Integrated learning support system using information-based critical thinking ability training exercises enabling multiple language operations

Abstract

The present invention enables critical thinking ability training through flexible learning experiences and deep interactions tailored to individual learners, together with a degree of freedom enabling multiple language operations.　Provided is an integrated learning support system using information-based critical thinking ability training exercises enabling multiple language operations, the integrated learning support system being characterized by: a step of acquiring books, audio, and video content when selected by a learner according to the learner's profile, desires, and needs, and other related information; a step of creating customized questions on the basis of the acquired information; a step of converting the created questions into signals, digital data, or other formats and transmitting the signals, digital data, or other formats to a terminal used by the learner using an optical fiber cable, wireless communication, the Internet, or other communication means; a step of presenting the customized questions in consideration of the learner's profile and desires on the basis of the semantic contents of the content, the learner thereby thinking, organizing thoughts, and articulating or expressing the thoughts in a language selected by the learner; a step of analyzing, correcting, and proofreading the content articulated or expressed by the learner by using a natural language processing technology, a machine learning algorithm, or other appropriate technologies; a step, when the questions are made on the basis of information related to the content to be learned, of comparing the questions with the semantic contents of the content, further verifying compatibility and accuracy thereof, and making corrections as necessary; a step of outputting the acquired correction and proofreading to the learner; a step of providing the correction and proofreading as review materials in formats such as audio and video; and a function that allows the learner to select a desired language for each of the steps, and allows the processing of the selection by using a natural language processing technology, a machine learning algorithm, or other appropriate technical means.

Description

An integrated learning support system using information-based critical thinking training exercises that enable multiple language skills

[0001] The present invention relates to an integrated learning support system that provides questions for training critical thinking skills based on the learner's profile and wishes, the books, audio and video content selected by the learner, and other related information, in the language used in the information or in a newly selected language regardless of the language used in the information. This allows the learner to respond to questions customized for each individual learner by thinking, summarizing, expressing or stating their thoughts regarding the meaning of the content in the language used in the information or the question, or in a newly selected language regardless of the language used in the information or the question, and deepening their understanding before exchanging opinions.

[0002] In recent years, the information revolution brought about by the Internet has led to the advancement of information technology in education, resulting in the provision of a wide variety of educational support services. For example, services providing video content and online tutors, as well as interactive learning platforms and personalized learning using AI, are becoming increasingly popular. However, these services primarily focus on content delivery and quiz-style practice to test basic knowledge retention, and lack the interactive features required to foster deeper understanding and thought. In particular, it has been difficult to develop a system that allows learners to study books, audio, video, and other content in their preferred language, and then respond to questions based on their personal profile, preferences, and content content in the language of their choice, either in the language of their choice or in a new language of their choice, thereby cultivating their ability to think and explain, and deepening and solidifying their understanding of the content. Educational settings require systems that enable flexible learning experiences and deep interactions tailored to individual learners. To address these needs, it is important not only to provide knowledge but also to provide opportunities for learners to actively think, organize, express, and share their thoughts, deepen their understanding, and then exchange opinions. However, current technologies and services lack the mechanisms for realizing such advanced and integrated learning support, and are therefore unable to fully meet the diverse needs of learners.Furthermore, FLMI (Foreign Language as a Medium of Instruction) is being introduced in educational settings, but if this is abstracted and takes into account whether the subject of learning is already known, the following six classifications can be found.1) "Critical thinking practice" to think about known things, organize thoughts, express or state them in the language already learned, and exchange opinions after deepening understanding; 2) "Target language acquisition and integrated critical thinking practice" to think about known things, organize thoughts, express or state them in the target language, and exchange opinions after deepening understanding; 3) "Learning through integrated critical thinking practice using the language already learned" to learn about unknown things in the language already learned, think about them, organize thoughts, express or state them in the language already learned, and exchange opinions after deepening understanding; 4) "Target language acquisition and integrated critical thinking practice" to learn about unknown things in the language already learned, think about them, organize thoughts, express or state them in the target language, and exchange opinions after deepening understanding; However, there was no learning system that could comprehensively accommodate the six types of integrated critical thinking training: 1) "Learning in the target language using a previously acquired language through integrated critical thinking training," which enables students to learn about unknown topics in the target language, think about them, organize their thoughts, explain or express them in the previously acquired language, and exchange opinions after deepening their understanding; 2) "Target language reading comprehension learning through integrated critical thinking training," which enables students to learn about unknown topics in the target language, think about them, organize their thoughts, explain or express them in the previously acquired language, and exchange opinions after deepening their understanding; and 3) "Learning in the target language through integrated critical thinking training," which enables students to learn about unknown topics in the target language, think about them, organize their thoughts, explain or express them in the target language, and exchange opinions after deepening their understanding.

[0003] JP 2007-133078 A JP 2022-175585 A JP 2023-530549 A

[0004] Until now, it has been difficult for learners to think, organize, express, or speak their thoughts, and exchange opinions based on their profile, preferences, the books, audio, and video content they select, and other related information. This is because there has not been a sufficient system in place to support integrated learning using information-driven critical thinking exercises that allow for multilingual operation. The present invention provides appropriate critical thinking exercise questions related to the learner's profile, preferences, the books, audio, and video content they select, and other related information in the language used in the profile, preferences, content, and other information, or in a newly selected language regardless of the language used in the profile, preferences, content, and other information. This allows learners to think, organize, express, or speak their thoughts in response to questions customized for each learner in the language used in the profile, preferences, content, and other information, the language used in the critical thinking exercise questions, or a newly selected language regardless of the language used in the profile, preferences, content, and other information, and to exchange opinions after deepening their understanding in the language of their choice.

[0005] The main invention of the present invention for solving the above problems is an integrated learning support system that uses information-based critical thinking training exercises that are capable of multiple language operations, and includes the steps of acquiring books, audio, video content, and other related information selected by the learner based on the learner's profile, desires, and needs, creating customized questions based on the acquired information, converting the created questions into signals, digital data, or other formats, and transmitting them to a terminal used by the learner via optical fiber cables, wireless communication, the Internet, or other communication means, and presenting customized questions based on the meaning of the content and taking into account the learner's profile and desires, thereby allowing the learner to think, organize their thoughts, and learn. The system is characterized by the steps of: a step of presenting or stating in a language selected by the learner; a step of analyzing, correcting, and proofreading the content presented or stated by the learner using natural language processing technology, machine learning algorithms, or other appropriate technology; a step of comparing the meaning of the content if the question is based on information related to the content to be studied, verifying its suitability and accuracy, and making corrections as necessary; a step of outputting the obtained corrections and proofreading to the learner; a step of providing the corrections and proofreading as review materials in the form of audio, video, etc.; and a function that allows the learner to select a desired language for each step and process the selection using natural language processing technology, machine learning algorithms, or other appropriate technical means. Other problems and solutions disclosed in the present application will be made clear in the section on embodiments of the invention and the drawings.

[0006] According to the present invention, regardless of the learner's profile, wishes, or the language used for the book, audio, video content, or other information selected by the learner, the learning system takes into consideration the learner's profile and wishes regarding the meaning of the information and conducts exercises to develop critical thinking skills through questions customized for each individual learner.This enables learners to develop their thinking and explanation skills while deepening their understanding of the meaning of the information and then exchanging opinions in the language of their choice.

[0007] Fig. 1 is a diagram showing an example of the configuration of a learning support system according to an embodiment of the present disclosure. Fig. 2 is a diagram showing an alternative example of the configuration of a learning support system according to an embodiment of the present disclosure. Fig. 3 is a diagram explaining the overall flow of learning in this embodiment. Fig. 4 is a diagram showing an example of steps for creating practice questions for developing critical thinking skills based on content that a learner is studying. Fig. 5 is a diagram showing an example of correction and proofreading of responses made to questions for practice questions for developing critical thinking skills.

[0008] Embodiments of the present disclosure will be described in detail below with reference to the accompanying drawings. Note that in this specification and drawings, components having substantially the same functional configurations are designated by the same reference numerals, and redundant description will be omitted. An integrated learning support system according to one embodiment of the present disclosure aims to support learners in their studies using their profile and preferences, books, audio, video content selected by the learner, and other related information. In particular, this embodiment is intended to provide an integrated learning opportunity that allows learners to think about the learning content through critical thinking training exercises, organize their thoughts, express or express them, deepen their understanding, and then exchange opinions. Furthermore, this embodiment is intended to comprehensively support six types of learning through integrated critical thinking exercises: "critical thinking exercises," "critical thinking exercises integrated with target language acquisition," "learning through integrated critical thinking exercises using a previously acquired language," "learning using a previously acquired language and target language learning through integrated critical thinking exercises," "target language reading learning through integrated critical thinking exercises," and "learning in the target language through the target language as a medium through integrated critical thinking exercises." The learning support system of this embodiment provides appropriate critical thinking exercise questions related to the learner's profile and preferences, books, audio, video content selected by the learner, and other related information in the language used in the learner's profile, preferences, content, etc., or in a newly selected language regardless of the language used in the learner's profile, preferences, content, etc. This allows learners to think, organize, express or state their thoughts in response to questions customized for each individual learner in the language used for information such as their profile, preferences, and content, the language used for questions to train critical thinking skills, or a new language of their choice, and to exchange opinions after deepening their understanding in the language of their choice. Learners' profiles, preferences, books, audio and video content selected by the learner, and other related information are entered.For example, these factors include the learner's background and learning objectives, the textbooks, reference books, academic books, novels, and other books used by the learner, audio content such as podcasts and radio, video educational content and films, the language of the content, the language desired to be used at each step, and the language in which the learner wants to be able to express or speak about the content. When content-based critical thinking exercises are conducted, regardless of the language of the information, the learner's profile and preferences are considered from the books, audio, video, and other content used by the learner for study, and the exercise consists of a section asking questions that enable the learner to think, organize, and express their thoughts in the language of their choice, a section in which the learner thinks about the questions, organizes their thoughts, and expresses or speaks in the language of their choice, and a section in which the learner thinks about the questions, organizes their thoughts, and expresses or speaks in the language of their choice. When non-content-based critical thinking exercises are conducted, the exercise consists of a section asking questions that enable the learner to think, organize, and express their thoughts about known information in the language of their choice, a section in which the learner thinks about the questions, organizes their thoughts, and expresses or speaks in the language of their choice. When conducting pure critical thinking training, such as "critical thinking training" or "critical thinking training integrated with target language acquisition," learning content is not necessarily required; existing information may be sufficient. In such cases, the goal is to have learners think about questions created based on an analysis of their profile and preferences, organize their thoughts, express or state them, and deepen their understanding of topics of interest in their chosen language before being able to exchange opinions. The content expressed or stated by the learner in response to the questions in their chosen language is compared with the meaning and content of the learning content, and evaluation, correction, and proofreading are performed, taking into account the learner's profile and preferences. Furthermore, if the purpose of this learning is to learn in the target language through the medium of the target language, evaluation, correction, proofreading, and advice are also provided on vocabulary and grammar. The content to be learned and the model to aim for can be adjusted according to the learner's level of language acquisition, improving learning efficiency and maintaining motivation. In addition to text information, review materials are created and provided to learners in audio, video, and other formats that are optimal for each learner's profile and preferences.Furthermore, when the goal is to learn in the target language through the medium of the target language, audio-related learning materials can be provided with materials adjusted to the desired accent, gender, and speed, thereby improving learning efficiency and maintaining motivation. FIG. 1 is a diagram illustrating an example configuration of a learning support system according to an embodiment of the present disclosure. As illustrated, the learning support system according to this embodiment includes a server 10. The server 10 is communicatively connected to a learner terminal 20 (hereinafter referred to as terminal 20), a supporter terminal TA 30 (hereinafter referred to as terminal 30), and a supporter terminal I 40 (hereinafter referred to as terminal 40) via a network NW. Note that this configuration is merely an example, and one configuration may combine with or include other configurations. In this embodiment, the network NW is assumed to be the Internet. The network NW may be constructed, for example, using a public telephone network, a mobile phone network, a wireless communication network, Ethernet (registered trademark), or the like. The server 10 is, for example, a computer used to provide learning support. For example, the server 10 may be a general-purpose computer such as a workstation or a personal computer, or may be logically realized using cloud computing. The terminal 20 is a computer used by the learner G to input his / her profile and preferences in text or voice, and to input responses to critical thinking training exercises in text or voice, etc., when studying. For example, the terminal 20 may be a smartphone, tablet computer, or personal computer. In some cases, the terminal 20 also inputs the content that the learner G is studying. The supporter TA creates questions for critical thinking training exercises necessary for the critical thinking training exercises based on the content to be studied using natural language processing technology, machine learning algorithms, or other appropriate technology, and provides these to the supporter I. The supporter TA also evaluates, corrects, and proofreads the content to be studied by comparing it with the semantic content of the content to be studied. In the case of learning in a target language mediated by the target language, the supporter TA creates advice on vocabulary, grammar, syntax, etc. using natural language processing technology, machine learning algorithms, or other appropriate technology, and delivers this advice to the learner G.The supporter I is a person who receives the questions for the critical thinking training exercises created and sent by the supporter TA using natural language processing technology, machine learning algorithms, or other appropriate technology, and who then provides the critical thinking training exercises to the learner G in the language that the learner G uses for learning. Terminals 30 and 40 are computers operated by a supporter who supports the learner G's learning, such as a smartphone, tablet computer, or personal computer. Figure 2 shows a case in which both the supporter TA and the supporter I are replaced and automated by a program on a server. This replacement may involve only one of the supporter TA or the supporter I. While Figure 2 shows the use of multiple different servers, a single server may also be used. Figure 3 is a diagram explaining the learning flow in this embodiment. The learner G uses the terminal 20 to perform a series of learning tasks. During this process, the learner G inputs the content to be studied, as well as the learner G's profile, preferences to be considered, and other relevant information at the request of the supporter TA. With regard to the content, learner G may enter it himself or may provide the title of the content to the supporter TA, who may then obtain and enter it. The entered content, learner G's profile, desired information to be considered, and other related information are sent to the supporter TA and analyzed on server 10. Based on the analysis results, supporter TA creates multiple questions on server 10 and forwards them to supporter I. Supporter I sends these questions to learner G as audio, video, or other data, which are played on terminal 20. Learner G practices developing critical thinking skills by responding to the questions with audio, video, text, or other information. After the critical thinking skills training exercise, learner G expresses or states his or her thoughts on the questions on terminal 20 in the language used for learning as audio, video, text, or other information, and then enters and sends this to the supporter TA. At this time, the supporter TA may exchange opinions synchronously or asynchronously for reference. The supporter TA evaluates, proofreads, and corrects the response to the question in the language used for learning, comparing it on the server 10 with the learner G's profile, wishes to be considered, and other related information, and in the case of content, the meaning and content.In the case of learning in the target language through the medium of the target language, linguistic evaluation, proofreading, and correction are also carried out according to the learning level of the language. In addition, the proofread responses are sent to the learner G in the form of audio or video along with advice on vocabulary, grammar, syntax, etc.

[0009] FIG. 4 is a diagram showing an example of steps for creating practice questions for developing critical thinking skills based on content that a learner is studying according to this embodiment. This diagram shows an example of a Japanese question being used to answer a question for a critical thinking skill development practice in Japanese about the content of a Japanese book, but at each step the learner can select the desired language. FIG. 5 is a diagram showing an example of evaluating, correcting, and proofreading a response to a question according to this embodiment, and creating advice regarding the content. In the case of learning in the target language using the target language as a medium, advice is also created regarding vocabulary, grammar, syntax, etc. As in FIG. 4, responses, evaluation, correction, proofreading, and advice are written in Japanese, but at each step the learner can select the desired language. Disclosure Note that the present disclosure includes the following configurations. [Item 1] An integrated learning support system that uses information-based critical thinking training exercises that enable multiple language operations, comprising the steps of: acquiring books, audio, video content, and other related information selected by the learner based on the learner's profile, wishes, and needs; creating customized questions based on the acquired information; converting the created questions into signals, digital data, or other formats, and transmitting them to a terminal used by the learner using optical fiber cables, wireless communication, the Internet, or other communication means; and presenting customized questions based on the meaning of the content and taking into account the learner's profile and wishes, thereby allowing the learner to think, organize their thoughts, and express or state them in a language selected by the learner. [Item 2] An integrated learning support system using information-based critical thinking training that enables multiple language operations, comprising the steps of: analyzing, correcting, and proofreading the content that a learner has stated or stated using natural language processing technology, machine learning algorithms, or other appropriate technology; comparing the meaning of the content to be learned when a question is based on information related to the content being studied, verifying its suitability and accuracy, and making corrections as necessary; and outputting the obtained corrections and proofreading to the learner.[Item 3] An integrated learning support system using information-based exercises to develop critical thinking skills that enable multiple language operations, comprising: a step of providing corrections and proofreading as review materials in the form of audio, video, etc. [Item 4] An integrated learning support system using information-based exercises to develop critical thinking skills that enable multiple language operations, comprising: a step of providing corrections and proofreading as review materials in the form of audio, video, etc. [Item 5] An integrated learning support system using information-based exercises to develop critical thinking skills that enable multiple language operations, comprising: a step of providing corrections and proofreading as review materials in the form of audio, video, etc. [Item 6] An integrated learning support system using information-based exercises to develop critical thinking skills that enable multiple language operations, comprising: a step of providing corrections and proofreading as review materials in the form of audio, video, etc. [Item 7] An integrated learning support system using information-based exercises to develop critical thinking skills that enable multiple language operations, comprising: a step of providing corrections and proofreading as review materials in the form of audio, video, etc. [Item 8] An integrated learning support system using information-based exercises to develop critical thinking skills that enable multiple language operations, comprising: a step of providing corrections and proofreading as review materials in the form of audio, video, etc. [Item 9] An integrated learning support system using information-based exercises to develop critical thinking skills that enable multiple language operations, comprising: a step of providing corrections and proofreading as review materials in the form of audio, video, etc. [Item 10]

[0010] The learning support system of the present invention can be widely used in online education platforms, corporate in-house education programs, and the like.

[0011] The symbols and descriptions of each element shown in Figure 1 are listed below. 10 Server 20 Learner terminal 30 Supporter terminal TA 40 Supporter terminal I The symbols and descriptions of each element shown in Figure 4 are listed below. 401 An example of input content for the learner to study (Japanese book) 402 An example of learner profile and wishes (when input in Japanese) 403 An example of created questions for critical thinking training exercises (when input in Japanese) 404 Critical thinking training exercises in Japanese (when responding in Japanese) The symbols and descriptions of each element shown in Figure 5 are listed below. 501 An example of critical thinking training exercises (presentation in Japanese) 502 An example of response evaluation, correction, and proofreading (correction and proofreading in Japanese)

Claims

1. An integrated learning support system that uses information-based critical thinking training exercises that enable multiple language operations, consisting of the steps of:

1. Acquiring books, audio, video content, and other related information selected by the learner based on the learner's profile, wishes, and needs; creating customized questions based on the acquired information; converting the created questions into signals, digital data, or other formats, and transmitting them to the learner's terminal using optical fiber cables, wireless communication, the Internet, or other communication means; and presenting customized questions based on the meaning of the content and taking into account the learner's profile and wishes, allowing the learner to think, organize their thoughts, and express or state them in a language selected by the learner.

2. An integrated learning support system as claimed in claim 1, which uses information-based training to develop critical thinking skills and is capable of multiple language operations, comprising the steps of: analyzing, correcting, and proofreading the content stated or spoken by the learner using natural language processing technology, machine learning algorithms, or other appropriate technology; when a question is based on information related to the content being studied, comparing it with the meaning of the content, verifying its suitability and accuracy, and making corrections as necessary; and outputting the obtained corrections and proofreading to the learner.

3. An integrated learning support system as claimed in claim 1 or 2, which uses information-based critical thinking training exercises that enable multiple language operations, comprising: a step of providing corrections and proofreading as review materials in the form of audio, video, etc.

4. An integrated learning support system as claimed in claim 1, 2 or 3, which uses information-driven critical thinking training exercises that enable multiple language operations and has the function of allowing learners to select their desired language at each step and process that selection using natural language processing technology, machine learning algorithms or other appropriate technical means.

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