Calligraphy learning support system and calligraphy learning support program
The head-mounted display system with marker-based guidance addresses accuracy and flexibility issues in conventional calligraphy systems by offering flexible installation and improved learning through real-time hand positioning and pressure feedback.
Patent Information
- Authority / Receiving Office
- JP · JP
- Patent Type
- Patents
- Current Assignee / Owner
- TOKYO METROPOLITAN PUBLIC UNIVERSITY CORPORATION
- Filing Date
- 2022-08-15
- Publication Date
- 2026-06-01
AI Technical Summary
Conventional calligraphy learning systems using fixed cameras face accuracy issues due to misrecognition of brush movements if the learner's position or orientation changes, and require precise camera placement, limiting flexibility in installation and convenience.
A head-mounted display system with a camera and marker display that detects hand movements and provides real-time guidance using markers positioned based on depth and movement speed, allowing flexible installation and improved accuracy.
Enables easy and efficient calligraphy learning by providing accurate real-time guidance and evaluation, facilitating practice by multiple users without fixed cameras, and enhancing proficiency through marker-based hand positioning and pressure feedback.
Smart Images
Figure 0007867697000001 
Figure 0007867697000002 
Figure 0007867697000003
Abstract
Description
Technical Field
[0001] The present invention relates to a learning support system and a learning support program for learning writing such as characters and patterns, and for supporting the learning of operations. Xi supporting the learning of operations Copying a learning support system and Copying a learning support program.
Background Art
[0002] As a technique for supporting the learning of characters, the technique described in Non-Patent Document 1 below has been conventionally known. In Non-Patent Document 1, in a calligraphy learning support system, a teacher performs the pen movement of a model on a writing desk, acquires data on the pen movement of the model using three cameras, and when a learner learns, wears a head-mounted display and displays (reproduces) the pen movement of the model on the head-mounted display to support the learning of calligraphy. In Non-Patent Document 1, data on the pen movement of the learner is also acquired in real time, and the pen movement of a corresponding stroke of the model is displayed in accordance with the movement of the pen for each stroke of the learner.
Prior Art Documents
Non-Patent Documents
[0003]
Non-Patent Document 1
Summary of the Invention
Problems to be Solved by the Invention
[0004] (Problems of the Prior Art) In the technology described in Non-Patent Literature 1, three fixed cameras installed outside the calligraphy stand recognize the contact between the brush and paper and the movement of the brush. However, if the learner touches the fixed cameras and their orientation or position changes, there is a risk of reduced accuracy, such as misrecognition of the brush movement display or misrecognition of the learner's brush movement. Furthermore, if part or all of the brush is not captured by the hand, arm, clothing, etc., when the fixed cameras are capturing in real time, the accuracy of recognizing the learner's brush movement also decreases. In other words, the fixed cameras need to be installed in a position that is not easily affected by external influences and where the brush can be captured, which imposes constraints on installation location. Therefore, it is time-consuming to determine the appropriate fixed camera placement each time the location of use of this technology changes. Consequently, with conventional technology, it has been difficult to provide simple and convenient support for calligraphy due to the constraints on the installation location of the fixed cameras.
[0005] The technical objective of this invention is to provide easier learning support compared to conventional technologies that require a fixed-point camera. [Means for solving the problem]
[0006] To solve the aforementioned technical problems, the invention described in claim 1 Copying The learning support system is A display device that can be worn on the learner's head and displays images within the learner's field of vision, A photographing member supported by the aforementioned display device, which photographs the area in front of the learner, When copying The learner's hand passes through. should Position In advance A marker indicating passage. should A marker display means for displaying multiple markers arranged at intervals along a position on the display device, In the image captured by the aforementioned imaging element Then, perform the copying. A detection means that detects the position of the learner's hand and detects when the hand passes over the marker's position, It is characterized by having the following features. The invention described in claim 2 is a handwriting learning support system described in claim 1, The aforementioned writing is calligraphy using a brush. It is characterized by the following:
[0007] Claim 3 The invention described in [reference] is the [reference] described in claim 1 Copying In a learning support system, marker display means for displaying the markers at different positions in the depth direction, depending on whether the hand passes through the back side or the front side in the depth direction with respect to the depth direction of the learner's field of view; characterized by comprising the above.
[0008] Claim 4 The invention described in [reference] is the [reference] described in claim 1 Copying In a learning support system, evaluation means for evaluating the proficiency level of the learner based on the deviation between the position of the marker and the position where the learner's hand actually passes; characterized by comprising the above.
[0009] To solve the above technical problem, Claim 5 of the invention described in [reference] Copying The learning support program is to cause a computer to in an image captured by a photographing member supported by a display device worn on the learner's head Then, perform the copying. detection means for detecting the position of the learner's hand; in accordance with the position of the learner's hand detected by the detection means, When copying where the learner's hand passes should ->position In advance a marker indicating the position, and marker display means for causing the display device to display a plurality of markers arranged at intervals along the passing should position; characterized by functioning as such.
Advantages of the Invention
[0010] ]>According to the invention described in claim 1, 5 learning support can be easily performed as compared with the conventional technology that requires a fixed-point camera. According to the invention described in claim 2, it is possible to support the learning of calligraphy using a brush. Claim 3According to the invention described, compared with the case where markers of different sizes are not used according to the passing position in the depth direction, it becomes easier for the learner to visually understand the position where the hand passes in the depth direction. Claim 4 According to the invention described, compared with the case where no evaluation is performed, when the learner repeats practice, the evaluation can be referred to, and the proficiency can be improved.
Brief Description of Drawings
[0011] [Figure 1] FIG. 1 is an explanatory diagram of the learning support system according to Embodiment 1 of the present invention. [Figure 2] FIG. 2 is a functional block diagram of the main body of the information processing apparatus in the learning support system according to Embodiment 1. [Figure 3] FIG. 3 is an explanatory diagram of an example of the model data. FIG. 3A is an explanatory diagram of the model image and the marker, FIG. 3B is an explanatory diagram of the pen movement video of the first frame as an example, and FIG. 3C is an explanatory diagram of the pen movement video of the third frame as an example. [Figure 4] FIG. 4 is an explanatory diagram of the flowchart of the calligraphy support system according to Embodiment 1.
Modes for Carrying Out the Invention
[0012] Next, specific examples of embodiments of the present invention (hereinafter referred to as embodiments) will be described while referring to the drawings, but the present invention is not limited to the following embodiments. In the following description using the drawings, illustrations other than the members necessary for the explanation are appropriately omitted for ease of understanding.
Embodiment
[0013] FIG. 1 is an explanatory diagram of the learning support system according to Embodiment 1 of the present invention. In FIG. 1, as an example of the learning support system according to Embodiment 1, a calligraphy support system S has a head-mounted display 2 as an example of a display device that can be worn on the head 1a of the learner 1. The head-mounted display 2 includes a strap portion 3 that is attached to the learner's head 1a, a plurality of cameras 4 as an example of a shooting member supported at the front of the strap portion 3, and a display 6 as an example of a display unit positioned in front of the learner's eyes.
[0014] The display 6 is made of transparent material. Therefore, learner 1 can see objects and scenery in front of them through the display 6, and can also see the images displayed on the display 6. In addition, the display 6 of Embodiment 1 displays a hologram image as an example of an image. Therefore, when an image is displayed on the display 6, learner 1 sees a fusion of the actual scenery (reality) and the hologram image (unreality) in their field of vision. Thus, the head-mounted display 2 of Embodiment 1 can realize so-called MR: Mixed Reality, where the real world and the virtual world are combined. Furthermore, the head-mounted display 2 of Embodiment 1 incorporates a wireless communication module (not shown) and is configured to communicate with a personal computer PC, which is an example of an information processing device. Although Embodiment 1 illustrates a configuration for wireless communication, a configuration for wired communication is also possible.
[0015] Since such a head-mounted display 2 can be a well-known device, such as Microsoft's HoloLens®, further detailed explanation will be omitted. Furthermore, while the head-mounted display 2 in Example 1 is illustrated as having a display positioned in front of the learner's eyes, it is not limited to this configuration. For example, a head-mounted display that covers the entire area around the learner's eyes is also possible.
[0016] In Figure 1, in the calligraphy support system S of Embodiment 1, a sheet of calligraphy paper 13 is placed on a table 11 where the learner 1 practices calligraphy, with a calligraphy underlay 12 in between. The learner 1 can write characters on the sheet of calligraphy paper 13 using a brush 14.
[0017] The personal computer PC of the calligraphy support system S comprises a computer main unit 21, a display 22 as an example of a display unit, and a keyboard 23 and mouse 24 as examples of input units. The computer main unit 21 has a built-in wireless communication module (not shown) and is configured to enable wireless communication with the head-mounted display 2. Any conventionally known wireless communication method can be used, such as Bluetooth®, Zigbee®, wireless LAN, or mobile phone lines.
[0018] (Description of the control unit of the computer main unit 21 in Example 1) Figure 2 is a functional block diagram of the main unit of the information processing device in the learning support system of Example 1. In Figure 2, the control unit 41 of the computer main unit 21 of Embodiment 1 is composed of a computer device having an I / O (input / output interface) that performs input / output of signals to and from the outside and adjustment of input / output signal levels, a ROM (read-only memory) that stores programs and data for performing necessary startup processing, a RAM (random access memory) for temporarily storing necessary data and programs, a CPU (central processing unit) that performs processing according to the startup program stored in the ROM, etc., and a clock oscillator, etc. Various functions can be realized by executing the programs stored in the ROM and RAM, etc. The control unit 41 stores basic software that controls basic operations, so-called operating system OS, a learning support program AP1 as an example of an application program, and other software not shown.
[0019] (Element connected to the control unit 41 of Example 1) The control unit 41 receives output signals from signal output elements such as the keyboard 23, mouse 24, and the camera 4 of the head-mounted display 2. In addition, the control unit 41 of Example 1 outputs a control signal to controlled elements such as the display 22 of the personal computer PC and the display 6 of the head-mounted display 2.
[0020] (Function of the control unit 41) The learning support program AP1 of the control unit 41 of Example 1 has the following functional means (program modules) 51 to 60.
[0021] The model data storage means 51 has a model image storage means 51a, a marker storage means 51b, and a pen movement video storage means 51c, and stores model data of characters that are learning targets and writing targets. The model data storage means 51 of Example 1 stores data such as model images, marker data, pen movement videos, and the total number of strokes of the characters for each type of character.
[0022] FIG. 3 is an explanatory diagram of an example of model data. FIG. 3A is an explanatory diagram of a model image and a marker, FIG. 3B is an explanatory diagram of a pen movement video of the first stroke as an example, and FIG. 3C is an explanatory diagram of a pen movement video of the third stroke as an example. The model image storage means 51a stores the model image 101 of the character to be learned. In FIG. 3A, as an example, the model image 101 stores what a calligraphy teacher or the like has written in advance a character serving as a model (the character 'yong' as an example in FIG. 3A) as the model image 101. Note that the model is not limited to what is written by a calligraphy teacher, and it is also possible to use characters of cultural properties or characters registered as fonts.
[0023] The marker storage means 51b stores data of the marker 102 indicating the position where the hand of the learner 1 passes. The marker storage means 51b of Example 1 stores information (data) specifying the marker 102 arranged on the lines or points constituting the character. As an example of the data specifying the marker 102, the marker storage means 51b stores the position of the marker 102 and the size (dimension) of the marker 102. In FIG. 3A, the position of the marker 102 is set above the lines and points that form the characters. In Example 1, the intervals between the markers 102 are set according to the pen movement speed when a teacher or the like writes characters. As an example, the positions of the markers 102 are preset and stored such that the intervals between the markers 102 are wider as the pen movement speed is faster and narrower as the pen movement speed is slower. Note that the pen movement speed can be set based on the pen movement speed at that time when a teacher or the like writes a model, or when using characters of cultural properties, the creator of the model data can also set the position of the marker 102 by speculating the pen movement speed based on experts or rules of thumb.
[0024] Also, in Example 1, the sizes of the respective markers 102 are set to be different when the hand passes through the back side in the depth direction and when the hand passes through the front side in the depth direction with respect to the depth direction of the field of view of the learner 1. Specifically, at locations where the pen pressure when writing characters is high, the hand will pass through the back side in the depth direction, and at locations where the pen pressure is low, the hand will pass through the front side in the depth direction. Therefore, in Example 1, the positions of the markers 102 are preset and stored such that the position of the marker 102 is deeper in the depth direction at positions where the pen pressure of the pen when a teacher or the like writes characters is high (for example, the position of "tome" 102a in calligraphy), and the position of the marker 102 is closer to the front side in the depth direction at positions where the pen pressure is low (for example, the positions of "hane" and "hara-i" 102c in calligraphy).
[0025] The pen movement video storage means 51c stores a pen movement video for guiding (navigating) when the hand of the learner 1 moves. In FIG. 3B, as an example, when writing the first stroke of the character "ei", a pen movement video 103 in which a pen image 103e moves along an arrow 103d in order from a writing start position 103a, through an intermediate position 103b, to a writing end position 103c is stored. Similarly, in FIG. 3C, when writing the third stroke of the character "ei", a pen movement video 104 in which a pen image 104e moves along an arrow 104d in order from a writing start position 104a, through an intermediate position 104b, to a writing end position 104c is stored.
[0026] The paper position detection means 52 detects the position of the paper 13 based on the image captured by the camera 4. The position of the paper 13 can be determined by placing a predetermined mark (for example, a square or triangle mark) on a specific position on the paper 13 (for example, the upper right corner), and identifying the position of the paper 13 from the position of the mark. Alternatively, the position of the paper 13 can be detected based on the difference in color between the table 11 or the underlay 12 and the paper 13.
[0027] The example image display means 53 displays an example image 101 of the character that learner 1 is learning on the display 6 of the head-mounted display 2. In Embodiment 1, the example image 101 is displayed on the display 6 so that the example character is superimposed on the paper 13, which is the size of the paper detected by the paper position detection means 52. The marker display means 54 displays markers 102 corresponding to the example image 101 of the character that learner 1 is learning on the display 6 of the head-mounted display 2. In Embodiment 1, the markers 102 are displayed on the display 6 in accordance with the displayed example image 101. Also in Embodiment 1, when the brush tip passes the position of marker 102, the marker 102 that has been passed is hidden.
[0028] As an example of a hand position detection means, the brush detection means (an example of a detection means) 55 detects the brush 14 that the learner 1 is actually holding in their hand. The brush detection means 55 of Embodiment 1 detects the position of the learner 1's hand based on the image captured by the camera 4, detects a rod-shaped member extending from the hand position as the brush 14, and identifies the tip (lower end) of the brush 14 as the brush tip. It is also possible to configure the system to consider (estimate) the brush tip as being located at a predetermined distance (the length of the brush 14) below the hand position (center of gravity position) without detecting the brush 14. Furthermore, the brush detection means 55 of Example 1 detects the position of the brush tip and the three-dimensional position of the paper 13 from images captured by multiple cameras 4 using so-called stereo vision. It then detects whether or not the position of the brush tip is in contact with the paper 13. Therefore, if the brush tip is not in contact with the paper 13, it can be determined that no characters are being written, and if the brush tip is in contact with the paper 13, it can be determined that characters are being written (in the process of writing). It is also possible to detect whether or not the brush tip has passed the position of the marker 102 from the position of the brush tip when it is in contact with the paper 13.
[0029] The stroke determination means 56 determines which stroke of a character the learner 1 is writing. In Example 1, as an example, the learner 1 determines which stroke of the character to write next based on the position where the brush tip detected by the brush detection means 55 last touched the paper 13 and the positions of the lines and dots that make up the model character. Alternatively, it is also possible to determine the stroke number by determining that the moment the brush tip touches and then lifts off the paper 13 is one stroke, and then determining the stroke number from the number of touches and lifts.
[0030] The brushstroke movement video display means 57 displays brushstroke movement videos 103 and 104 of the lines and dots of the next character that learner 1 will write on the display 6, based on the determination result of the stroke determination means 56. In the first embodiment, when the brush images 103e and 104e move to the end positions 103c and 104c, the brushstroke movement video display means 57 returns to the start positions 103a and 104a and repeats the display of brushstroke movement videos 103 and 104. In the first embodiment, the brushstroke movement videos 103 and 104 are repeatedly displayed until learner 1 finishes writing the stroke for which the brushstroke movement videos 103 and 104 are displayed. However, the system is not limited to this, and it is also possible to hide the brushstroke movement videos 103 and 104 when it is detected that the brush tip has come into contact with the paper 13 (i.e., when writing has begun) so as not to interfere with writing.
[0031] As an example of a depth-direction passage position determination means, the pen pressure determination means 58 determines the pen pressure applied when learner 1 writes characters. Based on the detection result of the pen detection means 55, the pen pressure determination means 58 determines that the further the pen 14 is located in the depth direction (closer to the paper 13), the higher the pen pressure, and the further the pen is located in the depth direction (farther from the paper 13), the lower the pen pressure. The movement speed determination means 59 determines the movement speed of the brush 14 when the learner 1 writes characters. Based on the detection result of the brush detection means 55, the movement speed determination means 59 determines the movement speed from the position of the brush 14 during the period when the brush tip is in contact with the paper 13 and the time at each position.
[0032] The evaluation means 60 evaluates the learner's proficiency based on the discrepancy between the position of the marker 102 and the position where the brush 14 actually passed, which is an example of the position the learner's hand actually passed. The evaluation means 60 in Embodiment 1 evaluates the learner's proficiency based on the discrepancy between the position of the marker 102 and the actual position where the brush 14 passed, the discrepancy between the brush pressure set for each marker 102 and the actual brush pressure, and the discrepancy between the speed (time) of movement between each marker 102 and the actual speed of movement of the brush 14. The evaluation is performed such that a smaller discrepancy results in a higher evaluation, and a larger discrepancy results in a lower evaluation. For example, any scoring method can be adopted, such as deducting points from the perfect score (e.g., 100 points) for each marker 102 whose positional discrepancy is greater than a predetermined distance.
[0033] (Explanation of the flowchart for Example 1) Next, the control flow in the calligraphy support system S of Example 1 will be explained using a flowchart.
[0034] (Explanation of the flowchart) Figure 4 is an explanatory diagram of the flowchart of the calligraphy support system S of Example 1. Each step ST in the flowchart of Figure 4 is performed according to a program stored in the computer unit 21. This process is executed in parallel with various other processes in the computer unit 21. The flowchart shown in Figure 4 is initiated when the learning support program AP1 is launched on the computer 21.
[0035] In ST1 of Figure 4, the following processes (1) to (3) are executed, and then the process proceeds to ST2. (1) Detect the position of the half-size paper 13. (2) Detect brush 14. (3) Set stroke n=1, that is, set it as the first stroke (initialize it). In ST2, the following processes (1) to (3) are executed, and then the process proceeds to ST3. (1) Display the example image 101 on the display 6. (2) Display marker 102 on display 6. (3) Display the brushstroke animation 103 of the first stroke on display 6.
[0036] In ST3, it is determined whether or not the tip of the brush has come into contact with the paper 13. If yes (Y), proceed to ST4; if no (N), repeat ST3. In ST4, the following processes (1) and (2) are executed, and then the process proceeds to ST5. (1) Hide marker 102, which the brush tip has passed over. (2) Record the position the brush tip passes through, the pressure applied, and the speed of movement. In ST5, it is determined whether the brush tip has reached the end of the stroke. If yes (Y), proceed to ST6; if no (N), repeat ST5.
[0037] In ST6, it is determined whether stroke n has reached the total stroke count Na, that is, whether the character has been written or not. If the answer is no (N), proceed to ST7; if the answer is yes (Y), proceed to ST9. In ST7, add 1 to the value of stroke n. That is, set n = n + 1. Then proceed to ST8. In ST8, display the brushstroke animations 103 and 104 for the nth stroke. Then, return to ST3. In ST9, the calligraphy proficiency of learner 1 is evaluated (scored) based on deviations in passing position, pen pressure, and movement speed. Then, the learning support program AP1 is terminated.
[0038] (Effect of Example 1) In the calligraphy support system S of Embodiment 1, which has the above configuration, when practicing writing characters, learner 1 simply puts on the head-mounted display 2, and the model image 101 and marker 102 are displayed on the paper 13, allowing the learner to practice actual brushstrokes following the guidance of brushstroke videos 103 and 104. In the calligraphy support system S of Example 1, it is possible to implement the system using only the camera 4 of the head-mounted display 2, without using a fixed-point camera as in conventional technology. Therefore, compared to conventional technology, which has constraints on the installation position of a fixed-point camera, it is possible to provide learning support more easily. In addition, when using a fixed-point camera, multiple fixed-point cameras were required for each learner 1, but in Example 1, calligraphy practice can be conducted by a large number of people by distributing head-mounted displays 2 to each person. Therefore, it is possible to provide calligraphy support easily.
[0039] Furthermore, in the calligraphy support system S of Example 1, the use of markers 102 makes it easier for learner 1 to understand which position to pass through, and makes it easier to synchronize the movements of learner 1's hands and fingers with the image (example video), resulting in more efficient learning compared to when markers 102 are not used. In particular, the spacing of markers 102 changes according to the movement speed of the brush 14, making it easier for learner 1 to visually understand the movement speed of the brush 14. In addition, in Example 1, the position of markers 102 in the depth direction differs according to the brush pressure, making it easier for learner 1 to visually understand how much pressure to apply when writing with the brush 14. Furthermore, in Example 1, brushstroke videos 103 and 104 are displayed, making it easier for learner 1 to visually understand what trajectory the brushstrokes should follow and how fast the brush 14 should move, thus facilitating more efficient learning. Furthermore, in Example 1, the writing motion is evaluated based on the discrepancy between the actual brushstrokes and the model. Therefore, by having Learner 1 repeatedly practice writing characters while referring to the evaluation, they can improve their proficiency in calligraphy.
[0040] (Example of change) Although embodiments of the present invention have been described in detail above, the present invention is not limited to the embodiments described above, and various modifications can be made within the scope of the gist of the present invention as described in the claims. Examples of modifications to the present invention (H01) to (H06) are shown below. (H01) In the above embodiment, a configuration in which information processing is performed on a personal computer PC was illustrated, but the invention is not limited thereto. For example, it is possible to incorporate a so-called microcomputer having a CPU, etc., into the head-mounted display 2, and to create a configuration in which the process is completed solely on the head-mounted display 2. Furthermore, the invention is not limited to a configuration in which processing is centralized on a single personal computer PC, but is also possible to perform distributed processing on multiple personal computers or servers connected to a network.
[0041] (H02) In the above embodiment, it is desirable to vary the spacing of the markers 102 according to the speed of the brush movement, but it is also possible to make them equally spaced regardless of the speed of movement. Furthermore, it is desirable to vary the position of the markers 102 in the depth direction according to the pressure of the brush, but it is also possible to make them the same position regardless of the pressure of the brush. Note that if the position of the markers 102 in the depth direction is different, due to perspective, the markers closer to the viewer will appear larger and the markers further away will appear smaller. Therefore, it is also possible to express brush pressure by keeping the position of the markers 102 in the depth direction the same and varying the size of the markers 102 according to the pressure of the brush. In addition, it is also possible to express "the degree of force applied," such as brush pressure, through the attributes of the markers (size, color, shape, movement (the markers expanding or contracting, etc.)). (H03) In the above embodiment, the shape of the marker 102 is not limited to a spherical shape, but can be any shape, such as a polygonal shape like a star or a diamond shape, or, for example, the first stroke marker may display "1".
[0042] (H04) In the above embodiment, it is preferable to display the brushstroke videos 103 and 104, but it is also possible to configure the system so that they are not displayed. (H05) In the above embodiment, it is also possible to configure the system so that the evaluation of the brushstrokes is not performed. (H06) In the above embodiment, the example given was the support for calligraphy (practicing writing characters), but it is not limited to this. For example, it can also be applied to learning sports such as practicing archery or golf swings, or to training in manual skills such as surgery or magic tricks. [Explanation of symbols]
[0043] 1… Learners, 2...display device, 4…Photography equipment, 54... Marker display means, 55...Detection means, 60...Means of evaluation, 102... Marker, AP1…Learning support program, PC...computer, S...Learning support system.
Claims
1. A display device that can be worn on the learner's head and displays images within the learner's field of vision, A photographing member supported by the aforementioned display device, which photographs the area in front of the learner, A marker display means that displays on a display device multiple markers, which are arranged at intervals along the positions that a learner's hand should pass through when writing, and which indicate in advance the positions that the hand should pass through. A detection means that detects the position of the learner's hand performing the writing within the image captured by the aforementioned imaging element and detects the passage of the marker's position, A handwriting learning support system characterized by having the following features.
2. The writing is calligraphy using a brush. The handwriting learning support system according to feature 1.
3. The marker display means displays the marker at different positions in the depth direction depending on whether the hand passes towards the back of the learner's field of vision or towards the front of the field of vision. The handwriting learning support system according to claim 1, characterized by comprising the above.
4. An evaluation means for evaluating the learner's proficiency based on the discrepancy between the position of the marker and the position the learner's hand actually passed over. The handwriting learning support system according to claim 1, characterized by comprising the above.
5. Computers, A detection means for detecting the position of the learner's hand while writing, in an image captured by a photographic element supported by a display device attached to the learner's head. A marker display means that displays on a display device multiple markers, spaced apart along the positions to be passed, which indicate in advance the positions that the learner's hand should pass through when writing, according to the position of the learner's hand detected by the detection means. A handwriting learning support program characterized by its function as such.