Environment education system

Abstract

To realize a more preferable environment education as compared with the case of connecting a learner terminal to only a class, etc.-based server.SOLUTION: An environment education system 1 includes: a school server 40 that is connected through an internal network to a learner terminal 20 for a learner to utilize and for performing totalization and / or totalization processing of data related to energy-saving behavior each inputted on the learner terminal; and an external server 50 that is connected to the learner terminal and an organization server through an external network 90, manages a program provided to the learner terminal or a program provided to each terminal and stores connection information with the learner terminal, and provides information about environment education to each terminal using the connection information. The school server provides processed data which the data related to energy-saving behavior inputted from the learner terminal has been summarization-processed to the external server. The external server provides an analysis result of energy saving of the processed data acquired from the school server to the organization server and / or the learner terminal.SELECTED DRAWING: Figure 1

Description

[Technical field]

[0001] The present invention relates to an environmental education system. [Background technology]

[0002] Patent Document 1 discloses that learner management is performed on a server within the organization to which the learner belongs, and that personal information of the learner is protected by separating it from the system that manages content such as teaching materials, etc. It also discloses that learning materials and test questions required by the learner's request are sent from the content provider server to a server within the organization according to the degree of difficulty represented by the item difficulty level, etc., where they are cached and presented to the learner. [Prior art documents] [Patent documents]

[0003] [Patent Document 1] JP 2003-295747 A Summary of the Invention [Problem to be solved by the invention]

[0004] As the climate change problem becomes more serious year by year and drastic and sustainable greenhouse gas reduction is required worldwide, the necessity of environmental education in the educational field is being called for in order to nurture the creators of a sustainable society. In response to this, the development of energy conservation education that can be easily introduced in the educational field of elementary, junior high and high schools is being promoted. Meanwhile, with the rapid development of information and communication technology and globalization, education using information and communication technology (ICT) for children is being promoted in the field of education. If environmental education can be realized using this information and communication technology, it will be possible to easily input data related to energy conservation, and also to easily visualize the energy conservation effects, thereby promoting energy conservation education. Therefore, data that children individually input using devices such as tablets can be collected, for example, by classroom (class, group) and input and aggregated on a server or the like for the school. If data can be collected by class or group and CO2 emissions can be reduced, it is expected that a greater educational effect can be obtained. However, if individual terminals are connected only to a server for a class, etc., it is not possible to accommodate new data. Furthermore, when incorporating this into school education, teacher training is required, but when a teacher changes grades every year, they need to relearn the material, and it is difficult for a class-based server that only uses old textbooks to accommodate new data. In particular, in energy conservation education, there are many variables in the various data, such as climate change, the introduction of renewable energy, and the amount of savings, and favorable environmental education cannot be realized in the closed network world of individual terminals and school / class-based servers. The present invention aims to realize more favorable environmental education than when each learner's terminal is connected only to a server on a class basis or the like. [Means for solving the problem]

[0005] The environmental education system to which the present invention is applicable comprises an organization server connected via an internal network to each of terminals used by a plurality of learners receiving environmental education and which aggregates and / or processes data relating to energy-saving behaviors inputted into each of the terminals, and an external server connected to each of the terminals and the organization server via an external network and which manages programs provided to each of the terminals or programs provided to each of the terminals, stores connection information with each of the terminals, and uses the connection information to provide information relating to environmental education to each of the terminals, wherein the organization server does not provide the data relating to energy-saving behaviors inputted from each of the terminals to the external server, but provides processed data that has been aggregated and processed from the data relating to the energy-saving behaviors to the external server, and the external server provides the results of an energy-saving analysis of the processed data obtained from the organization server to the organization server and / or each of the terminals. The organizational server can also be characterized in that it conceals personal information of the learner contained in the data regarding the energy-saving behavior, and provides the concealed data regarding the energy-saving behavior to the external server as the processed data. The organization server can also be characterized in that it selects information necessary for analysis to be requested to the external server from the data regarding the energy-saving behavior, and provides the selected data regarding the energy-saving behavior to the external server as the processed data. The data on the energy saving behavior may be data on resource usage input from a terminal of the learner. The data on the energy saving behavior may include at least one value of a gas meter, an electric meter, or a water meter input by the learner. In addition, the data regarding the energy-saving behavior can be characterized by further including a number of practices, which is the number of times that the learner has performed a behavior that is predetermined as a behavior that has the potential to reduce resource usage. The external server may also be characterized in that it acquires statistical data regarding at least one of gas usage, electricity usage, or water usage, and performs analysis regarding environmental education using the acquired statistical data and the acquired processed data. The external server may further acquire a history of past weather conditions, and perform analysis based on the acquired weather history. Effect of the Invention

[0006] According to the present invention, it is possible to realize more favorable environmental education than when each learner's terminal is connected only to a server on a class basis or the like. [Brief description of the drawings]

[0007] [Figure 1] 1 is a diagram showing the overall configuration of an environmental education system to which an embodiment of the present invention is applied. [Diagram 2] FIG. 2 is a diagram illustrating an example of the configuration of a learner terminal and a teacher terminal. [Diagram 3] FIG. 2 is a diagram illustrating an example of the configuration of a school server and an external server. [Figure 4] FIG. 2 is a diagram illustrating an example of a functional configuration of a learner terminal according to the present embodiment. [Diagram 5] FIG. 2 is a diagram illustrating an example of a functional configuration of a teacher terminal according to the present embodiment. [Figure 6] FIG. 2 is a diagram illustrating an example of a functional configuration of a school server according to the present embodiment. [Figure 7] FIG. 11 is a diagram illustrating an example of information stored in a school server. [Figure 8] FIG. 2 is a diagram illustrating an example of a functional configuration of an external server according to the present embodiment. [Figure 9] 11 is a diagram illustrating an example of management information stored in a storage unit of an external server. FIG. [Figure 10] 1 is a sequence diagram showing an example of a processing procedure of an environmental education system to which the present embodiment is applied; [Figure 11]11 is a flowchart showing an example of the analysis in S7 of FIG. 10. [Figure 12] 13 is a diagram showing a state in which a user performs a touch operation on a questionnaire input screen for inputting a questionnaire. FIG. [Figure 13] 13 is a diagram showing a state in which a learner performs a touch operation on an action input screen for inputting an energy saving action taken by the learner. FIG. [Figure 14] FIG. 13 is a diagram showing an example of a meter input screen for inputting a meter value. DETAILED DESCRIPTION OF THE PREFERRED EMBODIMENTS

[0008] Hereinafter, embodiments of the present invention will be described in detail with reference to the accompanying drawings. <Overall Structure of Environmental Education System 1> FIG. 1 is a diagram showing the overall configuration of an environmental education system 1 to which this embodiment is applied. The environmental education system 1 is a system that encourages learners to practice actions that are favorable to the global environment through education at elementary schools, junior high schools, high schools, etc. In the environmental education system 1, lessons are conducted using learning application software (hereinafter referred to as a learning application) installed on a terminal possessed by the learner. The learner can display content related to environmental education on the terminal using the learning application during class time, outside of class time, or both. In addition, the learner can input assignments, questionnaires, etc. related to environmental education into the terminal using the learning application and submit the assignments, questionnaires, etc. to the teacher. In one example of environmental education using this learning application, multiple lessons are conducted. For example, six one-hour lessons are conducted once a week. In this specification, the first lesson of a series of lessons may be referred to as the first step, the second lesson as the second step, and the Nth lesson as the Nth step.

[0009] The environmental education system 1 includes a learner terminal 10, which is a terminal carried by a learner, a teacher terminal 20 carried by a teacher who provides education, and a relay device 30 that is placed in a school classroom and used to connect the learner terminal 10 and the teacher terminal 20 to a network within the school, which is an internal network. The environmental education system 1 also includes a school server 40 managed for each school, and the learner terminal 10 and the teacher terminal 20 are connected to the school server 40, which is an example of an organizational server, via the relay device 30. The environmental education system 1 also includes an external server 50 that distributes and manages learning applications, and the school server 40 and the external server 50 are connected to each other via an external network 90. ​​The relay device 30 is, for example, a wireless LAN router that connects the learner terminal 10 and the teacher terminal 20 by wireless communication. The external network 90 is, for example, the Internet. In addition, the organizational server is not limited to a server managed by a single school, but may be, for example, a server managed by an organization that includes multiple schools, such as affiliated schools or affiliated schools, or it may be a server managed by a local government organization such as a city, town, or village that manages multiple schools.

[0010] <Hardware Configuration of the Student Terminal 10 and the Teacher Terminal 20> FIG. 2 is a diagram showing an example of the configuration of the learner terminal 10 and the teacher terminal 20. As shown in FIG. The learner terminal 10 and the teacher terminal 20 are equipped with control units 11, 21 that control the entire device, memory units 12, 22 used to store data, etc., display units 13, 23 used to display operation reception screens and images, operation units 14, 24 that accept user input operations, and communication units 15, 25 used to communicate with external devices.

[0011] The control units 11 and 21 are composed of CPUs (Central Processing Units) 11a and 21a, ROMs (Read Only Memories) 11b and 21b, and RAMs (Random Access Memories) 11c and 21c. The ROMs 11b and 21b store basic programs (operation systems) executed by the CPUs 11a and 21a, various settings, etc. The CPUs 11a and 21a use the RAMs 11c and 21c as working areas and execute various application programs read from the ROMs 11b and 21b and the storage units 12 and 22. The CPU 11a executes the programs to control the various components of the learner terminal 10 and the teacher terminal 20.

[0012] The storage units 12 and 22 can be exemplified by storage devices such as semiconductor memories. The display units 13 and 23 are display devices that display still images, moving images, etc. The display units 13 and 23 can be exemplified by a liquid crystal display or an organic EL (Electro Luminescence) display. The operation units 14 and 24 are input devices that accept operations from a user, and examples of the operation units 14 and 24 include a touch panel, a keyboard, a mouse, a switch, and a microphone. The communication units 15 and 25 can be exemplified as communication interfaces.

[0013] The learner terminal 10 and the teacher terminal 20 configured as above may be, for example, a tablet terminal provided by a school. The learner terminal 10 and the teacher terminal 20 may be a multi-function mobile phone (a so-called "smartphone"), a mobile phone (a so-called "feature phone"), a personal digital assistant (PDA), a notebook PC, a desktop PC, or the like.

[0014] <Hardware configuration of the school server 40 and the external server 50> FIG. 3 is a diagram showing an example of the configuration of the school server 40 and the external server 50. As shown in FIG. The control units 41 and 51 are composed of CPUs (Central Processing Units) 41a and 51a, ROMs (Read Only Memory) 41b and 51b, and RAMs (Random Access Memory) 41c and 51c. The ROMs 41b and 51b store basic programs (operation systems) executed by the CPUs 41a and 51a, various settings, and the like. The CPUs 41a and 51a use the RAMs 41c and 51c as working areas and execute various application programs read from the ROMs 41b and 51b and the storage units 42 and 52. The CPUs 41a and 51a execute various programs to control the various units of the school server 40 and the external server 50.

[0015] The storage units 42 and 52 can be exemplified by storage devices such as semiconductor memories. The display units 43 and 53 are display devices that display still images, moving images, etc. The display units 43 and 53 can be exemplified by a liquid crystal display or an organic EL (Electro Luminescence) display. The operation units 44 and 54 are input devices that accept operations from a user, and examples of the operation units 44 and 54 include a keyboard, a mouse, a touch panel, a switch, a microphone, and the like. The communication units 45 and 55 can be exemplified as a communication interface.

[0016] Examples of the school server 40 and the external server 50 include a notebook PC and a desktop PC.

[0017] <Functional configuration of the learner terminal 10> Next, the functional configuration of the learner terminal 10 according to the present embodiment will be described with reference to FIG. FIG. 4 is a diagram showing an example of the functional configuration of the learner terminal 10 in this embodiment. Each function of the learner terminal 10 in this embodiment is realized by an application program installed from, for example, an external server 50.

[0018] The learner terminal 10 includes an input receiving unit 101 that receives information input to the learner terminal 10, a display control unit 102 that controls the display unit 13 (see Figure 2) of the learner terminal 10, and a recommended behavior presentation unit 105 that presents to the learner energy-saving behaviors that are easy for the learner to perform. Here, energy-saving actions are actions that are predefined as actions that have the potential to reduce the consumption of energy resources. Examples of energy resources include infrastructure resources such as gas, electricity, and tap water. In the learning application, for example, 16 actions are predefined as energy-saving actions that are likely to produce results in a short period of time and are easy for even children to follow.

[0019] The input receiving unit 101 receives data on energy saving actions input by the learner using the touch panel of the operation unit 14 (see FIG. 2) of the learner terminal 10. Here, data on energy-saving actions refers to information that learners are required to input into the learning application, and more specifically, includes the history of energy-saving actions taken by learners, questionnaires on environmental awareness and status, information showing the effects of energy-saving actions, reports created by learners, etc. The information indicating the effect of the energy saving behavior is information that may change along with the energy saving behavior, such as information regarding the amount of energy resource usage. The information on the amount of energy resource usage is, for example, the gas meter, electricity meter, and water meter values ​​of the house where the learner lives. In one example of a lesson using a learning application, the learner is required to input the gas meter, electricity meter, and water meter values ​​for each step. Specifically, the learner is required to input the resource meter values ​​after the first lesson, and is required to input the meter values ​​before the second and subsequent lessons. The reports written by the learners may be created electronically using word processing software or the like and then input into the learner terminal 10, or the learners may write the reports by hand on a printout or the like and then input the reports into the learner terminal 10 using an image reading device such as a scanner.

[0020] The display control unit 102 displays content such as electronic textbooks and videos used in environmental education on the display unit 13 (see FIG. 2) of the learner's terminal 10. It also displays a screen for the learner to input data related to energy saving actions.

[0021] The recommended behavior presentation unit 105 presents, for each learner, energy-saving behaviors that are expected to be actually performed by the learner. The recommended behavior presentation unit 105 includes a stage determination unit 106 that determines the learner's stage of interest in environmental issues, and a recommendation determination unit 107 that determines an energy-saving behavior based on the determined stage of interest. As described above, in this learning application, 16 energy saving actions are predefined. These 16 actions include, for example, changing device settings (improving initial settings) and daily actions (improving habits).

[0022] Examples of things that can be done with device settings include: 1. Lowering the hot water temperature in the kitchen, 2. Lowering the bath temperature setting, 3. Lowering the shower temperature setting, 4. Setting the washing machine to eco / water-saving mode, 5. Unplugging the power plug when not in use, 6. Changing the refrigerator setting to medium or low, 7. Setting the television to energy-saving mode, 8. Changing the air conditioner temperature setting to 28°C in summer and 20°C in winter. Other examples of everyday actions that can be taken include: 9. turning off lights in unused areas, 10. turning off the television when not being watched, 11. using the large and small levers on the toilet properly, 12. closing the toilet lid (using a heated toilet seat or warm-water washing toilet seat, etc.), 13. limiting shower times to 5 minutes, 14. closing the bathtub lid frequently, 15. boiling only the amount of water needed, and 16. putting a lid on the pot.

[0023] The stage determination unit 106 determines which stage the user is in in the energy-saving behavior change stage model based on the questionnaire and the history of the energy-saving behavior. The energy-saving behavior change stage model is a model in which energy-saving behavior is applied to a behavior change stage model based on the idea that when a person changes his / her behavior (lifestyle), he / she passes through five stages, namely, an "indifference stage", an "interest stage", an "preparation stage", an "execution stage", and an "maintenance stage". Here, as the stages of the energy-saving behavior change stage model, for example, five stages can be used: an "indifference stage" in which the learner is not interested in environmental issues, an "interest stage" in which the learner begins to be interested in environmental issues, a "preparation stage" in which the learner prepares for activities regarding environmental issues, an "execution stage" in which the learner begins to carry out activities regarding environmental issues, and a "maintenance stage" in which the learner continues to carry out activities regarding environmental issues. It can be said that this stage is a state in which the learner is more interested in environmental issues as the learner moves from the "indifference stage" to the "maintenance stage". For example, in the "indifference stage" in which the learner is not interested in environmental issues, if an energy-saving behavior that is troublesome to carry out is presented to the learner, it is considered that the learner is less likely to carry out the energy-saving behavior. On the other hand, during the "maintenance stage," when students have a strong interest in environmental issues, it is thought that there is a high possibility that they will carry out energy-saving actions even if they are difficult to carry out.

[0024] The stage determination unit 106 determines the stage of the energy saving behavior change stage according to the number of times the learner performs the energy saving behavior, for example. The number of times the learner performs the energy saving behavior is an example of the number of times of practice. Specifically, for example, the stage determination unit 106 determines that the user performs the energy saving behavior 0 times a week as the "indifferent stage." If the user performs the energy saving behavior 1 to 3 times a week, it is determined to be the "interest stage." If the user performs the energy saving behavior 4 to 6 times a week, it is determined to be the "preparation stage." If the user performs the energy saving behavior 7 times or more a week, it is determined to be the "execution stage." If the state of performing the energy saving behavior 7 times or more a week continues for three weeks, it is determined to be the "maintenance stage." Note that the relationship between the number of energy saving behaviors and the stage of the behavior change is merely an example, and the threshold value for determining the stage of the behavior change may be set appropriately. In addition, the stage determination unit 106 may determine the stage of the behavior change stage of the learner using the contents of a questionnaire entered by the learner and information on values ​​of a gas meter, etc. For example, a learner who answers "very interested" in the questionnaire "Are you interested in environmental issues?" may be judged to be at a higher stage of behavioral change. Also, if the amount of infrastructure resources used by the learner's household is on a downward trend, the learner may be judged to be at a higher stage of behavioral change.

[0025] The recommendation determination unit 107 determines one or more recommended actions based on the stage determined by the stage determination unit 106. A predetermined degree of difficulty is associated with each energy saving behavior. Here, the degree of difficulty is an index of the amount of mental or physical effort required by the person performing the energy saving behavior. A higher degree of difficulty is associated with an energy saving behavior that requires a large amount of mental or physical effort from the person performing the energy saving behavior. In other words, a lower degree of difficulty is associated with an energy saving behavior that requires a small amount of mental or physical effort from the person performing the energy saving behavior. This degree of difficulty is set, for example, by an expert who is familiar with the energy saving behavior transformation stage model. The degree of difficulty may also be set by performing statistical processing or machine learning on the energy saving behavior history acquired from multiple learners. For example, the energy saving behaviors that are frequently performed by learners in the "interest stage" may be identified from the energy saving behavior history, and the identified behavior may be determined as a behavior with a low degree of difficulty.

[0026] The recommendation determination unit 107 acquires the stage of the learner determined by the stage determination unit 106, and determines, as the learner's stage, an energy-saving behavior associated with a higher degree of difficulty or an energy-saving behavior that the learner has not yet undertaken, as a recommended behavior as the level of interest in the stage increases. The determined energy-saving behavior is then presented to the learner as a recommended behavior. For example, if the energy-saving behavior "13. Limit shower time to 5 minutes or less" is determined as a recommended behavior, a message such as "Limit shower time to 5 minutes or less!" is displayed on the display unit 13 of the learner's terminal 10 to encourage the learner to take an energy-saving behavior appropriate to the learner's stage.

[0027] The process of determining the recommended behavior by the stage determination unit 106 and the recommendation determination unit 107 of the recommended behavior presentation unit 105 may be performed for each step, or the process of determining the recommended behavior may be performed each time the learner launches a learning application.

[0028] <Functional configuration of the teacher terminal 20> Next, the functional configuration of the teacher terminal 20 according to the present embodiment will be described with reference to FIG. FIG. 5 is a diagram showing an example of the functional configuration of teacher terminal 20 according to this embodiment. Each function of teacher terminal 20 in this embodiment is realized by an application program installed from external server 50, for example. The teacher terminal 20 includes, in addition to the functions of the learner terminal 10 described above, a school server request function 201, an external server request function 202, and a screen sharing instruction function 203 as functions for the teacher. The school server request function 201 acquires the details of the analysis process to be performed by the school server 40 from the teacher, and transmits the details of the analysis process to the school server 40 . The external server request function 202 acquires the contents of the analysis process performed by the external server 50 and transmits them to the school server 40. As will be described later, the contents of the analysis process performed by the external server 50 are transmitted to the external server 50 together with the aggregated data created by the school server 40 through aggregation and processing. The screen sharing instruction function 203 instructs the school server 40 to display the screen displayed on the teacher terminal 20 on the learner terminal 10 . <Functional configuration of school server 40> Next, the functional configuration of the school server 40 according to the present embodiment will be described with reference to FIG. FIG. 6 is a diagram showing an example of the functional configuration of the school server 40 according to this embodiment. Each function of the school server 40 according to this embodiment is realized by an application program installed from an external server 50, for example.

[0029] The school server 40 includes an input receiving unit 401 , a storage control unit 402 , an analysis processing unit 403 , an aggregated data creation unit 404 , and a screen sharing processing unit 405 .

[0030] The input receiving unit 401 receives information sent from the learner terminal 10 , the teacher terminal 20 and the external server 50 .

[0031] The storage control unit 402 controls the storage of information acquired from the input receiving unit 401 . FIG. 7 is a diagram showing an example of information stored in the school server 40. As shown in FIG. The school server 40 stores learner information and teacher information, and registers energy saving actions in association with the identification information of the learners. 7(a), learner information is registered in association with a login ID 411 that is identified for each learner. The learner information includes the login ID 411, a password 412, an affiliation 413, a name 414, and data on energy saving actions 420. These pieces of information are acquired from the learner terminal 10 using a learning application.

[0032] FIG. 7(b) is a table showing an example of data 420 relating to energy saving actions. The data related to the energy saving behavior is stored as meter value 423, questionnaire 424, number of energy saving behaviors performed 425, and report 426. Meter value 423, questionnaire 424, and number of energy saving behaviors performed 425 are stored for each step. Report 426 is stored as information independent of the step. FIG. 7(c) is a table showing an example of teacher information. The teacher information is registered in association with a login ID 431 that is specified for each teacher. The teacher information includes the login ID 431, a password 432, an access permission 433, and a name 434. The access permission 433 is set, for example, by an administrator at the school, and the range in which the learner's information can be accessed is determined by this access permission information.

[0033] Now, again with reference to FIG. 6, the function of the school server 40 will be described. The analysis processing unit 403 performs various analysis processes based on instructions from the teacher terminal 20. For example, the total or average reduction in gas usage per class is calculated from the gas meter readings included in the data on energy-saving behavior. The reduction in gas usage here can indicate how much gas usage has been reduced, for example, based on the amount of gas used from the first lesson to the second lesson. Note that gas, electricity, and water meter readings are usually displayed as cumulative totals, and the amount of resources used between measurements can be determined by subtracting the previous measurement from the measured amount. Also, the total or average reduction in gas usage per group or per class may be calculated. Also, the total or average number of energy saving actions per group or per class may be calculated. In addition to the amount of gas reduction, the reduction amount, monetary reduction amount, and CO2 reduction amount of resources such as electricity and water can also be calculated by group or class. The monetary reduction amount is the reduction amount paid to the gas company, electricity company, and water company according to the reduction amount of resources. The CO2 reduction amount is the reduction amount of CO2 calculated according to the reduction amount of resources. The analysis processing unit 403 creates a so-called dashboard, which is a screen that organizes and displays the analyzed contents. For example, it creates graphs and tables showing changes in the number of energy saving actions and changes in the amount of CO2 reduction.

[0034] The aggregated data creation unit 404 processes and / or collects data related to energy saving behavior to create aggregated data. The aggregated data is an example of processed data. The creation of this aggregated data is executed when a request for analysis by the external server 50 is sent from the teacher's terminal 20. This aggregated data is data that has undergone a process of deleting personal information of the user from the data related to energy saving behavior and a process of collecting information required for analysis performed by the external server. The process of deleting personal information means, for example, when requesting analysis from the external server 50, creating and storing an anonymous ID in association with the login ID. In addition, when creating aggregated data, if personal information not used for analysis, such as name, sex, grade, class, group, phone number, address, etc., is included in data related to energy saving behavior such as reports and questionnaires, a process of removing the personal information is performed. The process of collecting information necessary for analysis is a process of collecting information to be used for analysis from data related to energy saving actions. The information used for the analysis and the collected information differ depending on the content of the analysis requested. For example, when requesting an analysis of only data related to energy saving actions, the report content and information on resource measurements are excluded, and only data related to energy saving actions is selected and collected as information to be sent to the external server 50 to create aggregated data.

[0035] The screen sharing processing unit 405 performs processing for displaying the screen displayed on the teacher terminal 20 on the learner terminal 10 in response to an instruction from the teacher terminal 20 .

[0036] <External server functional configuration> FIG. 8 is a diagram showing an example of a functional configuration of the external server 50 according to the present embodiment. The external server 50 includes an input receiving unit 501 , a storage control unit 502 , a management function 503 , and an analysis function 504 .

[0037] The input receiving unit 501 receives information transmitted from the learner terminal 10, the teacher terminal 20 and the school server 40.

[0038] The storage control unit 502 controls the information stored in the storage unit 52 of the external server 50 (see FIG. 3). FIG. 9 is a diagram showing an example of management information stored in the storage unit 52 of the external server 50. As shown in FIG. The storage unit 52 of the external server 50 stores a password 512, terminal identification information 513, school 514, application version information 515, content version information 516, and individual analysis information 517 in association with a login ID 511. The application version information 515 indicates the number of revisions of an application. An example of an application revision is an update such as a version upgrade that improves the function of an application or a bug fix that corrects a bug in an application. In addition, when an application includes a plurality of modules and is revised for each module, the application version information may be managed for each module. In addition, the content version information 516 indicates the number of revisions of content. Examples of content revisions include changing data in the content when the school year changes, changing the content of the content to the latest one during the same year, and correcting typos.

[0039] The management function 503 manages the learning applications installed on the learner terminal 10 and the teacher terminal 20 using connection information when the learner terminal 10 and the teacher terminal 20 are connected to the external server 50. An example of the connection information is terminal information. The management function 503 includes a program management function 505 and a content management function 506.

[0040] The program management function 505 manages updates to the learning application downloaded to the learner terminal 10. For example, if the learning application installed in the learner terminal 10 is an old version of the learning application, a notification is sent to the learner terminal 10 to prompt the learning application to be updated.

[0041] The content management function 506 manages the content in the learning application. For example, if the content is an old version, a notification is sent to prompt the user to update the learning application. In addition, the function may store which version of the textbook is used for each school, and update different versions for each school.

[0042] The analysis function 504 performs an analysis on environmental education based on an instruction from the teacher terminal 20. The analysis function 504 includes a data correction function 507 and a statistical analysis function 508.

[0043] For example, gas usage tends to increase or decrease depending on weather such as air temperature and water temperature. Therefore, the energy saving effect of energy saving actions can be more appropriately evaluated by evaluating the reduction in gas usage taking into account the influence of weather, compared to when the reduction is calculated simply from the user's own gas usage. The data correction function 507 corrects the reduction in gas usage taking into account the influence of weather.

[0044] The data correction function 507 acquires statistical information on gas usage in the city, ward, town, or village where the school is located, and acquires the change in gas usage in the city, ward, town, or village. Using the change in gas usage in the city, ward, town, or village, the value used in each learner's household if the energy conservation education was not given is estimated. Specifically, for example, a case is considered in which the gas usage in the learner's household from the first step to the second step is used as a reference, and the amount of gas usage reduced by the learner during the subsequent steps is calculated. Here, the rate of change between the usage in the city, ward, town, or village from the first step to the second step and the usage in the city, ward, town, or village from the second step to the third step is calculated. Then, the value used in the learner's household from the first step to the second step is corrected by the calculated rate of change, and the value that would have been used in the learner's household from the second step to the third step if the energy conservation education was not given is estimated. The reduction in gas usage taking the weather into account is calculated by subtracting or adding the actual gas usage entered by the learner from the estimated value that would have been used in the learner's household during the period from step 2 to step 3.

[0045] In addition, in some cases, it may be necessary to compare the amount of reduction in gas usage between this year and last year at the same school. In this case, too, it becomes easier to evaluate the amount of reduction in gas usage between last year and this year by performing temperature correction, for example. In addition, when comparing schools in different locations, adjustments can be made using trends in gas usage in the city, town, or village in which the school is located, making it possible to evaluate different schools taking weather into account. In addition, by using statistics or machine learning to associate weather history with gas usage, corrections may be made using weather history rather than directly using gas usage data. The correction may be performed using not only the statistical data of gas usage, but also, for example, the statistical data of electricity usage or the statistical data of water usage. These statistical data may be collected by the application provider itself, or may be obtained from other energy supply companies, etc.

[0046] The statistical analysis function 508 performs an analysis process of the aggregated data acquired from the school server 40 in response to an instruction from the teacher terminal 20 . For example, the statistical analysis function 508 may generate data comparing savings from one school to another. For example, the statistical analysis function 508 may create data for comparing the amount of reduction for each municipality. For each municipality, for example, for each prefecture, schools in the prefecture are treated as one group. In addition, the statistical analysis function 508 creates a list that allows you to see the reduction amounts of other municipalities and schools side by side. This will foster a competitive spirit in students and improve their self-esteem, encouraging behavioral change.

[0047] <An example of processing procedure> Next, an example of a processing procedure of the environmental education system 1 to which this embodiment is applied will be described with reference to FIG. FIG. 10 is a sequence diagram showing an example of a processing procedure of the environmental education system 1 to which this embodiment is applied. The learner terminal 10 accepts an operation from the learner and displays an input screen (S1). The learner terminal 10 transmits the information received from the learner to the school server (S2). The school server 40 stores the information acquired from the learner terminal 10 in a storage unit (S3). When the teacher uses a learning application installed in the teacher terminal 20 to display an analysis request screen (S4) and inputs the analysis request content to the teacher terminal 20, the teacher terminal 20 accepts the analysis request input (S5). The teacher terminal 20 transmits the accepted analysis request to the school server 40 (S6). When the school server 40 acquires the analysis request information (S7), it executes an aggregation processing process according to the analysis request information (S8). When the aggregation processing process is completed, the school server 40 transmits the aggregated information and the analysis request information together to the external server 50 (S9). The external server 50 acquires the aggregated information and the analysis request information (S10). The external server 50 executes an analysis according to the analysis request information (S11) and transmits the analysis contents to the school server 40 (S12). When the school server acquires the analysis contents from the external server 50 (S13), it transmits the analysis contents to the teacher terminal 20 (S14). When the teacher terminal 20 acquires the analysis contents (S15), it displays the analysis contents (S16).

[0048] FIG. 11 is a flowchart showing an example of the analysis in S7 of FIG. The external server 50 acquires the location information of the school from the aggregated data (S21). Then, it acquires information such as gas usage in the area including the acquired location information (S22). Using the acquired information, it calculates the fluctuation in gas usage in the area (S23). It corrects the reduction amount of gas usage in the aggregated data using the fluctuation calculated in S23 (S24).

[0049] <Display screen> 12 is a diagram showing a state in which a user performs a touch operation on a questionnaire input screen for inputting a questionnaire. On this questionnaire input screen, a plurality of questionnaire contents 1201 are displayed as text information indicating the contents of the questionnaire, and a plurality of answer fields 1202 for each step are displayed for each questionnaire content 1201. In the example of this figure, in response to the questionnaire content 1201 of "Question 1. Are you interested in environmental issues?", the answer "4" is displayed in the answer field 1202 for "Step 2" indicating the second step, and the answer "3" is displayed in the answer field 1202 for "Step 3" indicating the third step. When a learner touches a square in which he or she wishes to answer the questionnaire, a list of answer numbers 1203 is displayed. When the learner touches a displayed answer number, the touched answer number is entered.

[0050] FIG. 13 is a diagram showing a state in which a learner performs a touch operation on an action input screen for inputting an energy saving action taken by the learner. On this behavior input screen, a plurality of energy saving actions 1301 are displayed, and for each energy saving action, a column 1303 is displayed showing the effect of performing the energy saving action. The top row of column 1303 showing the effect of performing the energy saving action shows the corresponding "amount saved (yen) for a four-person household in one year." In addition, a column 1302 for checking the executed items is provided for each date on which a lesson was held or a date on which a lesson is scheduled to be held. Here, "June 3" is displayed as the date on which the second lesson was held, and "June 17" is displayed as the date on which the fourth lesson is scheduled to be held. In this figure, the effect of the first energy-saving action ("lowering the hot water temperature setting in the kitchen") is displayed as the amount of savings of "1,100" yen, and it is shown that this action was checked as an item that was carried out by the second lesson (June 3rd) and the third lesson (June 10th). When the learner touches the column he or she wants to check as an item that has been performed, an execution confirmation display 1304 is displayed to confirm whether or not the item has been performed. This execution confirmation display 1304 includes a message 1305 asking "Did you perform it?", a selection button 1306 marked "Yes," and a selection button 1307 marked "No." When the learner touches the selection button 1306 marked "Yes," a check is displayed to indicate that the item has been performed.

[0051] FIG. 14 is a diagram showing an example of a meter input screen for inputting the meter value of an energy resource. This meter input screen has a date and time input field 1402 for inputting the date and time of measurement for each step 1401, and a meter value field 1403 for inputting the meter value indicating the amount of energy resource used. The meter value field 1403 has fields for inputting the electric meter value, gas meter value, and water meter value. The learner visually measures the electricity meter, gas meter, and water meter values, and inputs each value into the meter value field 1403. The learner also inputs the date and time when the electricity meter, gas meter, and water meter values ​​were measured into the date and time input field 1402. In FIG. 14, in association with the display "Step 1" indicating the first step, "June 12th, 8:00 AM" is input in the date and time input field 1402, "00345.1 kWh" is input as the electric meter value in the meter value field 1403, and "0067.2 mWh" is input as the gas meter value. 3 " is entered, and the water meter value is "0089.3m 3 An example is shown in which "

[0052] In this embodiment, the date and time input field 1402 is provided with one field for each step, but multiple fields may be provided for each step. Specifically, for example, fields may be provided for inputting the date and time when the electric meter value, gas meter value, and water meter value were measured for each meter. Furthermore, when a meter value is input into the meter value field 1403, the date and time may be automatically input into the date and time input field 1402 by the learner terminal 10.

[0053] According to this embodiment, each learner terminal 10 used by a plurality of learners receiving environmental education is connected to the school server 40 via the relay device 30, which is an internal network, and the school server 40 acquires data on energy-saving behavior. This allows the school server 40 to prevent information leakage, such as personal information, and further, the school server 40 processes the data on energy-saving behavior and transmits it to the external server 50, enabling data analysis that cannot be performed by the school server 40 alone. [Explanation of symbols]

[0054] 1...environmental education system, 10...student terminal, 20...teacher terminal, 30...relay device, 40...school server, 50...external server, 90...external network

Claims

1. an organizational server that is connected to each of the terminals used by a plurality of learners receiving environmental education via an internal network and that aggregates and / or processes data on energy-saving behaviors inputted into each of the terminals; an external server connected to each of the terminals and the organization server via an external network, managing programs provided to each of the terminals or programs provided to each of the terminals, storing connection information with each of the terminals, and providing information on environmental education to each of the terminals using the connection information; having The organization server does not provide the data regarding the energy saving behavior input from each of the terminals to the external server, but provides processed data obtained by aggregating and processing the data regarding the energy saving behavior to the external server; The external server provides an energy saving analysis result of the processing data acquired from the organization server to the organization server and / or each of the terminals. An environmental education system characterized by the above.

2. The organization server, anonymizing personal information of the learner included in the data regarding the energy-saving behavior, and providing the anonymized data regarding the energy-saving behavior to the external server as the processed data; 2. The environmental education system according to claim 1,

3. The organization server, selecting information necessary for analysis to be requested to the external server from the data related to the energy saving behavior, and providing the selected data related to the energy saving behavior to the external server as the processed data; 2. The environmental education system according to claim 1,

4. 2. The environmental education system according to claim 1, wherein the data on the energy saving behavior is data on the amount of resources used input from the terminal of the learner.

5. The data on the energy saving behavior includes at least one value of a gas meter, an electric meter, or a water meter input by the learner; 5. The environmental education system according to claim 4,

6. The environmental education system described in claim 5, characterized in that the data regarding energy-saving behavior further includes a number of actions, which is the number of times that a learner has performed an action that has been predetermined as an action that has the potential to reduce resource usage.

7. The external server is Obtaining statistical data on at least one of gas usage, electricity usage, and water usage, and conducting an analysis on environmental education using the obtained statistical data and the obtained processed data; 6. The environmental education system according to claim 5,

8. The external server is 8. The environmental education system according to claim 7, further comprising: acquiring a history of past weather conditions; and performing analysis based on the acquired weather history.

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