Information processing device and program

Abstract

To analyze a tendency of students for questions of a test, on the basis of, test results.SOLUTION: An information processing device first obtains answer information about answers of questions that learners have worked on. The information processing device calculates a correct answer rate of each question as a correct answer rate by rank, for each learning rank that indicates learning ability of each learner, on the basis of the obtained answer information. Then, the information processing device creates a graph corresponding to each question, on the basis of the calculated correct answer rate by rank of each question. In addition, the information processing device specifies a type indicating a tendency of the learners for each question on the basis of the created graph; and attaches the specified type to the question, as a label.SELECTED DRAWING: Figure 12

Description

[Technical Field]

[0001] The present invention relates to a technique for outputting information related to questions that have been asked. [Background technology]

[0002] Systems have been known in the past that store test results administered to students in a database and enable them to be checked on a computer. Patent Document 1 discloses an education support system that has a performance summary database that summarizes the test scores of learners and is configured so that the database can be accessed using a tablet terminal device. [Prior art documents] [Patent documents]

[0003] [Patent Document 1] Japanese Patent Application Laid-Open No. 2016-65987 Summary of the Invention [Problem to be solved by the invention]

[0004] However, the invention of Patent Document 1 only allows the results of each question that constitutes the test to be confirmed, and does not allow the tendency of the student to answer each question to be confirmed.

[0005] The present invention has been made to solve the above-mentioned problems, for example, and aims to provide an information processing device that analyzes a student's tendency toward questions that make up a test based on the student's test results. [Means for solving the problem]

[0006] In one aspect of the present invention, an information processing device includes an answer information acquisition unit that acquires answer information related to answers to problems that a learner has worked on; a rank-based correct answer rate calculation unit that calculates the correct answer rate for each problem as a rank-based correct answer rate for each learning rank that represents the learning ability of each learner based on the answer information; and a label assignment unit that identifies a pattern that represents the learner's tendency for the problems based on the rank-based correct answer rate, and assigns the identified pattern as a label to the problem. a graph creation unit that creates a graph corresponding to each question based on the rank-by-rank correct answer rate; and a type-by-type question ratio calculation unit that calculates, for each type, the proportion of questions to which each type is assigned as a label among all questions constituting the test. Equipped with The labeling unit identifies a pattern that represents the learner's tendency to answer the question based on the graph, and assigns the identified pattern to the question as a label. According to this aspect, the information processing device can identify the type of question based on the rank-based correct answer rate and assign the label to the question. Therefore, the label assigned to the question makes it easy to recognize the learner's tendency for each question. Furthermore, according to this aspect, the information processing device can identify the type of question based on the graph and assign a label to the question. Also, according to this aspect, the information processing device can calculate the ratio of questions by type, which allows checking the balance of questions that make up the test.

[0009] In one aspect of the information processing device, the information processing device is communicably connected to a supporter terminal used by the supporter who created the questions, and includes an analysis result output unit that outputs one or more of the graphs for each question and the question ratios by type to the supporter terminal. According to this aspect, the information processing device can output the graphs for each question and the question ratios by type to the supporter terminal. This allows a supporter, such as a teacher, who created or administered the test to check the test evaluation, such as the balance of the questions that make up the test and the students' tendencies regarding each question.

[0010] In one aspect of the information processing device, an alert output unit is provided that outputs an alert to the supporter terminal based on the ratio of questions by type. According to this aspect, the information processing device can output an alert to the supporter terminal based on the ratio of questions by type when the balance of the entire test or the questions that make up the test is inappropriate.

[0011] In one aspect of the information processing device, the information processing device includes a rule storage unit that stores rule information related to rules for identifying the type, and the label assignment unit identifies the type of each question based on one or more of the rank-based correct answer rate and the graph, and the rule information. According to this aspect, the information processing device can identify the type of a question based on one or more of the rank-based correct answer rate and the graph corresponding to the question, and the rule information.

[0012] In one aspect of the information processing device, an image storage unit stores image data for identifying the type, and the labeling unit identifies the type of each question based on a result of comparing the graph with the image data. According to this aspect, the information processing device can automatically identify the type of a question based on a result of comparing the graph corresponding to the question with the image data.

[0013] In another aspect of the present invention, a program executed by an information processing device having a computer includes an answer information acquisition unit that acquires answer information regarding answers to problems that a learner has worked on, a rank-based correct answer rate calculation unit that calculates a correct answer rate for each problem as a rank-based correct answer rate for each learning rank that represents the learning ability of each learner based on the answer information, and a label assignment unit that identifies a pattern that represents the learner's tendency to answer the problems based on the rank-based correct answer rate and assigns the identified pattern as a label to the problem. a graph creation unit that creates a graph corresponding to each question based on the rank-by-rank correct answer rate; a type-by-type question ratio calculation unit that calculates, for each type, the proportion of questions to which each type is assigned as a label among all questions constituting the test; and causing the computer to function as The labeling unit identifies a pattern that represents the learner's tendency to answer the question based on the graph, and assigns the identified pattern to the question as a label. By installing and executing this program on a computer, an information processing device according to the present invention can be configured. [Effects of the Invention]

[0014] According to the information processing device of the present invention, it is possible to analyze a student's tendency with respect to questions that make up a test based on the student's test results. [Brief explanation of the drawings]

[0015] [Figure 1] 1 shows the configuration of a learning support system to which an information processing device of the present invention is applied. [Figure 2] FIG. 2 is a block diagram showing the hardware configuration of a server. [Figure 3] 10 is an example of a data configuration of a scoring result DB. [Figure 4] FIG. 2 is a block diagram showing the functional configuration of a server. [Figure 5] 10 is an example of a table showing the correct answer rate by rank. [Figure 6] This is an example of a question and graph that everyone can understand. [Figure 7] This is an example of a problem and graph in which everyone is in a low mood. [Figure 8] 10 is an example of a proportional and an inverse proportional graph. [Figure 9] 10 is an example of a table showing the ratio of questions by type. [Figure 10] 10 is an example of an alert condition. [Figure 11] FIG. 2 is a block diagram showing the hardware configuration of a student terminal. [Figure 12] 10 is a flowchart of an analysis process. DETAILED DESCRIPTION OF THE INVENTION

[0016] Hereinafter, an embodiment of the present invention will be described with reference to the drawings. [Overall configuration] FIG. 1 shows the configuration of a learning support system to which an information processing device of the present invention is applied. Learning support system 100 is a system that analyzes students' tendencies for each question that constitutes a test based on test results. Specifically, learning support system 100 creates a graph corresponding to each question based on answer information regarding the answers to the questions that constitute the test, identifies a type that represents the learner's tendencies, and assigns a label to each question. Learning support system 100 also outputs the type and graph of each question, as well as the ratio of questions by type (described later), as analysis results. Learning support system 100 is configured so that server 10, multiple student terminals 20, and multiple teacher terminals 30 can communicate with each other via a network 5 such as the Internet.

[0017] The server 10 is an information processing device that processes, stores, and transmits / receives various types of information, and is, for example, a server device, a personal computer, or a general-purpose tablet PC (personal computer).

[0018] The student terminal 20 is used by learners such as students and their parents, and is an information processing device such as a smartphone, a mobile phone, a wearable device such as an Apple Watch (registered trademark), a tablet, or a personal computer terminal. Specifically, the student terminal 20 transmits input information entered as answers to questions that constitute a test. In this embodiment, as an example, the student terminal 20 is linked in advance to a student ID that identifies the student who uses it, and the input information for questions that the student tackles using the student terminal 20 is automatically transmitted to the server 10.

[0019] The teacher terminal 30 is used by a learning supporter such as a teacher who conducted the test and created the questions, and is, for example, an information processing device such as a tablet or personal computer terminal. Specifically, the teacher terminal 30 transmits test analysis requests, receives and displays alerts and analysis results, etc. The teacher terminal 30 is an example of a supporter terminal of the present invention.

[0020] [Server Configuration] 2 is a block diagram showing the hardware configuration of server 10. Server 10 includes a communication unit 11, a control unit 12, a storage unit 13, a recording medium 14, a display unit 15, and an input unit 16. These components, a grading result database (hereinafter, "database" will be referred to as "DB") 41, a student DB 42, and a test DB 43 are interconnected via a bus 19.

[0021] The server 10 may be executed by a single computer, or may be executed by a plurality of computers in a distributed manner, or may be executed by a virtual machine in a distributed manner.

[0022] The communication unit 11 is a communication unit for communicating with the student terminal 20 and the teacher terminal 30 via the network 5. Specifically, the communication unit 11 receives input information from the student terminal 20 and transmits alerts and analysis results to the teacher terminal 30.

[0023] The control unit 12 includes a central processing unit (CPU), a micro-processing unit (MPU), a graphics processing unit (GPU), and other arithmetic processing devices, and performs various information processing, control processing, and the like related to the server 10 by reading and executing programs stored in the storage unit 13. The programs can be deployed so that they are executed on a single computer, located at one site, or distributed across multiple sites and on multiple computers interconnected by a communications network. Although the control unit 12 is described in FIG. 2 as being a single processor, it may also be a multi-processor.

[0024] The storage unit 13 includes memory elements such as RAM (Random Access Memory) and ROM (Read Only Memory), and stores programs, data, etc. required for the control unit 12 to execute processing. The storage unit 13 also temporarily stores data, etc. required for the control unit 12 to execute arithmetic processing.

[0025] The recording medium 14 is a non-volatile, non-transitory recording medium such as a disk-shaped recording medium or a semiconductor memory, and is configured to be detachable from the server 10. The recording medium 14 records various programs to be executed by the control unit 12. When the server 10 executes an analysis process, the programs recorded on the recording medium 14 are loaded into the memory unit 13 and executed by the control unit 12.

[0026] The display unit 15 is a liquid crystal display, an organic EL (electroluminescence) display, or the like, and displays various information in accordance with instructions from the control unit 12. The input unit 16 is an input device such as a mouse, keyboard, touch panel, or button, and outputs received operation information to the control unit 12.

[0027] The scoring result DB 41 stores the results of tests conducted based on input information acquired from the student terminal 20. Specifically, the scoring result DB 41 stores answer information related to the answers to the questions in the tests tackled by each student as the scoring results. FIG. 3 shows an example of the data structure of the scoring result DB 41. As shown in the figure, the scoring result DB 41 stores information such as a student ID, a test ID, a question ID, correct / incorrect answers, and answer column data. The test ID and question ID are identification information for the test tackled by the student identified by the student ID and the questions that make up the test. Correct / incorrect answers are the correct / incorrect answers to the questions tackled by the student identified by the student ID. The answer column data is data entered by the student in the answer column as the answer to the question, and is extracted from the input information acquired from the student terminal 20. The correct / incorrect answers included in the answer information may be automatically scored based on the answer column data by having the server 10 store model answers for each question in advance, or may be acquired from the teacher's scoring results.

[0028] In this embodiment, the server 10 performs scoring using an arbitrary method based on the input information received from the student terminal 20, and stores the answer information in the scoring result DB 41, but the present invention is not limited to this, and answer information acquired in advance using an arbitrary method may be stored in the scoring result DB 41. Also, the data structure of the scoring result DB 41 shown in Fig. 3 is an example, and the data structure can be set arbitrarily.

[0029] The student DB 42 stores information about the student indicated by the student ID, such as the student's name, grade, class, etc. The test DB 43 stores information about the test indicated by the test ID, such as the question IDs of the questions that make up the test and question data, which is data on the questions written on the test.

[0030] The storage format of each DB described above is an example, and other storage formats may be used as long as the relationships between the data are maintained. Each DB is realized by a recording medium such as a hard disk drive (HDD) or a solid state drive (SSD). In this embodiment, the storage unit 13 and the various DBs may be configured as an integrated storage device, or may be separate storage devices. The various DBs may be external storage devices connected to the server 10, and the configuration thereof may be set arbitrarily.

[0031] 4 is a block diagram showing the functional configuration of the server 10. Functionally, the server 10 includes a scoring result DB 41, a student DB 42, a test DB 43, an answer information acquisition unit 51, a rank-based correct answer rate calculation unit 52, a graph creation unit 53, a label assignment unit 54, a type-based question ratio calculation unit 55, an alert determination unit 56, and an output unit 57.

[0032] The answer information acquisition unit 51, rank-based correct answer rate calculation unit 52, graph creation unit 53, label assignment unit 54, type-based question ratio calculation unit 55, alert determination unit 56, and output unit 57 are realized by the control unit 12 executing a program.

[0033] The answer information acquisition unit 51 acquires answer information for questions that make up a predetermined test from the marking result DB 41. Specifically, the answer information acquisition unit 51 acquires information on the student IDs, question IDs, correct / incorrect answers, and answer column data of all students who have tackled the questions that make up the test from the marking result DB 41, based on the test ID of the predetermined test.

[0034] The rank-specific correct answer rate calculation unit 52 calculates the correct answer rate for each question as a rank-specific correct answer rate for each student's learning rank based on the answer information acquired by the answer information acquisition unit 51. Specifically, the rank-specific correct answer rate calculation unit 52 calculates an item reference profile (IRP) based on the answer information using latent rank theory (LRT). Here, the IRP represents the correct answer rate for each item for each learning rank, i.e., each question for each learning rank. The learning rank represents the student's learning ability, and is, for example, rated on a five-level scale from rank 1 to rank 5, with a lower value representing a lower learning ability of the student and a higher value representing a higher learning ability of the student. Note that the learning rank is not limited to five levels and can be set arbitrarily. The rank-specific correct answer rates calculated by the rank-specific correct answer rate calculation unit 52 may be temporarily stored in the storage unit 13.

[0035] Figure 5 is an example of a table showing the correct answer rate by rank. As shown in the figure, the correct answer rate by rank is set with the learning rank of the students who took the test on the vertical axis and the question IDs of the questions that make up the test on the horizontal axis. The item where the vertical and horizontal axes intersect is the correct answer rate for the question indicated by the question ID on the horizontal axis by students with the learning rank on the vertical axis. For example, the value "0.19" in item 65 is calculated from the number of correct answers relative to the number of students with learning rank 5, and indicates that the correct answer rate for the question with question ID P002 at learning rank 5 is "19%."

[0036] In this embodiment, the rank-specific correct answer rate is calculated as an IRP by using LRT based on the answer information, but the present invention is not limited to this. For example, the server 10 may calculate the difficulty level of each question using Item Response Theory (IRT) based on the answer information, and then calculate the rank-specific correct answer rate based on the difficulty level of each question and each student's correct or incorrect answers to each question. Alternatively, the server 10 may calculate the learning rank using LRT, and then calculate the correct answer rate for each learning rank of each question to calculate the rank-specific correct answer rate. In this way, the method of calculating the rank-specific correct answer rate based on the answer information can be set arbitrarily.

[0037] The graph creation unit 53 creates a graph corresponding to each question based on the rank-by-rank correct answer rate. The graph created by the graph creation unit 53 may be temporarily stored in the storage unit 13. Furthermore, the label assignment unit 54 identifies a pattern that represents the student's tendency to answer questions based on the graph created by the graph creation unit 53, and assigns the identified pattern to the question as a label.

[0038] In this embodiment, there are four types of types: "everyone understands," "everyone performs poorly," "proportional," and "inverse proportional." For questions of the "everyone understands" type, a student tendency is that "most students are able to answer correctly." For questions of the "everyone performs poorly," a student tendency is that "most students are unable to answer correctly." For proportional questions, a student tendency is that "students with a lower learning rank have a lower rate of correct answers, and students with a higher learning rank have a higher rate of correct answers." For inverse proportional questions, a student tendency is that "students with a lower learning rank have a higher rate of correct answers, and students with a higher learning rank have a lower rate of correct answers." Note that the types are not limited to these and can be set arbitrarily. Furthermore, the types may be assigned labels by a learning supporter such as a teacher. The type closest to predetermined rule information is assigned as a label. If the type is the median of the rule information, multiple labels may be assigned, or one of the labels may be assigned randomly. Specifically, the rule information includes information such as the tendency of students of each type, the correct answer rate by rank of each type, and the threshold value of the correct answer rate.

[0039] FIG. 6 shows an example of a question and graph of the "everyone understands" type. FIG. 6(a) shows a question with a question ID of P001. FIG. 6(b) shows a graph corresponding to the question with a question ID of P001. The graph has the correct answer rate on the vertical axis and the learning rank on the horizontal axis, and the graph creation unit 53 creates the graph shown in FIG. 6(b) based on the correct answer rate by rank for the question with a question ID of P001. When the correct answer rates for all learning ranks are high as in FIG. 6(b), the server 10 identifies the type as "everyone understands". Then, the server 10 assigns the type "everyone understands" as a label to the question with a question ID of P001.

[0040] FIG. 7 shows an example of a problem and graph for which all students are poor at studying. FIG. 7(a) shows a problem with a problem ID of P002. FIG. 7(b) shows a graph corresponding to the problem with a problem ID of P002. The graph creation unit 53 creates the graph shown in FIG. 7(b) based on the correct answer rates by rank for the problem with a problem ID of P002. When the correct answer rates for all learning ranks are low as in FIG. 7(b), the server 10 identifies the type as "all students are poor at studying." Then, the server 10 assigns the type "all students understand" as a label to the problem with a problem ID of P002.

[0041] FIG. 8 is an example of a proportional and an inverse proportional graph. FIG. 8(a) is a graph corresponding to a certain problem. As in FIG. 8(a), if the correct answer rate is lower as the learning rank is lower and the correct answer rate is higher as the learning rank is higher, the server 10 identifies the type as "proportional" and assigns it as a label to the problem. Also, FIG. 8(b) is a graph corresponding to a different problem from FIG. 8(a). As in FIG. 8(b), if the correct answer rate is higher as the learning rank is lower and the correct answer rate is lower as the learning rank is higher, the server 10 identifies the type as "inverse proportional" and assigns it as a label to the problem.

[0042] The method of identifying the type may be, for example, by referring to the tendency of students of each type and the correct answer rate by rank of each type included in the rule information, and the server 10 may identify the type automatically from the correct answer rate by rank or a graph, or the learning supporter may identify the type. Also, a typical graph of each type may be stored in advance as image information, and the server 10 may identify the type automatically or the learning supporter may identify the type based on the result of comparing the image information with the graph created by the graph creation unit 53.

[0043] In this way, the graph creation unit 53 creates graphs corresponding to all questions that make up the test. The label assignment unit 54 identifies the type of each question that makes up the test and assigns the identified type to each question as a label.

[0044] The question type ratio calculation unit 55 calculates, for each type, the proportion (ratio) of questions labeled with each type among all questions constituting the test as the question type ratio. FIG. 9 is an example of a table showing the question type ratio. As shown in the figure, the question type ratio includes the type of questions constituting a given test and the number and ratio of each type of question in the test. For example, in the case of the question type ratio shown in FIG. 9, the test contains 20 questions, of which 14 are questions that everyone understands, accounting for 70% of the entire test. There is also one question that everyone is not good at, accounting for 5% of the entire test. There are also three proportional questions, accounting for 15% of the entire test. There are also two inverse proportional questions, accounting for 10% of the entire test. In this way, the question type ratio makes it possible to visualize the balance of questions based on students' tendencies throughout the entire test.

[0045] The alert determination unit 56 determines whether or not to output an alert to the teacher terminal 30 of the teacher who issued the analysis request based on preset alert conditions. FIG. 10 shows an example of an alert condition. As shown in the figure, the alert condition has a condition and a comment, and the alert determination unit 56 determines whether or not the condition is met based on the problem ratio by type. In this embodiment, the alert determination unit 56 determines that the condition is met based on the problem ratio by type when "any type is 50% or more" and "the inverse proportional type is 10% or more." Note that the conditions and comments of the alert condition can be set arbitrarily.

[0046] The output unit 57 has an analysis result output unit 61 and an alert output unit 62. The analysis result output unit 61 transmits the analysis results of the test, including the type of each question constituting the test, a graph corresponding to each question, and the question ratio by type, to the teacher terminal 30 that made the analysis request. Specifically, the analysis request includes the test ID of the test specified by the teacher, and the output unit 57 transmits the analysis results of the test indicated by the test ID.

[0047] When the alert determination unit 56 determines that the condition is met, the alert output unit 62 transmits a comment corresponding to the met condition to the teacher terminal 30 that issued the analysis request. Specifically, when the alert determination unit 56 determines that the condition "any type is 50% or more" is met based on the question ratios by type shown in FIG. 9 and the alert conditions shown in FIG. 10, the alert output unit 62 transmits the comment "Since the proportion of questions of the "everyone understands" type is high, it would be better to set questions in a balanced manner" to the teacher terminal 30. When the alert determination unit 56 determines that the condition "inverse proportion type is 10% or more" is met, the alert output unit 62 transmits the comment "Caution is required for the content of questions with question IDs P002 and P010" to the teacher terminal 30.

[0048] In the above configuration, the answer information acquisition unit 51, the rank-based correct answer rate calculation unit 52, the graph creation unit 53, the label assignment unit 54, the type-based question ratio calculation unit 55, the analysis result output unit 61, and the alert output unit 62 of the server 10 are examples of the answer information acquisition unit, the rank-based correct answer rate calculation unit, the graph creation unit, the label assignment unit, the type-based question ratio calculation unit, the analysis result output unit, and the alert output unit of the present invention, respectively.

[0049] [Student Device Configuration] 11 is a block diagram showing the hardware configuration of student terminal 20. Student terminal 20 includes a communication unit 21, a control unit 22, a storage unit 23, a display unit 25, and an input unit 26. These components are interconnected via a bus 29.

[0050] The communication section 21 is a communication unit for communicating with the server 10 via the network 5. Specifically, the communication section 21 of the student terminal 20 transmits input information to the server 10.

[0051] The control unit 22 includes an arithmetic processing unit such as a CPU, an MPU, a GPU, etc., and reads and executes programs stored in the storage unit 23 to perform various information processing, control processing, etc. related to the student terminal 20. Note that although the control unit 22 is described as a single processor in Fig. 11, it may be a multiprocessor.

[0052] The storage unit 23 includes memory elements such as RAM and ROM, and stores programs, data, etc. required for the control unit 22 to execute processing. The storage unit 23 also temporarily stores data, etc. required for the control unit 22 to execute arithmetic processing.

[0053] The display unit 25 is a liquid crystal display, an organic EL display, or the like, and displays various information in accordance with instructions from the control unit 22. The input unit 26 is an input device such as a mouse, keyboard, touch panel, or button, and outputs received operation information to the control unit 22.

[0054] The teacher terminal 30 has the same hardware configuration as the student terminal 20, and for the sake of convenience, a description thereof will be omitted.

[0055] [Analysis Processing] Next, a process for analyzing a student's tendency to answer questions that make up a test based on the answer information and outputting the analysis results will be described. Figure 12 is a flowchart of the analysis process by the server 10. This process is realized by the server 10 executing a program prepared in advance.

[0056] A teacher who has created a test sends an analysis request including the test ID of the test to the server 10 via the teacher terminal 30. When the server 10 receives the analysis request from the teacher terminal 30, it acquires answer information from the scoring result DB 41 based on the test ID (step S101). Then, based on the acquired answer information, the server 10 calculates the rank-specific correct answer rate corresponding to each of all questions that make up the test (step S102). Based on the calculated rank-specific correct answer rate, the server 10 creates a graph corresponding to each of all questions that make up the test (step S103).

[0057] The server 10 identifies the question type based on the rank-by-rank correct answer rate and the graph, and assigns the identified type as a label to the question (step S104).The server 10 then calculates, for each type, the proportion of questions to which each type is assigned as a label among all questions constituting the test (step S105).Furthermore, the server 10 determines whether the conditions for issuing an alert are met based on the calculated question type ratio and the alert conditions (step S106).

[0058] If it is determined that the conditions are not met (step S106; No), the server 10 proceeds to the processing of step S108. On the other hand, if it is determined that the conditions are met (step S106; Yes), the server 10 sends a comment corresponding to the met condition as an alert to the teacher terminal 30 that made the analysis request. By displaying the comment on the teacher terminal 30, the teacher can recognize, as an alert, questions that are inappropriate for checking the balance of questions that make up the test or the student's learning comprehension.

[0059] The server 10 then transmits the analysis results, including the types of questions that make up the test, graphs corresponding to each question, and the question ratios by type, to the teacher terminal 30 that made the analysis request (step S108). By displaying the analysis results on the teacher terminal 30, the teacher can recognize the student's tendencies for each question that makes up the test, the balance of the questions that make up the test, etc. This completes the analysis process.

[0060] In this embodiment, the types of questions that make up the test, the graphs corresponding to each question, and the ratio of questions by type are transmitted to the teacher terminal 30 as analysis results, but the present invention is not limited to this. The analysis results to be output can be set arbitrarily, and for example, one or more of the types of questions, the graphs corresponding to each question, and the ratio of questions by type may be transmitted to the teacher terminal 30 as analysis results.

[0061] In addition, in this embodiment, the analysis results are output after the alert is output, but the present invention is not limited to this, and the timing for outputting the alert can be set arbitrarily.

[0062] The learning support system 100 of this embodiment can create graphs corresponding to each question that makes up a test based on answer information, identify types that represent learners' tendencies, and assign labels to each question. It can also output the types of questions, graphs, and question ratios by type as analysis results. This allows the learning supporter who created and administered the test to check the test evaluation, such as the balance of questions that make up the test and students' tendencies regarding each question, from the analysis results. Furthermore, the learning supporter can receive and recognize comments as alerts if the balance of questions that make up the test is poor or if there are questions that are inappropriate for checking learning comprehension. [Explanation of symbols]

[0063] 5. Network 10 Servers 20 Student devices 30 Teacher's terminals 41 Scoring result DB 42 Student DB 43 Test DB 51 Answer information acquisition part 52 Rank-based correct answer rate calculation section 53 Graph Creation Department 54 Label assignment section 55 Type-specific problem ratio calculation section 56 Alert judgment unit 57 Output section 61 Analysis result output section 62 Alert output section

Claims

1. an answer information acquisition unit that acquires answer information regarding answers to questions tackled by a learner; a rank-based correct answer rate calculation unit that calculates the correct answer rate for each question as a rank-based correct answer rate for each learning rank that represents the learning ability of each learner based on the answer information; a label assignment unit that identifies a pattern representing a learner's tendency for the question based on the rank-based correct answer rate and assigns the identified pattern as a label to the question; a graph creation unit that creates a graph corresponding to each question based on the rank-by-rank correct answer rate; a type-specific question ratio calculation unit that calculates, for each of the types, a ratio of questions to which each type is assigned as a label among all questions constituting the test, as a type-specific question ratio; Equipped with The labeling unit is an information processing device that identifies a pattern that represents the learner's tendency to answer the question based on the graph and assigns the identified pattern to the question as a label.

2. the information processing device is communicably connected to a supporter terminal used by a learning supporter who created the questions, The information processing device according to claim 1 , further comprising an analysis result output unit that outputs at least one of the graph of each question and the problem rate by type to the supporter terminal.

3. The information processing device according to claim 2 , further comprising an alert output unit that outputs an alert to the supporter terminal based on the problem type ratio.

4. a rule storage unit that stores rule information related to rules for identifying the type, The information processing device according to claim 1 , wherein the labeling unit identifies a type of each question based on at least one of the rank-based correct answer rate and the graph, and the rule information.

5. an image storage unit that stores image data for identifying the type; The information processing device according to claim 1 , wherein the labeling unit identifies a type of each question based on a result of comparing the graph with the image data.

6. A program executed by an information processing device having a computer, an answer information acquisition unit that acquires answer information regarding answers to problems tackled by the learner; a rank-based correct answer rate calculation unit that calculates the correct answer rate for each question as a rank-based correct answer rate for each learning rank that represents the learning ability of each learner based on the answer information; a label assignment unit that identifies a pattern representing a learner's tendency for the question based on the rank-based correct answer rate and assigns the identified pattern as a label to the question; a graph creation unit that creates a graph corresponding to each question based on the rank-by-rank correct answer rate; a type-specific question ratio calculation unit that calculates, for each of the types, a ratio of questions to which each type is assigned as a label among all questions constituting the test; causing the computer to function as The label assignment unit is a program that identifies a pattern that represents the learner's tendency to answer the question based on the graph, and assigns the identified pattern as a label to the question.

Images