Integrated learning method and system

Abstract

The purpose of the present invention is to provide learning software which can be easily used by anyone and achieves learning utilizing the latest technology. Provided are an integrated learning system and an integrated learning method characterized by learning through a first step of understanding, a second step of memorizing, and a third step of collecting and storing big data by monitoring personal learning activities of a learner. This integrated learning system comprises an electronic book viewer, a search engine, a network, a generative AI (including a generative AI available on the web), a WEB browser display unit, and a learning card display unit, and achieves efficient learning by performing investigation, questioning, problem creation, and review using the generative AI.

Description

[Technical Field]

[0001] The present invention relates to an integrated learning program for effective learning using electronic learning cards. [Background technology]

[0002] Advances in digital technology have seen a shift from paper-based books to electronic files, and the development of the internet has brought about major changes in the way we learn. In light of this situation, generative AI has also become a popular tool for learning.

[0003] Patent document 1 aims to improve the convenience of document information management and document search, improve the operability of keyword searches, and further improve the workability when searching from hypertext by enabling users to perform searches using unlinked words as keywords by clicking on the words, and then jump to the page to be searched from the clicked word in the same way as a hypertext button.

[0004] Patent Document 2 discloses an information processing device that automatically presents dictionary data according to the user's level of language ability and expertise. The device includes a storage unit that stores resource priority information indicating the priority of multiple dictionary data, selects the dictionary data with the highest priority from the multiple dictionary data, uses the selected dictionary data to search for information on a character string specified through an input unit, and displays dictionary data other than the selected dictionary data on a display unit as next candidates in order of priority.

[0005] When a signal to select dictionary data from the next candidate is received from the input unit, the dictionary data selected from the next candidate is used to search for character string information, and a priority calculation unit manages the number of times a signal to confirm the search result using the dictionary data is received from the input unit for each of the multiple dictionary data, and updates resource priority order information based on the number of times.

[0006] Patent Document 3 provides a program, analysis method, computer, and machine learning program for quantitatively analyzing the required accuracy of a deep learning model combined with an AI (Artificial Intelligence) system. The analysis program causes a computer to execute a process for creating accuracy standard information for multiple deep learning models in a space where accuracy evaluation information is projected multidimensionally using discrete threshold evaluation for an AI system that combines multiple deep learning models. [Prior art documents] [Patent documents]

[0007] [Patent Document 1] Japanese Patent Application Laid-Open No. 2007-213609 [Patent Document 2] Japanese Patent Application Laid-Open No. 2010-33139 [Patent Document 3] Japanese Patent Publication No. 2023-113047 Summary of the Invention [Problem to be solved by the invention]

[0008] Learning software is more effective when it is customized to fit the learner's needs and skills. Each learner has their own learning style, and a higher level of adaptability is required to adjust content and activities according to their progress. Appropriate and objective evaluation and feedback on learners' learning methods are also important for improving learning effectiveness. Challenges include being able to provide detailed feedback on learning methods by integrating objective evaluations with learners' own evaluations.

[0009] Generative AI has been gaining attention recently, and learning methods are also at a major turning point. To learn in this climate, learners need to be digitally literate, and knowledge of how to use digital tools appropriately and the reliability of information is essential. However, it takes a lot of preparation before learning for learners to acquire digital literacy and knowledge of the reliability of information, which is why there is a demand for easy-to-use learning software.

[0010] The present invention aims to provide learning software that anyone can use easily and that allows learning using the latest technology. [Means for solving the problem]

[0011] (1) The integrated learning method of the present invention is characterized by comprising the following steps: a first step in which a learner selects a learning subject and a learning item belonging to the learning subject, and saves the content that the learner has understood using at least the Internet or a generating AI in a learning card having a question section, an answer section, and a notes section; a second step in which the question section saved on the learning card is displayed, and the learner creates an answer to the question section by guessing, speaking, or writing by hand, and the created answer is reviewed while checking whether the answer saved on the learning card matches the answer created by the learner; and a third step in which the learner's personal study activities are monitored, and big data on the learner's learning history is collected and saved.

[0012] (2) In the first step, it is preferable that the learning subject and the learning items belonging to the learning subject are selected and a pre-learning arrangement procedure table is created using a pre-learning arrangement procedure, and the pre-learning arrangement procedure is to specify the learning items and use the Internet or the generation AI to create a learning method based on an overview, key points, advice and points to note about the learning method, and a standard learning time for the learning items, and that the pre-learning arrangement procedure table has a learning method column, and the learning items, the learning methods, and the standard learning times that serve as a guideline for the learning methods are saved in the learning method column.

[0013] (3) It is preferable that the pre-learning organization procedure includes adding the learner's hobbies and preferences to the learning items and sending them to a web page on the Internet that can be used by the generation AI.

[0014] (4) It is preferable that practical examples and social phenomena related to the learning item are searched for, and web pages and documents related to the hobbies and preferences entered by the learner are displayed at the top of the search results, so that the learner can select them to open detailed pages.

[0015] (5) The integrated learning system of the present invention comprises an electronic book viewer for selecting textbooks, reference books, and study books to be studied and displaying the contents, a content storage unit for storing electronic documents, a directory storage unit for storing content directories, a study subject storage unit for registering and storing the study subjects to be studied, a target exam name storage unit for registering and storing the names of exams to be taken, a publisher name storage unit for storing the companies that produced the content, a selected string storage unit for selecting and storing strings such as study item names, words, technical terms, case law numbers, and past exam numbers in documents, a selected image string conversion unit for selecting character images within images in documents and converting them into editable text data and storing them in the selected string storage unit, and a search function for searching the registered study subjects, target exam names, publisher names, and selected strings or selected image strings as a set on the Internet. a search result display unit that displays search results in a web browser; a search result storage unit that saves the study subjects, the selected character strings, and the search results; a URL storage unit that saves the URL of the web browser; a study card display unit that displays study cards each having a question section, an answer section, and a remark section; a study display unit that displays the study subject section and a study section each having a search function and a review function; a study result storage unit that saves the results of study in the study section as study cards; a date acquisition and storage unit that acquires and saves the date of study in the study section; and an automatic prompt creation unit that automatically creates prompts.The system is characterized by the fact that, when operated by a program, it functions as a first step of understanding, a second step of reviewing, and a third step of saving big data.

[0016] (6) It is preferable that the e-book viewer has a function that, when a file is selected from the list of e-book files and opened, automatically copies the learning subjects stored in the e-book file and stores them in the learning subject name storage unit on the software side.

[0017] (7) It is preferable that the e-book viewer has a function of, when the e-book file is opened, obtaining the “publisher name” stored in the e-book file together with the study subject stored in the file and storing it in the publisher name storage section of the software.

[0018] (8) It is preferable that the electronic book viewer has a function to obtain, when the electronic book file is opened or a page is turned, the directory in the PC where the electronic content is stored and the page number of the electronic book text from the displayed text page, and update and save them in the directory storage unit, and a function to select a page string in the text and obtain it in the question section of the study card, and to search for it on a network, open a website, and copy and paste the string from that website into the answer section to create the study card, and then save the data saved in the directory storage unit in the study card.

[0019] (9) It is preferable that the e-book viewer has a function of selecting a character string from a displayed page of the e-book text, searching for it online, and opening a website, obtaining the URL of the opened online page and updating and saving it in the URL saving unit, copying and pasting the character string of the text page into the question section of the study card, copying and pasting the character string of the online site into the answer section, and saving the data saved in the URL saving unit into the study card when the study card is created.

[0020] (10) It is preferable that the e-book viewer has a function to create questions in text or audio format when studying using text, figures, images from the content display unit or explanatory videos from a browser, send them to the generation AI along with the study subject, and save the questions and the answers sent back by the generation AI in the study card.

[0021] (11) It is preferable that the automatic prompt creation unit allows the learner to register in advance individual information indicating personal attributes including age and proficiency level, selects an appropriate template from multiple example sentences based on the registered content, matches the content registered by the learner to the appropriate template, and automatically creates a prompt under this constraint; the learner inputs and displays a question on the e-book viewer screen, and when the learner clicks the “Ask a question button,” the prompt and the question are sent together to the generation AI.

[0022] (12) It is preferable that the automatic prompt creation unit allows the learner to specify the character of the homeroom teacher who will answer, that multiple homeroom teachers can be set, that basic information such as expertise, personality, and the position from which the answer is expected for each of the multiple homeroom teachers is specified, that character images are created for the multiple homeroom teachers, that the homeroom teacher can be specified by the learner clicking on the character image of the homeroom teacher, that the unit selects an appropriate standard phrase from multiple example sentences based on the homeroom teacher's specification, and matches the content registered by the learner to the appropriate standard phrase, thereby automatically creating a prompt under this constraint, and that the learner inputs and displays a question on the e-book viewer screen, and when the learner clicks the ``Ask'' button on the e-book viewer screen, the prompt and the question are sent together to the generation AI.

[0023] (13) It is preferable that the generation AI creates a question regarding the selected character string, the learner creates an answer to the question in the question, the generation AI judges whether the answer is correct or not, the learner continues to create answers until the judgment is judged to be correct, after the generation AI judges that the answer is correct, the generation AI judges the learner's level of understanding and weaknesses from the exchange of answers and incorrect answers with the learner, and creates and presents a new question for the learner to solve next, and further that the question, answer and judgment created by the generation AI can be saved on the learning card.

[0024] (14) In the first step, it is preferable that part or all of the answer returned by the generation AI, together with a prompt requesting a judgment as to whether it is true and based on facts, be sent to a generation AI of a different system or company, which judges the credibility and confirmation rate of the content of the answer created by the generation AI, points out problematic parts, and displays the judgment results of the confirmation rate and problematic parts, etc. on the browser; further, the learner conducts an online search for the answer returned by the generation AI of the different company based on the judgment results of problematic parts, etc., and after correcting and revising the answer, it be sent again to the generation AI of the different company, which judges the confirmation rate and problematic parts, etc.; the learner repeats the above operation any number of times, gradually increasing the confirmation rate until it reaches the target confirmation rate, and saves it on the learning card.

[0025] (15) It is preferable that the learner be able to create answers by typing them on a keyboard, by writing them by hand on a medium and then digitizing them with a scanner, by writing them on a touch panel, or by speaking them into the system.

[0026] (16) It is preferable that the learner can create and input the question sentences himself / herself based on the content that the learner has understood.

[0027] (17) It is preferable that the learner asks the generation AI the question sentence that he / she has created himself / herself, and the learner evaluates and judges his / her level of understanding by comparing the answer of the generation AI with the answer that he / she expected, and that the answer of the generation AI can be saved in the learning card as the answer to the question of the learner.

[0028] (18) It is preferable that the target exam name, the study subject, and the selected character string be sent to the generation AI, which can then search for related past questions and list multiple relevant past questions.

[0029] (19) It is preferable that the learner can select and display any past question from the listed past questions, and copy and paste the question text of the displayed past question into the question section of the study card, the answer text of the past question into the answer section, and the explanation text of the past question into the notes section, and save them.

[0030] (20) In the first step, it is preferable that the content understood by reading the text, searching the Internet, watching explanatory videos, asking the generation AI questions, creating similar questions, and searching past questions can be saved in the form of the learning card, and when saving the content understood in various ways in the form of the learning card, the content of the question section of the created learning card, the name of the target exam, and the learning subject can be sent to the generation AI to have the generation AI determine the difficulty level of the questions on the created learning card and the probability of them appearing in the target exam, and the returned determination result can be saved on the learning card together with the creation date.

[0031] (21) When completing the first step, it is preferable that the learner's operations during the learning process can be sent to the generation AI, and feedback and advice on the learning method can be received; the learning subject and the learning items belonging to the learning subject can be selected and a pre-learning procedure table can be created using a pre-learning procedure; the pre-learning procedure can involve specifying the learning item and using the Internet or the generation AI to create a learning method based on an overview of the learning item, key points, advice and points to note on the learning method, a list of links to web pages related to the learning item, and a standard learning time; and the pre-learning procedure table can have a learning method column, and the learning item, the learning method, and the standard learning time serving as a guideline for the learning method can be saved in the learning method column.

[0032] (22) In the second step, it is preferable that the review be performed by displaying the problem portion stored in the learning card and allowing the learner to create an answer to the problem portion by guessing, speaking, or writing it by hand, and that the created answer be performed using a sensory motor learning method in which the answer portion stored in the learning card is displayed and it is confirmed whether the answer stored in the learning card matches the answer created by the learner, and if they do not match, the learner's memory or answering method is corrected.

[0033] (23) It is preferable that the review can be performed by the learner answering the questions stored on the learning card by voice and inputting the answers by voice.

[0034] (24) It is preferable that the review can be performed while the question section, the answer section, and the remarks section of the study card are displayed in sequence.

[0035] (25) It is preferable that the review be performed by displaying the question section of the study card, displaying the answer section, and displaying the notes section, and that these series of operations can be performed by clicking a button.

[0036] (26) It is preferable that the learner can select any time and have the question section, answer section, and remarks section of the learning card automatically displayed in sequence at any time interval, and that the sequential display of the next section of the learning card can also be automatically continued.

[0037] (27) It is preferable that the order in which the question section, the answer section, and the remarks section are opened and closed can be set arbitrarily for each of the learning cards.

[0038] (28) In the second step, it is preferable that the learning date is stored on the learning card and that the learning can be repeatedly reviewed based on Ebbinghaus' forgetting curve.

[0039] (29) In the second step, immediately after the learning at which the saving rate decreases most rapidly on the Ebbinghaus forgetting curve, it is preferable to perform an AND search of the learning subject and today's date, or the learning subject and word string, from the group of learning cards, to extract only the learning cards immediately after creation or only the learning cards related to word strings, and display them consecutively for review.

[0040] (30) In the second step, it is preferable that, from among the learning cards, a group of cards created today, yesterday, three days ago, one week ago, or two weeks ago can be selected from the selection buttons as the learning cards to be reviewed based on the Ebbinghaus forgetting curve, or can be specified by inputting the date using a Date Time Picker Control that selects a date in a calendar format, and the learning card group to be reviewed can be extracted based on the specified date and reviewed.

[0041] (31) In the second step, it is preferable that the learning cards are selected based on the review date, review period, and learning subject, and the extracted learning card group can be repeatedly displayed and reviewed, returning to the first question as many times as necessary.

[0042] (32) In the second step, it is preferable that a past date be selected using a Date Time Picker Control that selects dates using a calendar, and that DATE-type data be specified, and the period to be reviewed is limited to the specified past date up to today, and an AND search is performed for the "date of creation of the study card" and the study subject saved in the group of study cards, "dates after the specified DATE-type value" and the study subject, to extract all the relevant study cards, and the group of study cards can be reviewed in its entirety.

[0043] (33) It is preferable that the learning cards be rearranged based on the difficulty level of the questions stored in the learning cards for repeated practice.

[0044] (34) It is preferable that the learning cards be rearranged in descending order of the probability of questions being asked based on the probability of questions being asked of the questions stored on the learning cards, and that repeated practice be possible.

[0045] (35) In reviewing, it is preferable that the problem sentences of the learning items that could not be answered correctly are extracted, and only the problems that could not be answered correctly can be repeatedly practiced again.

[0046] (36) It is preferable that a self-forgetting curve can be created by graphing the elapsed time from the saved study date to the review date and the saving rate, and that the self-forgetting curve can be created for each study method, making it possible to visualize efficient study methods.

[0047] (37) It is preferable that review be performed by clicking the “Source Text” button in the learning card, which launches the e-book viewer, displays the contents of the directory saved in the learning card, and returns to the source page at the time of creating the currently displayed learning card to confirm the contents written therein.

[0048] (38) It is preferable that, for review, an internet browser be launched by clicking the “Source Site” button on the learning card, the site of the URL saved on the learning card be displayed, and the user can return to the source site at the time of creating the learning card being displayed and check the contents of the card.

[0049] (39) In the first and second steps, the system is provided with a function that monitors the operation content of the learner, transmits the operation information to a server on the Internet, accumulates operation information data of multiple learners, and can grasp the tendency of learning behavior as big data of all learners. It is preferable that the system has a function that can analyze areas for improvement in the text content based on the trends in the learning behavior that have been identified.

[0050] (40) In the first and second steps, it is preferable that the operations of the learners be monitored, and points be awarded to each learner according to the number of hours of study, the number of questions created, the number of answers given to questions, and the number of searches, and that the accumulated points be exchangeable for benefits, prizes, etc.

[0051] (41) In the first and second steps, it is preferable that the learner pre-registers an arbitrary start time for learning, and that points be awarded to each learner if the learner starts studying within a few minutes of the registered start time and continues studying for a certain period of time.

[0052] (42) It is preferable that the learning device is provided with a learning item list that is created by listing the learning items that have been taught in classes.

[0053] (43) It is preferable that the learning device is provided with a textbook learning item list that lists items to be learned from the learning items in the textbook. [Effects of the Invention]

[0054] According to the present invention, learning methods can be customized to suit the learner's needs and skills, resulting in more effective learning methods. Appropriate and objective evaluation and feedback of the learner's learning methods can be provided, improving learning outcomes. Detailed feedback on learning methods can be provided by integrating objective evaluations with the learner's own evaluations. Furthermore, generative AI, which has recently attracted attention, can be easily utilized, eliminating the need for learners to have advanced digital literacy, allowing for peace of mind regarding the reliability of information. Anyone can easily use this technology, enabling learning using the latest technology. [Brief explanation of the drawings]

[0055] [Figure 1] FIG. 1 illustrates an integrated learning method according to the present invention. [Figure 2] FIG. 1 is a diagram illustrating the configuration of an integrated learning system. [Figure 3]An electronic book viewer screen 70 is shown. [Figure 4] This is the settings screen. [Figure 5] This is the input screen. [Figure 6] This is the web browser display screen. [Figure 7] This is a learning card creation screen. [Figure 8] This is a study card review setting screen. [Figure 9] This is a learning card review screen. [Figure 10] Flowchart 1-1 is shown. [Figure 11] Flowchart 1-2 is shown. [Figure 12] Flowchart 2-1 is shown. [Figure 13] Flowchart 2-2 is shown. [Figure 14] Flowchart 3 is shown. [Figure 15] Flowchart 4 is shown. [Figure 16] Flowchart 5 is shown. [Figure 17] Flowchart 6 is shown. [Figure 18] Flowchart 7 is shown. [Figure 19] Flowchart 8-1 is shown. [Figure 20] Flowchart 8-2 is shown. [Figure 21] Flowchart 9-1 is shown. [Figure 22] Flowchart 9-2 is shown. [Figure 23] Flowchart 9-3 is shown. [Figure 24] A flowchart 10 is shown. [Figure 25] Flowchart 11 is shown. DETAILED DESCRIPTION OF THE INVENTION

[0056] In recent years, the technology of generative AI has evolved significantly, with support functions using generative AI being fully deployed in basic software on PCs, AI being integrated into email software, and the open source chat software GPT, among other applications. Generative AI is also increasingly being incorporated into educational settings to review lesson plans and improve the educational environment. Generative AI is being used to provide customized learning materials and assignments tailored to learners' needs and skills, allowing them to study at their own pace. Generative AI can also be used to automatically evaluate assignments and quizzes, providing learners with rapid feedback, making it easier for them to understand their progress and understanding.

[0057] When learning a language, there are interactive applications that use generative AI, which can be used as a conversational practice partner to help improve pronunciation and grammar. When studying long texts or complex content, generative AI can be used to generate summaries to make it easier to understand the main points. Naturally, it also supports the study of different languages ​​and translation, which is useful for learning a new language or deepening intercultural understanding. Generative AI can also automatically evaluate learners' essays and reports, analyzing the quality and content of the writing and providing appropriate answers to learners' questions, allowing learners to deepen their understanding more effectively as they progress through self-study.

[0058] It is possible to track learners' progress and provide reminders and study advice as needed. It is also possible to create test questions, teaching materials, and questions for learners.

[0059] This invention is an integrated learning system that utilizes the functions of these generative AIs in an integrated manner to improve learners' learning efficiency. The first step is understanding, the second step is remembering (remembering), and the third step is tracking behavior in learning activities, collecting and storing it as big data, with the aim of further improving learning efficiency.

[0060] Hereinafter, an embodiment of the present invention will be described in detail with reference to the drawings.

[0061] Figure 1 shows an integrated learning method according to the present invention. The integrated learning method 10 is divided into three steps: a first step 12 of understanding, a second step 14 of remembering, and a third step 16 of collecting and storing big data on learning activities.

[0062] The first step of understanding, step 12, involves primarily using the generating AI to research and understand the learning item, and then saving the content that has been understood in a learning card. The learning card has a question section, an answer section, and a notes section, but the learner can add any additional items they need. In this step, the learner can choose from a variety of research and understanding methods to research and understand the learning item. Learning by specifying a learning item can be done by reading the text, searching the internet, watching explanatory videos, or even asking the generating AI questions.

[0063] In the first step 12, a study subject and a study item belonging to the study subject are selected, and a pre-study preparation procedure table is created using the pre-study preparation procedure. The pre-study preparation procedure involves specifying the study item and sending it to a web page on the Internet that can be used by the generation AI, which creates an overview of the study item, key points, study method advice and points to note, and standard study time. The pre-study preparation procedure table has a study method column, and the study item, study method advice and points to note created by the generation AI, and standard acquisition time as a guideline for each study method are saved in the study method column, which records the standard study time.

[0064] Furthermore, learners' hobbies and preferences are sent to a web page on the internet where AI can be used to search for practical examples and social phenomena related to the learning item, and web pages and documents related to the hobbies and preferences entered by the learner are displayed at the top of the search results, allowing the learner to select a web page or document, open a page with detailed information, and study. This is to increase learners' motivation to learn.

[0065] When studying using an e-book viewer or browser, questions can be created in text or audio format and sent to the AI ​​along with the subject being studied. The questions and the answers returned by the AI ​​can then be saved on the study card. The source of the information can be saved to confirm the reliability of the answer information. Along with questions to the AI, the AI ​​can create questions, or the learner can create their own questions with an assumed answer.

[0066] Answers can be created by the learner entering them on a keyboard, by handwriting them on a medium and then digitizing them with a scanner, by writing them on a touch panel, or by voice input.In addition to creating answers, learners can also write or voice their own questions.

[0067] The target exam name, study subject, and selected text can be sent to the generation AI, for example, as part of a "standard inquiry phrase," which searches for related past exam questions, lists multiple relevant past exam questions, and allows users to study and save the questions, answers, and explanations for past exam questions. Furthermore, the content understood by reading texts, searching the Internet, watching explanatory videos found online, asking questions to the generation AI, creating similar questions, and searching past exam questions can be saved in the form of a study card. When saving the content understood in various ways in the form of a study card, the content of the question section of the created study card, the target exam name, and study subject can be sent to the generation AI, which can then determine the difficulty level of the questions on the created study card and the probability of them appearing in the target exam. The returned determination result can be saved on the study card along with the creation date.

[0068] The second step (remembering) 14 aims to solidify the content of the first step (understanding) 12 into memory. Humans tend to forget what they learn, as exemplified by the Ebbinghaus forgetting curve. The Ebbinghaus forgetting curve, proposed by Hermann Ebbinghaus, is a graph showing the relationship between memory time and forgetting. Through his own experiments, Ebbinghaus investigated how information is forgotten over time after it is learned and proposed a curve showing that information forgetting progresses exponentially over time. An important lesson learned from Ebbinghaus's research is that regular review is necessary to retain information for the long term. This theory can be used to develop effective learning strategies and memory reinforcement methods.

[0069] The review is performed by displaying the problem section saved on the learning card and having the learner create an answer to the problem section by guessing, speaking, or writing it down by hand. The created answer is checked to see if it matches the answer saved in the answer section of the learning card. If they do not match, the learner's memory or answering method is corrected, a sensory motor learning method.

[0070] Sensorimotor learning refers to the learning process that primarily focuses on combining the body's senses (feelings) and movements (movements). Sensorimotor learning has several key components. In sensorimotor learning, learners memorize and build motor memory to execute motor patterns. Motor memory contains the neural programs for performing specific motor tasks and refers to the neural programs or information for memorizing and executing bodily movement and movement patterns. Sensorimotor learning also involves the process of receiving feedback (self-evaluation or external information) to correct and improve movements. This feedback allows for the correction of incorrect movements or learning and the reinforcement of appropriate movements or learning.

[0071] The study date can be saved on the study cards, allowing for repeated review based on the Ebbinghaus forgetting curve. Just after a study, when the forgetting rate drops most rapidly on the Ebbinghaus forgetting curve, you can perform an AND search for the study subject and today's date on the study cards to extract only the study cards you just created and display them consecutively for review.

[0072] Furthermore, by entering the desired word string in the search field, you can perform an AND search of the study subject and word string from the study cards. This extracts only the cards related to the search string and displays them consecutively for review. This allows you to review multiple questions related to a specific term or topic all at once, and you can extract and reconfirm vague knowledge using keywords as clues.

[0073] As the appropriate study cards to be reviewed, the learner can select from the option buttons the card groups created today, yesterday, three days ago, one week ago, or two weeks ago, or can specify the date by inputting it into the Date Time Picker Control, which selects a date in a calendar format, and extract and review the specific study card group to be reviewed based on the specified date. In this way, the knowledge understood in the first step 12 can be transferred from short-term memory to medium-term memory and then long-term memory in the second step 14, and can be solidified in the learner's brain.

[0074] You can select study cards based on the review date, review period, and study subject, and review the extracted study card group as many times as you like, returning to the first question and displaying it continuously. You can use the Date Time Picker Control, which lets you select dates using a calendar, to select a past date and specify DATE data, limiting the review period from the specified past date to the current day, and then perform an AND search for "dates after the specified DATE value" and study subject from the "study card creation date" and study subject saved in the study card group to extract all matching study cards and review that group of study cards.

[0075] The learning cards may be rearranged based on the difficulty level of the questions stored on the learning cards and practiced repeatedly, or the learning cards may be rearranged in descending order of the probability of questions being asked based on the probability of questions being asked on the learning cards and practiced repeatedly.Furthermore, in review, questions on the learning cards that could not be answered correctly may be extracted, and only the questions that could not be answered correctly may be practiced repeatedly again.

[0076] The learner can review by selecting a time and automatically displaying the question, answer, and notes sections at any time interval, and the next section of the study card will also be displayed automatically. The order in which the question, answer, and notes sections are opened and closed can also be set arbitrarily for each study card.

[0077] By graphing the elapsed time and saving rate from the saved study date to the review date and creating and visualizing self-forgetting curves for each study method, learners can find out the most efficient study method that suits them.

[0078] In the third step of collecting and storing big data on learning activities, learners' operations in the first and second steps are monitored, and the operation information is sent to an online server to accumulate operation information data from multiple learners, and trends in learning behavior are identified as big data for all learners. Based on the identified trends in learning behavior, improvements to the text content are analyzed. The third step is the most distinctive feature of this invention.

[0079] In the first and second steps, the learner's operations may be monitored, and points may be awarded to each learner according to the number of study hours, number of questions created, number of questions answered, and number of searches, and the accumulated points may be exchanged for special offers, prizes, etc. This is to increase the learner's motivation to study.

[0080] The device may be provided with a learning item list that lists all the learning items that have been taught in class. Studying using the learning item list has the effect of efficiently learning the content that was taught in class that day. The device may also be provided with a textbook learning item list that lists the learning items in the textbook that the student wants to study. For example, if the student is absent or cannot attend class due to circumstances, the textbook learning item list lists the learning items in the textbook that were taught in the missed class. By studying using this textbook learning item list, the student can catch up on the lessons that were missed. This is extremely useful in situations where students may be unable to attend class due to hospitalization due to illness or participation in various competitions.

[0081] 2 is a diagram showing the configuration of an integrated learning system 20. The integrated learning system configuration 20 is made up of an electronic book viewer 22, a search engine 38, a network 40, a generating AI 42, a web browser display unit 44, and a learning card display unit 50.

[0082] The e-book viewer 22 displays each screen of content, etc. on the screen of the content display unit 23. The e-book viewer 22 also includes a content storage unit 24, a directory storage unit 26, a study subject name storage unit 28, a target exam name storage unit 30, a publisher name storage unit 32, a selected character string storage unit 34, an image-to-character string conversion unit 36, an input operation unit 62, and an automatic prompt creation unit 64. The content storage unit 24 stores electronic files of the content of the study items that have been studied. The content is stored as text data or image data. The directory storage unit 26 stores the directory in the PC of the files used when studying each study item. The saved directory is copied to the card when creating the study card, and the source file can be displayed when reviewing the card.

[0083] The electronic book viewer 22 has a function of automatically acquiring a copy of the study subjects stored in the electronic book file when the file is selected from the list of electronic book files and saving it in the software's study subject name saving unit 28. The electronic book viewer 22 has a function of acquiring the "publisher name" stored in the electronic book file together with the study subjects stored in the file when the electronic book file is opened and saving it in the software's publisher name saving unit 32.

[0084] When an e-book file is opened or a page is turned, the e-book viewer 22 has a function to obtain the directory in the PC where the e-content is saved and the page number of the e-book text from the displayed text page, and update and save these in the directory storage unit 26. It also selects a string of characters from the page in the text and saves it in the question section of the study card. Furthermore, when a study card is created by searching the network 40, opening a website, and copying and pasting the string of characters from that website into the answer section, it has a function to save the data saved in the directory storage unit 26 to the study card.

[0085] When studying text, figures, images, or explanatory videos from a browser while viewing the screen of the content display unit 23, the electronic book viewer 22 has the function of creating questions such as doubts in the form of text or audio, sending them along with the study subject to the generation AI 42, and saving the question and the answer returned by the generation AI 42 in a study card.

[0086] The study subject name storage unit 28 selects and stores the subjects to be studied. Here, the subject to be studied is, for example, entered by a person from each country as "Japanese" in their own language. This allows them to search for even unreadable Japanese characters by simply selecting them with a mouse, for example, and open a Japanese dictionary site with explanations in their own language.

[0087] Learning subjects can be set and saved hierarchically. For example, a learning subject set as "Japanese" can have "Sports" as a sub-item, and "Baseball" as a further sub-item. This is the same function as, for example, in "household accounting software," you can set sub-items such as "Vegetables," "Meat," and "Seafood" hierarchically under the "Food Expenses" item.

[0088] If a junior high school student is using it, the main category should be set to "Junior High School" and the specific subjects should be set to "Japanese Language," "Classical Japanese," "Mathematics," "Science," "Social Studies," and "English." Candidates for the Administrative Scrivener Examination should set the main category to "Administrative Scrivener" and the specific subjects should be set to "Constitution," "Civil Law," "Local Autonomy Law," and so on. Of course, if you do not want to set anything, you can leave it blank.

[0089] It is also possible to set even lower-level classifications. For example, you could set "Japanese-English" below "Junior High English." This is similar to setting "Food > Meat > Pork" in a household accounting software, and is a common practice in household accounting software. This allows you to select a Japanese string of characters in an English textbook and display the corresponding English word at the junior high school level. For example, if you select "government" in a sentence with the mouse and press the search button, the search will search for "Junior High English, Japanese-English, Government" as a set, so documents such as the Japanese government's educational guidelines for junior high school English will not be displayed, and the junior high school level translation, "government," will be displayed.

[0090] When the user wishes to change the learning subject, the learning subject name storage unit 28 opens a setting screen, selects the learning subject, and sets or changes the combination of hierarchical learning items.

[0091] Once you have entered and set the study subjects, you can change the settings with just a click of the mouse from next time. For example, if you have finished studying English and want to study math next, open the settings screen, click the junior high school menu, change the subcategory from "English" to "Math," change the combination to "Junior high school math," click the confirm button, and change the settings.

[0092] The target exam name storage unit 30 stores the name of the exam that the learner is studying for. For example, the name of the exam for the Ibaraki Prefectural High School entrance exam, the entrance exam for the YY department of XX University, TOEIC or various qualification exams, or not limited to exams, but also intended research or language learning.

[0093] The publisher name storage unit 32 stores the source of the searched information. The accuracy and authenticity of information is always a concern when it comes to online information. While the information provided by the AI ​​should be accurate, it is also important that it is based on facts and cited from reliable sources. Therefore, the system checks and stores whether external information or reliable sources are referenced. When the generation AI 42 provides an answer, the accuracy of the answer increases if accurate sources are referenced.

[0094] When a learner selects a character string in an electronic document by dragging it with a mouse or the like and clicks the search button, the selected character string is copied and saved in the selected character string saving unit 34. This saved selected character string is paired with the learning subject saved in the learning subject name saving unit 28 and the publisher name saved in the publisher name saving unit 32 and transferred to the search engine 38, and a search is initiated over the network 40, i.e., the Internet. The saved selected character string may be paired with the learning subject saved in the learning subject name saving unit 28 and transferred to the generated AI 42, or may be transferred to a website on the network 40 in which the generated AI 42 is embedded. Hereinafter, the generated AI 42 on the website on the network 40 in which the generated AI 42 is embedded and the directly usable generated AI 42 will be referred to interchangeably as the generated AI 42, since both utilize the generated AI 42.

[0095] The search result display unit 44 displays the search results, which are a set of the saved selected character strings and the learning subjects saved in the learning subject name saving unit 28, on the web browser display unit 44. At the same time, the search results are saved in the search result saving unit 46 provided in the web browser display unit 44. At this time, the URL is saved in the URL saving unit 48 as the information source of the displayed search results. The search results displayed on the web browser display unit 44 can be processed, i.e., modified or additional information can be input, using the input operation unit 62.

[0096] When a learner selects a character image in an electronic document of an image data file by dragging it with a mouse or the like and clicks the search button, the image-character string conversion unit 36 ​​converts the selected character string into editable text data (OCR: Optical Character Recognition) and saves it in the selected character string storage unit 34. The learning subject and character string saved in the learning subject name storage unit 28 are transferred as a set to the search engine 38, and an internet search is initiated.

[0097] OCR can also be used to convert image data or text data, even if the chapter or section titles are displayed as designed image data rather than fonts. Of course, you can also select text within a photo and search the Internet for it.

[0098] The input operation unit 62 is connected to a pen tablet for handwritten input and a microphone for voice input, in addition to the basic input means for operating a computer by manually operating a keyboard and mouse. Pen tablets are broadly divided into two types: pen tablets (tablets) and liquid crystal pen tablets (LCD pen tablets). Pen tablets are connected to a computer, and drawings made on the tablet are reflected on the monitor. On the other hand, liquid crystal tablets are pen tablets with an LCD monitor built in, and drawings are made directly on the monitor, making it possible to draw digital pictures with the same feeling as drawing on paper. Either type of pen tablet is acceptable.

[0099] Handwritten text entered on a pen tablet can be converted into text data. To convert text handwritten on an iPad (registered trademark) using an Apple Pencil (registered trademark), use the note-taking app "Nebo." Handwritten text can also be converted into text data using Microsoft (registered trademark) OneNote (registered trademark).

[0100] Handwritten input can be done by handwriting on a writable medium such as paper with a pencil or ballpoint pen, and then scanned and input. Handwritten input is used to improve memory by writing or to improve writing ability for exams.

[0101] Voice input allows you to enter text into your computer by speaking. For example, voice input uses online speech recognition using the Azure Speech® service. To use voice input, you need an internet connection, a working microphone, and the cursor in a text box. Once you enable voice input, listening begins automatically. Voice input can also be used to practice pronunciation in language learning. Voice output using speakers also provides listening practice.

[0102] The input is entered through the input operation unit 62 and then input to the electronic book viewer or web browser display unit 44 via the automatic prompt creation unit 64 .

[0103] The automatic prompt creation unit 64 allows the learner to register individual information about the learner in advance, including age and proficiency level, selects an appropriate template from multiple example sentences based on the registered content, matches the learner's registered content to the appropriate template, and automatically creates a prompt under the constraints.When the learner enters a question into the e-book viewer 22 and clicks the question button, the prompt and the question can be sent together to the generation AI.The individual information can further include whether the learner is a student or a working adult, and whether they are Japanese or foreign, etc.

[0104] The automatic prompt creation unit 64 is characterized in that it allows the learner to specify the character of the homeroom teacher who will answer the question, that multiple homeroom teachers can be set, that each of the multiple homeroom teachers has specified basic information such as their expertise, personality, and the position from which they are expected to answer, that character images are created for the multiple homeroom teachers, that the learner can specify a homeroom teacher by clicking on the character image of the homeroom teacher, that based on the homeroom teacher's specification, it selects an appropriate standard phrase from multiple example sentences, matches the content registered by the learner to the appropriate standard phrase, and automatically creates a prompt under the constraints, and that when the learner enters a question into the e-book viewer 22 and clicks the ``Ask'' button, the prompt and the question are sent together to the generation AI 42.

[0105] Prompts are an effective way to improve the quality of the answers given by the generation AI 42. By providing conditions, the answers given by the generation AI 42 can be of higher quality. For this reason, the following methods of creating prompts can be used to create effective prompts.

[0106] (1) Give specific instructions as background information. This increases the chances of finding the desired information. For example, by "communicating the purpose," you can specifically explain what you want to solve, such as writing a paper or a speech. By "specifying a role," you can give answers that reflect the role. By "specifying the output format," you can specify the number of characters or the output format, such as three bullet points. You can also give specific instructions such as "specifying the level of the answer," "making it understandable for junior high school students," and "providing a translation in the native language of the answer in easy Japanese so that foreigners can understand."

[0107] (2) Narrow down the conditions as condition information. This makes it easier to get the answer you want.

[0108] (3) Specify the method of expression. Imagine the scene and the person you are speaking to, and include sentences that fit that in the prompt.

[0109] You can also specify the format of the answer, which can improve the quality of the answer by forcing the answer to be provided in a specific format, such as a list answer, a summary answer, a detailed explanation answer, or a comparison answer.

[0110] Learner attributes can also be registered in the automatic prompt creation unit 64. Learner attributes include proficiency level, whether the learner is currently a junior high school student, high school student, university student, or working adult, and whether the learner is Japanese or foreign. Based on the learner's registered information, the system can automatically create prompts and various functions for these constraints by selecting an appropriate template from multiple example sentences. When the learner enters a question into the e-book viewer 22 and clicks the question button, the appropriate prompt and the question are sent to the generation AI 42. If a new prompt format emerges, the software can be updated to add a template.

[0111] This means that learners no longer need to think of and key in the appropriate prompt every time they ask a question, eliminating the AI ​​gap caused by prompt engineering.

[0112] The learner may specify the attributes of the respondent to the generation AI 42. For example, "You are an expert in something," "You are a teacher for second-year junior high school students," etc. Also, the learner may impose a condition on the generation AI 42 that the respondent be a certain character or expert, allowing the AI ​​42 to learn in a conversational format.

[0113] A certain way of thinking or way of thinking can be conditioned on the generation AI 42. For example, there is lateral thinking, advocated by Edward de Bono. The term "lateral thinking" was coined to contrast it with "vertical thinking." Vertical thinking refers to so-called "logical thinking." Vertical thinking involves digging deeper into the topic or problem being addressed through logical development to arrive at a solution. In contrast, lateral thinking is a way of thinking that involves perceiving a problem or situation from different angles to generate new ideas. Seeing things from multiple perspectives leads to intuitive ideas. Learners can enter the condition of lateral thinking into the automatic prompt generator 64 in advance and send it to the generation AI 42 along with their questions, enabling conversational learning.

[0114] Furthermore, Edward de Bono proposed the Six Hats Thinking Method. The Six Hats Thinking Method is a method of thinking about a topic from six perspectives. The six perspectives are objective, intuitive, negative, positive, creative, and holistic, and its greatest feature is that it generates ideas from perspectives that are different from the usual. In the Six Hats Thinking Method, all participants wear hats of the same color and speak about the topic from a perspective that corresponds to the color of their hat. The color of the hat changes every certain period of time, but participants must always speak from the perspective that corresponds to the color of the hat they are wearing. The distinctive feature of the Six Hats Thinking Method is that all participants come up with ideas from the same perspective, based on their own experience and intelligence.

[0115] The six hats are white, red, black, yellow, green, and blue. White represents an objective and neutral perspective. With this color, opinions are expressed using objective facts and figures. The purpose of this color is to collect objective data. No hypotheses or judgments are made; opinions are expressed solely based on data. Red represents a subjective and intuitive perspective. It expresses intuitive thoughts through emotion and subjectivity. The purpose is to uncover problems and possibilities that cannot be identified through theory alone, and negative emotions such as dislike are acceptable. Logical explanations are not necessary, but rather, express specific feelings such as "interesting" or "disappointing" rather than vague ones like "for" or "against."

[0116] Black is a negative / pessimistic viewpoint, and logically presents negative opinions. The purpose of black is to explore potential problems and risks, and logical opinions are required. Yellow is a positive / optimistic viewpoint, and logically presents positive opinions, the opposite of black. Although both are positive opinions, the difference between yellow and red is that they are logical, and the purpose of yellow is to explore the good points, potential, and other advantages of the topic.

[0117] Green represents a creative and innovative perspective, which calls for new options that are not bound by facts and data. Green is the core of the Six Hats method, and the final conclusion is often a refinement of the green opinions. Blue represents a process management, bird's-eye view, and holistic perspective, which requires a bird's-eye view of the overall flow. Finally, it is the role of blue to consolidate and summarize the ideas. When things are not going well, you can put the hat back on blue to organize the discussion and decide what to do next.

[0118] Here is an example of a learning method using the Six Thinking Hats method. First, create a character button for each of the six hat colors. Learners can then create character buttons based on their own ideas for new types of teachers. For example, a teacher who encourages students by praising them, a Spartan teacher who encourages them by scolding them, a passionate teacher, a humorous teacher, a teacher who explains using analogies, a manga fan, a teacher who encourages students to think by asking questions like Socrates, or a humble teacher who honestly answers "I don't know" when there is no basis or evidence.

[0119] A humble teacher who honestly answers "I don't know" when there is no basis or evidence is an important countermeasure against hallucination. Hallucination in Generation AI42 refers to the phenomenon in which Generation AI42 generates plausible lies that are not based on facts. This hallucination is particularly likely to occur in image generation and text generation, so care must be taken to prevent hallucination when using Generation AI42 to generate images or text.

[0120] There are several reasons why hallucination occurs, including when the data provided is incorrect, when the data provided is outdated, or when the AI ​​42 is asked a question it does not understand, causing it to make forced inferences from the learning data and produce a result. In particular, the results derived by the AI ​​42 are merely inferences, and are therefore not necessarily accurate information and are often incorrect.

[0121] Countermeasures against hallucination include fine tuning, prompt engineering, and embedding. Fine tuning is a method of retraining a pre-trained AI model with different data to improve performance in a specific task. Prompt engineering is a method of making it less likely for hallucination to occur at the question level. Embedding is a method of having a generative AI42 learn a specific dataset and create answers based on that data.

[0122] However, fine-tuning and embedding are difficult for learners to perform, requiring them to confirm the content themselves. Therefore, if a learner answers "I don't know," or if they have doubts about an answer, or if they want to look it up further, they can simply select a string of characters in the answer with a mouse or other device and click the search button. The "selected string" and other information, such as "registered study subjects," are sent as a set to a search engine 38, which searches the Internet and displays the search results in the browser. This function is necessary because actually consulting multiple resources requires the time and effort of retrieving a dictionary, opening a browser, and entering spellings and characters word by word. Furthermore, if a learner cannot read kanji, they cannot look it up in a dictionary or type it in. These tedious tasks can be easily accomplished by selecting a string of characters and clicking a button, which encourages them to check the information.

[0123] The answer of the generation AI 42 may be outsourced to another generation AI 42 for verification. There are several generation AIs 42 currently available, including ChatGPT, Being Chat, Bard (PalM), Llama, Claude, Rinna, and Perplexity.AI. There are also many generation AIs 42 currently under development. A "Verify" button may be provided in the answer field displaying the search results in the web browser display unit 44, allowing the answer to be outsourced to another generation AI 42. Furthermore, it may be possible to specify the generation AI 42 to be outsourced to.

[0124] There are many possible specific use cases. For example, first, while the answer text created by the generation AI 42 is displayed, the user selects the string they want to check, or selects the entire text, and clicks the "Verify" button. The automatic prompt creation unit 64 is provided with standard phrases requesting a "verification rate assessment" and a "fact-check of the document content," and a prompt is created by applying the learner's individual information. The created prompt and the answer text created by the generation AI 42 are sent to another generation AI 42. The other generation AI 42 determines the verification rate of the sent answer text, points out any problems with the incorrect parts, corrects the incorrect parts, and returns a correct answer. The assessment result and the problems are then displayed on the web browser display unit 44.

[0125] This allows a separate generation AI 42 to perform "multiple-person verification," a commonly used method to avoid human error, and check whether hallumination may have occurred, including the probability of its occurrence. Additionally, by selecting the problematic text and clicking the "search button," learners can check the relevant website, i.e., the source. After checking the source, learners can correct their answer and send the revised text to another generation AI 42 to request a "verification rate determination" and "document content fact check." Repeating the cycle of question → answer → re-ask → re-answer in this way allows learners to engage in conversational learning, further enhancing their learning effectiveness.

[0126] Repeated question-and-answer exchanges with the generation AI 42 deepen understanding of the learning subject, and also gradually increase the "confirmation rate," which serves as an indicator. Answers with a sufficiently high "confirmation rate" can then be saved to a learning card. Specifically, during interactions with the generation AI 42, select the text of a question deemed important, click the "Copy" button, display the learning card creation screen, and click the "Paste" button next to the question section to paste the selected text into the question section. Next, select the "answer from the generation AI" corresponding to the question in the question section, click the "Verify" button to fact-check it and increase the "confirmation rate." After that, click the "Copy" button and click the "Paste" button next to the answer section on the learning card creation screen to paste it into the answer section, and the learning card is created.

[0127] Starting with a vague question, you can deepen your understanding by repeatedly engaging in question and answer sessions with the generation AI 42, and then reviewing the questions and answers, selecting the key "parts of the exchange," selecting the text, copying and pasting it into the question and answer sections of the learning card, and saving it for review.

[0128] The automatic prompt creation unit 64 can also be used to predict exam questions. First, the type of exam is entered, for example, a midterm exam for the first semester of the second year of junior high school, or an entrance exam for a certain high school. Next, the student selects the subject to study. The individual information registered by the student and the entered content are matched to a standard message requesting a bet by the automatic prompt creation unit 64, and sent to the generation AI 42. The generation AI 42 is then instructed to predict the areas and questions likely to appear in the exam. The generation AI 42 also creates a "question prediction summary table." The question prediction summary table lists the key points and key points that must be kept in mind, the key points and key points that should be noted based on recent trends, and the key points and key points that should be kept in mind if there is time.

[0129] This will provide clues for students who are at a loss as to where to start before the exam, preventing them from giving up on studying altogether, and will also shed light on the assignment from a different perspective for students who are well prepared, providing them with the motivation to further reinforce their studies.

[0130] The learning card display unit 50 has columns in its display area for displaying a question section 52, an answer section 54, and a remarks section 56. The learning card display unit 50 displays the date and learning subject of the day acquired by the date acquisition and storage unit 58, as well as the character strings stored in the selected character string storage unit 34 and the search results from the search engine 38. The character strings are displayed in the question section 52, and the search results from the search engine 38 are displayed in the answer section 54. The displayed date, learning subject, character string, and search results are stored in the learning result storage unit 60.

[0131] Here, the character string displayed in the question section 52 can be sent to the search engine 38 for further searching. Also, a character string can be selected from the text displayed in the answer section 54 and sent to the search engine 38 for further searching.

[0132] In the content to be studied, character strings selected from documents displayed on the electronic book viewer 22 are not limited to words, and searches can be performed in various fields, such as translations of sentences and related information. This is done by entering new keywords into the question section 52 of the study card display section 50 displayed on the electronic book viewer 22 and searching using the search engine 38.

[0133] For example, there are related works by the author of the text, historical background, etc. Furthermore, if an Italian person is learning Japanese using Japanese texts, and becomes interested in Japan, they can search for Japanese tourist spots, famous cherry blossom spots, Japanese cuisine, etc.

[0134] The question section 52 is also used to input questions to the generation AI 42. Questions can be created by the generation AI 42 to answer questions about things the user does not understand or questions about items the user is studying. The answer section 54 displays answers to the questions in the question section 52. The sentences answered by the generation AI 42 are displayed in the answer section 54. The notes section 56 displays related information. For example, the source and page of the content displayed in the answer section 54 can be entered, or related information such as the background and explanation of the answer can be entered. Also, for example, if the question is about an English word, an example sentence using that English word can be entered. The example sentence can be an example sentence that is answered by asking the generation AI 42 to create an example sentence.

[0135] The date acquisition and storage unit 58 can acquire and automatically store the date on which the learner studied.

[0136] The learning result storage unit 60 stores the question section 52, the answer section 54, the remarks section 56 of the learning card display unit 50, and the date stored in the date acquisition and storage unit 58 as a learning card.

[0137] FIG. 3 shows the e-book viewer screen 70. The file set in the file settings is displayed on the display screen of the e-book viewer screen 70. The display screen is operated by clicking the buttons arranged vertically on the right side of the e-book viewer screen 70. The buttons are arranged in the following order from the top of FIG. 3: "Change Subject," "Image Search," "Search," "Preparation," "Question," "Related Questions," "Past Questions," "Create Card," "Copy," and "Exit." "Change Subject" is a button for registering or changing a study subject. "Image Search" is a button for searching for an image string from a displayed image. The image string searched for using the image string is converted into a text string by the image string conversion unit 36.

[0138] "Search" allows users to select a character string in the text displayed on the screen and click a button with a mouse or other device to send the selected character string along with the saved subject and publisher name to a search engine, allowing them to perform a web search on the Internet. "Preparation" allows users to select a character string, such as a title, in the text and click it to send the registered subject and the learner's hobbies and preferences to the generation AI 42, which then creates a list of pre-learning procedures and displays the list in the browser.

[0139] If you encounter a point you don't understand while studying a textbook, performing a standard internet search, or viewing diagrams, photos, or explanatory videos, click the "Question" button with a mouse or other device to open the study card creation screen 78 (see Figure 7). Enter your question in the question field of the study card creation screen 78 and click the "Question" button on the study card creation screen 78. The question text in the question field and the registered study subjects are sent to the generation AI 42, allowing you to ask the AI ​​42 a question. The AI ​​42's answer is displayed in the answer field on the study card creation screen 78. "Question" is not just for asking questions about something you don't understand; it can also be used to query and list, for example, the origin of a word, kanji or foreign words with the same radical or etymology, or English words with the same pronunciation and spelling. Furthermore, when translating Japanese into English (English interpretation), the AI ​​can hear your mistakes and correct them. Furthermore, when translating Japanese into English (English composition), you can request grammatical errors and corrections to ensure correct English. As such, the "Question" button is widely used. The question and the answer from the generation AI 42 can be saved directly to the study card by clicking the "Register" button on the study card creation screen 78.

[0140] "Related Questions" is a button used to ask the generation AI 42 what kind of questions are possible regarding the content being studied. When a character string in the text is selected and this button is clicked, the selected character string, the saved target exam name, and the learning subject are sent to the generation AI 42, and the generation AI 42 creates a related question. The created question is displayed in the question column of the study card creation screen 78. When the student writes an answer in the answer column of the study card creation screen 78 and clicks the judge button on the study card creation screen 78, the created answer is sent to the generation AI 42, which judges whether it is correct or incorrect. If the answer is incorrect, the student can erase the answer column, rewrite the answer, and click the judge button again, and the generation AI 42 will judge the student's answer as many times as necessary. If the answer is correct, the question created by the generation AI 42 and the answer created by the student can be saved in the study card.

[0141] When the answer is known in advance, i.e., when the learner understands the material, they can ask the generation AI 42 what kind of questions are likely to be asked and learn how to set questions in the exam, which is effective as exam preparation. The learner can also think of a question and ask it to the generation AI 42. If the answer differs from the answer the learner expected, they can consider whether the question was asked poorly or their understanding was insufficient. This learning method is extremely effective in building understanding.

[0142] By selecting a text string and clicking the "Past Questions" button, the selected string, along with the saved target exam name and study subjects, is sent to the generation AI 42, which then searches for and lists past questions for the target exam that match the content currently being studied. While past exam numbers may be included in the textbook, for example, if a student is using a national edition textbook from a major publisher and aiming to take the entrance exam for a local high school or university, clicking this button will search for past entrance exam questions from local high schools and universities and display them in a list in the internet browser. Students can select and open any question from the list, copy and paste the question and answer into the question and answer sections of the study card, and copy and paste the question explanation into the notes section, then save it to the study card. This not only clarifies the trends and strategies for entrance exam questions at target schools, but also stimulates students' motivation.

[0143] Clicking "Create Card" will call up the study card creation screen 78. Study texts such as reference books may contain tables summarizing new vocabulary words or columns explaining technical terms. This button allows you to use this information to copy into the question, answer, and remarks sections of a study card.

[0144] Click the "Create Card" button to call up the study card creation screen 78 described below, then select the new word or technical term in the text as a string and click the "Copy" button on the e-book viewer 22. Then, click the "Paste" button next to the question field on the study card creation screen 78, and the selected string in the text will be copied into the question field on the study card creation screen 78. In the same manner, select the corresponding translation or explanatory text in the text as a string, click the "Copy" button on the e-book viewer screen 70, and click the "Paste" button next to the answer field on the study card creation screen 78, and the translation or explanatory text from the text will be copied into the answer field on the study card creation screen 78. In this way, the question and answer sections of the study card can be created from the text description.

[0145] Figure 4 shows the settings screen 72. This screen appears when you click the Change Subject button on the e-book viewer screen 70 shown in Figure 3. On the settings screen 72, first click the "Register Classification" button with a mouse or other device to display the classification registration input screen 74 shown in Figure 5 (described later). Next, enter the study subject text using a keyboard or other device in the text box on the input screen 74 in Figure 5 and click the "OK" button. The entered study subject is then registered in the list under the category on the settings screen 72. Using the same procedure, you can also list the details and register them by clicking the "Register Breakdown" button with a mouse or other device. Furthermore, you can list the details and register them by clicking the "Register Details" button with a mouse or other device. The registered content is reflected in the label next to the study subject settings at the top of the settings screen 72. Check the content and, if correct, click the OK button. After initial input using a keyboard or other device, the entered content remains in the list.

[0146] When changing a study subject, first only the category list is displayed, so select and click the study subject from the category list. This will display the subcategories corresponding to the subject category selected in the category list, i.e., the breakdown list. Select and click on a string of text in the breakdown list to display a list of subitems corresponding to the breakdown. As you click and select in this way, the selections you make will be reflected in the label next to the study subject settings at the top of the settings screen 72, so check the contents and click the confirm button if you are happy with them.

[0147] When setting the publisher, especially when studying from a paper book, enter the name of the publisher that published the content you are studying into the publisher setting field using a keyboard or other means. Then, enter the target exam into the target exam setting field using a keyboard or other means. If the above settings are correct, click the "Done" button with a mouse or other means to complete the setting of the item you are studying. If the content you entered is incorrect, click the "Redo" button and correct the incorrect part.

[0148] Figure 5 shows the classification registration input screen 74. It is used when creating a list in the classification field on the setting screen 72 shown in Figure 4. When you click the classification registration button on the setting screen 72 in Figure 4, it appears, and you can enter the classification as text in the text box field of the classification registration input screen 74 using a keyboard or the like. When you click the "OK" button, it is entered into the classification list field on the setting screen 72. A list can be created by registering classifications multiple times. The input screen 74 is similar for breakdown registration and sub-item registration, and an input screen 74 for breakdown registration and an input screen 74 for sub-item registration are provided, respectively.

[0149] Figure 6 shows the web browser display screen 76. This screen appears when you click the "Search" button on the e-book viewer screen 70 in Figure 3, or when you select a character string in the text on the e-book viewer screen 70 and click the "Search" button. The web browser display screen 76 is a screen that displays the searched web page. You can search for keywords on the Internet by entering keywords in the text box at the top and clicking the "Search" button next to it with a mouse or other device.

[0150] If you want to create a study card from the information displayed on this screen, click the "Create Card" button. This will display the study card creation screen 78 shown in Figure 7, which will be described later. If you want to copy a partial string of text from the currently displayed site, select the text on the site with a mouse or other device and click the "Copy" button. Next, click the "Paste" button next to the display area you want to paste on the study card creation screen 78, and the text on the site will be copied to any display area on the study card. Multiple web pages will be searched, so if you want to view the previous or next web page, you can move between them using the triangular arrows pointing to the left and the triangular arrows pointing to the right.

[0151] When a character string in the text on the e-book viewer screen 70 of Fig. 3 is selected and the "Search" button is clicked to open the web browser display screen 76 of Fig. 6, selecting the character string in the searched web page and clicking the "Create Card" button opens the learning card creation screen 78 described below, and the character string in the text on the e-book viewer screen 70 can be automatically incorporated into the question section of the learning card creation screen 78, and the character string in the web page can be automatically incorporated into the answer section. Also, by selecting an explanatory text in the web page and clicking the "Copy" button, and then clicking the "Paste" button next to the notes section of the learning card creation screen 78, the explanatory text corresponding to the question and answer can be incorporated into the notes section.

[0152] Furthermore, "Search" allows users to search a web page by selecting a string of text on the displayed web page and clicking the "Search" button. The selected string is saved as a character code in the selected string save unit 34, and at the same time, a search command is sent together with the study subject to the search engine 38, which searches for the string via the network 40 using the web browser. The search results are displayed on the display unit of the web browser display screen 76.

[0153] 7 shows the study card creation screen 78. The study card creation screen 78 has a date field and a subject field, and the date is automatically displayed as today's date. The subject field displays the study subjects set on the setting screen 72.

[0154] The study cards are completed with questions, answers, and notes, but the goal is not to create the study cards themselves, but to use the creation of study cards as a means to study. One of the goals is to understand and remember by creating study cards in various ways during the study process. It is desirable for learners to create study cards while exploring ways to gain a deeper understanding and not forget.

[0155] Enter the question in the question field. Enter the answer in the answer field. This is the simplest way to create a study card. However, to gain a deeper understanding and remember, you can click the "Ask" button to ask the question you entered in the question field to the generation AI 42, and copy the answer into the answer field to further deepen your understanding.

[0156] For example, enter the English word "have" in the question field. You can simply enter "have" in the answer field to create a learning card, but if you enter "Please tell me the meaning of have and how to use it in English" in the question field and click the "Ask" button to ask Chat GPT, the generation AI42, the following answer will be returned:

[0157] "Have" is a very common verb in English and is used in a variety of contexts. Below we'll explain some of its main meanings and uses. 1. Possession: I have a car. She has two cats. 2. Expressing experiences and emotions: I have a headache. They have a lot of fun at the party. 3. Meaning of actions or states: He has breakfast every morning. They have a meeting at 2 PM. 4. Usage as an auxiliary verb (sometimes used to form the perfect tense): I have finished my homework. She has already seen that movie. 5. Meaning of necessity or obligation: You have to study for the exam. I have to go to work today. 6. Meanings of past events: They had a great time on their vacation. She had a successful career before retiring. These are some common uses of "have," but it has different meanings in different contexts and needs to be understood in the specific context. Also, keep in mind that it is used differently in negative sentences and questions.

[0158] Learners can copy and paste the necessary parts of the answers provided by Chat GPT into the answer section. Final notes can also be pasted into the notes section. Scroll bars are provided on the right side of the question, answer, and notes sections in Figures 7 and 9, allowing even long text to be pasted.

[0159] Furthermore, in response to the question of why "has" and "had" appear when the question was about "have," if you ask the generation AI, "What is the difference between 'have,' 'has,' and 'had'?", it will answer, along with example sentences, "'Have' is the general present tense and is used with singular or plural subjects. 'Has' is used with the third person singular subject and the general present tense. 'Had' is used in the past tense or past perfect tense to indicate past events or situations." You can create this as a learning card.

[0160] You can use voice input, handwriting input, and keyboard input, so if you use voice input, you can practice your English pronunciation, and if you use handwriting input, you can memorize by writing by hand, and you can also improve your writing skills for exams. Since you are actually writing the answers by hand, it can also be used as exam preparation.

[0161] When studying from a paper book, entering a keyword in the question field and clicking the "Past Questions" button allows the registered study subject and target exam name to be sent as a set to the generation AI, and past questions from the target exam are listed in the browser. "Related Questions" refers to the creation of similar questions, and the generation AI 42 is instructed to create questions, which the generation AI 42 then creates. The learner can think of an answer to the question created by the generation AI 42, enter it in the answer field, and have the generation AI 42 judge whether the answer is correct, what the incorrect parts are, etc. by clicking the "Judge" button. The incorrect parts can be corrected to make the answer correct.

[0162] "Search" is used when you want to search further for the answer displayed in the answer field, by selecting the part of the string you want to search and asking the generation AI a question. The learner selects the part of the string they want to search for and clicks the "Search" button with a mouse or other device.

[0163] "Reset" is when a learner clicks the "Reset" button to leave each input field blank when they want to reset it. When the learner has completed the study card with the correct questions and answers, they click the "Register" button to save the study card to the study result storage unit 60. When the learner clicks the "Register" button, the content of the question section, along with the saved study subject and target exam name, are sent to the generation AI 42, which then determines the difficulty level of the question and the probability of it appearing in the target exam. The study result storage unit 60 (study card database) stores the display content of the study card creation screen, as well as the difficulty level and probability of the question being asked answered by the generation AI, as well as data from the directory storage unit 26 and URL storage unit 48. When the learner has finished creating the study card, they click the "Exit" button to end their study.

[0164] Figure 8 shows the study card review settings screen 80. The study card review settings screen 80 has two options: regular review and comprehensive review, and the learner can select either by clicking the select button. In the review date specification field, the review date is first entered in the date field. The date can be entered using the Date Time PickerControl. Alternatively, the learner can use the buttons in the simple selection field to select "immediately after creation," "today's date," "yesterday's date," "3 days ago," "1 week ago," or "2 weeks ago."

[0165] The reason for limiting it to "two weeks ago" is that it is assumed that cards created more than three weeks ago will be reviewed using the optional Date Time PickerControl. According to "The Complete Guide to Turning Learning into Results," by psychiatrist Shion Kabasawa, "As a rough guide, if you output information three or more times within two weeks of inputting it, it will be more likely to remain in your long-term memory. (The Complete Guide to Turning Learning into Results: Page 25)," and based on this, the simple selection is limited to two weeks ago.

[0166] In the review period specification field, the learner can go back and decide from which date they want to review the study cards. The reference date can be entered using the Date Time Picker Control. The study cards can be sorted, and in the card sort field, the learner can select "None (by creation date)", "by difficulty", or "by appearance". The study cards are sorted by difficulty and appearance using the numerical values ​​of difficulty and probability of question appearance stored in the study result storage unit 60 (study card database) as sort keys.

[0167] The learner can select whether to display "all questions" or "incorrect answers only" by clicking a selection button. The display order can be selected by clicking a selection button, either "question section first" or "answer section first." The learner can select automatic page turning by clicking a selection button from "fast: every 3 seconds," "normal: every 5 seconds," "slow: every 10 seconds," and "none (manual)." In this way, the learner can freely set the range, etc., of their review, allowing for efficient review.

[0168] Figure 9 shows the study card review screen 82. The study card review screen 82 displays the "Recording Date," "Subject," "Question," "Answer," and "Notes" columns of the study card in the order set on the study card review setting screen 80. The study card set on the study card review setting screen 80 is called up on the study card review screen, the recording date column displays the date the study card was created, and the subject column displays the study subject. The question column displays the question for the study card, the answer column displays the answer for the study card, and the note column displays notes for the study card.

[0169] The study card review screen 82 displays the study cards set on the study card review settings screen 80, and displays them in the order selected, whether the question section or answer section is displayed first. The displayed study cards are displayed according to the selection made in the automatic flip field set on the study card review settings screen 80. The buttons below the study card review screen 82 are screen operation buttons. "Pause" is a button for pausing the screen that automatically switches at the specified time interval in the automatic flip field on the study card review settings screen 80. "Auto flip" is a button for changing the setting if you want to change the time interval for automatic flipping set on the study card review settings screen 80 or if you want to stop automatic flipping.

[0170] There are three review methods: test mode, practice mode, and confirmation mode. First, in normal test mode, when the questions are displayed first, nothing is displayed in the answer section. The student looks at the questions, imagines the answer, and outputs the answer by writing it down on paper or speaking it out loud. Next, by clicking the "open / close" button next to the answer section, the answer section will be displayed, allowing the student to confirm whether they remembered the answer. Depending on whether the answer was correct or incorrect, the student clicks the "correct" or "incorrect" button. Once all the cards selected on the study card review settings screen 80 have been judged correct or incorrect, test mode ends and practice mode begins. In practice mode, all cards in the selected card group are displayed again, starting from the first card, regardless of whether the answers were correct or incorrect in test mode.

[0171] In practice mode, no judgement is made on whether the card is correct or incorrect, and you can proceed by clicking the "Next Card" button. In practice mode, you can return to the first card of the selected group of cards and practice as many times as you like. Once you have memorized all the cards in practice mode, click the "Refine" button. This will start review mode, which will display only the cards that you got wrong in test mode. Click the "Next Card" button to display them one by one, and once you have confirmed that you can now get the answers correct, you will have finished reviewing the selected group of cards. In practice mode and review mode, no judgement is made on whether the card is correct or incorrect, so you can easily finish by clicking the "Auto-flip" button and setting the question section, answer section, and notes section to automatically open one after another every few seconds.

[0172] On the right side of the study card review screen 82 are the following buttons: "Source Text," "Source Site," "Question and Answer Reverse Order," "Refine," "Update Date," "Change Content," and "Delete Card." For source text, clicking the "Source Text" button launches an e-book viewer and displays the source text. For "Source Site," clicking the "Source Site" button launches a web browser and displays the source site. For "Question and Answer Reverse Order," if the learner has selected a disclosure order in which the questions are displayed first, clicking the "Question and Answer Reverse Order" button will cause the answers to be displayed first from the next time.

[0173] "Refine" is used when reviewing in Confirmation Mode after review practice in Test Mode and Practice Mode. When the learner clicks the "Refine" button, the display narrows down to only the cards that were answered incorrectly in Test Mode. Once the learner confirms that they can now answer the cards correctly, the review practice ends. "Update Date" is a button that changes the creation date to today's date when a learner comes across a card that they just can't remember, even after reviewing the learning card they created using the spaced repetition method: immediately after creating it, before going to bed, the next day, three days later, one week later, and two weeks later. This returns the card to square one in the spaced repetition schedule, and it is again selected for review using the selection buttons for today, the next day, three days later, one week later, and two weeks later.

[0174] "Change Content" allows learners to change the card's content by rewriting it and clicking the "Change Content" button if they discover an error in the card's content during review or if they discover something that should be changed. Conversely, learners can create new questions from a different perspective and change the content of the questions and answers. "Delete Card" allows learners to delete a learning card they are reviewing by clicking the "Delete Card" button if they decide that the card they are reviewing is no longer necessary. When they have finished reviewing, they click the "Exit" button to end the review.

[0175] The functions possible with the above-mentioned integrated learning system configuration can be summarized as follows, and it has the characteristics to enable effective learning.

[0176] This is an integrated learning system characterized by the following: a question about the selected character string is created by a generation AI 42; the learner creates an answer to the question; the generation AI 42 judges whether the answer is correct; the learner continues to create answers until the answer is judged to be correct; after the generation AI 42 judges that the answer is correct, the generation AI 42 judges the learner's level of understanding and weaknesses from the exchange of answers and incorrect answers with the learner, and creates and presents a new question for the learner to solve next; and the questions, answers, and judgments created by the generation AI 42 can be saved on a learning card.

[0177] In the first step, part or all of the answer text returned by the generation AI 42 is sent to a generation AI from a different system and company, along with a prompt requesting a judgment as to whether it is true and based on facts. The AI ​​judges the credibility and confirmation rate of the content of the answer text created by the generation AI 42, and points out any problematic areas. This is an integrated learning system characterized by the following: the AI ​​judges the confirmation rate, problematic areas, etc., and displays the judgment results on the browser.

[0178] In the first step, a generation AI from a different system and company judges the accuracy rate and problem areas of the content of the answer created by generation AI 42. Based on the judgment of the problem areas, the learner then examines the content of the answer by searching the web, etc., corrects the answer, and has another generation AI judge the accuracy rate and problem areas again.Furthermore, this series of ``correcting and judging the answer'' can be repeated any number of times to gradually increase the target accuracy rate, and answer statements with a higher accuracy rate can be used for homework or report writing, or saved on a study card.This is an integrated learning system characterized by the above.

[0179] Answers can be created by the learner typing on a keyboard, by the learner writing by hand on a medium and then digitizing it with a scanner, by the learner writing on a touch panel, or by the learner inputting by voice. This is an integrated learning system that is characterized by the fact that it is possible to do both of the above, and that learners can create and input their own questions based on the content they have understood.

[0180] This is an integrated learning system that allows learners to ask questions they have created themselves to the generation AI 42, and then compare the answers with the answers they had expected to use to evaluate and judge their own level of understanding.The system also allows learners to save the answers of the generation AI 42 as answers to their own questions.

[0181] This is an integrated learning system characterized by the following: the name of the target exam, the subject to be studied, and a selected string can be sent to the generation AI 42, which searches for related past questions and lists multiple relevant past questions; the learner can select any past question from the listed past questions and display it; and the question text of the displayed past question can be copied and pasted into the question section of the learning card, the answer text of the past question into the answer section, and the explanation text of the past question into the notes section, and then saved.

[0182] This is an integrated learning system characterized by the following: in the first step, the learner can read the text, search the internet, watch explanatory videos, ask questions to the generation AI, create similar questions, and search past questions, and save what they have understood in the form of a learning card; when saving what they have understood in various ways in the form of a learning card, the content of the questions in the created learning card, the name of the target exam, and the learning subject can be sent to the generation AI, which can judge the difficulty of the questions on the created learning card and the probability that they will appear in the target exam, and the returned judgment result can be saved on the learning card together with the creation date; and when the first step is completed, the learner can send the operations they performed during the learning process to the generation AI, and receive feedback and advice on learning methods.

[0183] It is convenient to compile these into a pre-learning procedure table. A pre-learning procedure table is created by selecting a study subject and the study items belonging to that study subject and using the pre-learning procedure. The pre-learning procedure involves specifying a study item and using the internet or a generation AI to create a study method based on an overview of the study item, key points, study method advice and points to note, and standard study time. The pre-learning procedure table has a study method column, and the study item, study method, and standard learning time as a guideline for each study method can be saved in the study method column.

[0184] In the second step, the review is carried out by displaying the problem portion saved on the learning card, and the learner can create the answer to the problem portion by guessing, speaking it out loud, or writing it by hand.The created answer is then confirmed by displaying the answer portion saved on the learning card to see if it matches the answer created by the learner, and if it does not match, the learner's memory or answering method is corrected, which is an integrated learning system characterized by this.

[0185] This is an integrated learning system characterized by the following: learners can review by answering questions saved on a learning card by voice and inputting the answers by voice; review can be done while the question, answer, and notes sections of the learning card are displayed; review can be done by displaying the question section, answer section, and notes section of the learning card, and all of these operations can be performed with the click of a button.

[0186] This is an integrated learning system that allows a learner to select any time and automatically display the question, answer, and notes sections of a learning card in sequence at any time interval, and also allows the learner to continue automatically displaying the sections of the next learning card in sequence, and allows the learner to freely set the opening and closing order of the question, answer, and notes sections for each learning card.

[0187] In the second step, the learning date is saved on the learning card, and it is possible to repeatedly review the learning based on Ebbinghaus's forgetting curve. Immediately after the learning, when the saving rate decreases most rapidly on Ebbinghaus's forgetting curve, an AND search is performed between the learning subject and today's date, or the learning subject and word string, from the group of learning cards, and only the learning cards immediately after creation, or only the learning cards related to word strings, can be extracted and displayed consecutively for review. This is an integrated learning system characterized by the following.

[0188] In the second step, from among the learning cards, the user can select from the option buttons and specify groups of cards created today, yesterday, three days ago, one week ago, or two weeks ago as appropriate learning cards to review based on Ebbinghaus's forgetting curve, or can specify by inputting a date using the Date Time Picker Control, which selects a date in calendar format.This is an integrated learning system characterized by the ability to extract and review specific learning card groups to review based on the specified date.

[0189] In the second step, among the learning cards, the system selects the learning cards based on the review date, review period, and learning subject, and allows the extracted learning card group to be reviewed by returning to the first question and displaying it continuously as many times as desired. This is an integrated learning system.

[0190] In the second step, a past date is selected using a Date Time Picker Control that selects dates using a calendar, specifying DATE-type data, and the period to be reviewed is limited to the specified past date up to today. An AND search is performed between the "study card creation date" and the study subjects stored in the group of study cards, searching for "dates after the specified DATE-type value" and the study subjects to extract all relevant study cards, allowing for a comprehensive review of the group of study cards. The integrated study system is characterized in that the study cards can be sorted based on the difficulty of the questions stored in the study cards for repeated practice, and the study cards can be sorted in descending order of the probability of the questions stored in the study cards being asked for repeated practice.

[0191] This is an integrated learning system that allows you to review by extracting the questions for learning items that you were unable to answer correctly, and then allowing you to practice only the questions that you were unable to answer correctly.

[0192] This is an integrated learning system that is characterized by its ability to create a self-forgetting curve by graphing the elapsed time and saving rate from the saved study date to the review date, and by its ability to create a self-forgetting curve for each study method, making it possible to visualize efficient study methods.

[0193] Review is an integrated learning system that allows users to click the "Source Text" button in a learning card to launch an e-book viewer, display the contents of the directory saved in the learning card, and return to the source page from when the currently displayed learning card was created to check the contents written there.

[0194] Review is an integrated learning system that allows users to click the "Source Site" button on a learning card to launch an internet browser, display the site with the URL saved on the learning card, and return to the source site from when the currently displayed learning card was created to check the contents of the card.

[0195] For learning software, it is extremely important to present learning methods and improve learning effectiveness, but above all, to motivate learners. In a survey of junior and senior high school students, 27% responded that they were not motivated. One way to motivate learners is to use a points system. In the first and second steps, the learner's operations are monitored, and points can be awarded to each learner according to the number of hours of study, the number of questions created, the number of questions answered, and the number of searches. Furthermore, the accumulated points can be exchanged for benefits, prizes, etc.

[0196] In the first and second steps, learners can register any desired study start time in advance, and points can be awarded to each learner if they start studying within a few minutes of the registered study start time and continue studying for a certain period of time.

[0197] Specifically, the user registers the start time of their study on the online server's registration screen and on their smartphone or alarm clock. When the time arrives, the smartphone or alarm clock will notify them. Alternatively, the server will notify the smartphone in a similar manner to an emergency earthquake alert. If the user starts studying within five minutes of the notification and continues for 30 minutes, they will receive "Boin" points. These are known as "study welcome points." Of course, even if the user starts studying before the start time, they will still receive points if they study for 30 minutes. Later, when the learner connects to the online server, the registration time data is compared with the learner's operation data, and if the operation data meets the point-granting conditions, points are issued.

[0198] Normally, simply receiving a reminder to start studying does not motivate learners. This is because they end up thinking of all sorts of excuses not to study and putting it off. And as a result of procrastination, they often end up missing out on studying. However, if they lose the chance to earn points if they don't start studying within a few minutes, they won't have the luxury of hesitating and can no longer procrastinate. If you start studying immediately at the same time every day, you'll naturally develop the habit of studying, and starting to study will no longer be a pain. In other words, with this integrated learning system, anyone can naturally develop a study habit.

[0199] As a way to motivate learners, when specifying the attributes of the respondent to the generating AI, the learner can specify the name of the respondent and have the AI ​​respond using the name of the respondent specified. The name of the respondent can be a specific name of someone who the learner thinks will motivate them to study, such as a celebrity, someone they admire, someone they secretly have a crush on, or someone they like. For example, when studying Japanese, the learner can specify the name of Natsume Soseki and have the AI ​​respond using the name of Natsume Soseki. When studying physics or biology, the learner can have the AI ​​respond using the name of a Nobel Prize winner.

[0200] It is not limited to people, but can also be animals or fish. For example, if you are an animal lover, you can select a panda as the respondent, and it will feel like you are learning with a panda.

[0201] While the answers from the generation AI42 certainly help learners acquire accurate knowledge, they tend to be dry and uninteresting. For this reason, using realistic expressions for the names of people answering can stimulate learners' motivation and increase their willingness to learn.

[0202] Next, an example of a learning method when using the integrated learning system of the present invention will be described with reference to a flowchart.

[0203] Figures 10 and 11 show Flowchart 1. Figure 10 is Flowchart 1-1, and Figure 11 is Flowchart 1-2, which follows on from Flowchart 1-1. When a learner begins studying, they first open the software in step S1-1. Once the software is opened, the e-book viewer 22 is displayed. The first step is preparation. The target exam name is registered or confirmed (step S1-2). Then, the learner decides whether to study using the e-text (step S1-3). If "No," they study using the paper book or review the study cards (step S1-4) and proceed to "1" in Flowchart 2. If "Yes," the learner opens the file in the e-book viewer 22 (step S1-5). The publisher name and study subject are automatically read from the opened file and saved (step S1-6).

[0204] When a file is selected from the list of e-book files (Open File Dialog) in the e-book viewer 22 and opened, the "study subjects (e.g., English for second-year junior high school students)" listed in the e-book file are automatically copied and pasted into the software's study subject storage unit 28. This eliminates the need for the learner to manually enter study subjects or select from registered study subjects every time the learner opens an e-book file, and also eliminates input errors.

[0205] When an electronic book file is opened with an electronic book viewer 22, the "publisher name" written in the electronic book file is copied together with the study subjects written in the file and pasted into a publisher name storage section 32 on the software side.

[0206] As a result, the study subjects stored in the study subject storage unit 28 and the publisher name stored in the publisher name storage unit 32 are paired with the character string selected in the text, entered into the parameters for an internet search, and sent to the search engine 38 by the browser. When the publisher name is included in the search parameters and sent to the search engine 38 for a search, the homepage of the publisher of the e-book is preferentially displayed at the top of the search results. If the page of the publisher that published the e-book is displayed preferentially, the accuracy of the information can be guaranteed due to the credibility of the publisher.

[0207] Next, select the title of the electronic text with the mouse and click the "Preparation" button (step S1-7). This will display the pre-learning procedures, so you can review the pre-learning procedures by looking at the pre-learning procedure table (step S1-8). After reviewing the list, you can study while reading the electronic text (step S1-9). Note that step S1-9 may also include procedures from "9" in flowcharts 3, 4, 5, 6, and 8, which will be described later.

[0208] The pre-learning procedure chart is like a map that allows students to get an overview of what they will be studying before they begin. A list of points organized like pre-trial procedures is created by the generation AI42. In response to the question or ridicule often expressed by junior and senior high school students, "What's the point of studying this?", examples of real-world use are presented in a format that is in line with the students' hobbies and preferences, motivating and motivating them to study. It can also serve as a guide for study time.

[0209] The pre-study organization procedure chart lists important points, correlation diagrams, study advice, and points to note for the selected learning item (e.g., relative pronouns, trigonometric functions, Article 16 of the Constitution, chemical formulas, etc.). Additionally, social phenomena related to this learning item are listed, focusing on those related to the learner's hobbies and preferences. Clicking on the listed titles opens a page with more detailed information. For example, clicking on a relative pronoun displays lyrics from Western music or famous lines from movies that contain the relative pronoun.

[0210] For example, if you select the text string "trigonometric functions" as a learning item and click the "Preparation" button, a list of web pages about the history of the discovery of trigonometric functions, the buildings used in their design, how GPS works, and so on will be displayed. Learners can select a web page of interest and open the site to view more detailed content. Similarly, if you select the text string "Article 16 of the Constitution" and click the "Preparation" button, a list of web pages about legal precedents and important incidents related to Article 16 of the Constitution will be displayed. If you select the text string "chemical formulas" and click the "Preparation" button, a list of web pages about the difficulties involved in discovering the composition of chemical substances and the manufacturing methods of fertilizers and pharmaceuticals will be displayed.

[0211] Learners can improve their learning efficiency by performing pre-learning preparation procedures before studying. The pre-learning preparation procedure is performed by registering a study subject in advance, selecting a text string for a study item belonging to the study subject within the text, and clicking the "Preparation" button on the e-book viewer 22. When a learner selects a text string for a study item within the text and clicks the "Preparation" button, the registered study subject, the learner's hobbies and preferences, and the selected text string are sent to a web page accessible to the generation AI 42 on the Internet, causing the generation AI 42 to create an overview, key points, study method advice and notes, and standard study time for the selected study item. The pre-learning preparation procedure table includes a study method column for recording the study item, study method advice and notes created by the generation AI 42, and standard study time, and is saved in the study method column. Furthermore, a standard learning time is provided as a guideline for each study method.

[0212] 10, the directory of the electronic text is saved in the directory saving unit 26 each time the electronic text is opened or a page is turned. When a learner selects a character string from a page of text displayed in the electronic book viewer 22, searches for it on the Internet, and copies and pastes the displayed information into the answer section, or copies and pastes the character string from a page of text into the answer section to create a study card, the "directory (storage location) within the PC" where the electronic book is saved and the "page number of the electronic book text" are obtained from the directory saving unit 26 and saved in the study card.

[0213] If later, while reviewing a study card, a question arises and the learner wants to go back to the text to check the explanation, all the learner needs to do is click the "Source Text" button on the card they are viewing, which will launch the e-book viewer 22, open the e-book on their PC, and display the relevant page of the text, allowing them to check the content. They can also go back to the original text and recheck any diagrams or photographs in the text that cannot be included on the study card.

[0214] In the next step S1-11, if the user has a question or does not understand something while studying the electronic text, the user decides whether to ask the generation AI 42. If the answer is "Yes," the process proceeds to "Circle 2" in Flowchart 3. If the answer is "No," the user decides whether to further search for words in the text (step S1-12). If the answer is "No," the process ends with simply reading the electronic book. If the answer is "Yes," the process further decides whether the words in the text are character strings (step S1-13). If the answer is "No," that is, if the text is an image character string, the user selects the character string in the image with the mouse (step S1-14).

[0215] Next, moving to FIG. 11, if the answer is "Yes" in step S1-13 (A), the learner selects a character string on the text with the mouse (step S1-15). If the answer is "No" in step S1-13, the process goes through step S1-14 (B), and the learner clicks the image character string conversion button in step S16. This converts the image character string to a character code. The selected character string, i.e., the character string on the text and the character code converted from the image character string, is saved in the selected character string saving unit 34 (step S1-18).

[0216] Next, in step S1-19, it is determined whether to search for the string on the Internet. If the answer is "Yes," proceed to "3" in Flowchart 4. If the answer is "No," it is determined whether to search for past exam questions using the generation AI 42 (S1-20). If the answer is "Yes," proceed to "4" in Flowchart 5. If the answer is "No," it is determined whether to create related questions using the generation AI (step S1-21). If the answer is "Yes," proceed to "5" in Flowchart 6. If the answer is "No," it is determined whether to end (step S1-22). If the answer is "Yes," the learning ends. If the answer is "No," proceed to "6" in Flowchart 7. After this final "NO," the learning card is created by copying and pasting the description in the electronic text without asking the generation AI 42, without searching the Internet, without searching past exam questions, and without creating similar questions.

[0217] Figure 12 shows Flowchart 2. Flowchart 2 is for studying using a paper book or reviewing a study card. The start of Flowchart 2 is "Circle 1," and the flow begins with "Circle 1" in Flowchart 1. First, in step S2-1, the learner opens a study card and determines whether the opened study card is a new one (step S2-2). If "No," proceed to "Circle 8" in Flowchart 9 to review the previously created study card. If "Yes," remove the paper book (step S2-3). Next, the learner opens the study card creation screen (step S2-4). Then, the learner registers or selects and sets the publisher name and study subject (step S2-5). In step S2-6, the learner studies while reading a paper book. This step S2-6 can also come from Flowcharts 4, 5, 6, or 8.

[0218] Next, the learner decides whether to ask the generation AI 42 a question (step S2-7). If "Yes," proceed to "2" in Flowchart 3. If "No," proceed to "2" in Flowchart 3. If "No," proceed to "3" in Flowchart 3. If "No," proceed to "4" in Flowchart 3. If "Yes," proceed to "5" in Flowchart 3. If "No," proceed to "6" in Flowchart 2-2 in Figure 13. If "Yes," proceed to "7" in Flowchart 2-2 in Figure 13. If "Yes," proceed to "8" in Flowchart 2-2 in Figure 13. If "Yes," proceed to "9" in Flowchart 2-2 in Figure 13. If "Yes," proceed to "10" in Flowchart 2-2 in Figure 13. If "Yes," proceed to "11" in Flowchart 2-2 in Figure 13. If "Yes," proceed to "12" in Flowchart 2-2 in Figure 13. If "No," proceed to "13" in Flowchart 2-2 in Figure 13. If "Yes," proceed to "14" in Flowchart 2-2 in Figure 13. If "Yes," proceed to "15" in Flowchart 2-2 in Figure 13. If "Yes," proceed to "16" in Flowchart 2-2 in Figure 13. If "Yes," proceed to "17" in Flowchart 2-2 in Figure 13. If "Yes," proceed to "18" in Flowchart 2-2 in Figure 13. If "Yes," proceed to "19" in Flowchart 2-2 in Figure 13. If "Yes," proceed to "20" in Flowchart 2-2 in Figure 13. If "No," proceed to "21" in Flowchart 2-2 in Figure 13. If "Yes," proceed to "22" in Flowchart 2-2 in Figure 13. If "

[0219] In S2-12 of Figure 13, the learner decides whether to search for past exam questions using the generation AI 42. If "Yes," proceed to "4" in Flowchart 5. If "No," the learner decides whether to create further related questions using the generation AI 42 (step S2-13). If "Yes," proceed to "5" in Flowchart 6. If "No," the learner enters their answer into the answer section of the study card (step S2-14). To enter answers into the answer section, the learner types them on the keyboard while looking at the characters of text on the paper book. This creates a study card, so the learner clicks the study card registration button to register it (step S2-15). After registration, proceed to "7" in Flowchart 8.

[0220] Figure 14 shows Flowchart 3. Flowchart 3 is the flow for asking a question to the generation AI 42. When a learner writes a question to a chat-type generation AI 42 (for example, ChatGPT) and the generation AI responds, when the learner clicks a button, the written question is automatically sorted into the question column of the learning section, and the response from the generation AI 42 is automatically sorted into the answer column of the learning section, and both are recorded on a learning card. This creates a learning card that can be reviewed later.

[0221] In the flow from "Circle 2" in Flowchart 1, in step S3-1, the learner opens the learning card creation screen 78. In step S3-2, including the flow from "Circle 2" in Flowchart 2, the learner enters a question in the question section of the learning card creation screen 78, and the program automatically creates a prompt. The learner then clicks the "Ask" button on the learning card creation screen 78 (step S3-3). This causes the learning subject, the question on the learning card creation screen 78, and the prompt to be sent to the generation AI 42, which then asks the question (step S3-4). In response, the generation AI 42 returns an answer (step S3-5), and the answer from the generation AI 42 is displayed in the answer section (step S3-6). The learner then decides whether or not they are satisfied with the answer from the generation AI 42 (step S3-7).

[0222] If the answer is "No," press the "Reset" button on the learning card creation screen 78 to leave it blank (step S3-8), and proceed to step S3-2. If the answer is "Yes," the learner determines whether to save the answer to the generated AI 42 (step S3-9). If the answer is "No," the learner clears the learning card creation screen 78 (step S3-10). Then, determine whether the learner is studying using a paper book (step S3-11); if the answer is "No," proceed to "Circle 9" in Flowchart 1; if the answer is "Yes," proceed to "Circle 10" in Flowchart 2.

[0223] If the answer is "Yes" in step S3-9, edit the question and answer sections (step S3-12), click the "Register" button on the learning card, and register the learning card (step S3-13). Then, proceed to "7" in flowchart 8.

[0224] FIG. 15 shows Flowchart 4. Flowchart 4 is a flow for searching for words on the Internet. Flowchart 4 is a flow from "Circle 3" in Flowchart 1 and Flowchart 2. First, in step S4-1, the "Search" button is clicked on the e-book viewer 22 (if coming from Flowchart 1) or on the study card creation screen 78 (if coming from Flowchart 2). This sends the publisher name, study subject, and saved character string to the search engine 38 (step S4-2), and a list of search results is displayed on the web browser display screen 76 (step S4-3).

[0225] From the displayed list, the learner selects the site they wish to view with the mouse (step S4-4), and the site is displayed on the web browser display screen 76 (step S4-5). The learner determines whether or not to save the site to their study card (step S4-6). If the answer is "No," the study card creation screen 78 is closed (step S4-7), and it is determined whether or not they are currently studying using a paper book (step S4-8). If the answer is "No," proceed to "Circle 9" in Flowchart 1; if the answer is "Yes," proceed to "Circle 10" in Flowchart 2.

[0226] If the answer is "Yes" in step S4-6, the learner selects a character string on the website with the mouse (step S4-9) and clicks the "Create Card" button on the web browser display screen 76 (step S4-10). This causes the study card creation screen 78 to be displayed, with the character string selected on the text being saved in the question section, the character string selected on the website being saved in the answer section, and the URL of the website being saved in the URL saving unit 48 (step S4-11). The learner then edits the text in the question and answer sections of the study card creation screen 78 (step S4-12) and clicks the "Register" button on the study card (step S4-13) to register the study card. Then, proceed to "7" in flowchart 8.

[0227] When a character string is selected from a page of the e-book text displayed in the e-book viewer 22, searched online, and a study card is created, the URL of the online page from which the information was obtained can be obtained and saved in the study card. If a question arises later while reviewing the study card and you want to return to the online page to check the explanation, you can simply click the "Source Site" button in the study card to launch a browser, open the online page, and check the contents of the page. Diagrams, photographs, pronunciations, and other information that cannot be included in the study card can also be checked by returning to the website.

[0228] 16 shows Flowchart 5. Flowchart 5 is a flowchart for searching past exam questions using generation AI 42. Flowchart 5 is a flow from "Circle 4" in Flowchart 1 and Flowchart 2.

[0229] First, in step S5-1, the learner clicks the "Past Questions" button on the e-book viewer 22 (if flow chart 1 is selected) or on the study card creation screen 78 (if flow chart 2 is selected). The target exam name, study subject, and saved character string are then sent to the generation AI 42 to search for past questions (step S5-2), and a list of past question search results is displayed on the web browser display screen 76 (step S5-3). The learner selects the past question they wish to view from the displayed list with the mouse (step S5-4), and the past question is displayed on the web browser (step S5-5). It is then determined whether the learner wants to save the past question displayed on the web browser display screen 76 to their study card (step S5-6). If "No," the study card creation screen 78 is closed (step S5-7). Next, it is determined whether the learner is studying using a paper book (step S5-8). If "No," proceed to "9" in Flowchart 1; if "Yes," proceed to "10" in Flowchart 2.

[0230] If the answer is "Yes" in step S5-6, the learner clicks the "Create Study Card" button on the web browser display screen 76 to display the study card creation screen 78 (step S5-9). Furthermore, the learner uses the mouse to select the text in the question section of the past exam and clicks the "Copy" button on the web browser display screen 76 (step S5-10), and then clicks the "Paste" button next to the question section of the study card (step S5-11). Furthermore, the learner uses the mouse to select the text in the answer section of the past exam and clicks the "Copy" button on the web browser display screen 76 (step S5-12), and then clicks the "Paste" button next to the answer section of the study card (step S5-13). Similarly, for the explanation of the past exam, the learner can select the text in the explanation of the past exam and click the "Copy" button on the web browser display screen 76 and then click the "Paste" button next to the note section of the study card to import it into the note section of the study card (step S5-14). After that, the learner adjusts the text strings in the question, answer, and remarks sections of the study card, and clicks the registration button for the study card (step S5-15), thereby registering the study card. After the study card has been registered, proceed to "Circle 7" in Flowchart 8.

[0231] 17 shows Flowchart 6. Flowchart 6 is a flow for creating related questions in the generation AI 42, and is a flow from "Circle 5" in Flowchart 1 and Flowchart 2.

[0232] First, in step S6-1, the user clicks the "Related Questions" button on the electronic book viewer 22 (if from Flowchart 1) or on the study card creation screen 78 (if from Flowchart 2). This causes the target exam name, study subject, and saved character string to be sent to the generation AI 42 (step S6-2), and the questions created by the generation AI 42 are displayed in the question section of the study card creation screen 78 (step S6-3).

[0233] Next, the learner enters an answer in the answer section of the learning card creation screen 78 (step S6-4) and clicks the "Judge" button on the learning card (step S6-5). This sends the answer created by the learner to the generation AI 42, which then judges whether the answer is correct or incorrect (step S6-5). The generation AI 42 determines whether the answer is correct (step S6-6). If the answer is "No" (incorrect), the student erases the answer field on the learning card (step S6-7) and proceeds to step S6-4. If the answer is "Yes" (correct), the learner decides whether to save the learning card (step S6-8). If the answer is "Yes," the learner clicks the "Register" button on the learning card creation screen 78 (step S6-9), registers the learning card, and proceeds to "7" in Flowchart 8.

[0234] If the answer is "No," the learner determines whether to continue creating related questions (step S6-10), and if the answer is "No," the learning card creation screen 78 is cleared (step S6-11). At this time, it is determined whether the learner is studying using a paper book (step S6-12). If the answer is "No," proceed to "9" in Flowchart 1, and if the answer is "Yes," proceed to "10" in Flowchart 2. If the answer is "Yes" in S6-10, the learner clicks the "Related Questions" button on the learning card creation screen 78 (step S6-13), and the generation AI analyzes the learner's level of understanding and weaknesses and creates related questions to overcome those weaknesses (step S6-14), and proceeds to "14" in step S6-3 of Flowchart 6.

[0235] Figure 18 shows Flowchart 7. Flowchart 7 is the flow for creating study cards using an electronic text, and is a flow that follows Flowchart 1. This is a method for creating study cards from descriptions such as a summary table of new words in the electronic text and explanation columns of technical terms.

[0236] First, in step S7-1, the learner clicks the "Create Study Card" button on the e-book viewer 22, and the study card creation screen 78 is displayed (step S7-2). The learner determines whether the word in the text is a character string (step S7-3). If "Yes," the learner selects the character string with the mouse (step S7-4). If "No," the learner selects the character string in the image with the mouse (step S7-5) and clicks the image character string search button (step S7-6). The image character string is converted into character code (step S7-7). Next, the learner clicks the "Copy" button on the e-book viewer 22 (step S7-8) and clicks the "Paste" button next to the question section of the study card creation screen 78 (step S7-9). The character string selected from the text is displayed in the question section of the study card. Furthermore, the learner determines whether the word in the text is a character string (step S7-10). If "Yes," the learner selects the character string with the mouse (step S7-14). If the answer is "No," select the character string in the image with the mouse (step S7-11) and click the image character string search button (step S7-12), and the image character string will be converted into character code (step S7-13).

[0237] If the answer is "Yes" in step S7-10, the learner selects a text string with the mouse (step S7-14). Next, the learner clicks the "Copy" button on the electronic book viewer 22 to copy the character code into which the selected string or image string has been converted (step S7-15), and then clicks the "Paste" button next to the answer field on the study card creation screen 78 (step S7-16). This causes the string selected from the text to be displayed in the answer field of the study card, so the learner adjusts the wording of the question and answer fields on the study card creation screen 78 (step S7-17), clicks the "Register" button on the study card creation screen 78 (step S7-18), and registers the study card. Then, proceed to "7" in flowchart 8.

[0238] Figures 19-20 show Flowchart 8. Figure 19 is Flowchart 8-1, and Figure 20 is Flowchart 8-2. Flowchart 8 is a flowchart for investigating the difficulty and probability of questions being asked, and is the flow from "Circle 7" in Flowcharts 2-7.

[0239] Flowchart 8 corresponds to the sorting function for "order of difficulty" or "order of appearance" specified in the card sorting field on the study card review setting screen 80 in Figure 8. After a learner creates a study card, they click the "Register" button, which causes the generation AI 42 to estimate the "probability of that question appearing" in the qualification exam or desired school entrance exam. The answered probability is automatically saved in the study card. As the exam approaches, the learner sorts the study cards using the saved question probability values ​​as a sort key, and displays the study cards in descending order of "probability of appearance." This allows them to review all of the study cards as "order of appearance" for the exam. This allows learners to create "order of appearance" question cards that suit their academic ability using their own textbooks.

[0240] Users can see the "importance of the subject matter in the exam," which motivates them to study. Also, since the content has already been studied, it's easy to review, and if they forget a point, they can click the "Text Source" button on the study card to return to the text and review it. Furthermore, by having the AI42 determine the "difficulty of the question" and "importance in terms of learning," the study cards are displayed in ascending order of difficulty and importance, from easiest to most advanced, allowing users to review in an orderly manner, from basic to applied.

[0241] First, step 8-1 is the flow from "Circle 7" in Flowcharts 2 to 7. The character string in the question section of the created information card, the study subject, and the name of the target exam are sent to generation AI 42, and the generation AI 42 determines the difficulty level and question probability of the created question (step S8-1). The generation AI 42 responds with the difficulty level and question probability of the question (step S8-2), and the descriptions in the question section, answer section, and remarks section on study card creation screen 78, as well as today's date, study subject, the difficulty level and question probability of the question, and the data in directory storage unit 26 and URL storage unit 48 are saved in the study card database (step S8-3). Because the data in directory storage unit 26 and URL storage unit 48 are saved in the study card database, the data in directory storage unit 26 and URL storage unit 48 is erased (step S8-4).

[0242] Next, the learner decides whether to continue studying (step S8-5), and if they answer "Yes," they then decide whether they are studying using a paper book (step S8-6).If they answer "No," they proceed to "9" in Flowchart 1, and if they answer "Yes," they proceed to "10" in Flowchart 2.

[0243] If the answer in step S8-5 is "No" and the student does not continue studying, it is determined whether the student studied using a paper book (step S8-7). If the answer is "Yes," there is no operation data collected during the study, so the student ends the study. If the answer is "No," there is operation data collected during the study, so when the student clicks the "Exit" button on the electronic book viewer 22 (step S8-8), the operation data collected during the study is sent to the generation AI 42 (step S8-9).

[0244] Figure 20 is Flowchart 8-2, which is a continuation of Flow A from Flowchart 8-1 in Figure 19. Since feedback on the learning activity is provided from the generation AI 42 (step S8-10), the learner can refer to the feedback on the learning activity from the generation AI 42 and improve their learning activity.

[0245] 21 to 23 show flowchart 9. Flowchart 9 is a flow for reviewing study cards in second memorizing step 14. FIG. 21 is flowchart 9-1, FIG. 22 is flowchart 9-2, and FIG. 23 is flowchart 9-3.

[0246] Flowchart 9 is the flow from "8" in Flowchart 2. First, in step S9-1, the learner displays the study card review setting screen 80 and decides whether or not this is a general review just before the exam (step S9-2). If "Yes," proceed to "11" in Flowchart 10. If "No," the learner further decides whether or not it is immediately after study (step S9-3). If "Yes," the learner clicks the "Immediately After Creation" button (step S9-4), and performs an AND search of today's date and study subject, or study subject and word string, to extract the relevant group of cards (step S9-5). The effect of performing an AND search of study subject and word string is that it allows the learner to review multiple questions related to a specific term or topic all at once, and to extract and reconfirm vaguely remembered knowledge using keywords as clues.

[0247] If the answer is "No" in step S9-3, the learner selects the creation date to review using the radio buttons or the DateTimePicker Control (step S9-6). The selected date is searched for and the corresponding study cards are extracted (step S9-7). The question section of the study card extracted in steps S9-5 and S9-7 is then displayed (step S9-8). In step S9-8, the learner considers the answer to the question displayed in the question section (step S9-9) and clicks the "Open / Close" button next to the answer section (step S9-10), which displays the answer section (step S9-11). The learner decides whether to check the source text of the question (step S9-12). If the answer is "Yes," the learner clicks the "Source Text" button (step S9-13).

[0248] Here, it is confirmed whether the directory of the text at the time of question creation has been saved (step S9-14). If "No", a message is displayed saying that there is no data (step S9-15), and if "Yes", the electronic book viewer 22 is launched and the source page is displayed (step S9-16).

[0249] Figure 22 shows Flowchart 9-2. This is the flow from A in Figure 21. In both cases where the source text is not checked and where the source page is displayed, the learner decides in step S9-17 whether or not to check the source site of the answer. If "Yes," the learner clicks the "Source Site" button (step S9-18) and checks whether the URL of the site at the time the question was created has been saved (step S9-19). If "Yes," the web browser is launched and the source site is displayed (step S9-20). If "No," the message "No data available" is displayed (step S9-21).

[0250] Next, the learner determines whether they answered the question correctly (step S9-22), as well as if they answered "No" in step S9-17. If they answer "No," the learner clicks the "Incorrect" button (step S9-23), and the incorrect answer is saved on the learning card (step S9-24). If they answer "Yes" in step S9-22, that is, if they answered the question correctly and clicked the "Correct" button (step S9-25), the incorrect answer is saved on the learning card in step S9-24, and the next learning card is displayed (step S9-26). Then, the learner determines whether they have finished the extracted learning card (step S9-27). If they answer "No," proceed to "Circle 12" in Flowchart 9-1.

[0251] Figure 23 shows Flowchart 9-3, which is the flow from B in Flowchart 9-2 in Figure 22. Step S9-27 is the flow from B in Step S9-26, and determines whether the learner wants to recheck only the learning cards for which they got the answer wrong. If the answer is "Yes," the learner clicks the "Refine" button for the incorrect learning card (Step S9-28), and the question section of the incorrect learning card is displayed (Step S9-29). The learner then thinks of an answer (Step S9-30) and clicks the open / close button next to the answer section (Step S9-31), and the answer section is displayed (Step S9-32).

[0252] Here, the learner decides whether to end the review of the learning card for which the answer was incorrect (step S9-33). If the answer is "Yes" in step S9-34 or "No" in step S9-28, the learner decides whether to end the study, and if the answer is "Yes," the learner ends the study. If the answer is "No," the learner proceeds to "Circle 13" in Flowchart 9-1 and changes the group of learning cards to be reviewed.

[0253] Figure 24 shows Flowchart 10. Flowchart 10 is a flowchart for comprehensively reviewing study cards immediately before an exam. Flowchart 10 is the flow from "Circle 11" in Flowchart 9-1. First, in step S10-1, the learner selects the study subjects to be comprehensively reviewed, and clicks the "Comprehensive Review" button on the study card review setting screen 80 in Figure 8 (step S10-2). Next, the learner selects the date on which the study period for comprehensive review begins (step S10-3). The date is selected using the DateTimePicker Control in the review period specification area on the right side of the study card review setting screen 80, and the target period is from a specified date in the past to the present day.

[0254] A comprehensive review can be done, for example, before an exam, by selecting a past date in the DateTimePicker Control and specifying DATE data. Using the "card creation date" and study subject saved in the card group, an AND search is performed for "dates after the specified DATE value" and study subject, extracting all matching information cards and reviewing that group of cards. This allows you to extract only cards for specific study subjects studied during a specific period (from a specified past date to the present) and concentrate on reviewing them before, for example, a midterm, final, or certification exam.

[0255] The study cards for the set study subjects are extracted from the study cards after the first day of the set review target (step S10-4), and the learner decides whether to sort the study cards in order of difficulty (step S10-5). If "Yes," the learner clicks the "Order by Difficulty" button in the "Card Reordering" box on the study card review setting screen 80 in Figure 8 and then clicks the OK button (step S10-6). The extracted study cards are sorted in ascending order using the difficulty level numbers stored on the study cards as sort keys (step S10-7). After sorting, proceed to "12" in Flowchart 9.

[0256] If the answer is "No" in step S10-5, the learner decides whether to rearrange the study cards in "test appearance order" (step S10-8). If the answer is "No," the learner clicks the "None" button in the "Card Reorder" box on the study card review setting screen 80 and then clicks the "OK" button (step S10-9). After that, proceed to "12" in flowchart 9. If the answer is "Yes" in step S10-8, the learner clicks the "Card Reorder" button in the "Card Reorder" box on the study card review setting screen 80 and then clicks the "OK" button (step S10-10). The extracted study cards are then rearranged in descending order using the numerical value of the question probability stored on the study card as the sort key (step S10-11). After that, proceed to "12" in flowchart 9.

[0257] Figure 25 shows Flowchart 11. In Flowchart 6, the related questions are created by the generation AI 42, but in Flowchart 11, the learner creates the related questions themselves and the answers are created by the generation AI 42, and this is the flow from "Circle 6" in Flowchart 1.

[0258] First, in step S11-1, the learner decides whether to create a question (problem) by themselves, and if "No," the question creation ends. If "Yes," the learner enters a question, i.e., a question statement, in the question section of the learning card creation screen 78 (step S11-2) and clicks the "Question" button on the learning card creation screen 78 (step S11-3). The learning subject and the question statement on the learning card creation screen 78 are sent to the generation AI 42, which then asks the question (step S11-4).

[0259] The answer is returned from the generating AI and displayed in the answer section of the learning card creation screen 78 (step S11-5). The learner then determines whether the answer from the generating AI differs from the answer the learner expected (step S11-6). If the answer is "Yes," the answer is different from the answer the learner expected, so the learner checks whether the content the learner understood was correct and corrects it (step S11-7). Next, if the answer is "No" in step S11-6, this means there is no difference and the answer is correct, so the learner determines whether to save the answer from the generating AI 42, including the corrected answer in step S11-7 (step S11-8). If the answer is "No," the learning card creation screen is cleared (step S11-9). If the answer is "Yes," the learner adjusts the text in the question and answer sections and clicks the "Register" button on the learning card (step S11-11) to register the learning card. The process then proceeds to "7" in Flowchart 8, where the difficulty level and probability of the question being asked are determined.

[0260] Next, the learner determines whether or not to create a question (problem sentence) again (step S11-12), and if "Yes," the process returns to step S11-2, whereas if "No," the process ends the question sentence creation.

[0261] Although the embodiments of the present invention have been described above, the present invention includes appropriate modifications that do not impair the objects and advantages thereof, and is not limited to the above-described embodiments. [Explanation of symbols]

[0262] 10 Integrated Learning Methods 12 The first step to understanding 14 Second step to remember 16 The third step in collecting and storing big data on learning activities 20 Integrated Learning System Configuration 22 E-book viewer 23 Content display section 24 Content Storage Unit 26 Directory Storage 28 Subject Name Storage Section 30 Target Test Name Storage Section 32 Publisher Name Preservation Department 34 Selected string storage section 36 Image to string conversion section 38 Search Engine 40 Network 42 Generation AI 44 Web browser display section 46 Search result storage section 48 URL storage section 50 Learning card display section 52 Problem section 54 Answer part 56 Remarks section 58 Date Acquisition and Storage Unit 60 Learning result storage unit 62 Input operation section 64 Automatic prompt creation section 70 E-book viewer screen 72 Settings screen 74 Input screen 76 Web browser display screen 78 Learning card creation screen 80 Study Card Review Settings Screen 82 Study Card Review Screen

Claims

1. an electronic book viewer for displaying the contents of electronic documents selected from the book files of reference books and study books; a content storage unit for storing the content of the electronic document; a directory storage unit for storing a directory of the content; a learning subject storage unit for registering and storing learning subjects to be studied; a target test name storage unit for registering and storing a target test name, which is the name of the test to be taken; a network and generating AI to which the search engine is connected for searching; A learning result storage unit in which a learner creates a question in the form of text or voice, sends it to the generation AI along with the learning subject, and saves the question and the answer returned by the generation AI as a learning card having a question section, an answer section, and a remark section; a learning card display unit that displays the learning card; The learning subject storage unit and the learning unit having a search function and a review function; a date acquisition and storage unit that acquires and stores the date on which the learning unit learned; an automatic prompt creation unit that pre-registers individual information of a learner, including age, proficiency level, and the name of the target test, and automatically creates prompts based on the constraints of the registered information; Equipped with displaying the content of the electronic document selected from the book file of the reference book / study book on the electronic book viewer, storing the content of the electronic document in the content storage unit, storing the directory of the content in the directory storage unit, storing the study subjects in the study subject storage unit, and storing the name of the exam to be taken in the target exam name storage unit; When studying with the electronic book viewer, questions are created in the form of text or audio, and are sent to the generation AI along with the study subject, and the question text and the answer text returned by the generation AI are created as the study card having the question section, the answer section, and the remarks section, and are stored in the study result storage unit; In the first step, displaying the search result on a search result display unit for the learner to understand, and displaying the learning card on the learning card display unit; The computer transmits to the generation AI the individual information of the learner pre-registered in the automatic prompt creation unit, the learning subject selected by the learner, and the learning items belonging to the learning subject, and performs processing to create a pre-learning arrangement procedure table including an overview, main points, and advice and points to note on learning methods for the learning items; The learning card has a question section, an answer section, and a remarks section, and the learner sends the content of the question section, the name of the target exam, and the learning subject to the generation AI, and the computer makes the generation AI judge the difficulty level of the questions on the created learning card and the probability of them appearing in the target exam, and stores the returned judgment result on the learning card together with the creation date. In the second step, A computer displays the problem portion stored in the learning card, the learner creates an answer to the problem portion by speaking or writing it by hand, the computer displays the created answer and the answer stored in the learning card, and the learner reviews while checking whether they match; In the third step, A computer monitors the learner's personal study activities and collects and stores big data on the learner's learning history; An integrated learning system that features:

2. the electronic book viewer has a function of automatically acquiring a copy of the study subjects described in the electronic document and storing the copy in the study subject storage unit when the electronic document is selected and opened from the list of book files; 2. The integrated learning system according to claim 1, wherein:

3. The electronic book viewer has a function of acquiring the "publisher name" stored in the electronic document together with the study subject stored in the file when the electronic document is opened, and storing the name in a publisher name storage unit on the software side; 2. The integrated learning system according to claim 1, wherein:

4. The electronic book viewer has a function of acquiring the directory in the PC in which the content is stored and the page number of the electronic document from the page of the displayed text when the electronic document is opened or a page is turned, and updating and storing the directory in the directory storage unit; The device has a function of selecting a page character string in the text, acquiring it in the question section of the learning card, searching on a network, opening a website, and copying and pasting the character string from the website in the answer section to create the learning card, and then storing the data stored in the directory storage section in the learning card.

2. The integrated learning system according to claim 1, wherein:

5. The electronic book viewer includes a selected character string storage unit that selects character strings of study item names, words, technical terms, case law numbers, and past exam numbers in the electronic document and stores them as selected character strings; a selected image character string conversion unit that selects a character image within an image in the electronic document, converts the selected image character string into editable text data, and stores the selected image character string in the selected character string storage unit; a search engine that searches the registered learning subject, the target exam name, and the selected character string or the selected image character string as a set on the network; a search result display unit that displays search results in a web browser; a search result storage unit that stores the study subject, the selected character string, and the search result; a URL storage unit that stores the URL of the web browser; Equipped with a computer stores a selected character string in the electronic document in the selected character string storage unit, and converts a character image selected in an image in the electronic document into editable text data in the selected image / character string conversion unit and stores the converted data in the selected character string storage unit; The computer searches the registered learning subject, the target test name, and the selected character string or the selected image character string as a set on the network by the search engine, the connected network and the generating AI on the web browser, displays the search results on the search result display unit, and saves the learning subject, the selected character string, and the search results in the search result saving unit, and saves them in the URL saving unit that saves the URL of the web browser; The computer has a function of searching the Internet for a character string selected by the learner from the displayed page of the electronic document, acquiring the URL of the website opened by the search, and updating and saving the URL in the URL saving unit. The learner copies and pastes the character string of the page of character string text selected by the learner from the page of the displayed electronic document into the question section of the learning card, and copies and pastes the character string of the site on the network into the answer section, and the computer has a learning result storage unit that creates and stores a learning card having the question section, the answer section, and the remark section; When the learning card is created, the data stored in the URL storage unit is stored in the learning card.

2. The integrated learning system according to claim 1, wherein:

6. The electronic book viewer has a function of creating questions in the form of text or audio when studying text, figures, images, or explanatory videos from a browser, sending the questions to the generation AI along with the study subject, and saving the questions and the answers returned by the generation AI in the study card; 2. The integrated learning system according to claim 1, wherein:

7. The automatic prompt creation unit pre-registers individual information of the learner, including age and proficiency level, in order to improve the quality of the answer provided by the generation AI, and automatically creates prompts based on the constraints of the registered content; The learner inputs and displays a question on the screen of the e-book viewer, and when the learner clicks a "question button," the prompt and the question are sent together to the generation AI; 2. The integrated learning system according to claim 1, wherein:

8. the automatic prompt generation unit allows the learner to specify a character of a homeroom teacher to respond to; The homeroom teacher can be set to multiple people, The plurality of homeroom teachers are each designated with basic information regarding their expertise, personality, and the position from which they are expected to respond; The plurality of homeroom teachers have created character images; The learner can designate the homeroom teacher by clicking on a character image of the homeroom teacher; selecting an appropriate standard phrase from a plurality of standard phrases that have been created and saved in advance based on the basic information of the homeroom teacher, in response to the designation of the homeroom teacher, and automatically creating a prompt based on the constraints of the basic information of the homeroom teacher; The learner inputs and displays a question on the screen of the e-book viewer, and when the learner clicks a "question button" on the screen of the e-book viewer, the prompt and the question are sent together to the generation AI; 2. The integrated learning system according to claim 1, wherein:

9. In the first step, part or all of the response text returned by the generation AI is sent to the generation AI of a different system or company, along with a prompt requesting a judgment as to whether it is true and based on facts, and the generation AI is made to judge the credibility and confirmation rate of the content of the response text created by the generation AI, and point out problematic areas, and the judgment results of the confirmation rate and problematic areas are displayed on the browser; Furthermore, the learner searches the internet to examine the answer text returned by the generation AI of another company based on the judgment result of the problem areas, explores the learning content, corrects and amends the answer text, and then sends it again to the generation AI of another company, which judges its accuracy rate and problem areas. The learner repeats the above operation any number of times to gradually increase the confirmation rate until the target confirmation rate is reached, and saves the sentence with the increased confirmation rate in the learning card.

2. The integrated learning system according to claim 1, wherein:

10. Creating a question sentence related to the selected character string using the generation AI, The learner creates an answer to the question in the question statement; Determining whether the answer generated by the AI ​​is correct; The learner creates answers until the decision is determined to be correct; After the generation AI determines that the answer is correct, the generation AI determines the learner's level of understanding and weaknesses from the exchange of answers and incorrect answers with the learner, and creates and presents a new problem for the learner to solve next. Furthermore, the questions, answers, and judgments created by the generating AI can be saved in the learning card.

6. The integrated learning system according to claim 5,

11. The creation of the answer is the learner typing on a keyboard; The learner writes by hand on a medium, then digitizes it using a scanner and inputs it; The learner writes and inputs on a touch panel; the learner inputs by voice; Both of the above are possible.

11. The integrated learning system according to claim 10,

12. The learner can create and input questions by himself / herself based on the content he / she has understood.

11. The integrated learning system according to claim 10,

13. The learner asks the generation AI a question about a question he or she has created himself or herself, and the learner evaluates and judges his or her level of understanding by comparing the answer of the generation AI with the answer he or she has assumed; The answer of the generating AI can be saved in the learning card as an answer to the learner's question; 11. The integrated learning system according to claim 10,

14. The target exam name, the study subject, and the selected character string are sent to the generation AI, which searches for related past questions and lists multiple relevant past questions.

11. The integrated learning system according to claim 10,

15. The learner can select and display any past question from the past questions listed, and copy and paste the question text of the displayed past question into the question section of the study card, the answer text of the past question into the answer section, and the explanation text of the past question into the remarks section, and save them.

15. The integrated learning system according to claim 14,

16. In the first step, the user can read the text, search the Internet, watch explanatory videos, ask questions to the AI ​​generator, create similar questions, and search past questions, and save the content they have understood in the form of the learning card. When saving the content understood through various methods in the form of the learning card, the content of the question section of the created learning card, the name of the target exam, and the learning subject can be sent to the generation AI, which can determine the difficulty of the questions on the created learning card and the probability of them appearing in the target exam, and the returned determination result can be saved on the learning card together with the creation date.

2. The integrated learning system according to claim 1, wherein:

17. In the first step, The pre-learning organization procedure involves specifying the learning item and using the network or the generating AI to create a learning method based on an overview of the learning item, key points, advice and points to note on the learning method, a list of links to web pages related to the learning item, and a standard learning time; The pre-learning arrangement procedure table has a learning method column, and the learning items, the learning methods, and the standard learning times that serve as a guide for the learning methods are stored in the learning method column; The pre-learning preparation procedure table has a learning method column, and the learning items, the learning methods, and the standard learning times that serve as a guideline for the learning methods are stored in the learning method column by the network or the generation AI; The pre-learning organization procedure involves the learner adding the learner's hobbies and preferences to the learning items and transmitting them to a web page on the Internet where the generation AI can use them; Searching for practical examples and social phenomena related to the learning items using the network or the generating AI, displaying web pages and documents related to the hobbies and preferences entered by the learner at the top of the search results, and opening detailed pages selected by the learner; When completing the first step, the learner can send the operation details during the learning process to the generation AI and receive feedback and advice on learning methods; 2. The integrated learning system according to claim 1, wherein:

18. In the second step, The review can be performed by displaying the problem portion stored in the learning card and the learner vocalizing or writing down the answer to the problem portion; 2. The integrated learning system according to claim 1, wherein:

19. The review can be performed by the learner answering the questions stored in the learning card by voice and inputting the answers by voice; 20. The integrated learning system of claim 18.

20. The review can be performed while sequentially displaying the question section, the answer section, and the remarks section of the learning card; 20. The integrated learning system of claim 18.

21. The review can be performed by clicking a button to display the question section of the study card, the answer section, and the remarks section.

20. The integrated learning system of claim 18.

22. The learner can select an arbitrary time and automatically display the question section, answer section, and remark section of the learning card in sequence at an arbitrary time interval, and the sequential display of the next section of the learning card can also be automatically continued.

20. The integrated learning system of claim 18.

23. The opening and closing order of the question section, the answer section, and the remarks section can be set arbitrarily for each of the learning cards; 20. The integrated learning system of claim 18.

24. In the second step, the learning date is stored in the learning card, and a review date is set based on Ebbinghaus's forgetting curve, allowing repeated review.

20. The integrated learning system of claim 18.

25. In the second step, immediately after the learning at which the saving rate decreases most rapidly on the Ebbinghaus forgetting curve, an AND search is performed between the learning subject and today's date, or the learning subject and a word string, from the learning cards, and only the learning cards immediately after creation or only the learning cards related to a word string are extracted and can be displayed consecutively for review.

25. The integrated learning system of claim 24.

26. In the second step, from among the learning cards, learning cards created today, yesterday, three days ago, one week ago, or two weeks ago can be selected from the selection buttons as learning cards to be reviewed based on the Ebbinghaus forgetting curve, or a date can be input and designated using a Date Time Picker Control that selects a date in a calendar format, and multiple learning cards to be reviewed can be extracted based on the designated date and reviewed.

25. The integrated learning system of claim 24.

27. In the second step, the learning cards are selected based on the review date, review period, and learning subject, and the extracted learning cards can be displayed repeatedly, returning to the first question, for review.

20. The integrated learning system of claim 18.

28. In the second step, a past date is selected using the Date Time Picker Control, which selects a date using a calendar, and DATE-type data is specified. The period to be reviewed is limited to the specified past date through today. An AND search is then performed between the "study card creation date" stored in the study card and the study subject, with the "date after the specified DATE-type value" and the study subject, to extract all the relevant study cards, and the extracted study cards can be reviewed in their entirety.

20. The integrated learning system of claim 18.

29. The learning cards can be rearranged based on the difficulty level of the questions stored in the learning cards, allowing repeated practice.

20. The integrated learning system of claim 18.

30. The learning cards can be rearranged in descending order of the probability of questions being asked based on the probability of questions being asked of the questions stored on the learning cards, and repeated practice can be performed.

20. The integrated learning system of claim 18.

31. When reviewing, the learning cards that could not be answered correctly can be extracted, and only the questions that could not be answered correctly can be practiced again.

20. The integrated learning system of claim 18.

32. It is possible to create a self-forgetting curve by graphing the elapsed time from the saved study date to the review date and the saving rate. The self-forgetting curve can be created for each learning method, making it possible to visualize efficient learning methods.

20. The integrated learning system of claim 18.

33. For review, by clicking the "Source Text" button in the learning card, the e-book viewer is launched, the contents of the directory saved in the learning card are displayed, and the user can return to the source page at the time of creating the currently displayed learning card and check the contents.

20. The integrated learning system of claim 18.

34. To review, by clicking the "Source Site" button on the learning card, a browser will be launched and the site with the URL saved in the learning card will be displayed, and the user can return to the source site when the learning card was created and check the contents.

20. The integrated learning system of claim 18.

35. In the first step and the second step, the operation contents of the learners are monitored, and points that can be exchanged for benefits, prizes, etc. are given to each learner according to the number of study hours, the number of questions created, the number of questions answered, and the number of searches; 2. The integrated learning system according to claim 1, wherein:

36. In the first step and the second step, the learner can register an arbitrary study start time in advance, and if the learner starts studying within a few minutes of the registered study start time and continues studying for a certain period of time, points can be awarded to the learner.

2. The integrated learning system according to claim 1, wherein:

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