Questionnaire analysis system, method, and program

Abstract

To enable easy grasping of the overall characteristics of evaluation of answers to multiple questions of a questionnaire.SOLUTION: A system includes: means for acquiring the magnitude of an evaluation value for an answer to each question based on analysis and the variation in the evaluation value for each question based on the analysis; and means for generating graphical data for visualizing a coordinate system which has a first coordinate axis with the size of the evaluation value as a parameter and a second coordinate axis with the variation as a parameter and in which a set of the size of the acquired evaluation value and the variation is plotted.SELECTED DRAWING: Figure 4

Description

Technical Field

[0001] The present disclosure relates to information processing, and particularly to a technique for visualizing the results of questionnaire analysis.

Background Art

[0002] There is a demand to grasp the environment, habits, and awareness of students from the results of questionnaire analysis and use them for educational policies and the like. Such educational policies include school management, class management, bullying prevention, teacher placement, and the like.

[0003] Regarding the technique for displaying the results of questionnaire analysis, for example, Japanese Patent Application Laid-Open No. 2005-352620 (Patent Document 1) states that "FIG. 4(b) shows an image displayed on a CRT, which is an information output unit of a computer, of the relationship (here, the gap between the two) between the answers to questionnaire items obtained from a plurality of students who received a class analyzed by a fifth determination processing unit and the answers obtained from a teacher who taught the plurality of students about questionnaire items related to the questionnaire items" (see paragraph 0034), and describes the radar chart of FIG. 4(b).

Prior Art Documents

Patent Documents

[0004]

Patent Document 1

Summary of the Invention

Problems to be Solved by the Invention

[0005] A radar chart shows the evaluation value of each question as points on axes radiating from a central point, corresponding to each question in the questionnaire. The evaluation value of each question's answer is indicated by the distance from the central point to the point on the axis. By connecting the evaluation points on the axis for each question with straight lines, a polygon is formed. Radar charts visualized as such polygons support an intuitive understanding of the overall evaluation and each evaluation value, depending on the size and shape of the polygon (angle, distortion, etc.). On the other hand, simply looking at individual radar charts did not easily allow for a grasp of the overall characteristics of the evaluation.

[0006] This disclosure is made in light of the above-mentioned background and aims to provide a technology that makes it easy to grasp the overall characteristics of the evaluation of responses to multiple questions in a questionnaire. [Means for solving the problem]

[0007] Regarding this disclosure The survey analysis system is Each of the multiple questions that make up the questionnaire Regarding the question in question The students' responses to this question were The system is equipped with means to quantitatively evaluate according to predetermined criteria and obtain evaluation values ​​that show the evaluation results, and the predetermined criteria are set so that a higher evaluation value for a response to a question indicates a higher evaluation of that response. Furthermore, the survey analysis system obtains representative values ​​from the evaluation values ​​of students' responses to multiple questions, and for each student's response to each question... A means of obtaining the variability of evaluation values, and the evaluation values Values ​​of central tendency A coordinate system having a first coordinate axis with parameter and a second coordinate axis with parameter of variation, Depending on the means of acquisition The acquired evaluation value Values ​​of central tendency The system also includes means for generating graphical data to visualize the coordinate system on which the sets of variations are plotted.

[0008] The aforementioned survey analysis system manages and acquires data on students within the group to which they belong. Regarding the group, Evaluation values ​​for each student belonging to the group of Values ​​of central tendency Representative evaluation value And the variation in the evaluation scores of each student in question of representative Representative variation that shows the value of Including the means of acquisition The pairs that are plotted are, The amount obtained table evaluation Value and representative Variation of Includes representative groups that indicate a group.

[0009] In the aforementioned survey analysis system, a group is defined as at least one of the following: a class consisting of multiple students, a grade level containing multiple classes, a school containing multiple grade levels, or a municipality containing multiple schools.

[0010] The aforementioned survey analysis system manages multiple groups in a hierarchical structure, and these groups include a class group containing multiple classes, a grade group that is higher up than the class group and contains multiple grades, a school group that is higher up than the grade group and contains multiple schools, and a municipality group that is higher up than the school group and contains multiple municipalities.

[0011] The aforementioned survey analysis system further includes means for receiving user input to the survey analysis system, and the representative set The corresponding group includes groups specified by the user from among multiple groups.

[0012] The aforementioned questionnaire analysis system includes means for selecting one group from a group of groups in one layer of the hierarchical structure, and means for selecting one group from a group of groups in a lower layer than the first layer, and the plotted representative sets include a representative set corresponding to each group included in the selected group.

[0013] The means for acquiring the above-mentioned questionnaire analysis system further includes acquiring the time the questionnaire was administered, and the means for generating graphical data further includes means for generating graphical data that visualizes a coordinate system in which pairs of corresponding students or representative pairs of the same group, acquired for the questionnaire, are plotted in relation to the passage of time the questionnaire was administered.

[0014] The means for generating graphical data for the aforementioned questionnaire analysis system further includes means for generating graphical data that visualizes radar charts representing evaluation values ​​for the answers to each question constituting the questionnaire, corresponding to a specified set of sets plotted in a coordinate system.

[0015] In the above-mentioned questionnaire analysis system, the specified groups include groups corresponding to the same students and the group in question has a large change over time in the representative value or variation of the evaluation values ​​that constitute the group. or 、 representative groups corresponding to the same group, and the representative evaluation values representative or Ma variations that include groups with large displacements over time. representative

[0016] In the above-mentioned questionnaire analysis system, the graphical data includes graphical data for visualizing the direction and magnitude of displacement.

[0017] In the above-mentioned questionnaire analysis system, the coordinate system includes a two-dimensional coordinate plane, and the graphical data further includes quadrant graphical data for visualizing the two-dimensional coordinate plane divided into four quadrants by axes orthogonal to each other at a predetermined coordinate position within the two-dimensional coordinate plane. The predetermined coordinate position is plotted within the two-dimensional coordinate plane representative by the evaluation values representative corresponding to the groups to and the representative evaluation values representative corresponding to the to variations

[0018] The above-mentioned questionnaire analysis system manages a plurality of group groups in a hierarchical structure. The plurality of group groups managed in the hierarchical structure include a class group including a plurality of classes composed of a plurality of students, a grade group that is a higher-level group of the class group and includes a plurality of grades composed of one or more classes, a school group that is a higher-level group of the grade group and includes a plurality of schools composed of a plurality of grades, and at least two of an autonomous body group composed of a plurality of schools that is a higher-level group of the school group. The above-mentioned predetermined coordinate position is further a higher-level group than the hierarchy of one group corresponding to a plurality of representative groups plotted on the two-dimensional coordinate plane, and a plurality of representative evaluation values representative Evaluation value of representative The value to do The corresponding coordinate values ​​and the multiple representative Multiple groups that make up a group representative Variation of representative The value to do This includes the coordinate position indicated by the corresponding coordinate values.

[0019] In the aforementioned questionnaire analysis system, quadrant graphical data is the evaluation value in the first coordinate axis of the four quadrants. Values ​​of central tendency The system includes graphical data that visualizes one or more quadrants in which the parameter of one coordinate axis exhibits a first range and the parameter of variation on the second coordinate axis exhibits a second range, in a manner that is distinguishable from other quadrants.

[0020] Regarding this disclosure The method used by computers is: Each of the multiple questions that make up the questionnaire Regarding the question in question The students' responses to this question were The method includes a step of quantitatively evaluating based on predetermined criteria and obtaining an evaluation value that indicates the evaluation result, wherein the predetermined criteria are set such that a higher evaluation value for the answer to a question indicates a higher evaluation of that question, and the method further includes Computers Regarding multiple questions, Each question Students' answer of Evaluation value Obtain representative values ​​from, and each In response to the question The student's response The steps include obtaining the variation in evaluation values, and the computer then evaluates the evaluation values Values ​​of central tendency A coordinate system having a first coordinate axis with parameter and a second coordinate axis with parameter of variation, and acquiring Acquired in the step The evaluated value Values ​​of central tendency The method comprises the steps of generating graphical data to visualize the coordinate system on which the sets of variations are plotted.

[0021] The program related to this disclosure is direction A program to make a computer execute the law. And, The method is, The method includes a step of quantitatively evaluating the student's response to each of the multiple questions that make up the questionnaire according to predetermined criteria and obtaining an evaluation value that shows the evaluation result, wherein the predetermined criteria are set so that a higher evaluation value for a response to a question indicates a higher evaluation of that response, and the method further includes steps for multiple questions, Each question Students' answer of Evaluation value Obtain representative values ​​from, and, For each question The student's response Steps to obtain the variation in evaluation values, and the evaluation values Values ​​of central tendency A coordinate system having a first coordinate axis with parameter and a second coordinate axis with parameter of variation, wherein the acquired evaluation value Values ​​of central tendencyThe method comprises the steps of generating graphical data to visualize the coordinate system on which the sets of variations are plotted. [Effects of the Invention]

[0022] According to this disclosure, graphical data is provided in which pairs of evaluation values ​​and variability for each question of a questionnaire are plotted and visualized in a coordinate system having first and second coordinate axes, respectively, with evaluation value magnitude and variability as parameters. From this visualized coordinate system, the overall characteristics of the evaluations for multiple questions of the questionnaire can be visualized and easily grasped. [Brief explanation of the drawing]

[0023] [Figure 1] This figure shows the schematic configuration of the network system to which the questionnaire analysis system according to this embodiment is provided. [Figure 2] This figure shows the hardware configuration of the information processing device 300 according to this embodiment. [Figure 3] This figure shows the hardware configuration of terminal 200 according to this embodiment. [Figure 4] This figure shows an example of the module configuration of the questionnaire analysis system according to this embodiment. [Figure 5] This figure shows an example of questionnaire 10 according to this embodiment. [Figure 6] This figure shows an example of a coordinate system according to this embodiment. [Figure 7] This figure shows an example of a hierarchical structure according to this embodiment. [Figure 8] This figure shows another example of the coordinate plane according to this embodiment. [Figure 9] This figure shows another example of the coordinate plane according to this embodiment. [Figure 10] This figure shows another example of the coordinate plane according to this embodiment. [Figure 11]This figure shows an example of an alert output using the time-series changes in the distribution status according to this embodiment. [Figure 12] This figure shows another example of alert output using the time-series changes in the distribution status according to this embodiment. [Figure 13] This figure shows an example of a flowchart for the questionnaire analysis process according to this embodiment. [Figure 14] This figure shows an example of a flowchart for the questionnaire analysis process according to this embodiment. [Modes for carrying out the invention]

[0024] Embodiments and modifications according to the present invention will be described below with reference to the drawings. In the following description, the same parts and components are denoted by the same reference numerals. Their names and functions are also the same. Therefore, detailed descriptions of them will not be repeated. The embodiments and modifications described below may be combined selectively as appropriate.

[0025] <System Configuration> Figure 1 is a diagram illustrating the schematic configuration of a network system to which the questionnaire analysis system according to this embodiment is provided. Referring to Figure 1, the network system includes different devices that exchange information via the network 100. These devices include an information processing device 300 connected to the network 100 and one or more terminals 200 such as computers. The network 100 is configured by appropriately selecting from, for example, cables, optical fibers, wired or wireless LANs (Local Area Networks), wired or wireless WANs (Wide Area Networks), the Internet, etc.

[0026] Terminal 200 includes, for example, a general-purpose PC (Personal Computer), smartphone, or tablet. Terminal 200 collects the results of a questionnaire 10 administered to students and transfers the collected questionnaire results to the information processing device 300 via the network 100. Questionnaire 10 consists of, for example, several questions related to learning status, but a specific example of questionnaire 10 will be described later. The information processing device 300 is provided as a cloud server such as a WAS (Web Application Server), but is not limited to a cloud server and may be provided as an on-premise server.

[0027] The information processing device 300 processes the survey results transferred from the terminal 200. For example, the students' responses to each of the multiple questions constituting the survey 10 are analyzed, and based on the analysis, the responses to each question are quantitatively evaluated according to predetermined criteria. The information processing device 300 generates graphical data for visualizing the pairs (combinations) of the magnitude of the evaluation value for each question's response and the variation of the evaluation value for each question, based on such analysis, on a coordinate plane. Specifically, the graphical data includes a coordinate system having a first coordinate axis with the magnitude of the evaluation value as a parameter and a second coordinate axis with the variation as a parameter, and graphical data for visualizing the coordinate system on which the acquired pairs of the magnitude of the evaluation value and the variation are plotted. The information processing device 300 or the terminal 200 displays the image visualized by the graphical data on the display by controlling the display based on the graphical data.

[0028] In this embodiment, the "magnitude of the evaluation value" described above is exemplified by the sum of the evaluation values ​​for the answers to each question, but it is not limited to this. For example, the magnitude of the evaluation value may be the average value of the evaluation values ​​for the answers to each question.

[0029] The students targeted by Questionnaire 10 include those who receive their learning environment from educational institutions, and encompass the concept of children, students (including working adults and non-working adults). While this embodiment exemplifies schools (elementary schools, junior high schools, high schools, universities, etc.) as educational institutions, it is not limited to these, and could also include, for example, cram schools, preparatory schools, vocational training schools, and specialized colleges. Furthermore, in this embodiment, the method by which students answer each question in Questionnaire 10 is described as students operating terminal 200 and inputting their answers into terminal 200, but this is not limited to this method. For example, the answer could be provided by scanning handwritten content by students using OCR (Optical Character Recognition / Reader). In this embodiment, users include administrators of the questionnaire analysis system and those who view and utilize the questionnaire results. Such users include students, teachers, and those involved in the operation and management of educational institutions.

[0030] Figure 2 shows the hardware configuration of the information processing device 300 according to this embodiment. Figure 3 shows the hardware configuration of the terminal 200 according to this embodiment.

[0031] Referring to Figure 2, the information processing device 300 includes a processor 301, a main memory 302 composed of volatile storage media such as ROM (Read Only Memory) and RAM (Random Access Memory), a communication interface 303 composed of a communication circuit including a NIC (Network Interface Card), a storage device 304 composed of a non-volatile recording medium such as an HDD (Hard Disk Drive) and SSD (Solid State Drive), an input interface 305 for connecting user-operable input devices such as a keyboard and mouse 305A, a display interface 306 for connecting a display 306A, and an optical drive 307 on which an optical disc 307A, an example of a recording medium, is detachably mounted. These components are connected to each other via an internal bus 319 so as to be able to communicate with each other. The input interface 305 accepts user operations to the information processing device 300 via the input device 305A. The display interface 306 also includes a driver circuit that drives the display 306A based on image data such as graphical data to display images. The input device 305A and the display 306A may be provided as a touch panel 309 by being configured as an integrated unit.

[0032] The storage device 304 stores software and data that are read and executed by the processor 301. Such software includes a system program 310, which includes an OS (Operating System), and application programs. The application programs include a survey collection program 315, a survey tabulation program 320, a survey analysis program 52 which has a calculation program 53, a graphical program 57, and a web server program 56. The data includes a survey DB 45 which stores the results of the survey 10, a grades DB 58 which stores student grades, and hierarchical data 59. Details of the application programs and hierarchical data 59 will be described later.

[0033] The processor 301 performs various processes according to this embodiment by loading the program stored in the storage device 304 into the main memory 302 and executing it. The main memory 302 provides the work memory necessary for the processor 301 to execute the program. Details of the various processes performed by the execution of the program in this manner will be described later.

[0034] The communication interface 303 exchanges data and signals with the terminal 200 via the network 100. The optical drive 307 reads various programs (for example, application programs) and data stored on an external storage medium such as an optical disc 307A and installs them into the storage device 304.

[0035] Referring to Figure 3, the terminal 200 includes a processor 11, a main memory 12 composed of volatile storage media such as ROM (Read Only Memory) and RAM (Random Access Memory), a communication interface 15 including a NIC for connecting to a network 100, an input interface 16 for connecting user-operable input devices such as a keyboard and mouse 16A, a display interface 17 for connecting a display 17A, an optical drive 19 on which an optical disc 19A, an example of a recording medium, is detachably mounted, and a storage device 20 composed of a non-volatile recording medium such as an HDD (Hard Disk Drive) or SSD (Solid State Drive). These components are connected to each other so as to be able to communicate via an internal bus 25. The input interface 16 accepts user operations to the terminal 200 via the input device 16A. The display interface 17 also includes a driver circuit for driving the display 17A. The input device 16A and the display 17A may be provided as a touch panel 18 by being configured together as an integrated unit.

[0036] The storage device 20 stores a system program 21, including the OS, and application programs. The application programs include a GUI (Graphical User Interface) program 22 and a web browser 23. The processor 11 performs various processes according to this embodiment by loading the programs stored in the storage device 20 into the main memory 12 and executing them. The main memory 12 provides the work memory necessary for the processor 11 to execute the programs. When the GUI program 22 is executed, it provides an environment in which the user can interact with the terminal 200. When the web browser 23 is executed, it provides an environment in which the user can view web pages provided by the web server of the information processing device 300.

[0037] The processor 11 in Figure 2 and the processor 301 in Figure 3 are composed of, for example, at least one integrated circuit. The integrated circuit is composed of, for example, at least one CPU, at least one ASIC (application-specific integrated circuit), at least one FPGA (field-programmable gate array), or a combination thereof. Furthermore, the external storage medium is not limited to optical discs 19A and 307A, but may be a storage medium such as a USB (Universal Serial Bus) memory, SD card, or CF (CompactFlash). In addition, the terminal 200 and the information processing device 300 may include an external memory for outputting information, an interface such as USB for connecting various devices such as a printer, etc.

[0038] The terminal 200 and the information processing device 300 are shown as an example configuration in which the necessary programs are installed on the device via an optical drive, but the configuration is not limited to this, and for example, the programs may be downloaded from other devices on the network 100.

[0039] Each program constituting the application program stored in the storage device of terminal 200 and information processing device 300 may be provided not as a standalone program, but incorporated as part of any other program. In this case, processing according to this embodiment is realized in cooperation with any other program. Furthermore, some or all of the processing provided by such application programs may be realized by dedicated hardware.

[0040] <Software Configuration> Figure 4 shows an example of the module configuration of the questionnaire analysis system according to this embodiment. In this embodiment, the questionnaire analysis system is composed of one or more modules. Modules can be implemented using any form of hardware, software, or a combination thereof. For example, a module can be configured by implementing one or more hardware circuits such as processors, controllers, ASICs, FPGAs, software including application programs, or other mechanisms.

[0041] The questionnaire analysis system shown in Figure 4 includes a questionnaire collection unit 30, a questionnaire tabulation unit 31, a questionnaire analysis unit 32, a graphical program 57, and a web server program 56, respectively, which are realized by the execution of these programs. The questionnaire analysis unit 32 includes a calculation unit 33, which is realized by the execution of a calculation program 53.

[0042] The questionnaire collection unit 30 collects questionnaire data 29 showing students' answers to each question in the questionnaire 10. Specifically, the questionnaire collection unit 30 collects the questionnaire data 29, which is transferred from the terminal 200 and received via the communication interface 303, by storing it in the questionnaire DB 45. The method of collecting the questionnaire data 29 is not limited to a transfer method via the network 100. For example, the questionnaire data 29 may be collected by reading it from an optical disk 307A containing the questionnaire data using an optical drive 307. In this embodiment, the questionnaire 10 is administered to multiple students, and questionnaire data 29 corresponding to each student is collected, as well as school information 28 that identifies the group to which the surveyed students belong. Details of the school information 28 will be described later.

[0043] The survey tabulation unit 31 quantitatively evaluates the answers to each question indicated in the corresponding survey data 29 for each student stored in the survey DB 45, according to predetermined criteria, and stores the evaluation value 46 indicating the evaluation result in the survey DB 45. These predetermined criteria are set so that a higher evaluation value for an answer to a question indicates a higher evaluation of that answer to that question. The survey tabulation unit 31 also obtains the time 47 indicating when the survey 10 was conducted and stores it in association with the evaluation value 46 of the survey 10.

[0044] The questionnaire analysis unit 32 analyzes the evaluation values ​​46 of the responses to each question in the questionnaire 10, which have been compiled by the questionnaire tabulation unit 31. Based on the results of the analysis, the calculation unit 33 of the questionnaire analysis unit 32 calculates the magnitude of the sum of the evaluation values ​​for each question in the questionnaire 10 and the variability of the evaluation values ​​for each question based on the analysis. In this embodiment, the variability is calculated as the standard deviation of the evaluation values ​​for each question in the questionnaire 10. Thus, the questionnaire analysis unit 32 obtains the magnitude of the sum of the evaluation values ​​for each question in the questionnaire 10 and the variability of the evaluation values ​​for each question.

[0045] In this embodiment, the evaluation values ​​for each answer to the questionnaire 10, as well as their total magnitude and variability, are acquired by the information processing device 300, but they may also be acquired using the terminal 200. For example, the terminal 200 acquires information including such evaluation values, the total magnitude and variability of the evaluation values ​​for the questionnaire 10, and transfers the acquired information to the information processing device 300. The information processing device 300 acquires this information by receiving the evaluation values, their total magnitude and variability from the terminal 200.

[0046] The graphical data generation unit 34 generates graphical data 38 based on the total magnitude and variability of the evaluation values ​​obtained by the questionnaire analysis unit 32. Specifically, the graphical data generation unit 34 generates graphical data 38 for visualizing a coordinate system having a first coordinate axis with the total magnitude of the evaluation values ​​as a parameter and a second coordinate axis with the variability as a parameter, on which the obtained pairs of total magnitude and variability are plotted.

[0047] The web server unit 35 generates a web page 39 which includes an image of graphical data 38 generated by the graphical data generation unit 34. The user views the thus generated web page 39 via a web browser. In this embodiment, the user views the web page 39 using the web browser 23 of the terminal 200. If the information processing device 300 is equipped with a web browser, the user can view the web page 39 using the web browser of the information processing device 300.

[0048] Furthermore, the information processing device 300 receives the specification of the aggregation unit 36 ​​and the display granularity 37. For example, the Web server unit 35 receives data from the terminal 200 specifying the aggregation unit 36 ​​or the display granularity 37. The questionnaire analysis unit 32 performs analysis of the questionnaire data 29 based on such aggregation unit 36 ​​and display granularity 37, and based on the analysis, obtains information including the evaluation value of the answer to each question, the magnitude of the total, and the variability, and the graphical data generation unit 34 generates graphical data 38 based on the obtained information. Details of the coordinate system visualized by the analysis based on such aggregation unit 36 ​​and display granularity 37 and graphical data 38 will be described later.

[0049] <Survey 10> Figure 5 shows an example of a questionnaire 10 according to this embodiment. The questionnaire 10 includes multiple items 8 for evaluating the student's learning situation and one or more questions 9 corresponding to each item 8. Items 8 include, for example, items such as the student's basic lifestyle habits and learning methods. The types of questions 9 that make up the questionnaire 10 are independent of each other and do not overlap. Furthermore, such independence includes the fact that there is no interconnected relationship where the next question changes depending on the answer to a certain question 9. The answers to each question 9 of the questionnaire 10 are included in the questionnaire data 29 described above.

[0050] The response format for each question 9 in Questionnaire 10 may be either an open-ended response or a multiple-choice response. In the multiple-choice response format, Question 9 is a question in which the respondent selects an answer from, for example, a range of 1 to 10. The Questionnaire Aggregation Unit 31 determines the evaluation value 46 based on the number selected as the answer. For example, if "10" is selected as the answer, the evaluation value 46 of the answer will be high; conversely, if "1" is selected, the evaluation value 46 will be low; and if an average number (5 or 6) is selected, the evaluation value 46 will be the average value. The answer choices for each question are standardized, for example, from 1 to 10, and the higher the value of the choice, the higher the evaluation value for that answer to that question. This allows for obtaining evaluation values ​​46 on the same scale across questions in the same Questionnaire 10, and also allows for obtaining evaluation values ​​46 on the same scale across students for their answers to questions in the same Questionnaire 10.

[0051] In this embodiment, even if the answer choices for each question 9 are unified as 1 to 10 as described above, the questionnaire analysis unit 32 may be configured to obtain the total magnitude and variability of the weighted evaluation values ​​46. Specifically, when the user utilizes the results of the questionnaire 10, they select the item 8 or question 9 that they want to emphasize and set the weighting for the evaluation values ​​46 of the answers to the selected item 8 or question 9. Such selection and weighting can be set in the questionnaire analysis system by the user operating the input devices 16A and 305A. The questionnaire analysis unit 32 calculates and obtains the total magnitude and variability of the evaluation values ​​46 based on the weighting set by the user.

[0052] <Coordinate plane and quadrant> Figure 6 shows an example of a coordinate system according to this embodiment. The coordinate system in Figure 6 shows a two-dimensional coordinate plane displayed on the display 17A by graphical data 38. This coordinate plane is defined by orthogonal coordinate axes, the X axis and the Y axis. The X axis is assigned the magnitude of the sum of evaluation values ​​70 as a parameter, and the Y axis is assigned the variability of evaluation values ​​71 as a parameter. The coordinate plane in Figure 6 shows a scatter plot where pairs consisting of the magnitude of the sum of evaluation values ​​46 and the variability of those evaluation values ​​46 for each student belonging to the class that constitutes a subset of the overall set (for example, class 01 of school code XX) are plotted. In association with the points plotted on such a coordinate plane (hereinafter also referred to as plot points), a student ID 75 that identifies the student corresponding to the pair of plot points is also displayed.

[0053] As shown in the coordinate plane of Figure 6, the graphical data generation unit 34 further generates graphical data for visualizing the coordinate plane by dividing it into four quadrants using mutually orthogonal axes at predetermined coordinate positions 73 within the coordinate plane. Such predetermined coordinate positions include coordinate positions consisting of values ​​representing the magnitudes of multiple sums constituting multiple sets plotted within the coordinate plane, and values ​​representing the variations constituting multiple sets.

[0054] The coordinate position 73 can be obtained (calculated) by the questionnaire analysis unit 32. Specifically, the questionnaire analysis unit 32 calculates a representative coordinate value consisting of a coordinate value corresponding to a representative of the magnitude of the sum of evaluation values ​​of multiple students constituting the whole set, and a coordinate value corresponding to a representative of the variability of the evaluation values ​​of those multiple students. The coordinate position 73 is set to the coordinate position indicated by such a representative coordinate value. The coordinate value corresponding to the representative of the magnitude of the sum indicated by the representative coordinate value includes values ​​corresponding to the mean, median, etc. obtained (calculated) for the magnitude of the sum of evaluation values ​​of each student, and similarly, the coordinate value corresponding to the representative of the variability indicated by the representative coordinate value includes values ​​corresponding to the mean, median, etc. obtained (calculated) for the variability of each student.

[0055] The graphical data 38 is configured to visualize the coordinate plane by dividing it into four quadrants A, B, C, and D based on the coordinate positions 73. In Figure 6, the quadrants are distinguished by displaying the symbols A to D, but the method of distinction is not limited to symbols; for example, different background colors may be used. The significance of the four quadrants will be explained later.

[0056] The graphical data 38 may also be configured to display the plotted points of each student on the coordinate plane of Figure 6 in colors according to the performance index 74. The performance index 74 is calculated based on the performance of multiple students who are the subject of the questionnaire. Specifically, when the representative score (a score equivalent to the mean, mode, median, etc.) calculated for each student's score is set to 0.0, an index is provided to differentiate the display color of a student's plotted point based on the magnitude of the difference between a student's score and the representative score.

[0057] The questionnaire analysis unit 32 calculates performance indicators 74 based on the data in the performance database 58 using the calculation unit 33, and also calculates the difference between the performance score and the representative score for each student, and outputs these calculation results to the graphical data generation unit 34. The graphical data generation unit 34 uses the calculation results from the questionnaire analysis unit 32 to generate graphical data 38 that visualizes the performance indicators 74 and visualizes the plot points for each student with different display colors.

[0058] In the graphical data 38 screen shown in Figure 6, the evaluation results for the responses to Questionnaire 10 are plotted on a coordinate plane at positions corresponding to the evaluation results. This makes it easier to identify evaluation results that require attention, and the distribution of the plots provides supporting information that facilitates understanding trends in the target class, etc.

[0059] <Groups and Hierarchical Structure> The survey analysis system manages students who are the target of survey 10 by the group to which they belong. The survey analysis unit 32 obtains (calculates) a representative value of the sum of evaluation values ​​for each student belonging to the group, and a representative value of the variability of each student's evaluation values. This pair of representative values ​​of sum and variability obtained for a group is also called a representative set. The graphical data generation unit 34 can generate graphical data 38 by plotting the representative sets corresponding to each group as sets to be plotted on a coordinate plane.

[0060] Figure 7 shows an example of a hierarchical structure according to this embodiment. In this embodiment, students who are the target of questionnaire 10 are managed by hierarchical groups indicated by hierarchical data 59. Such groups include at least one of the following: class Ci (i=1,2,3,···n) consisting of multiple students ST belonging to the lowest tier; grade Gi (i=1,2,3,···m) containing multiple classes Ci; school SHi (i=1,2,3,···k) containing multiple grade Gi; and municipality GVi (i=1,2,3,···h) containing multiple schools SHi.

[0061] The multiple groups managed in a hierarchical structure include, for example, a class group GP4 containing multiple classes Ci, a grade group GP3 which is a higher level above class group GP4 and contains multiple grades Gi, a school group GP2 which is a higher level above grade group GP3 and contains multiple schools SHi, and a municipality group GP1 which is a higher level above school group GP2 and contains multiple municipalities GVi. The highest level of this hierarchical structure corresponds to the country to which municipality group GP1 belongs.

[0062] The school information 28 of the students included in Questionnaire 10 includes a student ID that uniquely identifies the individual student, and group information that identifies one or more groups to which the student belongs. The group information identifies the class Ci, grade Gi, and school SHi to which the student belongs in the hierarchical structure, as well as the local government GVi, such as the prefecture, city, town, or district, that manages the school.

[0063] The user operates input devices 16A and 305A to specify to the survey analysis system one group from among the hierarchical groups indicated by the hierarchical data 59, which is the overall set of aggregation (group group GPi), as the aggregation unit 36, and also specifies a group or individual student from a subset of that overall set (group GPi) as the display granularity 37. The method of specifying such aggregation units 36 or display granularity 37 is not limited to user operation. For example, aggregation units 36 and display granularity 37 may be pre-set in the storage device 304 according to the type of user attribute (class teacher, school administrator, local government employee, etc.), and the corresponding aggregation units 36 and display granularity 37 may be retrieved from the storage device 304 based on the attributes of the user who has logged into the survey analysis system.

[0064] In this survey analysis system, one group from the group group GPi of one layer in the hierarchical structure is designated as the aggregation unit 36, and one group from the group group GPi constituting a lower layer than the said layer may be designated as the display granularity 37. According to such designation, the representative sets plotted on the coordinate plane are composed of representative sets corresponding to each group included in the one group of the lower layer specified by the display granularity 37. For example, in Figure 7, if school SH1 from school group GP2 is designated as the aggregation unit 36, and grade group GP3 from class group GP4 and grade group GP3 of the lower layer of school SH1 are designated as the display granularity 37, then representative sets corresponding to grade groups G1, G2, and G3 of grade group GP3 constituting the lower layer of school SH1 will be plotted on the coordinate plane.

[0065] For example, if a user wants to use the evaluation values ​​of the responses to each question 9 of the questionnaire 10 to understand students' environment, habits, and attitudes toward learning, and to utilize this information for various types of instruction, they can change the aggregation unit 36 ​​or the display granularity 37 depending on the purpose of use.

[0066] <Examples of specifying particle size and explanation of quadrants> Figures 8, 9, and 10 show other examples of the coordinate plane according to this embodiment. Icons 72 and 76 in Figures 8 to 10 are configured to accept user operations to specify the aggregation unit 36 ​​and the display granularity 37. Figure 8, similar to Figure 6 described above, shows a case where the aggregation unit 36 ​​and the display granularity 37 are specified as a class and the students of that class, respectively, but the manner of specification is not limited to this.

[0067] Icons 72 and 76 may be configured so that a pull-down menu appears when the icon is manipulated, in order to specify the aggregation unit 36 ​​and the display granularity 37, respectively. The pull-down menu contains a list of the names of the group groups (local government group GP1, school group GP2, grade group GP3, class group GP4) in the hierarchical structure of Figure 7.

[0068] When a user selects a group from the list in the pull-down menu of icon 72, the survey analysis system determines one group from the specified group. For example, the group is determined from the user's login information to the survey analysis system. For instance, if the specified group is school group GP2, then school SHi, which belongs to the group corresponding to that school name, is determined as the aggregation unit 36 ​​based on the school name identified by the login information.

[0069] The pull-down menu of icon 76 displays a list of names of one or more group groups that constitute a lower layer than the group group specified by the operation of icon 72. In this case, the specified group group is school group GP2, so the list of names consists of the names of grade group GP3, class group GP4, and student group, which are group groups that constitute a lower layer of school group GP2. When the user selects a group group from the list in the pull-down menu of icon 76, the survey analysis system determines the specified group group as display granularity 37. The survey analysis system then determines one or more groups from the group group determined as display granularity 37. For example, if icon 72 is operated and school SH1 is specified as the aggregation unit 36, and grade group GP3 is determined as the display granularity 37, the survey analysis system searches the hierarchical structure in Figure 7 and determines that the sets plotted on the coordinate plane are representative sets of grades G1, G2, and G3 that constitute school SH1.

[0070] If a user wants to understand the trend in the evaluation scores of each student in a class, they specify a class Ci and the students ST that make up the lower tier of that class as the aggregation unit 36 ​​and display granularity 37, respectively, as shown in Figure 6 or Figure 8. For example, if a user wants to understand the trend in the evaluation scores of students on a class basis for all classes Ci that make up the lower tier of a certain municipality GVi, they specify the municipality GVi and the class group GP4, which is the lower tier group of that municipality, as the aggregation unit 36 ​​and display granularity 37, respectively, as shown in Figure 9. Furthermore, if a user wants to understand the trend in the evaluation scores of students on a school basis for all schools managed by a certain municipality GVi, they specify the municipality GVi and the school group GP2, which is the lower tier group of that municipality, as the aggregation unit 36 ​​and display granularity 37, respectively, as shown in Figure 10.

[0071] In this embodiment, the four quadrants are divided based on the coordinate position 73. Quadrant A represents the distribution area of ​​groups where the sum of evaluation values ​​is large and the variability is small, Quadrant B represents the distribution area of ​​groups where the sum of evaluation values ​​is large but the variability is also large, Quadrant C represents the distribution area of ​​groups where the sum of evaluation values ​​is small and the variability is large, and Quadrant D represents the distribution area of ​​groups where the sum of evaluation values ​​is small and the variability is also small.

[0072] <Display methods for quadrants> If Questionnaire 10 is structured such that, for example, a larger sum of evaluation values ​​corresponds to a higher evaluation, and a smaller variation corresponds to a higher evaluation, then the trends shown by the responses in each quadrant can be estimated as follows: For example, the groups plotted in quadrant A are estimated to be responses with a good trend, the groups plotted in quadrant D are estimated to be responses with the most challenges, the groups plotted in quadrant B are estimated to be responses that are good overall but include some responses with low evaluations locally, and the groups plotted in quadrant C are estimated to be poor overall but include some responses with high evaluations locally.

[0073] As shown in Figures 8 to 10, the graphical data generation unit 34 generates graphical data 38 that visualizes quadrants B, C, and D in a manner that is distinguishable from quadrant A, where the parameter for the total magnitude on the first coordinate axis (X axis) corresponds to quadrant B and quadrant C, and the parameter for the variability on the second coordinate axis (Y axis) corresponds to quadrant C and quadrant D, in a first range. In this distinguishable manner, in Figures 8 to 10, the areas of quadrants B, C, and D, excluding quadrant A, are highlighted with a thick border. This allows the user to obtain support information for quantitatively understanding the size of the set of responses that indicate a trend requiring attention (number of students, classes, schools, municipalities), quadrants with large dispersion, etc., from the distribution map of plotted points shown in the coordinate plane of Figures 8 to 10.

[0074] <Example of alert output> Furthermore, the graphical data generation unit 34 may generate graphical data 38 that displays alerts (warnings) according to the distribution of plotted points on the coordinate plane. For example, in relation to quadrant D, which tends to have many problems, if the user has already identified and is addressing the problems of the subjects (students, classes, schools, municipalities) corresponding to the plotted points in quadrant D, information indicating this will be displayed. If the problems have not yet been addressed, an alert will be displayed. Subjects (students, classes, schools, municipalities) corresponding to the plotted points in quadrants B and C, which tend to have unsatisfactory responses, may improve to a better trend through individual follow-up. In this case, a message to encourage action will be displayed as an alert. For example, in Figure 9, message 81 is displayed to provide advice on how to address the subject (class).

[0075] The survey analysis system may be configured to determine whether or not to output the alerts described above using a threshold. For example, an item 8 that is considered important among the items 8 that make up the survey 10 may be set in advance, and a threshold may be set for that item 8 along with the weighting of the evaluation values ​​described above. The survey analysis unit 32 determines whether or not the evaluation value of the answer to the question 9 that makes up the item 8 exceeds the threshold, and if it determines that it does, it instructs the graphical data generation unit 34 to issue a warning. Based on the warning instruction from the survey analysis unit 32, the graphical data generation unit 34 generates graphical data 38 that includes data to visualize the alert (message 81, etc.) indicated by the warning instruction. The item 8 that is considered important and the threshold may be set based on user operations on the survey analysis system.

[0076] The distribution of plotted points visualized in Figure 9 provides supporting information for judging the appropriateness of the combination of class status and assigned teacher, assuming the aggregation unit 36 ​​is a school or municipality and the display granularity 37 is a class. Information on the teachers in charge of each class is obtained in advance. The teacher information can include years of experience. If the teacher in charge of a class has few years of experience, message 81 can include a message prompting improvement in teacher assignment based on years of experience.

[0077] Furthermore, the distribution of plotted points in Figure 9, where the aggregation unit 36 ​​is specified as local government and the display granularity 37 as school, can be used as supporting information for local governments to understand the state of schools. For example, if there is a trend that requires improvement, message 81 can be used as information to support efforts to improve the situation. To consider improvement measures, the distribution can also be switched and displayed by changing the display granularity 37 to show data by school, grade, class, or student.

[0078] Alerts may be output using time-series changes in the distribution on the coordinate plane. For example, the survey analysis unit 32 monitors changes in the distribution on the coordinate plane over time, and based on the monitoring results, outputs a warning to the graphical data generation unit 34 if it detects that the plotted points of a specified target (student, class, grade, school, municipality) have moved in a negative direction. The graphical data generation unit 34 generates graphical data 38 that includes data to visualize the alert based on the warning. By outputting such alerts, users can obtain support information to quickly identify targets (student, class, grade, school, municipality) whose response evaluations are shifting towards negative.

[0079] <Other examples of alert output> Figure 11 shows an example of alert output using time-series changes in distribution according to this embodiment. For example, based on the evaluation value 46 of the responses from the previous survey 10 and the evaluation value 46 of the responses from the current survey 10, the survey analysis unit 32 outputs a warning instruction to the graphical data generation unit 34, which includes the previously plotted position and the currently plotted position of the specified target (student, class, grade, school, municipality). The graphical data generation unit 34 generates graphical data 38, which includes data to visualize the alert based on the warning instruction.

[0080] The questionnaire analysis unit 32 further detects the time when the questionnaire 10 was administered based on the time 47. The graphical data generation unit 34 generates graphical data 38 for visualizing a coordinate plane in which pairs of identical students or representative pairs of identical groups obtained for the questionnaire 10 are plotted in relation to the passage of time during which the questionnaire was administered.

[0081] Furthermore, the graphical data generation unit 34 generates graphical data 38 for a specified set (plot points of students or groups) from among the sets or representative sets plotted on such a coordinate plane, including arrow marks 101 as shown in Figure 11. The marks 101 indicate the direction and magnitude of displacement over time, respectively, for the total size or variation constituting the specified set, through the direction and length of the arrows. The direction of displacement indicates the direction in which the plot points moved, and the magnitude of displacement indicates the distance moved.

[0082] In Figure 11, for example, for student ID "36," an arrow mark 101 is output, pointing from the coordinate position where the set obtained during the previous survey was plotted to the coordinate position where the set obtained during the current survey is plotted. Mark 101 indicates that the plotted position of the set of evaluation magnitude and variability obtained for student ID "36" has moved from quadrant A to quadrant B. The survey analysis unit 32 may be configured to output an alert warning instruction for mark 101 when it determines that the set (plotted point) obtained for the specified subject (student) has moved between quadrants, or when it determines that the distance moved has exceeded a threshold even within the same quadrant. By outputting such mark 101, users can obtain support information to quickly identify subjects (students, classes, grades, schools, municipalities) whose response evaluations are shifting towards poor. Furthermore, such time-series changes can also be used to present the effectiveness of implementing countermeasures against poor performance, the validity of initiatives, and the need for other countermeasures.

[0083] Figure 12 shows another example of alert output using time-series changes in distribution according to this embodiment. In Figure 12, when the aggregation unit 36 ​​is class and the display granularity 37 is student, another example of alert output for students determined to be subject to a warning instruction is shown. The screen of display 17A in Figure 12 includes windows 17B, 17C, 17D and button 17E.

[0084] In window 17B, records corresponding to one or more students identified as subject to a warning are displayed in a table format. Each record includes the student ID 75, period 182, content 183, and icon 184. Period 182 indicates the period from the previous survey 10 to the current survey 10. Content 183 explains the situation in which the student's response evaluation is shifting towards poor. The record icon 184 is configured to accept user interaction in order to display details of the student's survey results corresponding to that record.

[0085] The user interacts with the icons 184 for each record in window 17B. Upon receiving this interaction, the survey analysis unit 32 searches the survey database 45 for the evaluation value 46 corresponding to the student ID 75 associated with the record of the icon 184, based on the received interaction. At this time, based on the period 182, the evaluation value 46 from the previous survey 10 and the evaluation value 46 from the current survey 10 are retrieved. Based on these search results, the graphical data generation unit 34 generates graphical data 38 that includes graphical data for a radar chart 170 based on the results of the previous survey 10 and graphical data for a radar chart 171 based on the results of the current survey 10. The graphical data 38 for the radar charts is displayed in window 17C or 17D.

[0086] For example, in window 17D, radar charts 170 and 171 are displayed in concentric circles with different display modes (e.g., different colors) for the student with student ID 75 "A01", and in window 17C, radar charts 170 and 171 are displayed in concentric circles with different display modes (e.g., different colors) for the student with student ID 75 "A02".

[0087] The content 183 displayed in Figure 12 provides supporting information to help understand, from the description, how the evaluation of the students under warning is changing. In addition, radar charts 170 and 171 provide supporting information to help intuitively understand the overall evaluation of the answers and the temporal changes in each evaluation value, based on the size and shape (angle, distortion, etc.) of the polygons. Furthermore, by operating button 17E on the screen of display 17A, the screen of Figure 11 and the screen of Figure 12 can be switched between each other. By switching the display, the user can see the distribution position of the plotted points of the students under warning in the distribution of plotted points for the entire class on the coordinate plane, and intuitively understand the overall evaluation of the individual students' answers and each evaluation value from the size and shape of the polygons in the radar chart of the students under warning.

[0088] The screens in Figures 11 and 12 may be composed of separate, switchable screens, or they may be composed of the same screen. Figures 11 and 12 were screens for the case where the aggregation unit 36 ​​is a class and the display granularity 37 is a student, but are not limited to this. That is, the relationship between the display granularity 37 and the aggregation unit 36 ​​is such that the hierarchical group indicated by the display granularity 37 is at a lower level than the hierarchical group indicated by the aggregation unit 36.

[0089] In this embodiment, the graphical data generation unit 34 further generates graphical data 38 that visualizes a radar chart representing the evaluation values ​​for the answers to each question constituting the questionnaire 10, corresponding to a specified set of sets plotted on the coordinate plane. The method for specifying the set on which the radar chart is displayed is not limited to the operation of the icon 184 in Figure 12, but may also be, for example, by specifying the plot points (sets) on the coordinate plane in Figure 11 using touch operations.

[0090] <Other examples of quadrant divisions> The coordinate values ​​of the coordinate positions 73 used to divide the area into the four quadrants described above were representative coordinate values ​​obtained based on multiple sets plotted on the coordinate plane, but are not limited to these representative coordinate values.

[0091] The questionnaire analysis system determines a representative coordinate position at coordinate position 73 for one group that constitutes the hierarchical structure of Figure 7. This representative coordinate position consists of a value representing the total size of multiple sets obtained for multiple students belonging to that group, and a value representing the variability of multiple sets. The questionnaire analysis system plots the sets on the coordinate plane as multiple sets obtained for multiple students belonging to one group that constitutes that group, in a group of groups at a lower hierarchical level than the one group in question. As a result, for example, the division of the four quadrants of the coordinate plane is set based on the representative coordinate values ​​obtained for the sets of all students ST that constitute grade G1, and graphical data 38 is generated such that the sets obtained for each student ST belonging to one of the lower class groups (classes C1 to C4) of grade G1, for example, class C3, are plotted on the coordinate plane.

[0092] The display of a coordinate plane based on such graphical data 38 can provide support information for understanding trends in the evaluation of student responses 10 to questionnaires 10 in class Ci, which is the class a user (teacher) is in charge of, compared to the evaluation of all students in the grade to which that class belongs. For example, information on quadrants with many or few plotted points can be support information for the user to understand the overall evaluation trends of class Ci.

[0093] <Flowchart> Figures 13 and 14 are diagrams showing an example of a flowchart of the questionnaire analysis process according to this embodiment. Figure 13 shows the process of obtaining the results of questionnaire 10, and Figure 14 shows the process of mainly generating graphical data 38.

[0094] Referring to Figure 13, when the questionnaire 10 is completed, the processor 301 of the information processing device 300 acquires the questionnaire data 29 as the questionnaire collection unit 30 (step S10). Specifically, it receives the questionnaire data 29 showing the results of the questionnaire 10 conducted for each student, which is transferred from the terminal 200, and stores it in the questionnaire DB 45.

[0095] The processor 301, acting as a questionnaire aggregation unit 31, obtains evaluation values ​​46 for each answer to a question constituting the questionnaire 10 based on the questionnaire data 29 in the questionnaire DB 45, and stores them in the questionnaire DB 45 (step S20).

[0096] The processor 301, acting as the questionnaire analysis unit 32, obtains (calculates) the sum and variability of the evaluation values ​​46 for each student's questionnaire 10, and stores them in the questionnaire DB 45 (step S30).

[0097] When the processor 301 receives a predetermined user operation, it starts the process shown in Figure 14. Here, the process shown in Figure 13 is performed and the results of the questionnaire 10 are stored. First, the processor 301 sets the aggregation unit 36 ​​(step S40).

[0098] The processor 301, acting as the questionnaire analysis unit 32, extracts (searches) the magnitude and variability of the sum of evaluation values ​​of multiple students belonging to the group of layers indicated by the aggregation unit 36 ​​from the questionnaire DB 45 (step S50). Specifically, the processor 301 searches the questionnaire DB 45 for the magnitude and variability of the sum of evaluation values ​​of each student belonging to the lower layer group of the hierarchy indicated by the aggregation unit 36.

[0099] The processor 301 sets the display granularity 37 (step S60). The processor 301, acting as the questionnaire analysis unit 32, calculates the sum and variability of the evaluation values ​​(step S70). Specifically, if the layer indicated by the set display granularity 37 represents a group (e.g., class, grade, school, municipality, etc.), the processor 301 calculates a representative group for each group based on the sum and variability of the evaluation values ​​of the multiple students constituting that group. Also, if the layer indicated by the set display granularity 37 represents an individual student in the lowest rank, the processor 301, acting as the questionnaire analysis unit 32, calculates a group for each student in that lowest rank based on the sum and variability of the evaluation values.

[0100] The processor 301, acting as the questionnaire analysis unit 32, acquires information on the division of the coordinate plane into four quadrants (step S80). Specifically, the processor 301 calculates representative coordinate values ​​based on the representative set (or group) corresponding to each plot calculated in step S70. The calculated representative coordinate values ​​indicate the coordinate position 73. The processor 301 acquires coordinate information for mutually orthogonal axes using the representative coordinate values ​​(coordinate position 73).

[0101] The processor 301, acting as a graphical data generation unit 34, generates and outputs graphical data 38 (step S90). Specifically, the processor 301 generates graphical data 38 for visualizing a coordinate plane having an X-axis parameterized by the sum of evaluation values ​​and a Y-axis parameterized by the variability, in which multiple representative sets (or sets) calculated in step S70 are plotted, and the coordinate plane is divided into four quadrants based on the coordinate information calculated in step S80. The processor 301, acting as a web server unit 35, provides data for a web page 39 containing the graphical data 38. The web browser 23 of the terminal 200 displays the screen of the web page 39 on the display 17A. This allows the user to view a screen based on the graphical data 38.

[0102] The processor 301 determines whether or not to change the display granularity 37 (step S100). The processor 301 determines whether or not to change the display granularity 37 based on, for example, user operation. If it is determined that the display granularity 37 should be changed (YES in step S100), the process moves to step S60, and the processing in steps S60 to S90 is carried out based on the changed display granularity 37 so that graphical data 38 based on the changed display granularity 37 is generated.

[0103] On the other hand, if it is determined that the display granularity 37 will not be changed (NO in step S100), the processor 301 determines whether or not to change the aggregation unit 36 ​​(step S110). The processor 301 determines whether or not to change the aggregation unit 36 ​​based, for example, on user operation. If it is determined that the aggregation unit 36 ​​will be changed (YES in step S110), the process moves to step S40 so that graphical data 38 based on the changed aggregation unit 36 ​​is generated, and the processes from steps S40 to S100 are carried out based on the changed aggregation unit 36. If it is not determined that the aggregation unit 36 ​​will be changed (NO in step S110), the process ends.

[0104] In this embodiment, the program according to the configuration shown in Figure 4 is stored in the main memory 302 or the storage device 304, but it may be stored in a different storage medium instead. Such a different storage medium may be a non-volatile storage medium such as a CD-ROM (Compact Disc-Read Only Memory), DVD-ROM (Digital Versatile Disk-Read Only Memory), USB (Universal Serial Bus) memory, memory card, FD (Flexible Disk), magnetic tape, tray tape, MO (Magnetic Optical Disc), MD (Mini Disc), IC (Integrated Circuit) card (excluding memory card), optical card, mask ROM, EPROM, or EEPROM (Electronically Erasable Programmable Read-Only Memory) provided by the information processing device 300 or detachably attached to the information processing device 300. Furthermore, the information processing device 300 may acquire the program, for example, by downloading it via the network 100 and the communication interface 303.

[0105] Furthermore, the program may be provided not as a standalone program, but incorporated as part of any other program. In this case, the processing according to the embodiment is realized in cooperation with the other program. Even a program that does not include such a partial module does not deviate from the intent of the program according to each embodiment.

[0106] <Note> This embodiment shows the following configuration. (Composition 1) A system for analyzing students' responses to each of the multiple questions that make up a questionnaire, A means for obtaining the magnitude of the evaluation value for each answer to each question based on the aforementioned analysis, and the variability of the evaluation values ​​for each question based on the aforementioned analysis, A questionnaire analysis system comprising: a coordinate system having a first coordinate axis with the magnitude of the evaluation value as a parameter and a second coordinate axis with the variability as a parameter, and means for generating graphical data to visualize the coordinate system on which the acquired pairs of magnitude and variability of the evaluation value are plotted. (Configuration 2) The aforementioned student shall be managed by the group to which the student belongs. The magnitude and variability of the evaluation values ​​obtained by the means described above include, respectively, a representative value of the magnitude of the evaluation values ​​for each student belonging to the group and a representative value of the variability of the evaluation values ​​for each student. The questionnaire analysis system according to Configuration 1, wherein the plotted sets include representative sets representing a set of representative values ​​for the magnitude of the evaluation value and representative values ​​for the variability corresponding to the group. (Composition 3) The aforementioned group is at least one of the following: a class consisting of multiple students, a grade level containing multiple classes, a school containing multiple grade levels, and a municipality containing multiple schools, according to the questionnaire analysis system described in Configuration 2. (Composition 4) The aforementioned questionnaire analysis system manages multiple group groups in a hierarchical structure, The questionnaire analysis system described in Configuration 3 includes, among other things, a group of multiple groups managed in the hierarchical structure, a group of classes containing multiple classes, a group of grades that is higher up than the group of classes containing multiple grades, a group of schools that is higher up than the group of grades containing multiple schools, and a group of municipalities that is higher up than the group of schools containing multiple municipalities. (Composition 5) The system further includes means for receiving user input for the aforementioned survey analysis system, The survey analysis system described in Configuration 4 includes a group specified by the user from among multiple groups, where the group corresponding to the aforementioned representative value is the group. (Composition 6) Means for selecting one group from a group of groups in one layer of the aforementioned hierarchical structure, The system includes means for selecting one group from among the group groups of layers lower than the aforementioned layer 1, The questionnaire analysis system according to configuration 4, wherein the plotted representative sets include a representative set corresponding to each group included in the specified group 1. (Composition 7) The means of obtaining the above information further obtains the time when the survey was conducted, The means for generating the graphical data further includes: A questionnaire analysis system according to any one of configurations 2 to 6, comprising means for generating graphical data that visualizes the coordinate system in which the sets of representatives corresponding to the same student or the same group obtained for the questionnaire are plotted in relation to the passage of time during which the questionnaire was administered. (Composition 8) The means for generating the graphical data further includes: A questionnaire analysis system according to any one of configurations 2 to 7, comprising means for generating graphical data that visualizes a radar chart representing evaluation values ​​for the answers to each question constituting the questionnaire, corresponding to a specified set among the sets plotted in the coordinate system. (Composition 9) The questionnaire analysis system according to configuration 7 or 8, wherein the designated group is a group corresponding to the same student or a representative group corresponding to the same group, and includes a group in which the magnitude of the evaluation values ​​or the variation of the group has changed significantly over time. (Composition 10) The questionnaire analysis system according to configuration 9, wherein the graphical data includes graphical data that visualizes the direction and magnitude of the displacement. (Composition 11) The aforementioned coordinate system includes a two-dimensional coordinate plane, The graphical data further includes quadrant graphical data that visualizes a two-dimensional coordinate plane by dividing it into four quadrants using mutually orthogonal axes at predetermined coordinate positions within the two-dimensional coordinate plane. The questionnaire analysis system according to any one of configurations 1 to 10, wherein the predetermined coordinate position includes a coordinate position indicated by coordinate values ​​corresponding to representatives of the magnitudes of multiple evaluation values ​​constituting multiple sets plotted in the two-dimensional coordinate plane, and coordinate values ​​corresponding to representatives of multiple variations constituting the multiple sets. (Composition 12) The aforementioned questionnaire analysis system manages multiple group groups in a hierarchical structure, The group of multiple groups managed in the aforementioned hierarchical structure includes at least two of the following: a class group containing multiple classes composed of multiple students; a grade group that is a higher-level group of the class group and contains multiple grades composed of one or more classes; a school group that is a higher-level group of the grade group and contains multiple schools composed of multiple grades; and a municipality group that is a higher-level group of the school group and consists of multiple schools. The aforementioned predetermined coordinate position is further, The questionnaire analysis system according to configuration 11, which includes a group at a higher level than the hierarchy of one group corresponding to a plurality of sets plotted on the two-dimensional coordinate plane, and a coordinate position indicated by coordinate values ​​corresponding to representatives of the magnitudes of the plurality of evaluation values ​​constituting a plurality of sets obtained for the higher-level group comprising the one group, and coordinate values ​​corresponding to representatives of the plurality of variations constituting the plurality of sets. (Composition 13) The aforementioned quadrant graphical data is The questionnaire analysis system according to configuration 11 or 12, which includes graphical data that visualizes one or more quadrants among the four quadrants in a manner that is distinguishable from the other quadrants, where the parameter for the magnitude of the evaluation value on the first coordinate axis shows a first range and the parameter for the variation on the second coordinate axis shows a second range. (Composition 14) A method for analyzing students' responses to each of the multiple questions that make up a questionnaire, The computer obtains the magnitude of the evaluation value for each answer to the question based on the analysis, and the variability of the evaluation values ​​for each question based on the analysis. A method comprising the step of a computer generating graphical data for visualizing a coordinate system having a first coordinate axis with the magnitude of the evaluation value as a parameter and a second coordinate axis with the variation as a parameter, wherein the acquired pairs of magnitude and variation of the evaluation value are plotted in the coordinate system.

[0107] (Composition 15) A program for causing a computer to perform a method of analyzing students' responses to each of the multiple questions that make up a questionnaire, The aforementioned method, The steps include obtaining the magnitude of the evaluation value for each answer to the question based on the aforementioned analysis, and obtaining the variability of the evaluation values ​​for each question based on the aforementioned analysis, A program comprising the step of generating graphical data for visualizing a coordinate system having a first coordinate axis with the magnitude of the evaluation value as a parameter and a second coordinate axis with the variation as a parameter, wherein the acquired pairs of magnitude and variation of the evaluation value are plotted in the coordinate system.

[0108] While embodiments have been described above, the embodiments disclosed herein are illustrative and not restrictive in all respects. The technical scope of this disclosure is defined by the claims, and all modifications within the meaning and scope equivalent to the claims are intended. [Explanation of symbols]

[0109] 8 items, 9 questions, 10 questionnaire, 45 questionnaire DB, 11,301 processor, 12,302 main memory, 15,303 communication interface, 16,305 input interface, 16A,305A input device, 17,306 display interface, 17A,306A display, 17B,17C,17D window, 17E button, 18,309 touch panel, 19,307 optical drive, 19A,307A optical disc, 20,304 storage device, 21,310 system program, 22 GUI program, 23 web browser, 25,319 internal bus, 28 school information, 29 questionnaire data, 30 questionnaire collection unit, 31 questionnaire aggregation unit, 32 questionnaire analysis unit, 33 calculation unit, 34 graphical data generation unit, 35 web server unit, 36 aggregation unit, 37 Display granularity, 38 Graphical data, 39 Web page, 46 Evaluation value, 47 Time, 52 Questionnaire analysis program, 53 Calculation program, 56 Server program, 57 Graphical program, 59 Hierarchical data, 70 Size, 71 Variation, 72, 76, 184 Icon, 73 Coordinate position, 74 Performance indicator, 81 Message, 100 Network, 101 Mark, 170, 171 Radar chart, 182 Period, 183 Content, 200 Terminal, 300 Information processing device, 315 Questionnaire collection program, 320 Questionnaire aggregation program, 58 Performance DB, GP1 Municipality group, GP2 School group, GP3 Grade group, GP4 Class group, GPi Group group, GVi Municipality, ST Student, Ci Class, Gi Grade, SHi School, GVi Municipality.

Claims

1. A questionnaire analysis system, For each of the multiple questions that make up the questionnaire, the system is equipped with means for quantitatively evaluating the student's response to that question according to predetermined criteria and obtaining an evaluation value that shows the evaluation result. The aforementioned predetermined criteria are set such that a higher evaluation value for an answer to a question indicates a higher evaluation of that answer. The aforementioned questionnaire analysis system further, A means for obtaining a representative value from the evaluation values ​​of the students' responses to each of the aforementioned multiple questions, and for obtaining the variability of the evaluation values ​​of the students' responses to each of the aforementioned questions, A questionnaire analysis system comprising: a coordinate system having a first coordinate axis with a representative value of the evaluation value as a parameter and a second coordinate axis with the variation as a parameter, and a means for generating graphical data to visualize the coordinate system on which pairs of representative values ​​and variations of the evaluation value acquired by the acquisition means are plotted.

2. The aforementioned student shall be managed by the group to which the student belongs. The means for obtaining the above includes, for a group, a means for obtaining a representative evaluation value that represents the representative value of the evaluation value of each student belonging to the group, and a representative variation that shows a value that represents the variation of the evaluation value of each student. The questionnaire analysis system according to claim 1, wherein the plotted sets include representative sets showing sets of representative evaluation values ​​and representative variability obtained for a group.

3. The questionnaire analysis system according to claim 2, wherein the group is at least one of a class consisting of multiple students, a grade level including multiple classes, a school including multiple grade levels, and a municipality including multiple schools.

4. The aforementioned questionnaire analysis system manages multiple group groups in a hierarchical structure, The questionnaire analysis system according to claim 3, wherein the group of groups managed in the hierarchical structure includes a group of classes including multiple classes, a group of grades that is higher up than the group of classes including multiple grades, a group of schools that is higher up than the group of grades including multiple schools, and a group of municipalities that is higher up than the group of schools including multiple municipalities.

5. The system further includes means for receiving user input for the aforementioned survey analysis system, The questionnaire analysis system according to claim 4, wherein the group corresponding to the aforementioned representative group includes a group specified by the user from among multiple groups.

6. Means for selecting one group from a group of groups in one layer of the aforementioned hierarchical structure, The system includes means for selecting one group from among the group groups of layers lower than the aforementioned layer 1, The questionnaire analysis system according to claim 4, wherein the plotted representative sets include a representative set corresponding to each group included in the specified group 1.

7. The means of obtaining the above information further obtains the time when the survey was conducted, The means for generating the graphical data further includes: The questionnaire analysis system according to claim 2 or 3, further comprising means for generating graphical data that visualizes the coordinate system in which the sets of representatives corresponding to the same student or the same group obtained for the questionnaire are plotted in relation to the passage of time since the questionnaire was administered.

8. The means for generating the graphical data further includes: The questionnaire analysis system according to claim 7, further comprising means for generating graphical data that visualizes a radar chart representing evaluation values ​​for the answers to each question constituting the questionnaire, corresponding to a specified set of sets plotted in the aforementioned coordinate system.

9. The questionnaire analysis system according to claim 8, wherein the designated group includes a group corresponding to the same student, in which the representative value or variation of the evaluation value constituting the group shows a large change over time, or a representative group corresponding to the same group, in which the representative evaluation value or representative variation constituting the representative group shows a large change over time.

10. The questionnaire analysis system according to claim 9, wherein the graphical data includes graphical data that visualizes the direction and magnitude of the displacement.

11. The aforementioned coordinate system includes a two-dimensional coordinate plane, The graphical data further includes quadrant graphical data that visualizes a two-dimensional coordinate plane by dividing it into four quadrants using mutually orthogonal axes at predetermined coordinate positions within the two-dimensional coordinate plane. The questionnaire analysis system according to claim 3, wherein the predetermined coordinate position includes a coordinate position indicated by a coordinate value corresponding to the representative evaluation value constituting the representative set plotted in the two-dimensional coordinate plane and a coordinate value corresponding to the representative variation constituting the representative set.

12. The aforementioned questionnaire analysis system manages multiple group groups in a hierarchical structure, The group of multiple groups managed in the aforementioned hierarchical structure includes at least two of the following: a group of classes comprising multiple classes composed of multiple students; a group of grades that is higher in rank than the group of class classes and comprises multiple grades composed of one or more classes; a group of schools that is higher in rank than the group of grades and comprises multiple schools; and a group of municipalities that is higher in rank than the group of schools and comprises multiple schools. The aforementioned predetermined coordinate position is further, The questionnaire analysis system according to claim 11, comprising a group at a higher level than the hierarchy of one group corresponding to a plurality of representative sets plotted on the two-dimensional coordinate plane, and including coordinate positions indicated by coordinate values ​​corresponding to values ​​representing a plurality of representative evaluation values ​​constituting a plurality of representative sets obtained for the higher-level group comprising the one group, and coordinate values ​​corresponding to values ​​representing a plurality of representative variations constituting the plurality of representative sets.

13. The aforementioned quadrant graphical data is The questionnaire analysis system according to claim 11, comprising graphical data that visualizes one or more quadrants among the four quadrants in a manner that is distinguishable from the other quadrants, where the parameter for the representative value of the evaluation value on the first coordinate axis shows a first range and the parameter for the variation on the second coordinate axis shows a second range.

14. A method performed by a computer, comprising the steps of quantitatively evaluating the student's response to each of a plurality of questions constituting a questionnaire according to predetermined criteria, and obtaining an evaluation value indicating the evaluation result, The aforementioned predetermined criteria are set such that a higher evaluation value for an answer to a question indicates a higher evaluation of that answer. The above method further, The computer obtains a representative value from the evaluation values ​​of the students' responses to each of the multiple questions, and obtains the variation in the evaluation values ​​of the students' responses to each of the questions. A method comprising the steps of: generating graphical data for visualizing a coordinate system in which the computer has a first coordinate axis with a representative value of the evaluation value as a parameter and a second coordinate axis with the variation as a parameter, and in which the pairs of representative value and variation of the evaluation value acquired in the acquisition step are plotted.

15. A program for causing a computer to execute a method, The aforementioned method, The system includes a step of quantitatively evaluating the student's response to each of the multiple questions that make up the questionnaire according to predetermined criteria, and obtaining an evaluation value that shows the evaluation result. The aforementioned predetermined criteria are set such that a higher evaluation value for an answer to a question indicates a higher evaluation of that answer. The above method further, The steps include obtaining a representative value from the evaluation values ​​of the students' responses to each of the aforementioned multiple questions, and obtaining the variability of the evaluation values ​​of the students' responses to each question, A program comprising the step of generating graphical data for visualizing a coordinate system having a first coordinate axis with a representative value of the evaluation value as a parameter and a second coordinate axis with the variation as a parameter, wherein the acquired pairs of representative value and variation of the evaluation value are plotted in the coordinate system.

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