Heretofore, it has been suggested to use a learning device consisting of a combination of a learning sheet, learning reactor, and answer indicating bar. A base plate is made by arranging one common conducting band and separate single conducting bands set through slight clearances respectively to the right and left of it linearly in a series over a plurality of streaks by a printed wiring technique on an insulating plate. A right answer insulating part is formed between the common conducting band and one single conducting band. A wrong answer insulating part is formed between the common conducting band and the other single conducting band, so that respectively different indications may be made in the respective insulating parts. A plurality of answer holes are formed on the learning sheet mounted on the base plate so that only one answer hole representing a right answer is present in the right answer insulating part, and a plurality of answer holes representing wrong answers are present in the wrong answer insulating part. The answer hole considered to be the right answer to the set question is selected from among the answer holes. The conducting bands present in this answer hole are short-circuited by contacting the conductor of the answer indicating bar with this selected answer hole. An electric indication, i.e., the lighting of an indicating lamp, as to whether the selected answer is right or wrong is made. In the case of the right answer, a blue lamp is continuously lighted. In the case of the wrong answer, a red lamp is intermittently lighted. Or a buzzer is sounded continuously in the case of the right answer, and intermittently in the case of the wrong answer.
However, in this suggested learning device, the respective conducting bands arranged on the base plate of the learning reactor or the respective insulating parts of the right answer and wrong answers are formed in straight lines and are exposed out of the answer holes on the learning sheet. Therefore, the learner is likely to memorize the arranged patterns of the conducting bands. Because the respective answer holes to two or more set questions on one straight line all show the same reaction indications, even if the set question is not understood, the right answer may be selected and this negates objective learning.
Because the answer hole on the learning sheet is selected and the respective hole on the conducting bands are short-circuited by the contact of the conducting parts through this answer hole, the learning sheet itself is not likely to be damaged and there is an advantage in that the learning sheet can be repeatedly used. However, because the answer is obtained by the short-circuiting input between the conducting bands by the conductor of an answer indicating bar, it is necessary to use a conductive metal member for the conductor and to positively contact the conducting bands. To short-circuit the conducting bands adjacent to each other, this conductor must be contacted at a specific angle. When this angle is inclined even slightly, the contact will be faulty and no answer input will be attained. Particularly, as such learning device is to be used mostly by young school age children, the operation will be rather rough, the defects will be conspicuous, no proper answer indication will be obtained, and the right and wrong answers will be indicated by mistake.
Further, in order to use this kind of learning device, e.g., for learning a foreign language, this learning device includes a sight teaching material connected together with a tape recorder as a hearing teaching material. Heretofore, the sight learning with the learning reactor and learning sheet, and the hearing learning with the recorded sound reproduction of the tape recorder, have been used separately. Therefore, the thinking time on the part of the learner, and the timing of the set question and others, are all determined directly by the driving manner of the tape. Not only is this an inconvenience in that the individual difference of each learner cannot be inserted into the operation, but also, in the case of a set question requiring thought time, it will be necessary to stop the drive of the tape each time by a manual operation, or to adopt such means as of leaving a blank corresponding to the thinking time on the tape after setting the question. Stopping the drive of the tape each time is a useless complication to the learner, and will prevent the learner from concentrating solely on the learning. Providing blanks on the tape results in tape loss. Further, when replacing the learning sheet, the tape drive controlling operation will be forced on the learner and, as a result, will be likely to obstruct the learning.