JP7611495B2 - Learning support system, learning support method, and computer program - Google Patents

Description

The present disclosure relates to a learning support system, a learning support method, and a computer program that support learners in completing their studies.

In recent years, active learning, a learning method that incorporates active participation from the learner, has been attracting attention. Specifically, active learning is achieved through "proactive learning," "interactive learning," and "deep learning," and is expected to produce results that are different from traditional passive learning methods.

The effects of learning can be influenced by a variety of factors. One example is the learner's learning environment. Specifically, when and with whom a learner studies can affect the learner's motivation to learn. This motivation to learn can ultimately affect the level of proficiency, which is one of the effects of learning.

Incidentally, various technologies have been proposed to improve the effectiveness of learning. Specifically, there is a technology that presents information that maintains or improves a student's motivation for self-study according to the student's learning history (for example, Patent Document 1).

International Publication No. 2017/208433

However, up until now, there has been no consideration of using information that indicates a learner's learning environment, such as who they studied with, to support their learning. In addition, there has been no consideration of objectively judging a learner's motivation to learn and using this information to support their learning.

The present disclosure provides a learning support system, a learning support method, and a computer program that present information that represents the learning environment, estimates a learner's motivation to learn based on the learning environment, and supports the execution of learning.

The learning support system of the present disclosure includes a storage device and a calculation device. The storage device stores learning assistance information that associates assistance identification information represented by a signal used to identify assistance related to the learner's learning with assistance information including at least one of data on the presence or absence of the assistance, identification information of the assistance, or whether the assistance is present in the same space as the learner, and learning motivation information that associates information indicating the learning attitude of the learner with information indicating the learning motivation of the learner. The calculation device includes a detection process that, upon acquiring a signal used to identify assistance related to the learner's learning, refers to the learning assistance information and detects the assistance information associated with the assistance identification information represented by the signal used to identify the assistance as the assistance information of the learner, a motivation estimation process that, upon acquiring information on the learning attitude of the learner, refers to the learning motivation information and extracts information indicating the learning motivation associated with the information indicating the learning attitude, and estimates the learning motivation of the learner, and an output process that associates the detected assistance information with the extracted information indicating the learning motivation and outputs it as output information.

These general and specific aspects may be realized by systems, methods, and computer programs, as well as combinations thereof.

The learning support system, learning support method, and computer program disclosed herein can support learners in completing their learning.

1 is a conceptual diagram of a learning support system according to the present disclosure. 1 is a block diagram showing a configuration of a learning support system according to the present disclosure. 13 is an example of learning support information. 13 is an example of learning motivation information. 11 is an example of proficiency information. 11 is another example of proficiency information. One example is outputting motivation to learn in the form of a graph. 13 is a flowchart illustrating learning support.

[Findings that formed the basis of this disclosure]
There are technologies that can present information to maintain or increase the motivation of learners. By providing tasks that are appropriate for each learner, it is expected that learners will be guided to study effectively.

As mentioned above, when a learner is studying, the learning environment, such as who they study with, where they study, and when they study, can affect their motivation to study. This motivation to study can then have an impact on the learning results. Therefore, for example, it may be possible to estimate a learner's motivation and identify areas for improvement in learning methods. However, with conventional methods, it has been difficult to take a learner's learning environment into account when supporting their learning.

The present disclosure provides a learning support system, a learning support method, and a computer program that present information representing the learning environment and motivation to learn to learners and support their learning.

[Embodiment]
Hereinafter, the embodiments of the present disclosure will be described with reference to the drawings as appropriate. However, in the detailed description, unnecessary parts of the description of the prior art and substantially the same configuration may be omitted. This is for the purpose of simplifying the description. In addition, the following description and the accompanying drawings are disclosed so that a person skilled in the art can fully understand the present disclosure, and are not intended to limit the subject matter of the claims.

The learning support system, learning support method, and computer program disclosed herein detect auxiliary information related to assistance provided to a learner in learning, and estimate and output the learner's motivation to learn. For example, as shown in FIG. 1, the learning support system 1 can detect the assistant by using a conversation between a learner 20 and an assistant 21, and estimate and output the motivation from the learner's learning attitude. This allows, for example, the assistant to devise methods of assisting the learner so as to increase the learner's motivation to learn.

In this disclosure, "study" refers to the act of a learner solving a given task. At this time, for example, the learner may solve a task written on paper and write the answer on the paper using a writing implement. Alternatively, the learner may solve a task displayed on an information processing device such as a tablet terminal instead of on paper and input the answer into the information processing device. Alternatively, the learner may listen to a task set by a question setter and answer orally, or answer using tools prepared in advance, such as assembling a puzzle. Furthermore, learning may be a combination of these. For example, the question setter may set a task orally, and the learner may write the answer on paper.

An "assignment" is a question that a learner is expected to solve. For example, a learner may solve an assignment during a course of study as a test of their mastery of the subject knowledge.

"Assistance in learning" refers to a person who cooperates with the learner's learning (hereinafter referred to as "collaborator" as necessary) and a means of cooperation in learning by a person other than a collaborator. For example, collaborators are the learner's parents, school teachers, cram school instructors, friends of the learner, etc. "Collaborating in learning" refers to taking actions that help the learner with his/her learning, such as asking questions to the learner, answering questions from the learner, and calling out to the learner depending on the learner's level of concentration. Here, assistance in learning does not simply ask questions to the learner in one direction, or simply respond to questions from the learner in one direction, but it is preferable that both the learner and the collaborator are able to receive and respond to questions. In other words, it is preferable that two-way questioning and response are possible. In addition, as long as two-way questioning and response are possible, as mentioned above, they may be friends, and are not necessarily limited to the assistant being in a teaching position. A collaborator is not necessarily limited to being in the same space as the learner. For example, even if the collaborator is in a different space from the learner, it is sufficient if the collaborator can cooperate with the learner in learning via a means such as a video phone while the learner is studying. Furthermore, "means for collaborating in learning" refers to various means, such as a robot or computer software, that can ask questions to the learner and respond to questions from the learner, just like a collaborator. Questions and responses are preferably exchanged by voice, but they may also be exchanged using input and output such as text data or image data. For example, when a learner is working on a task displayed on a display, a character may appear on the display to ask questions and encourage the learner.

"Motivation to learn" refers to the degree of a learner's willingness to actively engage in learning and/or the degree of concentration the learner has when studying. There are no limitations on how motivation to learn can be expressed, but for example, it can be expressed by a level set according to the level of motivation. Motivation to learn may also be expressed by a combination of multiple items. Examples of "information representing motivation to learn" include a numerical value indicating motivation to learn, a label indicating motivation to learn as high, slightly high, slightly low, low, etc.

"Proficiency" refers to the learner's level of familiarity with the task, the learner's level of proficiency with the task, and/or the learner's level of understanding of the knowledge required by the task. There are no limitations on how proficiency may be expressed, but it may be expressed, for example, by a level set according to the level of difficulty. Proficiency may also be expressed by a combination of multiple items.

"Learning performance" indicates the degree of efficiency of learning. Here, learning performance is determined using motivation to learn and proficiency.

"Study posture" refers to the physical state and/or behavior of a learner when studying. For example, a learning posture can be identified by the movement of a writing implement, body position, line of sight, or speech, etc.

The configuration of the learning support system 1 according to the present disclosure will be described with reference to FIG. 2. The learning support system 1 is an information processing device including a computing device 10, an input/output device 11, a communication device 12, and a storage device 13.

The input/output device 11 is input means such as operation buttons, a keyboard, a mouse, a touch panel, a microphone, etc., which are used for operations and data input, and output means such as a display, a speaker, etc., which are used for outputting processing results and data. The communication device 12 is a communication means for enabling data communication with an external device (not shown).

The storage device 13 is a recording medium that records various information. The storage device 13 is realized, for example, by a RAM, a ROM, a flash memory, an SSD (Solid State Drive), a hard disk drive, other storage devices, or an appropriate combination of these. The storage device 13 stores the learning support program P, which is a computer program executed by the computing device 10, and various data used to execute the learning support. For example, the storage device 13 stores learning support information D1, learning motivation information D2, proficiency information D3, learning location information D4, required time information D5, and time period information D6.

The arithmetic device 10 is a controller that controls the entire learning support system 1. For example, the arithmetic device 10 reads and executes the learning support program P stored in the storage device 13 to realize processes such as detection processing, motivation estimation processing, and output processing for executing learning support. Furthermore, the arithmetic device 10 is not limited to a device that realizes a predetermined function through the cooperation of hardware and software, but may be a hardware circuit designed specifically to realize a predetermined function. In other words, the arithmetic device 10 can be realized by various processors such as a CPU, MPU, GPU, FPGA, DSP, ASIC, etc.

The learning support system 1 may be realized by a plurality of information processing devices connected to each other so that they can communicate with each other. Also, a portion of the data stored in the storage device 13 may be stored in an external storage device and read from the external storage device for use.

As shown in an example in Figure 3, learning support information D1 associates "support identification information" represented by a signal used to identify support related to the learner's learning with "support information" that includes at least one of the following data: the presence or absence of support, identification information of the support, or whether the support is present in the same space as the learner.

As described above, assistance in learning is an act of helping with learning by a collaborator, such as a teacher, mother, or friend, who cooperates with the learner in his/her learning. Alternatively, assistance in learning is an act of helping with learning by mechanical means. For example, as described above, it is a character that is displayed on a display and can ask questions and respond to the learner in a two-way manner. Alternatively, it may be a combination of a collaborator and mechanical means. In other words, not only a collaborator but also computer software or the like may provide assistance at the same time. For example, by combining a collaborator and mechanical means, even if a collaborator often calls the learner's attention, it is possible to provide assistance to the learner from a different direction, such as by using mechanical means to praise or encourage the learner.

For example, if the assistant is assisting with the learning, the "assistant specific information" is information input by the assistant via the input/output device 11. Or, it may be the voiceprint of the assistant. Furthermore, it may be information that is distributed to the assistant in advance and transmitted from a wireless tag held by the assistant.

"Whether or not assistance is provided" refers to whether or not the learner receives assistance when studying. Specifically, when assistance cannot be identified by the assistance identification information, assistance is deemed to be "absent". On the other hand, when assistance can be identified by the assistance identification information, assistance is deemed to be "present". "Assistant identification information" is information that identifies who or what the assistant identified by the assistance identification information is. For example, "assistant identification information" can be identification information of which of the instructors the assistant is, identification information of the mother, etc. When an assistant is identified based on data input through an input/output device 11 that exists in the same space as the learner, it is deemed to exist in the "same space". On the other hand, when an assistant is identified based on data acquired by a device that exists in a different space from the learner, it is deemed to exist in a "different space". In the example shown in FIG. 3, the "assistant information" does not need to include all of the information on "whether or not assistance is provided", "assistant identification information", and "whether or not the assistant exists in the same space", and can include only the necessary information. For example, if it is clear that the learner and the assistant always exist in the same space during learning, only the "assistant identification information" is deemed to be the "assistant information". In this way, there is not just one type of auxiliary information, but multiple types depending on the data included in the auxiliary information and the combinations of the data. For example, even if instructor A is the assistant, there are multiple types of auxiliary information for when instructor A is in the same space and when he is in a different space.

The learning motivation information D2 associates information indicating the learner's "learning attitude" with information indicating the learner's "learning motivation."

The information indicating the "study posture" includes at least one of the following information: the movement of the writing implement used, posture, the student's line of sight, or speech. In the example shown in FIG. 4, the "study posture" includes information on whether the writing implement is moving, whether the student is facing the desk, where the student's face is facing, and the conversation between the student and the assistant. In addition to "moving" and "stopping," the "movement of the writing implement" may also include information such as "whether the speed at which the writing implement moves is appropriate for learning" and whether the writing implement is on the desk and "not in hand." In the example shown in FIG. 4, the information on "whether the student is facing the desk" is used as the "posture," but the posture may be specified by other methods. Note that the learning posture does not need to include all of this information, and other information may be added to some of the information.

In the example shown in Figure 4, a learner who has "no" writing implement movement, faces "forward" toward the desk, faces "on task," and engages in "a lot of" conversation with the assistant has a learning posture represented by a numerical value of "4." Note that in Figure 4, "motivation to learn" is represented using numerical values specified as 1 to 5, but motivation to learn may be represented by other methods. Also, the numerical values shown in Figure 4 are merely an example, and the relationships shown in Figure 4 are not limited to being accurate.

Proficiency information D3 associates the answer result of the task provided to the learner with the learner's level of proficiency. In the example of proficiency information D3 shown in FIG. 5A, when the answer result for "Task 1" is "1", it is associated with a level of proficiency of "5".

Furthermore, the proficiency information D3 may associate proficiency with a combination of the answer result for a task and information on the time required for the task. In the example of proficiency information D3 shown in FIG. 5B, for "Task 1," when the answer result is "1" and the time required is less than 20 seconds, the proficiency is associated with "5." Furthermore, when the answer result is "1" and the time required is 20 seconds or more, the proficiency is associated with "3." In this way, in the proficiency information D3 shown in FIG. 5B, even if the answer to a certain task is the same, a longer time required for the answer is associated with a lower proficiency compared to a shorter time required for the answer.

In FIG. 5A and FIG. 5B, "proficiency" is expressed using a numerical value specified by 1 to 5, but proficiency may be indicated by other methods. The numerical values shown in FIG. 5A and FIG. 5B are merely examples, and the relationships shown in FIG. 5A and FIG. 5B are not necessarily accurate. In FIG. 5B, proficiency is set according to whether the required time is less than 20 seconds, but this is merely an example and is not limited to this numerical value. For example, proficiency may be set for each time frame set, such as "less than 10 seconds," "10 seconds or more and less than 20 seconds," "20 seconds or more," etc.

The learning location information D4 associates information used to identify a learning location where a learner can study with identification information of the learning location. For example, it associates information on options presented using the input/output device 11 with identification information of the learning location that is identified when the option is selected by an assistant or a learner.

Time required information D5 is information about the time required for a learner to study, which is accumulated during the study. For example, time required information D5 associates identification information of an assignment performed by a learner with the time required for that assignment.

Time period information D6 is information about the time period during which learning was performed that is accumulated during learning. For example, time period information D6 associates identification information of an assignment performed by a learner with the time period during which the assignment was performed.

The computing device 10 executes detection processing, time management processing, time zone management processing, motivation estimation processing, proficiency estimation processing, calculation processing, location identification processing, and output processing.

When the calculation device 10 acquires a signal used to identify assistance related to the learner's learning in the detection process, the calculation device 10 refers to the learning assistance information D1 stored in the memory device 13 and detects the assistance information associated with the assistance identification information represented by the signal used to identify the assistance as the learner's assistance information. Here, the signal used to identify the assistance is acquired, for example, via the input/output device 11, and may be a signal that identifies the assistant input via an operation button or keyboard. The signal used to identify the assistant may also be a voice signal of the assistant input via a microphone. Furthermore, the signal used to identify the assistant may be a wireless signal received by a receiving means and transmitted from a wireless tag held by the assistant.

In this explanation, it is assumed that the assistance is the same in a series of learning, and the calculation device 10 performs the detection process once at the start of the learning. A "series of learning" refers to the start to end of solving multiple tasks in succession. For example, if multiple tasks are solved twice a day, in the morning and in the afternoon, each will be treated as a separate series of learning.

In the time management process, the calculation device 10 manages the timing from the start to the end of learning. As a result, the calculation device 10 associates the time information required to perform each task with the identification information of each task and stores it in the storage device 13 as required time information D5. In addition to managing the required time for each task, the calculation device 10 also adds the time from the start to the end of a series of learning to the required time information D5 and manages it.

In the time zone management process, the calculation device 10 accumulates and stores time zone information regarding the learner's performance of the task as time zone information D6 in the storage device 13. For example, the calculation device 10 obtains information on the time when the learner started the task from its own device or an external device, and stores it in the storage device 13 as time zone information D6. The time zone managed by the time zone information D6 does not need to be an exact time, but may simply be a rough time zone such as early morning, morning, afternoon, evening, night, or late night. This may also be obtained at the start of a series of studies, and each study included in the series of studies may be managed as having been performed at the same time zone.

When the computing device 10 acquires information on the learning posture of the learner in the motivation estimation process, the computing device 10 refers to the learning motivation information D2 stored in the memory device 13, extracts information indicating learning motivation associated with the information indicating the learning posture, and estimates the learning motivation of the learner. The information on the learning posture is, for example, information on the movement of a writing implement, posture, line of sight, or speech.

For example, when a learner uses a writing instrument for studying, the "movement of the writing instrument" is determined by an acceleration sensor and/or a gyro sensor provided on the writing instrument. For example, if the writing instrument does not move at all during study, the learner's motivation to study is estimated to be low. Also, for example, if the movement of the writing instrument during study is more intense than the movement expected for solving the problem, it is assumed that the writing instrument is used for something other than solving the problem, and the learner's motivation to study is estimated to be low. Note that the writing instrument is not limited to an instrument such as a pencil or pen that writes the answer to the problem on paper. For example, if the problem is displayed on an information processing device such as a tablet terminal and the answer is input on the information processing device, an instrument such as a touch pen is the writing instrument. When a learner uses his/her finger to input, no physical writing instrument is used, but the input result by the finger, the acceleration of the learner's own body detected by the information processing device during input, changes in vibration, etc. may be used as the "movement of the writing instrument".

"Posture" is identified, for example, by the detection results of a contact sensor or pressure sensor attached to the desk and/or chair used by the learner. For example, if the learner's posture identified from the sensor detection results during study is suitable for learning, such as sitting correctly in a chair facing a desk, it is presumed that the learner has a high motivation to learn. In contrast, if the learner's posture identified from the sensor detection results is not suitable for learning, such as sitting in a chair facing sideways, it is presumed that the learner has a low motivation to learn.

"Gaze" is determined, for example, from the direction of the learner's face and/or eyes captured by a camera, or the gaze of the learner tracked by an eye gaze detection sensor. For example, if the learner's gaze is directed toward the task or a collaborator, the learner's motivation to learn is presumed to be high. In contrast, for example, if the learner's gaze is not directed toward the task or a collaborator, but toward a direction completely unrelated to learning, the learner's motivation to learn is presumed to be low.

"Utterance" is identified by performing voice recognition on voice data detected by a microphone placed near the learner. For example, if the learner speaks frequently when solving a task, it is estimated that the learner is not able to concentrate on the task and has low motivation to learn. Also, for example, if only the frequency of speech from the learner or the assistant is high, it is estimated that the balance between the speech of the learner and the assistant is poor, the learner is making unnecessary speech, or the assistant is intervening to a large extent in solving the task, and therefore the learner's motivation to learn is low. Furthermore, for example, if the time required from the assistant's question to the learner's response is short, it is estimated that the learner's motivation to learn is high. Therefore, the learner's motivation to learn is estimated according to the back-and-forth conversation between the learner and the assistant. Other factors that may be used to estimate the learner's motivation to learn include the content of the conversation, the words spoken, the volume of the voice, and the correlation between the content of the question and the response.

Here, the calculation device 10 executes a motivation estimation process at a predetermined timing while the learning series continues. For example, the calculation device 10 estimates motivation each time learning starts, specifically each time a task starts. Furthermore, if one task takes more than a predetermined time, the calculation device 10 may execute a new motivation estimation process after a predetermined time has elapsed from the start, and update the target's motivation to learn with the newly estimated motivation.

In the proficiency estimation process, when the calculation device 10 acquires the answer result of a task performed by a learner, the calculation device 10 refers to the proficiency information D3 stored in the storage device 13 and estimates the proficiency associated with the answer result as the learner's proficiency. In the example of proficiency information shown in FIG. 5A, when "2" is acquired as the answer result for "task 2," the calculation device 10 estimates the proficiency to be "5."

For example, when a learner writes an answer on paper, the calculation device 10 may acquire the answer written by the learner through the input/output device 11 by the operation of an assistant. Alternatively, when a learner inputs an answer using an information processing device such as a tablet terminal, the calculation device may input the answer through the input/output device 11, which is a touch panel of the tablet terminal, by the learner.

Furthermore, when the calculation device 10 acquires information on the time required by the learner to perform the task along with the answer result of the task, the calculation device 10 estimates the proficiency level of the learner based on the proficiency level associated with the time information along with the answer result. For example, the time information required to perform the task is the time required from the start to the end of the task. In the example of proficiency information shown in FIG. 5B, when the answer result for "Task 1" is "2" and the required time is "10 seconds", the calculation device 10 estimates the proficiency level to be "2".

Here, it is assumed that the calculation device 10 is capable of executing timing processing and is capable of determining information on the time required by the learner to perform the task. Specifically, when the learner writes his/her answer on paper, the calculation device 10 is capable of obtaining the timing of the start and end of the learner's task via the input/output device 11 by the operation of an assistant, and the calculation device 10 manages the time information. Alternatively, when the learner inputs his/her answer using an information processing device such as a tablet terminal, the calculation device may be capable of obtaining the timing of the start and end of the learner's task via the learner's operation of the input/output device 11, which is a touch panel of the tablet terminal, and the calculation device 10 manages the time information.

The arithmetic device 10 executes a proficiency estimation process for each study. For example, since proficiency is estimated for each task, the arithmetic device 10 estimates the proficiency based on the answer result obtained for the task. For example, when an answer result is obtained after each task is completed, the arithmetic device 10 may estimate the proficiency for each task after each task is completed. Alternatively, when multiple answer results are obtained together after multiple tasks are completed, the arithmetic device 10 may estimate the proficiency for each task after obtaining the multiple answer results.

In the calculation process, the computing device 10 calculates the learning performance that indicates the efficiency of the learner's learning, which is obtained according to the learner's motivation to learn and proficiency level.

Here, the computing device 10 may, for example, calculate the learning performance for each task. Also, for example, the learning performance may be calculated for each series of learning, specifically, for each series of tasks. Alternatively, the learning performance may be calculated for each group of tasks. Alternatively, for example, when solving tasks written on paper, multiple tasks included on one sheet of paper may be treated as one group, and the learning performance may be calculated after each sheet of tasks is completed.

For example, the calculation device 10 may determine the learning performance as the sum of the motivation to learn and the proficiency. Also, for example, the calculation device 10 may determine the learning performance as the product of the motivation to learn and the proficiency. In this case, the calculation device 10 may determine the learning performance using a weighted value for the motivation to learn and/or the proficiency. This weight may be preset based on, for example, the difficulty level of the task.

In the location identification process, when the computing device 10 acquires information used to identify the learning location of the learner when he or she performed the task, the computing device 10 refers to the learning location information D4 and estimates that the learning location identified by the identification information associated with the information used to identify the learning location is the location where the learner performed the task. Here, it is explained that the learning location is the same throughout the series of studies.

In the output process, the calculation device 10 generates and outputs output information that associates auxiliary information, learning motivation, proficiency, learning performance, learning location identification information, required time information, and time zone information. Note that the calculation device 10 does not need to include all of learning motivation, proficiency, learning performance, learning location identification information, required time information, and time zone information in the output information. It is sufficient that the output information includes at least one of learning motivation, proficiency, learning performance, learning location identification information, required time information, and time zone information.

Here, the calculation device 10 generates and outputs output information at a predetermined timing. The predetermined timing is, for example, a timing at which each learning, i.e., each task ends, a timing at which a series of learning ends, a timing at which a predetermined time has elapsed since the start of each learning (e.g., every 20 seconds), a regular timing after the start of a series of learning (e.g., every 5 minutes), a timing at which a series of learning ends, or other predetermined timing. The predetermined timing may also be a combination of the timings described above, for example. Here, the calculation device 10 may generate and output output information including the learning motivation, proficiency, and learning performance at each predetermined timing. The calculation device 10 may also generate and output the transition of the learning motivation, proficiency, and learning performance from the past to the predetermined timing as output information at each predetermined timing.

Figure 6 shows an example of output information that indicates a change in motivation to learn for a certain series of learning. In Figure 6, the horizontal axis indicates time, and the vertical axis indicates motivation to learn. Figure 6 also shows an example of motivation to learn at predetermined time intervals from the start of a series of learning. In the example shown in Figure 6, it can be seen that motivation to learn changes over time.

For example, the learner, assistant, or third party can refer to the auxiliary information and learning motivation included in the output information by the calculation device 10 and objectively grasp the learning motivation of the assistant for the target learning. Furthermore, if the learner, assistant, or third party can refer to each piece of auxiliary information and learning motivation for learning at multiple different times in the past included in the output information by the calculation device 10 and simultaneously grasp the learning motivation for each piece of auxiliary information, this can be useful, for example, in estimating the learning compatibility with the assistant and considering effective learning.

In addition, for example, a learner, assistant, or third party can refer to the proficiency level included in the output information from the computing device 10 and objectively grasp the target's learning proficiency level, which cannot be grasped by motivation to learn alone. Also, by referring to the proficiency level, it becomes easier to grasp the effect of learning, which can be useful, for example, for analyzing effective learning methods.

Furthermore, the learner, assistant, or third party can infer the learner's learning tendencies by referring to the time required information included in the output information output by the computing device 10. For example, if the time required information includes the time required from the start to the end of a series of learning, the learner, assistant, or third party can infer tendencies such as the learner's motivation to learn being sustained if the total learning time is only 30 minutes, but becoming tired and losing motivation to learn if the total learning time is one hour, and can use this information to analyze effective learning methods.

In addition, the learner, assistant, or third party can infer the learner's learning tendencies by referring to the time zone information included in the output information output by the computing device 10. For example, the learner, assistant, or third party can infer tendencies such as high motivation to learn during certain time zones and low motivation to learn during other time zones, and use this information to analyze effective learning methods.

At this time, the calculation device 10 may generate and output output information that associates not only the target timing but also the motivation to learn, proficiency, and performance in multiple different past learning sequences with auxiliary information. For example, if there are differences in the learner's motivation to learn and proficiency depending on the assistant, the calculation device 10 can display the motivation to learn and proficiency for each past learning sequence in association with the assistant's identification information, which can be used to identify assistants who are likely to benefit from learning.

<Learning support methods>
A learning support method using the learning support system 1 in the embodiment will be described with reference to the flowchart shown in Fig. 7. The specific processing of each step in the flowchart has been described above, so each step will be described in a simplified manner. First, before the start of learning, the computing device 10 acquires a signal used to identify assistance related to the learner's learning (S1).

The computing device 10 detects auxiliary information associated with the auxiliary specific information represented by the signal acquired in step S1 from the learning auxiliary information D1 stored in the memory device 13 (S2).

Next, when learning begins, the calculation device 10 stores the timing of the start of learning in the storage device 13 and starts managing each timing of learning (S3). For example, when the learner solves each task, the calculation device 10 stores the time information as the start of learning in the storage device 13 as required time information D5. In addition, when each task is completed, the calculation device 10 stores the time information as the end of learning in the storage device 13 as required time information D5. In addition to managing the start and end times for each task, the calculation device 10 may store the time required for each task in the storage device 13 as required time information D5.

The calculation device 10 also stores the learning time period in the storage device 13 as time period information D6 (S4).

The calculation device 10 acquires information on the learning attitude of the learner (S5). The calculation device 10 extracts information indicating learning motivation that is associated with the information indicating the learning attitude acquired in step S5 from the learning motivation information D2 stored in the storage device 13, and estimates the learning motivation of the learner (S6).

The calculation device 10 acquires the answer result of the learner (S7). The calculation device 10 estimates the proficiency of the learner by extracting the proficiency associated with the answer result acquired in step S7 from the proficiency information D3 stored in the storage device 13 (S8).

The computing device 10 calculates the learning performance using the motivation to learn estimated in step S6 and the proficiency level estimated in step S8 (S9).

The calculation device 10 estimates the learning location (S10).

The calculation device 10 generates and outputs output information including the auxiliary information detected in step S2, the motivation to learn estimated in step S6, the proficiency level estimated in step S8, the learning performance calculated in step S9, and the learning location estimated in step S10 (S11). At this time, the calculation device 10 may also include the time period managed in step S4 in the output information.

After that, if the series of learning is completed (YES in S12), the processing in the learning support system is terminated. On the other hand, if the learning is not completed and continues, the process returns to step S5, and the same processing is repeated for new learning, specifically, for new assignments (S5 to S12).

Note that the order of processes shown in FIG. 7 is not necessarily limited to this. For example, for processes that can be switched, the order of some of the processes may be switched. Also, for example, for multiple processes that can be executed simultaneously, multiple processes may be executed simultaneously.

As described above, the learning support system 1 according to the embodiment can support the learner's learning by estimating the learner's motivation to learn, proficiency, and learning performance, and outputting them as output information together with the learning location and auxiliary information. Therefore, the learner, assistant, or third party can refer to the information contained in the output information and use it to help the learner with their learning. For example, it becomes easier to objectively grasp the auxiliary information, learning location, time period, etc. that make up a highly efficient learning environment, so the learner, assistant, or third party can use the output information to improve their learning method, including the learning environment.

In the example of FIG. 7, the learning support system 1 outputs the output information and ends the process. However, the learning support system 1 may also suggest a learning environment in which learning performance is relatively high based on the output information. For example, the learning support system 1 may suggest a time period in which learning performance is relatively high based on the output information including the motivation to learn shown in FIG. 6. Alternatively, the learning support system 1 may suggest assistants, learning locations, etc. in which learning performance is relatively high by using various output information obtained by changing the learner, learning location, etc.

Overview of the embodiment
(1) The learning support system of the present disclosure includes a memory device and a calculation device. The memory device stores learning auxiliary information that associates auxiliary information represented by a signal used to identify assistance related to the learner's learning with auxiliary information including at least one of data regarding the presence or absence of assistance, identification information of the assistance, or whether the assistance is present in the same space as the learner, and learning motivation information that associates information indicating the learning attitude of the learner with information indicating the learner's motivation to learn. The calculation device performs the following steps when it acquires the signal used to identify assistance related to the learner's learning: a detection process that refers to the learning auxiliary information and detects, as the learner's auxiliary information, auxiliary information associated with the auxiliary identification information represented by the signal used to identify the assistance; a motivation estimation process that refers to the learning motivation information and extracts information indicating learning motivation associated with the information indicating the learning attitude, thereby estimating the learner's motivation to learn, and an output process that outputs output information that associates the detected auxiliary information with the extracted information indicating learning motivation.

By outputting the auxiliary information describing the learning environment in association with the learner's estimated motivation to learn, the learner's motivation to learn in a certain learning environment can be presented to the learner or a learning assistant. Furthermore, the learner or assistant can use this motivation to improve the learning method, including the learning environment.

(2) In the learning support system of (1), there may be multiple types of auxiliary information depending on the data contained therein, and the output process may output, as output information, a motivation to learn that corresponds to the data contained in the auxiliary information.

By determining the motivation to learn for each condition specified by the data contained in the auxiliary information representing the learning environment, it is possible to more accurately estimate the motivation to learn.

(3) In the learning support system of (2), the storage device further stores proficiency information that associates the answer result of the task provided to the learner with the learner's proficiency, and when the computing device acquires the answer result of the task performed by the learner, it further executes a proficiency estimation process that refers to the proficiency information and estimates the proficiency associated with the answer result as the learner's proficiency, and the output process may output output information including the estimated proficiency together with or instead of the motivation to learn.

By estimating and outputting the learner's proficiency level based on the results of their answers to the tasks, the learner's proficiency level in a certain learning environment can be presented to the learner or learning assistant. Furthermore, the learner or assistant can improve their learning method, including the learning environment, based on this proficiency level.

(4) In the learning support system of (3), the proficiency information may associate a combination of the answer result of the task and information on the time required for the task with the proficiency, and the proficiency estimation process may acquire information on the time required by the learner to perform the task along with the answer result of the task, and estimate the proficiency associated with the answer result and the time information as the learner's proficiency.

By estimating a learner's proficiency using the time it takes them to complete a task, it is possible to more accurately estimate the learner's proficiency.

(5) In the learning support system of (3) or (4), a calculation process may be further executed to calculate a learning performance indicating the efficiency of the learner's learning obtained according to the learning motivation and proficiency level, and the output process may generate output information including the calculated learning performance together with or instead of the learning motivation.

By outputting the learning performance obtained according to the motivation to learn and the level of proficiency, the learning performance in a certain learning environment can be presented to the learner or learning assistant. Furthermore, the learner or assistant can improve the learning method, including the learning environment, according to this learning performance.

(6) In the learning support system of (5), in the output process, output information may be output for each assignment completed by the learner.

Learners and assistants will be able to understand the learning performance for each task and improve their learning methods more appropriately.

(7) In the learning support system of (5) or (6), the storage device further stores learning location information that associates information used to identify a learning location where a learner can study with identification information of the learning location, and when the computing device acquires the information used to identify the learning location of the learner when performing the task, the computing device further executes a location identification process that refers to the learning location information and identifies the learning location identified by the identification information associated with the information used to identify the learning location as the location where the learner performed the task, and the output process may output output information including the identification information of the identified learning location.

Learning performance is presented for each learning location, which is part of the learning environment. This makes it easy for learners and assistants to improve their learning outcomes by improving the learning location.

(8) In the learning support system of (5) to (7), the storage device may accumulate and store information about the time required or time period for the learner to perform the task, and the output process may output output information including the time required or time period information.

Learning performance is presented for each time period or time slot required for learning, which is part of the learning environment. This makes it easy for learners and assistants to improve their learning outcomes by improving the time period or time slot required for learning.

(9) In the learning support system of (1) to (8), the information on the learning posture may include at least one of the learner's line of sight, the movement of the writing implement used, posture, or speech.

By using information about the learner's eye movement, the movement of the writing implement used, posture or speech as part of the learning environment, appropriate motivation can be estimated.

(10) In the learning support system of (1) to (9), the assistance related to learning may be an act of helping the learner with learning by a person who cooperates with the learner in learning.

This allows collaborators to estimate their motivation to learn and use this information to improve learning when assisting with learning.

(11) In the learning support systems of (1) to (9), the learning assistance may be an act of helping the learner learn by using mechanical means to cooperate with the learner in his/her learning.

This allows us to estimate motivation to learn and use it to improve learning when mechanical means are used to assist learning.

(12) In the learning support systems of (1) to (9), the learning assistance may be a combination of a person who collaborates with the learner in his/her learning and a mechanical means for collaboration.

This allows us to estimate motivation to learn and use it to improve learning, even when learning is assisted by a collaborator and mechanical means.

(13) In the learning support system of (1) to (12), the output process may output output information at a predetermined timing.

This allows for the acquisition of learning motivation and other information at predetermined appropriate times, which can be used to improve learning.

(14) The learning support method of the present disclosure is a learning support method executed by a computing device that can access a storage device, in which the storage device stores learning support information that associates support identification information represented by a signal used to identify support related to the learner's learning with support information including at least one of data on the presence or absence of support, identification information of the support, or whether the support is present in the same space as the learner, and learning motivation information that associates information indicating the learning attitude of the learner with information indicating the learner's motivation to learn. The learning support method includes a detection process that, upon acquiring a signal used to identify support related to the learner's learning, refers to the learning support information and detects, as the learner's learning support information, support information associated with the support identification information represented by the signal used to identify the support; a motivation estimation process that, upon acquiring information on the learner's learning attitude, refers to the learning motivation information and extracts information indicating the learning motivation associated with the information indicating the learning attitude, and estimates the learner's motivation to learn; and an output process that associates and outputs the detected support information with the extracted information indicating the learning motivation.

This makes it possible to present a learner's motivation to learn in a certain learning environment to the learner or a learning assistant. Furthermore, the learner or assistant can use this motivation to improve the learning method, including the learning environment.

(15) The program disclosed herein causes a computing device to execute the learning support method of (14).

This makes it possible to present a learner's motivation to learn in a certain learning environment to the learner or a learning assistant. Furthermore, the learner or assistant can use this motivation to improve the learning method, including the learning environment.

The learning support system and learning support method described in all claims of this disclosure are realized by hardware resources, such as a processor, memory, and cooperation with a program.

The learning support system, learning support method, and program disclosed herein are useful for supporting learning.

Reference Signs List 1 Learning support system 10 Calculation device 11 Input/output device 12 Communication device 13 Storage device D1 Learning support information D2 Learning motivation information D3 Proficiency information D4 Learning location information P Learning support program 20 Learner 21 Assistant

Claims (15)

A storage device and a computing device,
The storage device includes:
learning assistance information that associates assistance identification information represented by a signal used to identify assistance related to the learner's learning with assistance information including identification information of the assistance and data on whether the assistance is present in the same space as the learner;
learning motivation information that associates information indicating a learner's learning attitude with information indicating the learner's motivation to learn;
Remember,
The computing device includes:
a detection process for detecting, when a signal used for identifying an auxiliary information related to a learner's learning is acquired, the auxiliary information associated with the auxiliary identification information represented by the signal used for identifying the auxiliary information as the auxiliary information of the learner, by referring to the learning auxiliary information;
a motivation estimation process for estimating the learning motivation of the learner by extracting information indicating the learning motivation associated with the information indicating the learning attitude of the learner with reference to the learning motivation information when the information indicating the learning attitude of the learner is acquired;
an output process for outputting output information in which the detected auxiliary information is associated with the extracted information indicating the willingness to learn;
Execute
Learning support system. There are a plurality of types of auxiliary information depending on the data included in the auxiliary information,
The learning support system according to claim 1 , wherein the output process outputs the motivation to learn according to data included in the auxiliary information as output information. The storage device further stores proficiency information that associates an answer result to be provided to the learner with the proficiency of the learner;
When the computing device acquires an answer result of the task performed by the learner, the computing device further executes a proficiency estimation process of referring to the proficiency information and estimating a proficiency associated with the answer result as the proficiency of the learner;
The learning support system according to claim 2 , wherein the output process outputs output information including the estimated proficiency level together with the motivation to learn or instead of the motivation to learn. The proficiency information associates a combination of the answer result of the task and time information required for the task with the proficiency,
The learning support system of claim 3, wherein the proficiency estimation process, when it obtains information on the time taken by the learner to complete the task along with the answer result of the task, estimates the proficiency associated with the time information along with the answer result as the learner's proficiency. The computing device includes:
A calculation process is further performed to calculate a learning performance indicating an efficiency of the learning of the learner obtained according to the motivation to learn and the proficiency level.
The output process outputs output information including the calculated learning performance together with or instead of the learning motivation.
5. The learning support system according to claim 3 or 4. The output process outputs the output information for each task performed by the learner.
The learning support system according to claim 5. The storage device further stores learning location information that associates information used to specify a learning location where a learner can study with identification information of the learning location;
The computing device includes:
when acquiring information used to identify the learning location of the learner when the learner performed the task, further executing a location identification process to refer to the learning location information and identify the learning location identified by identification information associated with the information used to identify the learning location as the location where the learner performed the task;
The output process outputs output information including identification information of the identified learning location.
7. A learning support system according to claim 5 or 6. The storage device accumulates and stores at least one of the time required for the learner to perform the task or time period information,
The output process outputs the output information including the required time or the time period information.
8. The learning support system according to claim 5. The learning support system according to claim 1 , wherein the information on the learning posture includes at least one of information on the learner's line of sight, the movement of a writing implement used, body posture, and speech. 10. The learning support system according to claim 1, wherein the assistance related to learning is an action of helping the learner in learning by a person who cooperates with the learner in learning. 10. The learning support system according to claim 1, wherein the learning assistance is an action of helping the learner with learning by mechanical means for cooperating with the learner in learning. 10. The learning support system according to claim 1, wherein the assistance in the learning is provided by a combination of a person who cooperates with the learner in the learning and a mechanical means for cooperation. The learning support system according to claim 1 , wherein the output process outputs the output information at a predetermined timing. 1. A method of supporting learning executed on a computing device having access to a storage device, comprising:
The storage device includes:
learning assistance information that associates assistance identification information represented by a signal used to identify assistance related to the learner's learning with assistance information including identification information of the assistance and data on whether the assistance is present in the same space as the learner;
learning motivation information that associates information indicating a learner's learning attitude with information indicating the learner's motivation to learn;
Remember,
The learning support method includes:
a detection process for detecting, when a signal used for identifying an aid related to a learner's learning is acquired, the aid information associated with the aid identification information represented by the signal used for identifying the aid as aid information for the learner, by referring to the learning aid information;
a motivation estimation process for estimating the learning motivation of the learner by extracting information indicating the learning motivation associated with the information indicating the learning attitude of the learner with reference to the learning motivation information when the information indicating the learning attitude of the learner is acquired;
an output process for outputting output information in which the detected auxiliary information is associated with the extracted information indicating the willingness to learn;
Including,
Learning support methods. A computer program for causing the computing device to execute the learning support method described in claim 14.

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