JP7548644B1 - Correspondence education system, correspondence education providing method, and correspondence education providing program - Google Patents

Abstract

[Problem] To obtain a distance education system, a distance education providing method, and a distance education providing program that can improve the visual effects for mutual communication via avatars. [Solution] The distance education system provides distance education using learning content deployed in a virtual space, and includes at least one processor, which sets an avatar object of a user on the instructor or student side, acquires motion information of the user from a user terminal connected to the virtual space via a network, creates an actual motion animation of the avatar object based on the acquired motion information, and displays the actual motion animation together with the learning content in the virtual space. [Selected Figure] Figure 5

Description

The present invention relates to a distance education system, a distance education provision method, and a distance education provision program.

In recent years, in the field of distance learning using virtual space, the introduction of highly effective educational methods that take advantage of the freedom of expression in virtual space has been considered. For example, it is known that by having students participate in a virtual space with an avatar dressed as a character of their choice, they are encouraged to actively participate in classes and improve their learning outcomes. Also, in the field of early childhood education such as "intellectual training," it is hoped that by giving the instructor's avatar an appearance that attracts children's interest, children will be able to overcome their shyness and improve their learning outcomes.

Patent Document 1 discloses a content control system that acquires original image data of a teacher teaching a lesson in front of a blackboard, creates motion data showing the teacher's movements based on the original image data, and determines the specifications of an avatar corresponding to the teacher based on the motion data.

JP 2021-06977 A

However, the technology described in Patent Document 1 outputs educational content data in which an avatar is placed in a different position from the teacher during a lesson. Therefore, the student users are presented with both the teacher's figure teaching in real space and an image of the avatar, which may make it difficult for users to achieve a visual effect of communicating through the avatar object.

The present invention has been made to solve the above problems, and aims to provide a distance learning system, a distance learning provision method, and a distance learning provision program that can enhance the visual effect for users to communicate through avatar objects when taking distance learning courses using learning content deployed in a virtual space.

The distance learning system according to the first aspect of the present invention is a distance learning system that provides distance learning using learning content deployed in a virtual space, and includes at least one processor, which sets an avatar object of a user on the instructor's side or the student's side, acquires motion information of the user from a user terminal connected to the virtual space via a network, creates an actual motion animation of the avatar object based on the acquired motion information, and displays the actual motion animation together with the learning content in the virtual space.

According to the distance learning system of the first aspect, the user's movements are acquired from a user terminal connected to a virtual space via a network, and an animation of the actual movements of an avatar object is created based on the acquired movements. Then, in the virtual space, the animation of the actual movements of the avatar object based on the movements of the user on the instructor's or student's side is displayed together with the learning content. This makes it possible to enhance the visual effect for users to communicate through the avatar object when taking distance learning using learning content deployed in the virtual space.

In the distance learning system according to the second aspect of the present invention, in the configuration described in the first aspect, the at least one processor creates a planned movement animation of the avatar object relating to a predetermined planned movement, and when a predetermined operation is performed on the user terminal, the avatar object in the virtual space is switched from the actual movement animation to the planned movement animation and displayed.

According to the distance learning system of the second aspect, a specific operation is performed on the user terminal, and the avatar object in the virtual space is switched from the actual movement animation to the planned movement animation. Therefore, for the planned movements that are set in advance, a part of the communication can be substituted by an animation with a high dramatic effect. This can enhance the visual effect for the user to communicate through the avatar object.

The distance learning system according to the third aspect of the present invention is configured as described in the second aspect, and when the planned movement animation ends, the at least one processor switches the avatar object back to displaying the actual movement animation.

According to the distance learning system of the third aspect, in the virtual space, when the planned movement animation ends, the avatar image switches back to the actual movement animation. This allows the avatar object's movements to naturally incorporate not only the user's actual movements, but also the pre-set planned movements.

A distance learning system according to a fourth aspect of the present invention has the configuration described in the second or third aspect, and the planned actions include a reaction action indicating the user's emotions.

According to the distance learning system of the fourth aspect, by setting reaction actions that indicate the user's emotions as scheduled actions, it is possible to richly express the user's emotions through avatar objects in a virtual space.

In the distance learning system according to the fifth aspect of the present invention, in the configuration described in the second or third aspect, the planned action includes an action of operating a specified object included in the learning content.

According to the distance learning system of the fifth aspect, by setting an action of manipulating a specific object included in learning content as a scheduled action, communication using objects in a virtual space can be facilitated.

In the distance learning system according to the sixth aspect of the present invention, in the configuration described in the second or third aspect, the planned motion includes a repetitive motion that repeats a predetermined motion pattern.

According to the correspondence education system of the sixth aspect, by setting a repetitive action that repeats a predetermined movement pattern as a scheduled action, for example, in a situation where active mutual communication is not required, it is possible to have the avatar object repeat the predetermined movement pattern while waiting. This makes it possible to reduce the user's sense of fatigue caused by the user's actual movements always being reflected in the movement of the avatar object.

The distance learning system according to the seventh aspect of the present invention is configured as described in the first or second aspect, in which the avatar object is an arbitrary object preset by the user.

According to the seventh aspect of the distance learning system, a user can set any object as an avatar object and communicate in a virtual space.

The distance learning system according to the eighth aspect of the present invention is configured as described in the first or second aspect, and the avatar object is one of the objects preset as objects included in the learning content.

According to the eighth aspect of the distance learning system, a user can set one of the objects that is pre-set as an object included in the learning content as an avatar object and communicate in a virtual space.

A ninth aspect of the present invention is a method for providing distance education using learning content deployed in a virtual space, which sets an avatar object of a user on the instructor's side or the student's side, acquires motion information of the user from a user terminal connected to the virtual space via a network, creates an animation of actual motion of the avatar object based on the acquired motion information, and displays the animation of actual motion together with the learning content in the virtual space.

The correspondence education provision program according to the tenth aspect of the present invention is a correspondence education provision program for providing correspondence education using learning content deployed in a virtual space, and causes a computer to execute the following processes: setting an avatar object of a user on the instructor's side or the student's side, acquiring motion information of the user from a user terminal connected to the virtual space via a network, creating an actual motion animation of the avatar object based on the acquired motion information, and displaying the actual motion animation together with the learning content in the virtual space.

As described above, the distance education system, distance education provision method, and distance education provision program of the present invention can enhance the visual effect for users to communicate through avatar objects when taking distance education using learning content deployed in a virtual space.

1 is a diagram illustrating an example of a correspondence education system according to an embodiment of the present invention. FIG. 2 is a diagram illustrating an example of a hardware configuration related to the correspondence education system according to the present embodiment. FIG. 2 is a diagram illustrating an example of a functional configuration related to a content creation process of the correspondence education system according to the present embodiment. FIG. 2 is a diagram showing an example of a display screen of the content production device according to the embodiment. 2 is a diagram showing an example of a functional configuration related to an avatar object display process and a content execution process of the correspondence education system according to the present embodiment. FIG. FIG. 11 is a flowchart illustrating an example of the operation of an avatar object display process of the correspondence education system according to the present embodiment. FIG. 11 is a flowchart illustrating an example of the operation of a content execution process of the correspondence education system according to the present embodiment. FIG. 13 is a diagram showing an example in which an avatar object is displayed together with learning content deployed in a virtual space. FIG. 9 is a diagram showing an example of progression of a scenario in the learning content of FIG. 8.

The distance learning system 1 according to the present embodiment will be described below with reference to Figs. 1 to 9. The distance learning system 1 according to the present embodiment is a computer system that distributes learning content to users. Content is information provided by a computer or a computer system and recognizable by humans. Electronic data indicating content is called content data. The expression format of content is not limited. Content may be expressed, for example, by an image (for example, a photograph, a video, etc.), a document, a voice, music, or a combination of any two or more elements among these. Learning content can be used for various forms of information transmission or communication used for learning. Learning content can be used in various situations or purposes, such as entertainment, news, intellectual training, education, medical care, games, chat, business transactions, lectures, seminars, training, etc. In addition, learning content is content that is distributed by a user on the instructor side to a user on the student side. An instructor is a person who teaches academics, arts, etc., and a student is a person who receives the teaching. An instructor is an example of a distributor, and a student is an example of a viewer. An instructor may be a person with a teaching license or a person without a teaching license. There are no limitations on the age or affiliation of the instructor or student, and therefore there are no limitations on the purpose or use of the learning content. For example, the learning content may be used in various schools, such as nursery schools, kindergartens, elementary schools, junior high schools, high schools, universities, graduate schools, vocational schools, preparatory schools, and online schools, or may be used in places or situations other than schools, such as at home. In this regard, the learning content may be used for various purposes, such as intellectual development, early childhood education, compulsory education, higher education, and lifelong learning. Distribution is the process of transmitting information to users via a communication network or broadcasting network.

The distance learning system 1 provides learning content to the user by transmitting content data to the user terminal 30 (30A, 30B). In this embodiment, the learning content is represented using at least images deployed in a virtual space. That is, the content data includes at least a content image showing the learning content. A content image is an image that allows a person to recognize some information through their eyesight. The content image may be a moving image (video) or a still image.

In one example, the content image represents a virtual space in which multiple objects exist. The multiple objects are virtual objects. Virtual objects are objects that do not exist in the real world and are represented only on a computer system. Virtual objects are represented by two-dimensional or three-dimensional computer graphics (CG) using image materials independent of live-action images. There are no limitations on the method of representing virtual objects. For example, virtual objects may be represented using animation materials, or may be represented based on live-action images to resemble the real thing. The virtual space is a virtual two-dimensional or three-dimensional space represented by an image displayed on a computer. The content image is, for example, an image showing a landscape seen from a virtual camera set in the virtual space.

In this embodiment, an example of a virtual object is an avatar object that is an alter ego of a user. The avatar object is not the person photographed, but is expressed by two-dimensional or three-dimensional computer graphics (CG) using image material independent of the original image. The method of expressing the avatar object is not limited. For example, the avatar object may be expressed with a unique appearance using animation material, or may be expressed based on a live-action image to be close to the real thing. In addition, the avatar object may be any object preset by the user, or may be one of the objects preset as an object included in the learning content. A user can transmit information to other users through an avatar placed in a virtual space and communicate with other users. In addition, a user can experience augmented reality (AR), virtual reality (VR), or mixed reality (MR) by viewing the content image of the learning content deployed in the virtual space.

(Overall system overview)
FIG. 1 is a diagram showing an example of application of the correspondence education system 1 according to the embodiment of FIG. In this embodiment, the correspondence education system 1 includes a server 10, a content creation device 20, and a user terminal 30 (30A, 30B). In the correspondence education system 1, the server 10, the content creation device 20, and the user terminal 30 are connected via a network N.

The server 10 is a server computer, and has a content database 14B in which learning content is registered. The server 10 also has a user database 14C in which various user information is registered. The server 10 distributes learning content to the user terminal 30 in response to a request from the user terminal 30. The server 10 also creates animations of avatar objects corresponding to the user's movements in response to a request from the user terminal, and displays these animations in the virtual space together with the learning content.

The content creation device 20 is a computer used to create learning content. The content created by the content creation device 20 is sent to the server 10 and registered in the content database 14B.

The user terminal 30 is a computer used by a user who uses the content. In one example of this embodiment, the users correspond to an instructor who distributes the learning content and a student who uses the learning content under the instructor's guidance. In FIG. 1, the terminal used by the instructor's user is shown as user terminal 30A, and the terminal used by the student's user is shown as user terminal 30B.

(System hardware configuration)
FIG. 2 is a diagram showing an example of a hardware configuration related to the correspondence education system 1. As shown in FIG.

(Server 10)
As an example, the server 10 includes, as hardware components, a CPU (Central Processing Unit: processor) 11, a ROM (Read Only Memory) 12, a RAM (Random Access Memory) 13, a storage unit 14, an input unit 15, a display unit 16, and a communication unit 17. Each component is connected to each other via a bus 18 so as to be able to communicate with each other.

The CPU 11 as a processor is a central processing unit that executes an operating system and application programs. The CPU 11 reads out programs from the ROM 12 or the storage unit 14, and executes the programs using the RAM 13 as a working area. The CPU 11 controls each of the above components and performs various calculation processes according to the programs recorded in the ROM 12 or the storage unit 14.

ROM 12 stores various programs and data. RAM 13 temporarily stores programs or data as a working area.

The storage unit 14 is configured with a storage device such as a hard disk drive (HDD), a solid state drive (SSD) or a flash memory, and stores various programs and various data. The storage unit 14 stores a server program 14A for causing the CPU 11 to execute an avatar display process and a content execution process, which will be described later. The storage unit 14 also stores a content database 14B in which learning content is registered, and a user database 14C in which images of avatar objects corresponding to users are registered.

The input unit 15 includes a pointing device such as a mouse, a keyboard, a microphone, a camera, etc., and is used to perform various inputs.

The display unit 16 is, for example, a liquid crystal display, and displays various information. The display unit 16 may also function as the input unit 15 by adopting a touch panel system.

The communication unit 17 is an interface for communicating with other devices. For this communication, for example, a wired communication standard such as Ethernet (registered trademark) or FDDI, or a wireless communication standard such as 4G, 5G, Bluetooth (registered trademark), or Wi-Fi (registered trademark) is used. The communication unit 17 is connected to the network N.

(Content creating device 20)
The content creating device 20 includes, as its hardware configuration, a CPU 21, a ROM 22, a RAM 23, a storage unit 24, an input unit 25, a display unit 26, and a communication unit 27. Each component is connected to each other via a bus 28 so as to be able to communicate with each other.

The CPU 21 is a central processing unit that executes an operating system and application programs. The CPU 21 reads programs from the ROM 22 or the storage unit 24, and executes the programs using the RAM 23 as a working area.

The ROM 22 stores various programs and data. The RAM 23 temporarily stores programs or data as a working area.

The storage unit 24 is configured with a storage device such as an HDD, SSD, or flash memory, and stores various programs and various data. The storage unit 24 stores a creator program 24A for causing the CPU 21 to execute the content creation process described below.

The input unit 25 includes a pointing device such as a mouse, a keyboard, a microphone, a camera, etc., and is used to perform various inputs.

The display unit 26 is, for example, a liquid crystal display, and displays various information. The display unit 26 may be a touch panel type and function as the input unit 25.

The communication unit 27 is an interface for communicating with other devices. The communication unit 27 is connected to the network N.

(User terminal 30)
The user terminal 30 includes, as its hardware configuration, a CPU 31, a ROM 32, a RAM 33, a storage unit 34, an input unit 35, a display unit 36, and a communication unit 37. Each component is connected to each other via a bus 38 so as to be able to communicate with each other.

The CPU 31 is a central processing unit that executes an operating system and application programs. The CPU 31 reads programs from the ROM 32 or the memory unit 34, and executes the programs using the RAM 33 as a working area.

ROM 32 stores various programs and data. RAM 33 temporarily stores programs or data as a working area.

The memory unit 34 is composed of a storage device such as a HDD, SSD, or flash memory, and stores various programs and data.

In the user terminal 30A used by the instructor-side user, an instructor-side application 34A executed by the CPU 31 is stored in the storage unit 34. That is, the user becomes a user on the instructor-side by executing the instructor-side application 34A on the user terminal 30A.

In the user terminal 30B used by the student user, a student application 34B executed by the CPU 31 is stored in the memory unit 34. That is, the user becomes a student user by executing the student application 34B on the user terminal 30A.

The instructor's application 34A and the student's application 34B may be referred to as programs.

The input unit 35 includes a pointing device such as a mouse, a keyboard, a microphone, a sensor, a camera, etc., and is used to perform various inputs. Here, in this embodiment, as an example, the camera included in the input unit 35 captures an image of the user, and based on the captured image, the user's motion information (e.g., line of sight, movement of the user's head, movement of parts of the user's body other than the head (e.g., hands, etc.) (so-called gestures), facial expressions, etc.) is obtained. Note that this motion information may be user motion data detected by a sensor such as a gyro sensor or an acceleration sensor.

The display unit 36 is, for example, a liquid crystal display, and displays various information. The display unit 26 may also function as the input unit 35 by adopting a touch panel system.

The communication unit 37 is an interface for communicating with other devices. The communication unit 37 is connected to the network N.

(System Functional Configuration Related to Content Creation Processing)
3 is a diagram showing an example of a functional configuration related to a content creation process of the correspondence education system 1. The content creation process is a process in which learning content is created by the content creation device 20 and transmitted to the server 10.

The server 10 includes a receiving unit 101 and a content registration unit 102 as functional components related to the content creation process. The receiving unit 101 receives learning content data transmitted from the content creation device 20. The content registration unit 102 stores (registers) the received learning content data in the content database 14B.

The content creation device 20 includes a content element registration unit 201, an operation information acquisition unit 202, a content setting unit 203, and a transmission unit 204 as functional components related to the content creation process.

The content element registration unit 201 stores (registers) data of the content elements that make up the learning content in the storage unit 24. Content elements include, for example, data of objects deployed in a virtual space, text data, background data, etc.

The operation information acquisition unit 202 acquires operation information of a user on the content creator side. Specifically, the operation information acquisition unit 202 acquires input information input to the input unit 25 of the content creation device 20 as operation information.

The content setting unit 203 sets the learning content based on the operation information acquired by the operation information acquisition unit 202.

In one example of this embodiment, the learning content is configured to be configurable to include multiple chapters associated with specific learning scenes. The learning content progresses by switching learning scenes, for example, by moving from one chapter to another. The definition of a learning scene is not limited. For example, in learning content that provides a fairy tale to be read aloud in early childhood education, a learning scene may constitute one scene in a fairy tale. Also, for example, in learning content that provides an experience in a virtual space themed on a specific era or a specific worldview, each learning scene may constitute a specific point on a map in the virtual space. Also, for example, in learning content in which teaching materials are provided by an examination institution such as a cram school, each learning scene may correspond to a learning item in the teaching materials.

The content setting unit 203 has a function of setting at least one event for each chapter. Each event is an event that is involved in the progress of the learning content, and includes, for example, switching of learning scenes. Furthermore, an event related to the progress of the learning content may be an event that is triggered within the same learning scene in order to elicit a reaction from the student user. In this case, the reaction of the student user is provided to the instructor user as information for judging the progress of the learning content.

The content setting unit 203 also has a function for setting the order of each chapter of the learning content and the required time for each chapter. The learning content can switch learning scenes by moving to the next chapter when a preset required time for the currently running chapter has elapsed.

The content setting unit 203 can set multiple objects and backgrounds included in each chapter. The content setting unit 203 also has a function of setting a specific object, which is included in the learning content as a virtual object, as an execution object that will be a trigger for activating an event.

The content setting unit 203 also has a function of setting a specific object, which is included in the learning content as a virtual object, as an avatar object. The object set as the avatar object is displayed by animation based on the motion information of the corresponding user by executing the avatar object display process described below.

The execution objects and avatar objects included in the learning content are set in advance by the user on the content creator side.

The content setting unit 203 has a function of setting a predetermined condition for triggering an event. For example, an event may be set to be triggered on the condition that an execution object included in the learning content is operated via the user terminal 30 of the instructor or the student.

Operations performed on an execution object via the user terminal 30 include touch operations, position movement operations, and display orientation change operations, and one or a combination of these operations can be set as a predetermined condition for triggering an event. In other words, an event can be triggered by an operation performed directly on an object in the virtual space via the user terminal 30.

In this embodiment, it is possible to set instructor objects, student objects, and mutual objects as execution objects. Instructor objects are objects that can be operated via the instructor's application 34A, and can cause events to be triggered by operations by the instructor's user. Student objects are objects that can be operated via the student's application 34B, and can cause events to be triggered by operations by the student's user. Mutual objects are objects that can be operated from both the instructor's application 34A and the student's application 34B.

The content setting unit 203 can also set a specific time on the timeline within a chapter at which an event is to be triggered, and set the event to be triggered when the specific time has passed within the chapter. This allows the scenario to progress even if no operation is performed on the execution object.

In this way, the content setting unit 203 functions to set multiple conditions for triggering events in the learning content of this embodiment. This allows the progress of the learning content to be actively changed by the involvement of the instructor or student user in the learning content.

The transmission unit 204 transmits the learning content created by the content setting unit 203 to the server 10.

(Content Creation Process Operation)
An example of the operation of the content creation process will be described with reference to Fig. 4. Fig. 4 shows an example of a display screen displayed on the content creation device 20 when creating learning content. The content creation process is performed by the CPU 21 reading out the creator program 24A from the storage unit 24, expanding it in the RAM 23, and executing it.

As shown in FIG. 4, a chapter selection section 401 for selecting a chapter being created is provided at the top of the display screen 400. The user selects an arbitrary chapter from among the chapters displayed in the chapter selection section 401 by performing an input operation on the input section 25, and sets the selected chapter.

The display screen 400 also has a first operation field F1 to a third operation field F3 as operation areas. The first operation field F1 displays content elements 402 registered in advance by a user on the content creator side. The second operation field F2 displays a learning scene of the learning content corresponding to the selected chapter. In the content creation process, for example, by a drag-and-drop operation using a pointing device such as a mouse, any content element 402 moved from the first operation field F1 to the second operation field F2 is set as an object or event included in the selected chapter. In the illustrated example, the first balloon Q1, the second balloon Q2, the character object P1, and other content elements 402 are displayed in the first operation field F1. The example shows a case where the first balloon Q1 is moved from the first operation field F1 to the second operation field F2 by a drag-and-drop operation and set as an object included in chapter 1.

As shown in FIG. 4, the content element 402 (first balloon Q1 in the figure) moved to the second operation field F2 is displayed as a list in the third operation field F3. The user can select any content element in the third operation field F3 and set the details of the selected content element. For example, by operating the third operation field F3, a specific object included in any learning content can be set as an execution object that triggers an event or an avatar object of the instructor or student user. When an execution object is set, a specific operation that triggers an event is set for the execution object from among operations that can be performed via the student or instructor user terminal. Also, an event can be selected in the third operation field F3 and a specific time at which the selected event is to be triggered on the timeline in the chapter can be set.

After completing the setting work for the multiple chapters included in the learning content, the user performs an operation to instruct the sending of the learning content, whereby the created learning content is sent to the server 10, and the content creation process ends.

(System Functional Configuration Related to Avatar Display Processing and Content Execution Processing)
5 is a diagram showing an example of a functional configuration related to an avatar object display process and a content execution process of the correspondence education system 1. The avatar object display process is a process for displaying an avatar object of a user on the instructor's side or the student's side together with learning content in a virtual space. The content execution process is a process for progressing through the learning content based on operation information and the like received from the user terminal 30.

The server 10 includes a receiving unit 101, an animation creating unit 103, a content executing unit 104, an image processing unit 105, and a transmitting unit 106 as functional configurations related to the avatar display processing and the content execution processing. The receiving unit 101 receives a data signal transmitted from the user terminal 30. The data signal transmitted from the user terminal 30 includes user motion information acquired by the user terminal 30 and operation information performed by the user on the user terminal 30. The operation information includes information related to operations performed on the virtual space via the user terminal 30. Note that the user motion information is not limited to motion information of the user's entire body, but may be motion information of a part of the user's body. For example, the movement of the user's head and changes in facial expression may be transmitted as user information.

The animation creation unit 103 creates an actual movement animation of an avatar object corresponding to the user, based on the user's movement information received by the receiving unit 101. This actual movement animation is an animation that reproduces the user's movement in real space using an image of the avatar object (hereinafter also referred to as an avatar image). The animation creation unit 103 also creates a planned movement animation of the avatar image relating to a predetermined planned movement. When the receiving unit 101 receives operation information indicating that a predetermined operation has been performed on the user terminal 30, the animation creation unit 103 creates a planned movement animation corresponding to the received operation.

The avatar object may be any object preset by a user on the student side or the instructor side, or may be one of the objects preset as objects included in the learning content. In this embodiment, as an example, the avatar object of the student user is any object preset by the user. On the other hand, the avatar object of the instructor user is one of the objects preset as objects included in the learning content.

The planned actions include reaction actions that indicate the user's emotions. For example, when a predetermined operation associated with "happy" is performed via the user terminal 30, an animation is created in which the character in the avatar image jumps up in joy.

The planned actions also include actions to operate specific objects included in the learning content. For example, if a planned action is associated with "popping a red balloon" and is set as a trigger action to be performed by touching or clicking on a red balloon displayed as an object in virtual space, when the user performs that action, an animation is created in the virtual space of the user's avatar popping the red balloon.

The planned action also includes a repetitive action that repeats a predetermined movement pattern. For example, a predetermined operation associated with a "standby state" is performed via the user terminal 30, and an animation is created in which the character of the avatar image waits while swaying in a certain movement pattern.

Note that the scheduled actions are not limited to the above examples, and various operations can be set as scheduled actions. For example, the scheduled action may be a predetermined action that the instructor's avatar performs on the student's avatar, or a predetermined action that the student's avatar performs on the instructor's avatar. The scheduled action may be an action in which the instructor's avatar explains the contents of the learning content.

The content execution unit 104 executes processing according to the operation information of the receiving unit 101. For example, when a user on the instructor's side or the student's side performs an operation to start using a specific learning content (an operation indicating the start of viewing the content) (i.e., when operation information indicating the operation to start using the content is received), the operation execution unit 13 distributes the learning content to the user terminals 30 on the instructor's side and the student's side. This allows the user terminal 30 to view a content image in which the learning content is deployed in a virtual space. Furthermore, the content execution unit 104 executes processing to progress the content according to the settings of the learning content.

The image processing unit 105 generates data for displaying animation of avatar objects on the user terminal 30 together with learning content deployed in a virtual space. This data may be the image itself, or data for drawing (rendering) the image. The data generated by the image processing unit 105 may also include data other than images, such as audio.

The transmission unit 106 transmits the data generated by the image processing unit 105 to the user terminal 30.

The user terminal 30 has a motion information acquisition unit 301, an operation information acquisition unit 302, a transmission unit 303, a reception unit 304, and a display control unit 305 as functional configurations related to avatar object display processing and content execution processing.

The operation information acquisition unit 301 acquires operation information of the user. For example, the operation information acquisition unit 302 captures an image of the user using a camera included in the input unit 35, and acquires operation information of the user (for example, line of sight, movement of the user's head, movement of a part of the user's body other than the head (for example, a hand, etc.) (so-called gestures), facial expressions, etc.) based on the captured image. The operation information acquisition unit 302 acquires operation information input by the user. For example, it acquires operation information input by the user via a pointing device such as a mouse, a keyboard, a microphone, a camera, a sensor, etc.

The operation information acquisition unit 302 acquires operation information input by a user. For example, the operation information is acquired via a pointing device such as a mouse, a keyboard, a microphone, a sensor, a camera, etc., included in the input unit 35.

The transmitting unit 303 transmits the user's motion information acquired by the motion information acquiring unit 301 and the operation information acquired by the operation information acquiring unit 302 to the server 10. The receiving unit 304 receives data for displaying an animation of an avatar object together with the learning content being distributed from the server 10. The display control unit 305 displays the data received by the receiving unit 304 on the display unit 36 of the user terminal 30.

(Avatar object display processing operation)
An example of the operation of the avatar display process will be described with reference to Fig. 6. The avatar object display process is started, for example, when an input operation for starting display of an avatar object is performed on the user terminal 30 in a state in which a predetermined virtual space is viewed on the user terminal 30 via the network N. The avatar object display process is performed by the CPU 11 reading the server program 14A from the storage unit 14, expanding it in the RAM 13, and executing it.

As shown in FIG. 6, in step S10, the CPU 11 receives an avatar object display start operation indicating the start of displaying an avatar object from the user terminal 30. Specifically, the user performs a start operation to start displaying an avatar object in the virtual space by inputting an input operation via the input unit 35 of the user terminal 30.

In step S11, the CPU 11 receives motion information indicating the user's motion from the user terminal 30.

In step S12, the CPU 11 creates an animation of the actual movements of the corresponding avatar image based on the acquired user movement information, and displays it in the virtual space together with the learning content.

Now, a specific example of the display of learning content will be described with reference to FIG. 8. FIG. 8 shows a state in which learning content that provides an educational picture book to be read aloud is deployed in a virtual space. The illustrated display screen 500 is an example of a case in which learning content is displayed on the display unit 36 of the user terminal 30. This display screen 500 displays a state in which a chapter constituting one scene of a picture book as a learning scene is deployed in a virtual space. In the illustrated example, a number of balloons Q (Q1, Q2, Q3) and a tree R are displayed as objects included in the learning content in a background image representing a field. In addition, as avatar objects, a first avatar P1 corresponding to a user on the instructor side who reads the picture book aloud and a second avatar P2 corresponding to a user on the student side are displayed at predetermined positions in the virtual space.

The first avatar P1 on the instructor's side is an object that is set in advance by the user on the content creator side as an object to be included in the learning content. This first avatar P1 is also an object for the instructor that the user on the instructor's side has the authority to operate, and an animation of the actual movements of the first avatar P1 is displayed when an input operation is performed on the user terminal 30 of the instructor's user to start displaying the avatar object.

The second avatar P2 of the student is an arbitrary object set in advance by the student user. This second avatar P1 is also a student object that the student user has the authority to operate; for example, the student user sets an arbitrary avatar image and stores it in advance in the user database 14C. Then, an input operation to start displaying the avatar object is performed on the student user's user terminal 30, and an animation of the actual movement of the second avatar P2 is displayed at a specified position in the virtual space.

The display position of the avatar object may be a preset position in the virtual space indicated by the learning content, or may be any position based on operation information of the user terminal. The display position of the avatar object may also be controlled to a position that does not overlap with other objects in the learning content.

In step S13, the CPU 11 determines whether or not predetermined operation information corresponding to a preset scheduled operation has been received from the user terminal 30. If the predetermined operation information has been received, the determination in step S13 is affirmative, and the process proceeds to step S14. On the other hand, if the predetermined operation information has not been received, the determination in step S13 is negative, and the process proceeds to step S16.

In step S14, the CPU 11 creates a planned action animation using the user's avatar object for the planned action associated with the received specific operation information. Then, the CPU 11 switches the avatar object from the actual action animation to the planned action animation. The CPU 11 then proceeds to processing in step S15.

In step S15, the CPU 11 switches the avatar object from the planned movement animation back to the actual movement animation. Specifically, when playback of the planned movement animation ends, the CPU 11 switches back to displaying the actual movement animation based on the user's movement information.

In step S16, the CPU 11 determines whether or not operation information indicating the end of the avatar display has been received. Specifically, when the user performs an end operation to end the display of the avatar object by inputting an input operation via the input unit 35 of the user terminal 30, and this operation information is received, the determination in step S16 is positive. If the determination in step S16 is positive, the CPU 11 ends the avatar object display process. On the other hand, if the determination in step S16 is negative, the CPU 11 returns to the process of step S11.

(Content execution process operation)
Next, an example of the operation of the content execution process will be described with reference to Fig. 7. The content execution process is started, for example, when a predetermined virtual space is being viewed on the user terminal 30 via the network N, and an operation is performed on the user terminal 30 to request the start of distribution of predetermined learning content. When the distribution of the learning content is started, for example, a learning scene corresponding to chapter 1 is developed in the virtual space.

In step S20, the CPU 11 determines whether a predetermined operation has been performed on the execution object. Specifically, the CPU 11 determines whether a predetermined operation has been performed on an object that has been set in advance as an execution object in association with a predetermined event in the chapter being distributed from a user terminal 30 that has the authority to operate the object. If a predetermined operation has been performed on the execution object by a user with the authority to operate the object, the determination in step S20 is positive, and the CPU 11 proceeds to the process of step S23. On the other hand, if a predetermined operation has not been performed on the execution object, the determination in step S20 is negative, and the CPU 11 proceeds to the process of step S21. Note that cases in which a predetermined operation has not been performed on the execution object also include cases in which no execution object has been set in the chapter.

In step S21, the CPU 11 determines whether or not a predetermined time for a specific event has elapsed. If the predetermined time has elapsed, the determination in step S22 is positive, and the CPU 11 proceeds to the process of step S23. On the other hand, if the predetermined time has not elapsed, the determination in step S21 is negative, and the CPU 11 proceeds to the process of step S22. Note that if the predetermined time for the event to be triggered has not elapsed, this also includes the case where no predetermined time is set for the event.

In step S22, the CPU 11 determines whether or not a preset required time has elapsed for the chapter being distributed. If the required time for the chapter has elapsed, the determination in step S22 is positive, and the CPU 11 proceeds to the process of step S23. On the other hand, if the required time for the chapter has not elapsed, the determination in step S22 is negative, and the CPU 11 returns to the process of step S20. Note that if the required time for the chapter has not elapsed, this also includes the case where no required time has been set for the chapter.

In step S23, the CPU 11 triggers an event. This event is an event that is involved in the progress of the learning content, and for example, the learning scene is switched by the triggering of the event. When the execution of the event ends, the CPU 11 proceeds to the process of step S24.

In step S24, the CPU 11 determines whether the distribution of the learning content has ended. Specifically, the CPU 11 determines whether an operation has been performed on the user terminal 30 to request that the distribution of the learning content be ended. If operation information requesting that the distribution of the learning content be ended has been received, the determination in step S24 is positive, and the CPU 11 ends the content execution process. On the other hand, if operation information requesting that the distribution of the learning content be ended has not been received, the determination in step S24 is negative, and the CPU 11 returns to the process in step S20.

Here, with reference to Figures 8 and 9, an example of the progress of learning content through the above content execution process will be described.

In the example of FIG. 8, in learning content that provides an educational picture book for reading aloud, three balloon Q (Q1, Q2, Q3) objects are displayed in a virtual space showing one scene from the picture book. The three balloons are, for example, a first balloon Q1 in which a kitten is trapped, a red second balloon Q2, and a blue third balloon Q3. Here, in this learning content, the first balloon Q1 in which the kitten is trapped and the red second balloon Q2 are set as execution objects. Furthermore, the first balloon Q1 and the second balloon Q2 are also mutual objects, and the instructor user and the student user are given the authority to operate them.

9, when the user operates the object of the first balloon Q1 in the virtual space within the time required for the chapter, an event associated with the first balloon Q1 is triggered. In the illustrated example, the event is triggered when the user's hand H touches the first balloon Q1 on the display screen 500 of a touch panel display. When the event associated with the first balloon Q1 is triggered, scenario A progresses in which the first balloon Q1 breaks and a trapped kitten appears. In the progression of scenario A, when a learning scene in which a kitten appears is reached, the kitten object is set as the avatar object of the instructor user. Therefore, by executing the above-mentioned avatar object display process, the instructor user can display the kitten object with any animation.

Meanwhile, if the user operates the object of the second balloon Q2 in the virtual space within the time required for the chapter, an event associated with the second balloon Q2 is triggered. In the illustrated example, the event is triggered when the user's hand H touches the second balloon Q2 on the display screen 500 of the touch panel display. When the event associated with the second balloon Q2 is triggered, the second balloon Q2 bursts and falls onto the field. Then, scenario B progresses, in which the first balloon Q1 with the kitten trapped inside is blown away by the wind.

On the other hand, if no operation is performed on any of the execution objects and the time required for the chapter has elapsed, an event is triggered on the condition that the time required for the chapter has elapsed. In the illustrated example, when an event associated with the elapse of the time required for the chapter is triggered, scenario C progresses in which the first balloon Q1 in which the kitten is trapped gets caught on an object on tree R, and the kitten is unable to get down from tree R. In this scenario C, a move to another chapter occurs when switching to a learning scene in which the kitten is unable to get down from tree R.

As described above, in one example, the progress of the learning content branches into multiple patterns depending on the operation performed by the user on the learning content. As a result, in the above example, the picture book for reading aloud provided by the learning content constitutes a multi-scenario. Furthermore, each event set in the learning content may be an event that takes place within the same chapter, or an event that takes place by moving to a different chapter.

(Action and Effects)
As described above, in the correspondence education system 1 according to the present embodiment, user motion information is acquired from the user terminal 30 (30A, 30B) connected to the virtual space via the network N, and an actual motion animation of the avatar object is created based on the acquired motion information. As shown in FIG. 8, an actual motion animation of the first avatar P1 and the second avatar P2 (avatar object) based on the motions of the instructor and student users is displayed together with the learning content in the virtual space. As a result, the motion of the user in the real space is reproduced by the motions of the avatars P1 and P2 in the virtual space. As a result, when a correspondence education is conducted using the learning content deployed in the virtual space, the visual effect for the user to communicate through the avatar object can be enhanced.

When a specific operation is performed on the user terminal 30, the distance learning system 1 switches the display of the avatar object in the virtual space from an actual movement animation to a planned movement animation. Therefore, for pre-set planned movements, part of the communication can be substituted with animations with a high dramatic effect. This enhances the visual effect for users to communicate through the avatar object.

In the distance learning system 1, when the planned movement animation of the avatar object in the virtual space ends, it switches back to the actual movement animation. This allows the avatar object's movements to naturally incorporate pre-set planned movements in addition to the user's actual movements.

For example, the planned actions include reaction actions that indicate the user's emotions. This allows for rich expression of the user's emotions through the avatar object in the virtual space.

For example, the planned actions may include actions to operate specific objects included in the learning content. This can facilitate communication using objects in the virtual space via the avatar object.

For example, the planned actions also include repetitive actions that repeat a predetermined movement pattern. This allows the avatar to wait and repeat a predetermined movement pattern, for example, in situations where active mutual communication is not required. This reduces the user's sense of fatigue caused by the user's actual movements always being reflected in the avatar's movements.

In addition, in this embodiment, the user can set any object as an avatar object. In the example shown in FIG. 8, the second avatar P2 corresponding to the student user can be set arbitrarily by the student user. This allows the user to set any object as an avatar object and communicate in the virtual space.

In addition, in this embodiment, the user can set one of the objects preset as an object included in the learning content as an avatar object. In the example shown in FIG. 8, the first avatar P1 corresponding to the instructor user is composed of one of the objects preset as an object included in the learning content. This allows the user to set one of the objects preset as an object included in the learning content as an avatar object and communicate in the virtual space.

Furthermore, according to the distance learning system 1 of this embodiment, operation information regarding operations performed in the virtual space is acquired via the user terminal 30 (30A, 30B) of the instructor or student user connected via the network N. In addition, in the learning content, a specific object included in the learning content is set as an execution object. Here, as shown in FIG. 9, in the learning content, an event related to the progress of the learning content can be triggered on the condition that the execution object (Q1, Q2) is operated via the user terminal 30. This allows the progress of the learning content to be actively changed by the user's operation on the object, thereby increasing the user's immersion in the learning content.

Specifically, the operations performed on the execution object via the user terminal 30 include at least one of a touch operation, a position movement operation, and an operation to change the display orientation. In this way, the learning content can trigger events by directly operating objects in the virtual space, thereby enhancing the user's immersion in the learning content.

Furthermore, in the distance learning system, the learning content can be set to include multiple learning scenes. Here, the events set in the learning content include switching of learning scenes. This allows the learning scene to be switched by the user's operation on the object, thereby increasing the user's sense of immersion in the learning content. Furthermore, the learning content can be configured as multiple scenarios by switching learning scenes. Therefore, the user's sense of immersion can be maintained even if the same learning content is used repeatedly.

In addition, the learning scene of the learning content can be configured to move to another learning scene after a preset required time has elapsed. This allows the learning content to progress as the required time elapses, even if the student user's level of participation or understanding is insufficient, preventing the student user from feeling stuck. Furthermore, by automatically switching learning scenes, the burden on the instructor can be reduced.

In addition, learning content can be created and improved easily because events can be set for each learning scene.

In addition, the learning content allows the user to set a specific time at which an event will be triggered in a specific learning scene. This allows an event to be triggered at a specific time in a specific learning scene, separate from the operation of an execution object. As a result, even if users' levels of participation and understanding vary, it is possible to prevent the progression of the learning content from becoming redundant.

In addition, the learning content can set any object from among multiple pre-registered objects as the execution object. Therefore, for example, it is possible to change the execution object from among multiple objects included in the learning content to suit the target age of the student user. This makes it possible to set multiple variations of the learning content using common content elements according to the target age and level of understanding of the student user. Note that, although an example in which the execution object can be set by the user on the content creator side has been described in this embodiment, the execution object may also be set by the operation of the user on the instructor side.

For the execution objects, teacher objects, student objects, and interactive objects can be set. This allows the operation authority of the event to be changed depending on the execution object. Therefore, for example, in the case of educational content for small children, where the target user age is young, the execution object can be set as a teacher object, making it possible to create content that student users can view without operating the terminal. On the other hand, in educational content for adults, the number of student objects and interactive objects can be increased, making it possible to create content that makes it easier for student users to actively participate in the progression of the scenario.

In the above embodiment, the number of instructor users and student users who access the virtual section is not particularly limited. There may be multiple instructor users, multiple student users, or only student users.

In addition, in the above embodiment, avatar objects of the instructor and student users are displayed in the virtual space, but this is not limited to this. It is also possible to display only the avatar image of the teacher user.

In the above embodiment, the case where the avatar object of the instructor user is one of the objects included in the learning content has been described, but the present invention is not limited to this. The avatar object may be an object arbitrarily set by the instructor user. Also, the avatar object of the student user may be one of the objects included in the learning content.

Furthermore, the processes executed by CPU 11, 21, 31 after reading the software (program) in the above embodiment may be executed by various processors other than the CPU. Examples of processors in this case include PLDs such as FPGAs, whose circuit configuration can be changed after manufacture, and dedicated electrical circuits such as ASICs, which are processors having a circuit configuration designed specifically to execute specific processes. The provision process may be executed by one of these various processors, or may be executed by a combination of two or more processors of the same or different types (e.g., multiple FPGAs, and a combination of a CPU and an FPGA). The hardware structure of these various processors is, more specifically, an electrical circuit that combines circuit elements such as semiconductor elements.

Although the server program 14A and the creator program 24A have been described as being pre-stored (installed) in the storage unit 14 and the storage unit 24, respectively, this is not limiting. Each program may be provided in a form recorded on a non-transitory recording medium such as a CD (Compact Disk), a DVD (Digital Versatile Disk), or a USB (Universal Serial Bus) memory. Each program may also be downloaded from an external device via the network N.

1 Correspondence education system 11 CPU (processor)
14A Server Program (Correspondence Education Program)
30 User terminal P1 First avatar (avatar object of the instructor user)
P2 Second avatar (avatar object of the student user)
Q Balloon (object)
R-tree (objects)
N Network

Claims (10)

A distance learning system that provides distance learning using learning content deployed in a virtual space,
At least one processor,
The at least one processor:
Set the avatar object of the instructor or student user,
acquiring operation information of the user from a camera connected to a user terminal connected to the virtual space via a network;
creating an actual movement animation of the avatar object based on the acquired movement information;
creating a scheduled action animation of the avatar object with respect to a preset scheduled action;
Displaying the learning content and the actual movement animation in the virtual space;
a predetermined action by a user is acquired as the action information via a camera connected to the user terminal, and thereby the avatar object in the virtual space is switched from the actual action animation to the planned action animation different from the predetermined action and displayed;
Distance learning system. A distance learning system that provides distance learning using learning content deployed in a virtual space,
At least one processor,
The at least one processor:
Set the avatar object of the instructor or student user,
Acquire user operation information from a user terminal connected to the virtual space via a network;
creating an actual movement animation of the avatar object based on the acquired movement information;
Displaying the learning content and the actual movement animation in the virtual space;
At least one of the avatar objects of the instructor and student users is one of the objects preset as a character object included in a chapter of the learning content.
Distance learning system. When the scheduled action animation ends, the at least one processor:
The distance learning system according to claim 1 , wherein the avatar object is switched back to the actual action animation and displayed. The distance learning system according to claim 1 , wherein the scheduled actions include a reaction action indicating an emotion of the user. The distance learning system according to claim 1 , wherein the scheduled action includes an action of operating a predetermined object included in the learning content. The distance learning system according to claim 1 , wherein the scheduled motion includes a repetitive motion in which a predetermined motion pattern is repeated. The distance learning system according to claim 1 , wherein the avatar object is an arbitrary object preset by the user. The distance learning system according to claim 1 , wherein the avatar object is one of objects preset as objects included in the learning content. A method for providing distance learning using learning content deployed in a virtual space, comprising:
Set the avatar object of the instructor or student user,
acquiring operation information of the user from a camera connected to a user terminal connected to the virtual space via a network;
creating a scheduled action animation of the avatar object with respect to a preset scheduled action;
creating an actual movement animation of the avatar object based on the acquired movement information;
Displaying the learning content and the actual movement animation in the virtual space;
a predetermined action by a user is acquired as the action information via a camera connected to the user terminal, and thereby the avatar object in the virtual space is switched from the actual action animation to the planned action animation different from the predetermined action and displayed;
Distance education delivery methods. A correspondence education providing program for providing correspondence education using learning content deployed in a virtual space, comprising:
Set the avatar object of the instructor or student user,
acquiring operation information of the user from a camera connected to a user terminal connected to the virtual space via a network;
creating an actual movement animation of the avatar object based on the acquired movement information;
creating a scheduled action animation of the avatar object with respect to a preset scheduled action;
a computer is caused to execute a process of displaying the actual movement animation together with the learning content in the virtual space ;
a predetermined action by a user is acquired as the action information via a camera connected to the user terminal, and the avatar object in the virtual space is switched from the actual action animation to the planned action animation different from the predetermined action and displayed;
Distance education offering programs.