JP7616336B2 - Learning support device, learning support method, and program - Google Patents

Description

The disclosure of this specification relates to a learning support device, a learning support method, and a program.

In recent years, learning support devices such as electronic dictionaries have been equipped with various contents other than the contents that provide the dictionary function. For example, recent electronic dictionaries are equipped with contents in the form of question books that support learning for language proficiency tests in English, Japanese, etc.

The above-mentioned content in the form of a problem set that is included in an electronic dictionary may, for example, include a plurality of problems with different question formats, some or all of which have the same question format, and include a plurality of problem sets of different difficulty levels. A learner who uses this type of content in the form of a problem set can improve the efficiency of their learning by selecting a problem set with a difficulty level that suits their own level of proficiency and solving the problems.

One related technology is a system that assesses the level of an experiential learner based on the answers the learner gives to experiential learning content, and allows the learner to study in an optimal way based on the assessment results, thereby achieving effective learning results (see, for example, Patent Document 1).

JP 2004-234016 A

However, when studying using multiple problem sets that contain multiple problems with different question formats as described above, some or all of which have the same question format but differ in difficulty, it may be desirable to concentrate on studying problems with a specific question format. In such cases, the learner must repeat the steps of selecting a problem set on the screen for selecting a problem set, selecting and answering questions with a specific question format included in that problem set, and then returning to the screen for selecting a problem set, making the learner's learning less efficient.

In light of the above-mentioned circumstances, one aspect of the present invention aims to improve the efficiency of learning by users who use multiple problem sets installed in a learning support device.

A learning support device according to one embodiment of the present invention is characterized in that it has a control unit that accepts a selection of a first data group, which is one of a plurality of data groups each containing a plurality of learning contents with different question formats, displays a plurality of contents of the first learning contents which are the learning contents included in the first data group, accepts a selection of a selected learning content which is one of the first learning contents, and when it further accepts a selection of a second data group included in the plurality of data groups, displays a similar learning content which is the learning content included in the second data group and has the same or similar question format as the selected learning content.

A learning support method according to one aspect of the present invention is a learning support method executed by a learning support device, comprising the steps of accepting a selection of a first data group, which is one of a plurality of data groups each containing a plurality of learning contents with different question formats, displaying a plurality of contents of the first learning contents which are the learning contents included in the first data group, and accepting a selection for a selected learning content which is one of the first learning contents; and when a selection of a second data group included in the plurality of data groups is further accepted, displaying similar learning content which is the learning content included in the second data group and has the same or similar question format as the selected learning content.

A program according to one aspect of the present invention is a program that causes a computer of a learning support device to function as a control means that accepts a selection of a first data group, which is one of a plurality of data groups each containing a plurality of learning contents with different question formats, displays a plurality of contents of the first learning contents which are the learning contents included in the first data group, accepts a selection of a selected learning content which is one of the first learning contents, and, when further accepting a selection of a second data group included in the plurality of data groups, displays a similar learning content which is the learning content included in the second data group and has the same or similar question format as the selected learning content.

The above aspect aims to improve the efficiency of learning using multiple problem sets installed in a learning support device.

FIG. 1 is a perspective view illustrating an example of an electronic dictionary. FIG. 2 is a block diagram illustrating a hardware configuration of the electronic dictionary. FIG. 13 is a diagram showing an example of data included in one piece of content. FIG. 1 is a diagram showing examples of difficulty levels and question formats in an English proficiency test. 11 is a diagram showing an example of a list indicating correspondence relationships between data groups in an electronic dictionary according to an embodiment. FIG. 11 is a flowchart illustrating an example of a process performed by an electronic dictionary according to an embodiment. 1A to 1C are diagrams (part 1) illustrating an example of a screen transition in an electronic dictionary according to an embodiment. FIG. 11 is a diagram (part 2) illustrating an example of a screen transition in an electronic dictionary according to an embodiment. 13A and 13B are diagrams illustrating another example of a list showing the correspondence between data groups and a display screen. FIG. 13 is a diagram illustrating yet another example of a list showing the correspondence between data groups.

Below, an embodiment of a learning support device according to the present invention will be described with reference to the drawings. In the following description, an electronic dictionary equipped with content in the form of a workbook will be given as an example of a learning support device. In addition, in the following description, detailed descriptions of configurations, functions, and operations that are the same as or equivalent to those of conventional electronic dictionaries will be omitted.

Figure 1 is a perspective view illustrating an example of an electronic dictionary. The electronic dictionary 1 illustrated in Figure 1 includes a first housing 3 on which a number of buttons (keys) 2 are arranged, and a second housing 5 on which a touch panel display (hereinafter referred to as "touch panel") 4 is arranged. The first housing 3 and the second housing 5 are engaged with each other through hinges (not shown) provided on each housing, such that the angle between the surface on which the buttons 2 are arranged in the first housing 3 and the surface on which the touch panel 4 is arranged in the second housing 5 can be changed and can be held at a desired angle.

The buttons 2 of the first housing 3 are buttons that accept user operations on the electronic dictionary 1, and are, for example, physical button switches. The buttons 2 include buttons (keys) used to input character strings such as search terms, and buttons (keys) that perform operations and functions on the electronic dictionary 1. The buttons 2 that perform operations and functions on the electronic dictionary 1 include, for example, directional buttons that accept operations such as changing the cursor position and scrolling the screen, and a "back" button 201 that switches the display on the touch panel 4 to the display of the next higher hierarchy. The buttons 2 that perform operations and functions on the electronic dictionary 1 include, for example, a home button 202 that displays a home screen, a menu button 203 that displays a menu screen, and a content button 204 that displays a top screen of a predetermined content. A plurality of buttons 2 are arranged in a predetermined layout on the top surface of the first housing 3, and the first housing 3 on which the buttons 2 are arranged functions as a hardware keyboard for the electronic dictionary 1.

The touch panel 4 of the second housing 5 is an input/output device in which a digitizer is placed over the display surface of a display such as a liquid crystal display or an organic EL display, and can accept user operations on the electronic dictionary 1. The touch panel 4 is provided with a display area 401 that displays, for example, a home screen, a menu screen, and screens of each content, and a button area (not shown) that functions as a button for performing predetermined operations or functions. The button area includes, for example, an area that functions as a home button, an area that functions as a "back" button, and an area that functions as a menu button. The button area may be provided, for example, outside the display surface of the display, or may be provided within the display surface of the display. When the button area is provided within the display surface of the display, the button area may be displayed only when a specific screen is displayed.

Figure 2 is a block diagram illustrating the hardware configuration of an electronic dictionary. As illustrated in Figure 2, the electronic dictionary 1 includes a control unit 601, a keyboard 602, a touch panel 4, and a storage unit 604.

The control unit 601 controls the overall operation of the electronic dictionary 1, including the processing of various contents in response to user operations. The functions of the control unit 601 are realized, for example, by a processor such as an MPU (Micro Processing Unit) executing a predetermined control program. The control unit 601 includes a search unit 601a, an identification unit 601b, and a display control unit 601c. The search unit 601a searches for a search term that is input or selected by operating the keyboard 602 and the digitizer 603b as an input device in the touch panel 4. The identification unit 601b identifies another study content related to the study content displayed on the display 603a as a display device (display unit) in the touch panel 4. The display control unit 601c controls the display of the display 603a. The functions and operations of the identification unit 601b and the display control unit 601c in the electronic dictionary 1 of this embodiment will be described later.

The keyboard 602 is an input device that includes the above-mentioned multiple buttons 2. The touch panel 4 is an input/output device that includes a display 603a as a display device (display unit) and a digitizer 603b as an input device.

The storage unit 604 stores (stores) a plurality of content data including content data 605a of a first content (content A), content data 605b of a second content (content B), and content data 605x of a third content (content X), and a history 606. The plurality of content data includes, for example, content data of one or more Japanese dictionaries, content data of one or more English-Japanese dictionaries, and content data of one or more Japanese-English dictionaries. The content data of these dictionaries is a database including data such as headwords, meanings, related words, and supplementary information. The plurality of content data also includes, for example, content data in the form of a question set imitating an English proficiency test. As described later, the content data in the form of a question set includes a plurality of question sets of different difficulty levels. Furthermore, the plurality of content data may include, for example, a learning database (not shown) in which a phrase specified by a user and information such as the meaning of the phrase are registered in association with each other. The history 606 stores various histories related to the processing performed in the electronic dictionary 1, such as the history of search terms searched for by the user using the content. The storage unit 604 includes a read only memory (ROM) and a random access memory (RAM). The ROM stores, for example, the above-mentioned content data 605a, 605b, 605x, etc. The RAM stores the history 606 and the above-mentioned learning database.

Figure 3 is a diagram showing an example of data included in one piece of content data. Figure 4 is a diagram showing an example of the difficulty level and question format in an English proficiency test. Figure 3 shows an example of content data 605e for content E in the form of a question book that mimics the test questions in the Test in Practical English Proficiency administered by the Japan English Language Proficiency Test Foundation. Figure 4 also shows Table 7, which explains the question format for each level in the Test in Practical English Proficiency.

The content data 605e illustrated in FIG. 3 includes seven data groups 611-617 and a plurality of lists including a first list (list A) 621, a second list (list B) 622, and a third list (list C) 623. One data group in the content data 605e includes a plurality of questions with different question formats, for example, questions and correct answer data corresponding to one level in the above-mentioned Test of Practical English Proficiency. For example, the first data group 611 includes questions and correct answer data that may be asked in a Grade 1 level test, and the second data group 612 includes questions and correct answer data that may be asked in a Grade 2 level test. The questions in the data group may be questions that have been asked in past tests, or questions (similar questions) created by the content provider based on questions that have been asked in the past. The questions and correct answer data in the above-mentioned data group are an example of learning content in the data group.

In English proficiency tests, the difficulty of questions varies by level, but questions of the same format may be asked at multiple levels. For example, in the Test of Practical English Proficiency mentioned above, questions in the "fill in the blank in a short sentence" format, in which candidates fill in the blanks in a short English sentence with an appropriate word or phrase, are asked in all levels of the test, as shown in Table 7 in Figure 4. In addition, questions in the "fill in the blank in a conversational sentence" format, in which candidates fill in the blanks in a conversational sentence with an appropriate sentence or phrase, are asked in the tests at the pre-2nd grade, 3rd grade, 4th grade, and 5th grade levels.

When learning a language using such content E in the form of a question book, the efficiency of learning can be improved, for example, by selecting questions at a level appropriate to the learner's proficiency. For example, a learner who is at the proficiency level required to pass a Level 3 exam can skip attempting questions from Levels 3 to 5 and instead solve questions for Levels Pre-2 and Level 2, thereby efficiently increasing their proficiency.

When learning using content E, a learner may wish to concentrate on solving problems in a particular question format (e.g., a question format that is difficult for the learner). In such cases, the learner often wishes to challenge problems at other grade levels, not just at the grade level corresponding to his/her own proficiency. For example, a learner studying for the pre-2nd grade exam may wish to try solving problems in the lower grade 3 "fill in the blanks in conversational text" format when solving problems in the pre-2nd grade exam. In conventional electronic dictionaries, when switching the display from a certain grade level screen to another grade level screen, it is common to return to the grade level selection screen and select the desired other grade level screen. For example, when switching the display from a state in which learning content (data) included in the pre-2nd grade data group is displayed to a display of learning content (data) included in the 3rd grade data group, the learner returns to the grade level selection screen using the "back" button 201 or the like, selects grade 3 on the screen, and selects the number of a question in the "fill in the blanks in conversational text" format. Such operations are troublesome for learners and can hinder the improvement of learning efficiency. In contrast, the electronic dictionary 1 according to this embodiment associates questions of multiple levels with the same or similar question formats using the above lists 621-623, etc., making it easy to switch the display of learning content between levels.

The above lists 621 to 623, etc. may not be limited to being stored in the fourth content data 605e that provides content E, but may be stored in the storage unit 604 as data separate from the fourth content data 605e associated with the fourth content data 605e.

Figure 5 is a diagram showing an example of a list showing the correspondence between data groups in an electronic dictionary according to an embodiment. Figure 5 shows a specific example of a first list (list A) 621, a second list (list B) 622, and a third list (list C) 623 related to content data 605e that provides content E in the form of a question set imitating the above-mentioned test questions of the Test in Practical English Proficiency. The "grade level" in each list 621, 622, and 623 shown in Figure 5 is the "grade level (difficulty of questions)" shown in Figure 4, and is an item for classifying the data groups included in content data 605e. "Main question" is an item for classifying the questions in the question set (data group) by the question format, and is an example of an item for classifying the format of the learning content (data) in the data group. "Question number range" is, for example, the number of the question in the question set (data group) for each grade level.

The first list 621 illustrated in FIG. 5A shows the correspondence between grade levels for questions in the "fill in the blanks in a short sentence" format. In the above-mentioned Test in Practical English Proficiency, questions in the "fill in the blanks in a short sentence" format are asked in all grade levels, as illustrated in Table 7 in FIG. 4. Also, questions in the "fill in the blanks in a short sentence" format are asked in "Main Question 1" in all grade levels. For this reason, the value of "Main Question" in the first list 621 is "1" in all grade levels. In the first list 621, the question number ranges in the 1st grade and quasi-1st grade problem sets (data groups 611 and 612) are 25 questions from question 1 to question 25, respectively. Also, in the first list 621, the question number ranges in the 2nd grade and quasi-2nd grade problem sets (data groups 613 and 614) are 20 questions from question 1 to question 20, respectively. Furthermore, in the first list 621, the question number ranges in the 3rd, 4th, and 5th grade problem sets (data groups 615, 616, and 617) are 15 questions, from question 1 to question 15, respectively.

The second list 622 illustrated in FIG. 5B shows the correspondence between grades for questions in the "conversational sentence fill-in-the-blank" format. In the above-mentioned Test in Practical English Proficiency, as illustrated in Table 7 in FIG. 4, questions in the "conversational sentence fill-in-the-blank" format are asked in the pre-2nd grade, 3rd grade, 4th grade, and 5th grade tests. In addition, questions in the "conversational sentence fill-in-the-blank" format are asked in "Main Question 2" in all tests at each grade level. For this reason, the value of "Main Question" in the second list 622 is "None (a value meaning that there is no question)" for the 1st grade, pre-1st grade, and pre-2nd grade, and "2" for the pre-2nd grade, 3rd grade, 4th grade, and 5th grades. In the second list 622, the question number ranges in the 1st grade, pre-1st grade, and 2nd grade problem sets (data groups 611, 612, and 613) in which questions in the "conversational sentence fill-in-the-blank" format are not asked are each set to "None (a value meaning that there is no question)". In the second list 622, the question number range in the pre-2nd grade problem set (data group 614) is the five questions from question 21 to question 25. In the second list 622, the question number range in the 3rd, 4th, and 5th grade problem sets (data groups 615, 616, and 617) is the five questions from question 16 to question 20.

The third list 623 illustrated in FIG. 5C shows the correspondence between grade levels for questions in the "long passage content matching multiple choice" format, which asks questions about the content of a passage. In the above-mentioned Test in Practical English Proficiency, questions in the "long passage content matching multiple choice" format are asked in the 1st, 1st, 2nd, 2nd, 3rd, and 4th grade exams, as illustrated in Table 7 in FIG. 4. Also, questions in the "long passage content matching multiple choice" format are asked in "main question 3" in the 1st, 1st, 2nd, and 3rd grade exams, and in "main question 4" in the 2nd and 4th grade exams. Also, although detailed explanations are omitted, in the 1st, 1st, 2nd, 2nd, 3rd, and 4th grade problem sets (data groups 611, 612, 613, 614, 615, and 616), the questions in the question number range illustrated in FIG. 5C are questions in the "long passage content matching multiple choice" format.

The question number ranges in the first list 621, second list 622, and third list 623 illustrated in FIG. 5 are merely examples and can be changed as appropriate. Also, although explanations with reference to the figures are omitted, the list of associations between multiple data groups in the fourth content data 605e also includes lists of associations between questions (items) of other question formats illustrated in FIG. 4, other than the first list 621, second list 622, and third list 623 illustrated in FIG. 5.

The list associating learning content with the same or similar question format in multiple data groups is not limited to the format illustrated in FIG. 5 and may be in other formats. The list may also include only data groups that include learning content with the same or similar question format. For example, the columns for Grade 1, Grade 2, and Pre-Grade 1 in the second list 622 illustrated in FIG. 5(b) and the column for Grade 5 in the third list 623 illustrated in FIG. 5(c) may be omitted.

The electronic dictionary 1 according to this embodiment uses the above list to efficiently move from the currently displayed study content to study content in another data group that has at least some of the same or similar question format as the currently displayed study content. For this reason, the electronic dictionary 1 according to this embodiment performs, for example, a process according to the flowchart in FIG. 6 as one of the processes related to the display of the screen (display 603a).

Fig. 6 is a flowchart explaining an example of a process performed by an electronic dictionary according to an embodiment. Fig. 6 illustrates a flowchart of a process related to display switching using a list that associates multiple data groups including learning content with the same or similar question format, among various processes performed by electronic dictionary 1. The process according to the flowchart in Fig. 6 is started in a state where a screen (e.g., a home screen or a menu screen) is displayed on which content provided by content data including data groups associated by the above-mentioned list can be selected.

First, the electronic dictionary 1 accepts the selection of content (step S1). The content is selected, for example, by the user pressing button 2 on the keyboard 602 or touching the touch panel 4. When the selection of content is accepted in step S1, the display control unit 601c of the electronic device 1 switches the display on the display 603a to a screen for selecting a data group included in the selected content. For example, when an operation for selecting content E of the above-mentioned Test of Practical English Proficiency provided by the content data 605e in FIG. 3 is accepted, the display control unit 601c switches the display on the display 603a to a screen for selecting one of the data groups 611 to 617 included in the content data 605e (in other words, a screen for selecting a grade level).

Next, the control unit 601 of the electronic dictionary 1 accepts the selection of a data group (step S2) and reads the learning content (data) of the selected data group (step S3). The data group (level) is selected, for example, by the user pressing button 2 on the keyboard 602 or touching the touch panel 4. For example, when an operation to select Level 1 is accepted on a screen for selecting a level (any of data groups 611 to 617), the control unit 601 of the electronic dictionary 1 reads the learning content of the first data group 611 (for example, data of Level 1 questions and correct answers).

Next, the control unit 601 of the electronic device 1 reads the list associated with the selected data group (step S4) and displays on the display 603a a screen including a first tab for switching between items of learning content in the data group and a second tab for switching between data groups set based on the list (step S5). The process of step S4 is performed by the identification unit 601b of the control unit 601. For example, when the learning content in the first data group 611 is read in step S3, the identification unit 601b determines in step S4, for example, whether there is another data group that includes learning content that is the same or similar in format to the learning content in the first data group 611. This determination is performed, for example, by searching for a list that associates the learning content in the first data group 611 with content in other data groups. If there is a list that associates the learning content of other data groups, the identification unit 601b identifies one or more data groups based on the list. For example, if a first list 621 containing information on the first question in the first data group 611 exists, the identification unit 601b reads the first list 621 and identifies one or more data groups containing learning content with the same question format as the first question in the first data group 611. Then, in step S5, the display control unit 601c of the control unit 601 displays on the display 603a a screen including a selection field for selecting a first-level question including the first question, a first tab containing items of the main questions of the questions contained in the first data group 611, and a second tab containing items of the grade levels (data groups 611 to 617) set based on the first list 621. The first and second tabs each display the currently selected item differently from the other items (for example, by highlighting or changing the color, etc.).

If there is no list associated with the selected data group, i.e., if no list was loaded in step S4, the control unit 601 of the electronic dictionary 1 performs processing similar to that in a conventional electronic dictionary (not shown), which is different from the processing in step S5 and subsequent steps.

After displaying the screen including the first tab and the second tab, the electronic dictionary 1 stores in memory a list corresponding to the items selected in the first tab and the second tab (step S6). The memory that stores the list may be a cache in the processor that functions as the control unit 601, or may be a memory connected to the processor, such as a RAM that functions as the storage unit 604. For example, if the item selected in the second tab is Grade 1 and the item selected in the first tab is Main Question 1, the first list 621 corresponding to Main Question 1 of the Grade 1 exam is stored in memory.

Next, the control unit 601 of the electronic dictionary 1 determines whether or not a switching operation of the second tab has been received (step S7). The switching of the second tab is performed, for example, by the user pressing the button 2 of the keyboard 602 or by touching the touch panel 4. If a switching operation of the second tab is received (step S7; YES), the control unit 601 switches the display of the screen based on the list held in the memory and the data group to be switched to (step S8). For example, when the first-grade question 1 is selected and displayed on the display 603a, if an operation to switch the second tab to the second-grade is received, the display control unit 601c of the control unit 601 switches the display to a screen including the selection field for the first-grade question 1 and the corresponding second-grade question 1, the first tab, and the second tab, based on the first list 621 (see (a) of FIG. 5) held in the memory. At this time, the first tab indicates that the first question 1 is selected, and the second tab indicates that the second grade is selected. After step S8, the control unit 601 returns to the determination in step S7.

In contrast, if a switching operation for the second tab has not been received (step S7; NO), the control unit 601 next determines whether a switching operation for the first tab has been received (step S9). If a switching operation for the first tab has not been received (step S9; NO), the control unit 601 returns to the determination in step S7.

When the control unit 601 receives a switching operation of the first tab (step S9; YES), the control unit 601 switches the display to a screen including the item to be switched to (step S10) and changes the list held in the memory to a list corresponding to the item to be switched to (step S11). For example, when the first-grade major question 1 is selected and displayed on the display 603a, if an operation to switch the first tab to major question 3 is received, in step S10, the display control unit 601c of the control unit 601 displays on the display 603a a screen including a selection field for the first-grade major question 3, a first tab indicating that major question 3 has been selected, and a second tab indicating that the first grade has been selected. In this case, in the following step S11, the identification unit 601b of the control unit 601 identifies one or more data groups including questions (learning content) with the same or similar question format based on the third list 623 (see (c) of FIG. 5) corresponding to the third question of the first grade, and changes the list held in the memory to the third list 623. After step S11, the control unit 601 returns to the determination in step S7.

If an operation other than the first tab switching operation and the second tab switching operation is received after step S6, the control unit 601 performs processing according to the received operation and switches the screen display. For example, when an operation to select a question displayed on the screen is received, the control unit 601 causes the display 603a to display the selected question in the data group corresponding to the item selected in the second tab. When the item selected in the second tab is Grade 1, and an operation to select Question 3 is received, the control unit 601 reads out the data for Question 3 included in the learning content in the first data group 611 and displays it on the display 603a.

In the electronic dictionary 1 performing the process illustrated in FIG. 6, when displaying one learning content in one data group among a plurality of data groups including learning contents with the same or similar question format, a first tab for switching the display to other learning contents in the data group and a second tab for switching the display to learning contents of other data groups associated with the displayed learning content by a list are displayed. When other learning content in the same data group is selected by the first tab, the electronic dictionary 1 switches the display to learning content corresponding to the selected tab in the same data group. When another data group is selected by the second tab, the electronic dictionary 1 switches the display to learning content in the selected data group associated with the learning content displayed at the time of selection by a list. This simplifies the operation when switching the display to learning content with the same or similar question format in a data group other than the data group including the learning content displayed on the display 603a. For example, a learner using the content E of the above-mentioned practical English proficiency test problem collection can switch the display of the display 603a from a screen of a certain level to a screen of another level with the same question format without returning to the screen for selecting the level.

Figure 7 is a diagram (part 1) illustrating an example of screen transitions in an electronic dictionary according to one embodiment. Figure 8 is a diagram (part 2) illustrating an example of screen transitions in an electronic dictionary according to one embodiment.

Screen 801 shown in Fig. 7(a) is an example of a screen displayed on display 603a of electronic dictionary 1 when pre-2nd grade is selected in the content of a collection of questions for an English proficiency test. When content (a collection of questions for an English proficiency test) is selected on a selection screen (e.g., a home screen or a menu screen) displayed on display 603a of electronic dictionary 1 and a level (pre-2nd grade) is selected, control unit 601 reads data group 614 of pre-2nd grade learning content (e.g., questions and answers) from content data 605e shown in Fig. 3 (steps S1 to S3). Thereafter, the identification unit 601b of the control unit 601 reads out the first list 621 associated with the first question (main question 1) of the pre-2nd grade level, identifies one or more data groups that contain questions (learning content) with the same question format as the first question of the pre-2nd grade level, and displays on the display 603a a screen 801 that includes a selection field 801a for selecting a pre-2nd grade level question, a first tab display field 801b that displays the first tab, and a second tab display field 801c that displays the second tab (steps S4 and S5).

In the selection field 801a of the screen 801, the numbers of multiple questions are displayed, including a question (here, the first question) that is associated with questions of a different grade level in the read first list 621. At this time, the numbers of the multiple questions displayed in the selection field 801 may be such that the main questions that are associated with questions of a different grade level in the first list 621 (here, the 20 questions from question 1 to question 20 in main question 1) can be distinguished from the other questions by, for example, highlighting them or changing the color.

In the first tab display field 801b of the screen 801, a first tab showing a major question of the pre-2nd grade problem included in the data group 614 is displayed. In the first test of the pre-2nd grade in the above-mentioned Test in Practical English Proficiency, there are five major questions from major question 1 to major question 5 in the test (written test) related to reading and writing, and there are three major questions from part 1 to part 3 in the test related to listening. Therefore, eight first tabs showing these eight major questions are displayed in the first tab display field 801b. Also, in the first tab display field 801b illustrated in FIG. 7(a), the first tab showing major question 1 is displayed inverted, which shows that major question 1 is selected, in other words, the major question associated with questions of other grade levels by the first list 621 is major question 1.

In the second tab display field 801c of the screen 801, second tabs indicating the grade levels (data groups 611 to 617) associated by the first list 621 are displayed. In the above-mentioned Test in Practical English Proficiency, there are seven grade levels: Grade 1, Grade Pre-1, Grade 2, Grade Pre-2, Grade 3, Grade 4, and Grade 5, and the main question 1 of Grade Pre-2 is associated with the main question 1 of all other grade levels in the first list 621. Therefore, seven second tabs indicating the seven grade levels from Grade 1 to Grade 5 are displayed in the second tab display field 801c. Also, in the second tab display field 801c illustrated in FIG. 7A, the second tab indicating Grade Pre-2 is highlighted to indicate that Grade Pre-2 has been selected, in other words, the selection field 801a of the screen 801 indicates that the question number of Grade Pre-2 is displayed.

When the screen 801 is displayed on the display 603a, if an operation to switch the main question selected by the first tab displayed in the first tab display field 801b from main question 1 to main question 2 is accepted, the display of the display 603a is switched to the screen 802 illustrated in FIG. 7B (step S10). In the screen 802, the first tab indicating main question 2 is displayed inverted in the first tab display field 802b, and the selection field 802a is switched to a display that highlights the questions (5 questions from question 21 to question 25) included in main question 2 of the pre-2nd grade. Main question 2 of the pre-2nd grade is associated with main questions 2 of other grade levels by, for example, the second list 622 illustrated in FIG. 5B. Therefore, the identification unit 601b of the electronic dictionary 1 identifies one or more data groups that contain learning content with the same question format as the second main question of the pre-2nd level based on the second list 622, and changes the list held in memory from the first list 621 to the second list 622 (step S11).

When seven second tabs indicating all levels from Grade 1 to Grade 5 are displayed in the second tab display area 802c as in the screen 802 illustrated in FIG. 7B, the three second tabs indicating Grade 1, Grade quasi-1, and Grade 2, which do not have a corresponding main question to Grade quasi-2, may be displayed in a format indicating that they cannot be selected. Also, the second tab display area 802c in the screen 802 displayed when the main question 2 of Grade quasi-2 is selected may, for example, hide the three second tabs indicating Grade 1, Grade quasi-1, and Grade 2.

When screen 802 is displayed on display 603a, if an operation to select question 21 in selection field 802a is accepted, the display of display 603a switches to screen 803 illustrated in FIG. 8(c). Screen 803 includes a question display field 803a, a first tab display field 803b, and a second tab display field 803c. In question display field 803a, question 21 in the pre-2nd grade test questions and answer options (four options A to D) are displayed. The first tab display field 803b and the second tab display field 803c of screen 803 are displayed in the same way as the first tab display field 802b and the second tab display field 802c of screen 802, respectively. Therefore, the learner can easily recognize from the display of the first tab display field 803b and the second tab display field 803c that the question (Question 21) displayed in the question display field 803a is question 2 of the pre-2nd grade examination ("fill in the blanks in a conversational sentence" format). When an operation to select one of the four options displayed in the question display field 803a or an operation to return to the screen 802 is received, the display control unit 601c of the control unit 601 switches the display of the display 603a to the screen 802.

When the screen 802 or 803 is displayed, if an operation to switch the grade level selected by the second tab displayed in the second tab display field 802c or 803c from pre-grade 2 to grade 3 is accepted, the display of the display 603a switches to the screen 804 illustrated in FIG. 8(d). At this time, the memory holds the second list 622 in which the pre-grade 2 major question 2 is associated with the grade 3 major question 2. Therefore, the control unit 601 reads the data group 615 including the grade 3 questions and correct answers from the content data 605e based on the second list 622, and displays the screen 804 in which the question numbers including the question numbers of the grade 3 test major question 2 (questions 16 to 20) are displayed in the selection field 804a. At this time, by highlighting the questions 16 to 20, which are the major question 2 questions among the multiple question numbers displayed on the screen 804, the questions that have the same question format as the questions displayed on the screen 802 before the switch can be visually and intuitively recognized. The questions that are highlighted may be all of the questions in main question 2, or may be the first question in main question 2. When displaying screen 804, control unit 601 switches the display of second tab display field 804c to a display in which the second tab indicating pre-2nd grade is deselected and the second tab indicating 3rd grade is highlighted. In second list 622, main question 2 of pre-2nd grade is associated with main question 2 of 3rd grade, so first tab display field 804b of screen 804 displays the same as second tab display field 802b of screen 802 and first tab display field 803b of screen 803.

As described above with reference to FIG. 7 and FIG. 8, in the electronic dictionary 1 according to this embodiment, when the screen 802 or 803 indicating that the main question 2 of the pre-2nd grade is selected is displayed, by selecting the second tab indicating a different grade level (3rd grade) from the pre-2nd grade displayed on the screen, the screen can be switched to the screen 804 in which the questions (learning content) of the 3rd grade, which have the same question format as the questions (learning content) of the main question 2 of the pre-2nd grade, can be selected without going through another screen. In addition, when the screen for the main question 2 of the pre-2nd grade is displayed, information indicating the existence of other grade levels (data groups) with the same question format as the main question 2 of the pre-2nd grade is displayed in the second tab display field, so that it is easier for the learner to select questions of other grade levels according to his/her proficiency level, such as the rate of correct answers to questions.

In addition, in the electronic dictionary 1 of this embodiment, not only the example described above with reference to Figures 7 and 8, but also the list allows users to move between levels associated with learning content that has the same or similar question format without returning to the screen for selecting the level.

In this way, according to the electronic dictionary 1 of this embodiment, the screen display is switched between multiple data groups containing the same or similar learning content by using a list that associates the same or similar learning content in multiple data groups. Therefore, when switching the display of multiple data groups containing the same or similar learning content, the display can be switched without having to return to the screen for selecting a data group each time and select another data group. Therefore, in the electronic dictionary 1 of this embodiment, when learning using learning content with the same or similar question format included in multiple data groups, the data group can be efficiently switched, and the efficiency of learning can be improved. In addition, when displaying the screen of the first data group, by using a second tab or the like to display information indicating the existence of a second data group containing learning content with the same or similar question format, the related second data group can be visually grasped. Therefore, it is easier for the learner to select questions of other grade levels depending on his/her proficiency level, such as the rate of correct answers to questions.

In addition, in the electronic dictionary 1 according to this embodiment, the same or similar learning content among multiple data groups is associated with a list separate from the data groups, making it possible to efficiently switch between data groups without modifying the data groups themselves (adding data).

In the electronic dictionary 1 according to this embodiment, the list that associates multiple data groups including learning content with the same or similar format, such as question format, is not limited to the format illustrated in FIG. 5 and can be changed as appropriate according to the relationship between the associated data groups. For example, the multiple data groups that are associated by the list may include questions and correct answers for each test taken in a particular test.

Figure 9 is a diagram illustrating another example of a list and display screen showing the correspondence between data groups.

The list 624 illustrated in FIG. 9A shows an example of a list for the first-level test questions in the Test in Practical English Proficiency. In the data group 611 of first-level questions and correct answers included in the content data 605e of the test question collection for the Test in Practical English Proficiency in the electronic dictionary 1, questions or similar questions that have been asked in multiple past tests may be stored in a state in which the test time can be identified. For example, the data group 611 may include multiple data groups divided by the test time. When providing content in the form of a test collection using such data group 611, in conventional electronic dictionaries, it is common to perform an operation to select questions from a different test time via the display of a screen for selecting the test time. However, such an operation is time-consuming, similar to the conventional operation of switching between levels described above, and hinders the improvement of learning efficiency.

In the list 624 illustrated in FIG. 9A, questions from multiple Grade 1 exams are associated with items indicating the exam and items indicating the main questions. Therefore, when Grade 1 and a certain exam are selected on the screen for selecting the grade level and exam, the control unit 601 of the electronic dictionary 1 can refer to the list 624 to display a screen 805 as illustrated in FIG. 9B on the display 603a. The screen 805 is an example of a screen that is displayed on the display 603a when the first exam of 2018 is selected from among the Grade 1 exams that have been held in the past. The selection field 805a of the screen 805 displays the number for selecting a question that was asked in the first Grade 1 exam of 2018. The first tab display area 805b of the screen 805 displays a first tab for switching between learning content within the same data group, specifically a first tab showing eight items indicating the main questions (main questions 1 to 4) of the written test and the main questions (Parts 1 to 4) of the listening test in the first-level test. The second tab display area 805c of the screen 805 displays a second tab for switching between the same learning content of a different data group associated with the list 624, specifically a second tab showing three items indicating the implementation sessions that can be switched. Also, on the screen 805, the second tab showing the first session of 2018 in the second tab display area 805c is displayed inverted, and the first tab showing main question 1 in the first tab display area 805b is displayed inverted.

Although detailed explanations with reference to the figures will be omitted, in the electronic dictionary 1 of this embodiment that performs the process illustrated in FIG. 6, when a switching operation is received for the first tab displayed in the first tab display field 805b on the screen 805, the first tab indicating the target main question in the same data block (same test) is displayed inverted, and the first tab indicating main question 1 is displayed as not selected. In this case, the display in the selection field 805a of the screen 805 is switched to a display including the number of the question included in the target main question. Also, when a switching operation is received for the second tab displayed in the second tab display field 805c on the screen 805, the second tab indicating the test session to be switched to is displayed inverted, and the second tab selected before the switch is displayed as not selected. In this case, the display in the selection field 805a of the screen 805 is switched to a display including the number of the question included in the same main question as the main question selected before the switch in the test session to be switched to.

In addition, the electronic dictionary 1 according to this embodiment may use a list that associates data groups with different grade levels and data groups with different implementation times, and allow the grade level and implementation time to be switched using tabs displayed on the screen.

Furthermore, the multiple data groups associated by the above-mentioned list in the electronic dictionary 1 according to this embodiment are not limited to multiple data groups contained in one content, but may be multiple data groups containing learning content with the same or similar question format contained in different content. For example, the multiple data groups associated by the list may be a pair of a data group containing test questions for the Test in Practical English Proficiency and a data group containing test questions for another English-related proficiency test (e.g., TOEIC (registered trademark)).

Figure 10 is a diagram illustrating yet another example of a list showing the correspondence between data groups.

In FIG. 10A, content data 605e of content E and content data 605f of content F are shown as examples of two contents with similar content. Content data 605e is, for example, content data that provides content E in the form of a question collection that imitates the test questions of the Test in Practical English Proficiency administered by the Japan English Language Proficiency Test Foundation. As described above, content data 605e includes seven data groups 611-617 that include questions and correct answers divided by grade level. On the other hand, content data 605f is content data that provides content F in the form of a question collection that imitates the test questions of a certification test (for example, TOEIC) different from the above-mentioned Test in Practical English Proficiency. Content data 605f includes, for example, seven data groups 631-637 that include questions and correct answers divided by question format (main question).

Table 9 illustrated in FIG. 10(b) shows the correspondence between the question format of content E (the question format of each data group 611-617 included in content data 605e) and the question format of content F (the question format of each data group 631-637 included in content data 605f). For example, a question in content F whose question format corresponds to a "fill in the blank in a short sentence" question in content E is a short sentence fill-in-the-blank question in "Part 5". Also, for example, a question in content F whose question format corresponds to a "select a response sentence from a conversation" question in content E is a response question in "Part 2".

In this way, even if the question collections are for certification exams organized by different sponsors (operating bodies), the question formats are similar, so by using these question collections, it is possible to further improve one's proficiency. However, in conventional electronic dictionaries, when moving from one of contents E and F to the other, it is common to return to the content selection screen and select the other content.

In contrast, in the electronic dictionary 1 of this embodiment, for example, based on the correspondence relationship of question formats such as Table 9 illustrated in FIG. 10(b), a list 625 is prepared that associates questions (major questions) of the same or similar question format among questions of content E and questions of content F, so that it is possible to move from one of content E and content F to a screen for selecting questions of the same or similar question format of the other content without passing through a screen for selecting content. For example, when displaying a screen for a question on the first level major question 1 of content E (in the format of a "short sentence fill-in-the-blank"), the control unit 601 of the electronic dictionary 1 refers to the list 625 and causes the display 603a to display a screen including a first tab display field in which a first tab indicating the first level major question is displayed and a second tab display field in which a second tab indicating content E and content F are displayed. When such a screen is displayed and the learner selects the second tab indicating content F in the second tab display area, the control unit 601 reads data group 635 from content data 605f based on list 625, which includes learning content for content F (questions and answers for Part 5) that has a question format identical or similar to that of Level 1 major question 1 of content E, and displays the questions.

As described above, the electronic dictionary 1 of this embodiment associates multiple data groups containing questions with the same or similar question format, and displays tabs for switching between these multiple data groups, allowing efficient learning using questions with the same or similar question format.

In the above embodiment, the content of a question set imitating an English proficiency test is exemplified, but the content provided by the content data including multiple data groups may be other content. For example, the content provided by the content data including multiple data groups may be a question set imitating a proficiency test on a language other than English, for example, a proficiency test on Japanese kanji. In addition, in the above embodiment, the electronic dictionary 1 including the content of one or more dictionaries is exemplified, but the learning support device according to the present invention is not limited to the electronic dictionary 1, and may be an electronic device such as a personal computer such as a tablet computer or a smartphone. In addition, the learning support device according to the present invention may acquire content data by communicating with a content server in which content data 605a, 605b, 605e, 605f, and 605x are stored, for example, via wired or wireless communication.

In addition, the learning support device according to the present invention may not only change the data group by selecting the second tab described above, but may also automatically move to another data group when a certain condition is met. For example, when answers are entered for all questions in a certain question format in the first data group, questions in the same or similar question format in the second data group associated by the list may be subsequently presented. In addition, for example, if the correct answer rate for a question in a certain question format in the first data group is equal to or greater than a predetermined first threshold, the device may move to a question in a data group with a higher level (difficulty), and if the correct answer rate is equal to or less than a predetermined second threshold, the device may move to a question in a data group with a lower level. In such a configuration, the learner can accurately grasp his or her own proficiency level and can study efficiently according to his or her proficiency level.

The invention as described in the claims of the original application is set forth below.
[Appendix 1]
A display unit that displays learning content in a data group including a plurality of questions in different question formats;
an identification unit that identifies a second data group including learning content having at least a part of the learning content in the first data group displayed on the display unit in the same format as or similar to the learning content in the first data group;
a display control unit that causes the display unit to display learning content in the second data group identified by the identification unit, the learning content having the same or similar format as the learning content in the first data group displayed on the display unit;
A learning support device comprising:
[Appendix 2]
The learning support device described in Appendix 1 is characterized in that, when there is a second data group containing learning content whose format is identical or similar to the learning content to be displayed in the first data group, the display control unit displays the learning content to be displayed in the first data group and information indicating the existence of the second data group on the display unit.
[Appendix 3]
The learning support device described in Appendix 1 or 2, characterized in that the identification unit includes a judgment unit that judges whether there is a second data group containing learning content whose format is identical or similar to the learning content in the first data group displayed on the display unit, and identifies the second data group based on the judgment result of the judgment unit.
[Appendix 4]
The learning support device described in Appendix 3 is characterized in that, when the learning content in the first data group is displayed on the display unit, the identification unit determines whether the second data group exists based on a list that associates learning content of multiple data groups having the same or similar format of the learning content, using the judgment unit.
[Appendix 5]
An input unit capable of selecting the data group is further provided,
The learning support device described in Appendix 2, characterized in that the display control unit displays information indicating the existence of the second data group on the display unit in a manner selectable by the input unit.
[Appendix 6]
The learning support device according to any one of claims 1 to 5, wherein the first data group and the second data group are included in content data that provides one piece of content.
[Appendix 7]
A learning support device described in any one of appendices 1 to 5, characterized in that the first data group is included in content data providing a first content, and the second data group is included in content data providing a second content different from the first content.
[Appendix 8]
The first data group and the second data group are data groups each including learning content in the form of a question set;
The learning support device according to any one of claims 1 to 7, wherein the format of the learning content is a question format.
[Appendix 9]
The learning support device described in Appendix 8 is characterized in that, when displaying the learning content in the second data group, the display control unit displays on the display unit learning content that includes a part in which the question format is the same or similar to the learning content in the first data group displayed on the display unit.
[Appendix 10]
The learning support device described in Appendix 9 is characterized in that the display control unit highlights the parts of the learning content that have the same or similar question format as the questions to be displayed on the display unit, the parts including the parts having the same or similar question format as the questions to be displayed on the display unit.
[Appendix 11]
The learning support device described in Appendix 10, characterized in that when displaying the learning content in the first data group, the display control unit displays a tab indicating the first data group and a tab indicating the second data group, and highlights and displays the tab indicating the data group in which the learning content is displayed among the first data group and the second data group.
[Appendix 12]
Displaying learning content in a first data group including a plurality of questions in different question formats;
Identifying a second data group that includes learning content having at least some of the same or similar format as the learning content in the displayed first data group;
Displaying learning content in the identified second data group that has the same or similar format as the learning content in the displayed first data group.
A learning support method comprising:
[Appendix 13]
Displaying learning content in a first data group including a plurality of questions in different question formats;
Identifying a second data group that includes learning content having at least some of the same or similar format as the learning content in the displayed first data group;
Displaying learning content in the identified second data group that has the same or similar format as the learning content in the displayed first data group.
A program that causes a computer to execute a process.

1 Electronic dictionary 2 Button 201 "Back" button 202 Home button 203 Menu button 204 Content button 3 First housing 4 Touch panel 5 Second housing 601 Control unit 601a Search unit 602 Keyboard 603a Display 603b Digitizer 604 Storage unit 605a, 605b, 605e, 605f, 605x Content data 606 History 611 to 617, 631 to 637 Data group 621 to 625 List 7, 9 Table 801 to 805 Screen 801a, 802a, 804a, 805a Selection field 803a Question display field 801b to 805b First tab display field 801c to 805c Second tab display field

Claims (7)

Accepting a selection of a first data group, which is one of a plurality of data groups including a plurality of learning contents each having a different question format, displaying a plurality of contents of the first learning contents, which are the learning contents included in the first data group, and accepting a selection of a selected learning content, which is any one of the contents of the first learning contents;
a control unit that, when a selection of a second data group included in the plurality of data groups is further accepted, displays similar learning content, the learning content being included in the second data group and having the same or similar question format as the selected learning content;
A learning support device comprising: The control unit is
displaying a first tab corresponding to the first data group and a second tab corresponding to the second data group;
displaying a plurality of contents of the first learning content when the selection of the first tab is received as the selection of the first data group;
displaying the similar learning content when a selection of the second tab is accepted as the selection of the second data group;
2. The learning support device according to claim 1. The control unit displays the similar learning content in a manner that makes it distinguishable from other content.
3. The learning support device according to claim 1 or 2. The control unit is
When displaying the first study content, a plurality of the study contents included in the first data group are displayed together;
When displaying the similar learning content, a plurality of the learning contents included in the second data group are displayed together.
4. The learning support device according to claim 1, wherein the learning support device is a device for performing learning operations. The control unit is
When displaying the first learning content, answer options for the first learning content are also displayed;
When displaying the similar learning content, answer options for the similar learning content are also displayed.
5. The learning support device according to claim 1, A learning assistance method executed by a learning assistance device, comprising:
receiving a selection of a first data group, which is one of a plurality of data groups including a plurality of learning contents each having a different question format; displaying a plurality of contents of the first learning contents, which are the learning contents included in the first data group; and receiving a selection of a selected learning content, which is any one of the contents of the first learning contents;
when a selection of a second data group included in the plurality of data groups is further accepted, displaying similar learning content, which is the learning content included in the second data group and has the same or similar question format as the selected learning content;
A learning support method comprising: The computer of the learning support device,
Accepting a selection of a first data group, which is one of a plurality of data groups including a plurality of learning contents each having a different question format, displaying a plurality of contents of the first learning contents, which are the learning contents included in the first data group, and accepting a selection of a selected learning content, which is any one of the contents of the first learning contents;
when a selection of a second data group included in the plurality of data groups is further accepted, a similar learning content is displayed, the similar learning content being the learning content included in the second data group and having the same or similar question format as the selected learning content;
A program characterized by:

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