (child (Ch)) must hear this learning problem statement from their parent (P), count the number of quadrilaterals and triangles in the frame (102) on the answer sheet (100), and answer by circling the one with the larger number of triangles or quadrilaterals (104) provided in the answer sheet.

[0060] The model answer (110) displays the correct answer. Here, the correct answer is to circle the square (104) among the triangles or squares (104) provided outside the answer box. Today's scoring section (112) is the scoring result performed by the user (parent (P)). This section is configured so that the parent (P) can fill it in. The scoring result entered in this section is sent to the learning support system (1S).

[0061] Past answers (114) are for this learning problem ( M2K2 This is a record of past answers to Q4), and the past answer log (116) is a record made by the parent (P) when the answer was submitted. Looking at this, it can be seen that the user (A) has submitted this learning problem twice in the past (October 9th and October 7th, 20XX). In the first submission on October 7th, it is recorded that the user miscounted the number of triangles and quadrilaterals. Next, on October 9th, the user understood the approximate number of triangles and quadrilaterals, but circled the quadrilaterals within the frame (102), resulting in an incorrect answer. At that time, it is recorded that the user was instructed to listen carefully to the learning problem statement. And today (October 14th), the user was able to submit the answer correctly, which was entered in the scoring column (112). At this point, the log for today's (October 14th) submission may be recorded as the answer log.

[0062] Thus, having a past answer log (116) allows us to later refer to how mistakes were made and how corrections were taught. This is thought to provide students (Ch) with hints on how to teach effectively to improve their proficiency. The scoring results and answer logs (omitted in Figure 5) are sent to the learning support system (1S) as scoring and transmission data (SR).

[0063] Refer to Figure 4 again. When the user (parent (P)) returns the scoring result and answer log from the second terminal (52), the learning support system (1S) receives the scoring result and answer log. This is the scoring result receiving process (Y branch in step S114). The reception of the scoring result can be considered to be performed by the scoring result receiving unit (18) in Figure 2 through the communication unit (26). Then, the learning support system (1S) calculates the user's (A) proficiency level based on the scoring result (step S116). This can be considered to be performed by the proficiency level calculation unit (20) in Figure 2.

[0064] More specifically, the unit of domain (M) of the study material you submitted ( M Learning problems belonging to K) MK The proficiency level for Q) is calculated. The method for calculating the proficiency level is not particularly limited, but the unit ( M K) The learning problems that you have answered ( MK The number of correct answers to Q) is the primary variable, and calculations such as the accuracy rate, the incorrect answer rate, or a weighting of the accuracy rate and incorrect answer rate are suitably used. Here, since the unit completion condition is to get multiple correct answers to three questions of the same difficulty level, determining the three questions answered and the number of correct answers corresponds to calculating proficiency. A specific example of this process will be described later.

[0065] Next, a proficiency notification process (step S118) is performed in which the calculated proficiency level is notified to the user's (A) second terminal (52). This can be considered to be performed by the proficiency notification unit (22) in Figure 2 via the communication unit (26). Figure 6 shows an example of notification to the second terminal (52). See Figure 6(a). The user's (A) second terminal (52) receives the learning problem answered this time (M2K2 This shows the state after the scoring results of Q4) have been reflected. This user (A) is in the unit of domain (M2) M2 K2) includes learning problems ( M2K2 Q1) Study questions ( M2K2 Q3) Study questions ( M2K2 You have been answering the three questions in Q4), and the latest scores are shown from left to right on the screen with "〇 (correct answer)" and "× (incorrect answer)".

[0066] As already mentioned in this example, the condition for clearing the unit was to obtain multiple correct answers for all three questions that were being answered consecutively. This approach is consistent with the approach of improving proficiency by performing the same learning problems multiple times. In Figure 6(a), the learning problems ( M2K2 Q1) Study questions ( M2K2 Regarding Q3), although I have answered it correctly multiple times, the learning questions ( M2K2 Regarding Q4), there is only one correct answer, so this unit ( M2 I can't clear K2.

[0067] Refer to Figure 6(b). In this screen, the user has continued to complete the tasks from Figure 6(a), and has achieved multiple correct answers for all three questions. Note that the learning questions ( M2K2 Q1) and learning problems ( M2K2 Q4) The fourth assignment has been completed, but the learning questions ( M2K2 Regarding Q3), there are only three scoring results. This is for learning questions. M2K2 Q3) means that no questions were asked between the screens shown in Figure 6(a) and Figure 6(b). Also, in the state shown in Figure 6(b), the unit completion conditions are met, so the current unit has been completed, and from the next question onwards, the unit will be ( M2 You will be notified that learning questions for K3 will be included in the exam.

[0068] Refer to Figure 4 again. After the proficiency level is notified (step S118), the scoring results and answer logs are recorded as user performance. This is the user performance recording process (step S120). The user performance recording process can be considered to be performed by the recording unit (24) in Figure 2 on the learning problem storage unit (28). The scoring results and answer logs are placed in the user performance folder (40) of the learning problem storage unit 28 (see Figure 2) as the latest past answers and past answer logs. As shown in Figure 2, these past answers and past answer logs are recorded in the learning problem storage unit (28) as user performance data (UR).

[0069] The date is then updated (step S122). This date update marks the completion of the task. The process then returns to the termination process (step S102), and the task is repeated.

[0070] <Transmission Problem Determination Process> Next, a specific example of the transmission problem determination process (step S106) in Figure 4 is shown. The transmission problem determination process (step S106) involves confirming the current level of proficiency (unit in this example) of the user (A) in a specific domain (M), selecting a learning problem corresponding to that level of proficiency, and processing the answer sheet data and the selected learning problem text data (learning problem data (GE): specifically, the learning problem( MK Q) and selected learning questions ( MK Q) is to prepare the user's (A) past performance data (User Performance Data (UR)) for transmission.

[0071] Refer to Figure 7. When the process moves to the question determination step (step S106), the question area is determined (step S140). The question area is the area (M) from which questions will be presented in the implementation of this task. The question area does not have to be just one area (M); questions can be drawn from multiple areas (M). For example, if five questions are to be sent to a user (A) per day, one question can be drawn from each of five different areas (M), or three areas (M) can be selected and some areas (M) will have two questions each, while others will have only one question.

[0072] Once the subject area (M) to be tested is determined, select one of the subject areas (M) and check the user's (A) level of proficiency (Step S142). Here, by referring to the user performance folder (40) (see Figure 3) in the learning problem memory unit (28) (see Figure 2), the user's (A) current level of proficiency in each subject area (M) can be checked. M By checking K), the level of proficiency can be confirmed. Unit in domain (M) M This is because K) corresponds to the user's (A) level of proficiency.

[0073] The next topic to be covered is the subject area (M) ( M K) Learning problems that have already been answered (previously answered problems) MK Q) is checked to see if it exists (Step S144). For example, in the previous assignment, the unit ( M If K) is cleared, it is possible that there are no learning questions that have been answered yet in the new unit (K+1). Note that in Figure 7, questions that have already been answered are indicated as "Previously answered (QA)".

[0074] Previously answered learning questions ( MK If Q) exists (Y branch in step S144), it is determined whether the number of already answered questions (QA) is less than or equal to a predetermined value (step S146). In Figure 7, "N(QA)" represents the number of already answered questions (QA). This process is performed on units in domain (M) where it is assumed that many learning problems are available. M The number of questions for which the student should be allowed to answer correctly multiple times (K) can be determined by the learning support system's (1S) policy.

[0075] If the learning support system (1S) requires multiple correct answers for all learning problems provided, then the "specified value" is the unit ( M You should set the value to the number of questions provided in K) + 1. Here, the unit ( M Since the policy is to advance to the next unit by correctly answering three learning questions multiple times for each K), the predetermined value is set to 4.

[0076] If the number of previously answered questions N (QA) is less than a predetermined value (Y branch in step S146), questions are selected from those that have not yet been answered and are therefore unfamiliar. Similarly, if there are no previously answered questions (QA) in step S144 (N branch in step S144), questions are also selected from those unfamiliar (step S148). Furthermore, once selected in step S148, these learning questions (Q) may be treated as previously answered questions (QA) by the user (U).

[0077] On the other hand, if the number of already answered questions N (QA) is not less than a predetermined value (N branch in step S146), then select again from the already answered questions (QA) (step S150). That is, the unit ( M K) Learning problems where you should accumulate correct answers ( MK The selection of Q) is complete. In the subsequent assignments, the selected learning questions ( MK Question Q) (in this case, 3 questions) is repeatedly selected.

[0078] Whether selecting from unfamiliar problems (step S148) or re-selecting from previously answered problems (QA) (step S150), once these steps are completed, it is determined whether the selection of learning problems is finished (step S152). If the selection is not yet finished (N branch in step S152), the process returns to the question area determination step (step S140), and the selection of learning problems continues from the area (M) where problem selection has not yet been completed.

[0079] If all selections are complete (Y branch in step S152), the learning problem data (GE) for the selected learning problems and, if the user (A) has previously scored those learning problems, the user performance data (UR) are retrieved from the learning problem storage unit (28) and prepared for transmission (step S154). Then the process returns to the main routine (step S156).

[0080] <Proficiency Calculation Process> Next, a specific example of the proficiency calculation process (step S116) in Figure 4 is shown. The proficiency calculation process (step S116) is a process of calculating the current proficiency level of user (A) based on the scoring results sent from user (U). The specific calculation method is not particularly limited, but a calculation method using the latest scoring results sent from user (A) is preferably used.

[0081] Referring to Figure 8, when the process moves to the proficiency calculation step (step S116), it is determined whether the scoring result sent from the user (A) was an unfamiliar learning problem or not (step S160). If it is an unfamiliar learning problem (Y branch in step S160), a new previously answered problem folder is created in the user performance folder (40) (see Figure 3) of the learning problem memory unit (28) (see Figure 2) (step S162). Then, the scoring result is recorded in the created previously answered problem folder (step S170).

[0082] If it is not an unfamiliar problem (N branch in step S160), then the learning problem is ( MK It is determined whether the number of correct answers to Q) exceeds the specified number (step S164). Here, Pn represents the specified number. In this case, if the number of correct answers is 2 or more, it is determined that proficiency in that learning problem (Q) has been achieved (unit clear condition), so Pn is set to 1.

[0083] If the number of correct answers is not greater than the specified number Pn (N branch in step S164), the scoring results and answer log are recorded in the user performance folder (40) (see Figure 3) of the learning problem memory unit (28) (see Figure 2) (step S170). If the number of correct answers is greater than the specified number (Pn) (Y branch in step S164), it is determined whether the unit has been cleared or not (step S166).

[0084] The conditions for clearing a unit are as follows: M Three learning problems selected in K) MK Regarding Q), all of them had to have been answered correctly multiple times. In this process, it is determined whether or not this condition is met.

[0085] If a unit is cleared (Y branch in step S166), the system records that the next learning problem selection will be for a newly updated unit (step S168). Specifically, in this case, the unit in area (M) in the user performance folder (40) is changed from unit (K) to unit (K+1). The new unit (K+1) is then recorded in the user performance folder (40) (see Figure 3) of the learning problem memory unit (28) (see Figure 2).

[0086] Once the recording to the user performance folder (40) (step S170) is complete, it is determined whether or not the calculation of proficiency level is complete (step S172). This is done for all learning problems that the user (A) has scored. MK Regarding Q), this is a determination of whether or not the proficiency calculation is complete. If there are still scoring results for which proficiency should be calculated (N branch in step S172), the process moves to step S160. If there are no scoring results for which proficiency should be calculated (Y branch in step S172), the process returns to the main routine (step S174).

[0087] <Second terminal> Figure 9 shows the configuration of the second terminal (52). The second terminal (52) may be a regular PC set or a mobile terminal. Typically, a so-called smartphone can be preferably used. The second terminal (52) is equipped with at least a terminal communication unit (70), a terminal control unit (60), and a terminal input / output unit (68). The terminal communication unit (70) has a channel that can communicate with the server (1) (learning support system (1S)). It can be wired or wireless, as long as it can communicate with the learning support system (1S) implemented on the server (1). Typically, it communicates with the server (1) by connecting to a public network via a wireless LAN.

[0088] The terminal control unit (60) includes a learning problem statement display unit (62), a scoring result input unit (64), and a proficiency level display unit (66). These requirements may be implemented in software. The terminal input / output unit (68) displays at least the received learning problem statement as text. It may also be configured to display image data or video. Furthermore, it can input the scoring results scored by the parent (P).

[0089] The second terminal (52) typically has its own OS (Operating System), under which many application software programs can be executed. In the learning support system (1S) according to the present invention, software that drives the second terminal (52) to enable the learning support system (1S) is loaded onto the second terminal (52) and kept in an executable state at all times. The software for the second terminal (52) according to the present invention is provided by the administrator of the learning support system (1S).

[0090] Figure 10 shows the processing flow of the second terminal (52). The operation of the second terminal (52) will be explained while describing Figure 10 together with the configuration in Figure 9. When the software of the second terminal (52) starts (step S200), a termination decision is made (step S202). The termination decision is often made at the discretion of the user (parent (P)), but it may also occur when the second terminal (52) terminates due to insufficient power or unforeseen circumstances.

[0091] Furthermore, even after answering the learning questions and sending the scoring results to the learning support system (1S), the following process may be used to determine whether there are still learning questions to be sent, and the process from step S206 onwards may be repeated.

[0092] If the process is to terminate (Y branch in step S202), the terminal software for using the learning support system (1S) is stopped (step S204). If the process is to continue (N branch in step S202), the system waits for the learning problem statement to be sent from the learning support system (1S) (N branch in step S206). When the learning problem statement transmission data (GS) from the learning support system (1S) is received (Y branch in step S206), the learning problem statement and model answer are displayed (step S208). This can be considered to be performed by the learning problem statement display unit (62) in Figure 9. If past answers or past answer logs are also sent at this time, this information will also be displayed.

[0093] Next, it is confirmed whether or not to input the scoring results (step S210). This is the time spent reading the learning problem text to the user (U) (child (Ch)) and waiting for the child (Ch) to answer it. If scoring is possible (Y branch in step S210), the scoring results are received (step S212). This can be assumed to be done by the scoring result input unit (64) in Figure 9.

[0094] Furthermore, when the parent (P) reads the learning problem text aloud, the learning problem text may be read aloud by an automated voice to ensure that the tone and reading speed do not vary from time to time. This can be achieved if the second terminal (52) has a voice reading function, by instructing the second terminal (52) to activate that function.

[0095] If multiple learning problems are submitted, the scoring results may be entered all at once rather than individually for each problem. Additionally, the answer log can be entered when the scoring results are entered. Once the scoring results have been entered, they are sent to the learning support system (1S) as scoring response data (SR) (step S214).

[0096] Subsequently, the second terminal (52) waits for a proficiency notification (step S216). Upon receiving proficiency notification data (PN) from the learning support system (1S) (Y branch in step S216), the proficiency level is displayed (step S218). This can be considered to be performed by the proficiency display unit (66). After displaying the proficiency level, the process returns to step S202, and the termination decision is made again. If a planned learning problem is received at this point, the process moves to step S206, and the same process is repeated.

[0097] As described above, the learning support system (1S) according to the present invention allows users (U) (children (Ch)) to improve their proficiency by answering learning problems arranged in a way that gradually increases in difficulty multiple times. [Industrial applicability]

[0098] The learning support system according to the present invention can be suitably used not only for elementary school entrance examinations but also in early childhood education and primary education. Furthermore, it can be suitably used as extracurricular education for children who have become truant. [Explanation of symbols]

[0099] 1S Learning Support System 1 server 10 Control Unit 12. Transmission Problem Determination Section 14. Answer Sheet Submission Section 16. Learning Question Transmission Section (G Question Transmission Section) 18. Scoring Result Receiving Unit 20 Proficiency Calculation Unit 22 Proficiency Notification Section 24 Records Department 26 Communications Department 28 Learning Problem Memory Unit 30 Learning Problem Folders 40 User Performance Folder 50 First terminal 52 Second terminal 60 Terminal Control Unit 62. Display section for learning questions 64. Scoring Result Input Section 66 Proficiency level display unit 68 Terminal Input / Output Section 70 Terminal Communication Unit 100 answer sheet 102 slots 104 Triangles and Quadrilaterals 106 screens 108 Practice Problems 110 Model answer 112 Scoring section 114 Past answers 116 Past Answer Log U User P parent Ch Children AS Answer Sheet Data GS Learning Questions and Other Data Transmission SR scoring and response data PN Proficiency Notification Data M area Unit K GE training problem data QA Answered Questions UR User Performance Data

Claims

1. Learning support software that causes a server to run a learning support system, comprising: a learning problem storage unit that stores learning problems, the user's past answers to the learning problems, scoring results, past answer logs, and user performance including the user's proficiency level; and a communication unit that communicates with a first terminal and a second terminal belonging to the user, A process for determining which questions to send to the user from among the learning questions, The answer sheet transmission step involves transmitting the answer sheet data for the aforementioned transmission problem to the first terminal having a printout function, A learning problem transmission step involves transmitting learning problem data, including the learning problem text for the transmission problem, a model answer to the transmission problem, and at least a portion of the user's performance score, to the second terminal. A scoring result receiving step, in which the scoring results from the user for the transmitted problem and the answer log of the answer are received from the second terminal as scoring and other reply data, A proficiency calculation step that calculates the user's proficiency level from the above answer, A proficiency notification step of transmitting the aforementioned proficiency level as proficiency notification data to the second terminal, Learning support software including a user performance recording process that adds the user's answers, the answer log, the scoring results, and the proficiency level to the user's performance.

2. The learning support software according to claim 1, wherein the proficiency calculation step increases the proficiency level if the same learning problem is answered correctly multiple times.

3. The learning support software according to claim 1, wherein the learning problems include learning problems of different difficulty levels for each unit included in the learning domain.

4. The learning support software according to claim 3, wherein at least a portion of the user performance is the user's past answers to the transmitted questions and the log of past answers.

5. The learning support software according to claim 3, wherein the transmission problem determination step is to select a learning problem according to the user's level of proficiency.

6. The learning support software according to claim 5, wherein the proficiency level calculation step increases based on the number of correct answers at the user's current proficiency level.

7. A learning problem storage unit that stores learning problems, the user's past answers to the learning problems, past answer logs, and user performance including the user's proficiency level, A communication unit that communicates with the first terminal and the second terminal belonging to the aforementioned user, It has a control unit, The control unit, A transmission question determination unit that determines which transmission questions to send to the user from among the aforementioned learning questions, An answer sheet transmission unit that transmits the answer sheet for the aforementioned transmission problem to the first terminal, A learning question transmission unit transmits the learning question text for the aforementioned transmission problem, the model answer to the aforementioned transmission problem, and at least a portion of the user's performance to a second terminal. A scoring result receiving unit receives the user's answer to the transmission problem and the answer log of the answer from the second terminal. A proficiency calculation unit that calculates the user's proficiency level from the above answer, A proficiency notification unit that transmits the proficiency level to the second terminal, A learning support system including a user performance record unit that adds the user's answers, the answer log, the scoring results, and the proficiency level to the user's performance record.

8. Terminal software to be executed on the second terminal of claim 1, The process of receiving the aforementioned learning problem statement and other transmission data, The process involves inputting the scoring results obtained by grading the answers to the aforementioned problems, and the answer log recorded during the process of answering the problems. The process of sending the aforementioned scoring results and the aforementioned answer log to the server as the aforementioned scoring and other reply data, The process of receiving the proficiency level transmitted from the server, Terminal software having a step for displaying the aforementioned level of proficiency.

9. Terminal software according to claim 8, further comprising the step of reading aloud the learning problem statement.

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