JP6727388B1 - Class system, viewing terminal, information processing method and program - Google Patents

Abstract

PROBLEM TO BE SOLVED: To enhance the educational effect by seamlessly implementing lessons and practice in correspondence education. SOLUTION: This is a lesson system for taking a lesson held in an immersive virtual space, which connects a communication lesson server 10 and a student terminal 30. The communication lesson server 10 includes a delivery unit 103 that delivers lesson content for viewing a lesson in a virtual space and hands-on learning content for displaying a predetermined environment related to the lesson in the virtual space. The student terminal 30 arranges and controls the avatar of the student who uses the student terminal 30 in the virtual space, receives the lesson content and the hands-on learning content, and receives the lesson content or the hands-on learning content from the viewpoint of the avatar. It has a VR function unit 301 for displaying. In the lesson system, lesson contents and hands-on learning contents are switched at a predetermined timing. [Selection diagram] Fig. 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 performs language education in a virtual reality environment.

JP, 2004-61783, A

By using the device of Patent Document 1, the language learning is performed in a state of being separated from the real world by the HMD and the headphones, so that a realistic experience is possible and the educational effect can be enhanced.

In a group-type lesson in which a teacher and a 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 during the lesson. However, in distance learning, since the students select and watch the lessons themselves, it is left to the students to link the lessons with the exercises for viewing.

The present invention has been made in view of the above, and it is an object of the present invention to enhance the educational effect by seamlessly performing a lesson and practice in correspondence education.

A lesson system according to one aspect of the present invention is a lesson system for connecting a server for communication lessons and a viewing terminal to take a lesson in a virtual space with a feeling of immersion, wherein the server for communication lessons is the virtual The viewing terminal has a delivery unit for delivering lesson content for viewing a lesson conducted in a classroom in a space and hands-on learning content for displaying a predetermined environment related to the lesson in the virtual space, wherein the viewing terminal is An avatar control unit that arranges and controls an avatar of a student who uses the viewing terminal in the virtual space, a receiving unit that receives the lesson content and the hands-on learning content, and the lesson content from the viewpoint of the avatar. Having a display unit that displays the hands-on learning content, at a predetermined timing, the lesson content and the hands-on learning content are switched , when 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 viewing the hands-on learning content, the avatars of the plurality of students are arranged in individual virtual spaces .

According to the present invention, it is possible to enhance the educational effect by seamlessly carrying out a lesson and practice in distance learning.

FIG. 1 is a block diagram showing an example of the overall configuration of a lesson content distribution system of this embodiment. FIG. 2 is a diagram conceptually showing a classroom as a delivery source of lesson contents. FIG. 3 is a functional block diagram showing a configuration example of the correspondence lesson server. FIG. 4 is a functional block diagram showing a configuration example of the student terminal. FIG. 5 is a sequence diagram showing a flow of processing for switching contents. FIG. 6 is a diagram showing how a student takes a lesson in a virtual space. FIG. 7 is a diagram illustrating an example of the hands-on learning content. FIG. 8 is a diagram showing an example in which part of the lesson content is embedded in the hands-on learning content.

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

The lesson system of the present embodiment is a lesson system for taking a lesson conducted in a virtual space with a feeling of immersion. The lesson system shown in FIG. 1 includes a server 10 for communication lessons and a plurality of student terminals 30. The communication lesson server 10 and the plurality of student terminals 30 are connected to the communication line 20. The communication lesson server 10 and the plurality of student terminals 30 are arranged apart from each other. Each of the plurality of student terminals 30 may also be arranged at a distant position. The communication line 20 is an arbitrary communication line such as the Internet. Although FIG. 1 shows six student terminals 30, 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) that the student wears to view the virtual space, a controller that receives input from the student and operates a student avatar that is placed in the virtual space, and 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 communication lesson server 10 and displays it on the HMD. The HMD detects the movement of the head of the student and changes the photographing direction of the virtual camera that photographs the virtual space according to the movement of the head. That is, the student can see all directions in the virtual space by moving the head. When the student operates the controller, the student avatar in the virtual space operates according to the input operation. For example, if a student raises his hand with the controller, the student avatar also raises his hand.

A classroom display 11, a relay camera 12, a teacher terminal 13, a microphone 14, and a speaker 15 are connected to the communication lesson server 10. The speaker 15 includes headphones (earphones). The communication lesson server 10 creates lesson content of a lesson conducted in the virtual space based on the information received from the connected device, and distributes it 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 conducts a lesson by displaying the lesson data stored in the communication lesson server 10 on the classroom display 11. The lesson data changes and is displayed in accordance with the utterance of the teacher 40, and the lesson progresses. A blackboard or whiteboard may be used instead of the classroom display 11.

The relay camera 12 photographs the lesson by the teacher 40. As the relay camera 12, for example, a 360-degree camera (also referred to as a celestial sphere camera) that captures the entire circumferential direction in the classroom can be used. A panoramic video (also referred to as a 360-degree video or a spherical video) of a lesson is transmitted to the communication lesson server 10 and accumulated as lesson content. The communication lesson server 10 delivers the panoramic video to the student terminal 30. The student terminal 30 projects the panoramic video in the virtual space. By capturing a panoramic video with parallax with the relay camera 12 and displaying the video with parallax on the HMD, the student wears the HMD and enters the virtual space, and the stereoscopic panorama projected in the virtual space is displayed. You can see the video. This allows the students to feel as if they are taking lessons in a realistic and immersive classroom.

The relay camera 12 may be a camera that captures an arbitrary angle (for example, 180 degrees) in front of the classroom. 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 faces the back of the classroom in the virtual space, the student sees the CG classroom instead of the empty space, and the sense of immersion is not impaired.

The teacher terminal 13 is a terminal used by the teacher 40 when proceeding with a lesson. The teacher 40 may operate the teacher terminal 13 to 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 to set the switching timing for transmitting the hands-on learning content to the student terminal 30. The hands-on 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 distributed is switched from the lesson content to the hands-on learning content. The student terminal 30 receives the on-site learning content, and the student who displays the on-site learning content feels that the classroom where the lesson was taking has been transferred to the predetermined environment. Students practice what they have learned with lesson content in an environment where hands-on learning content is displayed.

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

The microphone 14 picks up the voice uttered by the teacher 40. The collected voice data is transmitted to the communication lesson server 10. The communication lesson server 10 delivers 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 to the teacher 40.

[Server configuration]
A configuration example of the distance learning server 10 will be described with reference to FIG. The correspondence lesson 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, and the moving image data and the voice. 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 conducted in the classroom and the hands-on learning content used in the lesson. A plurality of hands-on learning contents may be used for one lesson content.

The storage unit 102 stores the switching timing for delivering the hands-on learning content data in the lesson. The switching timing is the elapsed time since the class started. 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 hands-on learning content to the lesson content. The point of time when the reproduction of the hands-on learning content is completed may be the timing of switching to the lesson content.

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

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

At the timing of switching the content to be distributed, the distribution unit 103 switches the content to be distributed from the lesson content to the hands-on learning content, or switches the hands-on learning content to the lesson content.

The answer receiving unit 104 receives the answers of the students who are learning the hands-on learning content and stores the answers in the storage unit 102. The answer receiving unit 104 may select the hands-on learning content to be distributed next, according to the answer of the student.

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

The VR function unit 301 receives the lesson content data and the hands-on learning content from the communication lesson server 10, controls the virtual camera in the virtual space based on the head movement of the student detected by the HMD 31, and determines the head direction of the student. 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, arranges the student avatar in the virtual space, and renders it.

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

The answer sending unit 303 sends the answer of the student who is learning the hands-on learning content to the server 10 for distance learning.

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

As the communication lesson server 10 and the student terminal 30, for example, a general-purpose computer system including a central processing unit (CPU), a memory, a storage, a communication device, and an input/output device can be used. In this computer system, the CPU executes a predetermined program loaded on the memory to realize the communication lesson server 10 and the student terminal 30. 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 lesson content and hands-on learning content will be described with reference to the sequence diagram of FIG.

In step S11, the communication lesson server 10 starts distribution of the lesson content to the student terminal 30. It is assumed that the lesson content is a panoramic video of the teacher 40 taking an English conversation lesson at the airport. The student terminal 30 projects the panoramic video in the virtual space. An image corresponding to the orientation of the head of the student is displayed on the HMD 31 worn by the student.

FIG. 6 is a diagram showing how a student takes 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 classroom wall, floor, and ceiling in the panoramic video are omitted. The desk object 510 is a three-dimensional object arranged 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 an object in the virtual space such as the student avatar and the desk object 510 is combined with the panoramic video 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 newly learned conversation sentence ends, in step S12, the communication lesson server 10 changes the content to be delivered to the student terminal 30 from the lesson content to the hands-on learning content. Switch. For example, the communication lesson server 10 associates the switching timing (for example, the elapsed time from the start of the lesson) with the hands-on learning content, and switches the content when the elapsed time from the start of the lesson reaches the switch timing.

In step S13, the communication lesson server 10 temporarily stops the delivery of the lesson content and starts the delivery of the hands-on learning content.

For example, if the lesson is about English conversation at the airport, the hands-on learning content is content that displays the inside of the airport where the English conversation learned in the lesson is used. The hands-on learning content may be a panoramic video taken by a 360-degree camera at an actual scene in order to give a realistic feeling. A 360-degree camera will be installed in front of the airport counter to take a picture of the entire circumference of the airport from the perspective of the customer in front of the airport counter. You may set up an airport counter in the studio and shoot. The hands-on learning content is not limited to the panoramic video and may be a panoramic still image. When using still images for hands-on learning contents, it is advisable to add environmental sounds at the airport in order to create a more realistic sensation.

Alternatively, the hands-on learning content is not limited to a live-action image and may be computer graphics. In this case, the communication lesson server 10 may deliver the rendered image to the student terminal 30, or the student terminal 30 may render the virtual space.

When the hands-on learning content is distributed, the student terminal 30 displays the panoramic video of the airport instead of the panoramic video of the classroom. A panoramic video of the airport is projected in the virtual space, so students can look around and feel like they are inside the airport.

FIG. 7 shows an example of the hands-on learning content. The example of FIG. 7 is a hands-on learning content for practicing conversation with the staff 41 at the airport counter. In the hands-on learning content, the student plays the customer in front of the counter and uses the conversation text learned in the class to practice conversation with the staff 41 in the panoramic video projected in the virtual space. For example, in the hands-on learning content, a silent section is provided for a while after the staff 41 makes an inquiry, and the student makes a reply to the inquiry made by the staff 41. Instead of the live-action staff 41, a staff avatar drawn by computer graphics may be combined with the live-action video inside the airport.

In step S14, the voice of the student collected by the microphone 33 is transmitted to the student terminal 30 as an answer, in step S15, transmitted from the student terminal 30 to the communication lesson server 10, and in step S16. , Is recorded in the correspondence lesson server 10.

After the delivery of the hands-on learning content, the communication lesson server 10 switches the content to be delivered to the student terminal 30 from the hands-on learning content to the lesson content in step S17.

In step S18, the communication lesson server 10 stops the delivery of the hands-on learning content and restarts the delivery of the lesson content.

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

The correspondence lesson server 10 may analyze the answers of the students and switch the hands-on learning contents to be distributed. For example, when the correspondence lesson server 10 has not received an answer, the same hands-on learning content is repeatedly delivered, and when the answer is received, the next hands-on learning content is delivered. Further, the hands-on learning content to be delivered next may be branched according to the answer content. It is also possible to add a section (chapter) to the hands-on learning content and skip the chapter or return the chapter according to the content of the answer.

A time bar indicating the time when the answer from the student is accepted may be displayed in the virtual space. For example, the time bar is shortened as time passes, and when the time bar disappears, it is considered that the time has expired. In the case of time-out, the same location of the hands-on learning content may be repeatedly delivered, or the next step may proceed.

As shown in FIG. 8, a part of the lesson content may be embedded and combined in the hands-on learning content. In the example of FIG. 8, a part of the lesson content including the classroom display 11 and the teacher 40 is displayed in the frame 520. For example, when the example sentences of the conversation learned in the lesson are displayed on the classroom display 11 in the frame 520, it helps the students in conversation. The voice of the teacher 40 may be heard by a student who is learning the hands-on learning content. For example, the teacher 40 speaks the next conversational sentence, and the student repeats the conversational sentence after the teacher 40 speaks.

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 arranged in the same virtual space, and when viewing the hands-on learning content, the students arrange the student avatars in individual virtual spaces. More specifically, when the lesson content is viewed by a plurality of students, a plurality of student avatars and desk objects 510 are displayed side by side in the same classroom in the virtual space where the lesson is conducted. When a student looks out over the classroom, they can see other student avatars. When the lesson content is switched to the hands-on learning contents, the display of other student avatars is turned off, and the students proceed with the learning by using the hands-on learning contents in the individual virtual space.

It should be noted that also 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 airline staff and another student avatar plays the role of a customer. The correspondence lesson server 10 delivers hands-on learning contents according to the role of each student. Specifically, students who play the role of staff will receive a panoramic video taken from the inside of the airport counter as hands-on learning content, and students who play the role of customers will receive a panoramic video taken from the front of the airport counter. Deliver as hands-on learning content. In the virtual space in which the hands-on learning content is projected, the student avatar acting as a staff member and the student avatar acting as a guest talk. Other students may be able to see the conversation of the two student avatars on the classroom display 11.

The lesson system of this embodiment can also be used for lessons other than language study. For example, when studying a trial in society, the correspondence lesson server 10 prepares hands-on learning content that images the inside of the court, and captures the student from the defendant seat or the judge's seat in the court at the switching timing. Deliver hands-on learning content. As shown in FIG. 8, it may be explained that the lesson content is displayed in the frame 520 so that the teacher 40 can be seen from the student's viewpoint. The student avatar may perform a mock trial in the same virtual space by playing the role of a judge, a lawyer, a defendant, or the like.

The lesson content may be delivered in either a real-time remote lesson mode in which a lesson conducted by a teacher is delivered in real time or a time-shifted remote lesson mode in which a lesson taken or produced in advance is delivered.

The real-time remote lesson mode is a mode in which a lesson currently being conducted by a teacher in real time is distributed to each student terminal 30 via the communication lesson server 10 and viewed. Multiple students view 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 displaying the hands-on learning contents when the lessons contents are switched to hands-on learning contents, for example, practice of English conversation cannot be immersed in the environment of the hands-on learning contents. There is. Therefore, when the lesson content is switched to the hands-on learning content, the student avatar is placed in the individual virtual space. Alternatively, the teacher may nominate a student so that another student can see the student talking in the environment of the hands-on learning content. Hands-on learning content is delivered only to designated students. Other student avatars exist in the virtual space classroom. The image of the student avatar having a conversation in the environment of the hands-on learning content is projected on the classroom display 11, and the other student avatars can see the image.

In the time shift remote lesson mode, lesson content is not real-time, lesson content that has been captured and produced in advance is accumulated in the server in advance, and the student terminal that has been requested at any time according to the transmission request from each student terminal 30 In this mode, the content is distributed to and viewed on 30. In this case, the action etc. of the student avatar who is viewing the lesson content is stored in the communication lesson server 10. The behaviors of the student avatars that have been accumulated are distributed to the students who view the same lesson content at different timings, and the students are placed as classmate student avatars in the classroom in the virtual space of the lesson content. As a result, a pseudo effect is obtained in which different students who are spatially and temporally separated are simultaneously taking the same class together.

As described above, the lesson system of the present embodiment is a lesson system for connecting the server 10 for communication lessons and the student terminal 30 to receive a lesson conducted in a virtual space with a feeling of immersion. The communication lesson server 10 includes a delivery unit 103 that delivers lesson content for viewing a lesson in a virtual space and hands-on learning content for displaying a predetermined environment related to the lesson in the virtual space. The student terminal 30 arranges and controls the avatar of the student who uses the student terminal 30 in the virtual space, receives the lesson content and the hands-on learning content, and receives the lesson content or the hands-on learning content from the viewpoint of the avatar. It has a VR function unit 301 for displaying. In the lesson system, lesson contents and hands-on learning contents are switched at a predetermined timing. As a result, lesson contents and hands-on learning contents can be continuously and seamlessly learned, and what you learned in the lessons contents can be immediately put into practice on the hands-on learning contents, so 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 particularly in language education such as English will be described. Japanese people are often placed in an environment or situation where they have to speak English as a reason why they can not speak English easily even though they have been taking English lessons for school education for a long time. Because. For example, in a classroom at a school, it is not such an environment even if it is said that we should have a conversation in English, so it is difficult to switch the head, so to speak, to the "English brain", and the effect of learning will not improve. Conceivable. On the other hand, if you study abroad in an English-speaking country or stay as a working holiday, all the people around you will be English-speaking people. For this reason, all daily life cannot be achieved without speaking English, so it is thought that it will be necessary to speak English, and switching to the "English brain" will be performed smoothly. According to the configuration of the present invention, since it is possible to make a transition to the environment in which the above-mentioned "English brain" can be switched, for example, while staying at home in Japan, it is possible to obtain an unprecedented learning effect. The same applies to the case of transitioning to the environment of the courts listed above, since the environment can be viewed with images of 360 degrees all around, and the student can sit as an avatar at any place, for example, in the presiding judge's seat, It is so realistic that you can feel as if you were visiting the court. In addition, in the case of language learning, you can learn English grammar in advance in a virtual classroom, and then instantaneously switch to an English environment such as 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 the airport, it is difficult to provide a classroom inside the airport, so the implementation configuration of the present invention can increase the effect over learning and training at the actual place. Is possible.

10... Server for communication lesson 101... Input/output unit 102... Storage unit 103... Delivery unit 104... Answer receiving 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

Claims (8)

A lesson system for connecting a communication lesson server and a viewing terminal to take a lesson in an immersive virtual space,
The correspondence lesson server is
A lesson content for viewing a lesson conducted in a classroom in the virtual space and a delivery unit for delivering a hands-on 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 an avatar of a student who uses the viewing terminal in the virtual space,
A receiver for receiving the lesson content and the hands-on learning content,
A display unit for displaying the lesson content or the hands-on learning content from the viewpoint of the avatar;
At a predetermined timing, the lesson content and the hands-on learning content are switched ,
When a plurality of students take the same lesson, when viewing the lesson content, avatars of the plurality of students are arranged in the same virtual space, and when viewing the hands-on learning content, avatars of the plurality of students. A lesson system that arranges each in a separate virtual space . The class system according to claim 1,
The hands-on learning content is a panoramic video or panoramic still image taken in the circumferential direction in the predetermined environment. The lesson system according to claim 1 or 2, wherein
The lesson content is a lesson for learning a language,
The hands-on learning content 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 lesson system, wherein the communication lesson server receives the student's answer from the viewing terminal and selects the hands-on learning content to be delivered next based on the answer. The lesson system according to any one of claims 1 to 4,
A lesson system in which the display unit displays a part of the lesson content in the virtual space while displaying the hands-on learning content. A viewing terminal for taking classes in a virtual space with a feeling of immersion,
An avatar control unit that arranges and controls an avatar of a student who uses the viewing terminal in the virtual space,
A receiving unit for receiving lesson content for viewing a lesson conducted in the virtual space and hands-on learning content for displaying a predetermined environment related to the lesson in the virtual space,
A display unit for displaying the lesson content or the previous hands-on learning content from the viewpoint of the avatar,
At a predetermined timing, the lesson content and the hands-on learning content are switched ,
When a plurality of students take the same lesson, the avatars of the plurality of students are arranged in the same virtual space when displaying the lesson content, and the avatars of the plurality of students when displaying the hands-on learning content. Is a viewing terminal placed in a separate virtual space . An information processing method by a viewing terminal for taking a lesson in a virtual space with a feeling of immersion,
Placing and controlling an avatar of a student using the viewing terminal in the virtual space;
Receiving lesson content for viewing a lesson conducted in the virtual space and hands-on learning content for displaying a predetermined environment related to the lesson in the virtual space,
A step of displaying the lesson content or the front-end learning content from the viewpoint of the avatar,
At a predetermined timing, the lesson content and the hands-on learning content are switched ,
When a plurality of students take the same lesson, the avatars of the plurality of students are arranged in the same virtual space when displaying the lesson content, and the avatars of the plurality of students when displaying the hands-on learning content. Is an information processing method arranged in a separate virtual space . A program for operating a computer as a viewing terminal for taking classes in an immersive virtual space,
A process of arranging and controlling an avatar of a student who uses the viewing terminal in the virtual space;
A process of receiving a lesson content for viewing a lesson conducted in the virtual space and a hands-on learning content for displaying a predetermined environment related to the lesson in the virtual space;
Causing a computer to execute the processing of displaying the lesson content or the front-end learning content from the viewpoint of the avatar,
At a predetermined timing, the lesson content and the hands-on learning content are switched ,
When a plurality of students take the same lesson, the avatars of the plurality of students are arranged in the same virtual space when displaying the lesson content, and the avatars of the plurality of students when displaying the hands-on learning content. Is a program that is placed in a separate virtual space .

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