Program, slide analysis device, and slide analysis method

Abstract

Conventionally, there has been no support for the step of checking the content of slides. [Solution] The step of checking the contents of slides can be assisted by a slide analysis device 1 that includes a textbook management unit 111 in which textbook information, which is information based on textbooks, is stored, a slide management unit 112 in which a slide set, which is a set of two or more slides, an analysis unit 132 that analyzes the slide set based on the textbook information and obtains the analysis results, and an analysis output unit 141 that outputs the analysis results analyzed by the analysis unit 132.

Description

Technical Field

[0001] The present invention relates to a program that analyzes a set of slides and outputs an analysis result.

Background Art

[0002] Conventionally, there has been a technique for generating slides based on papers (see Non-Patent Document 1). Also, conventionally, by using a digital device in a lecture, there has been an information processing apparatus that can analyze operation log data regarding how a student is progressing in reading lecture materials, how much time the student is spending viewing the lecture materials, etc., and can effectively utilize the data (see Patent Document 1).

Prior Art Documents

Patent Documents

[0003]

Patent Document 1

Non-Patent Documents

[0004]

Non-Patent Document 1

Summary of the Invention

Problems to be Solved by the Invention

[0005] However, in the prior art, it has not been possible to assist the step of checking the content of slides. [Means for solving the problem]

[0006] The slide analysis device of this first invention comprises a textbook management unit that stores textbook information, which is information based on a textbook; a slide management unit that stores a slide set, which is a collection of two or more slides; an analysis unit that analyzes the slide set based on the textbook information and obtains analysis results; and an analysis output unit that outputs the analysis results obtained by the analysis unit.

[0007] This configuration can support the step of checking the content of the slides.

[0008] Furthermore, the slide analysis device of the second invention, compared to the first invention, has a term hierarchy structure in which textbook information has two or more terms and one or more relation identifiers that identify the conceptual relationship between the two or more terms, and the analysis unit comprises a term set acquisition means that acquires a term set of two or more terms from each of the two or more slides in the slide set, and an explanation degree analysis means that acquires relation identifiers of two or more terms constituting the term set from the term hierarchy structure, and uses the term set and the relation identifiers of two or more terms to acquire an analysis result regarding the explanation degree of two or more terms.

[0009] This configuration allows for the step of checking the content of slides by analyzing them based on textbook information.

[0010] Furthermore, the slide analysis apparatus of this third invention, compared to the second invention, has one or more relation identifiers including "part-of", "use-for", or "same-as", and the term hierarchy structure has one superordinate term and two or more subordinate terms corresponding to the relation identifier "part-of", or one superordinate term and one or more subordinate terms corresponding to the relation identifier "use-for", or two or more terms corresponding to the relation identifier "same-as", and the explanatory degree analysis means determines whether one superordinate term corresponding to "part-of" exists in the term set and whether all of the two or more subordinate terms corresponding to "part-of" exist, and if one or more of the two or more subordinate terms do not exist This slide analyzer performs a part-of test, which obtains an analysis result warning of the addition of a non-existent subordinate term if no such subordinate term exists. Alternatively, it performs a use-for test, which obtains the number or percentage of existing subordinate terms corresponding to "use-for" if there is one superordinate term corresponding to "use-for" in the term set, and if the number or percentage is small enough to satisfy the warning condition, it obtains an analysis result warning of the addition of a non-existent subordinate term. Finally, it performs a same-as test, which determines whether one or more terms corresponding to the relation identifier "same-as" exist in the term set, and if no such terms exist, it obtains an analysis result warning of the addition of one or more terms from the two or more terms.

[0011] This configuration allows us to obtain analysis results regarding the degree of explanation in the slides, based on textbook information.

[0012] Furthermore, the slide analysis device of the fourth invention, compared to the first invention, has textbook information comprising two or more terms and explanation order information that specifies the explanation order of the two or more terms, and the analysis unit comprises a term set acquisition means for acquiring a term set of two or more terms whose appearance order on the slide can be specified from each of the two or more slides in the slide set, and an explanation order analysis means for acquiring an analysis result regarding the explanation order of the two or more terms in the term set using the term set and the explanation order information.

[0013] This configuration allows us to obtain analysis results regarding the order of explanation on the slides based on textbook information.

[0014] Furthermore, the slide analysis device of the fifth invention, compared to the fourth invention, includes one or more relation identifiers, including "is-a-kind-of", and two or more subordinate terms associated with "is-a-kind-of" are associated with an order flag that identifies either "orderly" or "not orderly". The explanation order analysis means uses the explanation order information to determine whether there is one higher-level term associated with "is-a-kind-of" in the term set, and whether two or more subordinate terms associated with "is-a-kind-of" that are associated with the order flag "orderly" exist in a term set where the order of appearance can be identified according to the order of the two or more subordinate terms. If they do not exist, the slide analysis device obtains an analysis result that warns of a change in order.

[0015] This configuration allows us to obtain analysis results regarding the order of explanation on the slides based on textbook information.

[0016] Furthermore, the slide analysis device of the sixth invention, in contrast to the first invention, is an ordered term system in which textbook information has a term hierarchy structure having two or more terms and one or more relation identifiers that identify the conceptual relationship between the two or more terms, and explanation order information that identifies the explanation order of the two or more terms, and the analysis unit is a slide analysis device comprising: a term set acquisition means that acquires a term set of two or more terms whose order of appearance in the slide can be identified from each of the two or more slides in the slide set; an explanation degree analysis means that acquires relation identifiers of two or more terms constituting the term set from the term hierarchy structure and uses the term set and the relation identifiers of the two or more terms to acquire an analysis result regarding the degree of explanation for the two or more terms; and an explanation order analysis means that uses the term set and the explanation order information to acquire an analysis result regarding the explanation order of the two or more terms in the term set.

[0017] This configuration allows us to obtain analysis results regarding the degree of explanation and the order of explanation in the slides, based on textbook information.

[0018] Furthermore, the slide analysis device of the seventh invention, compared to the first invention, has a term set acquisition means in the analysis unit that acquires a term set of two or more terms from each of the two or more slides in the slide set, and the analysis unit uses the term hierarchy structure of the textbook information to determine if multiple terms among the two or more terms associated with the relation identifier "same-as" exist in the term set, and acquires an analysis result of "variation in notation", or it acquires two or more terms written in numbered paragraphs from the slide set, uses the explanation order information of the textbook information to determine whether the explanation order of the terms differs from the order of the numbers corresponding to each of the two or more terms, and if it differs, it acquires an analysis result of "inappropriate bulleted list notation", or it uses the explanation order information of the textbook information to determine if terms without an explanation order are written in numbered paragraphs in the slide set, and acquires an analysis result of "inappropriate bulleted list notation", or it detects the indentation information of the slides in the slide set, and two or more terms existing at the same hierarchical level in the indentation information This slide analysis device performs the following: a parallel relationship check that, if it is determined using the terminology hierarchy structure of the textbook information that the terms are not in a parallel relationship, obtains an analysis result that indicates an inappropriate parallel relationship; a hierarchical relationship check that detects the indentation information of the slides in the slide set, obtains two or more terms that are in a hierarchical relationship in the indentation information, and if it is determined that the hierarchical relationship of the two or more terms does not match the hierarchical relationship of two or more terms in the terminology hierarchy structure of the textbook information, obtains an analysis result that indicates an inappropriate hierarchical relationship; a comprehensiveness check that, if it is determined that there is one or more subordinate terms of the terms in the slide set that do not appear in the slide set, obtains an analysis result that indicates the subordinate terms are not comprehensive; and a conformity check that, if it is determined that the first chapter identification information of the terms that appear in the slides in the slide set is obtained and corresponds to the first chapter identification information of the terms, obtains the second chapter identification information of the terms from the chapter identification information of the textbook information, and if "first chapter identification information < second chapter identification information", obtains an analysis result that indicates the learning order is non-conforment.

[0019] With such a configuration, based on textbook information, the content of the slide can be appropriately checked.

[0020] In addition, the slide analysis device of the eighth invention of the present invention, with respect to the first invention, the analysis unit acquires the amount of text of a part or the entire text of the slides included in the slide set, and when the amount of text is equal to or more than a threshold value, it performs a text amount inspection to obtain an analysis result indicating that the amount of text is inappropriate.

[0021] With such a configuration, it is possible to assist in making the amount of text of the slide an appropriate amount of text.

[0022] In addition, the slide analysis device of the ninth invention of the present invention, with respect to the first invention, the analysis unit acquires two or more sentences from each slide included in the slide set, acquires the end expression identifiers of the two or more sentences, and when the end expression identifier for a sentence other than a sentence ending in a noun form is different from a pre-specified end expression identifier, or when there are two or more end expression identifiers for a sentence other than a sentence ending in a noun form, it performs an end expression inspection to obtain an analysis result indicating that there is a disorder in the end expression.

[0023] With such a configuration, it is possible to detect a disorder in the end expression of the slide.

[0024] In addition, the slide analysis device of the tenth invention of the present invention, with respect to any one of the first to eighth inventions, further includes a candidate acquisition unit that acquires two or more correction candidates for a single slide based on the analysis result acquired by the analysis unit, and a candidate output unit that outputs the two or more correction candidates. The analysis result is a slide analysis device that includes information regarding the editing candidates of the slide.

[0025] With such a configuration, it is possible to present two or more correction candidates for the slide.

[0026] Furthermore, the slide analysis apparatus of the eleventh invention is a slide analysis apparatus that further comprises a modification unit that modifies the slide set based on the analysis results obtained by the analysis unit, in addition to any one of the first to tenth inventions.

[0027] This configuration allows for easy modification of slides. [Effects of the Invention]

[0028] The slide analysis device according to the present invention can assist in the step of checking the content of slides. [Brief explanation of the drawing]

[0029] [Figure 1] Block diagram of slide analyzer 1 in Embodiment 1 [Figure 2] This diagram illustrates an example of the analysis process in the analysis unit 13. [Figure 3] This diagram illustrates an example of the analysis process in the analysis unit 13. [Figure 4] A flowchart illustrating an example of the operation of the slide analysis device 1. [Figure 5] A flowchart illustrating an example of the process for obtaining a set of terms is provided. [Figure 6] A flowchart illustrating an example of the same pair of tests. [Figure 7] A flowchart illustrating an example of the same use-for test. [Figure 8] A flowchart illustrating an example of the same-as test. [Figure 9] A flowchart illustrating an example of the same is-a-kind-of test. [Figure 10] A flowchart explaining an example of a similar spelling variation test. [Figure 11] A flowchart illustrating an example of the same bullet-point check. [Figure 12] A flowchart illustrating an example of a parallel relationship test. [Figure 13] A flowchart illustrating an example of a hierarchical relationship test. [Figure 14] A flowchart illustrating an example of a comprehensive test. [Figure 15] A flowchart illustrating an example of a conformance test. [Figure 16] A flowchart illustrating an example of the same text volume test. [Figure 17] A flowchart illustrating an example of a sentence-ending expression test. [Figure 18] A flowchart illustrating an example of the automated correction process. [Figure 19] A flowchart illustrating an example of the candidate acquisition process. [Figure 20] A flowchart illustrating an example of the same evaluation process. [Figure 21] A diagram showing an example of a hierarchical structure of the same terminology. [Figure 22] A diagram showing an example of a hierarchical management table for the same terminology. [Figure 23] A diagram showing an example of a hierarchical structure of the same terminology. [Figure 24] A diagram showing examples of terms related by the same relation identifier. [Figure 25] Figure showing an example of the same screen. [Figure 26] Figure showing an example of the same screen. [Figure 27] Block diagram of the computer system [Modes for carrying out the invention]

[0030] The following describes embodiments of the slide analysis apparatus and the like with reference to the drawings. Note that components denoted by the same reference numerals in the embodiments perform similar operations, and therefore, further explanation may be omitted.

[0031] (Embodiment 1) In this embodiment, a slide analysis device that analyzes a set of slides based on textbook information and outputs the analysis results will be described. The analysis of the set of slides may include, for example, an analysis of the degree of explanation or an analysis of the order of explanation. The analysis of the set of slides may include, for example, an analysis of "variation in notation," "appropriateness of the notation method of bullet points," "appropriateness of the parallel relationship of terms," ​​"clarity of hierarchical relationships of terms," ​​"comprehensibility of sub-concepts of terms," ​​and "conformity to the learning order." The analysis of the set of slides may also include, for example, an analysis of the appropriate amount of text in the slides.

[0032] Furthermore, in this embodiment, a slide analysis device that outputs slide editing candidates will be described.

[0033] Furthermore, in this embodiment, a slide analysis device that automatically corrects slides will be described.

[0034] In this specification, information X being associated with information Y means that information Y can be obtained from information X, or information X can be obtained from information Y, and the method of association is irrelevant. Information X and information Y may be linked, may reside in the same buffer, may information X be contained in information Y, or information Y may be contained in information X, and so on.

[0035] Furthermore, in this specification, selecting or determining information Z means obtaining information Z, obtaining a pointer to information Z, obtaining the ID of information Z, setting a flag on information Z, etc., and it is sufficient to be able to access information Z.

[0036] Figure 1 is a block diagram of the slide analysis device 1 in this embodiment. The slide analysis device 1 is a device that analyzes a set of slides. The slide analysis device 1 is, for example, a terminal, but it may also be a server. If the slide analysis device 1 is a terminal, it may be, for example, a personal computer, smartphone, or tablet terminal, but the type is not limited. If the slide analysis device 1 is a server, it may be, for example, a cloud server or ASP server, but the type is not limited.

[0037] The slide analysis device 1 comprises a storage unit 11, a reception unit 12, a processing unit 13, and an output unit 14. The storage unit 11 comprises a textbook management unit 111 and a slide management unit 112. The processing unit 13 comprises a generation unit 131, an analysis unit 132, a candidate acquisition unit 133, a correction unit 134, and an evaluation unit 135. The analysis unit 132 comprises a term set acquisition means 1321, a degree of explanation analysis means 1322, and an explanation order analysis means 1323. The output unit 14 comprises an analysis output unit 141, a correction output unit 142, a candidate output unit 143, and an evaluation output unit 144.

[0038] The storage unit 11 stores various types of information. These types of information include, for example, textbook information, slide sets, and textbooks, which will be described later.

[0039] A textbook, in this context, refers to a textbook used in a lecture. A lecture can be broadly defined as an explanation or commentary. A textbook is the source material for a lecture. Here, "textbook" is not limited to commercially sold textbooks. A textbook can also be a reference book, curriculum guideline, or academic paper; the definition is broad.

[0040] The textbook management unit 111 stores textbook information. Textbook information is information based on textbooks. Textbook information has, for example, a hierarchical terminology structure. Textbook information has, for example, explanation order information. Textbook information has, for example, chapter identification information. Textbook information is, for example, an ordered terminology system. An ordered terminology system has a hierarchical terminology structure and explanation order information.

[0041] A terminology hierarchy is information that includes one or more relation identifiers that identify the conceptual relationships between two or more terms. A terminology hierarchy typically contains two or more terms. A term is usually a single word, but may contain two or more words. In other words, a term may include a phrase. The terms used here are those that appear in textbooks.

[0042] Relational identifiers include, for example, "is-a", "part-of", "use-for", "same-as", "is-a-kind-of", "refer-to", and "is-an-example-of".

[0043] "is-a" indicates the relationship between a term representing a lower-level concept and a term representing a higher-level concept. An example of an "is-a" relationship is "'quicksort' is a 'sorting large data'."

[0044] "Part-of" refers to the relationship between a term that represents the whole and a term that represents a part of it. An example of a "part-of" relationship is "'bucket' part-of 'bucket sort'".

[0045] "Use-for" is a conceptual relationship within a whole-part relationship that expresses the purpose of use. Examples of "use-for" include "queue use-for job management" and "queue use-for message handler." This is because "queue" is used for "job management" in printers and "message handlers" in window systems.

[0046] "Same-as" refers to a relationship between two or more terms that have the same meaning. Here, "same-as" means that they can be used interchangeably and have the same meaning. An example of a "same-as" relationship is "'queue' same-as 'waiting line'," because "queue" is also called "waiting line." Note that even if the meanings are strictly different, if they are used interchangeably in the textbook used for construction, they are considered to have a same-as relationship.

[0047] "is-a-kind-of" is a conceptual relationship that expresses type within a hierarchical relationship. Here, "type" refers to a group of concepts classified according to common properties. Examples of "is-a-kind-of" relationships are "'stack' is-a-kind-of 'data structure'" and "'queue' is-a-kind-of 'data structure'".

[0048] "Refer-to" is a conceptual relationship that represents the source and destination of a reference. For example, if the concept of "arrays," which appears in Chapter 4 of a textbook, has already been explained in Chapter 3, then the relationship "arrays (Chapter 4) refer-to arrays (Chapter 3)" holds true.

[0049] "is-an-example-of" is a conceptual relationship that represents an example within a hierarchical relationship. Here, an example is a concept that is replaced by another thing with the same properties. For example, since "a one-way tunnel" and "an order slip holder" are things that have the properties of a queue, the following relationships hold true: "'Tunnel' is-an-example-of 'Queue'" and "'Order slip holder' is-an-example-of 'Queue'".

[0050] Explanation order information is information that identifies the explanation order of two or more terms. Explanation order information typically contains two or more terms. For example, explanation order information is a set of terms arranged in the order of their explanation. For example, explanation order information is information that has an order identifier (e.g., a number indicating the order) associated with each of the two or more terms. Note that explanation order information only needs to identify the explanation order of two or more terms; its data structure is not specified.

[0051] In the description order information, for example, there may be order flags for two or more terms. An order flag indicates whether or not the two or more subordinate terms have an order. The order flag can take the form of "ordered" or "not ordered". For example, two or more subordinate terms associated with the relation identifier "is-a-kind-of" may have an order flag associated with them.

[0052] An ordered terminology system is information that has a hierarchical terminology structure and explanatory order information. In other words, the explanatory order information may be embedded within the hierarchical terminology structure.

[0053] In the terminology hierarchy and the explanation order information, it is preferable that either or both of the pieces of information contain two or more terms.

[0054] The slide management unit 112 stores a slide set, which is a collection of two or more slides. Each of the two or more slides in the slide set is associated with chapter identification information. The slide set in the slide management unit 112 is preferably a slide set generated by the generation unit 131, but it may also be a slide set created manually.

[0055] Chapter-specific information refers to information that allows for the identification of the chapter in which a term appears in a textbook. Chapter-specific information is, for example, a chapter identifier associated with a term. A chapter identifier is information that identifies a chapter. Examples of chapter identifiers are "1" and "Chapter 1". Chapter-specific information is, for example, one or more terms that are paired with two or more chapter identifiers. It is preferable that each of the two or more terms in the term hierarchy structure or explanation order information is associated with chapter-specific information.

[0056] The reception unit 12 receives various instructions and information. These instructions and information include, for example, analysis instructions. An analysis instruction is an instruction to analyze a set of slides. Here, reception refers to the reception of information entered from input devices such as keyboards, mice, and touch panels, but it may also be a concept that includes the reception of information transmitted via wired or wireless communication lines, and the reception of information read from recording media such as optical discs, magnetic discs, and semiconductor memory.

[0057] The means of inputting various instructions and information can be anything, such as a touch panel, keyboard, mouse, or menu screen.

[0058] The processing unit 13 performs various processes. These processes include, for example, those performed by the generation unit 131, the analysis unit 132, the candidate acquisition unit 133, or the modification unit 134.

[0059] The generation unit 131 generates a set of slides explaining the textbook based on the textbook itself. The generation unit 131 can be implemented using known technology such as Non-Patent Document 1. Since the generation unit 131 is based on known technology, a detailed explanation will be omitted.

[0060] The analysis unit 132 analyzes the slide set based on textbook information and obtains analysis results. The analysis unit 132 performs analyses such as "inconsistency in notation," "bullet point analysis," "parallel relationship analysis," "hierarchical relationship analysis," "comprehensiveness analysis," "conformity analysis," "text length analysis," and "sentence-ending expression analysis." (1) Inspection for inconsistencies in spelling

[0061] The analysis unit 132 retrieves two or more terms that correspond to the terminology hierarchy identifier "same-as" in the textbook information. Next, if the analysis unit 132 determines that multiple of these two or more terms exist in the slide set, it retrieves an analysis result that identifies these multiple terms as variations in spelling.

[0062] Furthermore, if multiple terms exist within a single sentence in the slide set, it is preferable for the analysis unit 132 not to treat those multiple terms as variations in spelling. An example of a sentence containing multiple terms is "bubble sort". (2) Bullet point check

[0063] The analysis unit 132 extracts two or more terms that are written in numbered paragraphs from the slide set. The analysis unit 132 determines whether the order in which the terms are explained, as indicated by the explanation order information contained in the textbook information, differs from the order in which the numbers corresponding to each of the two or more terms differ. If they differ, it obtains an analysis result indicating that the bulleted list is inappropriate. The analysis unit 132 uses the explanation order information contained in the textbook information to determine that if terms that do not have an explanation order are written in numbered paragraphs within the slide set, it obtains the analysis result that the bullet points are inappropriate. (3) Parallel relationship check

[0064] The analysis unit 132 detects indentation information from each slide in the slide set. Next, the analysis unit 132 obtains two or more terms that exist at the same hierarchical level in the indentation information. Then, using the terminology hierarchy structure of the textbook information, if the analysis unit 132 determines that the two or more terms are not in a parallel relationship in the terminology hierarchy structure, it obtains an analysis result that indicates the two or more terms are in an inappropriate parallel relationship. (4) Test of superior-subordinate relationships

[0065] The analysis unit 132 detects the indentation information of the slides in the slide set. Next, the analysis unit 132 obtains two or more terms that are in a hierarchical relationship based on the indentation information. If the analysis unit 132 determines that the hierarchical relationship of these two or more terms does not match the hierarchical relationship of the same two or more terms in the terminology hierarchy, it obtains an analysis result indicating that the hierarchical relationship is inappropriate. (5) Comprehensive examination

[0066] The analysis unit 132 retrieves the terms contained in the slide set and retrieves one or more subordinate terms of those terms by referring to the term hierarchy structure. Next, the analysis unit 132 determines whether or not those one or more subordinate terms appear in the slide set. If the analysis unit 132 determines that there are subordinate terms among those one or more that do not appear in the slide set, it obtains an analysis result indicating that the subordinate terms are not comprehensive. (6) Compliance testing

[0067] The analysis unit 132 obtains the first chapter-specific information for terms appearing in the slides of the slide set, and acquires the first chapter-specific information corresponding to the slide. The analysis unit 132 also obtains the second chapter-specific information for the term from the chapter-specific information of the textbook. If "first chapter-specific information > second chapter-specific information", the analysis unit 132 obtains an analysis result indicating that the learning order is non-compliant. In other words, the analysis unit 132 obtains an analysis result indicating non-compliant for slide sets in which terms appear in chapters prior to the chapters in the textbook. (7) Text length test

[0068] The analysis unit 132 obtains the amount of text from part or all of the slides in the slide set, and if the amount of text is above or above a threshold, it obtains an analysis result indicating that the amount of text is inappropriate. The threshold is, for example, a specific number of characters (e.g., 20 characters) or a specific number of lines (e.g., 3 lines). Part or all of the slide is a text amount check unit. A text amount check unit is a unit on which text amount checks are performed. A text amount check unit is, for example, a slide set, a single slide, a text area (e.g., a single text box), a single sentence, or a single item in a bulleted list. (8) Sentence-ending expression test

[0069] The analysis unit 132 retrieves two or more sentences from each slide in the slide set. Next, the analysis unit 132 retrieves sentence-ending expression identifiers for each of the two or more sentences. A sentence-ending expression identifier is information that identifies the form of the sentence-ending expression. Examples of sentence-ending expression identifiers are "plain form" or "polite form". Next, if the retrieved sentence-ending expression identifier is different from a specified sentence-ending expression identifier, or if there are two or more types of sentence-ending expression identifiers, the analysis unit 132 retrieves an analysis result indicating that there is a disorder in the sentence-ending expression. Note that the analysis unit 132 does not subject sentences ending in nouns to sentence-ending expression checking.

[0070] The term set acquisition means 1321 acquires a term set consisting of two or more terms from each of the two or more slides in the slide set.

[0071] The term set acquisition means 1321 acquires a term set from each of the two or more slides in the slide set, which consists of two or more terms whose order of appearance on the slides can be identified.

[0072] The term set acquisition means 1321 acquires one or more terms from each of the two or more slides in the slide set. It is preferable for the term set acquisition means 1321 to acquire one or more terms that appear in the slides of the slide set and that have a hierarchical term structure. In other words, each of the two or more terms in the term set acquired by the term set acquisition means 1321 is usually a term that exists in textbook information.

[0073] The explanation degree analysis means 1322 obtains relation identifiers for two or more terms in the term set obtained by the term set acquisition means 1321 from the textbook information, and uses the term set and the relation identifiers for the two or more terms to obtain an analysis result regarding the explanation degree for the two or more terms. It can be said that the explanation degree for the two or more terms is the explanation degree for the slide set. For example, it can be said that the explanation degree for the two or more terms is the explanation degree for the textbook.

[0074] The explanatory degree analysis means 1322 performs, for example, a part-of test, a use-for test, or a same-as test. (1) Part-of test

[0075] The explanatory degree analysis means 1322 determines, for example, whether there is one superordinate term corresponding to the relation identifier "part-of" in the term set acquired by the term set acquisition means 1321, and whether all of the two or more subordinate terms corresponding to the relation identifier "part-of" also exist. If one or more of the two or more subordinate terms are missing, the explanatory degree analysis means 1322 obtains an analysis result that warns of the addition of the missing subordinate terms. A superordinate term is the higher-level term among two or more terms in a hierarchical relationship. A subordinate term is the lower-level term among two or more terms in a hierarchical relationship. It is also preferable that the analysis result includes the missing subordinate terms. (2) Use-for testing

[0076] The explanatory degree analysis means 1322 obtains, for example, the number or percentage of existing superordinate terms corresponding to the relation identifier "use-for" in the term set obtained by the term set acquisition means 1321, and if such number or percentage is small enough to satisfy a warning condition, it obtains an analysis result that warns of the addition of a non-existent subordinate concept term. The warning condition is, for example, "1 or less" or "less than 50%". It is preferable that the analysis result includes non-existent subordinate terms. (3) Same-as test

[0077] The explanatory degree analysis means 1322 determines, for example, whether one or more terms corresponding to the relation identifier "same-as" exist in the set of terms obtained by the term set acquisition means 1321, and if no terms exist, it obtains an analysis result that warns of the addition of one or more terms from the set of two or more terms. Preferably, the analysis result includes at least one of the two or more missing terms. Preferably, the analysis result has the one or more terms.

[0078] The explanation order analysis means 1323 uses the term set acquired by the term set acquisition means 1321 and the explanation order information to obtain an analysis result regarding the explanation order of two or more terms in the term set. Preferably, the analysis result contains two or more terms.

[0079] The explanation order analysis means 1323 performs, for example, the following is-a-kind-of check. That is, using the explanation order information, the explanation order analysis means 1323 determines whether there is a higher-level term in the term set acquired by the term set acquisition means 1321 that corresponds to the relation identifier "is-a-kind-of", and whether two or more lower-level terms corresponding to the relation identifier "is-a-kind-of" that correspond to "orderly" exist in the term set in the order of those two or more lower-level terms. If the explanation order analysis means 1323 does not have the two or more lower-level terms in the slide set in the order according to the explanation order information, it obtains an analysis result that warns of a change in the order of those two or more lower-level terms. Note that the term set here is information in which the order of appearance of each of the two or more terms can be specified. Also, whether or not a term exists in the term set is the same as whether or not it exists in the slide set.

[0080] Furthermore, if a term hierarchy structure exists with one superordinate term and two or more subordinate terms associated with the relation identifier "is-a-kind-of", it is preferable that the two or more subordinate terms are associated with an order flag of "ordered" or "not ordered". If the order flag is "ordered", for example, in the term hierarchy structure, the two or more subordinate terms are managed in a manner that indicates the order of the terms.

[0081] The candidate acquisition unit 133 acquires two or more revision candidates for a single slide based on the analysis results performed by the analysis unit 132.

[0082] For example, if the analysis unit 132 obtains an analysis result indicating that the amount of text is inappropriate through the "text length check" described above, the candidate acquisition unit 133 creates a first draft by dividing the text corresponding to the amount of text, and a second draft by summarizing the text corresponding to the amount of text. Next, the candidate output unit 143 outputs the first draft and the second draft to the user. Then, the correction unit 134 replaces the text corresponding to the amount of text with the draft selected by the user.

[0083] An example of this is shown in Figure 2. In Figure 2, the analysis unit 132 performs a "text volume check" on the input slide 201, and the candidate acquisition unit 133 creates and outputs a first draft 202 in which the excessively long text is divided, and a second draft in which the excessively long text is summarized. Next, the modification unit 134 replaces the text corresponding to the text volume in the draft selected by the user. Then, the modification output unit 142 outputs the slide modified by the modification unit 134.

[0084] The modification unit 134 modifies the slide set based on the analysis results obtained by the analysis unit 132. For example, if the analysis unit 132 detects a "variation in notation," the modification unit 134 obtains the number of occurrences of each of the two or more terms corresponding to the "variation in notation" in the slide set, determines the term with the highest number of occurrences, and replaces the other terms with the determined term.

[0085] Here, the correction unit 134 may output two or more terms corresponding to the "variation in notation" to the user and replace the other terms with the term selected by the user.

[0086] An example of this is shown in Figure 3. In Figure 3, the modification unit 134 obtains the terms "reference value" and "pivot" two levels above the "variation in notation," obtains the number of times each term appears in the slide set, determines the term "reference value" with the highest number of appearances, and replaces the other terms "pivot" with the determined term "reference value."

[0087] The evaluation unit 135 evaluates the slide set based on the analysis results obtained by the analysis unit 132 and obtains an evaluation value. The evaluation unit 135 obtains an evaluation value for each analysis, for example. For example, in one analysis, the evaluation unit 135 obtains a lower evaluation value the more inappropriate (NG) objects are identified as a result of that analysis.

[0088] The evaluation unit 135 obtains an overall evaluation value for the slide set, for example, using the evaluation value for each analysis. The evaluation unit 135 obtains a higher overall evaluation value the higher the evaluation value for each analysis.

[0089] The output unit 14 outputs various types of information. These types of information include, for example, analysis results, two or more correction candidates, and a set of corrected slides.

[0090] Here, "output" is a concept that includes display on a screen, projection using a projector, printing with a printer, sound output, transmission to an external device, storage on a recording medium, and transfer of processing results to other processing devices or other programs.

[0091] The analysis output unit 141 outputs the analysis results acquired by the analysis unit 132.

[0092] The correction output unit 142 outputs the slides that have been corrected by the correction unit 134.

[0093] The candidate output unit 143 outputs two or more correction candidates acquired by the candidate acquisition unit 133.

[0094] The evaluation output unit 144 outputs the evaluation value acquired by the evaluation unit 135. For example, the evaluation output unit 144 outputs the overall evaluation value acquired by the evaluation unit 135.

[0095] The storage unit 11, the textbook management unit 111, and the slide management unit 112 are preferably made of non-volatile recording media, but can also be made of volatile recording media.

[0096] The process by which information is stored in the storage unit 11, etc. is not relevant. For example, information may be stored in the storage unit 11, etc. via a recording medium, information transmitted via a communication line, etc. may be stored in the storage unit 11, etc., or information input via an input device may be stored in the storage unit 11, etc.

[0097] The reception unit 12 can be implemented using device drivers for input means such as touch panels or keyboards, or control software for menu screens. The reception unit 12 may also be implemented using wireless or wired communication means.

[0098] The processing unit 13, generation unit 131, analysis unit 132, candidate acquisition unit 133, modification unit 134, evaluation unit 135, term set acquisition means 1321, explanation degree analysis means 1322, and explanation order analysis means 1323 can typically be implemented using a processor, memory, etc. The processing procedures of the processing unit 13, etc., are typically implemented in software, and this software is recorded on a recording medium such as ROM. However, it may also be implemented in hardware (dedicated circuitry). The processor can be a CPU, MPU, GPU, etc., and the type is not limited.

[0099] The output unit 14, analysis output unit 141, correction output unit 142, candidate output unit 143, and evaluation output unit 144 may or may not be considered to include output devices such as displays and speakers. The output unit 14 can be implemented using driver software for an output device, or driver software for an output device and an output device, etc. The output unit 14, etc., may be implemented using wireless or wired communication means.

[0100] Next, an example of the operation of the slide analyzer 1 will be explained using the flowchart in Figure 4.

[0101] (Step S401) The analysis unit 132 obtains a set of slides from the slide management unit 112. This set of slides is the set of slides to be analyzed.

[0102] (Step S402) The term set acquisition means 1321 performs the process of acquiring a term set from the slide set. An example of such a term set acquisition process will be explained using the flowchart in Figure 5.

[0103] (Step S403) The analysis unit 132 performs a check on the slide set using the relationship identifier "pary-of". An example of such a pair-of check is explained using the flowchart in Figure 6.

[0104] (Step S404) The analysis unit 132 performs a check on the slide set using the relation identifier "use-for". An example of such a use-for check is explained using the flowchart in Figure 7.

[0105] (Step S405) The analysis unit 132 performs a check on the slide set using the relationship identifier "same-as". An example of such same-as check will be explained using the flowchart in Figure 8.

[0106] (Step S406) The analysis unit 132 performs a check on the slide set using the relation identifier "is-a-kind-of". An example of such an is-a-kind-of check is explained using the flowchart in Figure 9.

[0107] (Step S407) The analysis unit 132 performs an inspection for inconsistencies in notation. An example of such an inspection for inconsistencies in notation will be explained using the flowchart in Figure 10.

[0108] (Step S408) The analysis unit 132 performs an inspection of the bullet points. An example of such an inspection of bullet points will be explained using the flowchart in Figure 11.

[0109] (Step S409) The analysis unit 132 performs an inspection of the parallel relationships between terms. An example of such a parallel relationship inspection will be explained using the flowchart in Figure 12.

[0110] (Step S410) The analysis unit 132 performs an inspection of the hierarchical relationships between terms. An example of such a hierarchical relationship inspection will be explained using the flowchart in Figure 13.

[0111] (Step S411) The analysis unit 132 performs a check for comprehensiveness of terminology. An example of such comprehensiveness check will be explained using the flowchart in Figure 14.

[0112] (Step S412) The analysis unit 132 performs a check on the conformity of the learning order for terms. An example of such a conformity check is explained using the flowchart in Figure 15.

[0113] (Step S413) The analysis unit 132 performs a text length test, which is an examination of the amount of text. An example of such a text length test will be explained using the flowchart in Figure 16.

[0114] (Step S414) The analysis unit 132 performs a sentence-ending expression test, which is an examination of sentence-ending expressions. An example of such a sentence-ending expression test will be explained using the flowchart in Figure 17.

[0115] (Step S415) The correction unit 134 automatically corrects the slide set. An example of such automatic correction process will be explained using the flowchart in Figure 18.

[0116] (Step S416) The candidate acquisition unit 133 temporarily stores candidate corrections for the text to be corrected. An example of this candidate acquisition process will be explained using the flowchart in Figure 19.

[0117] (Step S417) The modification unit 134 assigns 1 to counter i.

[0118] (Step S418) The modification unit 134 determines whether the i-th set of modification candidates exists in a buffer not shown. If the i-th set of modification candidates exists, the unit proceeds to step S419; otherwise, it proceeds to step S423.

[0119] (Step S419) The candidate output unit 143 outputs the i-th set of correction candidates to the user.

[0120] (Step S420) The reception unit 12 determines whether or not it has received the selection of correction candidates from the user. If it has received the selection of correction candidates, it proceeds to step S421; otherwise, it returns to step S420.

[0121] (Step S421) The correction unit 134 replaces the sentence corresponding to the i-th set of correction candidates with the correction candidate selected by the user.

[0122] (Step S422) The modification unit 134 increments counter i by 1. Return to step S418.

[0123] (Step S423) The evaluation unit 135 performs an evaluation of the slide set and obtains an evaluation value. An example of such an evaluation process will be explained using the flowchart in Figure 20.

[0124] (Step S424) The evaluation output unit 144 outputs the evaluation value obtained in step S422.

[0125] (Step S425) The analysis output unit 141 outputs the analysis results for the slide set.

[0126] (Step S426) The output unit 14 outputs the corrected slide set. The process ends.

[0127] Next, an example of the term set acquisition process in step S402 will be explained using the flowchart in Figure 5.

[0128] (Step S501) The term set acquisition means 1321 assigns 1 to counter i.

[0129] (Step S502) The term set acquisition means 1321 determines whether or not the i-th slide (page) exists in the slide set. If the i-th slide exists, the process proceeds to step S503; otherwise, it returns to the higher-level process.

[0130] (Step S503) The term set acquisition means 1321 acquires the i-th slide.

[0131] (Step S504) The term set acquisition means 1321 acquires chapter identification information corresponding to the i-th slide.

[0132] (Step S505) The term set acquisition means 1321 assigns 1 to counter j.

[0133] (Step S506) The term set acquisition means 1321 determines whether or not the j-th text area exists in the i-th slide. If the j-th text area exists, the process proceeds to step S507; otherwise, it proceeds to step S514. A text area is an area from which text can be acquired. A text area is, for example, a text box, but it may also be an image in which text is displayed.

[0134] (Step S507) The term set acquisition means 1321 temporarily stores the text from the text area so that i and j are paired. The term set acquisition means 1321 may also perform character recognition processing on the image to acquire the text.

[0135] (Step S508) The term set acquisition means 1321 acquires one or more terms from the text region. The term set acquisition means 1321, for example, performs morphological analysis on the text and acquires one or more terms that are independent words.

[0136] (Step S509) The term set acquisition means 1321 assigns 1 to counter k.

[0137] (Step S510) The term set acquisition means 1321 determines whether or not the k-th term exists among the terms acquired in step S508. If the k-th term exists, the process proceeds to step S511; otherwise, the process proceeds to step S513.

[0138] (Step S511) The term set acquisition means 1321 temporarily stores the k-th term in a buffer (not shown) in pairs with i, j, etc. i, j, etc. are, for example, the i-th slide, the j-th text area, chapter identification information.

[0139] (Step S512) The term set acquisition means 1321 increments the counter k by 1. Return to step S510.

[0140] (Step S513) The term set acquisition means 1321 increments counter j by 1. Return to step S506.

[0141] (Step S514) The term set acquisition means 1321 increments counter i by 1. Return to step S502.

[0142] Next, an example of the pair-of test in step S403 will be explained using the flowchart in Figure 6.

[0143] (Step S601) The explanation degree analysis means 1322 obtains the terminology hierarchy structure from the textbook management unit 111.

[0144] (Step S602) The explanation degree analysis means 1322 assigns 1 to counter i.

[0145] (Step S603) The explanation degree analysis means 1322 determines whether there is a set of superordinate terms and one or more subordinate terms related by the i-th "part-of" in the term hierarchy structure obtained in step S601. If a set of terms related by the i-th "part-of" exists, the process proceeds to step S604; otherwise, it returns to the higher-level processing.

[0146] (Step S604) The explanatory degree analysis means 1322 obtains a set of superordinate terms and one or more subordinate terms related by the i-th "part-of" (referred to as a "super-subset") from the term hierarchy structure obtained in step S601.

[0147] (Step S605) The explanatory degree analysis means 1322 determines whether the superordinate term in the superordinate / subordinate set obtained in step S604 exists in the term set obtained in step S402. If the superordinate term exists, proceed to step S606; otherwise, proceed to step S609.

[0148] (Step S606) The explanatory degree analysis means 1322 determines whether all sub-terms in the set obtained in step S604 exist in the term set obtained in step S402. If all sub-terms exist, proceed to step S607; if there are terms that do not exist, proceed to step S610.

[0149] (Step S607) The explanatory degree analysis means 1322 adds 1 to the variable "part-of(OK)". The variable "part-of(OK)" is a variable that counts the number of upper and lower sets that are not problematic in the part-of test. The initial value of all variables is "0".

[0150] (Step S608) The explanation degree analysis means 1322 increments counter i by 1. Return to step S603.

[0151] (Step S609) The explanation degree analysis means 1322 adds to the variable "Analysis Result" that there is no explanation for the "higher-level term" corresponding to the i-th "part-of" in the slide set. Proceed to Step S612. It is preferable that the variable "Analysis Result" includes the "higher-level term".

[0152] (Step S610) The explanatoryness analysis means 1322 obtains one or more sub-terms that are not present in the term set obtained in step S402.

[0153] (Step S611) The explanation degree analysis means 1322 adds to the variable "Analysis Result" that there is no explanation for one or more "sub-terms" corresponding to the i-th "part-of". It is preferable that the variable "Analysis Result" contains one or more "sub-terms".

[0154] (Step S612) The explanatory degree analysis means 1322 adds 1 to the variable "part-of(NG)". Proceed to step S608. Note that the variable "part-of(NG)" is a variable that counts the number of superscripts and subscripts that have problems in the part-of test.

[0155] Next, an example of the use-for test in step S404 will be explained using the flowchart in Figure 7.

[0156] (Step S701) The explanation degree analysis means 1322 obtains the terminology hierarchy structure from the textbook management unit 111.

[0157] (Step S702) The explanation degree analysis means 1322 assigns 1 to counter i.

[0158] (Step S703) The explanation degree analysis means 1322 determines whether a set of superordinate terms and one or more subordinate terms related by the i-th "use-for" exists in the term hierarchy structure obtained in step S601 (superordinate-subset). If such a superordinate-subset exists, the process proceeds to step S704; otherwise, it returns to the higher-level processing.

[0159] (Step S704) The explanation degree analysis means 1322 obtains the superordinate and subordinate sets related by the i-th "use-for" from the term hierarchy structure obtained in step S701.

[0160] (Step S705) The explanatory degree analysis means 1322 determines whether the higher-level term in the higher-level subset obtained in step S704 exists in the term set obtained in step S402. If the higher-level term exists, proceed to step S706; otherwise, proceed to step S713.

[0161] (Step S706) The explanatory degree analysis means 1322 determines, from among the sub-terms in the set obtained in step S704, the terms that exist in the term set obtained in step S402 and the terms that do not exist in the term set obtained in step S402.

[0162] (Step S707) The explanatory degree analysis means 1322 obtains the number or proportion of terms that exist in the term set obtained in step S402 from among the sub-terms in the set obtained in step S704.

[0163] (Step S708) The explanation degree analysis means 1322 determines whether the number or percentage obtained in step S707 meets the warning condition. If the warning condition is met, proceed to step S711; otherwise, proceed to step S709.

[0164] (Step S709) The explanatory power analysis means 1322 adds 1 to the variable "use-for(OK)". The variable "use-for(OK)" is a variable that counts the number of upper and lower sets that are not problematic in the use-for test.

[0165] (Step S710) The explanation degree analysis means 1322 increments counter i by 1. Return to step S703.

[0166] (Step S711) The explanatory degree analysis means 1322 obtains one or more sub-terms that are not present in the term set obtained in step S402. The explanatory degree analysis means 1322 adds a warning to the variable "analysis result" that the one or more "sub-terms" that are not present will be added. It is preferable that the variable "analysis result" includes the one or more "sub-terms".

[0167] (Step S712) The explanatory degree analysis means 1322 adds 1 to the variable "use-for(NG)". Proceed to step S710. Note that the variable "use-for(NG)" is a variable that counts the number of superscripts and subscripts that have problems in the use-for test.

[0168] (Step S713) The explanation degree analysis means 1322 adds to the variable "Analysis Result" that there is no explanation for the "higher-level term" corresponding to the i-th "use-for" in the slide set. Proceed to Step S712. It is preferable that the variable "Analysis Result" includes the "higher-level term".

[0169] Next, we will explain an example of the same-as test in step S405 using the flowchart in Figure 8.

[0170] (Step S801) The explanation degree analysis means 1322 obtains the terminology hierarchy structure from the textbook management unit 111.

[0171] (Step S802) The explanation degree analysis means 1322 assigns 1 to counter i.

[0172] (Step S803) The explanation degree analysis means 1322 determines whether there is a set of two or more terms related by the i-th "same-as" in the term hierarchy structure obtained in step S801. If there is a set of terms related by the i-th "same-as", the process proceeds to step S804; otherwise, it returns to the higher-level processing.

[0173] (Step S804) The explanatory degree analysis means 1322 obtains a set of two or more terms related by the i-th "same-as" from the term hierarchy structure obtained in step S801.

[0174] (Step S805) The explanatory degree analysis means 1322 determines whether any of the two or more terms obtained in step S804 exist in the term set obtained in step S402. If any of the terms exist, proceed to step S806; otherwise, proceed to step S808.

[0175] (Step S806) The explanatoryness analysis means 1322 adds 1 to the variable "same-as(OK)". The variable "same-as(OK)" is a variable that counts the number of sets of terms that are not problematic in the same-as test.

[0176] (Step S807) The explanation degree analysis means 1322 increments counter i by 1. Return to step S703.

[0177] (Step S808) The explanatoryness analysis means 1322 adds to the variable "Analysis Result" that the slide set needs to include one of the two or more terms obtained in Step S804. It is preferable that the variable "Analysis Result" includes one of the two or more terms.

[0178] (Step S809) The explanatory degree analysis means 1322 adds 1 to the variable "same-as(NG)". Proceed to step S807.

[0179] Next, an example of the is-a-kind-of test in step S406 will be explained using the flowchart in Figure 9.

[0180] (Step S901) The explanation degree analysis means 1322 obtains the terminology hierarchy structure from the textbook management unit 111.

[0181] (Step S902) The explanation degree analysis means 1322 assigns 1 to counter i.

[0182] (Step S903) The explanatoryness analysis means 1322 determines whether a set of superordinate terms and one or more subordinate terms related by the i-th "is-a-kind-of" (superordinate-subordinate term set) exists in the term hierarchy structure obtained in step S901. If a superordinate-subordinate term set exists, the process proceeds to step S804; otherwise, it returns to the higher-level processing.

[0183] (Step S904) The explanatory degree analysis means 1322 obtains the set of superordinate and subordinate terms related by the i-th "is-a-kind-of" from the terminology hierarchy structure obtained in step S901.

[0184] (Step S905) The explanatory degree analysis means 1322 determines whether the higher-level term in the higher-level / lower-level term set obtained in step S904 exists in the term set obtained in step S402. If the higher-level term exists, the process proceeds to step S906; otherwise, the process proceeds to step S714.

[0185] (Step S906) The explanation degree analysis means 1322 obtains order flags corresponding to subordinate terms in the superior / subordinate term sets obtained in step S904 from the term hierarchy structure obtained in step S901.

[0186] (Step S907) The explanatory degree analysis means 1322 determines whether all the sub-terms in the superordinate sub-term set obtained in step S904 exist in the term set obtained in step S402. If all the sub-terms exist, the process proceeds to step S908; if there are sub-terms that do not exist, the process proceeds to step S913.

[0187] (Step S908) The explanatoryness analysis means 1322 determines whether the order of one or more subordinate terms in the term set obtained in step S402 follows the ordering flag obtained in step S906. If it follows the ordering flag, proceed to step S909; otherwise, proceed to step S911.

[0188] (Step S909) The explanatory power analysis means 1322 adds 1 to the variable "is-a-kind-of(OK)". The variable "is-a-kind-of(OK)" is a variable that counts the number of superordinate subsets that are not problematic in the is-a-kind-of test.

[0189] (Step S910) The explanation degree analysis means 1322 increments counter i by 1. Return to step S903.

[0190] (Step S911) The explanatory degree analysis means 1322 adds information suggesting a change in the order of the "sub-terms" to the variable "analysis result". It is preferable that the variable "analysis result" includes the "sub-terms".

[0191] (Step S912) The explanatory power analysis means 1322 adds 1 to the variable "is-a-kind-of(NG)". Proceed to step S710. Note that the variable "is-a-kind-of(NG)" is a variable that counts the number of superscripts and subscripts that have problems in the is-a-kind-of test.

[0192] (Step S913) The explanatory degree analysis means 1322 obtains one or more sub-terms that are not present in the term set obtained in step S402. The explanatory degree analysis means 1322 adds a warning to the variable "analysis result" that it will add the one or more "sub-terms" that are not present. Proceed to step S912.

[0193] (Step S914) The explanation degree analysis means 1322 adds information to the variable "Analysis Result" indicating that there is no explanation for the "higher-level term". Proceed to Step S912. It is preferable that the variable "Analysis Result" includes the "higher-level term".

[0194] Next, an example of the notation variation inspection in step S407 will be explained using the flowchart in Figure 10.

[0195] (Step S1001) The analysis unit 132 obtains the terminology hierarchy structure from the textbook management unit 111.

[0196] (Step S1002) The analysis unit 132 assigns 1 to counter i.

[0197] (Step S1003) The analysis unit 132 determines whether there is a set of two or more terms related by the i-th "same-as" in the term hierarchy structure obtained in step S1001. If there is a set of terms related by the i-th "same-as", the unit proceeds to step S1004; otherwise, it returns to the higher-level processing.

[0198] (Step S1004) The analysis unit 132 obtains a set of two or more terms related by the i-th "same-as" from the term hierarchy structure obtained in step S1001.

[0199] (Step S1005) The analysis unit 132 determines whether multiple terms from the two or more terms obtained in step S1004 exist in the term set obtained in step S402. If multiple terms exist, the unit proceeds to step S1006; otherwise, it proceeds to step S1010. Note that if multiple terms exist, it means that multiple terms with a "same-as" relationship exist in the slide set.

[0200] (Step S1006) The analysis unit 132 determines whether multiple terms appear only in the same sentence within the slide set. If they appear only in the same sentence, proceed to step S1010; if multiple terms appear in different sentences, proceed to step S1007.

[0201] (Step S1007) The analysis unit 132 adds information to the variable "Analysis Result" indicating that there are variations in the spelling of the "multiple terms". It is preferable that the variable "Analysis Result" includes the "multiple terms".

[0202] (Step S1008) The analysis unit 132 increments the variable "Variation in Notation (NG)" by 1. The variable "Variation in Notation (NG)" is a variable that counts the number of problematic terms in the notation variation check.

[0203] (Step S1009) The analysis unit 132 increments counter i by 1. Return to step S1003.

[0204] (Step S1010) The analysis unit 132 increments the variable "Variation in Notation (OK)" by 1. The variable "Variation in Notation (OK)" is a variable that counts the number of terms that are not problematic in the notation variation check.

[0205] Next, an example of the bullet point check in step S408 will be explained using the flowchart in Figure 11.

[0206] (Step S1101) The explanation order analysis means 1323 detects all numbered bulleted text areas from the slide set.

[0207] (Step S1102) The explanation sequence analysis means 1323 assigns 1 to counter i.

[0208] (Step S1103) The explanation order analysis means 1323 determines whether the i-th text region detected in step S1101 exists. If the i-th text region exists, the process proceeds to step S1104; otherwise, it returns to the higher-level processing.

[0209] (Step S1104) The explanation order analysis means 1323 obtains the set of terms from the i-th above text area from the slide set.

[0210] (Step S1105) The explanation order analysis means 1323 searches for the set of terms obtained in step S1104 from the explanation order information or the term hierarchy structure.

[0211] (Step S1106) The explanation order analysis means 1323 proceeds to step S1107 if the set of terms exists in the explanation order information or term hierarchy structure, and to step S1110 if it does not exist.

[0212] (Step S1107) The explanation order analysis means 1323 determines whether the order flag associated with the explanation order information or the set of terms in the term hierarchy structure is "ordered" and whether the order matches the order of the terms in the i-th text area. If this condition is met, the process proceeds to step S1108; otherwise, the process proceeds to step S1110.

[0213] (Step S1108) The explanation order analysis means 1323 increments the variable "bullet points (OK)" by 1. The variable "bullet points (OK)" is a variable that counts the number of sets of terms that are not problematic in the bullet point check.

[0214] (Step S1109) The explanation sequence analysis means 1323 increments counter i by 1. Return to step S1103.

[0215] (Step S1110) The explanation order analysis means 1323 adds to the variable "search result" that the "set of numbered terms" is an inappropriate bulleted list. It is preferable that the variable "search result" contains the "set of numbered terms".

[0216] (Step S1111) The explanation order analysis means 1323 increments the variable "bullet points (NG)" by 1. Proceed to step S1109. Note that the variable "bullet points (NG)" is a variable that counts the number of problematic sets of terms in the bullet point check.

[0217] Next, an example of the parallel relationship check in step S409 will be explained using the flowchart in Figure 12.

[0218] (Step S1201) The explanation degree analysis means 1322 assigns 1 to counter i.

[0219] (Step S1202) The explanation degree analysis means 1322 determines whether or not the i-th page exists in the slide set. If the i-th page exists, the process proceeds to step S1203; otherwise, it returns to the higher-level processing.

[0220] (Step S1203) The explanation degree analysis means 1322 substitutes 1 for counter j.

[0221] (Step S1204) The explanation degree analysis means 1322 determines whether or not the j-th text area exists in the i-th page. If the j-th text area exists, proceed to step S1205; otherwise, proceed to step S1216.

[0222] (Step S1205) The explanation degree analysis means 1322 determines whether or not an indent exists in the j-th text area on the i-th page. If an indent exists, proceed to step S1206; otherwise, proceed to step S1215.

[0223] (Step S1206) The explanation degree analysis means 1322 substitutes 1 for counter k.

[0224] (Step S1207) The explanation degree analysis means 1322 determines whether there are two or more terms of the same hierarchical level k in the indentation of the j-th text area on the i-th page. If there are two or more terms of the same hierarchical level, proceed to step S1208; otherwise, proceed to step S1215.

[0225] (Step S1208) The descriptiveness analysis means 1322 obtains a set of two or more terms of the same hierarchical level at the kth indentation of the jth text area in the i-th page from the j-th text area in the i-th page.

[0226] (Step S1209) The explanation degree analysis means 1322 searches for each of the two or more terms obtained in step S1208 from the term hierarchy structure of the textbook management unit 111.

[0227] (Step S1210) The explanation degree analysis means 1322 determines whether each of the two or more terms obtained in step S1208 is a term of the same hierarchical level in the term hierarchy of the textbook management unit 111. If they are terms of the same hierarchical level, the process proceeds to step S1211; otherwise, the process proceeds to step S1213.

[0228] (Step S1211) The explanatory degree analysis means 1322 adds 1 to the variable "Parallel Relationship (OK)". The variable "Parallel Relationship (OK)" is a variable that counts the number of sets of terms that do not have problems in the parallel relationship test.

[0229] (Step S1212) The explanation degree analysis means 1322 increments the counter k by 1. Return to step S1207.

[0230] (Step S1213) The explanatory degree analysis means 1322 adds information to the variable "analysis result" indicating that the "set of two or more terms" is in an inappropriate parallel relationship. It is preferable that the variable "analysis result" contains the "set of two or more terms".

[0231] (Step S1214) The explanatory degree analysis means 1322 adds 1 to the variable "Parallel Relationship (NG)". Proceed to Step S1212. Note that the variable "Parallel Relationship (NG)" is a variable that counts the number of problematic sets of terms in the parallel relationship test.

[0232] (Step S1215) The explanatory degree analysis means 1322 increments counter j by 1. Return to step S1204.

[0233] (Step S1216) The explanation degree analysis means 1322 increments counter i by 1. Return to step S1202.

[0234] Next, an example of the hierarchical relationship inspection in step S410 will be explained using the flowchart in Figure 13.

[0235] (Step S1301) The explanation degree analysis means 1322 assigns 1 to counter i.

[0236] (Step S1302) The explanation degree analysis means 1322 determines whether or not the i-th page exists in the slide set. If the i-th page exists, the process proceeds to step S1303; otherwise, it returns to the higher-level processing.

[0237] (Step S1303) The explanation degree analysis means 1322 substitutes 1 for counter j.

[0238] (Step S1304) The explanation degree analysis means 1322 determines whether or not the j-th text area exists in the i-th page. If the j-th text area exists, proceed to step S1305; otherwise, proceed to step S1316.

[0239] (Step S1305) The explanation degree analysis means 1322 determines whether or not an indent exists in the j-th text area on the i-th page. If an indent exists, proceed to step S1306; otherwise, proceed to step S1315.

[0240] (Step S1306) The explanation degree analysis means 1322 substitutes 1 for counter k.

[0241] (Step S1307) The explanation degree analysis means 1322 determines whether there are two terms with a k-th hierarchical relationship in the indentation of the j-th text area on the i-th page. If there are two terms with a k-th hierarchical relationship, proceed to step S1308; otherwise, proceed to step S1315.

[0242] (Step S1308) The descriptiveness analysis means 1322 retrieves two terms that are in the k-th indentation relationship of the j-th text area on the i-th page from the j-th text area on the i-th page.

[0243] (Step S1309) The explanation degree analysis means 1322 searches for each of the two terms obtained in step S1308 from the term hierarchy structure of the textbook management unit 111.

[0244] (Step S1310) The explanation degree analysis means 1322 determines whether each of the two or more terms obtained in step S1308 is a hierarchical term in the terminology hierarchy of the textbook management unit 111. If they are hierarchical terms, the process proceeds to step S1311; otherwise, the process proceeds to step S1313.

[0245] (Step S1311) The explanatoryness analysis means 1322 adds 1 to the variable "Hierarchical relationship (OK)". The variable "Hierarchical relationship (OK)" is a variable that counts the number of terms that are not problematic in the hierarchy test.

[0246] (Step S1312) The explanation degree analysis means 1322 increments the counter k by 1. Return to step S1307.

[0247] (Step S1313) The explanatory degree analysis means 1322 adds information to the variable "analysis result" indicating that the "set of two terms" has an inappropriate hierarchical relationship. It is preferable that the variable "analysis result" contains the "set of two terms".

[0248] (Step S1314) The explanatory degree analysis means 1322 adds 1 to the variable "Hierarchical relationship (NG)". Proceed to step S1312. Note that the variable "Hierarchical relationship (NG)" is a variable that counts the number of problematic terms in the hierarchy test.

[0249] (Step S1315) The explanation degree analysis means 1322 increments counter j by 1. Return to step S1304.

[0250] (Step S1316) The explanation degree analysis means 1322 increments counter i by 1. Return to step S1302.

[0251] Next, an example of the comprehensiveness check in step S411 will be explained using the flowchart in Figure 14.

[0252] (Step S1401) The explanation degree analysis means 1322 assigns 1 to counter i.

[0253] (Step S1402) The explanation degree analysis means 1322 determines whether or not the i-th page exists in the slide set. If the i-th page exists, the process proceeds to step S1403; otherwise, it returns to the higher-level processing.

[0254] (Step S1403) The explanation degree analysis means 1322 substitutes 1 for counter j.

[0255] (Step S1404) The explanation degree analysis means 1322 determines whether or not the j-th text area exists in the i-th page. If the j-th text area exists, proceed to step S1405; otherwise, proceed to step S1416.

[0256] (Step S1405) The explanation degree analysis means 1322 determines whether or not an indent exists in the j-th text area on the i-th page. If an indent exists, proceed to step S1406; otherwise, proceed to step S1415.

[0257] (Step S1406) The explanation degree analysis means 1322 substitutes 1 for counter k.

[0258] (Step S1407) The explanation degree analysis means 1322 determines whether there is a set of two or more terms with a k-th hierarchical relationship in the indentation of the j-th text area on the i-th page. If there is a set of two or more terms with a k-th hierarchical relationship, proceed to step S1408; otherwise, proceed to step S1416.

[0259] (Step S1408) The descriptiveness analysis means 1322 obtains one superordinate term from a set of two or more terms that are k-th indented in the j-th text area on the i-th page, from the j-th text area on the i-th page.

[0260] (Step S1409) The descriptiveness analysis means 1322 obtains one or more subordinate terms from a set of two or more terms that are k-th indented in the j-th text area on the i-th page.

[0261] (Step S1410) The explanation degree analysis means 1322 obtains one or more subordinate terms for the higher-level term obtained in step S1408 from the term hierarchy structure of the textbook management unit 111.

[0262] (Step S1411) The explanatory degree analysis means 1322 determines whether all sub-terms obtained in step S1410 exist among the sub-terms obtained in step S1409. If none of the sub-terms exist, proceed to step S1412, and if none exist, proceed to step S1414.

[0263] (Step S1412) The explanatoryness analysis means 1322 adds 1 to the variable "Comprehensiveness (OK)". The variable "Comprehensiveness (OK)" is a variable that counts the number of sets of terms that do not have problems in the comprehensiveness check.

[0264] (Step S1413) The explanation degree analysis means 1322 increments the counter k by 1. Return to step S1407.

[0265] (Step S1414) The explanation degree analysis means 1322 adds information to the variable "Analysis Result" indicating that there is no explanation for the "missing subordinate term" as a subordinate term of the "higher term". It is preferable that the variable "Analysis Result" contains the "missing subordinate term".

[0266] (Step S1415) The clarity analysis means 1322 increments the variable "exhaustiveness (NG)" by 1 and goes to step S1413. Note that the variable "exhaustiveness (NG)" is a variable that counts the number of sets of problematic terms in the exhaustiveness check.

[0267] (Step S1416) The clarity analysis means 1322 increments the counter j by 1 and returns to step S1404.

[0268] (Step S1417) The clarity analysis means 1322 increments the counter i by 1 and returns to step S1402.

[0269] Next, an example of the compliance check in step S412 will be described using the flowchart in FIG. 15.

[0270] (Step S1501) The clarity analysis means 1322 acquires the set of terms acquired in step S402.

[0271] (Step S1502) The clarity analysis means 1322 substitutes 1 for the counter i.

[0272] (Step S1503) The clarity analysis means 1322 determines whether the i-th term exists in the set of terms acquired in step S1501. If the i-th term exists, it goes to step S1504; if not, it returns to the upper-level process. Note that for the same term, the i-th term is the term that first appeared in the slide set.

[0273] (Step S1504) The clarity analysis means 1322 acquires the i-th term and the chapter identification information paired with the term. Such chapter identification information is the chapter identification information in the slide.

[0274] (Step S1505) The clarity analysis means 1322 searches the textbooks in the textbook management unit 111 using the i-th term as a key.

[0275] (Step S1506) The explanation degree analysis means 1322 obtains chapter-specific information from the textbook that identifies the chapter in which the i-th term first appears. Such chapter-specific information is the chapter-specific information in the textbook.

[0276] (Step S1507) The explanation degree analysis means 1322 determines whether the non-conformity condition "Chapter-specific information in the slides" < "Chapter-specific information in the textbook" is met. If the non-conformity condition is met, proceed to step S1508; otherwise, proceed to step S1511.

[0277] (Step S1508) The explanation degree analysis means 1322 adds information to the variable "analysis result" indicating that the learning order of the "term" is non-compliant. It is preferable that the variable "analysis result" contains the "term".

[0278] (Step S1509) The explanatoryness analysis means 1322 adds 1 to the variable "Compliance (NG)". The variable "Compliance (NG)" is a variable that counts the number of problematic terms in the compliance test.

[0279] (Step S1510) The explanation degree analysis means 1322 increments counter i by 1. Return to step S1503.

[0280] (Step S1511) The explanatoryness analysis means 1322 adds 1 to the variable "Compliance (OK)". Proceed to Step S1210. Note that the variable "Compliance (OK)" is a variable that counts the number of terms that are not problematic in the compliance test.

[0281] Next, an example of the text volume check in step S413 will be explained using the flowchart in Figure 16.

[0282] (Step S1601) The explanation degree analysis means 1322 assigns 1 to counter i.

[0283] (Step S1602) The explanation degree analysis means 1322 determines whether or not the i-th slide exists in the slide set of the slide management unit 112. If the i-th slide exists, the process proceeds to step S1603; otherwise, it returns to the higher-level processing.

[0284] (Step S1603) The explanation degree analysis means 1322 substitutes 1 for counter j.

[0285] (Step S1604) The explanation degree analysis means 1322 determines whether the j-th text length check unit exists in the i-th slide. If the j-th text length check unit exists, proceed to step S1605; otherwise, proceed to step S1612.

[0286] The text length check unit is a unit used to check whether the amount of text is appropriate. The text length check unit can be, for example, one page, one text area, one sentence, one bullet point item, etc., but it is not limited to these.

[0287] (Step S1605) The explanation degree analysis means 1322 retrieves the j-th sentence length inspection unit in the i-th slide.

[0288] (Step S1606) The explanatoryness analysis means 1322 obtains the text length of the text obtained in step S1605. The text length is, for example, the number of characters.

[0289] (Step S1607) The explanatoryness analysis means 1322 determines whether "text length >= threshold" is met. If "text length >= threshold" is met, proceed to step S1608; otherwise, proceed to step S1611.

[0290] (Step S1608) The brightness analysis means 1322 temporarily stores the text obtained in step S1605 in a buffer (not shown) in association with the j-th text amount inspection unit in the i-th slide. Also, the brightness analysis means 1322 obtains an inspection result indicating that the text amount of the text amount inspection unit is large. Note that it is preferable that the inspection result has the text amount inspection unit.

[0291] (Step S1609) The brightness analysis means 1322 increments the variable "text amount (NG)" by 1. The variable "text amount (NG)" is a variable that counts the number of texts with an inappropriate text amount in the text amount inspection.

[0292] (Step S1610) The brightness analysis means 1322 increments the counter j by 1. Return to step S1604.

[0293] (Step S1611) The brightness analysis means 1322 increments the variable "text amount (OK)" by 1. Go to step S1610. The variable "text amount (OK)" is a variable that counts the number of texts that did not have an inappropriate text amount in the text amount inspection.

[0294] (Step S1612) The brightness analysis means 1322 increments the counter i by 1. Return to step S1602.

[0295] Next, an example of the end-of-sentence expression inspection in step S414 will be described using the flowchart of FIG. 17.

[0296] (Step S1701) The brightness analysis means 1322 substitutes 1 into the counter i.

[0297] (Step S1702) The brightness analysis means 1322 determines whether the i-th slide exists in the slide set of the slide management unit 112. If the i-th slide exists, go to step S1703; if not, return to the upper-level process.

[0298] (Step S1703) The explanation degree analysis means 1322 substitutes 1 for counter j.

[0299] (Step S1704) The explanatoryness analysis means 1322 determines whether or not the j-th sentence exists in the i-th slide. If the j-th sentence exists, proceed to step S1705; otherwise, proceed to step S1712.

[0300] (Step S1705) The explanation degree analysis means 1322 retrieves the j-th sentence in the i-th slide.

[0301] (Step S1706) The descriptiveness analysis means 1322 obtains the sentence-ending expression identifier of the sentence obtained in step S1705. The sentence-ending expression identifier is, for example, "plain form" or "polite form".

[0302] (Step S1707) The explanatoryness analysis means 1322 determines whether the sentence obtained in step S1705 is a sentence that ends in a noun form. If it is a sentence that ends in a noun form, proceed to S1708; otherwise, proceed to step S1711.

[0303] (Step S1708) The explanation degree analysis means 1322 determines whether the sentence-ending expression identifier obtained in step S1706 matches a pre-specified sentence-ending expression identifier. If they match, the process proceeds to step S1712; otherwise, the process proceeds to step S1709.

[0304] (Step S1709) The explanatory degree analysis means 1322 temporarily stores the j-th sentence in a buffer (not shown). The explanatory degree analysis means 1322 also obtains an inspection result indicating that the sentence-ending expression is inappropriate. It is preferable that the inspection result contains the j-th sentence.

[0305] (Step S1710) The explanatoryness analysis means 1322 adds 1 to the variable "Sentence-ending expression (NG)". The variable "Sentence-ending expression (NG)" is a variable that counts the number of sentences that were inappropriate in the sentence-ending expression check.

[0306] (Step S1711) The explanation degree analysis means 1322 increments counter j by 1. Return to step S1704.

[0307] (Step S1712) The explanatoryness analysis means 1322 adds 1 to the variable "Sentence-ending expression (OK)". Proceed to Step S1711. Note that the variable "Sentence-ending expression (OK)" is a variable that counts the number of sentences that were not inappropriate in the sentence-ending expression check.

[0308] (Step S1713) The explanation degree analysis means 1322 increments counter i by 1. Return to step S1702.

[0309] Next, an example of the automatic correction process in step S415 will be explained using the flowchart in Figure 18.

[0310] (Step S1801) The modification unit 134 assigns 1 to counter i.

[0311] (Step S1802) The correction unit 134 determines whether or not a set of i-th terms that are marked as "Notational Variation (NG)" exists in the notational variation check. If a set of i-th terms with notational variations exists, the process proceeds to step S1803; otherwise, it returns to the higher-level processing.

[0312] (Step S1803) Modification unit 134 obtains the set of the i-th term.

[0313] (Step S1804) The modification unit 134 assigns 1 to counter j.

[0314] (Step S1805) The modification unit 134 determines whether the j-th term exists in the set of terms obtained in step S1803. If the j-th term exists, the unit proceeds to step S1806; otherwise, it proceeds to step S1808.

[0315] (Step S1806) Modification unit 134 obtains the number of occurrences of the j-th term in the slide set.

[0316] (Step S1807) The modification unit 134 increments counter j by 1. Return to step S1805.

[0317] (Step S1808) The modification unit 134 uses the number of occurrences of each term obtained in step S1806 to obtain the representative term, which is the term with the highest number of occurrences.

[0318] (Step S1809) The modification unit 134 assigns 1 to counter k.

[0319] (Step S1810) The modification unit 134 determines whether a k-th term exists in the set of terms obtained in step S1803, excluding the representative term. If a k-th term exists, the unit proceeds to step S1811; otherwise, it proceeds to step S1813.

[0320] (Step S1811) Modification unit 134 replaces all instances of the k-th term appearing in the slide set with the representative term.

[0321] (Step S1812) The modification unit 134 increments the counter k by 1. Return to step S1810.

[0322] (Step S1813) The modification unit 134 increments counter i by 1. Return to step S1802.

[0323] Next, an example of the candidate acquisition process in step S416 will be explained using the flowchart in Figure 19.

[0324] (Step S1901) The candidate acquisition unit 133 assigns 1 to counter i.

[0325] (Step S1902) The candidate acquisition unit 133 determines whether or not there is an i-th sentence that failed the sentence length check. If the i-th sentence exists, the process proceeds to step S1903; otherwise, it returns to the higher-level process.

[0326] (Step S1903) The candidate acquisition unit 133 acquires the i-th sentence that failed the "text length check (NG)" from a buffer that is not shown.

[0327] (Step S1904) The candidate acquisition unit 133 divides the text acquired in step S1903 into two or more sentences and acquires the divided sentences. Such sentences are called divided versions.

[0328] (Step S1905) The candidate acquisition unit 133 summarizes the text acquired in step S1903 and obtains the summarized text. This text is called the summarized version.

[0329] (Step S1906) The candidate acquisition unit 133 associates the segmented version acquired in step S1904 and the summarized version acquired in step S1905 with the i-th sentence and temporarily stores them in a buffer (not shown).

[0330] (Step S1907) The candidate acquisition unit 133 increments the counter i by 1. The process returns to step S1902.

[0331] Next, an example of the evaluation process in step S423 will be explained using the flowchart in Figure 20.

[0332] (Step S2001) The evaluation unit 135 assigns 1 to counter i.

[0333] (Step S2002) The evaluation unit 135 determines whether or not the i-th test has been performed. If the i-th test has been performed, the unit proceeds to step S2003; otherwise, the unit proceeds to step S2006.

[0334] (Step S2003) The evaluation unit 135 obtains the number of OKs and NGs in the i-th test. The number of OKs is the value of the aforementioned variables that include (OK), such as the value of the variable "part-of(OK)" and the value of the variable "use-for(OK)". The number of NGs is the value of the aforementioned variables that include (NG), such as the value of the variable "part-of(NG)" and the value of the variable "use-for(NG)".

[0335] (Step S2004) The evaluation unit 135 obtains an evaluation value for the i-th test using either the number of OKs, the number of NGs, or both. The evaluation value for the i-th test is based, for example, on the percentage of OKs, the percentage of NGs, or the number of NGs. The evaluation value is usually lower the more NGs there are. The evaluation value is usually higher the more OKs there are.

[0336] (Step S2005) The evaluation unit 135 increments counter i by 1. Return to step S2002.

[0337] (Step S2006) The evaluation unit 135 uses the evaluation values ​​of the two or more tests obtained in step S2004 to obtain an overall evaluation value for the slide set. It then returns to the higher-level processing. Generally, the overall evaluation value is higher the higher the evaluation values ​​of each individual test.

[0338] The following describes a specific example of the operation of the slide analyzer 1 in this embodiment.

[0339] The textbook management unit 111 of the slide analysis device 1 stores the textbook (electronic data of the textbook) for the subject "Algorithms and Data Structures".

[0340] Furthermore, the textbook management unit 111 stores the terminology hierarchy structure shown in Figure 21, which is created based on the textbook in question. The terminology hierarchy structure in Figure 21 is based, for example, on the terminology hierarchy management table in Figure 22. The terminology hierarchy management table has two or more records, each containing an "ID," "First Term," "Second Term," and "Relationship Identifier." The "ID" is information that identifies the record. The "First Term" and "Second Term" are terms. If the "Relationship Identifier" is information that indicates a hierarchical relationship (for example, "is-a," "part-of," "use-for," "instance-of," "is-a-kind-of," "refer-to," "is-an-example-of"), the "First Term" is a higher-level term and the "Second Term" is a lower-level term. If the "Relationship Identifier" is information that indicates there is no hierarchical relationship (for example, "same-as"), the "First Term" and "Second Term" are parallel terms. Although not shown in Figure 22, each term is associated with chapter identification information that identifies the chapter in which the term appears.

[0341] Furthermore, the textbook management unit 111 may also store the terminology hierarchy structure shown in Figure 23, which is created based on the textbook in question. In Figure 23, the managed relation identifiers are "is-a-kind-of", "is-an-example-of", "part-of", "use-for", "same-as", and "refer-to". An example of terms related by these relation identifiers is shown in Figure 24. The terminology hierarchy structure in Figure 23 is also managed, for example, by the terminology hierarchy management table in Figure 22.

[0342] Furthermore, the textbook management unit 111 of the slide analysis device 1 stores explanation order information created based on the textbook. The explanation order information is, for example, "list, stack". This explanation order information indicates that "list" comes first and "stack" comes second. Regarding "list" and "stack," which have an is-a-kind-of relationship, it is necessary to explain "list" before "stack" because "list" is used in the implementation of "stack".

[0343] Furthermore, the slide management unit 112 stores a set of slides generated by the generation unit 131 of the slide analysis device 1 based on the textbook for the subject "Algorithms and Data Structures."

[0344] In the above situation, the slide management unit 112 performs an inspection process on the slide set. This inspection process is the process described using the flowcharts in Figures 4 to 20.

[0345] As a result, the analysis unit 132 detected the inconsistency in notation shown in 301 of Figure 3, and the correction unit 134 corrected the inconsistent term "pivot" to "reference value" as shown in 302 of Figure 3. Then, the analysis output unit 141 outputs 301 of Figure 3, and the correction output unit 142 outputs 302 of Figure 3.

[0346] Furthermore, the analysis unit 132 performs the hierarchical relationship check described above and detects the hierarchical relationships of terms not explicitly stated in the slide set. The analysis output unit 141 then outputs a screen of the inspection results, for example, as shown in Figure 25. This screen presents a set of terms with hierarchical relationships that are not explicitly stated in the slide set.

[0347] Furthermore, the analysis unit 132 performs the various tests described above, and the output unit 14 outputs the test results shown in Figure 26. In Figure 26, 2601, the editing candidates detected by the explanation degree analysis means 1322 are presented along with the conceptual hierarchy. In Figure 26, 2602, comments for each editing candidate are presented. In Figure 26, 2603, the editing candidates based on the explanation order detection results detected by the explanation order analysis means 1323 are presented along with the topics in the slide.

[0348] In Figure 26, editing suggestions indicated by a triangle are "warnings," meaning they must be edited. Editing suggestions indicated by a circle in Figure 26 are "recommended," meaning they should be corrected.

[0349] As described above, according to this embodiment, the step of checking the content of slides can be supported by analyzing the slides based on textbook information.

[0350] Furthermore, according to this embodiment, it is possible to obtain analysis results regarding the degree of explanation of the slides.

[0351] Furthermore, according to this embodiment, it is possible to obtain analysis results regarding the order in which slides are explained.

[0352] Furthermore, according to this embodiment, the contents of the slides can be properly checked.

[0353] Furthermore, this embodiment can help ensure that the amount of text on the slides is appropriate.

[0354] Furthermore, according to this embodiment, it is possible to detect irregularities in the sentence-ending expressions of slides.

[0355] Furthermore, according to this embodiment, two or more revision candidates for the slide can be presented.

[0356] Furthermore, according to this embodiment, the slides can be automatically corrected.

[0357] The processing in this embodiment may be implemented by software. This software may be distributed by software download or the like. Alternatively, this software may be recorded on a recording medium such as a CD-ROM and distributed. This also applies to other embodiments in this specification. The software that implements the slide analysis device 1 in this embodiment is the following program. In other words, this program provides a computer that can access a textbook management unit where textbook information, which is information based on textbooks, is stored, and a slide management unit where a slide set, which is a set of two or more slides, is stored. An analysis unit analyzes the slide set based on the textbook information and obtains the analysis results, This is a program to function as an analysis output unit that outputs the analysis results acquired by the aforementioned analysis unit.

[0358] Figure 27 is a block diagram of a computer system 300 that executes the program described herein to realize the slide analyzer 1 of the various embodiments described above.

[0359] In Figure 27, the computer system 300 includes a computer 301 with a CD-ROM drive, a keyboard 302, a mouse 303, and a monitor 304.

[0360] In Figure 27, the computer 301 includes, in addition to the CD-ROM drive 3012, an MPU 3013, a bus 3014 connected to the CD-ROM drive 3012, a ROM 3015 for storing programs such as boot-up programs, a RAM 3016 connected to the MPU 3013 for temporarily storing application program instructions and providing temporary storage space, and a hard disk 3017 for storing application programs, system programs, and data. Although not shown here, the computer 301 may further include a network card for providing connectivity to a LAN.

[0361] The program that causes the computer system 300 to perform the functions of the slide analyzer 1 of the above-described embodiment may be stored on CD-ROM 3101, inserted into CD-ROM drive 3012, and then transferred to hard disk 3017. Alternatively, the program may be transmitted to computer 301 via a network (not shown) and stored on hard disk 3017. The program is loaded into RAM 3016 during execution. The program may also be loaded directly from CD-ROM 3101 or the network.

[0362] The program does not necessarily have to include an operating system (OS) or third-party program that causes the computer 301 to execute the functions of the slide analyzer 1 of the above-described embodiment. The program only needs to include the instruction portion that calls the appropriate function (module) in a controlled manner and obtains the desired result. How the computer system 300 operates is well known, so a detailed explanation is omitted.

[0363] In the above program, steps such as sending information and receiving information do not include hardware-based processing, such as processing performed by a modem or interface card in the transmission step (processing that can only be performed by hardware).

[0364] Furthermore, the computer running the above program may be a single computer or multiple computers. In other words, it may perform centralized processing or distributed processing.

[0365] Furthermore, it goes without saying that in each of the above embodiments, two or more communication means present in a single device may be physically implemented in a single medium.

[0366] Furthermore, in each of the above embodiments, each process may be implemented by centralized processing by a single device, or by distributed processing by multiple devices.

[0367] It goes without saying that the present invention is not limited to the embodiments described above, and various modifications are possible, all of which are also included within the scope of the present invention. [Industrial applicability]

[0368] As described above, the slide analysis device 1 according to the present invention has the effect of being able to support the step of checking the contents of slides, and is useful as a server for analyzing slides. [Explanation of Symbols]

[0369] 1. Slide analyzer 11 Storage Unit 12 Reception Department 13 Processing Unit 14 Output section 111 Textbook Management Department 112 Slide Management Department 131 Generation part 132 Analysis Department 133 Candidate acquisition section 134 Correction section 135 Evaluation Department 141 Analysis output section 142 Correction Output Section 143 Candidate Output Section 144 Evaluation output section 1321 Term set acquisition means 1322 Explanation Degree Analysis Method 1323 Explanation Order Analysis Means

Claims

1. A computer that can access a textbook management unit that stores textbook information, which is information based on textbooks, and a slide management unit that stores a slide set, which is a set of two or more slides used to explain the textbook, An analysis unit analyzes the slide set based on the textbook information and obtains the analysis results, A program for causing the aforementioned analysis unit to function as an analysis output unit that outputs the analysis results acquired by the analysis unit, The textbook information has a term hierarchy structure comprising two or more terms and one or more relation identifiers that identify the conceptual relationship between the two or more terms, and also has explanation order information that identifies the explanation order of each of the two or more terms. The aforementioned analysis unit is A term set acquisition means for acquiring a set of terms whose order of appearance on each slide can be identified from each of the two or more slides in the slide set, The system comprises an explanation order analysis means that uses the set of terms and the explanation order information to obtain an analysis result regarding the explanation order of two or more terms in the set of terms, The one or more relation identifiers mentioned above include "is-a-kind-of", and the two or more subordinate conceptual terms associated with "is-a-kind-of" are associated with an order flag that specifies either "orderly" or "not orderly". The aforementioned explanation sequence analysis means is A program to cause the computer to function as an is-a-kind-of check, which uses the description order information to determine whether there is a higher-level concept term corresponding to "is-a-kind-of" in the set of terms, and whether there are two or more lower-level concept terms corresponding to "is-a-kind-of" that correspond to "orderly" in the set of terms whose occurrence order can be specified according to the order of those two or more lower-level concept terms, and if they do not exist, obtains an analysis result that warns of a change in order.

2. A computer that can access a textbook management unit that stores textbook information, which is information based on textbooks, and a slide management unit that stores a slide set, which is a set of two or more slides used to explain the textbook, An analysis unit analyzes the slide set based on the textbook information and obtains the analysis results, A program for causing the aforementioned analysis unit to function as an analysis output unit that outputs the analysis results acquired by the analysis unit, The textbook information is an ordered terminology system having a term hierarchy structure comprising two or more terms and one or more relation identifiers that identify the conceptual relationship between the two or more terms, and explanation order information that identifies the order in which the two or more terms are explained. The aforementioned analysis unit is A term set acquisition means for acquiring a set of terms whose order of appearance on each slide can be identified from each of the two or more slides in the slide set, An explanation degree analysis means that obtains relation identifiers for two or more terms constituting the set of terms from the textbook information, and uses the set of terms and the relation identifiers for the two or more terms to obtain an analysis result regarding the degree of explanation for the two or more terms, A program for causing a computer to function, comprising: an explanation order analysis means for obtaining an analysis result regarding the explanation order of two or more terms in the set of terms, using the set of terms and the explanation order information.

3. A computer that can access a textbook management unit that stores textbook information, which is information based on textbooks, and a slide management unit that stores a slide set, which is a set of two or more slides used to explain the textbook, An analysis unit analyzes the slide set based on the textbook information and obtains the analysis results, A program for causing the aforementioned analysis unit to function as an analysis output unit that outputs the analysis results acquired by the analysis unit, The aforementioned analysis unit is The system comprises a term set acquisition means for acquiring a term set from each of the two or more slides in the aforementioned slide set, The aforementioned analysis unit is Using the terminology hierarchy structure of the textbook information, if it is determined that multiple terms among the two or more terms associated with the relation identifier "same-as" exist in the set of terms within the slide collection, then the analysis result is obtained as a variation in notation. Alternatively, using the explanation order information contained in the textbook information, if it is determined that terms without an explanation order are written in numbered paragraphs within the slide set, the bullet point check obtains the analysis result that the bullet point format is inappropriate. Alternatively, using the terminology hierarchy structure of the textbook information and the indentation information of the slides in the slide set, if it is determined that two or more terms existing at the same hierarchical level in the indentation are not in a parallel relationship, the parallel relationship check obtains the analysis result that the parallel relationship is inappropriate. Alternatively, using the terminology hierarchy structure contained in the textbook information, and using the indentation information of the slides contained in the slide set, two or more terms that are in a hierarchical relationship within the slide are obtained, and if it is determined that the hierarchical relationship of the two or more terms does not match the hierarchical relationship of the same two or more terms in the terminology hierarchy structure, the analysis result obtained is that the hierarchical relationship is inappropriate; or, using the terminology hierarchy structure contained in the textbook information, one or more terms that are subordinate concepts of the terms contained in the slide set are obtained, and if it is determined that there are one or more terms among the subordinate concepts that do not appear in the slide set, the analysis result obtained is that the subordinate concepts of the terms are not comprehensive. A program for causing the computer to function in a manner that uses chapter identification information, which is contained in the textbook information and allows for the identification of the chapter for each term appearing in the textbook, to obtain chapter identification information for each term appearing in the slides contained in the slide set, and if the slides are associated with chapter identification information that identifies a chapter prior to the chapter identified by the said chapter identification information, then obtains the analysis result that the learning order is inconsistent with the textbook.

4. A program according to any one of claims 1 to 3, which further functions the computer as a modification unit that modifies the slide set based on the analysis results obtained by the analysis unit.

5. The analysis results obtained by the analysis unit include information regarding editing candidates for the slide, and the candidate acquisition unit obtains two or more revision candidates for a single slide based on the analysis results. A program according to any one of claims 1 to 3 for further functioning the computer as a candidate output unit that outputs two or more correction candidates.

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