Abstract:
In a teaching machine which permits a student to skip or request a hint related to a question being asked of him regarding subject matter he is being taught, the student is presented with a set of predetermined questions relating to the subject matter. A record is kept of questions he answered incorrectly, which were skipped, or for which a hint was requested; and a set of questions is prepared on the subject matter specific to the student, based on incorrect answers to the questions previously asked of him, questions skipped and questions for which he requested a hint.

Description:
[0001]    The present patent application claims the benefit of the filing date of U.S. Provisional Patent Application No. 61/256,635, filed Oct. 30, 2009, the entirety of which is incorporated herein by reference. 
     
    
     BACKGROUND OF THE INVENTION 
       [0002]    The present invention relates generally to teaching machines and, more particularly, concerns a teaching system and method for use therein a method and system, which adaptively creates a series of test questions and lessons for a student and adaptively assists the student in learning various concepts. Preferably, the system and method are implemented through software on a computerized device which is handheld and mobile 
         [0003]    As used herein, the term “computerized device” will be understood to include not only an actual computer, such as a personal computer, but also a personal digital assistant, a smart telephone, or any other device with computing capability. 
         [0004]    Computerized learning systems in which the user answers a series of test questions are known. However, it would be desirable to provide one which is more customized to a user and which adapts to the user&#39;s knowledge of various concepts. 
         [0005]    Towards this end, in accordance with one aspect of the present invention, a software system is implemented on a computerized device, preferably a handheld device such as a wireless mobile phone, or the like. A user may be presented with a list of various topics from which to pick, and once the user selects one or more topics, a set of questions associated with each topic is loaded into memory. The questions related to the various topics are mixed randomly so as to provide the user answering the questions with a cross section of questions from all selected topics in random order. 
         [0006]    In accordance with another aspect of the invention, the user may begin using a teaching device by taking a “diagnostic test” which draws from a sampling of topics. Thus, feedback may be given to the adaptive teaching device immediately, rather than relying on a user to choose specific topics. 
         [0007]    In answering questions, a user (student) may utilize a feature which allows him to ask for hints by activating a particular icon, or the like, which will display a hint, the hints being preferably customized to each particular question. 
         [0008]    In a second operating mode, the flashcard mode, an ordered list of concepts may be studied. These adaptive flashcards may be further questions on particular concepts, selected by the system. In this case, the flashcards are a dynamically and automatically generated set of questions pertaining to a particular lesson or concept. 
     
    
     
       BRIEF DESCRIPTION OF THE DRAWINGS 
         [0009]    The foregoing brief description and further objects, features and advantages of the present invention will be understood more completely from the following detailed description of presently preferred, but nonetheless illustrative, embodiments in accordance with the present invention, with reference being had to the accompanying drawings in which: 
           [0010]      FIG. 1  illustrates a screen of a programmed, handheld computerized device embodying the present invention; 
           [0011]      FIG. 2  illustrates a screen similar to  FIG. 1 , which occurs when a user has requested a hint; 
           [0012]      FIG. 3  illustrates a screen similar to  FIG. 1 , which occurs when a user has answered a question incorrectly; 
           [0013]      FIG. 4  illustrates a screen similar to  FIG. 1 , which provides a model answer to the question of  FIG. 1 ; 
           [0014]      FIGS. 5 ,  6 , and  7  illustrates screens, similar to  FIG. 1 , which illustrate lessons that are added as a result of incorrect answers to the question of  FIG. 1 ; 
           [0015]      FIG. 8  is a schematic diagram illustrating how answers to questions are used to determine those concepts with which a student requires help; and 
           [0016]      FIG. 9  is a chart showing different scenarios for a student&#39;s correct and incorrect answers and the resulting priorities applied to associated lessons. 
       
    
    
     DETAILED DESCRIPTION OF THE PREFERRED EMBODIMENT 
       [0017]      FIG. 1  illustrates a programmed, handheld computerized device  10  embodying the present invention. The touch-sensitive screen in this embodiment of the computerized device is shown in an operating mode in which the user is presented with a question to be answered. Note that this question requires the user to derive an actual number, rather than select a multiple choice answer. Along the bottom of the screen are provided a set of touch sensitive in areas  12  which cause respective operations when touched. The leftmost area scrolls the screen backwards to a previous question or lesson. Touch area  14  constitutes a set of dials permitting the student to enter numbers. However, it is contemplated that part of area  14  or another touch sensitive area may bring up a keyboard to permit entry of an answer. Additional ones of the touch sensitive areas  12 : bring up a menu of available operations (discussed further below), request a hint to the correct answer to the question, submit the answer entered, and skip the question. 
         [0018]    Should the user touch the “hint” area, the screen of  FIG. 2  appears, presenting a hint uniquely associated with the question that was asked. Touching the “OK” area on that screen returns to the screen of  FIG. 1 , permitting the user to answer the question. On the other hand, if the user entered an answer that was incorrect, the screen of  FIG. 3  appears. Touching the “OK” area on that screen moves on to the next question. Should the user touch the “skip” area, a new screen will be presented with the next question. 
         [0019]    A user is also able to have the system present a model answer to a question.  FIG. 4  illustrates a screen providing a complete model answer to the question of  FIG. 1 , and also shows a record of the student&#39;s answer. Preferably the answer is presented in a user friendly handwritten mode. The model answer is obtained by selecting from a menu which is presented when the “menu” area, shown for example in  FIG. 1 , is touched. In a similar vein, the student may select a virtual tutor mode from the menu, in which he can request a more general discussion of or a lesson on concepts related to the problem. It is contemplated that such general discussion or lesson could be displayed in semi-transparent form over a question. 
         [0020]    The virtual tutor mode could be expanded to a teaching mode. This mode will ask a series of questions correlating to specific underlying concepts relating to the question that was answered incorrectly. Each question will address one topic so as to assess whether or not the student knows that particular skill. If the user answers correctly, then the application presents him with a question correlating to another skill required by the problem. If a “virtual tutor” question is answered incorrectly, then the concept is added to the list of topics to be studied by the user. 
         [0021]    It is contemplated that upon first using the device or system  10  a user could be presented with a list of various topics from which to pick, and once the user selects one or more topics, a set of questions associated with each topic is loaded into memory. The questions related to the various topics are mixed randomly so as to provide the user answering the questions with a cross section of questions from all selected topics in random order. Alternately, the user could begin using the device by taking a “diagnostic test” which draws from a sampling of topics. Thus, feedback may be given to the adaptive teaching device immediately, rather than relying on a user to choose specific topics. 
         [0022]    Each of the questions may be directed to an underlying concept. For example, the triangles (trigonometry) topic, as illustrated in  FIG. 1 . Some questions may be directed to the concept of right triangles, and other questions may be directed to the concept of solving equilateral and isosceles triangles. All of the questions on all of the topics are associated with one or more concepts, and many of the questions may be associated with plural concepts. For instance, a question in the triangle topic might involve an isosceles right triangle, wherein this one question depends upon knowledge of two or more mathematics concepts. 
         [0023]    If the student answers a question incorrectly, chooses to skip it, or asks for a hint on a question, the system will log that information and maintain a record that the particular concepts associated with that question may need further work by the student. As a result, the system compiles an ordered list of lessons for the student to work on, wherein the order is determined by questions associated with those concepts needing further work. Specifically, the more questions within a concept that the student either answered wrong, or on which the student required a hint, the higher up the concept is on the list. The questions any student receives will be typically be unique to him and based upon his record. Thus, two students answering the same question incorrectly may have the same concept flagged, but the questions generated for each student will address the problem concept based upon each student&#39;s answers to other questions and will, in general, be different. The prioritized list of concepts can be thought of conceptually as a set of virtual “flashcards” wherein the concepts in the flashcards, and the order in which they are arranged, changes adaptively based upon the questions the student answers incorrectly or for which he requests hints. 
         [0024]    In a second operating mode, the flashcard mode, the ordered list of concepts may be studied. These adaptive flashcards may be further questions on particular concepts, selected by the system. In this case, the cards would be a set of questions dynamically and automatically generated by the application pertaining to a particular lesson or concept. Alternatively, the flashcard mode could present a series of lessons, wherein there are explanations and examples presented to the student, each directed to the concepts that the system has determined to require further study, based upon the student&#39;s answers and hint requests from the first operating mode. The flashcard mode is selected from a menu which is presented when the “menu” area, shown for example in  FIG. 1 , is touched. 
         [0025]      FIGS. 5 ,  6 , and  7  are screens representing additional lessons that are added onto the “virtual flashcards” as a result of the incorrectly answered question. It is a feature of the computerized device  10  in this embodiment that the display will orient itself from portrait mode to landscape mode when the device is rotated. 
         [0026]    Questions for which the student requested a hint but then answered correctly may cause the associated lessons to be moved lower on the list relative to concepts in which the student simply provided a wrong answer. Therefore, the flashcards will be prioritized, depending upon how well the student knows the subject matter of questions he answered. Additionally, if there are multiple flashcards associated with each question, the number of flashcards in the virtual deck may increase or decrease, depending upon the number of questions the student answered incorrectly or for which he requested a hint which implicate any particular concept. 
         [0027]    To continue the previous example presented with respect to  FIGS. 1-7 , a student may answer the question incorrectly. Doing so would flag the three lessons shown in  FIGS. 5 ,  6 , and  7 . However, as the student progresses through subsequent questions, he may answer questions on related subject matter (e.g.  FIG. 5 ) correctly. This would be noted by the system, and this lesson may eventually be removed automatically from the set of virtual flashcards. 
         [0028]    It is also noted that since each question may involve more than one concept, it is possible that when a question is answered incorrectly, it does not mean the student does not know all the concepts associated with that question, but perhaps is only lacking in one of the concepts associated with that question. 
         [0029]      FIG. 8  shows a schematic diagram of three questions, where Question ( 1 ) is concerned with all three concepts and Questions ( 2 ), ( 3 ) and ( 4 ) are concerned with two concepts. By analyzing which of Questions ( 1 ) through ( 4 ) were answered incorrectly by the student, or required a hint, the system can isolate the concepts in which the student needs the most help. For example, if the user gets Questions ( 1 ), ( 2 ), and ( 3 ) wrong and gets Question ( 4 ) correct, it can be seen in  FIG. 8  that the system would isolate Lesson ( 2 ) as the most problematic area. While Lessons ( 1 ) and ( 3 ) would still be flagged as needing review, they would not be assigned as high a priority as Lesson ( 2 ). This logic is summarized in the chart of  FIG. 9 , which shows three different scenarios for answering these four questions. Each scenario provides a different result of how these lessons are adaptively added to the virtual flashcards. This logic, expanded over hundreds of questions, can lead to a unique experience for each user and a customized and prioritized lesson plan. Note that level of difficulty of each question and whether or not the student asked for a hint adds additional feedback with which the priority of the lessons is adjusted. These factors are included in the logic of the system, but are not included in the diagram in  FIG. 9 . 
         [0030]    While the student answers the questions he selected in the various topics, the deck of virtual flashcards is altered, changing the order to move towards the top lessons in which the student needs the most help, and adding ones to the deck of flashcards as needed. Once the student has executed a significant number of the questions, the student may then enter the flashcard mode. 
         [0031]    Note that the number of questions for the various concepts and topics can be the same or can be different for different topics and concepts. Additionally, the student may have the option to manually delete certain cards from the deck of flashcards once the student feels more competent in a particular concept. 
         [0032]    Once a student has developed a significant record of his knowledge, he will be able to generate a customized test from the menu. It may be for a particular subject and/or general. He need only select the number of questions in the test, and the system will generate a test focusing on areas in which he has demonstrated weakness. The student has the option of having a test timed or un-timed. 
         [0033]    The system stores the level of difficulty of each question. It also allows users to rate the question from 1 (easy) to 5 (hard). The overall difficulty rating of a question takes user feedback into consideration. 
         [0034]    A log and records of the particular questions and answers, and the student&#39;s progress in each topic and concept is maintained, for use and analysis by a tutor or other educational professional. This information can provide valuable information to an educator about each student or about the class as a whole. From this report, students and teachers can go through each question of a completed set of review questions. 
         [0035]    Although preferred embodiments of the invention have been disclosed for illustrative purposes, those skilled in the art will appreciate that many additions, modifications, and substitutions are possible, without departing from the scope and spirit of the invention as defined by the accompanying claims.