Device and method for supporting continuous action within prescribed period, and program therefor

Abstract

To enhance efficiency of support for each actor in a method for supporting continuous action.SOLUTION: A method for supporting continuous action includes: first, receiving target setup information for learning to be supported from a support terminal 130 (S201); next, transmitting learning content to a first learner terminal 111 (S202); receiving an input relating to the learning content from the first learner terminal 111 (S203); and being the same with respect to a second learner (S204 and S205). Then, a support device 100 transmits a record acquisition request for acquiring a record of learning results to a recording device 120 (S206) and receives the record (S207). The support device 100 calculates, for each learner, a progress rate for a target cumulative value per unit period on the basis of the acquired record. The device 100 determines a type of support for each actor depending on which segment the progress rate falls into (S208).SELECTED DRAWING: Figure 2

Description

Technical Field

[0006] , , , ,

[0005]

[0001] The present invention relates to an apparatus, a method, and a program therefor for supporting continuous actions within a predetermined period.

Background Art

[0002] In personal schools or corporate training, learners are engaged in various types of learning, including language learning. However, it is not easy to complete the learning to the end, and many learners become frustrated.

[0003] Therefore, in order to encourage the continuation of learning, support may be provided. Such support can be provided by assigning a person to give advice to each learner during or before and after the lesson.

Summary of the Invention

Problems to be Solved by the Invention

[0004] However, such individual support naturally leads to a significant increase in cost, so it is only possible in some high-end schools or training, and in reality, many learners cannot habituate to learning and become frustrated.

[0005] This problem that habituation is not easy exists not only in learning but also in various actions that require continuity in order to achieve desired results. For example, but not limited to this, actions related to healthcare such as exercise for maintaining or improving health, actions related to sales activities such as making phone calls to potential customers, and various other things can be cited as such actions.

[0006] The present invention has been made in view of such problems, and an object thereof is to improve the efficiency of support for each actor in an apparatus, a method, or a program therefor for supporting continuous actions. [Means for solving the problem]

[0007] To achieve this objective, a first aspect of the present invention provides a method for supporting continuous action within a predetermined period, comprising the steps of: acquiring records from a recording device that records the results of actions by multiple individuals; calculating, based on the records, a progress rate for each individual with respect to a predetermined cumulative value of a target per unit period constituting the predetermined period; and determining, for each individual, the type of support provided to each individual, depending on whether the progress rate falls within a set of ranges including a first range including 100%, a second range less than or equal to the first range, and a third range greater than or equal to the first range.

[0008] Furthermore, a second aspect of the present invention is the method of the first aspect, wherein the set of ranges includes 0%.

[0009] Furthermore, a third aspect of the present invention is the method of the first aspect, wherein the set of ranges includes a fourth range of 0% or more, or 1% or more and less than or equal to the second range.

[0010] Furthermore, a fourth aspect of the present invention is a method according to any of the first to third aspects, wherein each range included in the set of ranges is rounded up to the nearest 1%.

[0011] Furthermore, a fifth aspect of the present invention is a method according to any of the first to fourth aspects, wherein the determination is further made according to the elapsed period within the predetermined period.

[0012] Furthermore, a sixth aspect of the present invention is a method according to any of the first to fifth aspects, wherein the support determined for an actor whose progress rate falls within the third range is the sending of a message based on a pre-prepared template.

[0013] Furthermore, a seventh aspect of the present invention is the method of the sixth aspect, wherein the message is in image format, video format, or audio format.

[0014] Furthermore, an eighth aspect of the present invention is a method according to any of the first to seventh aspects, further comprising the step of determining whether to make a phone call as support for an actioner whose progress rate is 0% after 1, 2, or 3 units of the predetermined period have elapsed, and notifying the result of the determination to a supporter terminal used by the supporter providing the support.

[0015] Furthermore, a ninth aspect of the present invention is a method according to any of the first to seventh aspects, further comprising the step of determining whether to send a message as support to an actor whose progress rate falls within the first or third range and whose results have not met the target per unit period for two consecutive units within the predetermined period, and notifying the result of the determination to a supporter terminal used by the supporter providing the support.

[0016] Furthermore, a tenth aspect of the present invention is a method according to any of the first to ninth aspects, comprising the steps of: transmitting a goal setting notification to an actor terminal used by each of the plurality of actors, prompting them to set a goal for each unit period constituting the predetermined period, before the predetermined period; and receiving goal setting information from the actor terminal for setting a goal for each unit period constituting the predetermined period.

[0017] Furthermore, an eleventh aspect of the present invention is a method according to any of the first to tenth aspects, further comprising the step of generating a team that includes a plurality of agents who satisfy predetermined selection criteria.

[0018] Furthermore, a twelfth aspect of the present invention is the method of the eleventh aspect, wherein the selection criteria include the progress rate falling within a first range or a third range above that.

[0019] A thirteenth aspect of the present invention is a program for causing a computer to perform a method for supporting continuous action within a predetermined period, the method comprising: acquiring records from a recording device that records the results of actions by a plurality of actors; calculating, based on the records, a progress rate for each actor with respect to a predetermined cumulative value of a target per unit period constituting the predetermined period; and determining, for each actor, the type of support for each actor depending on whether the progress rate falls within a set of ranges including a first range including 100%, a second range less than or equal to the first range, and a third range greater than or equal to the first range.

[0020] Furthermore, a 14th aspect of the present invention is a device for supporting continuous action within a predetermined period, which acquires records from a recording device that records the results of actions by multiple individuals, calculates a progress rate for each individual with respect to a predetermined cumulative value of a target per unit period constituting the predetermined period based on the records, and determines the type of support for each individual depending on whether the progress rate falls into one of a set of ranges, which includes a first range including 100%, a second range less than or equal to the first range, and a third range greater than or equal to the first range.

[0021] Furthermore, a fifteenth aspect of the present invention is a method for supporting continuous action within a predetermined period, comprising the step of acquiring a record from a recording device that records the results of actions by multiple individuals, Based on the aforementioned records, the steps include: calculating for each individual the progress rate against a predetermined target value per unit period constituting the predetermined period, based on the aforementioned records; and determining the type of support for each individual depending on whether the calculated progress rate for each unit period falls into one of a set of ranges, including a first range including 100%, a second range less than or equal to the first range, and a third range greater than or equal to the first range. Includes.

[0022] Furthermore, a sixteenth aspect of the present invention is the method of the fifteenth aspect, wherein the support determined for an actor whose progress rate for each unit period falls within the third range for two or three consecutive units is the sending of a message based on a pre-prepared template.

[0023] Furthermore, a 17th aspect of the present invention is a method according to the 15th aspect, further comprising the step of determining whether to make a phone call as support for an actioner whose progress rate is 0% in at least one unit period after one, two, or three units of the predetermined period have elapsed, and notifying the result of the determination to a supporter terminal used by the supporter providing the support.

[0024] Furthermore, an eighteenth aspect of the present invention is a method according to the fifteenth aspect, further comprising the step of determining whether to send a message as support to an actioner whose progress rate falls within the second range for two consecutive units within the predetermined period, and notifying the result of the determination to a supporter terminal used by the supporter providing the support.

[0025] Furthermore, a 19th aspect of the present invention is a program for causing a computer to perform a method for supporting continuous action within a predetermined period, the method comprising: acquiring records from a recording device that records the results of actions by a plurality of actors; calculating, based on the records, a progress rate for each actor with respect to a predetermined target value per unit period constituting the predetermined period, for each unit period; and determining, for each actor, the type of support provided to each actor, depending on whether the calculated progress rate for each unit period falls into a set of ranges including a first range including 100%, a second range less than or equal to the first range, and a third range greater than or equal to the first range.

[0026] Moreover, a 20th aspect of the present invention is an apparatus for supporting continuous actions within a predetermined period, which acquires the records from a recording device that records the results of actions by a plurality of actors, and based on the records, calculates, for each actor, the progress rate for each unit period constituting the predetermined period with respect to a preset target set value for each unit period, and determines, for each actor, the type of support according to which of a set of ranges including a first range including 100%, a second range less than or equal to the first range, and a third range greater than or equal to the first range the calculated progress rate for each unit period belongs to.

Advantages of the Invention

[0027] According to one aspect of the present invention, based on the records regarding the results of actions, for each actor, the progress rate with respect to the cumulative value of the preset target for each unit period constituting the predetermined period is calculated, and according to which segment the progress rate belongs to, the type of support for each actor is determined, so that the supporter who provides support can select the actor who should be intervened in using time, and the efficiency of support can be improved.

Brief Description of the Drawings

[0028] [Figure 1] It is a diagram showing an apparatus according to an embodiment of the present invention. [Figure 2] It is a diagram showing the flow of a method according to an embodiment of the present invention. [Figure 3] It is a diagram showing an example of an input screen for target setting information according to an embodiment of the present invention. [Figure 4] It is a diagram showing an example of the progress transition of an actor when various supports are provided when the action is learning. [Figure 5] It is a diagram showing an example of the subsequent learning progress of a learner who achieved a high progress rate initially.

Modes for Carrying Out the Invention

[0029] Embodiments of the present invention will be described in detail below with reference to the drawings. The present invention will be described below mainly with reference to learning examples, but each aspect of the present invention described with reference to learning examples is applicable to a variety of actions.

[0030] Figure 1 shows an apparatus according to one embodiment of the present invention. Apparatus 100 communicates via an IP network such as the Internet with a first learner terminal 111 used by a first learner, a second learner terminal 112 used by a second learner, a recording device 120 that records the learning results of multiple learners, and a supporter terminal 130 used by a supporter. Apparatus 100 calculates the learning progress rate for each learner based on the learning results obtained from the recording device 120 and provides support to each participant according to the progress rate. In the following, for simplicity, we will focus on the first learner terminal 111 and refer to it as learner terminal 111. Here, the term "learning results" can be more generally expressed as "action results".

[0031] The device 100 comprises a communication unit 101 such as a communication interface, a processing unit 102 such as a processor or CPU, and a storage unit 103 including a storage device or storage medium such as memory or a hard disk, and can be configured by executing a program for each processing. The device 100 may include one or more devices, computers or servers. The program may also include one or more programs and can be recorded on a computer-readable storage medium to become a non-transient program product. The program can be stored in a storage device or storage medium such as a database 104 accessible from the storage unit 103 or the device 100 via an IP network, and can be executed by the processing unit 102. The data described below as being stored in the storage unit 103 may also be stored in the database 104, and vice versa.

[0032] If the recording device 120 is a server that provides a learning service for online learning, the content of learning performed by the learner on the learning service using the learner terminal 111 may be recorded. The learning service can be used by displaying the learning content on the display screen of the learner terminal 111 via a web browser or by displaying it via an application installed on the learner terminal 111. For example, in English grammar learning, if one lesson includes 20 grammar questions and answers are entered for all questions, the input is sent from the learner terminal 111 to the recording device 120 and recorded as learning content in the recording device 120. The input may also be sent to the recording device 120 each time an answer is made for each question.

[0033] Furthermore, it is conceivable that the learner could transmit some learning result to the recording device 120 using the learner terminal 111, thereby recording the learning result in the recording device 120. The input of the learning result can be done by sending input screen display information for displaying a screen for inputting the learning result from the recording device 120 to the learner terminal 111 as, for example, an HTML file, and then using the input screen displayed on the learner terminal 110's display screen via a web browser, or by running an application installed on the learner terminal 110 and using the input screen displayed within that application. In the example of English grammar learning, this would involve allowing the learner to input that they have completed one lesson. However, from the standpoint of data reliability, it is preferable that the recording device 120 generates and stores the learning result based on the input received from the learner regarding the learning content, rather than the learner directly inputting the learning result, provided that the input meets predetermined conditions. In the above example of English grammar learning, it is conceivable that the recording device 120 generates a learning result indicating that one lesson has been completed, provided that a predetermined percentage or more of the answers to the 20 questions are correct.

[0034] If the learning content involves an instructor, the instructor may input the learning results on their own instructor terminal (not shown), and this input may be transmitted from the instructor terminal to the recording device 120. When the instructor inputs the results, direct input of the learning results is highly reliable.

[0035] In addition to the completion of a lesson, learning results may include starting a lesson or attending a lesson with an instructor. Alternatively, the recording device 120 may receive the start of a lesson or attendance as learning content, and record the completion of a lesson as a learning result only when it receives additional learning content such as the completion of the lesson, the elapsed of a predetermined time, or the fact that the lesson was not stopped.

[0036] Ultimately, the method of performing an action is arbitrary as long as the results of the action are recorded in the recording device 120. However, the actions to which this invention can be applied are those that allow the user to exceed the goal within a predetermined period. For example, if the learning objective is to memorize 450 English words in three months, memorizing 500 words would exceed the learning objective within the predetermined period. The period can be set in months, such as March, April, May, and June, or in weeks, such as 8, 16, 18, and 20 weeks, but it is preferable to set it in months or eight weeks or longer. Examples to which this invention can be applied include attending 24 fitness classes in two months when the goal is to attend 20, or calling 440 companies in four months when the goal is to call 400 prospective customers. Furthermore, this invention targets actions in which the predetermined period is divided into unit periods, and the results of the actions per unit period can be recorded. As will be described later, by accumulating the results of the actions per unit period as data, it is possible to provide support based on quantitative analysis. This does not exclude the possibility that behavioral results other than those per unit period may be recorded.

[0037] First, goal-setting information for the learning subject to support is received from the supporter terminal 130 used by the supporter (S201). Figure 3 shows an example of an input screen for goal-setting information according to one embodiment of the present invention. The input screen 300 uses TOEIC® as the learning subject to support, and for a learning period of 18 weeks with one week as the unit period, the goals for each week are entered separated by commas as "11, 11, 11, 11, 11, 11, 11, 11, 11, 11, 11, 11, 11, 11, 11, 11, 11, 11, 11, 11, 11". This goal is to complete 198 lessons in 18 weeks. If the learning start date is in the middle of a week, for example, the goals for the first and last weeks may be prorated according to the number of days. Also, although the goals for each week are set equally in the example in Figure 3, it is also possible to set different goal values ​​for each week.

[0038] Goal setting information can be entered by the support provider, another person at the support service provider company, or, if the company providing learning services to learners is the service user, a representative at that company can enter the information. Furthermore, goal setting can be done for individual learners or for groups of multiple learners by associating them with appropriate identifiers.

[0039] There is a correlation between the learner's state before learning and the achievement of the final goal, and it is thought that increasing interest in learning before a predetermined period of learning has an effect. Before the predetermined period, a goal-setting notification may be sent from the support device 100 or the supporter terminal 130 to the learner terminal 111, prompting the learner to set a goal, and goal-setting information, including the goal entered by the learner or a person with a personal relationship to the learner (such as a parent) on the learner terminal 111, may be sent from the learner terminal 111 to the support device 100. In this way, the learner's interest in learning can be increased. Furthermore, there is a correlation between the state of the user company representative before learning and the achievement of the final goal, and it is thought that increasing motivation to provide support before a predetermined period of learning has an effect. Before the predetermined period, a notification may be sent from the support device 100 to the user company representative's terminal (not shown) prompting their involvement in the learner's goal achievement, thereby increasing the representative's motivation to provide support.

[0040] Next, in this example, the recording device 120 is a server that provides learning services online, and it transmits learning content to the first learner terminal 111 (S202) and receives input regarding the learning content from the first learner terminal 111 (S203). When the input satisfies predetermined conditions, one learning session is completed, and the number of learning sessions is stored in the recording device 120 in association with a learner identifier for identifying the learner. As mentioned above, the recording of learning results in the recording device 120 can be done in various ways. In Figure 2, the transmission from the first and second learner terminals to the recording device 120 is represented by a single arrow, but multiple learning sessions are performed. Although the description has focused on the first learner terminal 111, in Figure 2, the first and second learner terminals are shown separately. Similar to the first learner terminal 111, learning content is transmitted to the second learner terminal 112 (S204), and the recording device 120 receives input regarding the learning content from the second learner terminal 112 (S205).

[0041] Next, the support device 100 sends a record acquisition request to the recording device 120 to acquire records of learning results from multiple learners (S206), and receives the records from the recording device 120 (S207). Here, the description assumes that the records are received from the recording device 120 by calling an API, for example, but the support device 100 can also acquire the records by outputting the records stored in the recording device 120 to a file each time a unit period has elapsed, and inputting that file into the support device 100.

[0042] Table 1 shows an example of the learning result data stored in the support device.

[0043] [Table 1]

[0044] In the data in Table 1, the elapsed unit period is represented by "week_no," with the value for the first week being "0." The identifier for each learner is "student_id," the learning result for each unit period is "weekly_progress," the goal for that period is "desirable_progress," the cumulative value of the learning results up to that period is "total_progress," and the cumulative value of the goals up to that period is "total_desirable_progress." In addition, the learning materials used are represented by "material_id." Table 1 also shows an example where four learners identified by learner identifiers "916," "939," "963," and "964" ("student_id") are employees of a client with client identifier "client_id" "6" for the support service provided by the support device 100, and the learning was conducted as a training project for employees, with the project identifier "project_id" being "46."

[0045] Based on the acquired records, the support device 100 calculates for each learner the progress rate relative to the cumulative value of the target per unit period, which is predetermined by the target setting information. The device 100 then determines the type of support for each learner depending on whether the progress rate falls into one of a set of ranges, which includes a first range including 100%, a second range less than or equal to the first range, and a third range greater than or equal to the first range (S208).

[0046] Here, the progress rate can be divided into segments such as the following: 0% 1%~70% 71%~90% 91%~110% 111%~150% Over 151% The range can be divided into a first range below 100% and a third range above 110%, with 91% to 110% being the baseline. Further subdivisions are possible. The example above divides the range into six segments. For example, the second range could be 71% to 90%, and the range below that, 1% to 70%, could be the fourth range. Rounding up to the nearest 1% allows for a strict distinction between 0% and above, which has the advantage of allowing one to understand whether or not action has been taken after overcoming psychological barriers. However, different rounding methods can be employed. If necessary, 0% can be omitted, and the range below the second range, from 0% to 70%, can be designated as the fourth range. As mentioned above, the progress rate is primarily calculated based on the cumulative value of the target per unit period, but as will be discussed later, it is also possible to use a value calculated for each unit period based on the set target value per unit period.

[0047] Although not shown in Figure 2, it is preferable that the calculated progress rate be viewable on the learner terminal 111. The progress rate can be viewed by sending viewing screen display information for displaying the progress rate to the learner terminal 111 as, for example, an HTML file, and displaying the learner's progress rate on the learner terminal 110's display screen in a web browser, or by running an application installed on the learner terminal 110 and displaying it within that application.

[0048] The inventors accumulated a vast amount of data on the relationship between experimental support provided to learners and their eventual achievement of goals. They found that achieving a high rate of progress early in a given period significantly impacts continued learning in order to achieve the goals for that period. Figure 4 shows an example of learner progress with various types of support, and Figure 5 shows an example of subsequent learning progress for learners who achieved a high rate of progress early on. This illustrates how the amount of learning done early on has a greater impact on subsequent progress than simply accumulating learning sessions linearly towards the goals for the given period. Expressed quantitatively, if the given period is divided into units of time, and the progress rate relative to the cumulative value of the goal per unit of time is around 100% in the early stages of the given period, or more preferably exceeds that, then a high rate of progress is more likely to be maintained thereafter.

[0049] In Figure 4, progress rates are divided into four segments: 0% to 70% (rounded up to the nearest 1%, the same applies hereafter in Figure 4), 71% to 90%, 91% to 110%, and 111% or more, with darker colors used for higher progress rates. If we define the first range as 91% to 110% including 100%, the second range as 71% to 90% below the first range, the third range as 111% or more above the first range, and the fourth range as 0% to 70% for week 0 below the second range, then a learner whose learning result in the first week is "47" falls into the third range for that week's progress rate and maintains a high progress rate thereafter. A learner whose learning result in the first week is "0" falls into the fourth range for that week's progress rate, and their learning result in the following week is also low at "11," which also falls into the fourth range. However, their learning result in the week after that is "30," which exceeds 91% and falls into the first range. Although this learner's progress rate never exceeded the first range, they maintained a relatively high progress rate thereafter. A learner whose learning result in the first week was "13" had a progress rate in the third range for that week and maintained a high progress rate until four weeks had passed. In the fifth week, their learning result was "56," and their progress rate dropped to 102%, within the first range. In the tenth week, after nine weeks had passed, their progress rate dropped further, but from the fifteenth week onward, after fourteen weeks had passed, it returned to the first range, and a relatively high progress rate was maintained throughout the entire learning period. A learner whose learning result in the first week was "5" had a progress rate in the fourth range for that week, and their learning results remained low thereafter. In the sixth week, after five weeks had passed, their learning result was "50," showing a slight improvement in progress rate, but after that, their learning situation became low again. In Figure 4, for simplicity, 0% was included in the fourth range without distinction, but if it were to be distinguished, it should be made the fifth range, and the fourth range should be 1% to 70%.

[0050] If a learner achieves a high progress rate early on, they tend to continue learning on their own. For example, the support device 100 can send a message based on a pre-prepared template to the first learner terminal 111 of such a first learner, or make a request to the mail server (S209). More specifically, it is conceivable to automatically send a message based on the template if the progress rate falls within the third range in the initial period when the unit time within a predetermined period is 4 units or less. This reduces the burden on the supporter and increases the number of learners that can be supported per person. Here, it is described as initial up to 4 units, but depending on the learning being supported, the initial period may be set to 3 units, 5 units, or 6 units. Alternatively, in the initial period within a predetermined period, similar support may be provided if the progress rate against the pre-set target value per unit period falls within the third range for 2 or 3 consecutive units. Furthermore, even if the server that sends messages is a separate server from the servers that perform other functions described herein, the device 100 may include multiple servers and can therefore still be considered as the device 100.

[0051] While the description states that support will be provided by automatically sending messages if the progress rate falls within the third range in the early stages of a specified period, depending on the learning being supported, support may also be provided by automatically sending messages even if the progress rate falls within the first range. In this case, by appropriately selecting a message template as needed, it is possible to sufficiently motivate learners whose progress rate falls within the first range and guide them to a higher progress rate. Such messages can be in image or video format, for example, instead of text format. Text-only formats can be difficult to read, and the effectiveness of the message can be increased by using images or videos that include text. Here, the case where the initial progress rate falls within the first range has been explained, but using image or video format can also be used in other cases to appropriately increase the effectiveness of the message and provide support without increasing the burden on the supporter. In addition to image and video formats, such messages may also be in audio format. Furthermore, although the above description assumes that the support device 100 automatically sends messages or requests them to the mail server, the supporter terminal 130 may be shown an input screen for executing such transmission or request, and the transmission or request may be made in response to input made by the supporter on the input screen. Similar support may also be provided when calculating the progress rate against the target value set per unit period.

[0052] Furthermore, if a high progress rate is not achieved early on, it is preferable for the supporter to provide proactive support to increase the learning motivation and raise the progress rate to the first range, and more preferably to the third range above that. As an example, for such a second learner, the support device 100 first notifies the supporter terminal 130 of the need for proactive support (S210), and the supporter using the supporter terminal 130 intervenes with the second learner in response to the notification (S211). An effective intervention is telephone follow-up, that is, calling the second learner. More specifically, it is conceivable to automatically send the notification when the progress rate falls to 0% when the unit time within a predetermined time is 2 units or less. Here, 2 units are used as an example, but depending on the learning being supported, the period of proactive support through intervention may be 1 unit or 3 units or less. In the example in Figure 4, the supporter intervenes with telephone follow-up for a learner whose learning result in the first week was "0" to increase their learning motivation and raise the initial progress rate to the first range. Even when calculating the progress rate against the target value set per unit period, the need for proactive support described above may be notified if the progress rate in at least one unit period after 1, 2, or 3 units have elapsed within a predetermined period falls to 0%.

[0053] It is preferable that, when a learner with a progress rate of 0% takes a learning action and a learning result is achieved, the support device 100 sends a message based on a pre-prepared template or requests a mail server to do so. Sending a so-called praise message that positively evaluates the initiation of the action can increase the learner's motivation to learn, and is particularly effective in the early stages. The message may be sent by notifying the supporter terminal 130 from the support device 100, and the supporter terminal 130 may then request transmission from a message sending server such as a mail server. The message can be in image format, video format, or audio format. The same message sending may also be performed when the progress rate is calculated against a set target value per unit period.

[0054] While the plan describes providing support through intervention when the progress rate falls to 0% in the early stages of a predetermined period, depending on the type of learning being supported, it may also be possible to provide support through intervention when the progress rate falls within a fourth range. This is because the fourth range is below the second range, which is below the first range (which includes 100%), and it allows for an appropriate limiting of the number of learners whose progress rate falls within this range, thus preventing an excessive increase in the workload of support staff. Similar support may also be provided when calculating the progress rate against the target value set per unit period.

[0055] Even if a progress rate within the first range or higher is achieved in the early stages of a predetermined period, if the cumulative value of the learning results does not change, or more broadly, if the target per unit period is not achieved, the risk of dropping out of learning increases. The inventors believe that the risk of dropping out is particularly high if the cumulative value of the learning results does not change for two consecutive units, or more broadly, if the target per unit period is not achieved, and therefore it is preferable for a supporter to intervene and provide active support. One example of such intervention is the sending of a message by the supporter in response to a notification from the device 100 to the supporter terminal 130. Rather than automatic transmission by the device 100, sending a message generated by the supporter in light of the learner's situation makes the intervention more effective. When calculating the progress rate against the set value of the target per unit period, similar active support may be provided if the target is not achieved for two consecutive units within a predetermined period, or if the progress rate falls within the second range.

[0056] It is preferable to have learners who have been able to raise their progress rate to the first range or a third range higher than that in the early stages of a predetermined period participate in a community service for users of the learning service they use. If learners with relatively high progress rates can be connected to the community, they are more likely to be motivated by communication with other learners and continue their learning behavior on their own. Here, learners who participate in a community service may feel hesitant to start communicating in the community service if they do not have interaction with other learners, and this hesitation can be mitigated by forming a team that includes multiple learners. More specifically, the device 100 can generate a team by selecting multiple learners who meet predetermined selection criteria such as the learning start time and progress rate. These selection criteria can be stored in a storage device or storage medium such as a database 104 that can be accessed from the storage unit 103 or the device 100 via an IP network. An example of a selection criterion is that among learners who are learning during the same predetermined period, their progress rate at a predetermined point in time falls within the first range or a third range higher than that. Furthermore, as an example, the progress rate can be calculated for a team that includes learners using the learner terminal 111, and viewing screen display information for displaying the progress rate of other teams can be transmitted from the device 100 to the learner terminal 111, thereby encouraging participation in the community service. When calculating the progress rate against a target value set per unit period, multiple learners may be selected based on multiple progress rates for each unit period before or prior to a predetermined point in time.

[0057] As described above, according to the present invention, by efficiently selecting the individuals who should receive intervention from a supporter, it becomes possible for one supporter to handle tens or even hundreds of individuals. This makes it possible to widely provide support that is effective in habituating behaviors, which was previously only available to a limited number of people. From the perspective of companies providing services such as learning services and fitness services, the likelihood of service users continuing their behaviors and consequently continuing to use the service increases, leading to a reduction in the churn rate. Therefore, making the support according to the present invention available to users offers significant advantages.

[0058] Furthermore, in the embodiments described above, unless the word "only" is used, such as "based only on XX," "according only to XX," or "in the case of XX only," it is assumed in this specification that additional information may also be considered. Also, as an example, the statement "if a, then b" does not necessarily mean "always b in the case of a" or "b immediately after a," unless explicitly stated otherwise. In addition, the statement "each a constituting A" does not necessarily mean that A is composed of multiple components, but includes the possibility that the component is singular.

[0059] Furthermore, for the sake of clarity, even if there are aspects of operation in some method, program, terminal, device, server, or system (hereinafter referred to as "method, etc.") that differ from the operation described herein, each aspect of the present invention is intended to cover the same operation as any of the operations described herein, and the existence of operation different from the operation described herein does not mean that such method, etc. is outside the scope of each aspect of the present invention. [Explanation of Symbols]

[0060] 100 Support equipment 101 Communications Department 102 Processing Unit 103 Storage section 104 Databases 111 First learner terminal 112 Second learner terminal 120 Recording device 130 Supporter terminals 300 Goal Setting Information Input Screen

Claims

[Claim 1] 1. A method for supporting sustained activity over a period of time, comprising: A computer acquires records relating to results of actions taken by a plurality of actors; a step of the computer calculating, for each actor, a progress rate with respect to a cumulative value of a goal per unit period that divides the predetermined period based on the record; the computer determines a type of support for each of the actors depending on which of a set of ranges including a first range including 100% the progress rate falls within; Includes.

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