Learning Support Device, Learning Support Method, and Program

Abstract

To allow for presenting appropriate problems according to a degree of learning achievement of each learner.SOLUTION: A learning support device is provided, comprising: an acquisition unit configured to acquire a learning result for each learning element obtained by breaking up learning content; and a priority computation unit configured to derive priority levels of the learning elements to be preferentially learned according to the learning result.SELECTED DRAWING: Figure 4

Description

Technical Field

[0001] The present invention relates to a technique for visualizing the achievement level of learning content by learners.

Background Art

[0002] Conventionally, there is known a system that can store the test results of students in a database and check them on a computer. Patent Document 1 discloses an educational support system having a score aggregation database that aggregates the test scores of learners and configured to be accessible to a tablet terminal device.

Prior Art Documents

Patent Documents

[0003]

Patent Document 1

Summary of the Invention

Problems to be Solved by the Invention

[0004] Learning supporters such as teachers can identify the weak fields of each learner based on test results and improve the teaching methods. Also, learners such as students can study efficiently by recognizing their own weak fields.

[0005] The present invention is made, for example, to solve the above problems, and a main object thereof is to provide a learning support device that presents appropriate problems according to the achievement level of each learner.

Means for Solving the Problems

[0006] In one aspect of the present invention, a learning support device includes an acquisition unit that acquires learning information regarding learning by a learner for each learning element obtained by subdividing learning content, a priority calculation unit that calculates a priority order of learning elements to be preferentially learned according to the learning information, a screen creation unit that creates and / or selects recommended questions recommended for each learning element and creates a screen for displaying a priority box associated with the recommended questions and indicating the priority order for each learning element, and an output unit that outputs the screen. For each of the learning elements, a setting unit that sets a plurality of determination items for evaluating whether the learner understands the learning element; an individual achievement degree determination unit that determines an individual achievement degree, which is the achievement degree of each determination item of each learner, based on the learning information; and a comprehensive achievement degree determination unit that determines a comprehensive achievement degree, which is the achievement degree of the learning element of each learner, based on the individual achievement degree. and includes The screen creation unit creates a screen for displaying by associating the learning element, the determination item, the individual achievement degree, the comprehensive achievement degree, and the priority box. The priority order calculation unit calculates the priority order based on the individual achievement degree and the comprehensive achievement degree of each learner. . According to this learning support device, it is possible to obtain the priority order of learning elements to be preferentially learned according to the learning result. Further, according to this learning support device, it is possible to clarify the learning elements to be tackled by the learner by means of the priority box indicating the priority order and to present the associated recommended questions. Further, according to this learning support device, it is possible to grasp the degree of understanding of each learning element of each student, and it is possible to provide recommended problems according to the ability of each learner by using the priority box.

[0009] In another aspect of the above learning support device, the determination item includes a question associated with the learning element, the learning information includes an answer by the learner to the question, the device includes an analysis unit that analyzes the relationship between the difficulty level of the question and the ability of the learner based on the learning information, and the priority calculation unit calculates the priority order based on the result of the analysis. In this aspect, it is possible to output appropriate recommended questions based on the relationship between the difficulty level of the question and the ability of the learner.

[0010] In a preferred example, the priority calculation unit sets a higher priority order for questions with a large deviation between the difficulty level of the question and the ability of the learner. In another preferred example, the priority calculation unit sets a higher priority order for questions with a small deviation between the difficulty level of the question and the ability of the learner. 。

[0011] In another aspect of the present invention, a learning support method is executed by a computer. 、An acquisition step of acquiring learning information regarding the learning by the learner for each learning element obtained by subdividing the learning content, a priority calculation step of calculating the priority of the learning elements to be preferentially learned according to the learning information, a screen creation step of creating and / or selecting recommended questions recommended for each learning element, and creating a screen for each learning element that displays a priority box linked to the recommended questions and indicating the priority, and an output step of outputting the screen. For each of the learning elements, a setting step of setting a plurality of determination items for evaluating whether the learner understands the learning element; an individual achievement degree determination step of determining an individual achievement degree, which is the achievement degree of each determination item of each learner, based on the learning information; and a comprehensive achievement degree determination step of determining a comprehensive achievement degree, which is the achievement degree of the learning element of each learner, based on the individual achievement degree. comprising The screen creation step creates a screen for displaying by associating the learning element, the determination item, the individual achievement degree, the comprehensive achievement degree, and the priority box. The priority order calculation step calculates the priority order based on the individual achievement degree and the comprehensive achievement degree of each learner. According to this learning support method, it is possible to clarify the learning elements that the learner should tackle and present the associated recommended questions by means of a priority box indicating the priority. Further, according to this learning support method, it is possible to grasp the degree of understanding of each learning element of each student, and it is possible to provide recommended problems according to the ability of each learner by using the priority box.

[0012] In another aspect of the present invention, a program executed by a computer includes an acquisition unit that acquires learning information regarding the learning by the learner for each learning element obtained by subdividing the learning content, a priority calculation unit that calculates the priority of the learning elements to be preferentially learned according to the learning information, a screen creation unit that creates and / or selects recommended questions recommended for each learning element, and creates a screen for each learning element that displays a priority box linked to the recommended questions and indicating the priority, and an output unit that outputs the screen. For each of the learning elements, a setting unit that sets a plurality of determination items for evaluating whether the learner understands the learning element, an individual achievement degree determination unit that determines an individual achievement degree, which is the achievement degree of each determination item of each learner, based on the learning information, and a comprehensive achievement degree determination unit that determines a comprehensive achievement degree, which is the achievement degree of the learning element of each learner, based on the individual achievement degree. causing the computer to function as The screen creation unit creates a screen for displaying by associating the learning element, the determination item, the individual achievement degree, the comprehensive achievement degree, and the priority box. The priority order calculation unit calculates the priority order based on the individual achievement degree and the comprehensive achievement degree of each learner. By executing this program on a computer, the above-described learning support device can be realized.

Effects of the Invention

[0013] According to the learning support device according to the present invention, appropriate questions can be presented according to the achievement level of each learner's learning.

Brief Description of the Drawings

[0014]

Figure 1

Figure 2

Figure 3

Figure 4

Figure 5

Figure 6

Figure 7

Figure 8

Mode for Carrying Out the Invention

[0015] Hereinafter, embodiments of the present invention will be described with reference to the drawings. <First Embodiment> [Overall Configuration] FIG. 1 shows the configuration of a learning system to which the learning support device of the present invention is applied. The learning system 100 is configured to be communicable via a network 5 between a plurality of terminal devices 10 and a management server 20.

[0016] The terminal device 10 is used by a user who is a learning supporter, and is, for example, a desktop PC, a laptop PC, a tablet PC, or the like. The terminal device 10 is provided with a display unit such as a liquid crystal display, for example, and is used to output an achievement confirmation screen that displays the achievement level of each learner's learning content. Here, the achievement level is a degree representing how well the assumed learning content has been understood. In the present embodiment, the achievement level is set to "achieved" when the understanding is approximately 80% or more, "attention" when the understanding is approximately 50% or more, and "not achieved" when the understanding is less than approximately 50%. The setting of the achievement level is not limited to this and can be arbitrarily set.

[0017] In the present embodiment, the learning supporter will be described as a teacher and the learner as a student.

[0018] The management server 20 is connected to a learning element database (hereinafter, the "database" is abbreviated as "DB") 31, a student DB 32, a determination item DB 33, a learning information DB 34, and a recommended question DB 35. In response to a screen request from the terminal device 10, it creates an achievement confirmation screen and sends it to the terminal device 10. As a result, the terminal device 10 can display or print the achievement confirmation screen on the display unit.

[0019] Note that the communication between the management server 20 and the terminal device 10 through the network 5 may be wired or wireless.

[0020] [Configuration of Management Server] FIG. 2 is a block diagram showing the internal configuration of the management server 20. The management server 20 includes a communication unit 21, a setting unit 22, a learning information acquisition unit 23, an individual achievement determination unit 24, an overall achievement determination unit 25, a screen creation unit 26, an analysis unit 27, a priority calculation unit 28, a recommended question display unit 29, and an output unit 30. Note that these components, the learning element DB 31, the student DB 32, the determination item DB 33, the learning information DB 34, and the recommended question DB 35 are interconnected via a bus 39.

[0021] The communication unit 21 is a communication unit for communicating with the terminal device 10 through the network 5. Specifically, the communication unit 21 receives a screen request or a question request from the terminal device 10 used by the user, and sends the created achievement confirmation screen or the list of recommended questions to the terminal device 10.

[0022] The learning element DB 31 stores information regarding learning elements. Specifically, the learning element DB 31 stores information such as major categories, medium categories, minor categories, and learning elements obtained by hierarchically subdividing the learning content. A learning element is a subdivision of the learning content at an optimal granularity for purposes such as textbook or teaching material coordination, learning progress tracking, and teaching plan creation.

[0023] The student DB32 stores information about students. Specifically, the student DB32 stores student information such as student ID which is the identification information of the student, the student's name, grade, class, and number.

[0024] The judgment item DB33 stores information about judgment items. A judgment item is a unit item for judging to what extent a student understands the learning content, and examples include questions in mini-tests and drills. In this embodiment, a plurality of judgment items are set for one learning element. Specifically, the judgment item DB33 stores information such as the mini-tests and drill questions which are judgment items, the learning elements associated with the judgment items, order information regarding the order in which to start with the judgment items, and reference points for calculating the achievement level of the judgment items.

[0025] The learning information DB34 stores information about the learning of each student. Specifically, the learning information DB34 stores learning information such as student ID, the judgment items started, answer data corresponding to the judgment items, scores, and deviation values. The learning information DB34 is updated when the scoring of the judgment items started by the student is completed and the student's score etc. is determined.

[0026] The recommended question DB35 stores information about recommended questions associated with each learning element. Specifically, the recommended question DB35 stores information such as the identification information of the recommended questions, the learning elements associated with the recommended questions, text information indicating the recommended questions, code information for obtaining the recommended questions, and PDFs (Portable Document Format) in which the recommended questions are displayed.

[0027] The setting unit 22 sets a plurality of judgment items for each learning element to judge to what extent a student understands in the course of learning. The information about the set judgment items is stored in the judgment item DB33.

[0028] When the learning information acquisition unit 23 receives a screen request from the terminal device 10, it acquires the learning information corresponding to the student ID included in the screen request from the learning information DB34.

[0029] The individual achievement determination unit 24 determines the individual achievement, which is the achievement level of each judgment item of each student, based on the learning information. Specifically, the individual achievement determination unit 24 first extracts the reference points of each judgment item included in the learning information from the judgment item DB 33. Then, the individual achievement determination unit 24 compares the score of each judgment item included in the learning information with the reference point to determine the individual achievement of each judgment item of the target student. For example, assume that the judgment item is a 100-point mini-test composed of multiple questions, the achievement levels are "achieved", "caution", and "not achieved" as described above, and the reference points are "80 points or more", "50 points or more", and "less than 50 points", respectively. In this case, if the score of the judgment item is 65 points, the individual achievement determination unit 24 determines that the achievement level of the student's judgment item is "caution".

[0030] The comprehensive achievement determination unit 25 determines the comprehensive achievement, which is the achievement level of each student's learning element, based on at least two or more individual achievements. At this time, the comprehensive achievement determination unit 25 may determine the comprehensive achievement of the learning element based on the individual achievements of at least two or more judgment items starting from the ones with a later start order, that is, the ones closer to the present, based on the order information. The method for determining the comprehensive achievement can be arbitrarily set, for example, if there is even one individual achievement of "not achieved", it is determined as "not achieved", and if there are two or more individual achievements of "achieved", it is determined as "achieved".

[0031] When the screen creation unit 26 receives a screen request from the terminal device 10, it creates an achievement confirmation screen. The user uses the terminal device 10 to send a screen request including the student ID of the student whose learning element achievement is to be confirmed to the management server 20. The screen creation unit 26 creates a student achievement confirmation screen based on the screen request.

[0032] Here, the achievement confirmation screen will be described. FIG. 3 is an example of the achievement confirmation screen. The achievement confirmation screen is a screen having a graph that visualizes the achievement level of the learning content of students using a heat map function or the like, and is composed of a learning content 40, a list of judgment items 41, and a comprehensive achievement item 42. The learning content 40 has major categories, medium categories, minor categories, and learning elements obtained by hierarchically subdividing the learning content. The list of judgment items 41 is a collection of a plurality of judgment items 44 such as a judgment item 44a and a judgment item 44b. The judgment items 44 are arranged in time series based on order information, and as shown in the figure, the name of a test or drill having questions and the start date (or scheduled start date) may be displayed.

[0033] On the achievement confirmation screen, each learning element shown in the vertical axis direction and each judgment item shown in the horizontal axis direction are associated in advance. The block at the position where the vertical axis direction and the horizontal axis direction intersect represents the individual achievement level of each judgment item in the horizontal axis direction set for each learning element in the vertical axis direction. As shown in the figure, the hatched block represents "achieved", the checked block represents "attention", and the solid black block represents "not achieved". The block at the position where a learning element and a judgment item not set for the learning element intersect is "not subject to judgment" and is displayed in gray. Also, the block of "not started" is similarly displayed in gray. Specifically, according to the achievement confirmation screen shown in FIG. 3, since the individual achievement level of the judgment item 44a "questions of the unit test started on 7 / 1" set for the learning element "represent numbers in opposite directions or properties" is the hatched block 45, it can be seen that it is "achieved".

[0034] On the achievement confirmation screen, the block at the position where each learning element shown in the vertical axis direction and the comprehensive achievement item 42 shown in the horizontal axis direction intersect represents the comprehensive achievement level of each learning element shown in the vertical axis direction. Similar to the individual achievement level, the hatched block represents "achieved", the checked block represents "attention", and the solid black block represents "not achieved". Specifically, according to the achievement confirmation screen as shown in the figure, since the comprehensive achievement level of the learning element "show increase and decrease from the target value by positive and negative numbers" is the solid black block 46, it can be seen that it is "not achieved".

[0035] The achievement confirmation screen further includes a pointer 47, scroll buttons 48a and 48b, and a box 49. When the user points to a sub-category or a middle-category with the pointer 47, detailed information is displayed in the box 49. Also, when the user clicks the scroll button 48a with the pointer 47, the displayed list of judgment items 41 and their individual achievements can be moved to the older or newer ones.

[0036] Returning to FIG. 2, the analysis unit 27 analyzes the learning information. Here, IRT (Item Response Theory) analysis and LRT (Latent Rank Theory) analysis are applied to the analysis of the learning information. IRT analysis is a test theory for measuring the characteristics (cognitive ability, knowledge, etc.) of a subject and the difficulty level of evaluation items based on the responses to a group of evaluation items. Also, LRT analysis is an IRT analysis that treats latent characteristics as an ordinal scale, and is a test theory that enables stepwise and ordinal evaluation. According to IRT analysis and LRT analysis, for example, by utilizing the answer data of students who took the test, the difficulty level of the questions that make up the test and the cognitive ability of the students with respect to those questions can be calculated. The analysis unit 27 measures the difficulty level of the questions, which are judgment items, and the ability of the students based on the analysis results of the learning information, and identifies the learning elements that the students should prioritize learning.

[0037] The priority calculation unit 28 calculates the priority of the recommended questions associated with each learning element based on the analysis results of the learning information. There are various ideas about the learning elements that students should prioritize learning. For example, when there is a large discrepancy between the difficulty level of a question and the ability of a student, the idea of prioritizing the learning of that question can be cited. In this case, since it is highly likely that the student does not understand the question that is a judgment item, it can be said that it is better to learn it as soon as possible. Therefore, the priority calculation unit 28 increases the priority of the recommended questions associated with the learning element to which the judgment item is set.

[0038] On the one hand, when the gap between the difficulty level of a question and the student's ability is small, there is also an idea of prioritizing the study of that question. In this case, although the student understands the question of the judgment item, there is a high possibility of answering incorrectly due to carelessness, and since it immediately leads to an increase in score, it can be said that it is better to study as soon as possible. Therefore, the priority calculation unit 28 increases the priority of the recommended questions associated with the learning element for which the judgment item is set.

[0039] The teacher needs to strategically guide each student on which to prioritize learning, the learning elements they don't understand or the learning elements that will immediately lead to an increase in score. Therefore, it may be that the teacher sets in advance whether to prioritize understanding or score increase, and the priority calculation unit 28 calculates the priority of the recommended questions according to the setting.

[0040] When the recommended question display unit 29 receives a question request from the terminal device 10, it refers to the recommended question DB 35 and creates an achievement confirmation screen that displays the recommended questions based on the priority. When the user sends a question request to the management server 20 by a predetermined operation on the achievement confirmation screen, the recommended question display unit 29 creates an achievement confirmation screen that displays the recommended questions. FIG. 4 is an example of an achievement confirmation screen that displays the recommended questions. In the achievement confirmation screen, a box 51 for the recommended questions is added, and a first priority box 52a, a second priority box 52b, a third priority box 52c, etc. corresponding to the learning elements with a high learning priority are displayed.

[0041] Specifically, when the user clicks on the first priority box 52a with the pointer 47, information about the recommended questions associated with the learning element "Subtraction is possible even using negative numbers" is displayed. The information about the recommended questions is, for example, text information indicating the recommended questions such as the textbook name, page number, question number, code information for obtaining the recommended questions, the PDF in which the recommended questions are displayed, etc.

[0042] Also, when the user clicks on the box 51 of the recommended questions with the pointer 47, a list of recommended questions regarding all the recommended questions associated with the first-priority, second-priority, and third-priority learning elements is displayed. FIG. 5 is an example of the list of recommended questions. The list of recommended questions is composed of major categories, medium categories, minor categories, and learning elements that hierarchically subdivide the learning content, and the recommended questions are displayed as QR (Quick Response) codes (registered trademarks). At this time, the list of recommended questions may arrange the QR codes based on the priority order, or may display the priority order together. When the user reads the QR code with a smartphone or the like, the smartphone can display and print information regarding the recommended questions.

[0043] As an example of how to use the list of recommended questions, a teacher can print the list of recommended questions on a paper medium and distribute it to students. Students and their guardians can read the QR code with the smartphones or tablets they own and can easily check and output information regarding the recommended questions. Specifically, students can read the QR code of the distributed list of recommended questions with a smartphone or the like, and can display the recommended questions on a smartphone or tablet, or print them at home for learning. Note that in the above example, a QR code is used as the code information for obtaining the recommended questions, but a two-dimensional code other than the QR code or a one-dimensional code such as a barcode may be used.

[0044] Note that in the achievement confirmation screen shown in FIG. 4, three recommended questions of the first priority to the third priority are displayed as recommended questions, but the threshold value of the number of displayed questions can be arbitrarily set. Also, in the example of FIG. 4, only the boxes 52a to 52c of the first priority to the third priority are displayed on the achievement confirmation screen, but after displaying the boxes of the recommended questions corresponding to all the learning elements, the priority order of each recommended question may also be displayed. That is, the display method of the recommended questions on the achievement confirmation screen can be arbitrarily set.

[0045] The output unit 30 outputs an achievement confirmation screen and a list of recommended questions. Specifically, the output unit 30 displays, prints, or transmits to the terminal device 10 via the communication unit 21 the achievement confirmation screen and the list of recommended questions.

[0046] In this embodiment, when a question request is received from the terminal device 10, recommended questions are displayed on the achievement confirmation screen. However, the present invention is not limited to this, and recommended questions may be displayed on the achievement confirmation screen regardless of the presence or absence of a question request.

[0047] In the above configuration, the communication unit 21 of the management server 20 is an example of the output unit of the present invention. Further, the setting unit 22, the learning information acquisition unit 23, the individual achievement determination unit 24, the comprehensive achievement determination unit 25, the screen creation unit 26, the analysis unit 27, and the priority calculation unit 28 of the management server 20 are respectively examples of the setting unit, the acquisition unit, the individual achievement determination unit, the comprehensive achievement determination unit, the screen creation unit, the analysis unit, and the priority calculation unit of the present invention.

[0048] [Screen Creation Process] FIG. 6 is a flowchart of the screen creation process according to this embodiment. This process is a process of creating an achievement confirmation screen that displays the achievement levels of each student's learning content. Specifically, this process is realized by a computer constituting the management server 20 executing a program prepared in advance.

[0049] The user uses the terminal device 10 to send a screen request including the student ID of the student whose learning achievement degree the user wants to check to the management server 20. When receiving the screen request, the management server 20 acquires the learning information corresponding to the student ID (step S11). Next, the management server 20 determines the individual achievement degrees of each judgment item set for each learning element based on the learning information (step S12). Next, the management server 20 determines the overall achievement degree of each learning element based on the individual achievement degrees of at least two or more judgment items set for each learning element (step S13). Then, the management server 20 creates an achievement degree confirmation screen for checking the learning achievement degree of the student corresponding to the student ID, and sends it to the terminal device 10 that made the screen request (step S14). The terminal device 10 can display and print the received achievement degree confirmation screen. Thereby, the screen creation process ends.

[0050] [Recommended question display process] FIG. 7 is a flowchart of the recommended question display process according to the present embodiment. This process is a process of displaying recommended questions associated with each learning element on the achievement degree confirmation screen. Specifically, this process is realized by a computer constituting the management server 20 executing a program prepared in advance.

[0051] The user uses the terminal device 10 to perform a predetermined operation on the achievement degree confirmation screen to send a question request to the management server 20. When receiving the question request, the management server 20 analyzes the learning information of the student who is the target of the achievement degree confirmation screen (step S21). Next, the management server 20 calculates the priority order of the recommended questions associated with each learning element based on the analysis result of the learning information (step S22). Then, the management server 20 creates an achievement degree confirmation screen for displaying the recommended questions based on the priority order, and sends it to the terminal device 10 that made the question request (step S23). The terminal device 10 can display and print the received achievement degree confirmation screen. Also, the terminal device 10 can display and print a list of recommended questions by clicking on the box of the recommended questions on the achievement degree confirmation screen. Thereby, the recommended question display process ends.

[0052] In this embodiment, the screen creation process and the recommended question display process are separate processes. However, when displaying recommended questions regardless of the presence or absence of a question request, the processes of steps S21 and S22 of the recommended question display process may be added between steps S13 and S14 of the screen creation process. In this case, the management server 20 creates an achievement confirmation screen that displays the achievement levels of each student's learning content and the recommended questions associated with each learning element through the screen creation process.

[0053] Also, in this embodiment, the management server 20 creates an achievement confirmation screen at the timing of receiving a screen request. However, it is also possible to create an achievement confirmation screen in advance and transmit it to the terminal device 10 at the timing of receiving a screen request.

[0054] In this way, by creating an achievement confirmation screen, it is possible to visualize the overall achievement level of the student's learning content and the individual achievement levels of the judgment items in the process of learning that content. Also, the management server 20 determines the overall achievement level of the learning content based on the individual achievement levels of at least two or more judgment items, not just the individual achievement level of the last judgment item. Therefore, by viewing the achievement confirmation screen of each student, the teacher can easily confirm the weaknesses and improvement status of the students in the learning process.

[0055] Furthermore, the achievement confirmation screen displays the individual achievement level, overall achievement level, and recommended questions for each learning element obtained by subdividing the learning content. Therefore, the teacher can grasp the understanding level of each student for each learning element and provide effective learning guidance such as assigning recommended questions suitable for each student's ability with reference to the priority order as homework. Also, since the learning element is not a unit of learning content subdivided independently by a specific textbook publisher, etc., but a standard unit of learning content used by all textbook publishers and teaching material publishers, sharing of learning analysis is possible in many schools by managing and sharing the achievement level of the student's learning content in units of learning elements.

[0056] <Modification Example> Next, a modification example of the first embodiment will be described. The following modification examples can be applied to the first embodiment by being appropriately combined.

[0057] (First Modification Example) In the above first embodiment, the learning information is analyzed to calculate the priority of the recommended questions. However, the present invention is not limited to this, and the priority of the recommended questions may be calculated based on the individual achievement levels of each judgment item or the overall achievement level of each learning element. As a method for calculating the priority, for example, increasing the priority of the recommended questions associated with the learning elements with many judgment items having an "unachieved" individual achievement level, and decreasing the priority of the recommended questions associated with the learning elements with an "unachieved" overall achievement level can be mentioned.

[0058] (Second Modification Example) In the above first embodiment, the user using the terminal device 10 is regarded as a teacher. However, the present invention is not limited to this, and students who are learners or their guardians may also use the terminal device 10. According to this, the student can view his / her own achievement confirmation screen using the terminal device 10. Also, the student can cause the terminal device 10 to display recommended questions and study.

[0059] (Third Modification Example) In the above first embodiment, the teacher uses the terminal device 10. However, the present invention is not limited to this, and the teacher may use a teacher's terminal having the functions of the management server 20. In this case, the terminal device 10 is used by students or their guardians, etc. The teacher's terminal is, like the terminal device 10, for example, a desktop PC, a laptop PC, a tablet PC, etc.

[0060] FIG. 8 shows a configuration example of the learning system 200 in this case. As shown in the figure, the learning system 200 is configured to be communicable between a plurality of terminal devices 10 and an instructor terminal 80 via a network 5. An element DB 91, a student DB 92, a determination item DB 93, a learning information DB 94, and a recommended question DB 95 are connected to the instructor terminal 80, and the instructor terminal 80 can execute the processes performed by the management server 20 (corresponding to steps S11 to S14 in FIG. 6 and steps S21 to S23 in FIG. 7) to create an achievement confirmation screen. Further, the instructor terminal 80 can perform outputs such as display and printing of the achievement confirmation screen and the list of recommended questions, and transmission of the achievement confirmation screen and the list of recommended questions to the terminal device 10. In this case, the instructor terminal 80 is an example of the learning support device of the present invention.

[0061] <Second Embodiment> In the above-described first embodiment, the management server 20 creates an achievement confirmation screen for each student. However, the present invention is not limited to this, and an achievement confirmation screen may be created in units of groups such as classes or grades to which the students belong. In this case, the management server 20 further includes a group achievement determination unit and a group priority calculation unit. For the sake of convenience of explanation, the same explanation as in the first embodiment is omitted.

[0062] The group achievement determination unit determines, for example, the individual achievement of each determination item and the overall achievement of each learning element in units of classes based on the individual achievements and overall achievements of all students enrolled in a predetermined class. For example, the individual achievement of each determination item in units of classes can be the average of the individual achievements of each determination item of all students enrolled in a predetermined class. Further, the overall achievement of each learning element in units of classes may be the average of the overall achievements of each learning element of all students enrolled in a predetermined class, or may be determined based on the individual achievements in units of classes. The screen creation unit 26 creates an achievement confirmation screen in units of classes based on the individual achievement of each determination item and the overall achievement of each learning element in units of classes.

[0063] The group priority calculation unit calculates the group priority, which is the priority of recommended problems for a predetermined class, based on the individual achievement levels of each judgment item at the class level and the overall achievement level of each learning element at the class level. As a method for calculating the group priority, for example, the priority of recommended problems associated with learning elements with many judgment items whose individual achievement level is "unachieved" is increased, and the priority of recommended problems associated with learning elements whose overall achievement level is "unachieved" is decreased. The recommended problem display unit 29 creates a class-level achievement confirmation screen that displays recommended problems based on the group priority.

[0064] In this way, by creating a group-level achievement confirmation screen, for example, it is possible to visualize the overall achievement level of the learning content of the entire class and the individual achievement levels of the judgment items in the process of learning that learning content. In addition, the group-level achievement confirmation screen displays the individual achievement level, overall achievement level, and recommended problems for each learning element obtained by subdividing the learning content. Therefore, the teacher can grasp the understanding level of each learning element of the entire class and can conduct effective learning guidance such as handling recommended problems with high priority in class to improve the ability of the entire class with reference to the priority.

[0065] Note that the third modification example in the first embodiment can be similarly applied to the second embodiment.

Explanation of Signs

[0066] 5 Network 10 Terminal device 20 Management server 31, 91 Learning element DB 32, 92 Student DB 33, 93 Judgment item DB 34, 94 Learning information DB 35, 95 Recommended problem DB 80 Teacher's terminal 100, 200 Learning system

Claims

1. An acquisition unit that acquires learning information regarding learning by a learner for each learning element obtained by subdividing learning content; A priority calculation unit that calculates a priority order of learning elements to be preferentially learned according to the learning information; Create and / or select recommended questions recommended for each learning element, A screen creation unit that creates a screen for displaying a priority box associated with the recommended question and indicating the priority order for each learning element; An output unit that outputs the screen; A setting unit that sets a plurality of determination items for evaluating whether the learner understands the learning element for each learning element; An individual achievement determination unit that determines an individual achievement level, which is the achievement level of each determination item of each learner, based on the learning information; A comprehensive achievement determination unit that determines a comprehensive achievement level, which is the achievement level of the learning element of each learner, based on the individual achievement level; comprising The screen creation unit creates a screen for displaying the learning element, the determination item, the individual achievement level, the comprehensive achievement level, and the priority box in association with each other, The priority calculation unit calculates the priority order based on the individual achievement level and the comprehensive achievement level of each learner. A learning support device.

2. The learning support device according to claim 1, wherein the screen creation unit creates the screen so as to display only the priority box with the highest priority order on the screen.

3. The determination item includes a question associated with the learning element, The learning information includes an answer to the question by the learner, Comprising an analysis unit that analyzes the relationship between the difficulty level of the question and the ability of the learner based on the learning information, The priority calculation unit calculates the priority order based on the result of the analysis. The learning support device according to claim 1 or 2.

4. The learning support device according to claim 3, wherein the priority calculation unit sets a higher priority order for a question with a large deviation between the difficulty level of the question and the ability of the learner.

5. The learning support device according to claim 3, wherein the priority calculation unit sets a higher priority order for a question with a small deviation between the difficulty level of the question and the ability of the learner.

6. A learning support method executed by a computer, comprising: An acquisition step of acquiring learning information regarding learning by a learner for each learning element obtained by subdividing learning content; A priority calculation step of calculating a priority order of learning elements to be preferentially learned according to the learning information; Create and / or select recommended questions recommended for each learning element, For each of the learning elements, a screen creation step of creating a screen that displays a priority box associated with the recommended problem and indicating the priority; An output step of outputting the screen; A setting step of setting a plurality of determination items for evaluating whether the learner understands the learning element for each of the learning elements; An individual achievement degree determination step of determining an individual achievement degree, which is the achievement degree of the determination items of each learner, based on the learning information; A comprehensive achievement degree determination step of determining a comprehensive achievement degree, which is the achievement degree of the learning element of each learner, based on the individual achievement degree; Comprising: The screen creation step creates a screen that displays the learning element, the determination item, the individual achievement degree, the comprehensive achievement degree, and the priority box in association with each other; The priority order calculation step calculates the priority order based on the individual achievement degree and the comprehensive achievement degree of each learner. A learning support method.

7. A program executed by a computer, An acquisition unit that acquires learning information regarding learning by a learner for each learning element obtained by subdividing learning content; A priority order calculation unit that calculates a priority order of learning elements to be preferentially learned according to the learning information; Create and / or select recommended problems recommended for each of the learning elements, A screen creation unit that creates a screen that displays a priority box associated with the recommended problem and indicating the priority for each of the learning elements; An output unit that outputs the screen; A setting unit that sets a plurality of determination items for evaluating whether the learner understands the learning element for each of the learning elements; An individual achievement degree determination unit that determines an individual achievement degree, which is the achievement degree of the determination items of each learner, based on the learning information; A comprehensive achievement degree determination unit that determines a comprehensive achievement degree, which is the achievement degree of the learning element of each learner, based on the individual achievement degree; Functioning the computer as such, The screen creation unit creates a screen that displays the learning element, the determination item, the individual achievement degree, the comprehensive achievement degree, and the priority box in association with each other; The priority order calculation unit calculates the priority order based on the individual achievement degree and the comprehensive achievement degree of each learner. A program.

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