A new media ecosystem that seamlessly connects print and electronic media.

Abstract

To provide an environment where teachers and schools can safely use educational materials they have created. [Solution] This invention examines the basic requirements for improving the learning environment using CE (Computer-Effective) technology in response to the modern challenge of "diversity." Addressing diversity is expected to improve the quality and access to education and bring benefits to society as a whole. Furthermore, this invention relates to a text creation support tool and environment development tool for GIGA School, and is characterized by being a teaching material creation support tool with intellectual property rights protection functions using blockchain technology, having a platform that enables the sharing of teaching materials and information exchange within a group, having a hypertext notebook creation function that can be customized by individual students, and further having a function that provides teaching materials according to students' interests and concentration levels using AI, and having a function that prevents the leakage of teaching material data using a sync client.

Description

Technical Field

[0001] The present invention relates to a digital book as a next-generation educational environment using hybrid educational content.

Background Art

[0002] Education and learning, as one of human activities, is a continuous process throughout life. Similar to production activities in the industry, importance is placed on how to efficiently deliver information to learners. Furthermore, in the educational environment, based on the guidelines of CE (Circular Economy), it is possible to improve learning efficiency by improving the educational environment and conditions centered on the sharing (Reuse, Recycle) of educational materials. On the other hand, when assuming a modern learning and educational environment, the keyword "diversity" is emphasized. Diversity includes the environment in which learners are placed, learning history, etc., and in some cases, virtual spatial distance. The problem of diversity is difficult to solve with only simple measures such as differences in the popularity of electronic devices, gaps in access to information, and gaps in information literacy between generations or social organizations in which people live. In recent years, along with the Gigaschool concept in Japan, the development of an educational environment utilizing ICT technology has been promoted.

[0003] One of the objectives of the Ministry of Education, Culture, Sports, Science and Technology's Gigaschool concept is to construct an environment for efficient learning through advanced information devices and obtaining advanced knowledge in the modern living environment where information technology is advancing. Targeting primary education schools nationwide, it aims to distribute small tablet devices and use them as information media in school education. However, how to absorb the difference from the group lecture-type education received by gathering in the classroom cultivated in school education and make it a more efficient educational curriculum is still being explored.

Prior Art Documents

Patent Documents

[0004]

Non-Patent Document 1

[0005] The reasons why educational environments are inevitably diverse can be summarized as follows: Different learning styles and needs: Applying a single teaching method to learners' diverse learning styles and needs is inefficient in today's world where the amount of knowledge to be acquired is increasing. Methods for evaluating learning outcomes using objective indicators have been proposed, but these are limited to analyses of individual issues. As a multicultural society: In today's society with advanced international exchange, it is becoming common for students with different cultural backgrounds and languages ​​to learn in the same environment. Emphasis on multilingual education and strengthening cultural competence, as well as media literacy (ML) education, has been pointed out, but its application is limited to primary education. Disabilities and special needs: The educational environment in which learners with various physical or developmental disabilities find themselves is inevitably diverse. Appropriate resources and educational programs need to be provided to learners who require special support, but inclusive educational environments in higher education institutions are not yet sufficient.

[0006] As a new educational method, technological advancements have led to the widespread adoption of online education, distance learning, and electronic learning materials. In response, educational institutions need to provide diverse educational platforms and reflect this in the individualization of home learning. As the learning environment changes, challenges become more complex and difficult, making it increasingly difficult to rely solely on the ingenuity of schools. Regarding vocational training and retraining, changes in the labor market will continue into the future, making vocational training and retraining for adults and those seeking re-employment increasingly important. Even traditional occupations often require new skills and abilities. To address these challenges, diverse vocational training programs are needed not only domestically but also in countries. Geographically, diverse approaches are needed to meet the needs of urban and rural areas, or different countries and regions in providing education.

[0007] Regarding the development of educational environments utilizing ICT technology, there are several challenges in textbook materials and note-taking. For example, these include the difficulty in protecting intellectual property rights, the lack of efficient information sharing in group learning, the insufficient provision of materials suited to individual students' learning styles, the risk of the spread of misinformation and inaccurate materials, and the insufficient assurance of security in the learning environment. Furthermore, with the GIGA School Initiative in Japan, the development of educational environments utilizing ICT technology is progressing, but various challenges remain in textbook materials and note-taking. For example, these include the lack of clear guidelines for the use of print and electronic media, the difficulty in protecting intellectual property rights, the lack of efficient information sharing in group learning, the insufficient provision of materials suited to individual students' learning styles, the risk of the spread of misinformation and inaccurate materials, and the insufficient assurance of security in the learning environment. To address these challenges, the present invention provides an innovative and entirely new system, tool, and execution environment. [Means for solving the problem]

[0008] This invention examines the basic requirements for improving the learning environment using CE (Computer-Educated) technologies in response to the modern challenge of "diversity." Addressing diversity is expected to improve the quality and access to education and bring benefits to society as a whole. Furthermore, this invention relates to a text creation support tool and environment development tool for GIGA School, and is a teaching material creation support tool with intellectual property rights protection functions using blockchain technology, enabling the sharing of teaching materials and information exchange within groups, having a hypertext notebook creation function that can be customized by individual students, and further having a function to provide teaching materials according to students' interests and concentration levels using AI, and a function to prevent the leakage of teaching material data using a sync client. [Effects of the Invention]

[0009] This invention enables teachers and schools to create teaching materials more efficiently and provides a safe environment for using teaching materials while ensuring intellectual property rights. It also allows for the provision of learning environments tailored to individual students, promoting effective group learning and improving safety. Furthermore, it facilitates the combined use of printed and online teaching materials, improving learning efficiency. Finally, it enhances the reliability of teaching materials by preventing the spread of misinformation. [Brief explanation of the drawing]

[0010] [Figure 1] Figure 1 illustrates a hybrid education environment. [Figure 2] Figure 2 is a diagram illustrating PILE. [Figure 3] Figure 3 is an overview of an example using a digital book. [Figure 4] Figure 4 shows an example of a digital book. [Figure 5] Figure 5 is a diagram that breaks down the learning process into steps for understanding. [Figure 6] Figure 6 shows an example of using a web-based whiteboard service. [Figure 7]Figure 7 shows an example of writing on a digital book, specifically a handwritten drawing of a "machine design" textbook. [Figure 8] Figure 8 shows the Dynamic model for Mechanics (spring dashpot system). [Figure 9] Figure 9 shows an example of resources available from DigitalBOOK. [Modes for carrying out the invention]

[0011] This invention examines the basic requirements for improving learning environments using CE (Computer-Educated) technologies in response to the modern challenge of "diversity." Addressing diversity is expected to improve the quality and accessibility of education and bring benefits to society as a whole. The inventors have developed a server cluster system as a hybrid education system and have conducted practical studies, mainly in university specialized education. In this invention, a hybrid education environment refers to hardware such as equipment that can handle any of the conflicting conditions, as well as software within education and media ranging from printed materials to VR. Figure 1 is a diagram illustrating the hybrid education environment (Hybrid learning platform Diagram), and the basic conditions of the platform will be explained based on this.

[0012] In Figure 1, the "traditional learning environment" on the left assumes a standard classroom environment in school education, which has been refined over time through history and tradition, and represents the overwhelming majority of accumulated knowledge in the form of group education. However, with the recent advancement of information technology in communication methods and the spread of new information devices, the use of the "ICT learning environment" on the right has become commonplace. This trend has been gradually progressing since 2000, but the COVID-19 pandemic that suddenly emerged in 2020 forced many educational institutions to work on building environments that could accommodate it. In particular, within the ICT learning environment, the shift from "face-to-face" to "real online," from "synchronous" to "asynchronous," and from "static teaching materials" to "media-based dynamic teaching materials" was dramatic, greatly aiding the generalization of related application software. However, along with this, there were also voices citing the negative aspects of the loss of interpersonal education and genuine dialogue that were included in traditional education.

[0013] The inventors have constructed a server system called PILE (Platform services for Innovative Learning and Experience) as a hybrid educational system platform. PILE combines several server applications and is configured to meet the following basic functional requirements. Figure 2 is a diagram illustrating PILE. (1) Enable asynchronous self-study. For example, strict data management for evaluation and certification. (2) To enable learning ranging from behaviorist learning to social constructivist group work. For example, self-study using quizzes and content development through group work. (3) It must be an open system that allows for collaboration with other sites. (4) It must be usable as an event hosting portal. (5) To ensure smooth communication between applications within the server group.

[0014] Regarding hardware, the server system is mainly composed of Web (WordPress), Wiki (MediaWiki), and LMS (Moodle), and PILE (Figure 1) can be built on a single site of AWS. Regarding software, the characteristics as application cooperation are as follows: multimedia content and Wiki are utilized, explanations of terms and concepts are regarded as a network of words and developed on Wiki, and as a combined story, it is contentized and arranged on LMS through an authoring application such as iSpring. The mutual Link between Wiki and LMS is implemented down to the minimum unit, and the introduction points to the learner's session can be arbitrarily selected.

[0015] Utilization of multimedia teaching materials aimed at learning effects in the above server system depends on applications and information devices, so it cannot be realized with conventional printed materials, etc., and publishing and information storage have to be in an online environment. In the above-mentioned hybrid education, since the construction of a learning environment including traditional books is required, an attempt is made to expand the concept of teaching materials and realize a unified teaching material in a broad sense including from "printed materials" to "online multimedia teaching materials". Hereinafter, teaching materials in a format along this concept will be called digital BOOK.

[0016] Figure 3 is an overview diagram of an example using digital BOOK. Figure 4 is a diagram showing an example of digital BOOK. The teaching material can be used alone as a book. As shown in Figure 4, it is composed of text and charts as a normal printed material and can also be distributed as a conventional printed material. However, access methods such as QR Code (registered trademark) are printed as links for each page and terms. Furthermore, among these links, there are also those that enable access to video clips on LMS, aiming to promote understanding through multimedia content. Access from QR Code (registered trademark) to LMS, etc. can utilize smartphones, etc.

[0017] Users of the digital BOOK start their learning from printed materials (lower left in Figure 3) or online teaching materials (upper left in Figure 3), and progress through text and charts. It is also seamless to transition from printed materials to online teaching materials. When video clips or quizzes are required for confirmation in the teaching materials, they can respectively view a part of the authored video in the LMS or take a quiz linked to the ID by reading the QR code (registered trademark) or based on the link information (middle in Figure 3). Furthermore, the scope of information acquisition can be expanded through Wikis and cooperation with other sites. For multimedia content such as video clips, the use of YouTube (registered trademark) content has become widespread, and it is possible to utilize it. However, for content with a higher density of specialization, it is necessary to accurately meet the access requirements of learners, so the authored content is directly linked.

[0018] As an educational environment developed on ICT, providing the initial foothold in the form of a book becomes an experience starting from the real space and can become a reliable anchor for memory and understanding. By regarding the real space and the virtual (digital) space as a collaborative working space and having users utilize it, learning that leads to a deep understanding can be expected. Based on the above ideas, the configuration conditions of the proposed digital BOOK can be summarized as follows. (1) Aim for so-called Digital Twin, where reality (book) and virtual (online) have the same specifications even if there are differences in expression. (2) Use QR code (registered trademark) for the book image and Linked URL for the web image for the link to the server. (3) Enable one-click access to multimedia content (images, audio, videos, authored). (4) For public information, access is through a single-page (one page) site. When user registration is required, it is done via the LMS. (5) Unify the display format as much as possible (for example, the two-column format in Figure 4). (6) Save learners' personal notes, writings, and output such as worksheets as part of the user experience. (7) The structure of the book is difficult to create using normal document processing software such as Word, so macros in the editing software are used to generate QR codes (registered trademark), links, images, indexes, table of contents, etc.

[0019] Figure 5 breaks down the learning process into individual steps for understanding. Learning begins in the upper left of Figure 5, where the learner recognizes text and diagrams in books or on a monitor. The acquired information is organized in the learner's brain, stored in the appropriate place, and generalized in the form of a model (upper right of Figure 5). To confirm this, it is materialized in the form of an example using computing resources such as a PC (lower right of Figure 5). The example is visualized in a way that can be understood by the five senses (lower left of Figure 5) and provided to the learner (upper left of Figure 5). It can be said that deepening understanding by repeating this cycle is one of the modern forms of learning. In this way, a digital book can function as an externally stored memory, so to speak, based on the provided materials, through the information added by the learner and linkage with other digital books.

[0020] The digital book allows for the storage of provided learning materials and learner annotations within the server system. Applications include features that accelerate learning effectiveness, such as the ability to write on PDF files and utilize web-based whiteboard services to support team collaboration (Figure 6). Direct writing on the digital book is effective for materials such as handwritten diagrams in "Mechanical Design" (Figure 7). Saved individual records, including annotations and quiz results, can be used as learner portfolios after course completion.

[0021] In digital books, the content provided as textbooks is not limited to static text and diagrams. Dynamic teaching materials and interactive applications have been shown to give substance to static text and support learner understanding, and are particularly effective in social sciences and natural sciences that deal with quantitative data. Furthermore, appropriate libraries need to be prepared for the development of such applications (Figure 8).

[0022] In the use of software and information devices, significant disparities in efficiency and learning speed arise depending on the learner's experience, generation, and previous environment. System design and digital book specifications need to be considered in a way that addresses these disparities. While audiobooks (visual) are provided as barrier-free learning materials for people with easily apparent disabilities, this is insufficient. Currently, the scope of universal design (UD) for many users is still narrow. It seems we have reached the stage where we need to consider UD in software.

[0023] Digital books can be used for a variety of purposes. For example, they can be applied to booklet materials based on lecture transcripts, manuals containing complex explanations (dynamic manuals), and interactive books. Furthermore, from a Universal Design (UD) perspective, the use of generative AI is expected to be increasingly important in hybrid educational environments. For example, applications such as question answering by a high-performance chatbot could be built using a Generative Pretrained Transformer (GPT) that has completed training in related fields as the engine. Digital books are a form of educational material that is expected to be utilized in hybrid educational environments.

[0024] Figure 9 shows an example of resources available from DigitalBOOK. Resources called from DigitalBOOK using Link information are accessed via HTTP(s) communication. Most applications are called via a browser. Links to LMS (Learning Management Systems) such as Moodle and CoursePower allow direct access to the desired course. Wikis used for organizing terminology and concepts can be used as a high-functional dictionary from within DigitalBOOK. Using XR (VR / MR / AR) spaces requires steps such as session login and movement to the target space, making bookmarking cumbersome. This step can be eliminated by the advanced bookmarking function from DigitalBOOK. Because user applications can be called directly, interactive applications and dynamic animations can also be used as part of the teaching materials.

[0025] This invention is a new media ecosystem that seamlessly connects print and electronic media, and is not limited to the GIGA School initiative. The development technology and usage environment of this invention are collectively referred to as the ecosystem. The term "ecosystem" is used because the document links can be in various forms, such as other documents or applications. One of the objectives of the Ministry of Education, Culture, Sports, Science and Technology's GIGA School concept is to create an environment for acquiring advanced knowledge by streamlining learning through advanced information devices, in line with the increasingly information-driven living environment of today. The aim is to distribute small tablet devices to elementary schools nationwide and to use them as information media in school education. However, how to bridge the gap between this and the group lecture-style education cultivated in classrooms and create a more efficient curriculum is still being explored.

[0026] One related issue is the need to consider whether acquiring information through textbooks on a screen monitor, such as a tablet, offers advantages over traditional textbooks, which primarily use print media. Some view the present era as a period of general societal disruption due to the transition from print media to on-screen display media, while others predict that print media has its own unique advantages and will coexist in the future. The core of this invention is not to contrast these two, but to propose a format that realizes a seamless educational curriculum and to provide a document creation environment accordingly.

[0027] Let's consider the differences in comprehension between printed and screen-based documents. The reading process differs between printed and digital documents as follows: With printed materials, readers tend to read sequentially and with greater concentration. Physical page turning supports cognitive processes and facilitates spatial memory. With screen-based documents, while readers generally scroll, those who read more fragmentarily tend to scroll frequently, easily dispersing their attention and reducing concentration. Furthermore, there are many distractions such as hyperlinks and notifications.

[0028] Regarding differences in cognitive load, printed materials are less visually taxing and suitable for long reading sessions. Digital screens, on the other hand, increase cognitive load due to factors such as eye strain and the effects of blue light. Several studies have reported the following results: Printed materials are superior for deeper understanding and memory retention. For casual or academic documents, printed materials are easier to understand. For short or simple documents, digital documents can be understood at almost the same level. Among the influencing factors, the main factors affecting the difference in comprehension include the reader's age, digital literacy, complexity of the text, purpose of reading, and individual reading style. As for countermeasures, to improve comprehension of digital documents, it is recommended to turn off notifications while reading, adjust screen settings (brightness, font size), take regular breaks, and engage in active reading (taking notes, summarizing, etc.). In conclusion, there are differences in comprehension between printed and screen-based documents, and it is important to understand the characteristics of each and use them appropriately.

[0029] When considering the differences in media and comprehension, a typical question regarding learning and reading comprehension is whether there is a difference in comprehension between printed materials and on-screen materials. For example, there is the impact of the display medium and format of text on comprehension. Research has shown that printed materials have a significant advantage in comprehension, as demonstrated by experimental results. Regarding the impact of display media on text comprehension and memory, when comparing e-readers and paper media, it has become clear that paper media is superior to tablets in terms of comprehension, especially for explanatory texts (such as scientific topics).

[0030] The purpose of the text creation support tool and environment setup tool for GIGA School, which are examples of the present invention, is to achieve the following: (1) To provide an environment in which teachers and schools can safely and seamlessly use educational materials (textbooks, hypertextbooks) while protecting intellectual property rights. (2) Provide an information sharing platform to facilitate group learning. (3) Enable students to create notes and use learning materials according to their individual interests and learning styles. (4) Prevent the spread of misinformation and improve the reliability of learning materials. (5) Ensure the safety of the learning environment and provide mechanisms to prevent slander, defamation, and bullying among students. (6) Utilize AI technology to provide learning materials tailored to each student's interests and level of concentration. (7) Enable seamless use of printed materials and on-screen documents, and establish document formats for GIGA School.

[0031] The present invention described above has the following six new functions. (1) As an intellectual property protection function, blockchain technology is utilized to register the legitimate version of the educational materials (hypertextbooks) and to have a copyright infringement monitoring and detection function. In other words, a blockchain system is adopted to record educational material data in an unalterable format. Furthermore, copyright protection functions are integrated to prevent unauthorized use by third parties. (2) As an information sharing function, a digital platform will be provided that allows for the secure sharing of PDF-format teaching materials and reference URLs within groups, and enables students to exchange opinions. Specifically, the information sharing platform will provide teaching material creation software utilizing TeX. In addition, a function to add references and links to teaching materials will be implemented. (3) As a personal note-taking function, students can individually add websites and URLs to their learning materials, customize the hypertextbook, and create their own "hypertext notebooks." In other words, the note-taking support provides a note-taking function that allows students to easily add their own opinions and materials in hypertext format. (4) As a misinformation prevention function, blockchain will be used to identify and manage the official version and prevent the distribution of misinformation and fake educational materials. Specifically, the misinformation prevention function will introduce an AI module that enables authentication of the official educational material version and detection of fake materials. (5) As usage restrictions and security features, access to the learning environment will be limited to within the group, data leakage will be prevented (sync client function), and a function will be provided that allows teachers to centrally monitor and manage the system. Specifically, usage restrictions will utilize sync client technology to restrict the download and external sharing of teaching materials, and teacher monitoring and management functions will be integrated. (6) As an individualized learning support function, AI technology analyzes students' concentration levels and interest levels from their facial expressions and gaze, and automatically selects and provides learning materials that are appropriate for each student. In other words, in individually optimized learning, customized learning materials are provided based on the AI's analysis of students' interests.

[0032] The following are some specific ways to achieve this: (1) To protect intellectual property rights, a blockchain system will be adopted to record educational material data in an immutable format, integrate copyright protection functions, and prevent unauthorized use by third parties. The content of the documents provided will be classified into basic content and core content, and a phased approach will be taken regarding copyright protection. Here, basic content refers to primary information in electronic media that can be partially copied electronically, and core content refers to secondary information in the archive that is protected by session management. (2) As an information sharing platform, we will provide educational material creation software that utilizes a document formatting system (such as LaTeX), and implement a function to add references and links to the educational materials. (3) As a note-taking support feature, a note-taking function is provided that allows users to easily add their own opinions and materials in hypertext format. (4) As a function to prevent misinformation, an AI module will be introduced that enables authentication of the official teaching material version and detection of fake materials. (5) As a usage restriction module, sync client technology is used to restrict the download and external sharing of teaching materials, and teacher monitoring and management functions are integrated. (6) As part of individualized learning, customized learning materials will be provided based on an AI-driven analysis of students' interests.

[0033] In Japan's GIGA School Initiative, distributing tablet devices to every student and promoting ICT-based education requires the preparation of a suitable learning environment and support system. For example, developing an IT environment necessitates infrastructure such as hardware. A stable, high-speed Wi-Fi network should be established within schools for high-speed internet access. Especially when handling large amounts of data, the use of 5G should be considered. For servers and storage, a cloud or on-premise storage system is necessary to securely manage and store school-wide data. A device management system (MDM) is required, including centralized management of tablets and PCs, remote locking in case of loss, and automatic software updates. Furthermore, for software security, a filtering system is necessary to control content and ensure safe web use for students. Security software must protect devices from unauthorized access and malware. For educational platforms, it would be beneficial to introduce tools that centralize learning, assignment management, and lesson delivery, such as Google Workspace for Education or Microsoft Teams for Education.

[0034] Regarding the preparation of the learning environment, the development of digital teaching materials should include providing digital materials appropriate for each subject, based on the Ministry of Education, Culture, Sports, Science and Technology's curriculum guidelines, as materials that correspond to the curriculum, as well as interactive materials such as animations, quizzes, and VR materials that allow students to learn actively, and as individually optimized learning, a system that uses AI to provide materials according to students' progress and level of understanding. Classroom renovations should include installing electronic whiteboards and projectors, creating an environment where teachers can share tablets and teaching materials on their screens, setting up charging stations for students' tablets, and designing classrooms with flexible desk arrangements to accommodate group work and individual learning.

[0035] Regarding the enhancement of support functions, teacher support will include regular ICT training to enable teachers to effectively use digital tools, and the deployment of support staff, including staff with specialized knowledge of ICT, to be permanently stationed at schools to support problem-solving. Student support will include instruction in basic operation of ICT devices, information ethics, and internet literacy as part of digital literacy education, and individual support will be provided to students who are falling behind in their studies or who require special support. Parent support will include guidance on ICT use at home, such as setting rules and providing advice for the safe use of tablets at home, and introducing a platform as an information sharing system that allows parents to monitor their child's learning progress.

[0036] Regarding mechanisms for maintenance and development, budget management and sustainability will involve ensuring transparency in cost sharing by balancing parental contributions, local government budgets, and national subsidies. Device replacement plans will be formulated to align with the tablet's lifespan (typically 3-5 years). Feedback and improvement will involve data utilization, such as analyzing student learning data to improve teaching methods and materials, and reflecting feedback from teachers and students to improve the environment and teaching materials. Regional collaboration and utilization will involve collaborating with local businesses and universities to address regional issues and revitalize industries through digital education, and holding digital education events, such as presentations and competitions outside of school, to boost student motivation. In summary, for the GIGA School concept to succeed, it is necessary not only to distribute tablets, but also to comprehensively develop the educational environment, infrastructure, and support system necessary for their use. Furthermore, cooperation among teachers, parents, and students to expand the possibilities of digital education is key to maximizing the benefits of IT-based education.

[0037] The invention relates to a text creation support tool and environment setup tool for GIGA School, which uses TeX to add a website citation function and provides a platform for creating teaching materials suitable for group learning (including typesetting software for final drafts). It also provides MacroTeX software to facilitate the creation of teaching materials and personalized note-taking. New features include: Regarding the protection of intellectual property rights of texts, it will protect the intellectual property rights and copyrights of texts (textbooks, hypertextbooks) created by teachers and schools, and prevent infringement of others' copyrights. Specifically, it will utilize blockchain technology to define and publish the legitimate version as a copyrighted work. This is similar to how copyright is protected when publishing a book. It will make it easier to sue similar copyrighted works, websites, and digital books for copyright infringement. Because the original version can be identified, it will be easier to find and sue for pirated copies. As a function for exchanging and sharing knowledge within groups, it will use PDFs and allow students to share URLs of references within groups, enabling them to share their discoveries and opinions that resonate with each other.

[0038] The feature that allows each student to create their own personal notebook includes the ability to download a webpage, copy it, and paste it into their own notebook (hypertext notebook). In this way, students can use the hypertextbook (GIGASchool teaching material) as a base to write in their own opinions and search results from URLs they have found, transforming the hypertextbook, which serves as a textbook, into their own personal notebook. It is a notebook that combines the textbook with personal comments and collected materials. To prevent the spread of misinformation, blockchain technology is used to determine what the official version (the official version of the hypertextbook) is, thereby preventing the spread of fake materials. The feature that allows the use and access of the hypertextbook to be limited to groups has the ability to limit discussions to within the group, providing a function that prevents slander and defamation from anonymous external parties. Using a function similar to that of a thin client, students can access the hypertextbook from thin client terminals and create their own hypertext notebooks.

[0039] On the other hand, it will be impossible to download, copy, share with others, or upload it to the internet. This will prevent hypertextbooks and hypertext notebooks from leaking outside the group. Just as Facebook has increased the reliability of information communication within a group by revealing the poster's name and limiting the recipient, this system will limit communication to students participating in group learning and will have a function that allows teachers to centrally view (monitor) the interactions, thereby managing and preventing slander and bullying among students. In providing learning materials that suit learners and creating an environment where learning is enjoyable, it is necessary to create an environment where learners can access materials and resources that suit them and that interest them, and learn while having fun. Using the camera on tablet devices, students' faces will be photographed, and their level of concentration and expressions of interest and amusement will be checked from their eye movements, etc. If their concentration drops or they do not show interest, the material will be changed to something else, and materials that suit the student and that will interest them will be provided. Software to determine whether students' gaze is directed towards the teaching materials has already been developed. Furthermore, CyberAgent will use AI to determine students' level of interest and engagement from their facial expressions, and then provide appropriate teaching materials and resources based on that.

[0040] In summary, the goal is to create a safe and effective network environment for students and teachers to exchange ideas, which is essential for learning. Simultaneously, it will enable the creation of hypertext notebooks—documentation files where students can freely annotate their research and collected materials, much like writing in a textbook. This prevents the problem of losing track of where related materials are located. Furthermore, security measures will be implemented to prevent hypertextbooks and hypertext notebooks from being leaked outside the group. The network will also include features for sharing opinions and knowledge within the group, providing a platform for group learning. Features are also needed to prevent bullying and slander by allowing checks on the content of discussions among group members, as well as management functions that allow network administrators (teachers) to delete materials. Additionally, features will be implemented to allow students to freely annotate textbooks, create their own notebooks, and save them. Finally, AI will be used to check students' concentration and interest levels, providing materials and questions tailored to their level and interests (personalized learning features).

[0041] As described in detail above, the present invention examines the basic requirements for improving the learning environment using CE in response to the modern challenge of "diversity." Addressing diversity is expected to improve the quality and access to education and bring benefits to society as a whole. Furthermore, the present invention relates to a text creation support tool and environment development tool for GIGA School, and is a teaching material creation support tool with intellectual property rights protection function using blockchain technology, enabling the sharing of teaching materials and information exchange within a group, having a hypertext notebook creation function that can be customized by individual students, further having a function to provide teaching materials according to students' interests and concentration levels using AI, and having a function to prevent the leakage of teaching material data using a sync client. It goes without saying that if the content described in a certain part of this specification can be applied without contradiction to other parts not described therein, then that content can be applied to those other parts. Moreover, the above embodiments are examples and can be implemented with various modifications without departing from the gist of the invention, and it goes without saying that the scope of the rights of the present invention is not limited to the above embodiments or examples.

Claims

1. A tool for creating educational materials that utilizes blockchain technology to protect intellectual property rights.

2. The teaching material creation support tool according to claim 1, characterized by having a platform that enables the sharing of teaching materials and the exchange of information within a group.

3. The teaching material creation support tool according to claim 1, characterized in that it has a function for creating hypertext notebooks that can be customized by individual students.

4. The teaching material creation support tool according to claim 1, characterized in that it utilizes AI and has a function to provide teaching materials according to the student's interest and level of concentration.

5. The educational material creation support tool according to claim 1, characterized in that it has a function to prevent the leakage of educational material data using a sync client.

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