An audio learning system, which is applied to a vehicle and provides a learning content to a user staying in the vehicle in audio manner, includes: a learning element storage unit storing multiple learning elements; an in-vehicle duration estimation unit estimating an in-vehicle duration during which the user is in the vehicle; a learning program generation unit generating one batch of a learning program to be completed within the in-vehicle duration estimated by the in-vehicle duration estimation unit by combining the plurality of learning elements; and an execution unit executing the learning program. When a driving load estimated by a driving load estimation unit is higher than a predetermined load, the learning program generation unit generates the learning program to mainly include the learning elements that have been executed.

An audio learning system, which is applied to a vehicle and provides a learning content to a user staying in the vehicle in audio manner, includes: a learning element storage unit storing multiple learning elements; an in-vehicle duration estimation unit estimating an in-vehicle duration during which the user is in the vehicle; a learning program generation unit generating one batch of a learning program to be completed within the in-vehicle duration estimated by the in-vehicle duration estimation unit by combining the plurality of learning elements; and an execution unit executing the learning program. When a driving load estimated by a driving load estimation unit is higher than a predetermined load, the learning program generation unit generates the learning program to mainly include the learning elements that have been executed.

There is provided, in accordance with an embodiment of the present invention, an apparatus, system, and method to provide enhanced mental performance using games, by proving rhythm based and/or sensory-motor challenges. In one embodiment a rhythm-training platform is provided that includes a user computing device configured to provide rhythmic visual and audio based cues to challenge a user to respond to the cues; and a user rhythm-training device connectable to the user computer device, the rhythm-training device having input keys adapted to enable highly accurate measurement of the user's mechanical responses to the cues on the keys, and for receiving via a user interface input an indication of the user's response performance, wherein the user computing device includes user level adapting code for controlling rhythm based audio challenges given to a user, to be personalized in accordance with the user's performance.

A cognitive skill development method and system for training users in various fields wherein data is added to a video and the video is played on a user device in accordance with such data. Video interruption techniques such as video occlusion are used to interrupt the video. The user is then presented with questions corresponding to the video and the user's response to such questions is solicited and recorded.

A method executed by a computing device includes generating a virtual reality environment by detecting an illustrative asset common to first and second sets of assets. The method further includes rendering a three-dimensional (3-D) model of the illustrative asset and the first set of assets to produce 3-D frames of a first descriptive asset for issuance to a another computing device using an illustration approach. The method further includes rendering the three-dimensional (3-D) model of the illustrative asset and the second set of assets to produce 3-D frames of a second descriptive asset for issuance to the other computing device using an updated illustration approach.

Some embodiments of a virtual coaching platform can analyze user and coach characteristics to determine suggested coaching partnerships. Some virtual coaching platform embodiments can implement whole-person dimensionalities used to track progress and provide coaching resources and guidance. In some implementations, the virtual coaching platform can provide six whole-person dimensions including: centered, aware, agile, includes, elevates, and drives. Some virtual coaching platform embodiments can select a subset of the dimensionalities to update using determined associations between a user and the dimensionalities. Some virtual coaching platform embodiments can implement a motivational matrix to assess a user in a readiness versus clarity domain and provide coaching suggestions based on a corresponding type.

Some embodiments of a virtual coaching platform can analyze user and coach characteristics to determine suggested coaching partnerships. Some virtual coaching platform embodiments can implement whole-person dimensionalities used to track progress and provide coaching resources and guidance. In some implementations, the virtual coaching platform can provide six whole-person dimensions including: centered, aware, agile, includes, elevates, and drives. Some virtual coaching platform embodiments can select a subset of the dimensionalities to update using determined associations between a user and the dimensionalities. Some virtual coaching platform embodiments can implement a motivational matrix to assess a user in a readiness versus clarity domain and provide coaching suggestions based on a corresponding type.

An individual learning system includes (i) attribute tag management configured to manage a list of attribute tags indicating attributes of examination questions and learning materials, (ii) attribute tag attachment configured to attach the attribute tags to the examination questions and the learning materials, (iii) attribute tag-attached examination question management configured to record and manage a list of combinations of the learning materials and the attribute tags attached to the examination questions and by the attribute tag attachment, and student-specific correct/incorrect answer attribute tag counting configured to, when examination questions extracted from the attribute tag-attached examination question management are conducted on students, count, for each of the students, attribute tags corresponding to incorrect answers and correct answers given to the examination questions by the student.

An individual learning system includes (i) attribute tag management configured to manage a list of attribute tags indicating attributes of examination questions and learning materials, (ii) attribute tag attachment configured to attach the attribute tags to the examination questions and the learning materials, (iii) attribute tag-attached examination question management configured to record and manage a list of combinations of the learning materials and the attribute tags attached to the examination questions and by the attribute tag attachment, and student-specific correct/incorrect answer attribute tag counting configured to, when examination questions extracted from the attribute tag-attached examination question management are conducted on students, count, for each of the students, attribute tags corresponding to incorrect answers and correct answers given to the examination questions by the student.

Provided is a learning assistance technology that uses a learning history to check the level of comprehension by a learner in relation to a learning target. Included are a score calculation unit that uses a first occurrence ratio α(n) of a learning target Q(n) calculated using an occurrence frequency R(n) of the learning target Q(n) in a document to be used as a basis for creating a confirmation question and a second occurrence ratio β(n) of the learning target Q(n) weighted by viewing time and calculated using the occurrence frequency R(n) of the learning target Q(n) and a viewing time for each page of the document included in a learning history to calculate one of the difference between the first occurrence ratio α(n) and the second occurrence ratio β(n), the absolute value of the difference, or the ratio as a score S(n) of the learning target Q(n), and a query generation unit that treats the learning target Q(n) corresponding to the n for which the score S(n) is maximized as a query, that is, the learning target with which to create a confirmation question for a learner.