JP7618972B2 - Learning element list creation device, learning element list creation method, and program - Google Patents

Description

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

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

JP 2016-65987 A

Teachers and other learning support staff can improve their teaching methods by understanding each learner's level of mastery of the learning content based on test results, etc. Also, students and other learners can study more efficiently by recognizing their own level of mastery of the learning content.

The present invention has been made to solve the problems described above, and its main objective is to provide a learning element list creation device that visualizes a learner's level of mastery of learning content.

In one aspect of the present invention, a learning element list creation device includes a creation unit that creates, for each learner, a learning element list in which one or more blocks indicating each learning element obtained by subdividing learning content for each unit are arranged and which displays the level of mastery of the learning content targeted by the learning elements, an output unit that outputs the learning element list, a grade information acquisition unit that acquires grade information related to the grades of the learner, a determination unit that determines whether the learner has mastered the learning elements based on the grade information, a priority learning element identification unit that analyzes the grade information to identify, for each unit, a learning element that should be studied with priority from among a plurality of learning elements that the learner has not mastered, and a test and a threshold value for confirming the level of mastery of the learning element, and a method of linking and recording the learning elements. and a memory unit for storing the score information, the score information including information on the score of the test by the learner, and the judgment unit, based on the score information and the memory unit, by comparing the score of the test with the threshold value, judges whether the learner has mastered the learning element corresponding to the test, and the learning element list is displayed in a different manner for a mastered block indicating a learning element with which the learner has mastered and an unmastered block indicating a learning element with which the learner has not mastered, and the unmastered block indicating a learning element that the learner should preferentially learn is displayed in an emphasized manner , and the output unit outputs the learning element list and a score transition indicating a unit name, a learning element name, the test score, and a threshold value in association with each other, so as to be displayed side by side at the same time . According to this aspect, the learning element list creation device can visualize the learning elements with which the learner has mastered and the learning elements with which the learner is weak and has not mastered, and present them to the user. That is, the learner's level of mastery of the learning content can be visualized for each learning element. Also, according to this aspect, the learning element list creation device can appropriately judge the level of mastery of each learning element based on the score information. According to this aspect, the learning element list creation device can present to the user, for each unit, learning elements that the learner should prioritize among unmastered learning elements. According to this aspect, the learning element list creation device can clearly determine whether or not the learner has mastered a specific learning element based on the result of a confirmation test corresponding to each learning element and a threshold value. According to this aspect, the learning element list creation device can present to the user the basis for the determination by outputting the learning element list and the grade progress displayed side by side at the same time.

In one aspect of the learning element list creation device, the priority learning element identification unit analyzes the grade information and calculates one or more of the difficulty of the learning elements and the learner's cognitive ability for the learning elements, thereby identifying the learning elements that the learner should prioritize for each unit. According to this aspect, the learning element list creation device can identify the learning elements that the learner should prioritize for each unit from among multiple learning elements that the learner has not mastered, according to the calculated difficulty of the learning elements and the learner's cognitive ability for the learning elements.

In another aspect of the learning element list creation device, the learning element list displays the learning elements by lighting only the mastered blocks, without lighting the unmastered blocks. According to this aspect, the learning element list creation device displays the learning elements that the learner has mastered by lighting up the blocks, rather than by numbers or numerical values, so that the user can visually grasp the learning elements that he or she has mastered.

In another aspect of the learning element list creation device, the learning element list displays the mastered blocks without lighting up, and only the unmastered blocks. According to this aspect, the learning element list creation device displays learning elements that the learner has not mastered by lighting up blocks rather than numbers or numerical values, so that the user can visually grasp the learning elements that he or she has not mastered, i.e., the learning elements that he or she is weak at.

In another aspect of the learning element list creation device, the device further includes a mastery time acquisition unit that acquires the time it takes for the learner to master the learning element from when he or she starts learning the learning element as the mastery time, and the learning element list is displayed in three dimensions, with the blocks arranged three-dimensionally, and the mastery time is displayed as the height of the mastery block. According to this aspect, the user can check the mastery level of each learning element and visually grasp the mastery time.

In another aspect of the learning element list creation device, the learning element list has one or more unit boxes corresponding to each unit, and the unit boxes have one or more blocks indicating the learning elements included in the corresponding unit. According to this aspect, the learning element list uses blocks for each unit to display the degree of mastery of the learning elements, so that the user can visually grasp the degree of mastery of the learning elements included in each unit.

In another aspect of the learning element list creation device, the blocks in the unit box are arranged based on the difficulty of the learning elements. According to this aspect, the user can visually grasp not only the level of proficiency of each learning element but also the difficulty of each learning element by the arrangement of the blocks in the unit box.

In another aspect of the learning element list creation device, the unit boxes in the learning element list are arranged based on the time when the unit was studied. According to this aspect, the user can check the degree to which the learning elements of each unit have been mastered, while being aware of the time when the learning elements were studied, by checking the arrangement of the unit boxes in the learning element list.

Another aspect of the present invention is a learning element list creation method executed by a learning element list creation device, in which one or more blocks indicating each learning element obtained by subdividing learning content for each unit are arranged, a learning element list displaying a mastery of the learning content targeted by the learning elements is created for each learner, an output process is performed to output the learning element list, performance information on the performance of the learner is obtained, and a judgment process is performed to judge whether the learner has mastered the learning element based on the performance information, and the performance information is analyzed to identify, for each unit, a learning element that should be studied with priority from among a plurality of learning elements that the learner has not mastered, and the learning element list creation device performs a test and a threshold for confirming the mastery of the learning element, The learning element list creation device includes a memory unit that stores a value associated with the learning element list and associates the learning element list with the learning element name, the score information includes information on the score of the test by the learner, the determination process compares the test score with the threshold based on the score information and the memory unit to determine whether the learner has mastered the learning element corresponding to the test, the learning element list is displayed in a different manner for mastered blocks indicating learning elements with which the learner has mastered and unmastered blocks indicating learning elements with which the learner has not mastered, and the unmastered blocks indicating learning elements that the learner should preferentially learn are displayed in an emphasized manner, and the output process outputs a score transition indicating a correspondence between unit names, learning element names, the test scores, and a threshold and the learning element list, which are displayed side by side at the same time. By executing this learning element list creation method, the learning element list creation device can visualize the learning elements with which the learner has mastered and the learning elements with which the learner is weak and has not mastered, and present them to the user. Furthermore, by executing this learning element list creation method, the learning element list creation device can appropriately determine the degree of mastery of each learning element based on grade information, and for each unit, can highlight and present to the user the learning elements that the learner should prioritize among the unmastered learning elements. Furthermore, by executing this learning element list creation method, the learning element list creation device can clearly determine whether or not the learner has mastered a specific learning element based on the results of the confirmation test corresponding to each learning element and a threshold value, and can present the basis for the determination to the user by outputting the learning element list and grade transition displayed side by side at the same time.

Yet another aspect of the present invention is a program having a computer and executed by a learning element list creation device, the program including: a creation unit that creates, for each learner, a learning element list in which one or more blocks indicating each learning element obtained by subdividing learning content for each unit are arranged, and which indicates a level of mastery of the learning content targeted by the learning elements; an output unit that outputs the learning element list; a grade information acquisition unit that acquires grade information related to the grades of the learner; a determination unit that determines whether the learner has mastered the learning element based on the grade information; a priority learning element identification unit that analyzes the grade information to identify, for each unit, a learning element that should be studied with priority from among a plurality of learning elements that the learner has not mastered; and a test and threshold for confirming the level of mastery of the learning element. The computer is made to function as a memory unit that links and stores values, the performance information includes information regarding the scores of the test by the learner, the judgment unit judges whether or not the learner has mastered the learning element corresponding to the test by comparing the test score with the threshold based on the performance information and the memory unit, the learning element list changes its display method between mastered blocks indicating learning elements with which the learner has mastered and unmastered blocks indicating learning elements with which the learner has not mastered, and the unmastered blocks indicating learning elements that the learner should prioritize are displayed in an emphasized manner, and the output unit outputs a grade transition indicating a correspondence between unit names, learning element names, test scores, and thresholds, and the learning element list, so as to be displayed side by side at the same time . By installing and executing this program on a computer, a learning element list creation device according to the present invention can be configured.

The learning element list creation device according to the present invention can visualize a learner's level of mastery of the learning content.

1 shows a configuration of a learning element list creation system according to an embodiment. 2 is a block diagram showing an internal configuration of a management server. 4 is an example of a data configuration of a learning element DB. 1 is an example of a learning element list. 13 is an example of a skill confirmation screen. 13 is a flowchart of a learning element list creation process. 13 is an example of a learning element list according to a first modified example. 13 is an example of a learning element list displayed in 3D according to a second modified example. 13 shows the configuration of a learning element list creation system according to a third modified example.

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

The terminal device 10 is used by users such as learners and learning supporters, and is, for example, a desktop PC, laptop PC, tablet PC, etc. The terminal device 10 is equipped with a display unit such as an LCD display, and is used to output a learning element list that indicates each learner's level of mastery of the learning content. Mastery is information that indicates whether a student has understood and mastered the learning content to a predetermined level or above.

In this embodiment, the learners are students and the learning assistants are teachers, but the present invention is not limited to this. For example, the learning assistants can be set arbitrarily, such as to include developers of textbooks and teaching materials.

Specifically, the learning element list is arranged with multiple blocks that indicate learning elements that subdivide the learning content, and these blocks indicate the learner's level of proficiency in each learning element. Here, learning elements are learning content and textbook explanations that are subdivided at an optimal level based on learning groups such as units, for purposes such as linking textbooks and teaching materials, understanding learning progress, and creating teaching plans. Also, a unit is a group of learning activities centered on a specific theme, is set for each subject such as "Japanese" or "Mathematics," and is composed of one or more learning elements.

By having the terminal device 10 output the learning element list, teachers can grasp each student's level of proficiency for each learning element, enabling them to improve their teaching methods. In addition, students can recognize their own level of proficiency in the learning content for each learning element, enabling them to study more efficiently.

The management server 20 is connected to a learning element database (hereinafter, "database" will be referred to as "DB") 31, a student DB 32, a test DB 33, and a grade DB 34, and creates a learning element list and a proficiency confirmation screen including the learning element list in response to a screen request from the terminal device 10. The management server 20 then transmits the proficiency confirmation screen to the terminal device 10 used by the user. This enables the terminal device 10 to display the proficiency confirmation screen including the learning element list on the display unit and to print the learning element list.

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

[Administration Server Configuration]
2 is a block diagram showing the internal configuration of management server 20. Management server 20 includes a communication unit 21, a grade information acquisition unit 22, a judgment unit 23, a learning element list creation unit 24, and a mastery screen creation unit 25. These components, a learning element DB 31, a student DB 32, a test DB 33, and a grade DB 34 are interconnected via a bus 29.

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

The learning element DB31 stores information about learning elements. FIG. 3 is an example of the data structure of the learning element DB31. As shown in the figure, the learning element DB31 stores information such as a learning element ID, a learning element name, a unit ID, a unit name, a subject name, and a learning period. The learning element ID is identification information of the learning element. The learning element name is information indicating the learning content targeted by the learning element, such as "even numbers, odd numbers" or "multiples". The unit ID is identification information of the unit. The unit name is the name of the unit, such as "numbers and calculations" or "shapes". The subject name is the name of the subject, such as "Japanese", "arithmetic", "science", "social studies", and "English". The learning period is information indicating the time when the learning content targeted by the learning element is studied for each unit, such as the grade, semester, and schedule and order of study.

The number of learning elements that make up a unit and the learning content are set in advance. In this embodiment, the learning period includes information on the schedule for learning, and the unit that a student is currently studying can be determined by referring to the learning period, but the present invention is not limited to this, and it is sufficient if the order in which the students will study can be determined on a unit-by-unit basis.

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

Test DB33 stores test information such as a test ID, the learning element ID of the learning element linked to the test, and the passing score. The passing score is a threshold value that determines whether a student has mastered the learning content targeted by the learning element to a predetermined level or above. Note that "mastering the learning content targeted by the learning element to a predetermined level or above" is also called "mastering the learning element."

Grade DB34 stores information about each student's grades. Specifically, grade DB34 stores grade information such as the student ID, the test ID of the test taken, the student's score, and proficiency. Mastery here is information indicating whether or not the student has mastered the learning elements linked to the test indicated by the test ID. Grade DB34 is updated when grading of the tests taken by the student is completed and the student's score is confirmed.

When the grade DB 34 is updated, the grade information acquisition unit 22 acquires the student's grade information. Specifically, the grade information includes the student ID, the test ID of the updated test, and the student's score.

The judgment unit 23 judges whether the student has mastered the learning element based on the grade information. Specifically, the judgment unit 23 refers to the test DB 33 and identifies the learning element ID linked to the test ID included in the grade information and the passing score. The judgment unit 23 then compares the student's score included in the grade information with the identified passing score, and if the score is equal to or greater than the passing score, judges that the student has mastered the learning element indicated by the identified learning element ID. On the other hand, the judgment unit 23 compares the student's score with the passing score, and if the score is less than the passing score, judges that the student has not mastered the learning element. The judgment unit 23 updates the proficiency in the grade DB 34 based on the judgment result.

In this embodiment, one learning element is linked to each test, and the judgment unit 23 judges that the student has mastered the learning element if the student's score is equal to or exceeds the pass mark at least once. However, the present invention is not limited to this, and the method of proficiency judgment for judging whether the student has mastered the learning element can be set arbitrarily. For example, one learning element may be linked to multiple tests, and the student may be judged to have mastered the learning element if the student's score exceeds the pass mark multiple times. In addition, the learning element may be linked to questions constituting the test, rather than the test, and the mastery judgment may be made based on the score of the question. Furthermore, the mastery judgment may be made based not only on the test score, but also on the percentage of correct answers, the deviation value, the IRT (Item Response Theory) analysis described later, and the like. In other words, the judgment unit 23 judges whether the student has mastered the learning element based on some index related to the student's grades and a threshold value.

The learning element list creation unit 24 creates a learning element list when a screen request is received from the terminal device 10. The user uses the terminal device 10 to send a screen request including the student ID of the student whose mastery of the learning content he or she wishes to check to the management server 20. The learning element list creation unit 24 creates a learning element list for the student based on the screen request.

Now, the learning element list will be explained. FIG. 4 is an example of a learning element list. The learning element list has one or more unit boxes arranged corresponding to each unit of a specific subject. For example, as shown in the figure, the learning element list has unit box 41 indicating "numbers and calculations", unit box 42 indicating "shapes", unit box 43 indicating "substances around us", and unit box 44 indicating "phenomena around us". Unit box 41 and unit box 42 correspond to the unit of the subject "arithmetic", and unit box 43 and unit box 44 correspond to the subject "science".

In this embodiment, the learning element list allows the student to check the proficiency of two units in one subject, and the two units are the unit the student is currently studying and the unit immediately before that. The subjects are "math" and "science."

The unit boxes in the learning element list may also be arranged based on the learning time of the corresponding unit. For example, as shown in the figure, the unit box 41 that was learned earliest may be arranged on the far left, and the unit boxes that were learned later based on the learning time may be arranged to the right. The learning elements within the unit boxes may also be arranged in the order in which they were learned.

In the unit box, one or more blocks are arranged to indicate the learning elements included in the corresponding unit. In the example of FIG. 4, 18 blocks are arranged in the unit box 41 to indicate the learning elements included in the unit "Numbers and Calculations". One block represents one learning element, and for example, block 45 represents the learning element indicated by the learning element ID "M51101". In other words, the unit box 41 has 18 blocks arranged to indicate all the learning elements (learning element IDs "M51101" to "M51118") included in the unit named "Numbers and Calculations". Similarly, the unit box 42 has 18 blocks arranged to indicate all the learning elements included in the unit "Shapes". Furthermore, the unit box 43 has 18 blocks arranged to indicate all the learning elements included in the unit "Substances around us", and the unit box 44 has 18 blocks arranged to indicate all the learning elements included in the unit "Phenomena around us".

In the illustrated example, for ease of explanation, 18 blocks representing learning elements are placed in each unit box, but in reality, each unit box will have as many blocks as there are learning elements included in the corresponding unit. Therefore, in reality, the number of blocks included in each unit box may not be the same.

The blocks in the unit box may also be arranged based on the difficulty of the learning elements. Specifically, the learning element DB31 may store the difficulty of each learning element, and blocks representing learning elements with low difficulty may be arranged at the bottom, and blocks representing learning elements with high difficulty may be arranged at the top.

Among the blocks arranged in the unit box, the blocks showing the learning elements that the student has mastered are called mastered blocks. On the other hand, the blocks showing the learning elements that the student has not mastered are called unmastered blocks. In this embodiment, the learning element list displays the mastered blocks while not lighting the unmastered blocks. For example, in the illustrated unit box 42, the 14 lit blocks are mastered blocks, and the four unlit blocks shown by the dashed lines are unmastered blocks. In addition, in the unit box 43, all 18 blocks are lit. That is, all 18 are mastered blocks. This shows that the student has mastered all the learning elements included in the unit "Substances around us". On the other hand, in the unit box 44, all the blocks are turned off and none are lit. That is, all 18 are unmastered blocks. This shows that the student has not yet mastered any of the learning elements included in the unit "Phenomena around us". In this way, the learning element list allows the user to see at a glance how well a student has mastered the learning elements included in a given unit.

Specifically, the learning element list creation unit 24 extracts the student ID from the screen request received from the terminal device 10, and identifies the student's name, grade, and class by referring to the student DB 32. The learning element list creation unit 24 also refers to the learning period in the learning element DB 31 to identify the unit the student is currently studying and the learning elements contained in that unit, and the previous unit and the learning elements contained in that unit, for each of the subjects of "arithmetic" and "science." The learning element list creation unit 24 then arranges unit boxes and blocks based on the identified unit and learning elements. Furthermore, the learning element list creation unit 24 refers to the grade DB 34, and creates a learning element list based on the student's level of proficiency in each learning element, so that of the arranged blocks, unmastered blocks are not lit and mastered blocks are lit.

The proficiency confirmation screen creation unit 25 creates a proficiency confirmation screen including the learning element list created by the learning element list creation unit 24, and transmits it to the terminal device 10 that made the screen request.

Now, the proficiency confirmation screen will be described. FIG. 5 is an example of the proficiency confirmation screen. As shown in the figure, the proficiency confirmation screen includes a student item 51, a learning element list 52, a grade progress item 53, and a print button 54. The student item 51 is the student's grade, class, number, and name. The learning element list 52 displays the student's proficiency by learning element, as described above. The grade progress item 53 includes the subject name, unit name, and learning element name for which the proficiency is displayed in the learning element list 52, as well as the passing score and student score for the test linked to the learning element. The print button 54 is a button that prints the learning element list 52 when pressed.

The learning element list 52 on the proficiency confirmation screen allows the user to visually grasp the degree to which the student has mastered the learning elements included in each unit. The grade progress item 53 allows the user to check the details of the learning elements for which the proficiency level is displayed in the learning element list 52.

In this embodiment, the proficiency confirmation screen includes a student item 51, a learning element list 52, a grade progress item 53, and a print button 54, but the present invention is not limited to this, and the screen configuration can be set arbitrarily as long as it includes information that identifies the student and a learning element list.

In the above configuration, the communication unit 21 of the management server 20 is an example of an output unit of the present invention. In addition, the performance information acquisition unit 22, judgment unit 23, learning element list creation unit 24, and mastery confirmation screen creation unit 25 of the management server 20 are examples of the performance information acquisition unit, judgment unit, creation unit, and output unit of the present invention, respectively. The test DB 33 is an example of a memory unit of the present invention.

[Learning element list creation process]
6 is a flowchart of the learning element list creation process according to this embodiment. This process creates and outputs a learning element list that displays the mastery of learning elements for each student. Specifically, this process is realized by the computer constituting the management server 20 executing a program prepared in advance.

When the grade DB 34 is updated, the management server 20 acquires the student's grade information (step S11). The management server 20 then refers to the test DB 33 to identify the learning element ID and pass score associated with the test ID included in the grade information (step S12). Furthermore, the management server 20 compares the student's score included in the grade information with the identified pass score, and determines whether the score is equal to or exceeds the pass score (step S13).

If the student's score is equal to or exceeds the pass mark (step S13; Yes), the management server 20 determines that the student has mastered the learning element. On the other hand, if the student's score is below the pass mark (step S13; No), the management server 20 determines that the student has not mastered the learning element. Then, the management server 20 updates the proficiency level in the grade DB 34 based on the judgment result (step S16).

Next, the management server 20 determines whether or not a screen request has been received from the terminal device 10 (step S17). If a screen request has not been received (step S17; No), the management server 20 waits until a screen request is received. When a user wants to check a specific student's level of mastery of the learning content, the user uses the terminal device 10 to send a screen request including the student ID of the student to the management server 20.

When the management server 20 receives a screen request from the terminal device 10 (step S17; Yes), it extracts the student ID included in the screen request and creates a learning element list for the student identified by the student ID (step S18). Specifically, the management server 20 refers to the student DB 32 to identify the student's name, grade, and class. In addition, the management server 20 refers to the learning period in the learning element DB 31 to identify the unit the student is currently studying and the learning elements included in that unit, and the previous unit and the learning elements included in that unit, for each of the subjects of "arithmetic" and "science." The management server 20 then arranges unit boxes and blocks based on the identified unit and learning elements. Furthermore, the management server 20 refers to the grade DB 34 and creates a learning element list based on the student's level of proficiency in each learning element, so that among the arranged blocks, unmastered blocks are not lit and mastered blocks are lit.

The management server 20 creates a proficiency confirmation screen including the created learning element list, and transmits it to the terminal device 10 that made the screen request (step S19). The terminal device 10 can output the received proficiency confirmation screen by displaying it on a display unit or printing the learning element list. This ends the learning element list creation process.

In this embodiment, the management server 20 creates the learning element list and the proficiency confirmation screen when a screen request is received from the terminal device 10, but the present invention is not limited to this, and the learning element list and the proficiency confirmation screen may be created when the grade DB 34 is updated regardless of whether a screen request is received. In other words, the timing at which the management server 20 creates the learning element list and the proficiency confirmation screen can be set arbitrarily.

In addition, in this embodiment, the learning element list is configured to enable a student to check their level of proficiency in the unit they are currently studying and the unit immediately preceding it for "math" and "science," but the present invention is not limited to this. For example, the user may be able to set the subjects and units for which they want to check their proficiency by including in the screen request the unit ID of the unit for which they want to check their proficiency. In other words, the subjects and units in the learning element list can be set arbitrarily.

In this way, the learning element list of the present invention can visualize the learning elements that a student has mastered and the learning elements that the student is weak at and has not mastered, and present them to the user. In other words, the student's level of mastery of the learning content can be visualized on a learning element basis. Specifically, the student's level of mastery of the learning content is displayed by the lighting or extinguishing of blocks rather than by numbers or numerical values, which has the advantage that the user can grasp the level of mastery at a glance. In other words, the user can visually grasp the overall picture of the learning elements included in the unit, the learning elements that the student has mastered, and the learning elements that the student has not yet mastered, and therefore the user can quickly recognize the percentage of the student's mastery and the level of achievement as a sense rather than a number or numerical value.

Furthermore, by managing students' levels of proficiency in the learning content in a learning element list, they can check their level of proficiency while visually grasping the difficulty of the learning elements through the arrangement of the blocks. Teachers can grasp each student's level of proficiency in each learning element, and can improve their teaching methods for unmastered learning elements. If the learning support staff is a materials developer, they can develop new materials for learning content that targets learning elements that are not mastered at a high rate. Furthermore, students can study more efficiently by recognizing their own level of proficiency in each learning element.

Learning elements are not units of learning content that are uniquely subdivided by specific textbook manufacturers, but are standard units of learning content used by all textbook and teaching material manufacturers. Therefore, by managing and sharing students' mastery of learning content in a learning element list, it becomes possible to share learning analysis across all Tokyo Metropolitan schools.

<Modification>
(First Modification)
In the above embodiment, the learning element list displays the mastered blocks while not lighting up the unmastered blocks. However, the present invention is not limited to this, and any display method can be applied as long as the mastered blocks and the unmastered blocks can be visually distinguished from each other. Fig. 7 is an example of a learning element list according to the first modified example. As shown in the figure, the learning element list may display the mastered blocks while not lighting up the unmastered blocks.

Furthermore, the management server 20 may analyze the students' grade information to identify the learning elements that should be studied as a priority for each unit, and create a learning element list that highlights the blocks that indicate the identified learning elements. The management server 20 may also set in advance the learning elements that should be tackled first for each unit, and create a learning element list that highlights the blocks that indicate the set learning elements.

Here, IRT analysis and LRT (Latent Rank Theory) analysis are applied to the analysis of the grade information. IRT analysis is a test theory for measuring the characteristics (cognitive ability, knowledge, etc.) of subjects and the difficulty of evaluation items based on responses to a group of evaluation items. LRT analysis is an IRT analysis that uses latent characteristics as an ordinal scale, and is a test theory that allows for gradual and sequential evaluation. With IRT analysis and LRT analysis, for example, it is possible to use the answer data of a student who has taken a test to calculate the difficulty of the learning elements linked to the test and the student's cognitive ability with respect to the learning elements. Based on the analysis results of the student's grade information, the management server 20 can identify the learning elements that the student should prioritize for each unit.

For example, as shown in FIG. 7, in the unit box 42 showing "Shapes," four unmastered blocks are lit, and in this case, block 48 showing the learning element that should be studied as a priority among the unmastered blocks is highlighted and flashes. Also, in the unit box 44 showing "Everyday phenomena," there are no mastered blocks, and all the blocks placed are lit as unmastered blocks, and in this case, block 49 showing the learning element that should be tackled first in the unit is highlighted and flashes.

By using IRT analysis and LRT analysis, it is possible to highlight and present to the user those learning elements that should be prioritized, even among those that have not yet been mastered. Therefore, by checking the list of learning elements, teachers can easily recognize which learning element students should start with, encouraging efficient learning. Similarly, students can study efficiently by checking the list of learning elements.

(Second Modification)
In the above embodiment and the first modification, the learning element list is composed of two-dimensional blocks. Alternatively, the learning element list may be displayed in 3D (3-dimensional) and composed of three-dimensional blocks. FIG. 8 is an example of a learning element list displayed in 3D according to the second modification. As shown in the figure, the learning element list displayed in 3D has a unit box 61 indicating "numbers and calculations", a unit box 62 indicating "shapes", a unit box 63 indicating "materials around us", and a unit box 64 indicating "phenomena around us", arranged in the same manner as in the embodiment. For example, a block 66 is a mastery block indicating a learning element included in the unit "numbers and calculations", and the learning time of the learning element may be displayed by the numerical value in the direction of an arrow 67, i.e., the height of the mastery block.

In this case, the management server 20 includes a mastery time acquisition unit, and acquires as the mastery time the time it takes for a student to master the learning content targeted by the learning element from when he or she starts learning the learning content. The management server 20 then creates a learning element list that displays the mastery time as the height of the mastery block in a 3D display. The mastery time acquisition unit of the management server 20 is an example of the mastery time acquisition unit of the present invention.

In this modified example, as in the first modified example, the management server 20 may analyze the students' grade information to identify, for each unit, the learning elements that should be studied as a priority among the unmastered learning elements, and create a learning element list so that the blocks indicating the identified learning elements are highlighted. The management server 20 may also set, in advance, the learning element that should be tackled first for each unit, and create a learning element list so that the blocks indicating the set learning elements are highlighted.

For example, in unit box 62 showing "Shapes," there are four unmastered blocks, and in this case, block 68 showing the learning element that should be studied as a priority among the unmastered blocks is highlighted and flashes. Similarly, in unit box 64 showing "Everyday phenomena," there are no mastered blocks, and all the blocks placed are unmastered blocks, but in this case, block 69 showing the learning element that should be tackled first in the unit is highlighted and flashes.

In this way, the 3D display of the learning element list allows the user to check the level of proficiency of each learning element, while also visually grasping the time it took to master it. Since it can be assumed that learning elements that take a long time to master are learning content that students struggle with, and learning elements that take a short time to master are learning content that students excel at, the 3D display of the learning element list makes it possible to visualize the learning elements that students are strong or weak at.

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

Figure 9 shows an example of the configuration of the learning element list creation system 200 in this case. As shown in the figure, the learning element list creation system 200 is configured to enable communication between multiple terminal devices 10 and a teacher terminal 80 via a network 5. A learning element DB 91, a student DB 92, a test DB 93, and a grade DB 94 are connected to the teacher terminal 80, and the teacher terminal 80 can create a learning element list by executing the processes (corresponding to steps S11 to S19 in Figure 6) that were performed by the management server 20. In addition, the teacher terminal 80 can perform outputs such as displaying a proficiency confirmation screen, printing a learning element list, and sending a proficiency confirmation screen to the terminal device 10. In this case, the teacher terminal 80 is an example of a learning element list creation device of the present invention.

5 Network 10 Terminal device 20 Management server 31 Learning element DB
32 Student DB
33 Test DB
34 Results DB
100 Learning Element List Creation System

Claims (10)

a creation unit that creates, for each learner, a learning element list in which one or more blocks representing each learning element obtained by dividing the learning content into units are arranged, and which indicates the level of mastery of the learning content targeted by the learning element;
an output unit that outputs the learning element list;
A grade information acquisition unit that acquires grade information related to the grades of the learner;
a determination unit that determines whether the learner has mastered the learning element based on the performance information;
a priority learning element identifying unit that identifies, for each unit, a learning element that should be learned with priority from among a plurality of learning elements that the learner has not mastered by analyzing the grade information;
A storage unit that stores the learning elements in association with tests and thresholds for confirming a level of mastery of the learning elements;
Equipped with
the performance information includes information regarding the learner's score on the test;
the determination unit determines whether or not the learner has mastered the learning element corresponding to the test by comparing the test score with the threshold based on the performance information and the storage unit,
the learning element list is displayed in a different manner depending on whether the learner has mastered a mastered block or an unmastered block, the learning element being one that the learner has not mastered; and the unmastered block, the learning element being one that the learner should prioritize, is displayed in an emphasized manner ;
The output unit is a learning element list creation device that outputs a grade trend indicating unit names, learning element names, test scores, and threshold values in association with each other, and the learning element list so as to be displayed side by side at the same time . The learning element list creation device according to claim 1, wherein the priority learning element identification unit analyzes the grade information and calculates one or more of the difficulty of the learning element and the learner's cognitive ability for the learning element, thereby identifying the learning element that the learner should prioritize for each unit. 3. The learning element list creating device according to claim 1, wherein the learning element list is displayed by illuminating only the mastered blocks and not illuminating the unmastered blocks. 3. The learning element list creating device according to claim 1, wherein the learning element list displays the mastered blocks without lighting up the mastered blocks and only the unmastered blocks with lighting up. a learning time acquisition unit that acquires, as a learning time, a time taken by the learner from when he/she starts learning the learning element until he/she masters the learning element;
4. The learning element list creation device according to claim 1 , wherein the learning element list is displayed in three dimensions, the blocks are arranged in a three-dimensional manner, and the mastery time is displayed as the height of the mastery block. The learning element list includes one or more unit boxes corresponding to each unit,
6. The learning element list creation device according to claim 1 , wherein the unit box has one or more blocks arranged therein, each block indicating a learning element included in a corresponding unit. 7. The learning element list creation device according to claim 6 , wherein the blocks in the unit box are arranged based on the degree of difficulty of the learning elements. 8. The learning element list creation device according to claim 6 , wherein the unit boxes in the learning element list are arranged based on the learning period of the unit. A learning element list creation method executed by a learning element list creation device, comprising:
creating a learning element list for each learner, in which one or more blocks representing learning elements each obtained by subdividing the learning content for each unit are arranged and which indicates the level of mastery of the learning content targeted by the learning elements;
performing an output process for outputting the learning element list;
obtaining performance information regarding the performance of the learner;
performing a determination process for determining whether or not the learner has mastered the learning element based on the performance information;
By analyzing the grade information, a learning element that should be studied with priority is identified for each unit from among a plurality of learning elements that the learner has not mastered;
the learning element list creation device includes a storage unit that stores the learning elements in association with tests and thresholds for confirming a level of proficiency of the learning elements,
the performance information includes information regarding the learner's score on the test;
the determination process compares the test score with the threshold based on the performance information and the storage unit to determine whether the learner has mastered the learning element corresponding to the test;
the learning element list is displayed in a different manner depending on whether the learner has mastered a mastered block or an unmastered block, the learning element being one that the learner has not mastered; and the unmastered block, the learning element being one that the learner should prioritize, is displayed in an emphasized manner ;
The learning element list creation method includes outputting a grade trend indicating the unit name, learning element name, test score, and threshold value in association with each other, and the learning element list, so as to be displayed side by side at the same time by the output process. A program executed by a learning element list creation device comprising a computer,
a creation unit that creates, for each learner, a learning element list in which one or more blocks representing each learning element obtained by dividing the learning content into units are arranged, and which indicates the level of mastery of the learning content targeted by the learning element;
an output unit that outputs the learning element list;
A grade information acquisition unit that acquires grade information related to the grades of the learner;
a determination unit that determines whether the learner has mastered the learning element based on the performance information;
a priority learning element identifying unit that identifies, for each unit, a learning element that should be learned with priority from among a plurality of learning elements that the learner has not mastered by analyzing the grade information;
causing the computer to function as a storage unit that associates and stores the learning elements with tests and thresholds for confirming a level of mastery of the learning elements;
the performance information includes information regarding the learner's score on the test;
the determination unit determines whether or not the learner has mastered the learning element corresponding to the test by comparing the test score with the threshold based on the performance information and the storage unit,
the learning element list is displayed in a different manner depending on whether the learner has mastered a mastered block or an unmastered block, the learning element being one that the learner has not mastered; and the unmastered block, the learning element being one that the learner should prioritize, is displayed in an emphasized manner ;
The program is characterized in that the output unit outputs a grade trend showing the unit name, learning element name, test score, and threshold value in correspondence with each other, and the learning element list so as to be displayed side by side at the same time .