Learning support system, learning support method, and computer program

Abstract

To support execution of learning for a learner.SOLUTION: A learning support system comprises: a storage device that stores auxiliary identification information, learning auxiliary information, and learning motivation information; and a calculation device that executes detection processing of, upon acquiring a signal used to identify an auxiliary related to learning of a learner, referring to the learning auxiliary information to detect auxiliary information associated with the auxiliary identification information represented by the signal used to identify the auxiliary as auxiliary information of the learner, motivation estimation processing of, upon acquiring information on the learning attitude of the learner, referring to the learning motivation information to extract information indicating learning motivation associated with the information indicating the learning attitude, to estimate learning motivation of the learner, and output processing of outputting output information for associating the detected auxiliary information with the extracted information indicating the learning motivation.SELECTED DRAWING: Figure 2

Description

[Technical field]

[0001] The present disclosure relates to a learning support system, a learning support method, and a computer program that support a learner in completing learning. [Background technology]

[0002] In recent years, a learning method called active learning, which incorporates active participation by learners, has been attracting attention. Specifically, active learning is achieved through "proactive learning," "interactive learning," and "deep learning," and is expected to produce results that are different from traditional passive learning methods.

[0003] The effects of learning are thought to be influenced by various factors. One example is the learner's learning environment. Specifically, when and with whom a learner studies can affect the learner's motivation to study. This motivation to study can ultimately affect the level of proficiency, which is one of the effects of learning.

[0004] Incidentally, various techniques have been proposed to improve the effectiveness of learning. Specifically, there is a technique for presenting information that maintains or improves a student's motivation for self-study according to the student's learning history (for example, Patent Document 1). [Prior art documents] [Patent documents]

[0005] [Patent Document 1] International Publication No. 2017 / 208433 Summary of the Invention [Problem to be solved by the invention]

[0006] However, in the past, there was no consideration of using information that represents a learner's learning environment, such as who the learner studied with, to support learning. In addition, there was no consideration of objectively judging a learner's motivation to learn and using that information to support learning.

[0007] The present disclosure provides a learning support system, a learning support method, and a computer program that present information representing a learning environment, estimate a learner's motivation to learn based on the learning environment, and support the execution of learning. [Means for solving the problem]

[0008] The learning support system of the present disclosure includes a memory device and a calculation device, and the memory device stores learning auxiliary information that associates auxiliary information represented by a signal used to identify assistance related to the learner's learning with auxiliary information including at least one of data regarding the presence or absence of the assistance, identification information of the assistance, or whether the assistance is present in the same space as the learner, and learning motivation information that associates information indicating the learning attitude of the learner with information indicating the learning motivation of the learner. The calculation device includes a detection process that, upon acquiring a signal used to identify assistance related to the learner's learning, refers to the learning auxiliary information and detects the auxiliary information associated with the auxiliary identification information represented by the signal used to identify the assistance as the auxiliary information of the learner, a motivation estimation process that, upon acquiring information of the learner's learning attitude, refers to the learning motivation information and extracts information indicating the learning motivation associated with the information indicating the learning attitude, and estimates the learning motivation of the learner, and an output process that associates the detected auxiliary information with the extracted information indicating learning motivation and outputs it as output information.

[0009] These general and specific aspects may be realized by a system, a method, and a computer program, as well as combinations thereof. Effect of the Invention

[0010] The learning support system, learning support method, and computer program disclosed herein can support learners in carrying out their learning. [Brief description of the drawings]

[0011] [Figure 1] 1 is a conceptual diagram of a learning support system according to the present disclosure. [Diagram 2] 1 is a block diagram showing a configuration of a learning support system according to the present disclosure. [Diagram 3] 13 is an example of learning support information. [Figure 4] 13 is an example of learning motivation information. [Figure 5A] 11 is an example of proficiency information. [Figure 5B] 11 is another example of proficiency information. [Figure 6] One example is outputting motivation to learn in the form of a graph. [Figure 7] 13 is a flowchart illustrating learning support. DETAILED DESCRIPTION OF THE PREFERRED EMBODIMENTS

[0012] [Foundations that formed the basis of this disclosure] There are technologies that can present information to maintain or increase the motivation of learners. By providing tasks that are appropriate for each learner, it is expected that learners will be guided to study effectively.

[0013] As mentioned above, when a learner studies, the learning environment, such as who they study with, where they study, and when they study, can affect their motivation to study. Such motivation to study can affect the learning results. Therefore, for example, it may be possible to estimate a learner's motivation and identify areas for improvement in learning methods. However, with conventional methods, it has been difficult to take the learner's learning environment into consideration when supporting the learner's learning.

[0014] The present disclosure provides a learning support system, a learning support method, and a computer program that present information representing a learning environment and learning motivation to a learner and support learning.

[0015] [Embodiment] Hereinafter, the embodiments of the present disclosure will be described with reference to the drawings as appropriate. However, in the detailed description, unnecessary parts of the description of the prior art and substantially the same configuration may be omitted. This is for the purpose of simplifying the description. In addition, the following description and the accompanying drawings are disclosed so that a person skilled in the art can fully understand the present disclosure, and are not intended to limit the subject matter of the claims.

[0016] The learning support system, learning support method, and computer program according to the present disclosure detect auxiliary information related to assistance for a learner's learning, estimate the learner's motivation to learn, and output the information. For example, as shown in FIG. 1, the learning support system 1 can detect the assistant by utilizing a conversation between a learner 20 and an assistant 21, and estimate and output the motivation from the learner's learning attitude. This allows, for example, the assistant to devise a method of assisting the learner so as to increase the learner's motivation to learn.

[0017] In the present disclosure, "learning" refers to the act of a learner solving a given task. At this time, for example, the learner may solve a task written on paper and write the answer on the paper using a writing instrument. Alternatively, the learner may solve a task displayed on an information processing device such as a tablet terminal instead of on paper and input the answer into the information processing device. In addition, the learner may listen to a task set by a question setter and answer orally, or answer using tools prepared in advance, such as assembling a puzzle. Furthermore, learning may be a combination of these. For example, the question setter may set a task orally, and the learner may write the answer on paper.

[0018] A "task" is a question that a learner is required to solve. For example, a learner solves a task in a course of study as a test of mastery of the subject knowledge.

[0019] "Assistance in learning" refers to a person who cooperates with the learner's learning (hereinafter, referred to as "collaborator" as necessary) and a means of cooperation in learning other than the collaborator. For example, collaborators are the learner's guardian, a school teacher, a cram school instructor, a friend of the learner, etc. "Collaborating in learning" refers to an action that helps the learner's learning, such as asking the learner questions, answering questions from the learner, or calling out to the learner depending on the learner's concentration. Here, assistance in learning is not simply one-way asking questions to the learner or one-way responding to questions from the learner, but it is preferable that each of the learner and the collaborator can receive and respond to questions. In other words, it is preferable that two-way questions and responses are possible. In addition, as long as two-way questions and responses are possible, as described above, they may be friends, and are not necessarily limited to one assistant being in a teaching position. A collaborator is not necessarily limited to being in the same space as the learner. For example, even if the collaborator is in a different space from the learner, it is sufficient if the collaborator can cooperate with the learner in learning through a means such as a video phone while the learner is studying. In addition, the "means for collaborating in learning" refers to various means, such as a robot or computer software, that can ask questions to the learner and respond to questions from the learner, just like the collaborator. The questions and responses are preferably exchanged by voice, but they may also be exchanged using input and output such as text data or image data. For example, when the learner is working on a task displayed on a display, a character may appear on the display to ask questions or encourage the learner.

[0020] "Motivation to learn" indicates the degree of a learner's willingness to actively study and / or the degree of concentration the learner has when studying. There are no limitations on how motivation to learn can be expressed, but for example, it can be expressed by a level set according to the level of motivation. Motivation to learn may also be expressed by a combination of multiple items. Examples of "information representing motivation to learn" include a numerical value indicating motivation to learn, a label indicating motivation to learn as high, slightly high, slightly low, low, etc.

[0021] "Proficiency" refers to the learner's level of familiarity with the task, the learner's level of proficiency with the task, and / or the learner's level of understanding of the knowledge required by the task. There are no limitations on how proficiency is expressed, and it can be expressed, for example, by a level set according to the level of difficulty. Proficiency may also be expressed by a combination of multiple items.

[0022] "Learning performance" indicates the degree of efficiency of learning. In this specification, learning performance is determined using motivation to learn and proficiency.

[0023] A "learning posture" is a physical state and / or behavior of a learner when learning. For example, a learning posture can be identified by the movement of a writing implement, posture, line of sight, or speech.

[0024] The configuration of a learning support system 1 according to the present disclosure will be described with reference to Fig. 2. The learning support system 1 is an information processing device including a calculation device 10, an input / output device 11, a communication device 12, a storage device 13, and the like.

[0025] The input / output device 11 is input means such as operation buttons, a keyboard, a mouse, a touch panel, a microphone, etc., which are used for inputting operations and data, and output means such as a display, a speaker, etc., which are used for outputting processing results and data. The communication device 12 is a communication means for enabling data communication with an external device (not shown).

[0026] The storage device 13 is a recording medium for recording various information. The storage device 13 is realized, for example, by a RAM, a ROM, a flash memory, an SSD (Solid State Drive), a hard disk drive, or other storage devices, or by an appropriate combination of these. The storage device 13 stores a learning support program P, which is a computer program executed by the arithmetic device 10, and various data used for executing learning support. For example, the storage device 13 stores learning assistance information D1, learning motivation information D2, proficiency level information D3, learning location information D4, required time information D5, and time period information D6.

[0027] The arithmetic device 10 is a controller that controls the entire learning support system 1. For example, the arithmetic device 10 reads and executes the learning support program P stored in the storage device 13 to realize processes such as detection process, motivation estimation process, and output process for executing learning support. In addition, the arithmetic device 10 is not limited to a device that realizes a predetermined function by cooperation between hardware and software, and may be a hardware circuit designed specifically to realize a predetermined function. In other words, the arithmetic device 10 can be realized by various processors such as a CPU, MPU, GPU, FPGA, DSP, and ASIC.

[0028] The learning support system 1 may be realized by a plurality of information processing devices connected to each other so as to be able to communicate with each other. Also, a part of the data stored in the storage device 13 may be stored in an external storage device and read from the external storage device for use.

[0029] As shown in an example in Figure 3, learning auxiliary information D1 associates ``auxiliary identification information'' represented by a signal used to identify assistance related to the learner's learning with ``auxiliary information'' that includes at least any of data regarding the presence or absence of assistance, identification information of the assistance, or whether the assistance is present in the same space as the learner.

[0030] As described above, assistance related to learning is an act of helping learning by a collaborator such as a teacher, mother, friend, etc., who cooperates with the learner in learning. Alternatively, assistance related to learning is an act of helping learning by mechanical means. For example, as described above, it is a character that is displayed on a display and can ask questions and respond to the learner in a two-way manner. Alternatively, it may be a combination of a collaborator and mechanical means. That is, not only a collaborator but also computer software or the like may provide assistance at the same time. For example, by combining a collaborator and mechanical means, even if a collaborator often calls the learner's attention, it is possible to assist the learner from a different direction, such as by having the mechanical means praise or encourage the learner.

[0031] For example, when the assistant is assisting the learning, the "assistant specific information" is information input by the assistant via the input / output device 11. Or, it is the voiceprint of the assistant. Furthermore, it may be information that is distributed to the assistant in advance and transmitted from a wireless tag that the assistant possesses.

[0032] "Presence or absence of assistance" refers to the presence or absence of assistance when a learner is learning. Specifically, when assistance cannot be identified by the assistance identification information, assistance is deemed to be "absent". On the other hand, when assistance can be identified by the assistance identification information, assistance is deemed to be "present". "Assistant identification information" is information that identifies who or what the assistant identified by the assistance identification information is. For example, "assistant identification information" is identification information of which of the instructors the assistant is, identification information of the mother, etc. When an assistant is identified according to data input through the input / output device 11 that exists in the same space as the learner, it is deemed to exist in the "same space". On the other hand, when an assistant is identified according to data acquired by a device that exists in a different space from the learner, it is deemed to exist in a "different space". In the example shown in FIG. 3, the "assistant information" does not need to include all information such as "presence or absence of assistance", "assistant identification information", and "existence in the same space or not", and can include only necessary information. For example, if it is clear that the learner and the assistant always exist in the same space during learning, only the "assistant identification information" is deemed to be the "assistant information". In this way, there is not only one type of auxiliary information, but multiple types depending on the data included in the auxiliary information and their combinations. For example, even if instructor A is an assistant, there are multiple types of auxiliary information for when instructor A is in the same space and when instructor A is in a different space.

[0033] The learning motivation information D2 associates information indicating the learner's "learning attitude" with information indicating the learner's "learning motivation."

[0034] The information indicating the "learning posture" includes at least one of the information on the movement of the writing implement used, posture, the line of sight of the learner, or speech. In the example shown in FIG. 4, the "learning posture" includes information on whether the writing implement is moving, whether the learner is facing the desk, where the learner's face is facing, and the conversation between the learner and the assistant. The "movement of the writing implement" may include information such as "moving" or "stopping," as well as "whether the speed at which the writing implement moves is appropriate for learning," and whether the writing implement is on the desk or "not in hand." In the example shown in FIG. 4, the information on "whether the learner is facing the desk" is used as the "posture," but the posture may be specified by other methods. Note that the learning posture does not need to include all of these pieces of information, and other information may be added to some of the information.

[0035] In the example shown in Fig. 4, for a learner who has "no" writing implement movement, faces "forward", faces "on task", and engages in "lots" of conversation with assistant, the learning posture is expressed as a numerical value of "4". Note that in Fig. 4, "motivation to learn" is expressed using numerical values ​​specified as 1 to 5, but motivation to learn may be expressed by other methods. Also, the numerical values ​​shown in Fig. 4 are merely an example, and the relationship shown in Fig. 4 is not limited to being accurate.

[0036] The proficiency information D3 associates the answer to the task provided to the learner with the learner's proficiency. In the example of proficiency information D3 shown in Fig. 5A, when the answer to "task 1" is "1", the proficiency is associated with "5".

[0037] Furthermore, the proficiency information D3 may associate a proficiency with a combination of the answer result of a task and information on the time required for the task. In the example of proficiency information D3 shown in FIG. 5B, for "task 1," when the answer result is "1" and the time required is less than 20 seconds, the proficiency is associated with "5." Also, when the answer result is "1" and the time required is 20 seconds or more, the proficiency is associated with "3." In this way, in the proficiency information D3 shown in FIG. 5B, even if the answer to a certain task is the same, a longer time required for the answer is associated with a lower proficiency than a shorter time required for the answer.

[0038] In addition, in Figures 5A and 5B, the "proficiency level" is expressed using a numerical value specified by 1 to 5, but the proficiency level may be indicated by other methods. The numerical values ​​shown in Figures 5A and 5B are merely examples, and the relationships shown in Figures 5A and 5B are not necessarily accurate. In Figure 5B, the proficiency level is set according to whether the required time is less than 20 seconds, but this is merely an example and is not limited to this numerical value. For example, the proficiency level may be set for each time frame set, such as "less than 10 seconds," "10 seconds or more and less than 20 seconds," "20 seconds or more," etc.

[0039] The learning place information D4 associates information used to specify a learning place where a learner can study with identification information of the learning place. For example, it associates information of an option presented using the input / output device 11 with identification information of a learning place that is specified when an assistant or a learner selects the option.

[0040] The time required information D5 is information about the time required for a learner to study, which is accumulated during the study. For example, the time required information D5 associates the identification information of an assignment performed by a learner with the time required for the assignment.

[0041] The time period information D6 is information about the time period during which the learner performed the learning, which is accumulated during the learning. For example, the time period information D6 associates the identification information of the task performed by the learner with the time period during which the task was performed.

[0042] The arithmetic device 10 executes a detection process, a time management process, a time period management process, a motivation estimation process, a skill estimation process, a calculation process, a location specification process, and an output process.

[0043] In the detection process, when the arithmetic device 10 acquires a signal used to identify assistance related to the learning of the learner, the arithmetic device 10 refers to the learning assistance information D1 stored in the storage device 13 and detects, as the assistance information of the learner, the assistance information associated with the assistance identification information represented by the signal used to identify the assistance. Here, the signal used to identify the assistance is acquired, for example, via the input / output device 11, and may be a signal for identifying the assistant inputted via an operation button or a keyboard. The signal used to identify the assistant may also be a voice signal of the assistant inputted via a microphone. Furthermore, the signal used to identify the assistant may be a wireless signal received by a receiving means and transmitted from a wireless tag held by the assistant.

[0044] In this description, it is assumed that the assistance is the same in a series of learning, and the calculation device 10 performs the detection process once at the start of the learning. A "series of learning" refers to the start to end of a series of learning when multiple tasks are solved consecutively. For example, when multiple tasks are solved twice a day, in the morning and in the afternoon, each of the tasks is treated as a separate series of learning.

[0045] In the time management process, the arithmetic device 10 manages the timing from the start to the end of learning. As a result, the arithmetic device 10 associates information on the time required to perform each task with the identification information of each task and stores the information as required time information D5 in the storage device 13. In addition to managing the required time for each task, the arithmetic device 10 also adds the time from the start to the end of a series of learning to the required time information D5 and manages it.

[0046] In the time period management process, the arithmetic device 10 accumulates and stores time period information regarding the execution of the task by the learner as time period information D6 in the storage device 13. For example, the arithmetic device 10 acquires time information at which the learner starts the task from its own device or an external device, and stores it as time period information D6 in the storage device 13. The time period managed by the time period information D6 does not need to be an exact time, but may simply be a rough time period such as early morning, morning, afternoon, evening, night, or late night. This may also be acquired at the start of a series of studies, and each study included in the series of studies may be managed as having been performed in the same time period.

[0047] In the motivation estimation process, when the computing device 10 acquires information on the learning posture of the learner, the computing device 10 refers to the learning motivation information D2 stored in the storage device 13, extracts information on the learning motivation associated with the information on the learning posture, and estimates the learning motivation of the learner. The information on the learning posture is, for example, information on the movement of a writing implement, posture, line of sight, or speech.

[0048] For example, when a learner uses a writing instrument for learning, the "movement of a writing instrument" is identified by an acceleration sensor and / or a gyro sensor provided on the writing instrument. For example, if the writing instrument does not move at all during learning, the learner's motivation to learn is estimated to be low. Also, for example, if the movement of the writing instrument during learning is more intense than the movement expected for solving the problem, it is assumed that the writing instrument is used for something other than solving the problem, and the learner's motivation to learn is estimated to be low. Note that the writing instrument is not limited to an instrument such as a pencil or pen that writes the answer to the problem on paper. For example, when the problem is displayed on an information processing device such as a tablet terminal and the answer is input on the information processing device, an instrument such as a touch pen is the writing instrument. When a learner uses his / her finger to input, no physical writing instrument is used, but the input result by the finger, the acceleration of the learner detected by the information processing device during input, changes in vibration, etc. may be used as the "movement of a writing instrument".

[0049] "Posture" is identified, for example, by the detection results of a contact sensor or pressure sensor provided on the desk and / or chair used by the learner. For example, if the posture of the learner identified from the detection results of the sensor during study is suitable for study, sitting correctly in a chair facing a desk, the learner's motivation to learn is presumed to be high. In contrast, if the posture of the learner identified from the detection results of the sensor is not suitable for study, such as sitting in a chair facing to the side, the learner's motivation to learn is presumed to be low.

[0050] The "gaze" is determined, for example, from the direction of the learner's face and / or eyes captured by a camera, or the gaze of the learner tracked by a gaze detection sensor. For example, if the learner's gaze is directed toward the task or a collaborator, the learner's motivation to learn is estimated to be high. In contrast, for example, if the learner's gaze is not directed toward the task or a collaborator, but toward a direction completely unrelated to learning, the learner's motivation to learn is estimated to be low.

[0051] The "utterance" is identified by performing voice recognition on voice data detected by a microphone installed near the learner. For example, if the learner speaks frequently when solving a task, it is estimated that the learner is not able to concentrate on the task and has low motivation to learn. Also, for example, if only the frequency of either the learner's utterances or the assistant's utterances is high, it is estimated that the learner has low motivation to learn because the balance between the learner's and assistant's utterances is poor, the learner speaks uselessly, or the assistant intervenes to a large extent in solving the task. Furthermore, for example, if the time required from the assistant's question to the learner's response is short, it is estimated that the learner's motivation to learn is high. Therefore, the learner's motivation to learn is estimated according to the back-and-forth conversation between the learner and the assistant. In addition, the content of the conversation, the words spoken, the volume of the voice, the correlation between the content of the question and the response, etc. may be used to estimate the learner's motivation to learn.

[0052] Here, the arithmetic device 10 executes a motivation estimation process at a predetermined timing while a series of learning continues. For example, the arithmetic device 10 estimates motivation every time learning starts, specifically, every time a task starts. In addition, if one task takes more than a predetermined time, the arithmetic device 10 may execute a new motivation estimation process after a predetermined time has elapsed from the start, and update the target's motivation to learn with the newly estimated motivation.

[0053] In the proficiency estimation process, when the calculation device 10 acquires an answer result of a task performed by a learner, the calculation device 10 estimates the proficiency associated with the answer result as the learner's proficiency by referring to the proficiency information D3 stored in the storage device 13. In the example of proficiency information shown in Fig. 5A, when "2" is acquired as the answer result of "task 2", the calculation device 10 estimates the proficiency to be "5".

[0054] For example, when a learner writes an answer on paper, the arithmetic device 10 may be a method in which an assistant operates to acquire the answer written by the learner via the input / output device 11. Alternatively, when a learner inputs an answer using an information processing device such as a tablet terminal, the arithmetic device may be a method in which the learner inputs the answer via the input / output device 11, which is a touch panel of the tablet terminal.

[0055] Furthermore, when the calculation device 10 acquires the time information required by the learner to perform the task together with the answer result of the task, the calculation device 10 estimates the proficiency level associated with the time information together with the answer result as the learner's proficiency level. For example, the time information required to perform the task is the time required from the start to the end of the task. In the example of proficiency information shown in FIG. 5B, when the answer result of "task 1" is "2" and the required time is "10 seconds", the calculation device 10 estimates the proficiency level to be "2".

[0056] Here, it is assumed that the calculation device 10 is capable of executing a timing process and is capable of obtaining information on the time required for the learner to perform the task. Specifically, when the learner writes down the answer on paper, the calculation device 10 is capable of obtaining the timing of the start and end of the learner's task via the input / output device 11 by the operation of an assistant, and the time information is managed in the calculation device 10. Alternatively, when the learner inputs the answer using an information processing device such as a tablet terminal, the calculation device may be capable of obtaining the timing of the start and end of the learner's task via the operation of the input / output device 11, which is a touch panel of the tablet terminal, by the learner, and the time information is managed in the calculation device 10.

[0057] The arithmetic device 10 executes a proficiency estimation process for each study. For example, since the proficiency is estimated for each task, the arithmetic device 10 estimates the proficiency based on the answer result obtained for the task. For example, when an answer result is obtained every time one task is completed, the arithmetic device 10 may estimate the proficiency of each task every time one task is completed. Alternatively, when multiple answer results are obtained collectively after multiple tasks are completed, the arithmetic device 10 may estimate the proficiency of each task after obtaining the multiple answer results.

[0058] In the calculation process, the arithmetic device 10 calculates a learning performance that indicates the efficiency of the learner's learning obtained according to the willingness to learn and the level of proficiency.

[0059] Here, the arithmetic device 10 may, for example, calculate the learning performance for each task. Also, for example, the learning performance may be calculated for each series of learning, specifically, for each series of tasks. Alternatively, the learning performance may be calculated for each group of tasks. Alternatively, for example, when solving tasks written on paper, multiple tasks included on one sheet of paper may be treated as one group, and the learning performance may be calculated each time one sheet of tasks is completed.

[0060] For example, the calculation device 10 may determine the learning performance as the sum of the willingness to learn and the proficiency. Also, for example, the calculation device 10 may determine the learning performance as the product of the willingness to learn and the proficiency. In this case, the calculation device 10 may obtain the learning performance using a weighted value of the willingness to learn and / or the proficiency. The weight may be preset based on, for example, the difficulty level of the task.

[0061] In the location identification process, when the arithmetic device 10 acquires information used to identify the learning location of the learner when the learner performed the task, the arithmetic device 10 refers to the learning location information D4 and estimates the learning location identified by the identification information associated with the information used to identify the learning location as the location where the learner performed the task. Here, it is assumed that the learning location is the same throughout the series of studies.

[0062] In the output process, the calculation device 10 generates and outputs output information that associates auxiliary information, learning motivation, proficiency, learning performance, identification information of the learning location, required time information, and time zone information. Note that the calculation device 10 does not need to include all of the learning motivation, proficiency, learning performance, identification information of the learning location, required time information, and time zone information in the output information. It is sufficient that the output information includes at least one of the learning motivation, proficiency, learning performance, identification information of the learning location, required time information, and time zone information.

[0063] Here, the arithmetic device 10 generates and outputs output information at a predetermined timing. The predetermined timing is, for example, a timing at which each learning, i.e., each task ends, a timing at which a series of learning ends, a timing at which a predetermined time has elapsed since the start of each learning (for example, every 20 seconds), a regular timing after the start of a series of learning (for example, every 5 minutes), a timing at which a series of learning ends, or other predetermined timing. The predetermined timing may also be a combination of the timings described above, for example. Here, the arithmetic device 10 may generate and output output information including the learning motivation, proficiency, and learning performance at each predetermined timing. The arithmetic device 10 may also generate and output transitions of the learning motivation, proficiency, and learning performance from the past to the predetermined timing as output information at each predetermined timing.

[0064] FIG. 6 shows an example of output information indicating a change in motivation to learn for a certain series of learning. In FIG. 6, the horizontal axis indicates time, and the vertical axis indicates motivation to learn. FIG. 6 also shows an example of motivation to learn at predetermined time intervals from the start of a series of learning. In the example shown in FIG. 6, it can be seen that motivation to learn changes over time.

[0065] For example, the learner, assistant, or third party can objectively grasp the learning motivation of the assistant for the target learning by referring to the auxiliary information and learning motivation included in the output information by the calculation device 10. Furthermore, if the learner, assistant, or third party can simultaneously grasp the learning motivation for each auxiliary information by referring to each auxiliary information and learning motivation for learning at multiple different times in the past included in the output information by the calculation device 10, it can be useful for, for example, estimating the learning compatibility with the assistant and considering effective learning.

[0066] Also, for example, a learner, an assistant, or a third party can objectively grasp the target's learning proficiency, which cannot be grasped by the willingness to learn alone, by referring to the proficiency included in the output information by the computing device 10. Also, by referring to the proficiency, the effect of learning can be easily grasped, which can be useful, for example, for analyzing effective learning methods.

[0067] Furthermore, the learner, assistant, or third party can infer the learner's learning tendency by referring to the required time information included in the output information output by the computing device 10. For example, if the required time information includes the time required from the start to the end of a series of learning, the learner, assistant, or third party can infer a tendency that the learner will maintain motivation to learn if the total learning time is only 30 minutes, but will become tired and lose motivation if the total learning time is 1 hour, and can use this information to analyze an effective learning method.

[0068] Furthermore, the learner, assistant, or third party can infer the learner's learning tendency by referring to the time period information included in the output information output by the arithmetic device 10. For example, the learner, assistant, or third party can infer a tendency that the learner has a high motivation to learn in a certain time period and a low motivation to learn in another time period, and use this information to analyze an effective learning method.

[0069] At this time, the calculation device 10 may generate and output output information in which not only the target timing but also the motivation to learn, proficiency, and performance in multiple different series of past learning are associated with auxiliary information. For example, when there are differences in the motivation to learn and the proficiency of the learner depending on the assistant, the calculation device 10 can display the motivation to learn and the proficiency for each series of past learning in association with the identification information of the assistant, which can be used to identify an assistant who is likely to benefit from learning.

[0070] <Learning support methods> A learning support method using the learning support system 1 in the embodiment will be described with reference to the flowchart shown in Fig. 7. The specific processing of each step in the flowchart has been described above, so each step will be described in a simplified manner. First, before the start of learning, the arithmetic device 10 acquires a signal used to identify assistance related to the learner's learning (S1).

[0071] The arithmetic device 10 detects auxiliary information associated with the auxiliary specific information represented by the signal acquired in step S1 from the learning auxiliary information D1 stored in the storage device 13 (S2).

[0072] Next, when learning begins, the arithmetic device 10 stores the timing of the start of learning in the storage device 13 and starts managing each timing of learning (S3). For example, when the learner solves each task, the arithmetic device 10 stores time information as the start of learning in the storage device 13 as required time information D5. In addition, when each task is completed, the arithmetic device 10 stores time information as the end of learning in the storage device 13 as required time information D5. In addition to managing the start time and end time for each task, the arithmetic device 10 may store the time required for each task in the storage device 13 as required time information D5.

[0073] Furthermore, the arithmetic device 10 stores the time period of the learning in the storage device 13 as time period information D6 (S4).

[0074] The arithmetic device 10 acquires information on the learning attitude of the learner (S5). The arithmetic device 10 extracts information indicating learning motivation associated with the information indicating the learning attitude acquired in step S5 from the learning motivation information D2 stored in the storage device 13, and estimates the learning motivation of the learner (S6).

[0075] The arithmetic device 10 acquires the answer result of the learner (S7). The arithmetic device 10 estimates the proficiency of the learner by extracting the proficiency associated with the answer result acquired in step S7 from the proficiency information D3 stored in the storage device 13 (S8).

[0076] The arithmetic device 10 calculates the learning performance using the learning motivation estimated in step S6 and the learning level estimated in step S8 (S9).

[0077] The arithmetic device 10 estimates the learning location (S10).

[0078] The calculation device 10 generates and outputs output information including the auxiliary information detected in step S2, the motivation to learn estimated in step S6, the proficiency level estimated in step S8, the learning performance calculated in step S9, and the learning place estimated in step S10 (S11). At this time, the calculation device 10 may also include the time period managed in step S4 in the output information.

[0079] Thereafter, if the series of learning is completed (YES in S12), the processing in the learning support system is terminated. On the other hand, if the learning is not completed but continues, the process returns to step S5, and the same processing is repeated for a new learning, specifically, for a new assignment (S5 to S12).

[0080] The order of the processes shown in Fig. 7 is not necessarily limited to this. For example, for processes that can be switched, the order of some of the processes may be switched. Also, for example, for multiple processes that can be executed simultaneously, multiple processes may be executed simultaneously.

[0081] As described above, the learning support system 1 according to the embodiment can support the learning of the learner by estimating the learning motivation, proficiency, and learning performance of the learner and outputting the same as the learning location and auxiliary information as output information. Therefore, the learner, assistant, or third party can refer to the information contained in the output information and use it to help the learner with their learning. For example, since it becomes easier to objectively grasp the auxiliary information, learning location, time period, etc. that are an efficient learning environment, the learner, assistant, or third party can use the output information to improve the learning method including the learning environment.

[0082] In the example of Fig. 7, the learning support system 1 outputs the output information and ends the process. However, the learning support system 1 may suggest a learning environment in which the learning performance is relatively high based on the output information. For example, the learning support system 1 may suggest a time period in which the learning performance is relatively high based on the output information including the learning motivation shown in Fig. 6. Alternatively, the learning support system 1 may suggest an assistant, a learning place, etc. in which the learning performance is relatively high by using various output information acquired by changing the learner, the learning place, etc.

[0083] Overview of the embodiment (1) The learning support system of the present disclosure includes a memory device and a calculation device. The memory device stores learning auxiliary information that associates auxiliary information represented by a signal used to identify assistance related to the learner's learning with auxiliary information including at least one of data regarding the presence or absence of assistance, identification information of the assistance, or whether the assistance is present in the same space as the learner, and learning motivation information that associates information indicating the learning attitude of the learner with information indicating the learner's motivation to learn. The calculation device performs the following steps when it acquires the signal used to identify assistance related to the learner's learning: a detection process that refers to the learning auxiliary information and detects, as the learner's auxiliary information, auxiliary information associated with the auxiliary identification information represented by the signal used to identify the assistance; a motivation estimation process that refers to the learning motivation information and extracts information indicating learning motivation associated with the information indicating the learning attitude, thereby estimating the learner's motivation to learn; and an output process that outputs output information that associates the detected auxiliary information with the extracted information indicating learning motivation.

[0084] By outputting the auxiliary information representing the learning environment and the estimated learning motivation of the learner in association with each other, the learning motivation of the learner in a certain learning environment can be presented to the learner or the learning assistant. In addition, the learner or the assistant can use this learning motivation to improve the learning method including the learning environment.

[0085] (2) In the learning support system of (1), there may be multiple types of auxiliary information depending on the data included therein, and the output process may output, as output information, a motivation to learn depending on the data included in the auxiliary information.

[0086] By determining the motivation to learn for each condition specified by the data included in the auxiliary information representing the learning environment, the motivation to learn can be estimated more appropriately.

[0087] (3) In the learning support system of (2), the storage device further stores proficiency information associating the answer result of the task provided to the learner with the learner's proficiency, and when the calculation device acquires the answer result of the task performed by the learner, it further executes a proficiency estimation process that refers to the proficiency information and estimates the proficiency associated with the answer result as the learner's proficiency, and the output process may output output information including the estimated proficiency together with or instead of the learning motivation.

[0088] By estimating and outputting the learner's proficiency according to the answer to the task, the learner's proficiency in a certain learning environment can be presented to the learner or a learning assistant. Furthermore, the learner or assistant can improve the learning method, including the learning environment, according to this proficiency.

[0089] (4) In the learning support system of (3), the proficiency information associates a combination of the answer result of the task and information on the time required for the task with proficiency, and the proficiency estimation process may obtain information on the time required by the learner to perform the task along with the answer result of the task, and estimate the proficiency associated with the time information together with the answer result as the learner's proficiency.

[0090] By estimating the proficiency level using the time required for the learner to complete the task, the learner's proficiency level can be estimated more accurately.

[0091] (5) In the learning support system of (3) or (4), a calculation process may be further executed to calculate a learning performance indicating the efficiency of the learner's learning obtained according to the learning motivation and proficiency level, and the output process may generate output information including the calculated learning performance together with or instead of the learning motivation.

[0092] By outputting the learning performance obtained according to the motivation to learn and the level of proficiency, the learning performance in a certain learning environment can be presented to the learner or the assistant. Furthermore, the learner or the assistant can improve the learning method including the learning environment according to the learning performance.

[0093] (6) In the learning support system of (5), in the output process, output information may be output for each assignment performed by the learner.

[0094] This allows learners and assistants to grasp the learning performance for each task, and to improve their learning methods more appropriately.

[0095] (7) In the learning support system of (5) or (6), the storage device further stores learning location information that associates information used to identify a learning location where a learner can study with identification information of the learning location, and when the computing device acquires the information used to identify the learning location of the learner when he or she performed the task, the computing device further executes a location identification process that refers to the learning location information and identifies the learning location identified by the identification information associated with the information used to identify the learning location as the location where the learner performed the task, and the output process may output output information including the identification information of the identified learning location.

[0096] The learning performance is displayed for each learning location that is a part of the learning environment. This makes it easy for the learner and assistant to improve the learning effect by improving the learning location.

[0097] (8) In the learning support system of (5) to (7), the storage device may accumulate and store information on the time required or time period required for a learner to perform a task, and the output process may output output information including the time required information or the time period information.

[0098] The learning performance is presented for each time period or time slot required for learning, which is a part of the learning environment. This makes it easy for the learner and assistant to improve the learning effect by improving the time period or time slot required for learning.

[0099] (9) In the learning support system of any one of (1) to (8), the information on the learning posture may include at least one of information on the learner's line of sight, the movement of the writing implement used, body posture, or speech.

[0100] As part of the learning environment, appropriate engagement can be inferred by using information about the learner's eye gaze, the movement of the writing implement used, body posture, or speech.

[0101] (10) In the learning support system of (1) to (9), the assistance related to learning may be an act of helping the learner in learning by a person who cooperates with the learner in learning.

[0102] This makes it possible, when a collaborator assists with learning, to estimate the student's motivation for learning and use this information to improve the student's learning.

[0103] (11) In the learning support system of (1) to (9), the assistance related to learning may be an act of helping the learner learn by using mechanical means to cooperate with the learner in learning.

[0104] This allows the motivation to learn to be estimated and used to improve learning when mechanical means are used to assist learning.

[0105] (12) In the learning support system of (1) to (9), the learning assistance may be a combination of a person who cooperates with the learner's learning and a mechanical means for cooperation.

[0106] This allows the motivation to learn to be estimated and used to improve learning, even when learning is assisted by collaborators and mechanical means.

[0107] (13) In the learning support system according to any one of (1) to (12), the output process may output output information at a predetermined timing.

[0108] This makes it possible to obtain information such as motivation to learn at a predetermined appropriate time and use it to improve learning.

[0109] (14) The learning support method disclosed herein is a learning support method executed by a computing device that can access a storage device, wherein the storage device stores learning auxiliary information that associates auxiliary identification information represented by a signal used to identify assistance related to the learner's learning with auxiliary information including at least one of data regarding the presence or absence of assistance, identification information of the assistance, or whether the assistance is present in the same space as the learner, and learning motivation information that associates information indicating the learning attitude of the learner with information indicating the learner's motivation to learn. The learning support method includes a detection process, upon acquiring a signal used to identify assistance related to the learner's learning, referring to the learning auxiliary information and detecting, as the learner's auxiliary information, auxiliary information associated with the auxiliary identification information represented by the signal used to identify the assistance; a motivation estimation process, upon acquiring information on the learner's learning attitude, referring to the learning motivation information and extracting information indicating learning motivation associated with the information indicating the learning attitude, thereby estimating the learner's motivation to learn; and an output process, upon acquiring information on the learner's learning attitude, outputting the detected auxiliary information in association with the extracted information indicating learning motivation.

[0110] This makes it possible to present the learner's motivation to learn in a certain learning environment to the learner and / or a learning assistant, who can then use this motivation to improve the learning method, including the learning environment.

[0111] (15) The program disclosed herein causes a computing device to execute the learning support method of (14).

[0112] This makes it possible to present the learner's motivation to learn in a certain learning environment to the learner and / or a learning assistant, who can then use this motivation to improve the learning method, including the learning environment.

[0113] The learning support system and the learning support method described in all claims of the present disclosure are realized by hardware resources, such as a processor, a memory, and cooperation with a program. [Industrial Applicability]

[0114] The learning support system, learning support method, and program of the present disclosure are useful for supporting learning. [Explanation of symbols]

[0115] 1. Learning Support System 10 Arithmetic unit 11 Input / Output Devices 12. Communications Equipment 13 Storage device D1 Study Support Information D2 Learning Motivation Information D3 Proficiency Information D4 Study location information P Learning Support Program 20 Learners 21 Auxiliary

Claims

1. A storage device and a computing device, The storage device includes: learning assistance information that associates assistance identification information represented by a signal used to identify assistance related to the learner's learning with assistance information including identification information of the assistance and data on whether the assistance is present in the same space as the learner; learning motivation information that associates information indicating a learner's learning attitude with information indicating the learner's motivation to learn; Remember, The computing device includes: a detection process for detecting, when a signal used for identifying an auxiliary information related to a learner's learning is acquired, the auxiliary information associated with the auxiliary identification information represented by the signal used for identifying the auxiliary information as the auxiliary information of the learner, with reference to the learning auxiliary information; a motivation estimation process for estimating the learning motivation of the learner by extracting information indicating the learning motivation associated with the information indicating the learning attitude of the learner with reference to the learning motivation information when the information indicating the learning attitude of the learner is acquired; an output process for outputting output information in which the detected auxiliary information is associated with the extracted information indicating the willingness to learn; Execute Learning support system.

2. There are a plurality of types of auxiliary information depending on the data included in the auxiliary information, The output process outputs the learning motivation according to the data included in the auxiliary information as output information. The learning support system according to claim 1 .

3. The storage device further stores proficiency information that associates an answer result to be provided to the learner with the proficiency of the learner; When the computing device acquires an answer result of the task performed by the learner, the computing device further executes a proficiency estimation process of referring to the proficiency information and estimating a proficiency associated with the answer result as the proficiency of the learner; The output process outputs output information including the estimated proficiency level together with or instead of the willingness to learn. The learning support system according to claim 2.

4. The proficiency information associates a combination of the answer result of the task and time information required for the task with the proficiency, The proficiency estimation process, when acquiring time information required for the learner to perform the task together with the answer result of the task, estimates the proficiency associated with the time information together with the answer result as the proficiency of the learner. The learning support system according to claim 3.

5. The computing device includes: A calculation process is further performed to calculate a learning performance indicating an efficiency of the learning of the learner obtained according to the motivation to learn and the proficiency level. The output process outputs output information including the calculated learning performance together with or instead of the learning motivation.

5. The learning support system according to claim 3 or 4.

6. The output process outputs the output information for each task performed by the learner. The learning support system according to claim 5.

7. The storage device further stores learning location information that associates information used to specify a learning location where a learner can study with identification information of the learning location; The computing device includes: when acquiring information used to identify the learning location of the learner when the learner performed the task, further executing a location identification process to refer to the learning location information and identify the learning location identified by identification information associated with the information used to identify the learning location as the location where the learner performed the task; The output process outputs output information including identification information of the identified learning location.

7. A learning support system according to claim 5 or 6.

8. The storage device accumulates and stores at least one of the time required for the learner to perform the task or time period information, The output process outputs the output information including the required time or the time period information.

8. The learning support system according to claim 5.

9. The information on the learning posture includes at least one of information on the student's line of sight, the movement of a writing implement used, his / her posture, or his / her speech. The learning support system according to any one of claims 1 to 8.

10. The assistance related to learning is the act of helping the learner learn by a collaborator in the learner's learning. The learning support system according to any one of claims 1 to 9.

11. The aid in learning is an act of helping the learner learn by mechanical means to cooperate with the learner in learning. The learning support system according to any one of claims 1 to 9.

12. The assistance in the learning is provided by a combination of a person who cooperates with the learning of the learner and a mechanical means for cooperation. The learning support system according to any one of claims 1 to 9.

13. The output process outputs the output information at a predetermined timing.

13. A learning support system according to any one of claims 1 to 12.

14. 1. A method of supporting learning executed on a computing device having access to a storage device, comprising: The storage device includes: learning assistance information that associates assistance identification information represented by a signal used to identify assistance related to the learner's learning with assistance information including identification information of the assistance and data on whether the assistance is present in the same space as the learner; learning motivation information that associates information indicating a learner's learning attitude with information indicating the learner's motivation to learn; Remember, The learning support method includes: a detection process for detecting, when a signal used for identifying an aid related to a learner's learning is acquired, the aid information associated with the aid identification information represented by the signal used for identifying the aid as aid information for the learner, by referring to the learning aid information; a motivation estimation process for estimating the learning motivation of the learner by extracting information indicating the learning motivation associated with the information indicating the learning attitude of the learner with reference to the learning motivation information when the information indicating the learning attitude of the learner is acquired; an output process for outputting output information in which the detected auxiliary information is associated with the extracted information indicating the willingness to learn; Including, Learning support methods.

15. A computer program product for causing the computing device to execute the learning support method according to claim 14.

Images