US20110318723A1

US20110318723A1 - Studying system and method with virtual cards

Info

Publication number: US20110318723A1
Application number: US13/135,184
Authority: US
Inventors: Young Joo Jeong
Original assignee: Individual
Current assignee: Individual
Priority date: 2010-06-29
Filing date: 2011-06-28
Publication date: 2011-12-29
Also published as: US20210082302A1; US10789856B2; US11587454B2; KR101172369B1; US20230206778A1; US20180012507A1; KR20120001397A

Abstract

The studying system and studying method using virtual card are described. The present invention comprises: (1) a course scheduling feature that divides study courses into a plurality of study sessions considering the learning situations of the user, selects and assigns virtual flash cards to such study sessions, and determines the sequence of such virtual flash cards contained in such study sessions; (2) a session management feature that carries out such study sessions by displaying the front side of the virtual flash cards contained in such study sessions and by allowing the users to enter answers to such virtual flash cards; and (3) an entry management feature that provides an interface for users to enter such answers. The present invention provides a distinct studying method by dividing a study course into a plurality of study sessions, assigning virtual flash card decks to appropriate such study sessions and determining the order of such virtual flash cards, displaying the front side of such virtual flash cards to the user, and allowing the user to enter the answer for each virtual flash card. The invention maximizes learning the benefits of users by providing and displaying virtual flash cards in the order that best suits the users' situations.

Description

BACKGROUND OF THE INVENTION

1. Field of the Invention
The present invention relates to a computer studying system and method using virtual flash cards. The invention effectively enhances the user's learning potential by automatically selecting and presenting virtual flash cards that best suit the user's studying situation.
2. Description of Related Prior Art
Many people use flash cards to study vocabulary words. In buses or subway trains, one can often observe students studying flash cards with vocabulary words on one side of the card and the associated meaning on the other side.
Not only vocabulary, but many other subject areas can be studied in word/definition or question/answer form. For example, to prepare for a mathematics exam, one can study flash cards with mathematical problems written on one side of the card and associated answers on the other side.
However, conventional flash card products have many disadvantages. Conventional flash cards products are inconvenient to carry around and are difficult to share with other people. Another drawback of using flash cards in tradition way (i.e. repeatedly reviewing each flash card one by one) is that it is difficult for the learner to draw or select flash cards that would give him or her the most learning benefits for his or her situation. The learner does not necessarily know what he or she does not know; therefore, he or she would not know which cards would be the most effective ones for him or her to review next. Also, the learner may not review the materials sufficiently in order to achieve the desired learning outcome, or may waste time studying the material only to realize later that he or she knows the material well enough already.
Computer based flash card study systems that implement the concept of flash card studying methods have been presented in the past. For example, “http://quizlet.com/” is a website that allows users to study flash cards online. The users can either study the flash cards that the website displays in predetermined order or quiz themselves by entering and reviewing their answers online. Most of these systems do not dynamically select the cards based on the users' progress, situations, and other users' learning statistics.
Also recently, a flash card application for smart-phone users has been introduced. Such application employs a method that displays the front and back side of the flash cards to the users on the phone.
The majority of these flash card applications, however, utilizes a method that simply displays a selected set of flash cards in random or some predetermined order. These systems also do not select the best set of cards for the users based on their situations. Thus, in cases where the users do not have much time to study, e.g., five minutes before an exam, it is difficult for them to quickly review the necessary flash cards only.
Therefore, an advanced flash card study system that provides the users with the material that would give them the most learning benefit during their available study time is highly desirable.

SUMMARY OF THE INVENTION

The present invention aims to solve the aforementioned problem by selectively providing its users the virtual flash cards that best suits their studying situation (e.g., the flash card selection differs depending on whether the exam is in five minutes or in a month).
Also, the invention seeks to maximize the user's learning benefit or outcome by introducing a competition-based study method which allows two or more users to simultaneously utilize the virtual flash card system.
The additional purpose of the invention is to help users achieve their course objectives or learning goals within their available time by customizing the study course and sessions to the user's learning ability and his or her available time to study.
Furthermore, when choosing the most appropriate virtual flash cards for the users to study based on the users' available learning time, the invention takes into account the rate at which the users answer each of such virtual flash cards correctly.
The present invention comprises three main features: (1) a course scheduling feature that divides the study course into a plurality of study sessions, selects and assigns virtual flash cards to each session, and determines the order of the said virtual flash cards; (2) a session management feature that displays the front side of such virtual flash cards and prompts users to supply answers to the corresponding problem; and (3) an entry management feature that provides the users the interface to enter such answers.
The course scheduling feature may consider the following factors when assigning the virtual flash card to a particular session and determining the order of such virtual flash cards: (1) a rate and percentage of correct answers given by the user for each of such virtual flash cards; (2) a rate and percentage of correct answers given by other users for each of such virtual flash cards; (3) time needed for such user to complete each of such virtual flash cards; and (4) time needed for such other users' to complete each of such virtual flash cards.
The course scheduling feature can further consider a changing pattern of rates and percentages of correct answers given by the user and/or other users for each virtual flash card that the user and for other users have answered for more than once throughout the study session and for study course when assigning such virtual flash cards to a particular session and determining the order of such virtual flash cards.
The arrangement and order may differ depending on whether the changing pattern of the rates and percentages of correct answers given by the user and/or other users for each such virtual flash card captures the increasing, decreasing or fluctuating trends of the percentages of correct answers for each such flash card. Two or more cards with the same rate and percentage of the user answering them correctly could have different trends depending on the order of which the user answered each such flash card correctly. When calculating the possibility of the user correctly answering such virtual flash cards, the invention may take into the account the learning progress of the user and that of other users.
The present invention further comprises the following features: (1) a flash card deck database that stores the arranged virtual flash card deck; (2) a performance reviewer that analyzes the user's performance for each session; (3) a statistic analyzer that quantifies such user's performance and that of other users; and (4) an authoring mode manager that allows the user to create his or her own virtual flash card deck.
Additionally, the invention comprises: (1) a client management feature that saves the virtual flash card decks shared by the users in the same course or class; (2) a class server that saves learning progress statistics of each user and that of the class members for each session and for the entire course; (3) a client training feature that processes such quantified performance with the client management feature; and (4) a central server superior to the class server.
Also, the session management feature supports a group study mode. In group study mode, the front side of the virtual flash card is displayed simultaneously to two or more users. The mode then provides the back side of such virtual flash card along with the answers that these users have entered.
In summary, the present invention provides a distinct studying method by dividing a study course into a plurality of study sessions, assigning virtual flash card decks to appropriate such study sessions and determining the order of such virtual flash cards, displaying the front side of such virtual flash cards to the user, and allowing the user to enter the answer for each virtual flash card.
In assigning the virtual flash card to a particular study session and determining the order of the said virtual flash cards, the following factors are considered: (1) the rate and percentage of correct answers given by the user for each of such virtual flash cards; (2) the rate and percentage of correct answers given by other users for each of such virtual flash cards; (3) time needed for such user to complete each of such virtual flash cards; and (4) time needed for such other users' to complete each of such virtual flash cards.
The changing pattern of the rates and percentages of correct answers given by the user and/or other users for each virtual flash card that the user and/or other users have answered for more than once is also considered in assigning virtual flash cards to a particular study session and determining the order of the virtual flash cards. For example, one user could have answered the material correctly for the first few times; however, as the user learns other materials as well the user may forget the previously learned material or confuse the old material with the new material. Therefore, as the system gathers the learning statistics of all users who use the system, the system can detect particular orders of the cards that negatively impact the user's recollection of previously learned materials, or negatively impact future learning materials, and avoid such ordering of the cards. The invention takes into account such ordering effects when selecting the cards based on the learners' progress, goals, and the available time left for studying.
Such studying method using virtual flash cards may provide a group study mode to users. In group study mode, the front side of the virtual flash card is displayed simultaneously to two or more users. The mode then displays the back side of such virtual flash card along with the answers that these users have entered.
The present invention effectively aids the users in achieving their study goals by selectively providing its users with virtual flash cards that best suits their studying situations (e.g., the virtual flash card selection differs depending on whether the exam is in five minutes or in a month).
The present invention also maximizes users' learning benefit by implementing a competition-based study method that allows two or more users to utilize the virtual flash card system simultaneously.
The invention also helps the users achieve their course objectives within their available time by scheduling the course work in accordance with the user's learning ability which is measured by his or her learning progress and statistics and his or her available time to study.
Finally, the invention effectively selects and provides virtual flash cards suitable to the user's studying condition by considering the change in rates and percentages of correct answers given by the user and his or her learning statistics and patterns.

BRIEF DESCRIPTION OF THE DRAWING

FIG. 1 is one embodiment of a block diagram of a studying system using virtual cards.

FIG. 2 is a flow diagram illustrating the process of the client training feature in FIG. 1.

FIG. 3 is a flow diagram illustrating the process of session training in FIG. 2.

FIG. 4 is an exemplary screen display of the main menu.

FIG. 5 is an exemplary screen display of the authoring mode.

FIG. 6 is an exemplary screen display of the save function on the authoring mode screen as shown on FIG. 5.

FIG. 7 is an exemplary screen display of the training mode.

FIG. 8 is an exemplary screen display of the back side of the virtual flash card in training mode.

FIG. 9 illustrates an example of the screen that appears at the end of a session.

FIG. 10 illustrates an example of the objective (goal) setting screen for a studying subject.

FIG. 11 is another exemplary screen display of the training mode.

FIG. 12 is an exemplary screen display of the group study mode.

FIG. 13 is an exemplary display of the group study mode after both users entered the answer.

FIG. 14 illustrates other exemplary screen display of the training mode.

FIG. 15 is an exemplary screen display of the GMAT training course.

FIG. 16 illustrates an example of the GMAT course objective (goal) setting screen.

FIG. 17 illustrates an example of the mode selection screen after customization of GMAT course objective (goal).

FIG. 18 is an exemplary screen display of the learning mode in GMAT course.

FIG. 19 illustrates an example of the course objective (goal) setting screen.

FIG. 20 illustrates an example of the answer display screen.

FIG. 21 is an exemplary screen display of the authoring mode.

DETAILED DESCRIPTION OF THE INVENTION

The present invention will now be described in detail with reference to the drawings, which are provided as illustrative examples so as to enable those skilled in the art to practice the invention. The forms and proportions of the drawings may have been magnified in order to better aid with understanding. Those portions that are necessary for an understanding of the present invention will be described, and descriptions of other unnecessary portions will be omitted so as not to obscure the invention.
Embodiments of the present invention will now be described in detail with reference to the drawings.
FIG. 1 is one embodiment of a block diagram of a studying system using virtual cards.
The present invention comprises a client training feature 150, a client management feature 100, a class server 120, and a central server 130.
FIG. 1 provides an overview of a studying system using virtual card activated in classroom setting.
The client training feature 150 interacts with the users. The primary function of the client training feature 150 is to help users study virtual cards.
Virtual cards are not physical cards with actual sides or surfaces but are computer based cards. The computer based virtual cards can be utilized as flash cards by reproducing the design of the actual flash cards.
The front and back side of a virtual flash card may be comprised of text, one or more images, or multimedia data types.
The front side of a virtual flash card may bear a question and the back side may comprise a corresponding answer.
For example, if the front side of a virtual flash card displays a vocabulary word, the back side of such virtual flash card can display the corresponding meaning.
On the other hand, if the front side of a virtual flash card displays a mathematical problem, the back side of such virtual flash card can display the corresponding solution.
In certain cases, a virtual flash card may also include a hint associated with the content on the front and back side of the virtual flash card.
The client training feature 150 comprises a session management feature 160, a flash card deck database 152, a statistic analyzer 154, a course scheduling feature 158, a performance reviewer 162, an entry management feature 164, and an authoring mode manager 156.
The session management feature 160 administers the study sessions of student users. During the study sessions, the client training feature 150 displays series of virtual flash cards from the corresponding virtual flash card deck.
The studying method utilizing virtual flash card is administered through study courses. Study courses comprise a plurality of study sessions and virtual flash card decks associated with the course topic.
The study sessions can be determined accordingly to the user's study objectives and the user's available time to study. For example, if the user's study objective is to master SAT Verbal course within three months and if the user is available to study once a week, the system will sort corresponding virtual flash cards into twelve groups and customize study sessions for each of such groups.
The study sessions can be customized differently depending on the user's progression throughout the course. For example, after each study session is completed, the system analyzes the user's progress to arrange or rearrange the next study session. The amount of material to be mastered in the subsequent sessions may increase or decrease depending on how close the user is from achieving his or her study objective.
Before a particular study session starts, the system can suggest session goals to the user depending on the user's studying situation.
For example, the course objective and the session goal could be “90% on SAT Verbal” and “memorizing 20 vocabulary words per day,” respectively. The course objective is determined by the user whereas the session goal may either be customized by the user or the user may choose from the session goals that the system recommends to him or her.
In certain situations, e.g., five minutes before an exam, a study session containing virtual flash cards that the user is already familiar with is more appropriate for the user to review than a study session containing virtual flash cards that are new to the user or would take him or her longer than five minutes to learn.
In such cases, the user can customize his or her session goal as “five-minute review before the examination,” and the system may consider the following factors to select virtual flash cards for review: (1) the rate and percentage of correct answers given by the user for each of such virtual flash cards; (2) the rate and percentage of correct answers given by other users for each of such virtual flash cards; (3) time needed for such user to complete each of such virtual flash cards; (4) time needed for such other users to complete each of such virtual flash cards; and (5) the changing pattern of the rates and percentages of correct answers provided by the user and/or other users for each such virtual flash card when the user and/or other users answered each virtual flash card for more than once throughout the study session and/or the study course.
When calculating the percentage of correct answers provided by the user for each of such virtual flash cards, the system considers if the user has reviewed or answered the virtual flash card. If a virtual flash card was never reviewed or answered by the user, the system automatically sets the value of such virtual flash card with a predetermined default value. The predetermined value may be 0%, 100%, or other values.
For instance, in the case of five minutes before an exam, it is more efficient for the user to review the problems that he or she answered correctly 70-80% of the time than to review the problems that the user almost never answered correctly or almost always answered correctly. It would also be meaningless for the user to review a problem that normally took him or her more than five minutes to answer. Thus, in such cases, the system may select the virtual flash cards the user normally answered within 30 seconds and answered correctly 70-80% of the time. Furthermore, it may be more beneficial for the user to review the flash cards that the user answered correctly 4 out of 5 times, rather than 40 out of 50 times. Hence the invention not only measures the percentages of the correct answers for each flash card, but also the rates of the correct answers by keeping track of the number of times each flash card was presented to the user.
The study sessions may contain different virtual flash card decks depending on the users' studying situations. Since each user's information (i.e., the rate and percentage of correct answers provided and time took to answer the problem) is registered in each virtual flash card, different virtual flash cards may be provided to different users even if they are registered for the same study course and share same study objectives.
The user is prompted to enter an answer for each virtual flash card. When a user submits an answer, the system can either automatically check if the submitted answer is correct or allow the user to manually check his or her answer.
When running an automatic check, the system scores the answers by comparing the user's entry to the answer in the system's database. If the entry is in form of text or image, the system utilizes character recognition techniques to translate the entry. If the translated entry matches the answer in the database, the system scores the entry as a correct answer.
If the user wishes to manually check and score his or her answer, the system can display the back side of the virtual flash card so the user can compare his or her answer to the answer provided by the system.
The invention's study system keeps track of the user's (student) performance, his or her objectives, time constraints and other information including those of other users.
The information above are saved in the statistic analyzer 154.
The “study course” comprises the virtual flash card decks, users' study goals or objectives, time constraints, and performance statistics.
In essence, a “study course” comprises a collection of virtual flash cards assembled for a specific study goal (e.g., 95% proficiency in 8th grade math) and a particular virtual flash card deck may be assigned to a plurality of study sessions and/or courses.
“Time constraint” is the time it takes the user to master a study course (e.g., two weeks).
The user's progress or performance can be interpreted as “proficiency.” Here, “proficiency” is the percentage of correct answers provided by the user for every virtual flash cards contained in a study course. The value of the user's progress is calculated by taking the number of flash cards answered correctly by the user above a certain percentage, divided by the total number of flash cards assigned to achieve the study objective, multiplied by one hundred (100). The percentage of correct answers for virtual flash cards reviewed less than a certain number of times can be set as zero (0) depending on the learning situation.
The value of the user's progress and the virtual flash card decks associated with study courses are saved in the local disk by the statistic analyzer 154 and/or the virtual flash card deck database 152.
The course scheduling feature 158 divides a study course into a plurality of study sessions and assigns the study sessions accordingly to the user's progress or availability. The course scheduling feature 158 further assigns the virtual flash cards to specific study sessions and the order of virtual flash cards being displayed.
The course scheduling feature 158 schedules the study course accordingly to the user's progress and the change in user's availability.
For example, in certain cases such as five minutes before the exam, the course scheduling feature 158 can consider the above factors when determining the order of the virtual flash cards.
When the user has a limited amount of time to review the materials, it would be beneficial for the user to review the material that would maximize his or her learning benefits by considering the changing pattern of the rates and percentages of correct answers given by the user and/or other users for each virtual flash card, and time constraints when determining which virtual flash cards to review during the remaining time.
In a situation where the user has five minutes left to review for an exam, it would be unsuitable for the user to review a problem he or she never answered correctly or a problem that normally took the user an hour to answer. The more useful studying method in this situation could be reviewing the virtual flash cards with the most recent answering rate being near 70% or more; and to review the cards with the shorter time needed to answer before reviewing the ones that require longer amount of time, as to maximize the amount of the reviewed material before the exam.
Thus, the course scheduling feature 158 considers the following factors when assigning the virtual flash card to a particular session and determining the order of virtual flash cards: (1) the rate and percentage of correct answers given by the user for each of such virtual flash cards; (2) the rate and percentage of correct answers given by other users for each of such virtual flash cards; (3) time needed for such user to complete each of such virtual flash cards; (4) time needed for such other users' to complete each of such virtual flash cards; and (5) the changing pattern of the rates and percentages of correct answers provided by the user and/or other users for each such virtual flash card when the user and for other users have answered each such virtual flash card for more than once throughout the study session and/or the study course.
The course scheduling feature 158 may receive information such as other users' progress, rate and percentage of correct answers for each such virtual flash card, and changing pattern of the rates and percentages of correct answers for each such virtual flash card through the class server 120 and the central server 130, and schedule the course accordingly. In other words, the feature not only considers the user's progress, rate and percentage of correct answers, and changing pattern of the rates and percentages of correct answers, but also other users' progress, percentage of correct answers, and changing pattern of the percentages of correct answers to produce optimal results. Here, the feature may consider only the information of the users in same grade or level as such user.
For example, the system may display the virtual flash cards with the greatest disparity in such user's and other users' rate and percentage of answering correctly. The system may also display the virtual flash cards other users reviewed the most.
If the system does not have enough information on such user yet, the course scheduling feature 158 may determine the order of the virtual flash cards by utilizing the information of other users in the same or similar grade or level as such user.
As described above, the course scheduling feature 158 can utilize other users' learning statistics to schedule such user's study session and select the virtual flash cards.
In certain embodiments, the course scheduling feature 158 may not necessarily consider the user's availability.
In certain embodiments, the course scheduling feature 158 may provide an estimated time to complete a course to achieve the learning goal of the user. The estimated time to complete may differ depending on the user's proficiency, studying situation, and etc., and it may be dynamically re-calculated based on the user's progress. By providing the estimated time to complete, the feature allows the user to practice answering a problem within a certain time range.
The course scheduling feature 158 may consider the user's situation when selecting and determining the order of virtual flash cards in a particular study session.
Because the user's information is registered for each virtual flash card (such as proficiency and estimated time required to answer the problem), the selection and order of virtual flash cards may differ depending on the user even if the study course and objectives are identical among the users.
The selection and order of virtual flash cards may also differ depending on how the changing pattern of the rates and percentages of correct answers given by the user and/or other users for each of such virtual flash cards is. The changing pattern of the rates and percentages may capture one of the increasing, decreasing or fluctuating trends of the percentages of correct answers for each virtual flash card. For example, in the case of five minutes before examination, among virtual flash cards with the percentage range of correct answers from 60% to 70%, a virtual flash card having a decreasing trend of the percentages of correct answers may be displayed earlier than a flash card having an increasing trend of the percentages of correct answers.
In cases where the rates and percentages of correct answers provided by the user for virtual flash cards are equal, the selection and order of such virtual flash cards may be determined based on whether the changing pattern of the rates and percentages of correct answers given by the user and/or other users for each of such virtual flash cards captures the increasing trend of the percentages of correct answers, the decreasing trend of the percentages or the fluctuating trend of the percentages. For an example, there may be two flash cards where the changing pattern of the rates and percentages of correct answers by one user differs but the rate and percentage of correct answers is the same. This may occur where, in the case of answering two flash cards for four times throughout a study session and/or a study course, the user answered one virtual flash card incorrectly the first time and correctly the last three times and answered another virtual flash card correctly the first three times and incorrectly the last time. So far, both flash cards have the correctly answered rate of 75% for the user. However, the former card is in an increasing trend of the rates and percentages of correct answers, while the latter card is in a decreasing trend of the rates and percentages of correct answers. Such phenomena could be caused in a certain case where, as time passes by, the user may forget the learned material, or newly learned materials may negatively impact the users' the retrieval of the previously learned material. In this case, the selection and order of such two cards are determined depending on the goal of the study session and the course, and the learning situations of the user.
The performance reviewer 162 calculates the progress of the study course or session and presents the calculated result to the user in different ways.
Such calculated progress is analyzed and saved by the statistic analyzer 154.
The authoring mode manager 156 allows the user to create his or her own virtual flash card decks.
In other words, the user can: (1) create new cards; (2) modify existing cards; (3) delete a card; (4) merge card decks; (5) organize or label the cards and decks; and (5) import and export flash cards from the class server 120 and the central server 130.
The client training feature 150 can receive and perform the user's entry through the entry management feature 164.
The entry management feature 164 may receive the user's entry through a keyboard, computer mouse, touch pad, tablet pen, or stylus pen (touch pen).
The entry management feature 164 can run at all times regardless of whether the system is in authoring mode or training mode.
The client management feature 100 comprises an authoring mode manager 102 and a performance reviewer 104. The client management feature 100 controls the class server 120.
The class server 120 saves the common virtual flash card decks, simplify the distribution of virtual flash card decks, gather information on users' progress, and help users utilize the studying system.
The client management feature 100 is a feature created for users who are teachers and exam proctors. The client management feature 100, through the authoring mode manager 102, allows such users to edit the virtual flash card decks saved in the class server.
The authoring mode manager 102 is similar to the authoring mode manager 156 of the client training feature 150, but unlike the authoring mode manager 156, the authoring mode manager 102 does not administer the local deck which is a set of flash cards that are being used in the current study session which is a subset of the entire flash card decks in the current study course selected by an user.
In certain embodiments, the authoring mode manager 102 may provide the name of the user who created or edited a particular virtual flash card.
The performance reviewer 104 provides teachers and exam proctors with progress reports of students in various formats who attend the class in the class server 120.
The client management feature 100 also includes a function that allows the teachers and exam proctors to transfer study course information and virtual flash card deck information to the client training feature 150.
Although not illustrated on FIG. 1, like the entry management feature 164, the client management feature 100 can include devices that allow users to submit entries.
The client management feature 100 and the client training feature 150 illustrated in FIG. 1 can serve different modes in the system component. In certain embodiments, the components of the client management feature 100 and the client training feature 150 may be different.
The central server 130 is shared through the client management feature 100 and the client training feature 150. The information saved in the central server 130 includes virtual flash card decks, the study course information associated with such virtual flash card decks, and progress reports. The client training feature 150 can either directly select and utilize the virtual flash card decks saved in the central server 130 or utilize the virtual flash card decks recommended by the client management feature 100.
The client management feature 100 can copy and paste the virtual flash card decks saved in the central server 130 to the class server 120. The class server 120 can edit such virtual flash card decks. The proficiency information saved in the central server 130 can be utilized by the course scheduling feature 158 which is included in the client training feature 150.
In certain embodiments, the central server 130 may not exist.
In certain embodiments, the central server 130 may save information on virtual flash card decks only. In such cases, the virtual flash card decks are retrieved from the central server 130. However, the course scheduling feature 158 will not consider other users' proficiency information unless other users are included in the same study course as the user and their proficiency information is saved in the class server 120.
In certain embodiments, class server 120 and client management feature 100 may not be installed in the system. In such cases, the system may or may not include the central server 130.
In certain embodiments, the client training feature 150 may not include a local disk. In such cases, the virtual flash card decks may be saved in the class server 120 and/or in the central server 130. The proficiency information and progress report may or may not be saved in the class server 120 or the central server 130.
FIG. 2 is a flow diagram illustrating the process of the client training feature 150 in FIG. 1.
As illustrated in FIG. 2, upon starting, the client training feature 150 displays the main menu S202 which prompts the user to select either the training mode or the authoring mode.
The user may select the training mode to study a new or existing study course, or the user may select the authoring mode to create/edit the virtual flash cards.
If the user selects the training mode, the client training feature will decide if the user will start a new study course S204 or continue studying an existing study course.
If the user decides to continue studying an existing study course, the client training feature allows the user to select the course to study S206.
If the user decides to start the new study course S204, the client training feature allows the user to select a virtual flash card deck S208 and customize his or her course objective S210.
The client training feature then allows the user to customize his or her goals for the session S212, and performs the session training S160.
When session training is completed, a progress report S162 is provided to the user by the performance reviewer 162.
If the user selects the authoring mode, the client training feature executes the authoring mode and performs all corresponding functions such as creating, editing and deleting virtual flash cards 5156.
Upon completion of training or authoring mode, the client training feature displays an exit screen S220. If the user selects exit, the client training feature terminates the system. If the user does not select exit, the client training feature displays the main menu S202.
In certain embodiments, the client training feature can execute the learning mode to allow the user to learn the virtual flash card before starting a study session. In the learning mode, the front and back side of the virtual flash card is displayed to the user and the user may not have to enter the answer.
In certain embodiments, for the purpose of sorting out problematic virtual flash cards, the learning mode may track the time it takes the user to answer a virtual flash card and the frequency of such virtual flash card being displayed.
In certain embodiments, the client training feature may provide the user a full or partial progress report upon completion of each study session.
In certain embodiments, the client management feature 100 may create a study course corresponding to a predetermined course objective without having the client training feature or the user select the virtual flash card decks and course objectives or learning goals. Such study course may then use a default goal setting and be provided to the client training feature.
In certain embodiments, the central server 130 may provide the study course with the associated virtual flash card decks.
During session training S160, the user can enter his or her answer utilizing a stylus pen, tablet, keyboard, etc.
Also, in an authoring mode S156, the user can manually merge virtual flash card decks. Manual merge occurs when the user selects to merge two different virtual flash card decks. The new card deck that is produced by this process consists of all virtual flash cards that were included in such two virtual flash card decks. The client training feature can identify repeating virtual flash cards and delete them. However, the client training feature may not be able to automatically identify and delete all repeating flash cards. In such cases, the user can manually delete the repeating cards in authoring mode and training mode.
FIG. 3 is a flow diagram illustrating the process of session training in FIG. 2.
As shown in FIG. 3, as the session training starts, the virtual flash card decks and progress report that corresponds to the study course is loaded from the local disk S322.
Also, the course scheduling feature, which is included in the client training feature, selects the virtual flash cards from the virtual flash card deck S302.
Here, the course scheduling feature may consider the user's progress statistics, the time required to answer a virtual flash card, and time constraints.
For example, if the exam is in five minutes, the most effective virtual flash card to study would be the one that: (1) does not take long for the user to answer; (2) the user continues to improve from a certain range of time; and (3) the rate and percentage of correct answers given by the user for such virtual flash card is within a certain range.
When a virtual flash card is selected, the front side of the virtual flash card is displayed S304.
The user can conclude a virtual flash card as a repeated card before letting the system display the next virtual flash card or exiting the session.
Thus, the user can identify repeating virtual flash cards during study sessions S306.
The system may also automatically identify repeating virtual flash cards with its character recognition technique or pattern matching technique.
If determined as a duplicate card, the virtual flash card is deleted from the virtual flash card deck S308 and another virtual flash card is selected to display S302.
If the virtual flash card cannot be concluded as a repeated card, the study session will wait until the user completes the answer or until the time limit to complete the answer expires S312.
In other words, the study session either waits until the user enters an answer or moves to the next step if the user does not enter an answer within the given time.
In certain embodiments, hint may be provided upon the user's request. Here, the hint may be in the form of text, image, video, sound, or content entered in the system's authoring mode.
If a hint is provided, the client training feature tracks the virtual flash cards that provided the hint, and this information is later utilized by the course scheduling feature to determine the selection and order of virtual flash cards.
The client training feature also monitors and saves information on the time it took the user to complete an answer. This information is later utilized by the course scheduling feature to determine the selection and order of virtual flash cards.
The user may skip a displayed virtual flash card during a study session. The user can also remove a virtual flash card from a study session by skipping such virtual flash card. Thus, the user can check the back side of a virtual flash card that he or she wishes to skip and move on to the next virtual flash card.
The system can track information on virtual flash cards that were skipped and provide the information to the user upon request.
Moreover, the user can add new virtual flash cards to the study course or session that the user is studying. The user may create a new virtual flash card through the authoring mode and register such virtual flash card to the associated study course or session.
The user can also exclude a virtual flash card from a study course or session. For example, if a virtual flash card is displayed during a study session and the user determines that such virtual flash card is irrelevant to the examination he or she is preparing for, the user can completely exclude such virtual flash card from the session.
If either the user submits an answer or the given time limit to answer the problem is reached, the back side of the virtual flash card is displayed S314.
The user can score his or her answer manually after comparing his or her answer with the answer on the back side of the virtual flash card.
The system determines whether the user scored the answer S316.
If the user did not enter his or her score, the system waits until the score is entered or until the time given to enter the score expires.
If the user entered his or her score, the system provides this information to the course scheduling feature.
The steps in S316 are eliminated if the system automatically scores the answer. If the system can automatically score the user's answer, either the steps in S314 is eliminated or the back side of more than one virtual flash card can be displayed.
The system determines whether to terminate the study session after each answer is scored S318.
If the study session is not terminated, the system continues to step S302 and selects the next virtual flash card.
If the study session is terminated, the training session halts further performance.
The virtual flash cards can be displayed multiple times during the study session depending on the user's progress. For example, if the session goal is not achieved after displaying all virtual flash cards and there is still time left to complete the session, virtual flash cards that can be answered within the leftover time can be selected and displayed repeatedly.
An updated progress report can be provided to the user upon completion of each study session.
The user entry (input) device includes, but is not limited to stylus pen, keyboard, computer mouse, or other devices to enter the answer of a virtual flash card.
In certain embodiments, the steps S306 and S308 may be eliminated if the merger and/or manual merge function is not supported by the system.
FIG. 4 is an exemplary screen display of the main menu.
As illustrated in FIG. 4, upon starting the virtual flash card system, the client training feature displays the main menu. The main menu includes authoring mode menu 140 and the training mode menu 420.
As illustrated in FIG. 4, the user can log-in by typing his or her ID 440 and password 450 at the main menu.
The authoring mode menu 410 allows the user to create his or her own virtual flash card and the training mode menu 420 allows the user to start the studying system using virtual flash cards.
FIG. 5 is an exemplary screen display of the authoring mode.
As illustrated in FIG. 5, the virtual flash cards are composed of front sides 510 and back sides 520.
If necessary, a virtual flash card may include a hint/note content section 530 that corresponds to the problem on the front side of the virtual flash card.
FIG. 5 is an example of a virtual flash card created to study the two times multiplication table. In this example, the content on the front side of the virtual flash card consists of problems such as “2×2”, “2×3”, and “2×4”, and the content on the back side of the virtual flash card consists of corresponding answers such as “4”, “6”, and “8”.
The contents on the front and back side of the virtual flash card can be created in a text form using a keyboard or in an image form using a stylus pen. The contents can also be created in various forms such as video or sound.
In the present invention, a “virtual flash card deck” is defined as a collection of virtual flash cards included in a study course. As shown in FIG. 5, a course objective 540 may be customized for each study course.
The subject area of the study is provided in the form of a study course to the users. This will be described later in the section.
The authoring mode screen includes the following functions: (1) an open function 550 that opens a new card deck; (2) a save function 560 that saves the created card decks; and (3) a share function 570 that provides the selected card decks to other users.
FIG. 6 is an exemplary screen display of the save function on the authoring mode screen as shown on FIG. 5.
As illustrated in FIG. 6, an interface screen is displayed when the save function is selected. The interface allows the user to customize the file name 610, category 620, and for sharing purposes, other users who are allowed to use the card deck 630. Upon receiving such entries (inputs), the save function can be enabled to complete the saving process.
File name 610 is the name of the file to be saved. Category 620 is the category in which the virtual flash cards are to be arranged upon being saved. Here, the user can select among the list of categories 620 provided by the system or create a new category for the card deck.
The sharing with other users function 630 allows the user to control which people can utilize the virtual flash card decks. The user may enable all users, registered friends, only teachers, or only the user himself or herself to access the virtual flash card decks.
FIG. 7 is an exemplary screen display of the training mode.
FIG. 7 illustrates a virtual flash card reviewing the two times multiplication table.
The user may enter the answer in the answer space 720 once the front side of the virtual flash card 710 is displayed. Here, the answer may be entered in the form of text or image by utilizing the keyboard or stylus pen.
The user can request hint by selecting hint 730 before answering the problem. The user may also check the answer on the back side of the virtual flash card by selecting answer 740 after completing the problem.
The user can also check the status of the study course or session through the progress bar 750 on the training mode screen. The training mode screen also provides the current user's progress 760.
A study course is divided into two or more study sessions. For instance, if the user's course objective for SAT Verbal study course is to “master the course in three months,” the invention may compute and organize the number and the duration of the study sessions necessary to achieve the course objective throughout the course (i.e., once a week or everyday).
FIG. 8 is an exemplary screen display of the virtual flash card in training mode.
As illustrated in FIG. 8, the back side of the virtual flash card 810 appears after the user enters his or her answer. The user can then compare his or her answer with the back side of the virtual flash card.
FIG. 9 illustrates an example of the screen that appears at the end of a session.
As illustrated in FIG. 9, when a study session is completed, a screen that provides the user's performance, points earned, and option to review answers is displayed. Users may also view frequently missed questions.
For instance, user's performance is calculated by dividing the number of virtual flash cards within a certain range of proficiency by the total number of virtual flash cards selected to achieve the course objective and multiplying the result by one hundred (100).
The frequently missed problems or questions can be determined by considering the number of times the problem was answered incorrectly, or the rate and percentage of which the user answered correctly is decreasing. Virtual flash cards selected for review are arranged in order of proficiency level (low to high) or number of times the user answered the problem incorrectly (high to low). The number of virtual flash cards selected for review can be customized.
Points achieved are distributed based on the user's progress. The points can be used to purchase virtual flash cards that other users have created.
FIG. 10 illustrates an example of the objective (goal) setting screen for a studying subject.
As illustrated in FIG. 10, the customized objective for the subject matter is “getting an A”.
Here, such objective may customize a particular virtual flash card deck or it may customize the entire study course.
For example, if the objective is set as “720 on SAT Verbal,” the system can automatically set the required percentage of correct answers for the corresponding virtual flash cards so the user can achieve his or her objective.
The system can also provide a list of objectives that the user may choose from, and the user can select an appropriate objective from the list provided.
FIG. 11 is an exemplary screen display of the training mode.
As shown in FIG. 11, there are two options in the training mode: (1) self-study mode 1110; and (2) group study mode 1120.
Additionally, the “my study room” feature 1130 is available in the training mode. The “my study room” feature 1130 displays the registered study courses organized by categories.
Self-study mode 1110 allows the user to study the course alone. Group study mode 1120 allows the user to study the course with other users online.
FIG. 12 is an exemplary screen display of the group study mode.
As illustrated in FIG. 12, in group study mode, the problem is displayed on the front side of the virtual flash card 1210 and an answer space 1220 is provided for each user to enter his or her answer. Here, the other user's answer space 1230 is also displayed on the user's screen. However, the other user's answer space 1230 cannot be viewed by the user and the other user's answer is not revealed until after the user completes the problem.
FIG. 13 is an exemplary display of the group study mode after both users entered the answer.
As shown in FIG. 13, the answer button 1310 is enabled once the user enters his or her answer in the answer space 1220. When the user selects the answer button 1310, the back side of the virtual flash card 1320 is displayed and the user can compare his or her answer with the answer on the back side of the virtual flash card. The other user's answer 1230 is also revealed so the user can also compare his or her answer with the other user's answer.
By allowing multiple users to study the course together, the study method described above can maximize the learning benefits of the studying system using virtual flash cards without losing the users' interest.
FIG. 14 illustrates another exemplary screen display of the training mode.
As illustrated in FIG. 14, the user can select among the study courses displayed on the screen.
The user can also search the study course or virtual flash card decks that he or she would like to study.
Also, the “my study room” feature 1130 is available in the training mode. The “my study room” feature 1130 displays the user's registered study courses organized by categories.
As shown in FIG. 14, the user in this example selected the GMAT course.
FIG. 15 is an exemplary screen display of the GMAT training course.
As illustrated in FIG. 15, GMAT verbal and math courses are each $10 for 30 days. Once the user agrees to the terms of the transaction, he or she may start the course.
FIG. 16 illustrates an example of the GMAT course objective (goal) setting screen.
As shown in FIG. 16, the GMAT course objective is customized as “800 on GMAT Verbal.”
FIG. 17 illustrates an example of the mode selection screen after the user customizes GMAT course objective (goal).
As shown in FIG. 17, learning mode 1710, training mode 1720, and check progress mode 1730 are displayed upon customization of the GMAT course objective.
In the example in FIG. 17, the user selected learning mode 1710.
FIG. 18 is an exemplary screen display of the learning mode in GMAT course.
As illustrated in FIG. 18, the front side of the virtual flash card 1810 is displayed in GMAT course learning mode. The user may also select to display the back side of the virtual flash card 1820 to see the answer.
Also shown in FIG. 18, the user can monitor which number of virtual flash card is being displayed 1830.
The user can complete a course relatively faster in learning mode since the user is not required to enter an answer.
The user can skip or go back by clicking the arrows displayed on the screen.
FIG. 19 illustrates an example of the course objective (goal) setting screen.
As shown in FIG. 19, the user may customize the proficiency level.
Also shown in FIG. 19, the proficiency level 1910 is customized as 95%. The proficiency level can be defined differently depending on the study course. For example, proficiency level can be defined as the number of virtual flash cards required to be answered correctly. Furthermore, the desired proficiency level can be changed for each learning session in the course. For example for the first session, the user may want to achieve 50% of proficiency, whereas for the second session, he or she may set the proficiency level to be 75%.
The user can also arrange the course schedule by utilizing the scheduling feature 1920.
The scheduling feature 1920 includes entry of duration 1921 and entry of availability 1922.
The user can enter the duration of the study course 1921. In the example in FIG. 19, the duration is customized as two weeks.
The user can also enter his or her availability 1922 (date and time the user is available to study).
When the user finishes arranging his or her course schedule, the user may click “OK” 1930 and the client training feature will calculate, organize and display the course schedule. The user can also manually edit the provided course schedule.
FIG. 20 illustrates an example of the answer display screen.
The answer display screen appears after the user completes a problem. As illustrated in FIG. 20, the answer display screen includes the front side display 2010, user's entry display 2020, and the back side display 2030.
The front side display 2010 illustrates the front side of the virtual flash card or the problem the user needs to answer.
The user's entry display 2020 illustrates the answer that the user entered for the corresponding virtual flash card.
The back side display 2020 illustrates the back side of the virtual flash card or the answer to the problem on the front side of the corresponding virtual flash card.
The user can manually score his or her answer by comparing his or her answer with the answer on the back side of the virtual flash card. The user may click “yes” 2040 if he or she answered correctly, or “no” 2050 if he or she answered incorrectly.
FIG. 20 is an example of an answer display screen that appears during the study session. Such answer display screen includes session progress bar 2060 which tracks the user's progress in the session.
FIG. 21 is an exemplary screen display of the authoring mode.
FIG. 21 illustrates noun deck 2110, idiom deck 2120, and sentence deck 2130 under the title “English.”
The user can add, edit, copy, delete, or merge virtual flash card decks. The user can also move virtual flash card decks to certain groups.
In certain embodiments, the authoring mode can be started by the authoring menu. The authoring menu provides the following options: (1) “new deck,” which creates new virtual flash card decks; (2) “edit deck,” which edits existing virtual flash card decks; and (3) “import/export deck,” which imports/exports virtual flash card decks through network.
If the user selects “new deck” or “edit deck” from the authoring menu, a deck menu is provided to the user.
The user may select the following options from the deck menu: (1) add card; (2) edit card; (3) copy card; (4) delete card; (5) merge deck; or (6) organize deck.
The add card option allows the user to add a new virtual flash card to the virtual flash card deck. The edit card option allows the user to edit a particular virtual flash card in a virtual flash card deck. After completing the add card option, the system can automatically execute the edit card option.
The copy card option allows the user to copy a particular virtual flash card. The delete card option allows the user to delete a certain virtual flash card from the virtual flash card deck. The merge deck option creates a new virtual flash card deck by merging more than two existing virtual flash card decks. The organize deck option arranges the order of the virtual flash cards. Here, the order determined by organize deck option can be similar to the training mode's quiz type order. However, the learning mode sequence would be more beneficial in this case.
Having thus described the invention in rather full detail, it will be understood that such detail need not be strictly adhered to, but that additional changes and modifications may suggest themselves to one skilled in the art. Accordingly, the specification and drawings are to be regarded in an illustrative rather than a restrictive sense.

Claims

1. A studying system using virtual cards, comprising:

a. a course scheduling feature that: (1) divides study courses associated with a plurality of card decks, wherein each deck bears a plurality of virtual flash cards, into a plurality of study sessions; (2) selects and assigns such virtual flash cards to such study sessions; and (3) determines the order of such virtual flash cards contained in such study sessions;

b. a session management feature that carries out such study sessions by displaying the front side of such virtual flash cards contained in such study sessions and by allowing the users to enter answers to such virtual flash cards; and

c. an entry management feature that provides an interface for users to enter such answers.

2. The study system according to claim 1, wherein such course scheduling feature considers the followings when selecting and determining the order of such virtual flash cards:

a. a rate and percentage of correct answers given by the user for each of such virtual flash cards;

b. a rate and percentage of correct answers given by other users for each of such virtual flash cards;

c. time needed for such user to complete each of such virtual flash cards; and

d. time needed for such other users' to complete each of such virtual flash cards.

3. The study system according to claim 2, wherein such course scheduling feature further considers a changing pattern of rates and percentages of correct answers given by either the user or the user and other users for each such virtual flash card that either such user or such user and other users has answered for more than once when assigning such virtual flash cards to such study sessions and when ordering the sequence of such virtual flash cards.

4. The study system according to claim 3, wherein such changing pattern of such rates and percentages of correct answers given for each such virtual flash card captures an increasing, decreasing or fluctuating trends of such rates and percentages of correct answers for each such virtual flash card.

5. The study system according to claim 4, wherein such study system further comprises:

a. a flash card deck database that saves such virtual flash card decks;

b. a performance reviewer that analyzes the user's progression for such study courses and such study sessions.

c. a statistic analyzer that quantifies such analyzed progression; and

d. an authoring mode manager that allows such user to create virtual flash card decks.

6. The study system according to claim 5, wherein such study system further comprises a client management feature that allows teachers and administrators to create virtual flash card decks and manages progression data of users registered in study courses.

7. The study system according to claim 6, wherein such study system further comprises:

a. a class server, under the control of such client management feature, that saves common virtual flash card decks of users registered in study courses; and

b. a central server, superior to such class server, that is shared by such client management feature and client training feature.

8. The study system according to claim 4, wherein such session management feature provides a group study mode, wherein:

a. the front side of such virtual flash card is displayed simultaneously to such user and such other users; and

b. such other user's answer and the back side of such virtual flash card is revealed concurrently to such user when such user enters his or her answer.

9. A method of studying using virtual cards, comprising:

a. dividing study courses associated with the plurality of card decks, wherein each deck bears a plurality of virtual flash cards, into a plurality of study sessions;

b. selecting and assigning such virtual flash cards to such study sessions and determining the order of such virtual flash cards contained in such study sessions; and

c. carrying out such study sessions by displaying the front side of such virtual flash cards contained in such study sessions and by allowing the users to enter answers to such virtual flash cards.

10. A method of claim 9, wherein assigning such virtual flash cards to such study sessions and ordering the sequence of such virtual flash cards, the followings are considered:

c. time needed for such user to complete each of such virtual flash cards; and

d. time needed for such other users to complete each of such virtual flash cards.

11. A method of claim 10, wherein assigning such virtual flash cards to such study sessions and ordering the sequence of such virtual flash cards, a changing pattern of rates and percentages of correct answers given by either such user or such user and other users for each such virtual flash card which either such user or such user and other users has answered for more than once is considered.

12. A method of claim 11, wherein such changing pattern of such rates and percentages of correct answers given for each such virtual flash card captures an increasing, decreasing or fluctuating trends of such rates and percentages of correct answers for each such virtual flash card.

13. A method of claim 12, wherein the study method provides the group study mode, wherein the front side of such virtual flash card is displayed simultaneously to such user and such other users; and such other user's answer and the back side of such virtual flash card is revealed concurrently to such user when such user enters his or her answer.