JP2021087128A - Class system, viewing terminal, information processing method, and program - Google Patents

Abstract

To enhance education effect by seamlessly performing a class and a practice in correspondence education.SOLUTION: A class system for taking a class conducted in an immersive virtual space connects a communication class server 10 and a student terminal 30. The communication class server 10 comprises a delivery unit 103 that delivers class content for viewing a class being conducted in the virtual space and practical learning content for displaying in the virtual space a prescribed environment associated with the class. The student terminal 30 comprises a VR function unit 301 that disposes and controls in the virtual space an avatar of a student that uses the student terminal 30, receives the class content and practical learning content, and displays the class content or the practical learning content from the avatar's point of view. In the class system, the class content and the practical learning content are switched with prescribed timing.SELECTED DRAWING: Figure 4

Description

The present invention relates to a lesson system, a viewing terminal, an information processing method and a program.

In recent years, educational systems using information and communication technology (ICT) have become widespread.

For example, Patent Document 1 discloses an educational device that outputs a three-dimensional image to a head-mounted display (HMD) worn by a learner and conducts language education in a virtual reality environment.

Japanese Unexamined Patent Publication No. 2004-61783

By using the device of Patent Document 1, it is possible to enable a realistic experience and enhance the educational effect by performing language learning in a state of being isolated from the real world by the HMD and headphones.

In a group lesson in which the teacher and the student are in the same space, the effect of enhancing the educational effect can be expected by closely linking the lesson and the exercise by using the device of Patent Document 1 based on the instruction of the teacher in the lesson. However, in correspondence education, students select and watch lessons themselves, so it is up to the students to link the lessons and exercises and watch them.

The present invention has been made in view of the above, and an object of the present invention is to enhance the educational effect by seamlessly implementing lessons and practices in correspondence education.

The lesson system of one aspect of the present invention is a lesson system for connecting a communication lesson server and a viewing terminal to take a lesson in an immersive virtual space, and the correspondence lesson server is the virtual one. The viewing terminal has a distribution unit that distributes lesson content for viewing lessons conducted in a classroom in the space and on-the-job learning content for displaying a predetermined environment related to the lesson in the virtual space. An avatar control unit that arranges and controls the avatar of a student who uses the viewing terminal in the virtual space, a receiving unit that receives the lesson content and the on-the-job learning content, and the lesson content or the lesson content from the viewpoint of the avatar. It has a display unit for displaying the on-the-job learning content, and the lesson content and the on-the-job learning content are switched at a predetermined timing.

According to the present invention, in correspondence education, the educational effect can be enhanced by seamlessly implementing lessons and practices.

FIG. 1 is a block diagram showing an overall configuration example of the lesson content distribution system of the present embodiment. FIG. 2 is a diagram conceptually showing the classroom from which the lesson content is distributed. FIG. 3 is a functional block diagram showing a configuration example of a correspondence class server. FIG. 4 is a functional block diagram showing a configuration example of a student terminal. FIG. 5 is a sequence diagram showing a flow of processing for switching contents. FIG. 6 is a diagram showing a student taking a lesson in a virtual space. FIG. 7 is a diagram showing an example of on-the-job learning content. FIG. 8 is a diagram showing an example in which a part of the lesson content is fitted into the on-the-job learning content.

[System configuration]
Hereinafter, the lesson system according to the embodiment of the present invention will be described with reference to the drawings.

The lesson system of this embodiment is a lesson system for taking lessons conducted in an immersive virtual space. The lesson system shown in FIG. 1 includes a correspondence lesson server 10 and a plurality of student terminals 30. The correspondence class server 10 and the plurality of student terminals 30 are connected to the communication line 20. The correspondence class server 10 and the plurality of student terminals 30 are arranged at positions apart from each other. The plurality of student terminals 30 may also be arranged at distant positions. The communication line 20 is an arbitrary communication line such as the Internet. Although 6 student terminals 30 are shown in FIG. 1, the number of student terminals 30 is arbitrary.

As the student terminal 30, any computer device having a VR function can be used. The student terminal 30 includes a head-mounted display (HMD) for the student to wear and view the inside of the virtual space, a controller for receiving input from the student and operating the student avatar arranged in the virtual space, and a controller. Connect a microphone to enter the student's answer.

The student terminal 30 receives information for viewing a lesson in the virtual space from the correspondence lesson server 10 and displays it on the HMD. The HMD detects the movement of the student's head and changes the shooting direction of the virtual camera that shoots the virtual space according to the movement of the head. That is, students can move their heads to see in any direction within the virtual space. When the student operates the controller, the student avatar in the virtual space operates according to the input operation. For example, when a student raises his hand holding the controller, so does the student avatar.

A classroom display 11, a relay camera 12, a teacher terminal 13, a microphone 14, and a speaker 15 are connected to the communication class server 10. The speaker 15 includes headphones (earphones). The communication lesson server 10 creates lesson contents of the lesson to be held in the virtual space based on the information received from the connected device, and distributes the lesson contents to the student terminal 30.

As shown in FIG. 2, the teacher 40 stands in front of the classroom display 11 and gives a lesson using the classroom display 11 and the teacher terminal 13. The classroom display 11 is a large screen display called an electronic blackboard. The teacher 40 displays the lesson data stored in the correspondence lesson server 10 on the classroom display 11 to give a lesson. The lesson data is transitioned and displayed according to the utterance of the teacher 40, and the lesson progresses. A blackboard or a whiteboard may be used instead of the classroom display 11.

The relay camera 12 captures the lesson by the teacher 40. As the relay camera 12, for example, a 360-degree camera (also referred to as an omnidirectional camera) that captures the entire circumferential direction in the classroom can be used. The panoramic video (also referred to as 360-degree video or spherical video) of the lesson is transmitted to the correspondence lesson server 10 and stored as lesson content. The correspondence lesson server 10 delivers the panoramic video to the student terminal 30. The student terminal 30 projects a panoramic moving image into the virtual space. By shooting a panoramic video with parallax with the relay camera 12 and displaying the image with parallax with the HMD, the student wears the HMD and enters the virtual space, and the three-dimensional panorama projected in the virtual space. You can see the video. This allows students to feel as if they are taking lessons in an immersive and realistic classroom.

As the relay camera 12, a camera that captures an arbitrary angle (for example, 180 degrees) in front of the classroom may be used. The rear part of the classroom, which is not photographed by the relay camera 12, may be constructed by computer graphics by arranging floor, wall, and ceiling objects in the virtual space. When the student turns to the back of the classroom in the virtual space, the student sees the CG classroom instead of the empty space, and the immersive feeling is not impaired.

The teacher terminal 13 is a terminal used by the teacher 40 when proceeding with the lesson. The teacher 40 may operate the teacher terminal 13 and select the lesson data to be displayed on the classroom display 11. Further, the teacher 40 may operate the teacher terminal 13 during the lesson and set a switching timing for transmitting the on-the-job learning content to the student terminal 30. The on-the-job learning content is data for displaying a predetermined environment related to the lesson on the student terminal 30. At the switching timing, the content to be delivered is switched from the lesson content to the on-the-job learning content. The student terminal 30 receives the on-the-job learning content, and the student who displays the on-the-job learning content feels as if he / she has moved from the classroom where he / she was taking the lesson to a predetermined environment. Students practice what they have learned in class content in an environment that displays hands-on learning content.

The timing of switching to the on-the-job learning content may be set not only by the teacher 40 while performing the lesson, but also by watching the video of the lesson taken after the lesson is taken. It should be noted that each of the above operations can be performed in various modes other than the mode in which the teacher terminal 13 used by the teacher is used. For example, a terminal or the like operated by a producer or director of a distance learning broadcast, or a distributor of a program may be used, of course. This point is common to each operation using the teacher terminal 13 described below.

The microphone 14 collects the sound emitted by the teacher 40. The collected voice data is transmitted to the correspondence class server 10. The correspondence lesson server 10 distributes audio data to the student terminal 30 in accordance with the moving image.

The speaker 15 outputs, for example, an instruction regarding the progress of the lesson from the shooting staff and conveys it to the teacher 40.

[Server configuration]
A configuration example of the correspondence class server 10 will be described with reference to FIG. The communication class server 10 shown in FIG. 3 includes an input / output unit 101, a storage unit 102, a distribution unit 103, and an answer receiving unit 104.

The input / output unit 101 is connected to the classroom display 11, the relay camera 12, the teacher terminal 13, the microphone 14, and the speaker 15, and outputs the lesson data to the classroom display 11 and the teacher terminal 13, video data, and audio. Enter data and operations. The moving image data and audio data input by the input / output unit 101 are stored in the storage unit 102 as lesson content.

The storage unit 102 stores the lesson content obtained by photographing the lesson performed in the classroom and the on-the-job learning content used in the lesson. A plurality of on-the-job learning contents may be used for one lesson content.

The storage unit 102 stores the switching timing for distributing the on-the-job learning content data in the lesson. The switching timing is the elapsed time from the start of the lesson. The time stamp of the video data of the lesson content may be used. The storage unit 102 also stores the switching timing for switching from the on-the-job learning content to the lesson content. The time when the playback of the on-the-job learning content is completed may be the timing for switching to the lesson content.

The storage unit 102 may store the student's answer in the hands-on learning content. For example, memorize the English conversation that the student uttered while watching the on-the-job learning content. At a later date, the teacher may evaluate the student's answer stored in the memory unit 102 and notify the student of the evaluation.

The distribution unit 103 distributes the lesson content data in response to the request of the student terminal 30. The distribution unit 103 may stream the lesson content data to the student terminal 30 or download the lesson content data to the student terminal 30.

When it is time to switch the content to be distributed, the distribution unit 103 switches the content to be distributed from the lesson content to the on-the-job learning content, or switches from the on-the-job learning content to the lesson content.

The answer receiving unit 104 receives the answers of the students who are learning the on-the-job learning content and stores them in the storage unit 102. The answer receiving unit 104 may select the on-the-job learning content to be delivered next according to the student's answer.

[Student terminal configuration]
A configuration example of the student terminal 30 will be described with reference to FIG. The student terminal 30 shown in FIG. 4 includes a VR function unit 301, an input unit 302, and an answer transmission unit 303. The HMD 31, the controller 32, and the microphone 33 are connected to the student terminal 30.

The VR function unit 301 receives lesson content data and on-the-job learning content from the correspondence lesson server 10, controls a virtual camera in the virtual space based on the movement of the student's head detected by the HMD 31, and directs the student's head. Is displayed on the HMD 31. Further, the VR function unit 301 controls the posture and movement of the student avatar based on the information input from the HMD 31 and the controller 32, and arranges and renders the student avatar in the virtual space.

The input unit 302 inputs the student's head movement detected by the HMD 31, the operation by the controller 32, and the student's voice collected by the microphone 33. The student's movement information and operations are transmitted to the VR function unit 301 and used to control the student avatar. The student's voice is transmitted to the correspondence lesson server 10 via the answer transmission unit 303.

The answer transmission unit 303 transmits the answers of the students who are learning the on-the-job learning content to the correspondence class server 10.

The student terminal 30 may transmit motion data for controlling the posture and movement of the student avatar to the communication class server 10.

For the communication class server 10 and the student terminal 30, for example, a general-purpose computer system including a central processing unit (CPU), memory, storage, communication device, and input / output device can be used. In this computer system, the correspondence class server 10 and the student terminal 30 are realized by the CPU executing a predetermined program loaded in the memory. This program can be recorded on a computer-readable recording medium such as a magnetic disk, an optical disk, or a semiconductor memory, or can be distributed via a network.

[Content switching process]
The process of switching between the lesson content and the on-the-job learning content will be described with reference to the sequence diagram of FIG.

In step S11, the correspondence lesson server 10 starts delivering the lesson content to the student terminal 30. It is assumed that the lesson content is a panoramic video of the teacher 40 proceeding with an English conversation class at the airport. The student terminal 30 projects a panoramic moving image into the virtual space. An image corresponding to the orientation of the student's head is displayed on the HMD 31 worn by the student.

FIG. 6 is a diagram showing a student taking a lesson in a virtual space. A panoramic video of the teacher 40 and the classroom display 11 is projected in the virtual space. In FIG. 6, the walls, floor, and ceiling of the classroom in the panoramic video are omitted. The desk object 510 is a three-dimensional object placed in front of the student avatar in the virtual space. Although the student avatar is omitted in FIG. 6, the student avatar is arranged at a position corresponding to the relay camera 12 in the virtual space. The student terminal 30 renders an image in which objects in the virtual space such as the student avatar and the desk object 510 are combined with the panoramic moving image based on the viewpoint position of the student avatar, and supplies the image to the HMD 31.

When the lesson progresses and the switching timing comes, for example, when the explanation of the conversation sentence to be newly learned is finished, in step S12, the correspondence lesson server 10 changes the content to be delivered to the student terminal 30 from the lesson content to the on-the-job learning content. Switch. For example, the correspondence lesson server 10 associates the switching timing (for example, the elapsed time from the start of the lesson) with the on-the-job learning content, and executes the content switching when the elapsed time from the start of the lesson reaches the switching timing.

In step S13, the correspondence lesson server 10 suspends the distribution of the lesson content and starts the distribution of the on-the-job learning content.

For example, when the lesson is about English conversation at the airport, the on-the-job learning content is the content that displays the inside of the airport where the English conversation learned in the lesson is used. The on-the-job learning content is preferably a panoramic video taken with a 360-degree camera at the actual site in order to give a sense of reality. A 360-degree camera is installed in front of the airport counter, and the entire circumferential direction inside the airport is photographed from the viewpoint of the customer in front of the airport counter. You may set up an airport counter in the studio and shoot. The on-the-job learning content is not limited to the panoramic video, but may be a panoramic still image. When using still images for on-the-job learning content, it is advisable to add the environmental sound of the airport in order to give a more realistic feeling.

Alternatively, the on-the-job learning content is not limited to the live-action film, but may be computer graphics. In this case, the correspondence class server 10 may deliver the rendered image to the student terminal 30, or the student terminal 30 may render the virtual space.

When the on-the-job learning content is delivered, the student terminal 30 displays a panoramic video of the airport instead of the panoramic video of the classroom. Since the panoramic video of the airport is projected on the virtual space, the students feel as if they are inside the airport when looking around.

FIG. 7 shows an example of on-the-job learning content. The example of FIG. 7 is on-the-job learning content for practicing conversation with the staff 41 of the airport counter. In the hands-on learning content, the student plays a guest in front of the counter and practices conversation with the staff 41 in the panoramic video projected in the virtual space using the conversational sentences learned in the lesson. For example, in the hands-on learning content, a silent section is provided for a while after the staff 41 asks a question, and the student responds to the question of the staff 41. Instead of the live-action staff 41, a staff avatar drawn by computer graphics may be combined with the live-action airport image.

In step S14, the student's sound collected by the microphone 33 is transmitted to the student terminal 30 as an answer, in step S15, is transmitted from the student terminal 30 to the correspondence lesson server 10, and in step S16. , Recorded on the correspondence class server 10.

When the distribution of the on-the-job learning content is completed, in step S17, the correspondence lesson server 10 switches the content to be delivered to the student terminal 30 from the on-the-job learning content to the lesson content.

In step S18, the correspondence lesson server 10 stops the distribution of the on-the-job learning content and resumes the distribution of the lesson content.

[Modification example]
The student terminal 30 may switch between the lesson content and the on-the-job learning content. For example, the student terminal 30 downloads the lesson content, the on-the-job learning content, and the switching timing from the correspondence lesson server 10. The student terminal 30 reproduces the lesson content and switches to the on-the-job learning content at the switching timing. Alternatively, the student terminal 30 receives the switching timing in advance. The student terminal 30 requests the communication lesson server 10 to deliver the lesson content at the start of the lesson, and requests the correspondence lesson server 10 to deliver the on-the-job learning content at the switching timing.

The correspondence lesson server 10 may analyze the student's answer and switch the on-the-job learning content to be distributed. For example, when the correspondence lesson server 10 has not received the answer, the same on-the-job learning content is repeatedly delivered, and when the answer is received, the next on-the-job learning content is delivered. In addition, the on-the-job learning content to be delivered next may be branched according to the answer content. A break (chapter) may be added to the on-the-job learning content, and the chapter may be skipped or the chapter may be returned according to the answer content.

A time bar showing the time to accept answers from students may be displayed in the virtual space. For example, the time bar is shortened with the passage of time, and when the time bar disappears, it is considered that the time has expired. If the time runs out, the same part of the on-the-job learning content may be delivered repeatedly, or it may proceed to the next step.

As shown in FIG. 8, a part of the lesson content may be fitted and synthesized in the on-the-job learning content. In the example of FIG. 8, a part of the lesson content in which the classroom display 11 and the teacher 40 are shown is displayed in the frame 520. For example, if the classroom display 11 in the frame 520 displays an example sentence of the conversation learned in the lesson, it helps the student's conversation. The audio of the teacher 40 may be heard by the student learning in the hands-on learning content. For example, the teacher 40 utters the following conversational sentence, and the student repeats the conversational sentence following the utterance of the teacher 40.

Multiple students may be able to view the same lesson content at the same time. In this case, when viewing the lesson content, a plurality of student avatars are placed in the same virtual space, and when viewing the hands-on learning content, the students place the student avatars in individual virtual spaces. More specifically, when the lesson content is viewed by a plurality of students, the plurality of student avatars and the desk object 510 are displayed side by side in the same classroom in the virtual space where the lesson is held. When students look around the classroom, they can see other student avatars. When switching from lesson content to hands-on learning content, the display of other student avatars is turned off, and students proceed with learning using the hands-on learning content in individual virtual spaces.

In addition, even in the hands-on learning content, a plurality of student avatars may be arranged in the same virtual space. For example, one student avatar plays the role of an airline staff and another student avatar plays the role of a guest. The correspondence lesson server 10 delivers on-the-job learning content according to the role of each student. Specifically, the panoramic video taken from the inside of the airport counter will be distributed as on-the-job learning content to the students who play the role of the staff, and the panoramic video taken from the front of the airport counter will be distributed to the students who play the role of the customer. Delivered as hands-on learning content. In the virtual space where the on-the-job learning content is projected, the student avatar who plays the staff and the student avatar who plays the customer talk. Other students may be able to see the two student avatars talking on the classroom display 11.

The lesson system of this embodiment can also be used for lessons other than language. For example, when learning a trial in society, the correspondence lesson server 10 prepares on-the-job learning content in which the inside of the court is photographed, and photographs the student from the defendant's seat or the judge's seat in the court at the switching timing. Deliver on-the-job learning content. As shown in FIG. 8, the lesson content may be displayed in the frame 520 to explain how the teacher 40 can be seen from the student's point of view. The student avatar may perform a mock trial by playing the role of a judge, a lawyer, or a accused in the same virtual space.

The lesson content may be distributed in either the real-time distance lesson mode in which the lesson taught by the teacher is distributed in real time or the time shift distance lesson mode in which the lesson taken or produced in advance is distributed.

The real-time distance lesson mode is a mode in which the lesson that the teacher is currently conducting in real time is delivered to each student terminal 30 via the correspondence lesson server 10 and viewed. Multiple students watch the same lesson content at the same time. That is, a plurality of student avatars exist in the same virtual space. If multiple student avatars are in the same virtual space that displays the hands-on learning content when the lesson content is switched to the hands-on learning content, for example, English conversation practice cannot be done by immersing yourself in the environment of the hands-on learning content. There is. Therefore, when switching from lesson content to hands-on learning content, student avatars are placed in individual virtual spaces. Alternatively, the teacher may nominate a student so that other students can see the student talking in an environment of hands-on learning content. On-the-job learning content is delivered only to designated students. Other student avatars exist in the classroom in virtual space. An image of a student avatar talking in an environment of hands-on learning content is projected on the classroom display 11, and other student avatars can see the image.

In the time-shift distance lesson mode, lesson contents shot and produced in advance are stored in the server in advance instead of in real time, and the student terminal is requested at an arbitrary time in response to the transmission request from the individual student terminal 30. This mode is distributed to 30 and viewed. In this case, the operation of the student avatar while viewing the lesson content and the like are stored in the correspondence lesson server 10. The movements of the student avatars accumulated to the students who watch the same lesson content at different timings are distributed and placed as classmate student avatars in the classroom in the virtual space of the lesson content. As a result, it is possible to obtain a pseudo effect as if different students who are separated in space and time are taking the same lesson together at the same time.

As described above, the lesson system of the present embodiment is a lesson system for connecting the correspondence lesson server 10 and the student terminal 30 to take a lesson conducted in an immersive virtual space. The correspondence lesson server 10 has a distribution unit 103 that distributes lesson contents for viewing a lesson conducted in the virtual space and on-the-job learning contents for displaying a predetermined environment related to the lesson in the virtual space. The student terminal 30 arranges and controls the student's avatar using the student terminal 30 in the virtual space, receives the lesson content and the on-the-job learning content, and outputs the lesson content or the on-the-job learning content from the viewpoint of the avatar. It has a VR function unit 301 to display. In the lesson system, the lesson content and the on-the-job learning content are switched at a predetermined timing. As a result, the lesson content and the on-the-job learning content can be continuously and seamlessly learned, and what is learned in the lesson content can be immediately put into practice in the on-the-job learning content. Therefore, the synergistic effect of the two environments can be expected to improve the educational effect. ..

The reason why the configuration according to the present invention has a great effect on language education such as English will be described. The reason why Japanese people cannot speak English easily even though they have been taking English classes in school for a long time is that individual Japanese people are rarely placed in an environment or situation where they have to speak English. Because. For example, in a school classroom, it is not such an environment to talk in English, so it is difficult to switch heads, so to speak, to "English brain", and learning effect must be improved. Conceivable. On the other hand, for example, if you study abroad in an English-speaking country or stay as a working holiday, all the people around you are English-speaking people. Therefore, all daily life cannot be achieved without speaking English, so it is thought that the need will be urgent to speak English and switch to the "English brain" smoothly. According to the configuration of the present invention, it is possible to make a transition to an environment in which the above-described "English brain" can be switched, for example, while staying at home in Japan, so that an unprecedented learning effect can be obtained. The same applies to the transition to the court environment mentioned above, because the environment can be viewed with a 360-degree image of the entire circumference, and the student can sit anywhere as an avatar, for example, in the presiding judge's seat. It's very realistic and gives you the feeling of actually visiting the court. In addition, in the example of language learning, prior learning such as English grammar is performed in a virtual classroom, and then it is possible to instantly switch to an English environment like an airport for on-the-job training, further enhancing the learning effect. .. In this respect, for example, when actually conducting on-the-job training at an airport, it is difficult to set up a classroom in the airport. Therefore, the implementation configuration of the present invention should improve the effect beyond learning and training in an actual place. Is possible.

10 ... Communication class server 101 ... Input / output unit 102 ... Storage unit 103 ... Distribution unit 104 ... Answer reception unit 11 ... Classroom display 12 ... Relay camera 13 ... Teacher terminal 14 ... Microphone 15 ... Speaker 20 ... Communication line 30 ... Student Terminal 301 ... VR function unit 302 ... Input unit 303 ... Answer transmission unit 31 ... HMD 32 ... Controller 33 ... Microphone

The lesson system of one aspect of the present invention is a lesson system for connecting a communication lesson server and a viewing terminal to take a lesson in an immersive virtual space, and the correspondence lesson server is the virtual one. The viewing terminal has a distribution unit that distributes lesson content for viewing lessons conducted in a classroom in the space and on-the-job learning content for displaying a predetermined environment related to the lesson in the virtual space. An avatar control unit that arranges and controls the avatar of a student who uses the viewing terminal in the virtual space, a receiving unit that receives the lesson content and the on-the-job learning content, and the lesson content or the lesson content from the viewpoint of the avatar. When a display unit for displaying the on-the-job learning content is provided, the lesson content and the on-the-job learning content are switched at a predetermined timing, and a plurality of students take the same lesson, when viewing the lesson content, The avatars of the plurality of students are arranged in the same virtual space, and when the on-the-job learning content is viewed, the avatars of the plurality of students are arranged in individual virtual spaces .

Claims (9)

It is a lesson system for connecting a communication lesson server and a viewing terminal to take lessons in an immersive virtual space.
The correspondence class server is
It has a distribution unit that distributes lesson content for viewing lessons conducted in the classroom in the virtual space and on-the-job learning content for displaying a predetermined environment related to the lesson in the virtual space.
The viewing terminal is
An avatar control unit that arranges and controls the avatars of students who use the viewing terminal in the virtual space,
A receiver that receives the lesson content and the on-the-job learning content,
It has a display unit that displays the lesson content or the on-the-job learning content from the viewpoint of the avatar.
A lesson system in which the lesson content and the on-the-job learning content can be switched at a predetermined timing. The lesson system according to claim 1.
The on-the-job learning content is a lesson system that is a panoramic moving image or a panoramic still image taken in the entire circumferential direction in the predetermined environment. The lesson system according to claim 1 or 2.
The lesson content is a lesson for learning a language,
The on-the-job learning content is a lesson system that is an environment for practicing and practicing the content learned in the lesson content. The lesson system according to any one of claims 1 to 3.
The correspondence lesson server is a lesson system that receives an answer from the student from the viewing terminal and selects the on-the-job learning content to be distributed next based on the answer. The lesson system according to any one of claims 1 to 4.
The display unit is a lesson system that displays a part of the lesson content in the virtual space while displaying the on-the-job learning content. The lesson system according to any one of claims 1 to 5.
When a plurality of students take the same lesson, the avatars of the plurality of students are arranged in the same virtual space when viewing the lesson content, and the avatars of the plurality of students are arranged when viewing the hands-on learning content. A lesson system that arranges avatars in individual virtual spaces. It is a viewing terminal for taking classes in an immersive virtual space.
An avatar control unit that arranges and controls the avatars of students who use the viewing terminal in the virtual space,
A receiving unit that receives lesson content for viewing a lesson conducted in the virtual space and on-the-job learning content for displaying a predetermined environment related to the lesson in the virtual space.
It has a display unit that displays the lesson content or the pre-practical learning content from the viewpoint of the avatar.
A viewing terminal that can switch between the lesson content and the on-the-job learning content at a predetermined timing. It is an information processing method using a viewing terminal for taking lessons in an immersive virtual space.
A step of arranging and controlling a student's avatar using the viewing terminal in the virtual space, and
A step of receiving lesson content for viewing a lesson conducted in the virtual space and on-the-job learning content for displaying a predetermined environment related to the lesson in the virtual space.
It has a step of displaying the lesson content or the pre-on-the-job learning content from the viewpoint of the avatar.
An information processing method in which the lesson content and the on-the-job learning content are switched at a predetermined timing. A program that operates a computer as a viewing terminal for taking lessons in an immersive virtual space.
A process of arranging and controlling a student's avatar using the viewing terminal in the virtual space, and
A process of receiving lesson content for viewing a lesson conducted in the virtual space and on-the-job learning content for displaying a predetermined environment related to the lesson in the virtual space.
A computer is made to execute a process of displaying the lesson content or the pre-practical learning content from the viewpoint of the avatar.
A program that switches between the lesson content and the on-the-job learning content at a predetermined timing.

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