JP7559510B2 - Learning support device, learning support method and program - Google Patents

Description

The present invention relates to a technology for visualizing a learner's level of achievement in learning content.

Conventionally, systems have been known that store the test results administered to students in a database and allow them to be checked on a computer. Patent Document 1 discloses an educational support system that has a performance aggregation database that aggregates the test scores of learners and is configured so that the database can be accessed from a tablet terminal device.

JP 2016-65987 A

Teachers and other learning support staff can identify each learner's weak areas based on test results and improve teaching methods. Also, students and other learners can study more efficiently by recognizing their own weak areas.

The present invention has been made to solve the problems described above, and its main objective is to provide a learning support device that presents questions appropriate for each learner.

In one aspect of the present invention, a learning support device includes an acquisition unit that acquires learning information about learning by a learner for each learning element into which learning content is subdivided, a display unit that displays a list of code information embedded with an acquisition destination of recommended questions recommended according to the learning information for each learning element, a priority calculation unit that calculates a priority order of the recommended questions based on the learning information, a setting unit that sets a judgment item for each learning element to evaluate whether the learner understands the learning element, an individual achievement judgment unit that judges an individual achievement level, which is the achievement level of the judgment item of each learner, based on the learning information, and a total achievement judgment unit that judges a total achievement level, which is the achievement level of the learning element of each learner, based on the individual achievement level, and the priority calculation unit calculates the priority order based on the individual achievement level and the total achievement level, and the display unit arranges and displays the code information based on the priority order . According to this learning support device, the priority order of recommended questions can be determined based on the achievement level of the learning of the learner. Also, according to this learning support device, appropriate recommended questions can be presented for each learning element together with the priority order. The recommended questions can be any of a plurality of tests that have been created. The recommended questions may also be test questions generated by combining a plurality of questions according to the learning information .

In one aspect of the above-mentioned learning support device, an output unit is provided that prints and outputs a problem list screen that lists the code information for each learning element , thereby making it possible to distribute information for obtaining recommended problems on paper.

In another aspect of the present invention, a learning support method executed by a computer includes: an acquisition step of acquiring learning information on learning by a learner for each learning element into which learning contents are subdivided; a display step of displaying a list of code information embedded with an acquisition destination of recommended questions recommended according to the learning information for each learning element; a priority calculation step of calculating a priority order of the recommended questions based on the learning information; a setting step of setting a judgment item for each learning element to evaluate whether the learner understands the learning element; an individual achievement judgment step of judging an individual achievement level, which is the achievement level of the judgment item of each learner, based on the learning information; and a total achievement judgment step of judging a total achievement level, which is the achievement level of the learning elements of each learner, based on the individual achievement level. The priority calculation step calculates the priority order based on the individual achievement level and the total achievement level, and the display step arranges and displays the code information based on the priority order. According to this learning support method, the priority order of recommended questions can be determined based on the achievement level of the learner's learning, and appropriate recommended questions can be presented for each learning element together with the priority order .

In another aspect of the present invention, a program executed by a computer causes the computer to function as an acquisition unit that acquires learning information related to learning by a learner for each learning element into which learning content is subdivided, a display unit that displays , for each learning element, a list of code information in which an acquisition destination of recommended questions recommended according to the learning information is embedded, a priority calculation unit that calculates a priority order of the recommended questions based on the learning information, a setting unit that sets, for each learning element, a judgment item for evaluating whether the learner understands the learning element, an individual achievement judgment unit that judges, based on the learning information, an individual achievement level that is the achievement level of the judgment item of each learner, and a total achievement judgment unit that judges, based on the individual achievement level, an overall achievement level that is the achievement level of the learning element of each learner, and the priority calculation unit calculates the priority order based on the individual achievement level and the total achievement level, and the display unit arranges and displays the code information based on the priority order . By executing this program on a computer, the above-mentioned learning support device can be realized.

The learning support device according to the present invention can present questions that are appropriate for each learner.

1 shows a configuration of a learning system according to an embodiment. 2 is a block diagram showing an internal configuration of a management server. 13 is an example of an achievement confirmation screen. 13 is an example of an achievement level confirmation screen displaying recommended questions. 1 is an example of a list of recommended questions. 13 is a flowchart of a learning screen creation process. 13 is a flowchart of a recommended question display process. 13 shows the configuration of a learning system according to a third modified example.

Hereinafter, an embodiment of the present invention will be described with reference to the drawings.
First Embodiment
[Overall configuration]
1 shows the configuration of a learning system to which a learning support device of the present invention is applied. The learning system 100 is configured so that a plurality of terminal devices 10 and a management server 20 can communicate with each other via a network 5.

The terminal device 10 is used by a user who is a learning supporter, and may be, for example, a desktop PC, laptop PC, tablet PC, or the like. The terminal device 10 is equipped with a display unit such as a liquid crystal display, and is used to output an achievement confirmation screen that displays the achievement level of each learner for the learning content. Here, the achievement level is the degree to which the learner has understood the learning content assumed in advance. In this embodiment, the achievement level is set to "achieved" when approximately 80% or more is understood, "caution" when approximately 50% or more is understood, and "not achieved" when approximately less than 50% is understood. The achievement level settings are not limited to these and can be set arbitrarily.

In this embodiment, the learning assistant is described as a teacher and the learner is a student.

The management server 20 is connected to a learning element database (hereinafter, "database" will be referred to as "DB") 31, a student DB 32, a judgment item DB 33, a learning information DB 34, and a recommended question DB 35, and creates an achievement confirmation screen in response to a screen request from a terminal device 10 and transmits it to the terminal device 10. This enables the terminal device 10 to display the achievement confirmation screen on the display unit or print it.

Note that communication between the management server 20 and the terminal device 10 via the network 5 may be wired or wireless.

[Administration Server Configuration]
2 is a block diagram showing the internal configuration of the management server 20. The management server 20 includes a communication unit 21, a setting unit 22, a learning information acquisition unit 23, an individual achievement level assessment unit 24, a total achievement level assessment unit 25, a screen creation unit 26, an analysis unit 27, a priority order calculation unit 28, a recommended question display unit 29, and an output unit 30. These components, a learning element DB 31, a student DB 32, a assessment item DB 33, a learning information DB 34, and a recommended question DB 35 are connected to each other via a bus 39.

The communication unit 21 is a communication unit for communicating with the terminal device 10 via the network 5. Specifically, the communication unit 21 receives screen requests and question requests from the terminal device 10 used by the user, and transmits the created achievement confirmation screen and list of recommended questions to the terminal device 10.

The learning element DB31 stores information about learning elements. Specifically, the learning element DB31 stores information such as major categories, medium categories, minor categories, and learning elements that subdivide the learning content in stages. Learning elements are learning content that is subdivided at an optimal level for purposes such as linking with textbooks and teaching materials, understanding learning progress, and creating teaching plans.

Student DB32 stores information about students. Specifically, student DB32 stores student information such as a student ID, which is identification information for the student, the student's name, grade, class, and number.

The judgment item DB33 stores information about judgment items. Judgment items are unit items that judge the degree to which a student has understood the learning content, and examples of such items include mini-tests and drill questions. In this embodiment, multiple judgment items are set for one learning element. Specifically, the judgment item DB33 stores information such as the mini-tests and drill questions that are the judgment items, the learning elements linked to the judgment items, sequence information regarding the order in which the judgment items are started, and the benchmark points for calculating the degree of achievement of the judgment items.

The learning information DB34 stores information related to each student's learning. Specifically, the learning information DB34 stores learning information such as the student ID, assessment items that have been started, answer data corresponding to the assessment items, scores, and deviation values. The learning information DB34 is updated when the grading of the assessment items that the student has started is completed and the student's score, etc. is confirmed.

The recommended question DB35 stores information about the recommended questions linked to each learning element. Specifically, the recommended question DB35 stores information such as identification information of the recommended question, the learning element linked to the recommended question, text information indicating the recommended question, code information for obtaining the recommended question, and a PDF (Portable Document Format) in which the recommended question is displayed. For example, the recommended question can be any one of multiple tests that have been created. The recommended question can also be a test question generated by combining multiple questions according to the learning results.

The setting unit 22 sets multiple judgment items for each learning element to judge the degree to which the student has understood the learning process. Information about the set judgment items is stored in the judgment item DB 33.

When the learning information acquisition unit 23 receives a screen request from the terminal device 10, it acquires learning information corresponding to the student ID included in the screen request from the learning information DB 34.

The individual achievement assessment unit 24 assesses the individual achievement level of each student, which is the degree of achievement of the assessment item, based on the learning information. Specifically, the individual achievement assessment unit 24 first extracts the reference score for each assessment item included in the learning information from the assessment item DB 33. The individual achievement assessment unit 24 then compares the score for each assessment item included in the learning information with the reference score to assess the individual achievement level of each assessment item of the target student. For example, the assessment item is a mini-test with a maximum score of 100 points consisting of multiple questions, and the achievement level has three levels, "achieved," "caution," and "not achieved," as described above, and the reference scores are "80 points or more," "50 points or more," and "less than 50 points," respectively. In this case, if the score for the assessment item is 65 points, the individual achievement assessment unit 24 assesses the student's achievement level of the assessment item as "caution."

The overall achievement assessment unit 25 judges the overall achievement, which is the achievement of each student's learning elements, based on at least two or more individual achievements. At this time, the overall achievement assessment unit 25 may judge the overall achievement of the learning elements based on the individual achievements of at least two or more assessment items, starting from the one that was started latest, i.e., closest to the present, based on the sequence information. The method of judging the overall achievement can be set arbitrarily, for example, to judge "not achieved" if there is even one individual achievement level that is "not achieved," or to judge "achieved" if there are two or more individual achievement levels that are "achieved."

When the screen creation unit 26 receives a screen request from the terminal device 10, it creates an achievement confirmation screen. The user uses the terminal device 10 to send a screen request including the student ID of the student for whom the user wishes to confirm the achievement of a learning element to the management server 20. The screen creation unit 26 creates the student's achievement confirmation screen based on the screen request.

The achievement confirmation screen will now be described. FIG. 3 is an example of the achievement confirmation screen. The achievement confirmation screen is a screen having a graph that visualizes the student's achievement of the learning content using a heat map function or the like, and is composed of learning content 40, a list of judgment items 41, and overall achievement items 42. The learning content 40 has major categories, medium categories, minor categories, and learning elements that subdivide the learning content in stages. The list of judgment items 41 is a collection of multiple judgment items 44 such as judgment items 44a and 44b. The judgment items 44 are arranged in chronological order based on order information, and as shown in the figure, the name of the test or drill that contains the questions and the start date (or planned start date) may be displayed.

In the achievement confirmation screen, each learning element shown in the vertical direction is linked to each judgment item shown in the horizontal direction in advance, and the block at the position where the vertical direction and the horizontal direction intersect represents the individual achievement level of each judgment item in the horizontal direction set for each learning element in the vertical direction. As shown in the figure, the diagonal line blocks represent "achieved", the checkered blocks represent "caution", and the black blocks represent "not achieved". The block at the position where the learning element intersects with the judgment item not set for the learning element is "not subject to judgment" and is displayed in gray. Similarly, the "not started" block is displayed in gray. Specifically, according to the achievement confirmation screen shown in FIG. 3, the individual achievement level of the judgment item 44a "Unit test question started on 7/1" set for the learning element "express the opposite direction or property with a number" is the diagonal line block 45, so it can be seen that it is "achieved".

On the achievement confirmation screen, the block where each learning element shown along the vertical axis intersects with the overall achievement item 42 shown along the horizontal axis represents the overall achievement of each learning element shown along the vertical axis. As with the individual achievements, a diagonal lined block represents "achieved," a checkered block represents "caution," and a black block represents "not achieved." Specifically, according to the achievement confirmation screen as shown in the figure, the overall achievement of the learning element "indicating increase or decrease from the target value as a positive or negative number" is the black block 46, and therefore it can be seen that it is "not achieved."

The achievement confirmation screen further has a pointer 47, scroll buttons 48a and 48b, and a box 49. When the user points to a small or medium category with the pointer 47, detailed information is displayed in the box 49. When the user clicks the scroll button 48a with the pointer 47, the displayed list of assessment items 41 and their individual achievement levels can be moved to the older or newer one.

Returning to FIG. 2, the analysis unit 27 analyzes the learning information. Here, IRT (Item Response Theory) analysis and LRT (Latent Rank Theory) analysis are applied to the analysis of the learning information. IRT analysis is a test theory for measuring the characteristics (cognitive ability, knowledge, etc.) of subjects and the difficulty of evaluation items based on responses to a group of evaluation items. LRT analysis is an IRT analysis that uses latent characteristics as an ordinal scale, and is a test theory that can perform stepwise and sequential evaluation. According to IRT analysis and LRT analysis, for example, it is possible to calculate the difficulty of questions constituting the test and the student's cognitive ability for the questions by utilizing the answer data of the student who took the test. The analysis unit 27 measures the difficulty of questions that are judgment items and the student's ability based on the analysis results of the learning information, and identifies the learning elements that the student should prioritize.

The priority calculation unit 28 calculates the priority of the recommended questions linked to each learning element based on the analysis of the learning information. There are various ways of thinking about the learning elements that students should prioritize when studying. For example, when there is a large discrepancy between the difficulty of a question and the student's ability, the question is given priority when studying that question. In this case, since there is a high possibility that the student does not understand the question of the judgment item, it is better to study as soon as possible. Therefore, the priority calculation unit 28 increases the priority of the recommended questions linked to the learning element for which the judgment item is set.

On the other hand, there is also the idea that if the discrepancy between the difficulty of a question and the student's ability is small, then the question should be given priority for study. In this case, even if the student understands the question in the assessment item, there is a high possibility that the student answered incorrectly due to a careless mistake, and since this will immediately lead to an increase in the student's score, it is better to study as soon as possible. Therefore, the priority calculation unit 28 gives a high priority to the recommended question linked to the learning element in which the assessment item is set.

Teachers need to strategically guide each student as to which learning element they should prioritize: learning elements that the student does not understand, or learning elements that will immediately lead to an improvement in the student's score. For this reason, the teacher may set in advance whether to prioritize understanding or improving the student's score, and the priority calculation unit 28 may calculate the priority of the recommended questions according to that setting.

When the recommended question display unit 29 receives a question request from the terminal device 10, it references the recommended question DB 35 and creates an achievement confirmation screen that displays recommended questions based on priority. When the user sends a question request to the management server 20 by performing a specified operation on the achievement confirmation screen, the recommended question display unit 29 creates an achievement confirmation screen that displays recommended questions. Figure 4 is an example of an achievement confirmation screen that displays recommended questions. A recommended question box 51 is added to the achievement confirmation screen, and a first priority box 52a, a second priority box 52b, a third priority box 52c, etc. corresponding to learning elements with high priority to be studied are displayed.

Specifically, when the user clicks the first priority box 52a with the pointer 47, information about the recommended questions linked to the learning element "Subtraction is possible even when negative numbers are used" is displayed. The information about the recommended questions is, for example, text information indicating the recommended questions, such as the name of the learning material, the page number, and the question number, code information for obtaining the recommended questions, and a PDF in which the recommended questions are displayed.

Furthermore, when the user clicks on the recommended question box 51 with the pointer 47, a list of recommended questions related to all recommended questions linked to the first, second and third priority learning elements is displayed. FIG. 5 is an example of a recommended question list. The recommended question list is composed of major, medium and minor categories and learning elements that subdivide the learning content in stages, and recommended questions linked to each learning element, and the recommended questions are displayed as QR (Quick Response) codes (registered trademark). In this case, the recommended question list may arrange the QR codes based on priority, or may display the priority as well. When the user reads the QR code with a smartphone or the like, the smartphone becomes able to display and print information related to the recommended questions.

As an example of how to use the recommended questions list, a teacher can print the recommended questions list on paper and distribute it to students. Students or their parents can read the QR code with their own smartphones or tablets to easily check and print information about the recommended questions. Specifically, students can read the QR code of the distributed recommended questions list with a smartphone or the like, display the recommended questions on their smartphone or tablet, or print them out at home to study. Note that in the above example, a QR code is used as the code information for obtaining the recommended questions, but two-dimensional codes other than QR codes or one-dimensional codes such as barcodes may also be used.

Note that the achievement confirmation screen shown in FIG. 4 displays three recommended questions, with a first priority, a second priority, and a third priority, but the threshold for the number to be displayed can be set as desired. Also, in the example of FIG. 4, only the first priority, second priority, and third priority boxes 52a to 52c are displayed on the achievement confirmation screen, but it is also possible to display boxes of recommended questions corresponding to all learning elements, and then display the priority order of each recommended question. In other words, the method for displaying recommended questions on the achievement confirmation screen can be set as desired.

The output unit 30 outputs an achievement confirmation screen and a list of recommended questions. Specifically, the output unit 30 displays and prints the achievement confirmation screen and the list of recommended questions, and transmits them to the terminal device 10 via the communication unit 21.

In this embodiment, the recommended questions are displayed on the achievement confirmation screen when a question request is received from the terminal device 10, but the present invention is not limited to this, and the recommended questions may be displayed on the achievement confirmation screen regardless of whether a question request is received or not.

In the above configuration, the communication unit 21 of the management server 20 is an example of an output unit of the present invention. In addition, the setting unit 22, learning information acquisition unit 23, individual achievement level assessment unit 24, overall achievement level assessment unit 25, and screen creation unit 26 of the management server 20 are examples of the setting unit, acquisition unit, individual achievement level assessment unit, overall achievement level assessment unit, and screen creation unit of the present invention, respectively.

[Screen Creation Process]
6 is a flowchart of the screen creation process according to this embodiment. This process is a process for creating an achievement confirmation screen that displays the achievement level of each student for the learning content. Specifically, this process is realized by the computer constituting the management server 20 executing a program prepared in advance.

The user uses the terminal device 10 to send a screen request including the student ID of the student for whom the user wishes to confirm the achievement of the learning content to the management server 20. Upon receiving the screen request, the management server 20 acquires the learning information corresponding to the student ID (step S11). Next, the management server 20 judges the individual achievement of each judgment item set for each learning element based on the learning information (step S12). Next, the management server 20 judges the overall achievement of each learning element based on the individual achievement of at least two or more judgment items set for each learning element (step S13). Then, the management server 20 creates an achievement confirmation screen for confirming the achievement of the learning content of the student corresponding to the student ID, and sends it to the terminal device 10 that made the screen request (step S14). The terminal device 10 can display or print the received achievement confirmation screen. This ends the screen creation process.

[Recommended problem display processing]
7 is a flowchart of the recommended problem display process according to this embodiment. This process displays recommended problems associated with each learning element on the achievement confirmation screen. Specifically, this process is realized by the computer constituting the management server 20 executing a program prepared in advance.

The user uses the terminal device 10 to perform a specific operation on the achievement confirmation screen to send a question request to the management server 20. Upon receiving the question request, the management server 20 analyzes the learning information of the student who is the target of the achievement confirmation screen (step S21). Next, the management server 20 calculates the priority of the recommended questions linked to each learning element based on the analysis of the learning information (step S22). Then, the management server 20 creates an achievement confirmation screen that displays the recommended questions based on the priority, and sends it to the terminal device 10 that made the question request (step S23). The terminal device 10 can display and print the received achievement confirmation screen. In addition, the terminal device 10 can display and print a list of recommended questions by clicking the box for the recommended question on the achievement confirmation screen. This ends the recommended question display process.

In this embodiment, the screen creation process and the recommended question display process are separate processes, but if recommended questions are to be displayed regardless of whether a question is requested, steps S21 and S22 of the recommended question display process may be added between steps S13 and S14 of the screen creation process. In this case, the management server 20 uses the screen creation process to create an achievement confirmation screen that displays each student's achievement level of the learning content and recommended questions linked to each learning element.

In addition, in this embodiment, the management server 20 creates an achievement confirmation screen when a screen request is received, but it may also be possible to create an achievement confirmation screen in advance and send it to the terminal device 10 when a screen request is received.

In this way, by creating an achievement confirmation screen, it is possible to visualize a student's overall achievement of the learning content and their individual achievement of the assessment items as they learn that learning content. Furthermore, the management server 20 judges the overall achievement of the learning content based on the individual achievement of at least two or more assessment items, rather than just the individual achievement of the final assessment item. Therefore, by viewing each student's achievement confirmation screen, teachers can easily check students' weaknesses and the progress they have made in overcoming them as they learn.

Furthermore, the achievement confirmation screen displays individual achievement, overall achievement, and recommended questions for each learning element into which the learning content is subdivided. This allows teachers to grasp each student's level of understanding for each learning element, and allows them to provide effective learning guidance, such as assigning recommended questions tailored to each student's ability based on the priorities. Furthermore, since learning elements are not units of learning content that are uniquely subdivided by a specific textbook manufacturer, but are standard units of learning content used by all textbook and teaching material manufacturers, managing and sharing students' achievement in the learning content by learning element makes it possible to share learning analyses across many schools.

<Modification>
Next, a description will be given of modified examples of the first embodiment. The following modified examples can be applied to the first embodiment in appropriate combination.

(First Modification)
In the first embodiment described above, the priority order of the recommended questions is calculated by analyzing the learning information, but the present invention is not limited to this, and the priority order of the recommended questions may be calculated based on the individual achievement level of each judgment item or the overall achievement level of each learning element. Examples of the method of calculating the priority order include increasing the priority order of recommended questions linked to learning elements with many judgment items whose individual achievement level is "not achieved," and decreasing the priority order of recommended questions linked to learning elements whose overall achievement level is "not achieved."

(Second Modification)
In the first embodiment described above, the user who uses the terminal device 10 is the teacher, but the present invention is not limited to this, and the student who is the learner and his/her guardian may also use the terminal device 10. In this way, the student can view his/her own achievement confirmation screen using the terminal device 10. The student can also have the terminal device 10 display recommended questions and study.

(Third Modification)
In the above first embodiment, the teacher uses the terminal device 10, but the present invention is not limited to this, and the teacher may use a teacher terminal having the functions of the management server 20. In this case, the terminal device 10 is used by students or their guardians. The teacher terminal is, like the terminal device 10, for example, a desktop PC, a laptop PC, or a tablet PC.

Figure 8 shows an example of the configuration of the learning system 200 in this case. As shown in the figure, the learning system 200 is configured to enable communication between multiple terminal devices 10 and a teacher terminal 80 via a network 5. A learning element DB 91, a student DB 92, a judgment item DB 93, a learning information DB 94, and a recommended question DB 95 are connected to the teacher terminal 80, and the teacher terminal 80 can execute the processes performed by the management server 20 (corresponding to steps S11 to S14 in Figure 6 and steps S21 to S23 in Figure 7) to create an achievement confirmation screen. In addition, the teacher terminal 80 can perform outputs such as displaying and printing the achievement confirmation screen and the list of recommended questions, and transmitting the achievement confirmation screen and the list of recommended questions to the terminal device 10. In this case, the teacher terminal 80 is an example of a learning support device of the present invention.

Second Embodiment
In the first embodiment, the management server 20 creates an achievement confirmation screen for each student, but the present invention is not limited to this, and an achievement confirmation screen may be created for each group, such as the class or grade to which the students belong. In this case, the management server 20 further includes a group achievement determination unit and a group priority calculation unit. For convenience of explanation, the same explanation as in the first embodiment will be omitted.

The group achievement assessment unit assesses the individual achievement of each assessment item and the overall achievement of each learning element on a class-by-class basis, for example, based on the individual achievement and overall achievement of all students enrolled in a specified class. For example, the individual achievement of each assessment item on a class-by-class basis can be the average of the individual achievement of each assessment item of all students enrolled in a specified class. The overall achievement of each learning element on a class-by-class basis can be the average of the overall achievement of each learning element of all students enrolled in a specified class, or can be determined based on the individual achievement on a class-by-class basis. The screen creation unit 26 creates an achievement confirmation screen on a class-by-class basis based on the individual achievement of each assessment item on a class-by-class basis and the overall achievement of each learning element.

The group priority calculation unit calculates a group priority, which is the priority order of recommended questions for a given class, based on the individual achievement level of each judgment item for each class and the overall achievement level of each learning element for each class. Methods for calculating group priority include, for example, increasing the priority order of recommended questions linked to learning elements with many judgment items for which the individual achievement level is "not achieved," and decreasing the priority order of recommended questions linked to learning elements for which the overall achievement level is "not achieved." The recommended question display unit 29 creates an achievement confirmation screen for each class that displays recommended questions based on the group priority order.

In this way, by creating a group-based achievement confirmation screen, it is possible to visualize, for example, the overall achievement of the learning content for the entire class, and the individual achievement of assessment items in the process of learning that learning content. The group-based achievement confirmation screen also displays the individual achievement, overall achievement, and recommended questions for each learning element into which the learning content is subdivided. This allows teachers to grasp the overall class's level of understanding of each learning element, and can provide effective learning guidance, such as using high-priority recommended questions in class to improve the abilities of the entire class based on the priorities.

The third modified example in the first embodiment can also be applied to the second embodiment in the same way.

5 Network 10 Terminal device 20 Management server 31, 91 Learning element DB
32, 92 Student DB
33, 93 Judgment item DB
34, 94 Learning Information DB
35, 95 Recommended Questions DB
80 Teacher's terminal 100, 200 Learning system

Claims (6)

an acquisition unit that acquires learning information regarding learning by a learner for each learning element into which the learning content is subdivided;
a display unit that displays, for each learning element, a list of code information in which a source of recommended questions recommended according to the learning information is embedded;
a priority order calculation unit that calculates a priority order of the recommended problems based on the learning information;
A setting unit that sets, for each learning element, a judgment item for evaluating whether or not a learner has understood the learning element;
an individual achievement level judgment unit that judges an individual achievement level of each learner, which is an achievement level of the judgment item of each learner, based on the learning information;
a comprehensive achievement level determination unit that determines a comprehensive achievement level, which is an achievement level of each learner for the learning elements, based on the individual achievement levels ;
the priority order calculation unit calculates the priority order based on the individual achievement level and the overall achievement level;
The display unit is a learning support device that displays the code information in an arrangement based on the priority order . The learning support device according to claim 1 , further comprising an output unit configured to print and output a question list screen on which the code information is displayed in a list for each learning element . The learning support device according to claim 1 , wherein the recommended questions are any of a plurality of tests that have already been created. The learning support device according to claim 1 , wherein the recommended questions are test questions generated by combining a plurality of questions in accordance with the learning information . 1. A learning support method implemented by a computer, comprising:
An acquisition step of acquiring learning information regarding learning by a learner for each learning element into which the learning content is subdivided;
a display step of displaying a list of code information, in which a source of recommended questions recommended according to the learning information is embedded, for each learning element;
a priority order calculation step of calculating priorities of the recommended problems based on the learning information;
A setting step of setting, for each learning element, a judgment item for evaluating whether or not a learner has understood the learning element;
an individual achievement level assessment step of assessing an individual achievement level of each learner, which is the achievement level of the assessment item of each learner, based on the learning information;
and a comprehensive achievement level determination step of determining a comprehensive achievement level, which is the achievement level of each learner in the learning elements, based on the individual achievement levels,
The priority order calculation step calculates the priority order based on the individual achievement level and the overall achievement level;
The display step is a learning support method in which the code information is arranged and displayed based on the priority order . A program executed by a computer,
an acquisition unit for acquiring learning information regarding learning by a learner for each learning element obtained by subdividing the learning content;
a display unit that displays, for each learning element, a list of code information embedded with a source of recommended questions that are recommended according to the learning information ;
a priority order calculation unit that calculates a priority order of the recommended problems based on the learning information;
A setting unit that sets, for each learning element, a judgment item for evaluating whether or not a learner has understood the learning element;
an individual achievement level determination unit that determines an individual achievement level of each learner, which is the achievement level of the assessment item, based on the learning information;
a comprehensive achievement level determination unit that determines a comprehensive achievement level, which is an achievement level of each learner in the learning elements, based on the individual achievement levels ;
the priority order calculation unit calculates the priority order based on the individual achievement level and the overall achievement level;
The display unit is a program for arranging and displaying the code information based on the priority order .

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