Information processing device, program, and information processing method

Abstract

To provide an information processing device, a program and an information processing method with which it is possible to mitigate the difficulty of a leaner in tackling with learning by a learning tool using an ICT.SOLUTION: An information processing device comprises: an execution unit for carrying out an assessment test on learners; an evaluation unit for evaluating, on the basis of the result of assessment test, a learning environment and the progress characteristic of learners when the learners tackle with learning; and a provision unit for providing the learners with a learning content when the learners tackle with a lesson, that has been determined, on the basis of the progress characteristic evaluated by the evaluation unit, in a learning environment having been set on the basis of the learning environment evaluated by the evaluation unit.SELECTED DRAWING: Figure 3

Description

[Technical field]

[0001] The present invention relates to an information processing device, a program, and an information processing method. [Background technology]

[0002] Conventionally, there exists a technology that supports the learner's efforts in learning by customizing the learning method and the learning support method for each learner. The following Patent Document 1 discloses a learning continuation system that stores the behavioral characteristics and learning history of the learner, as well as the dropped or continuing status, and builds a prediction model that leads to the dropout of the learner based on the behavioral characteristics and learning history of the dropped learner. In addition, this system evaluates measures taken for the learner based on the constructed prediction model (for example, asking either the learner or the guardian, "How is your math class at school going recently?"), and presents measures to be taken based on the evaluation results. Such a system makes it possible to provide appropriate measures that can encourage each learner to continue learning. [Prior art documents] [Patent documents]

[0003] [Patent Document 1] JP 2019-66698 A Summary of the Invention [Problem to be solved by the invention]

[0004] Recently, learning tools that utilize ICT have become widespread. However, ICT-based learning tools such as websites and apps are not necessarily suitable for all learners. When using such learning tools, depending on the learner's characteristics, for example, some learners may find it difficult to understand the display of questions on the learning tool and therefore be unable to concentrate on their studies, while other learners may have difficulty recognizing the meaning of the audio read out loud and therefore have difficulty hearing the audio read out by the learning tool. In this way, depending on the learner's characteristics, difficulties may arise in engaging in learning even before the actual learning itself.

[0005] Therefore, some aspects of the present invention aim to provide an information processing device, a program, and an information processing method that can reduce the difficulties that learners face when learning using learning tools that utilize ICT. [Means for solving the problem]

[0006] An information processing device according to one embodiment of the present invention includes an implementation unit that administers an assessment test to a learner, an evaluation unit that evaluates the learning environment in which the learner works on a lesson and the developmental characteristics of the learner based on the results of the assessment test, and a provision unit that provides the learner with learning content determined based on the developmental characteristics evaluated by the evaluation unit in a learning environment set based on the learning environment evaluated by the evaluation unit when the learner works on the lesson.

[0007] A program according to one embodiment of the present invention enables a computer to implement an implementation function for administering an assessment test to a learner, an evaluation function for evaluating the learning environment in which the learner works on a lesson based on the results of the assessment test and the developmental characteristics of the learner, and a provision function for providing the learner with learning content determined based on the developmental characteristics evaluated by the evaluation unit in a learning environment set based on the learning environment evaluated by the evaluation unit when the learner works on the lesson.

[0008] In one aspect of the information processing method of the present invention, a computer administers an assessment test to a learner, evaluates the learning environment in which the learner will work on a lesson and the learner's developmental characteristics based on the results of the assessment test, and provides the learner with learning content determined based on the developmental characteristics evaluated by the evaluation unit in a learning environment set based on the learning environment evaluated by the evaluation unit when the learner works on the lesson.

[0009] According to these aspects, it is possible to provide the learner with an optimal learning environment and learning content suited to the learner's developmental characteristics based on the results of the assessment test. Effect of the Invention

[0010] According to some aspects of the present invention, it is possible to reduce the difficulty that learners experience when learning with learning tools that utilize ICT. [Brief description of the drawings]

[0011] [Figure 1] FIG. 1 is a diagram illustrating an example of a system configuration of a learning system according to an embodiment of the present invention. [Diagram 2] FIG. 1 is a diagram showing an example of an overview of a learning system according to an embodiment of the present invention. [Diagram 3] FIG. 2 is a diagram illustrating an example of a functional configuration of a server device according to the present embodiment. [Figure 4] 1 is a diagram for explaining an example of the relationship between an assessment test, a learner's skills, a learning environment, and learning content according to the present embodiment. FIG. [Diagram 5] 11 is a diagram for explaining an example of a relationship between an assessment test according to the embodiment and a learner's difficulty pattern. FIG. [Figure 6] FIG. 11 is a diagram for explaining an example of a process from an assessment test to the provision of learning content according to this embodiment. [Figure 7] FIG. 11 is a diagram for explaining an example of a process from an assessment test to the provision of learning content according to this embodiment. [Figure 8]FIG. 11 is a diagram for explaining an example of a process from an assessment test to the provision of learning content according to this embodiment. [Figure 9] FIG. 11 is a diagram for explaining an example of a process from an assessment test to the provision of learning content according to this embodiment. [Figure 10] FIG. 2 is a diagram illustrating an example of the operation of the learning system according to the present embodiment. [Figure 11] FIG. 2 is a diagram for explaining an example of the hardware configuration of the learning system according to the present embodiment. [Figure 12] FIG. 13 is a diagram for explaining a modified example of the learning system according to the present embodiment. [Figure 13] FIG. 13 is a diagram for explaining a modified example of the learning system according to the present embodiment. DETAILED DESCRIPTION OF THE PREFERRED EMBODIMENTS

[0012] An embodiment of the present invention (hereinafter, referred to as "the present embodiment") will be described with reference to the accompanying drawings. In each drawing, components with the same reference numerals have the same or similar configurations.

[0013] <1. System configuration> An example of the system configuration of a learning system 1 according to this embodiment will be described with reference to Fig. 1. In this embodiment, an example will be described in which a learning tool (hereinafter, simply referred to as a "learning tool") that uses ICT to learn reading, writing, arithmetic, etc. is provided online using the learning system 1, but the present invention is not limited to this. As another example, the learning tool may be one that operates offline locally on a terminal.

[0014] 1, the learning system 1 includes a server device 100 and a learner terminal 200 used by a learner. The server device 100 and the learner terminal 200 are connected via a communication network N.

[0015] The communication network N is composed of a wireless network and a wired network. Examples of the communication network include a mobile phone network, a PHS (Personal Handy-phone System) network, a wireless LAN (Local Area Network), 3G (3rd Generation), LTE (Long Term Evolution), 4G (4th Generation), 5G (5th Generation), WiMax (registered trademark), infrared communication, Bluetooth (registered trademark), a wired LAN, a telephone line, a power line network, and a network conforming to IEEE1394.

[0016] [Server device] The server device 100 is an information processing device capable of communicating with the learner terminal 200. The server device 100 provides learning tools to the learners. In this embodiment, an example will be described in which the server device 100 generates a website (hereinafter also referred to as a "learning site") for providing learning tools, and delivers the web pages of the generated learning site to these terminals to provide the learning tools. The server device 100 allows the learner to specify the URL of the learning site via the learner terminal 200 and log in, thereby allowing the learner to access pages of the permitted learning site. This login is performed using an account (user ID and password) previously registered in the learning system 1.

[0017] [Student's device] The learner terminal 200 is configured, for example, by a general-purpose or dedicated information processing device such as a smartphone, a mobile phone, or a laptop. In this embodiment, an example will be described in which a web browser that is standardly provided in the learner terminal 200 is used. The learner terminal 200 receives learning tools from the server device 100 by browsing web pages distributed from the server device 100 using the web browser. As another example, the learner terminal 200 may be configured by a home game device (including a portable game device), an electronic book reader, or other computer device.

[0018] <2. System Overview> An overview of the learning system 1 according to this embodiment will be described with reference to Fig. 2. As shown in Fig. 2, the learning system 1 can create optimal learning environments and learning contents for learners by repeating a cycle of (1) assessment, (2) setting the learning environment, (3) deciding on learning contents, and (4) lessons.

[0019] "Learning environment" refers to the environment in which a learner works on a lesson. The learning environment may include, for example, at least one of the expression for an incorrect answer and the way words are separated. The learning environment may also be, for example, the way voice is input and output, and the way a screen is operated and displayed. As an example of the way a screen is displayed, when an incorrect answer is displayed, a check mark or a "?" mark may be displayed as a mark indicating an incorrect answer. With this configuration, the learning environment can be carefully set according to the characteristics of the learner.

[0020] "Learning content" refers to the content of lessons (hereinafter simply referred to as "lessons") provided by a learning tool, and further, data related to the lessons. Learning content is data such as text, audio data, images (still images or videos), and programs that show the content of the lessons.

[0021] (1) The learning system 1 assesses the learner. Specifically, the learning system 1 has the learner take an assessment test to measure the learner's characteristics, and evaluates the learning environment and developmental characteristics based on the results of this assessment test. Here, "the learner's characteristics" refers to developmental characteristics, or difficulties with reading, writing, or arithmetic, or tendencies to excel in reading, writing, or arithmetic, etc.

[0022] "Developmental characteristics" are innate biases in the development of brain functions, and indicate behavioral and cognitive characteristics. Specifically, developmental characteristics represent the ability to "understand," "organize," "memorize," and "express" various pieces of information received from the sensory organs, mainly the five senses, in the brain, for example, the auditory or visual abilities of a learner. Developmental characteristics also represent, for example, the dominant characteristic of a learner's visual or auditory characteristics. In other words, developmental characteristics may represent a learner's strengths and weaknesses in visual or auditory cognition.

[0023] "Difficulties in reading, writing, or mathematics" refers to the characteristics or abilities of students that may hinder them in learning to read, write, or learn mathematics, or the strategies they use. For example, a difficulty in reading and writing may be a weakness in the ability to convert hiragana characters into sounds.

[0024] "Tendency to excel at reading, writing, or arithmetic" refers to the characteristics and abilities of students that can promote their efforts in learning reading, writing, or arithmetic, as well as the strategies they use, in contrast to their difficulties in reading, writing, or arithmetic. For example, a tendency to excel at arithmetic could be that a student is good at memorization and arithmetic, and therefore is likely to be able to tackle problems with mental arithmetic.

[0025] (2) The learning system 1 sets up a learning environment for each learner based on the results of the assessment in (1) above. Also, (3) the learning system 1 determines learning content such as hiragana reading and writing quizzes and calculation problems for each learner based on the results of the assessment in (1) above. Here, a "characteristic pattern" refers to a pattern of a learner's characteristics, such as a pattern of difficulties a learner faces when studying (hereinafter also referred to as a "difficulty pattern") and a pattern of developmental characteristics indicating either visual dominance or auditory dominance.

[0026] (4) In the lesson, the learning system 1 provides the learning content determined in (3) above in the learning environment set in (2) above.

[0027] The learning system 1 periodically performs the assessment (1) above (for example, once every three months or once every six months), and based on the results of this assessment, resets the learning environment (2) above and redetermines the learning content (3) above, and provides the lesson (4) above. By repeating the cycle of (1) to (4) above in this way, the learning system 1 can optimize the learning environment and learning content for each learner.

[0028] According to the above configuration, the learning system 1 can provide learning content that matches the developmental characteristics of the learner in a learning environment that matches the characteristics of the learner, such as the developmental characteristics and basic academic ability of the learner, based on the results of the assessment. Therefore, according to the above configuration, the learning system 1 can reduce the difficulties of learning, such as a learner being unable to concentrate on learning because the display of questions in a learning tool that uses ICT is difficult to understand, or a learner having difficulty hearing the voice read out by the learning tool because the learner has difficulty recognizing the meaning of the voice read out. Furthermore, according to the above configuration, the learning system 1 can improve the learner's self-esteem by reducing the difficulties of learning in this way, and can encourage the learner to study in a positive manner.

[0029] <3. Functional configuration> The functional configuration of the server device 100 according to the present embodiment will be described with reference to Fig. 3. As shown in Fig. 3, the server device 100 includes a control unit 110, a communication unit 120, and a storage unit .

[0030] [Control Unit] The control unit 110 includes an implementation unit 111 , an evaluation unit 112 , and a provision unit 113 .

[0031] [Implementation Department] The implementation unit 111 implements an assessment test for a learner. For example, the implementation unit 111 first generates content related to the assessment test (for example, text, images, scripts, etc. indicating the content of the test questions) based on the test information. This test content is, for example, a Web page (HTML file) for distributing the assessment test via a Web browser. Here, the "test information" is information related to the assessment test, and is information indicating the content of the test, the question format, etc. Next, the implementation unit 111 transmits the generated test content to the learner terminal 200. The implementation unit 111 causes the learner terminal 200 to display a test screen for implementing the assessment test using the transmitted test content. Next, the implementation unit 111 receives, via the learner terminal 200, information on the answers entered by the learner into the input form of the displayed test screen.

[0032] The implementation unit 111 stores the results of the assessment carried out in the learner information. Here, the "learner information" refers to information about the learner, including the assessment results and lesson results for each learner, the evaluation results of the learner's skills, learning environment, development characteristics, etc., information about the set learning environment (for example, parameters for each setting item of the learning environment, etc.), and information about the determined learning content.

[0033] The assessment test may include, for example, at least one of a check test regarding developmental characteristics, difficulties with reading, writing or mathematics, and / or tendencies to be good at reading, writing or mathematics.

[0034] According to the above configuration, it is possible to check for problems that a learner may have when studying, such as being unable to concentrate on studying because the questions displayed in the learning tool are difficult to understand, or having difficulty hearing the audio read out by the learning tool because the audio is difficult to recognize meaningfully.

[0035] According to the above configuration, it is possible to check the developmental characteristics and the difficulties and strengths of reading, writing, and arithmetic. Also, according to the above configuration, it is possible to cross-check the results of the developmental characteristics check and the results of the difficulties and strengths of reading, writing, and arithmetic. Therefore, according to the above configuration, it is possible to evaluate the characteristics of the learner based on the results of this cross-check. Therefore, according to the above configuration, it is possible to evaluate characteristics such as difficulties felt during learning and strengths that promote learning, which cannot be evaluated only by so-called academic ability tests or intelligence tests.

[0036] [Evaluation Department] The evaluation unit 112 evaluates the learning environment when the learner works on the lesson and the developmental characteristics of the learner based on the result of the assessment test implemented by the implementation unit 111. The developmental characteristics of the learner may indicate, for example, the dominant characteristic between the visual characteristics and the auditory characteristics of the learner. Hereinafter, for each learner, the dominant visual characteristic is also referred to as "visual dominance" and the dominant auditory characteristic is also referred to as "auditory dominance". The evaluation unit 112 may also evaluate the learning environment and the developmental characteristics based on, for example, the result of the lesson. The evaluation unit 112 stores the evaluation results in the learner information.

[0037] According to the above configuration, the evaluation unit 112 can evaluate whether each learner is visually dominant or auditory dominant. Therefore, according to the above configuration, the evaluation unit 112 can evaluate the dominant characteristics of the learner, and therefore it is possible to provide a learning environment and learning contents that allow the learner to utilize the dominant characteristics, thereby improving the learner's self-esteem.

[0038] The evaluation unit 112 includes a first evaluation unit 1121 and a second evaluation unit 1122 .

[0039] The first evaluation unit 1121 evaluates the learner's skills (hereinafter simply referred to as "skills") indicating at least one of visual skills, auditory skills, reading and writing skills, and arithmetic skills based on the results of the assessment test. The first evaluation unit 1121 may evaluate the levels of these skills, for example, in four stages: "1 (◎)", "2 (◯)", "3 (△)", and "4 (X)".

[0040] The learner's skills may include, for example, abilities related to vocabulary, syllables, number concepts, number processing, mental arithmetic, and / or mathematical word problems.

[0041] According to the above configuration, the first evaluation unit 1121 can subdivide and evaluate skills related to reading and writing and skills related to arithmetic. Therefore, according to the above configuration, the first evaluation unit 1121 can evaluate the skills of the learner with higher accuracy, and can also evaluate the learning environment and development characteristics with higher accuracy.

[0042] The first evaluation unit 1121 may evaluate the difficulty pattern of the learner when studying, for example, based on the result of the assessment test. In other words, the first evaluation unit 1121 may classify the learner into the corresponding difficulty pattern, for example, based on the result of the assessment test. Details of the difficulty pattern will be described later with reference to FIG. 5.

[0043] The second evaluation unit 1122 evaluates the learning environment when the learner works on the lesson and the development characteristics of the learner based on the skills evaluated by the first evaluation unit 1121.

[0044] According to the above configuration, the evaluation unit 112 can evaluate the learning environment and developmental characteristics after evaluating the skills of the learner. Therefore, according to the above configuration, the evaluation unit 112 can associate the skills of the learner, the learning environment, and the evaluation of the developmental characteristics with each other for the parents or instructors of the learner, and can support them in considering the learning environment and developmental characteristics based on the skills of the learner.

[0045] [Provider] When a learner works on a lesson, the provision unit 113 provides the learner with learning content determined based on the developmental characteristics evaluated by the evaluation unit 112 in a learning environment set based on the learning environment evaluated by the evaluation unit 112. For example, the provision unit 113 first sets a learning environment for each learner based on the learning environment evaluated by the evaluation unit 112. The provision unit 113 also determines learning content to be provided to the learner for each learner based on the developmental characteristics evaluated by the evaluation unit 112. The provision unit 113 then provides the learner with the determined learning content in this set learning environment. The provision unit 113 stores the set learning environment and the determined learning content in the learner information.

[0046] For example, the providing unit 113 first generates learning content related to the lesson (e.g., text, images, scripts, etc. showing the content of the lesson questions) based on the learner information. This learning content is, for example, a web page for distributing the lesson via a web browser. Next, the implementation unit 111 transmits the generated learning content to the learner terminal 200. Next, the implementation unit 111 causes the learner terminal 200 to display a lesson screen for implementing the lesson based on the transmitted learning content.

[0047] According to the above configuration, the providing unit 113 can provide learning content suited to the learner in a learning environment suited to the learner evaluated based on the assessment result. Therefore, according to the above configuration, the providing unit 113 can reduce the difficulties that each learner faces when studying, such as difficulty in understanding the display of questions or difficulty in hearing the voice being read out, in a learning tool that uses ICT, and can improve self-esteem.

[0048] For example, when the characteristics related to vision are dominant among the developmental characteristics of the learner, the providing unit 113 may provide the learner with learning content that makes use of the strength of vision. Also, for example, when the characteristics related to hearing are dominant among the developmental characteristics of the learner, the providing unit 113 may provide the learner with learning content that makes use of the strength of hearing.

[0049] According to the above configuration, the providing unit 113 can provide learning content that makes use of the visual and auditory strengths of the learner. Therefore, according to the above configuration, the providing unit 113 can provide learning content that matches the developmental characteristics of the learner. Therefore, according to the above configuration, for example, in the case of a learner with APD (auditory processing disorder) who has impaired auditory memory, the providing unit 113 can reduce the difficulties that the learner faces in learning due to the impaired auditory memory by providing learning content that makes use of the visual strength.

[0050] <Relationship between assessment tests, learner skills, learning environment, and learning content> An example of the relationship between assessment tests, skills, learning environments, and learning contents will be described with reference to FIG.

[0051] As shown in Fig. 4, the assessment test implemented by the learning system 1 may include, for example, a test for evaluating the developmental characteristics of the learner and a test for evaluating the learner's reading and writing difficulties and strengths. The learning system 1 evaluates skills related to the developmental characteristics from the test for evaluating the developmental characteristics. Also, the learning system 1 evaluates skills related to reading and writing from the test for evaluating the reading and writing difficulties and strengths.

[0052] For example, when the learner performs Test 3, which is a quiz to memorize numbers by listening to them (indicated as "number recitation" in Figs. 4 and 6), the first evaluation unit 1121 evaluates the level of the skills related to hearing (for example, auditory memory, etc.) based on the result of Test 3. Also, when the learner performs Test 4, which uses vision, the first evaluation unit 1121 judges the level of the skills related to vision (for example, visual memory, etc.) based on the result of Test 4. Then, the second evaluation unit 1122 evaluates that the developmental characteristic of the learner is auditory-dominant, for example, when the skills related to hearing are higher than the skills related to vision. For example, when the developmental characteristic is auditory-dominant, the provision unit 113 determines the learning content to be a learning content that utilizes the strength of hearing, for example, in the case of a lesson to learn the stroke order of kanji, the learning content to be a learning content that allows the learner to memorize by vocalizing it like a picture-drawing song. On the other hand, when the developmental characteristic is visual-dominant, the provision unit 113 determines the learning content to be a learning content that utilizes the strength of vision, for example, in the case of a lesson to learn the stroke order of kanji, the learning content to be a learning content that allows the learner to memorize with illustrations related to kanji.

[0053] <Relationship between assessment tests and problem patterns> Here, an example of the relationship between the assessment test and the learner's difficulty pattern will be described with reference to FIG. 5. In this example, an assessment test on vocabulary will be described as an example. As shown in FIG. 5, the first evaluation unit 1121 roughly classifies the results of the assessment test into cases where the vocabulary skill level is "x" and cases where the vocabulary skill level is "△" or "◯". Furthermore, the first evaluation unit 1121 subdivides the vocabulary skill and classifies it according to each level. According to the result of such classification, the first evaluation unit 1121 classifies the learner into a difficulty pattern that patterns the type and degree of difficulty when working on learning. For example, if there is a suspicion that the learner has difficulty in phonological conversion and therefore has low reading skills, the first evaluation unit 1121 classifies the learner's difficulty pattern as "low reading and writing / phonological pattern (pattern 3)". If it is classified into this difficulty pattern, the provision unit 113 determines the learning content to preferentially recommend a lesson on phonological conversion to the learner.

[0054] The second evaluation unit 1122 may classify learners according to their characteristic patterns, for example, by combining the difficulty patterns classified by the first evaluation unit 1121 with a pattern of whether the learner is auditory-dominant or visual-dominant in the developmental characteristics.

[0055] <The process from assessment tests to providing learning content> Here, an example of the process from the assessment test to the provision of learning content will be described with reference to Figs. 6 to 9 for each of learner T (a boy in the second grade of elementary school) and learner X (a boy in the second grade of elementary school).

[0056] <(A) Developmental characteristic check test ~ Skill evaluation ~ Evaluation of learning environment and developmental characteristics> 6(a), for learner T, the first evaluation unit 1121 evaluates the level of skill 4 related to the rate of correct answers as "good" based on the results of the check test related to developmental characteristics for the expressions when answers are incorrect in the learning environment. The second evaluation unit 1122 evaluates based on this evaluated level of skill 4 that the learner has few incorrect answers and evaluates that the standard expressions for incorrect answers are suitable for learner T.

[0057] Regarding the developmental characteristics of learner T, the first evaluation unit 1121 evaluates the level of visual skills as "◎" and the level of auditory skills as "◯" based on the results of the check test regarding the developmental characteristics. The second evaluation unit 1122 evaluates the developmental characteristics of learner T as being visually dominant because the level of visual skills exceeds the level of auditory skills.

[0058] As shown in Fig. 6(b), for the learner X, the first evaluation unit 1121 evaluates the level of skill 4 related to the rate of correct answers as "△" based on the results of the check test related to the development characteristics, for the expressions when answers are incorrect in the learning environment. The second evaluation unit 1122 evaluates based on this evaluated level of skill 4 that the learner X has a high number of incorrect answers, and evaluates that the expressions when answers are incorrect are more suitable for the learner X than the standard expressions.

[0059] Regarding the developmental characteristics of the learner X, the first evaluation unit 1121 evaluates the level of the visual skill as "x" and the level of the auditory skill as "o" based on the result of the check test regarding the developmental characteristics. The second evaluation unit 1122 evaluates the developmental characteristics of the learner X as being visually dominant because the level of the auditory skill exceeds the level of the visual skill.

[0060] <(a) Reading and writing check test ~ Skill evaluation ~ Decision of learning content> As shown in Fig. 7(a), in order to determine learning content, in the case of learner T, the first evaluation unit 1121 evaluates the level of reading and writing skills such as vocabulary based on the results of a check test on reading and writing. The second evaluation unit 1122 evaluates the difficulty pattern of learner T as "poor reading and writing / phonological pattern (pattern 3)" based on the evaluated skill level.

[0061] As shown in FIG. 7(b), in the case of learner X, in order to determine the learning content, the first evaluation unit 1121 evaluates the level of reading and writing skills such as vocabulary, and the second evaluation unit 1122 evaluates the difficulty pattern of learner X as a “low vocabulary pattern (pattern 1)” based on the evaluated skill level.

[0062] <(c) Setting up the learning environment> 8(a), in the case of learner T, based on the above evaluation (A) that the standard expression is correct for the incorrect answer, the providing unit 113 sets the display of the incorrect answer to a standard image (check image). Also, in the case of learner T, based on the above evaluation (A) that visual dominance is preferred, the type of word spacing is set to the standard (no word spacing in this example).

[0063] 8(b), in the case of learner X, based on the above evaluation (A) that the incorrect answer should be expressed in a softer way than the standard way, the providing unit 113 sets the display of the incorrect answer to an image with a softer expression (an image of a question mark) instead of the standard image. Also, in the case of learner X, based on the above evaluation (A) that the sense of hearing is dominant, the type of word separation is set to a clear one (in this example, word separation by slashes is included).

[0064] <(D) Deciding on learning content> As shown in FIG. 9(a), in the case of learner T, the developmental characteristics are evaluated as being visually dominant in the evaluation of (a) above, so in the case of content for memorizing the hiragana character "tsu", the provision unit 113 determines to display an illustration related to "tsu" (an illustrated image of the moon in FIG. 10) together with an explanation of the hiragana character "tsu" in order to utilize the strength of vision. In addition, in the case of learner T, the difficulty pattern is evaluated as "low reading and writing / phonological pattern (pattern 3)" in the evaluation of (b) above, so the provision unit 113 prioritizes the content of the lesson related to phonology as the learning content to be provided to learner T. Furthermore, in the case of learner T, the provision unit 113 determines the content of the lesson related to phonology to be low in difficulty because the level of reading is low.

[0065] As shown in Figure 9(b), in the case of Learner X, the difficulty pattern was evaluated as "low vocabulary pattern (Pattern 1)" in the evaluation of (a) above, so the developmental characteristic indicating whether Learner X is visually or auditorily dominant is decided to be a common one that is not biased towards either visual or auditory. Also, because Learner X's difficulty pattern suggests that he or she has low vocabulary, the learning content provided to Learner X is decided to be of the lowest difficulty level.

[0066] [Communications Department] Continuing the explanation by returning to Fig. 3, the communication unit 120 transmits and receives various information such as Web pages of a learning site to and from the learner terminal 200 via the communication network N.

[0067] [Storage] The storage unit 130 stores various information related to delivery, including test information and learner information. For example, the storage unit 130 may store these pieces of information in association with each other. The storage unit 130 may store various pieces of information using a database management system (DBMS), or may store various pieces of information using a file system. When using a DBMS, a table may be provided for each piece of information, and the various pieces of information may be managed by associating these tables with each other.

[0068] <4. Example of operation> An example of the operation of the server device 100 will be described with reference to Fig. 10. Note that the order of the processes shown below is an example and may be changed as appropriate.

[0069] As shown in FIG. 10, the implementation unit 111 implements an assessment test on the learner (S10). Next, the evaluation unit 112 evaluates the learning environment when the learner works on the lesson and the developmental characteristics of the learner based on the results of the assessment test (S11). Next, the provision unit 113 sets a learning environment to be applied to the learner based on the learning environment evaluated by the evaluation unit 112 (S12). Then, the provision unit 113 provides the learner with learning content determined based on the developmental characteristics evaluated by the evaluation unit 112 in this set learning environment when the learner works on the lesson (S13).

[0070] <5. Hardware configuration> 11, an example of a hardware configuration in which the above-mentioned server device 100 is realized by a computer 800 will be described. Note that the functions of each device can also be realized by dividing them into a plurality of devices.

[0071] As shown in FIG. 11, a computer 800 includes a processor 801, a memory 803, a storage device 805, an input I / F unit 807, a data I / F unit 809, a communication I / F unit 811, and a display device 813.

[0072] The processor 801 controls various processes in the computer 800 by executing programs stored in the memory 803. For example, each functional unit of the control unit 110 of the server device 100 can be realized by the processor 801 executing a program temporarily stored in the memory 803.

[0073] The memory 803 is a storage medium such as a RAM (Random Access Memory), etc. The memory 803 temporarily stores the program code of the program executed by the processor 801 and data required when the program is executed.

[0074] The storage device 805 is a non-volatile storage medium such as a hard disk drive (HDD) or a flash memory. The storage device 805 stores an operating system and various programs for implementing the above-mentioned configurations. In addition, the storage device 805 can also store tables for registering various information such as test information and learner information, and a DB for managing the tables. Such programs and data are loaded into the memory 803 as necessary, and are referred to by the processor 801.

[0075] The input I / F unit 807 is a device for receiving input from a user. Specific examples of the input I / F unit 807 include a keyboard, a mouse, a touch panel, various sensors, and a wearable device. The input I / F unit 807 may be connected to the computer 800 via an interface such as a Universal Serial Bus (USB).

[0076] The data I / F unit 809 is a device for inputting data from outside the computer 800. A specific example of the data I / F unit 809 is a drive device for reading data stored in various storage media. The data I / F unit 809 may be provided outside the computer 800. In that case, the data I / F unit 809 is connected to the computer 800 via an interface such as a USB.

[0077] The communication I / F unit 811 is a device for performing data communication via the Internet N, either wired or wirelessly, with an external device of the computer 800. The communication I / F unit 811 may be provided outside the computer 800. In that case, the communication I / F unit 811 is connected to the computer 800 via an interface such as a USB.

[0078] The display device 813 is a device for displaying various types of information. Specific examples of the display device 813 include a liquid crystal display, an organic EL (Electro-Luminescence) display, and a display of a wearable device. The display device 813 may be provided outside the computer 800. In that case, the display device 813 is connected to the computer 800 via, for example, a display cable. In addition, when a touch panel is adopted as the input I / F unit 807, the display device 813 can be configured integrally with the input I / F unit 807.

[0079] It should be noted that the present embodiment is an example for explaining the present invention, and is not intended to limit the present invention to only the embodiment. Furthermore, the present invention can be modified in various ways without departing from the gist of the invention. Furthermore, a person skilled in the art can adopt an embodiment in which each element described below is replaced with an equivalent one, and such an embodiment is also included in the scope of the present invention.

[0080] [Variations] Although the present invention has been described based on the above embodiment, the following cases are also included in the present invention.

[0081] [Variation 1] At least some of the components of the server device 100 according to the above embodiment may be included in the learner terminal 200. The learner terminal 200 may realize these components by, for example, installing an application program (native application) (hereinafter also referred to as a "learning application") dedicated to the learning system 1 and executing the learning application. In other words, in the learning system 1, a learning site distributed by the server device 100 can be used as a learning tool, or a learning application can be used instead. When using a learning application in the learning system, the learner can use at least some of the functions even if the learner terminal 200 is offline.

[0082] [Variation 2] Although not shown in the above embodiment, the learning system 1 may include a guardian terminal used by the guardian of the learner and an instructor terminal used by the instructor who instructs the learner. When there is no particular need to distinguish between the guardian and the instructor, they are collectively referred to as "related party". When there is no particular need to distinguish between the guardian terminal and the instructor terminal, they are collectively referred to as "related party terminal". The terminals used by the learner and the guardian may be the same terminal. The server device 100, the learner terminal 200, and the related party terminal are communicatively connected via a communication network N. The learner, guardian, and instructor may each use an individual account for the learning site, or the learner (especially a preschool child or a child with a developmental disorder) and the guardian may use the same account.

[0083] The related party terminal is configured by a general-purpose terminal device such as a smartphone, a mobile phone, a laptop, etc., similar to the learner terminal 200. In this example, a web browser that is standardly provided in the related party terminal, similar to the learner terminal 200, is used.

[0084] The providing unit 113 may accept a change in the setting of the learning environment from, for example, a related person. The providing unit 113 may display, for example, a screen for changing the setting of the learning environment as shown in FIG. 12 (hereinafter, also referred to as a "learning setting screen") on the related person terminal. The learning setting screen includes a plurality of setting items such as an input form for specifying ON / OFF of furigana (in FIG. 12, the text "Do you need furigana for kanji?" and an ON / OFF slide button are shown) and an input form for specifying the type of word segmentation (in FIG. 12, the text "Which display is easiest to read for sentences?" and three buttons "This is a sample", "This is a sample", and "This is a sample / is" are shown). The providing unit 113 accepts the change in the setting of the learning environment from the related person terminal via the displayed learning setting screen. Then, the providing unit 113 changes the setting of the learning environment to be applied to the learner based on the accepted change in setting. With such a configuration, the providing unit 113 can adjust the learning environment to meet the intentions of the guardian or instructor.

[0085] The providing unit 113 may set a learning environment and learning contents for each learning situation of the learner, for example. The providing unit 113 may set, for example, a home learning environment to be applied when the learner is learning at home, and a guidance learning environment to be applied when the learner is learning at school, respectively. The providing unit 113 may accept setting changes for the home learning environment and the guidance learning environment from the relevant parties, respectively. With such a configuration, the providing unit 113 can provide an appropriate learning environment and learning contents according to the learning situation.

[0086] The providing unit 113 may provide the results of the assessment test to the relevant person, for example. The providing unit 113 may provide the results of the assessment test in different output modes for the guardian and the instructor, for example. For example, as shown in FIG. 13, the display mode of the results of the assessment test for the guardian may be softer and avoid direct expressions, compared to the results for the instructor. Specifically, the providing unit 113 may hide the number of correct answers in each test of the assessment test, provide an index summarizing a plurality of skills, and tally up the skill levels (numbers 1 to 4) for each index, and display the tally up results in a graph format such as a radar chart. On the other hand, the display mode of the results of the assessment test for the instructor may be more direct than the results for the instructor. For example, the number of correct answers in each test of the assessment test and the level of each skill based thereon may be displayed in a table format as shown in FIG. 7. With this configuration, the providing unit 113 can display the assessment results according to the positions of the guardian and the instructor. [Explanation of symbols]

[0087] 1...learning system, 100...server device, 110...control unit, 111...implementation unit, 112...evaluation unit, 113...provision unit, 800...computer, 801...processor, 803...memory, 805...storage device, 807...input I / F unit, 809...data I / F unit, 811...communication I / F unit, 813...display unit.

Claims

1. An implementation department that administers assessment tests to learners; an evaluation unit that evaluates the learning environment, which is at least one of a manner of voice input / output, a manner of screen operation, and a manner of screen display when the learner engages in a lesson, and the developmental characteristics of the learner, based on a result of the assessment test; a provision unit that provides, when the learner works on a lesson, learning content determined based on the developmental characteristics evaluated by the evaluation unit in a learning environment set based on the learning environment evaluated by the evaluation unit to the learner; An information processing device comprising:

2. The development characteristics indicate a dominant characteristic among the visual characteristics and the auditory characteristics of the learner. The information processing device according to claim 1 .

3. The information processing device according to claim 1 , wherein the assessment test includes at least one of a check test relating to at least one of developmental characteristics, difficulties in reading, writing or arithmetic, and tendencies to be good at reading, writing or arithmetic.

4. The information processing device according to claim 1 , wherein the learning environment includes at least one of an expression for an incorrect answer and a way of separating words into sentences.

5. The providing unit is If visual characteristics are dominant among the developmental characteristics, providing the learner with learning content that utilizes the learner's visual strengths; If the hearing-related characteristic is dominant among the developmental characteristics, providing the learner with learning content that utilizes the strength of hearing; The information processing device according to claim 1 .

6. The evaluation unit is a first evaluation unit that evaluates the learner's skills indicating at least one of visual skills, auditory skills, reading and writing skills, and arithmetic skills based on a result of the assessment test; A second evaluation unit that evaluates the learning environment and the development characteristics based on the evaluated skills. The information processing device according to claim 1 .

7. The information processing device according to claim 6 , wherein the skills include at least one of abilities related to vocabulary, syllables, number concepts, number processing, mental arithmetic, and arithmetic word problems.

8. On the computer, An assessment test implementation function for conducting assessment tests on learners; an evaluation function for evaluating the learning environment, which is at least one of a manner of voice input / output, a manner of screen operation, and a manner of screen display when the learner works on the lesson, and the developmental characteristics of the learner, based on the result of the assessment test; a provision function for providing the learner with learning content determined based on the developmental characteristics evaluated by the evaluation function in a learning environment set based on the learning environment evaluated by the evaluation function when the learner works on a lesson; program.

9. The computer An assessment test is administered to students. Based on the result of the assessment test, evaluating the learning environment, which is at least one of the manner of voice input / output, the manner of screen operation, and the manner of screen display when the learner engages in the lesson, and the developmental characteristics of the learner; providing the learner with learning content determined based on the assessed developmental characteristics in a learning environment configured based on the assessed learning environment when the learner engages in a lesson; Information processing methods.

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