Learning assistance system

Abstract

[Problem] To provide a learning assistance system that enables problems answered incorrectly to be presented along with similar problems the next time learning is performed. [Solution] A learning assistance system 10 includes a problem storage unit 12 in which are registered a plurality of problems and answers corresponding to the plurality of problems for a learner 4 to learn knowledge, a problem presentation interval deciding unit 14 which decides a problem presentation interval so as to increase a learning effect of the learner 4 when deciding a date for presenting each of the plurality of problems, a similar-problem early-presentation adjusting unit 17 which adjusts the problem presentation interval to adjust the date for presenting a problem that is similar to a problem that the learner 4 answered incorrectly, so as to be presented earlier than a planned presentation date and to be aligned with the presentation date of the problem that was answered incorrectly, and a problem presenting unit 18 which presents each problem to the learner 4 on the basis of the problem presentation interval decided or adjusted by the problem presentation interval deciding unit 14 and the similar-problem early-presentation adjusting unit 17.

Description

Learning Support System

[0001] The present invention relates to a learning support system.

[0002]

[0003] In the past, learners studied using paper media, but advances in digital technology have led to the development of software for learning. For example, Patent Document 1 (JP-A-2005-102666) discloses a learning device comprising: a problem storage means for storing problems in association with problem numbers assigned to each problem; a correct answer storage means for storing correct answers for each problem in association with the problem numbers; an explanation storage means for storing explanations for each problem in association with the problem numbers; a problem display means for displaying the problems stored in the problem storage means; an answer input means for inputting answers to the problems displayed by the problem display means; a scoring means for comparing the correct answers stored in the correct answer storage means with the answers input by the answer input means and scoring the answers to the problems; and an answer display means for displaying the correct answers stored in the correct answer storage means if the answers scored by the scoring means are correct, and for displaying the explanations stored in the explanation storage means if the answers are incorrect.

[0003] Japanese Patent Application Laid-Open No. 2004-29649

[0004] For example, learning can be done using a learning support device such as the software disclosed in Patent Document 1, but similar questions are likely to exist among the questions registered in these learning support devices. If a question is easy to answer, there is no problem, but for questions that are easy to get wrong, solving similar questions together is expected to deepen understanding.

[0005] An object of the present invention is to provide a study support system that allows a question that was answered incorrectly to be presented together with similar questions the next time a student studies.

[0006] The learning support system of the present invention is characterized by comprising: a question memory unit in which a plurality of questions for a learner to acquire knowledge and the answers corresponding to each of the plurality of questions are registered; a question interval determination unit which, when determining the question date for each of the plurality of questions, determines the question interval so as to enhance the learning effect of the learner; a similar question early presentation adjustment unit which adjusts the question interval so that the next question date for a question that is similar to a question that the learner answered incorrectly is brought forward earlier than planned to coincide with the next question date for the question that the learner answered incorrectly; and a question presentation unit which presents each of the questions to the learner based on the question interval determined or adjusted by the question interval determination unit and the similar question early presentation adjustment unit.

[0007] In addition, in the learning support system of the present invention, it is preferable that the similar question early presentation adjustment unit adjusts the early presentation of questions with a high degree of similarity among the questions in the similar relationship when the incorrect question has been answered two or more times and the correct answer rate is below a predetermined value.

[0008] In the learning support system according to the present invention, it is preferable that the similar question early presentation adjustment unit adjusts the early presentation of questions among the similar questions whose question presentation interval is within a predetermined period.

[0009] The learning support system of the present invention is characterized by comprising: a question memory unit in which a plurality of questions for a learner to acquire knowledge and the answers corresponding to each of the plurality of questions are registered; a question interval determination unit that, when determining the question date for each of the plurality of questions, determines the question interval so as to enhance the learning effectiveness of the learner; a question date uniformity adjustment unit that adjusts the question interval so as to unify the question dates of questions that are similar to questions that the learner has answered correctly to the same day; and a question setting unit that sets each of the questions to the learner based on the question intervals determined or adjusted by the question interval determination unit and the question date uniformity adjustment unit.

[0010] Furthermore, in the learning support system of the present invention, it is preferable that the question date unification adjustment unit adjusts the question interval so that the question dates of the correctly answered question and the similar question are aligned when the question date of a question similar to the question answered correctly by the learner falls within a predetermined range based on the next question date of the correctly answered question.

[0011] In the learning support system according to the present invention, it is preferable that the predetermined range is determined based on a value obtained by dividing the question interval by a predetermined value.

[0012] The learning support system of the present invention is characterized by comprising: a question memory unit in which a plurality of questions for a learner to acquire knowledge and the answers corresponding to each of the plurality of questions are registered; a question interval determination unit that determines the question interval so as to enhance the learning effectiveness of the learner when determining the date to ask each of the plurality of questions; a question efficiency adjustment unit that adjusts the question interval by multiplying it by a predetermined adjustment value so as to delay the asking of the plurality of questions when the correct answer rate for similar questions exceeds a predetermined reference value; and a question setting unit that asks each of the questions to the learner based on the question interval determined or adjusted by the question interval determination unit and the question setting efficiency adjustment unit.

[0013] Furthermore, in the learning support system of the present invention, when the average correct answer rate obtained by averaging the correct answer rates for each of the multiple similar questions when each question is solved multiple times exceeds the predetermined reference value, it is preferable that the question setting efficiency adjustment unit delays the question setting date by multiplying the predetermined adjustment value obtained by dividing the average correct answer rate by a predetermined value by the number of days until the next question is asked for each of the multiple similar questions.

[0014] In the learning support system according to the present invention, it is preferable that the question setting efficiency adjustment unit determines the predetermined value so that the adjustment value is 1 or more and 2 or less.

[0015] According to the present invention, the question that was answered incorrectly can be presented together with similar questions the next time the question is studied.

[0016] FIG. 1 is a diagram showing a learning support system according to an embodiment of the present invention. FIG. 2 is a diagram showing a state in which a question is set using the learning support system according to an embodiment of the present invention. FIG. 3 is a diagram showing a state in which a question set using the learning support system according to an embodiment of the present invention has been answered. FIG. 4 is a diagram showing a state in which a question is registered using the learning support system according to an embodiment of the present invention. FIG. 5 is a diagram showing a state in which a registered question is set using the learning support system according to an embodiment of the present invention. FIG. 6 is a diagram showing a state in which a question set using the learning support system according to an embodiment of the present invention has been answered. FIG. 7 is a diagram showing a state in which a multiplier or the like is set using the learning support system according to an embodiment of the present invention. FIG. 8 is a diagram showing a state in which three questions that are similar to each other and that have been set using the learning support system according to an embodiment of the present invention are displayed. FIG. 9 is a diagram showing a learning support system according to an embodiment of the present invention.

[0017] Hereinafter, embodiments of the present invention will be described in detail with reference to the accompanying drawings. In the following, similar elements in all drawings will be designated by the same reference numerals, and duplicate explanations will be omitted. Furthermore, in the description below, previously described reference numerals will be used as necessary.

[0018] Fig. 1 is a diagram showing a learning support system 10 according to an embodiment of the present invention. Fig. 2 is a diagram showing a state in which a question is set using the learning support system 10 according to an embodiment of the present invention. Fig. 3 is a diagram showing a state in which a question set using the learning support system 10 according to an embodiment of the present invention is answered.

[0019] Fig. 4 is a diagram showing how questions are registered using the learning support system 10 according to an embodiment of the present invention. Fig. 5 is a diagram showing how questions registered using the learning support system 10 according to an embodiment of the present invention are presented.

[0020] Fig. 6 is a diagram showing how a question posed is answered using the learning support system 10 according to an embodiment of the present invention. Fig. 7 is a diagram showing how a magnification or the like is set using the learning support system 10 according to an embodiment of the present invention.

[0021] FIG. 8 is a diagram showing how three questions that are similar to each other and that are posed using the learning support system 10 according to the embodiment of the present invention are displayed.

[0022] The learning support system 10 is a system for enabling a learner 4 to study efficiently for lifelong learning. The learning support system 10 includes a question storage unit 12, a question interval determination unit 14, a question frequency adjustment unit 16, a similar question early adjustment unit 17, a question setting unit 18, and a subject extension setting unit 20.

[0023] The question storage unit 12 has a function of registering a plurality of questions for the learner 4 to acquire knowledge and the answers corresponding to each of the plurality of questions. Here, as shown in Fig. 4, it is explained that the learner 4 can create and register questions that he or she wants to learn, but questions prepared in advance may also be registered.

[0024] In the example shown in Figures 4 and 5, the question is "Osaka is the prefecture with the largest area in Japan," and is answered with a "true or false" check. In this case, if "x" is selected, "Correct" is displayed, as shown in Figure 6. Of course, the correct answer to this question is "Hokkaido," so the correct answer is displayed, and related information is also displayed, such as the fact that the prefecture with the smallest area is "Kagawa Prefecture."

[0025] The questions registered by the question storage unit 12 are classified into a plurality of subjects. The subjects may be classified into, for example, Japanese history, world history, English, mathematics, chemistry, physics, biology, intellectual property, or qualifications such as weather forecaster, information security specialist, real estate agent, patent attorney, and administrative scrivener.

[0026] The question interval determination unit 14 has a function of determining the question interval based on the Ebbinghaus forgetting curve when determining the question date and time for each of a plurality of questions so as to enhance the learning effect of the learner 4. The Ebbinghaus forgetting curve is a graph that succinctly shows the mechanism by which people forget, with the vertical axis representing "saving rate" and the horizontal axis representing "time."

[0027] The question interval determination unit 14 can set intervals based on Ebbinghaus's forgetting curve so that the learned content is efficiently retained, and can set intervals such as 10 minutes after learning, 3:00 a.m. the next morning, 5 to 6 days later, 10 to 14 days later, 15 to 20 days later, 21 to 28 days later, etc. Although the intervals are set in this way, if the student makes a mistake in a question, the question frequency will return to the beginning and the question will be asked again in 10 minutes, 3:00 a.m. the next morning, etc.

[0028] Furthermore, the question interval determination unit 14 sets the question interval to 34 to 39 days, 40 to 50 days, 51 to 79 days, or 80 to 90 days when the percentage of correct answers remains at 70% or more, and thereafter, if the percentage of correct answers remains 90% or more, the question interval can be set using, for example, the formula 86,400 seconds x (random number (75 to 90) + (number of correct answers x 3)).

[0029] The question frequency adjustment unit 16 multiplies the question interval for questions that are less necessary to learn by a predetermined factor so as to reduce the frequency of questions that are less necessary to learn for the learner 4. Note that although the predetermined factor is described here as being set for each subject, it may also be set for each question.

[0030] For example, once someone has passed the Information Processing Security Specialist qualification exam, they have acquired the knowledge related to that exam, so there is little need to frequently re-solve the problems, and it would be more efficient to spend that time studying something else.

[0031] However, since there is a possibility that knowledge will be lost if students stop studying altogether, for example, the question interval for the Information Processing Security Specialist is multiplied by a predetermined factor (for example, 15 times) to widen the interval, as shown in Figure 7. In this way, the question frequency adjustment unit 16 can set a predetermined factor for each subject (for example, Information Processing Security Specialist).

[0032] Specifically, by multiplying the question interval by a predetermined factor, it is possible to adjust the time so that a question that would normally be asked 30 days later is asked a year later. This has the advantage of helping to solidify the memory, as questions registered several years ago are asked when you have almost forgotten them.

[0033] For example, if the number of seconds until the question is asked is 2,937,600 seconds (34 days) and the multiplier is 15, then 2,937,600 seconds x 15 = 44,064,000 seconds (510 days), meaning that the question can be adjusted so that it will not be asked for more than a year.

[0034] The advantage of spending time on questions that are more important and studying less important questions less frequently, as mentioned above, is that you can retain your knowledge and adapt to lifelong learning.

[0035] As the number of registered questions increases, a large number of questions may be asked in one day, which may decrease the motivation to study of learner 4. However, by making the adjustments as described above, the registered questions can be distributed and asked, which has the effect of maintaining the motivation to study of learner 4.

[0036] The question frequency adjustment unit 16 also has an additional function of adding 5 to 7 days to the question interval for a subject who has answered correctly 12 or more times. This is because it is determined that if a subject has answered correctly 12 or more times in the past, frequent questioning will not affect learning.

[0037] Furthermore, the question frequency adjustment unit 16 has an additional function of adding 1 to 2 days to the question interval when the multiplier is 2 or more, even if the number of correct answers is less than 12. This is because it is determined that there is little need to urgently re-ask the question when the multiplier is 2 or more, even if the number of correct answers is less than 12.

[0038] The question frequency adjustment unit 16 has an additional function of setting a time difference of about five hours between questions when the next question is due in 24 hours or more. By performing this process, questions are distributed rather than concentrated at a specific time.

[0039] Furthermore, the question frequency adjustment unit 16 has an additional function of setting the next question date and time to 300 to 360 days if the number of correct answers is 16 or less, with 360 days as the upper limit. As described above, multiplying the multiplier may result in an extremely long question interval, such as a question being asked 510 days later. Furthermore, if a qualification exam is registered near the end of its run and the exam is held immediately after, questions with a high multiplier may be asked at a particularly low frequency. Therefore, the question frequency adjustment is made so that a question is always asked at least once a year.

[0040] Furthermore, if the number of correct answers exceeds 16 and the number of days is 1820 or more, the question frequency adjustment unit 16 performs processing to set the upper limit to 1820. This is because even if the number of correct answers is high, there is a possibility that memory cannot be maintained unless the upper limit is set to about 1820 days (5 years).

[0041] The question frequency adjustment unit 16 has an additional function of adding 6 to 7 days if the next question date and time is three days or later and falls between December 31st and January 4th. This process is performed on the assumption that there may be learners 4 who want to take time off during the New Year holidays. However, the restriction of three days or later does not mean that no questions will be asked at all.

[0042] The question frequency adjustment unit 16 also has an additional function of adding 2 to 5 days if the next question is scheduled to be asked in eight days or more and on a Saturday or Sunday. This processing is performed on the assumption that there may be learners 4 who wish to take weekends off.

[0043] Furthermore, the question frequency adjustment unit 16 has an additional function of adding or subtracting one day when the next question date and time is 20 days or later and the question is to be asked on a Wednesday. This is because it is expected that a slight reduction in the frequency of questions on Wednesdays will help the learner 4 maintain their motivation to study.

[0044] The question frequency adjustment unit 16 has an additional function of unifying the question time to, for example, 3:00 a.m. if the next question date and time is three days or later. This is to prevent the learner 4 from feeling stressed when, when the number of questions exceeds 100, a different question is asked immediately after the learner 4 has answered all the questions correctly.

[0045] The similar question early adjustment part 17 has a function of adjusting the question interval by moving up the question date similar to the question that the learner 4 got wrong earlier than planned so that it coincides with the question date of the question that the learner got wrong.

[0046] The learning support system 10 is a system for learners 4 to study repeatedly and efficiently for lifelong learning, and questions of various categories are registered in the question memory unit 12, among which there are similar questions that are mutually similar. If the dates on which these similar questions are presented are aligned, learners 4 will solve problems with the same concept, which is expected to make them more aware of the concepts and to help them learn more efficiently.

[0047] Here, the question interval determination unit 14 sets the question interval using the random number of the question interval determination unit 14, so similar questions are also presented at random. Furthermore, when the multiplying function of the question frequency adjustment unit 16 is used, the probability that similar questions will be presented at random increases. In such a situation, there is a possibility that an opportunity to realize that similar questions could be solved at the same time will be missed.

[0048] For example, when three questions as shown in Fig. 8 are registered in the question storage unit 12, the three questions are presented at different times using a random number or the like generated by the question interval determination unit 14. Here, of the three questions shown in Fig. 8, question 1 has the most characters and discloses the most detailed information. If a student has not made sufficient progress in their history studies, the correct answer rate for question 2, which contains less information than question 1, may be lower.

[0049] If question 2 is presented after question 1, it will improve the comprehension of learner 4, and even if question 1 is presented after question 2 in the reverse order, it will be easier to understand if the two questions are presented on the same day. However, if a random number is used to determine the question interval, it is not guaranteed that question 1 and question 2 will be presented consecutively.

[0050] Furthermore, since Question 1 contains more detailed information than Question 2, if the rate of consecutive correct answers for Question 1 increases, the frequency of questions will decrease, and there is a risk that only Question 2 will be asked repeatedly. Even though the question interval is determined using a random number, there is a low, but not zero, possibility that the question dates will overlap over the long span of lifelong learning, so it is not a situation that can be said to be good for learning efficiency. Therefore, the function of the similar question early adjustment unit 17 is to advance the scheduled date and time of questions that are considered to be similar to a certain extent when a question is answered incorrectly.

[0051] Furthermore, the similar question early release adjustment unit 17 has a function of adjusting the early release of highly similar questions among similar questions when an incorrect question has been answered two or more times and the correct answer rate is 80% or less. Note that the similar question early release adjustment unit 17 adjusts the early release of similar questions if the question interval is within a predetermined period (for example, within 30 days).

[0052] Here, a method for determining similar questions is to use the registered questions that the learner 4 has linked to questions that he or she considers similar, but relying solely on manual registration places a heavy burden on the learner 4, so it is preferable to use automatic determination as appropriate. For example, similarity determination is performed automatically using character string analysis technology, and the questions are sorted in order of highest similarity, and the top eight questions are determined to be similar.

[0053] For example, if the scheduled question date and time for the incorrectly answered question 2 is 10 minutes later, the original scheduled question date and time for question 1 is 86,400 seconds later (2 days later), and the original scheduled question date and time for question 3 is 172,800 seconds later (3 days later), then instead of simply aligning the scheduled question date and time for question 2 with the scheduled question date and time for question 2, the scheduled question dates for the three questions can be determined using the average or median. Taking the average, the date will be 86,600 seconds later (approximately 1 day later).

[0054] It is preferable to limit the maximum number of questions that can be released early per day using the function of the similar question early release adjustment unit 17 to about 60 questions, and to impose restrictions such as reducing the frequency of early release once the maximum number of questions released early has been exceeded.

[0055] The question setting unit 18 has the function of setting each question to the learner 4 based on the question setting interval determined or adjusted by the question setting interval determination unit 14 , the question setting frequency adjustment unit 16 and the similar question early setting adjustment unit 17 .

[0056] Specifically, as shown in Figure 4, after learner 4 registers the question he or she wishes to study, the question will be displayed on learner 4's device (smartphone, tablet device, personal computer) at intervals such as 10 minutes later, 3:00 a.m. the following morning, 5 to 6 days later, 10 to 14 days later, 15 to 20 days later, and 21 to 28 days later.

[0057] The question setting unit 18 has an additional function of selecting a plurality of questions from among the questions whose next scheduled question date falls within a predetermined period and setting the questions earlier than scheduled. Specifically, the question setting unit 18 sets similar questions that are determined by the similar question early setting adjustment unit 17 to require early setting.

[0058] The subject extension setting unit 20 has a function of adding a predetermined period to the question interval for each subject. As shown in Figure 7, the subject extension setting unit 20 allows the user to select a forced extension time, such as several hours, one day, several days, or 8 to 80 days, and adds the selected extension time to the question interval.

[0059] For example, you can extend your study time by one day if you feel you are busy today, extend it by a few days if you feel you want to take a few days off, or extend it by 8 to 80 days if you feel there is little need to study because there are no exams for a certain period of time.

[0060] Next, a description will be given of the operation of the learning support system 10 configured as described above. The learner 4 creates questions related to the learning content that he or she wishes to learn, and registers them himself or herself as shown in FIG.

[0061] After Learner 4 registers, questions will be displayed on Learner 4's device (smartphone, tablet, personal computer) at intervals such as 10 minutes later, 3:00 the next morning, 5 to 6 days later, 10 to 14 days later, 15 to 20 days later, and 21 to 28 days later.

[0062] The intervals are set based on Ebbinghaus' forgetting curve so that the learner 4 can properly consolidate the memory of the learned content, thereby enabling the learner 4 to study efficiently.

[0063] However, as the number of questions registered by Learner 4 increases, the volume of questions set per day increases, which can decrease motivation to study and decrease learning efficiency. For example, a person who has once passed the Information Security Specialist qualification exam has acquired the knowledge related to the exam, so there is little need to frequently re-solve the questions, and it would be more efficient to spend that time studying something else.

[0064] However, since there is a possibility that knowledge will be lost if students stop studying altogether, for example, as shown in Figure 7, the question interval for the Information Processing Security Specialist certification is multiplied by a predetermined factor (for example, 15 times) to widen the interval. In this way, the question frequency adjustment unit 16 can set a predetermined factor for each subject (for example, Information Processing Security Specialist). This has the advantage that questions registered several years ago are asked when students have almost forgotten them, helping to solidify their memory.

[0065] The learning support system 10 has the advantage that it allows students to spend time on questions that are highly necessary, while also learning less necessary questions less frequently as described above, thereby retaining knowledge and enabling lifelong learning.

[0066] Furthermore, the learning support system 10 allows you to extend your study time by one day if you determine that you are busy today, extend it by a few days if you feel like taking a few days off, or extend it by 8 to 80 days if you determine that there is little need to study because there are no exams for a certain period of time.This system allows you to continue studying within a reasonable range, making it suitable for lifelong learning.

[0067] As described above, the learning support system 10 is suitable for lifelong learning, but similar questions are often presented at different times because the question intervals are changed using random numbers, multipliers, etc. However, as mentioned above, it is expected that understanding will be deepened if similar questions are answered together on the same day.

[0068] Here, according to the learning support system 10, the function of the similar question early adjustment unit 17 can adjust the question interval so that the question similar to the question that the learner 4 answered incorrectly is asked earlier than planned to coincide with the question that the learner answered incorrectly.

[0069] This has the advantage that when students retry a question they got wrong, similar questions related to it will be given on the same day, allowing them to understand the relationships between each question, thereby improving their comprehension.

[0070] 9 is a diagram showing a learning support system 10a according to the present invention. The learning support system 10a includes a question memory unit 12, a question interval determination unit 14, a question frequency adjustment unit 16, a question date unification adjustment unit 17a, a question setting unit 18, and a subject extension setting unit 20. Here, the difference between the learning support system 10a and the learning support system 10 is the question date unification adjustment unit 17a, and therefore the following description will mainly focus on the question date unification adjustment unit 17a.

[0071] The question date unification adjustment unit 17a has a function of adjusting the question presentation interval so as to unify the question presentation dates of questions that are similar to the question that the learner 4 answered correctly.

[0072] Specifically, the question date unification adjustment unit 17a adjusts the question interval so that the question dates of the question answered correctly and the questions similar to it are aligned when the question date of the question that the learner answered correctly is within a predetermined range based on the next question date of the question that the learner answered correctly. The predetermined range is determined based on the value obtained by dividing the question interval by a predetermined value.

[0073] For example, suppose that questions 1, 2, and 3 shown in Figure 8 are similar to each other and the next scheduled questions are June 9th at 3:00 AM (question 1), July 2nd at 3:00 AM (question 2), and October 2nd at 3:00 AM (question 3), and question 1 is answered on June 9th, and the next question is due 21 days later on June 30th. In this case, question 2, which is a similar question, will be asked on July 2nd, but because it is not the same day, learner 4 may not realize that the two questions are similar.

[0074] Therefore, the question date unification adjustment unit 17a can unify the question dates of similar questions. In the above example, question 1 was answered on June 10th, and the next question date was 21 days later, on June 30th. In this case, if a question exists within a certain period, for example, within the question interval (here, 21 days later) divided by 5, the question date will be unified.

[0075] Here, if the question interval is 21 days, 21 / 5 = 4.2 days, which is 4 days when rounded down, so the four days before and after June 30th are determined to be within the range of the predetermined interval, i.e., the question date is close. Note that although a relatively short period of 21 days is used as an example here, the longer the question interval is set using a multiplier or the like, the more effective the function of the question date unification adjustment unit 17a becomes.

[0076] For example, if the question interval is 365 days due to the multiplier, then 365 divided by 5 equals 73 days, and similar questions can be scheduled on the same date if they fall within a range of 73 days, or approximately two months.

[0077] Next, the operation of the learning support system 10a configured as described above will be described. The learning support system 10a has the same configuration as the learning support system 10, and therefore allows the learner 4 to study efficiently for lifelong learning.

[0078] Here, the question interval is changed by a random number or a multiplier using the functions of the question interval determination unit 14 and the question frequency adjustment unit 16. These functions often result in similar questions being asked separately, so it is preferable that similar questions that exist within a predetermined range are uniformly asked on the same day.

[0079] To address this issue, according to the learning support system 10a, the question date unification adjustment unit 17a adjusts the question interval so that the question dates of the question answered correctly and the question similar to it are aligned when the question date of the question similar to the question answered correctly by the learner is within a predetermined range based on the next question date of the question answered correctly.

[0080] This allows the learner 4 to solve similar problems on the same day and understand the relationship between these similar problems, resulting in the significant effect of being able to study more efficiently.

[0081] 10 is a diagram showing a learning assistance system 10b according to the present invention. The learning assistance system 10b includes a question memory unit 12, a question interval determination unit 14, a question frequency adjustment unit 16, a question setting efficiency adjustment unit 17b, a question setting unit 18, and a subject extension setting unit 20. The difference between the learning assistance system 10b and the learning assistance system 10 is the question setting efficiency adjustment unit 17b, and therefore the following description will mainly focus on the question setting efficiency adjustment unit 17b.

[0082] The question-setting efficiency adjustment unit 17b has a function of adjusting the question setting interval so that the setting of multiple questions will be delayed when the correct answer rate for multiple similar questions is high.

[0083] Specifically, when the average correct answer rate obtained by averaging the correct answer rates for multiple similar questions when each question is solved multiple times exceeds a predetermined reference value, the question setting efficiency adjustment unit 17b has a function to delay the question setting date by multiplying the adjustment value obtained by dividing the average correct answer rate by a predetermined value and the number of days until the next question is asked for each question. Also, the question setting efficiency adjustment unit 17b has a function to determine a predetermined value so that the adjustment value (multiplier) is between 1 and 2.

[0084] For example, in the questions shown in Figure 8, suppose that the learner himself / herself has registered Question 1, which is highly similar to previously registered questions and which the learner has fully understood, and Question 2, which the learner has not fully understood, using the function of the question memory unit 12. Under such circumstances, Question 1 and Question 2 will be presented at similar question intervals, even if there is some deviation due to the random numbers, but it cannot be said that it is efficient to repeatedly present Question 2 and Question 1 at the same question interval.

[0085] One way to solve this problem is to reduce the frequency of questions when the level of understanding of similar questions is above a certain level. Specifically, the question interval is multiplied by a predetermined factor depending on the level of understanding of similar questions.

[0086] As a method for determining the level of understanding of similar questions, even if it were on a five-point scale or a two-point scale of 0 or 100, it would be a hassle for learners to regularly register their level of understanding for every question, so at present the level of understanding is equivalent to the average rate of correct answers for similar questions.

[0087] The method for determining the multiplier is to sort the similar questions in descending order of similarity and determine the correct answer rate for the top eight questions. If the average correct answer rate for similar questions exceeds 80%, the question setting efficiency adjustment unit 17b multiplies the value obtained by dividing the average correct answer rate for similar questions by 55. For example, if the average correct answer rate for similar questions is 80%, the multiplication is performed by 80 / 55 = 1.5 times (adjustment value). Furthermore, if the average correct answer rate for similar questions is 95%, the multiplication is performed by 95 / 55 = 1.8 times (adjustment value).

[0088] In the questions shown in Figure 8, if the correct answer rate for question 1 is 100% and the correct answer rate for question 2 is 83%, the average correct answer rate for similar questions of these two questions is (100 + 83) ÷ 2 = 91.5%.

[0089] When an average correct answer rate obtained by averaging correct answer rates for a plurality of similar questions when each question is solved a plurality of times exceeds 80%, a question setting efficiency adjustment part 17b delays the date of setting each question by multiplying an adjustment value obtained by dividing the average correct answer rate by 55 by the number of days until the next setting of each question.

[0090] As described above, if the correct answer rate for question 1 is 100%, the correct answer rate for question 2 is 83%, and question 3 is answered correctly six times in a row with a 100% correct answer rate, the next question should be asked "40 to 57 days later." However, the function of the question-setting efficiency adjustment unit 17b multiplies this by 91.5 ÷ 55 = 1.66, and the next question should be asked "66 to 94 days later." This extends the question interval by "26 to 37 days" from the original interval. The reason for extending the 26 to 37 days is that if the correct answer rate for similar questions is high, there is a high possibility that the question in question is understood.

[0091] In the above, the question-setting efficiency adjustment unit 17b was described as multiplying by a predetermined factor to widen the question interval, but if the level of understanding is determined to be low based on the average rate of correct answers to similar questions, or if the rate of correct answers to some questions is high, it is possible that the student has simply memorized the questions word for word and has not achieved a high level of understanding of the overall similar questions. While there is also the issue of maintaining motivation, if the rate of correct answers to similar questions is below a certain level, it is expected that the level of understanding will be improved by multiplying by an adjustment value between 0.5 and 0.9 to reduce the frequency of questions.

[0092] For example, if the average rate of correct answers to similar questions is less than 60%, the average rate of correct answers to similar questions is divided by 60. Then, if the average rate of correct answers to similar questions is 50%, the question setting efficiency adjustment unit 17b multiplies by 50÷60≒0.9 times. Also, if the average rate of correct answers to similar questions is 30%, the question setting efficiency adjustment unit 17b multiplies by 30÷60≒0.5 times.

[0093] If question 3 exists and its similar questions are questions 1 and 2, and the correct answer rate for question 1 is 100% and the correct answer rate for question 2 is 50%, then the average correct answer rate for questions similar to question 3 is (100 + 50) ÷ 2 = 50.

[0094] The question setting efficiency adjustment unit 17b multiplies by 0.9 when the average rate of correct answers to similar questions is 50, so if the next scheduled date for question 3 is 50 days from now, it will be 50 x 0.9 = 45 days later, which shortens the question setting interval. The reason for making such an adjustment is that if the rate of correct answers to questions determined to be similar questions is low, efficient and systematic learning can be achieved by focusing on solving questions in this field.

[0095] Next, the effects of the learning assistance system 10b configured as described above will be described. The learning assistance system 10b has the same configuration as the learning assistance system 10, and therefore allows the learner 4 to study efficiently in order to engage in lifelong learning.

[0096] Here, the question interval determination unit 14 and the question frequency adjustment unit 16 change the question interval using a random number or a multiplier. These functions often result in similar questions being presented at random. For this reason, if it is determined that similar questions have a high average correct answer rate and a high level of understanding, it is desirable to similarly widen the question interval for these similar questions, and if it is determined that the average correct answer rate is low and a low level of understanding, it is desirable to similarly narrow the question interval for these similar questions.

[0097] Therefore, according to the learning support system 10b, the function of the question setting efficiency adjustment unit 17b is to widen the question intervals by multiplying by a number from 1 to 2 when the average correct answer rate for multiple similar questions is high, and narrow the question intervals by multiplying by a number from 0.5 to 0.9 when the average correct answer rate for multiple similar questions is low. This has the advantage of allowing for more efficient memorization and efficient retention of memory.

[0098] 4 Learner, 10, 10a, 10b Learning support system, 12 Question memory unit, 14 Question interval determination unit, 16 Question frequency adjustment unit, 17 Similar question early adjustment unit, 17a Question date unification adjustment unit, 17b Question efficiency adjustment unit, 18 Question setting unit, 20 Subject extension setting unit.

Claims

1. A learning support system comprising: a problem memory unit in which a plurality of problems for a learner to acquire knowledge and corresponding answers to each of the plurality of problems are registered; a question interval determination unit which, when determining the question date for each of the plurality of problems, determines the question interval so as to enhance the learning effect of the learner; a similar problem early presentation adjustment unit which adjusts the question interval so that the next question date for a problem that is similar to a problem that the learner answered incorrectly is brought forward earlier than scheduled to align it with the next question date for the problem that the learner answered incorrectly; and a question setting unit which asks each of the problems to the learner based on the question interval determined or adjusted by the question interval determination unit and the similar problem early presentation adjustment unit.

2. A learning support system as described in claim 1, characterized in that the similar question early presentation adjustment unit adjusts the early presentation of questions with a high degree of similarity among the questions in the similar relationship when the incorrect question has been answered two or more times and the correct answer rate is below a predetermined value.

3. A learning support system as described in claim 1, characterized in that the similar question early presentation adjustment unit adjusts the early presentation of questions among the questions that are similar to each other and whose question presentation interval is within a predetermined period.

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