Program and environmental education system

Abstract

To provide an environmental education system adapted for prompting a learner to improve the percentage of executing energy-saving behavior in accordance with the finding of behavior science and sustain the behavior.SOLUTION: A program allows a computer of a learner who receives environmental education to execute the functions of: displaying a first input screen for inputting step by step a behavior confirmation to prompt a learner an energy-saving behavior by setting an instrument as an improvement of an initial setting value; displaying a second input screen for inputting step by step a behavior confirmation for prompting the learner a daily behavior-based energy-saving behavior as an improvement of habit; displaying a meter-value input screen for inputting a meter value of energy source to become a target of energy saving, correspondingly to the step for the first / second input screens; displaying a consumption quantity calculated based on the meter value; and sending a behavior confirmation inputted by each input screen and a meter value inputted by the meter-value input screen or a consumption quantity calculated to a pre-defined organization-based computer.SELECTED DRAWING: Figure 1

Description

[Technical field]

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

[0002] Patent Document 1 discloses that a public organization in a specific area creates an environmental education plan for local schools, creates a practical environmental education curriculum for each school in line with the environmental education plan, and provides information to teachers and students upon request via communication lines from a database prepared for carrying out environmental education based on the practical environmental education curriculum. Patent document 2 discloses an energy saving promotion performance evaluation device having a population constituent user identification information acquisition unit which has a population constituent group identification information acquisition means for acquiring population constituent group identification information that acquires multiple groups identified by group identification information that identifies a group composed of multiple user identification information as a comparison target, and an energy saving promotion performance evaluation result acquisition unit which acquires energy consumption performance data of the group identified by the population constituent group identification information acquired by the population constituent group identification information acquisition means associating it with the group identification information based on the energy saving evaluation rules stored, and acquires it as an energy saving promotion performance evaluation result. [Prior art documents] [Patent documents]

[0003] [Patent Document 1] JP 2002-352001 A [Patent Document 2] JP 2018-88184 A Summary of the Invention [Problem to be solved by the invention]

[0004] The "Global Warming Countermeasures Plan" clearly states the need to switch to a carbon-free lifestyle, and each ministry and agency is calling for consumer education using methods such as behavioral economics (nudges). However, in the current energy conservation nudge education program, which does not use information and communication technology (ICT), the electricity, gas, and water meters are recorded once a week, the records are collected on a sheet (paper), and the CO2 reduction effect is calculated, so the overall effect cannot be confirmed. In addition, even for the learner's portion alone, it is not possible to know how much reduction was achieved unless the learner does the calculations himself, and the overall effect of the degree of energy conservation behavior practice cannot be confirmed unless it is compiled separately. An object of the present invention is to provide an environmental education system that is based on knowledge of behavioral science and is capable of increasing the rate at which learners take energy-saving actions and encouraging them to continue those actions. [Means for solving the problem]

[0005] The program to which the present invention is applicable is a program executed on a computer of a learner receiving environmental education, and causes the computer to execute the following functions: a function of displaying a first input screen for inputting action confirmations for each step to encourage the learner to take energy-saving action through equipment settings, which is an improvement to the initial setting values; a function of displaying a second input screen for inputting action confirmations for each step to encourage the learner to take energy-saving action through daily actions, which is an improvement to habits; a function of displaying a meter value input screen for inputting the meter values ​​of energy resources that are the target of energy conservation, corresponding to the steps of the first input screen and the second input screen; a function of displaying the usage amount calculated based on the meter values; and a function of transmitting the action confirmation input via the first input screen, the action confirmation input via the second input screen, and the meter value or calculated usage amount input via the meter value input screen to a computer of a predetermined organizational unit. Here, the computer can be further characterized by executing a function of acquiring the learner's level of interest in environmental issues, and a function of presenting recommended actions to the learner based on the acquired level of interest. The degree of interest may be determined based on information inputted into the first input screen and the second input screen. In addition, the energy-saving behavior may be pre-assigned a degree of difficulty indicating the difficulty of performing the energy-saving behavior, and the recommended behavior may be determined based on the interest level and the degree of difficulty.

[0006] From another perspective, an environmental education system to which the present invention is applied is an environmental education system that has one or more processors, acquires a behavioral confirmation of equipment settings of a learner to encourage the learner to take energy-saving behavior through equipment settings, which is an improvement to the initial setting values, acquires a behavioral confirmation of energy-saving behavior of the learner to encourage the learner to take energy-saving behavior through daily actions, which is an improvement to habits, acquires meter values ​​of energy resources that are the target of energy saving in response to the acquired behavioral confirmation of equipment settings and behavioral confirmation of energy-saving behavior, calculates usage based on the meter values, and acquires the behavioral confirmation of equipment settings, the behavioral confirmation of energy-saving behavior, and the meter values ​​or calculated usage on a computer of a predetermined organizational unit. Effect of the Invention

[0007] According to the present invention, it is possible to provide an environmental education system that is based on knowledge of behavioral science and is capable of increasing the rate at which learners take energy-saving actions and encouraging them to continue those actions. [Brief description of the drawings]

[0008] [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 flowchart showing a process in which the learner terminal presents a recommended action to the learner. [Figure 13] 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 14] 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 15] FIG. 13 is a diagram showing an example of a meter input screen for inputting meter values ​​of energy resources.

[0009] 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.

[0010] The environmental education system 1 includes a learner terminal 10, which is a terminal carried by a learner, a teacher terminal 20, which is carried by a teacher who provides education, and a relay device 30, which 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 a computer in an organizational unit, 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, an organizational unit may not only be an organization consisting of a single school, but may also be an organization that includes multiple schools, such as affiliated schools or affiliated schools, or it may be an organization of a local government such as a city, town, or village that manages multiple schools.

[0011] <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.

[0012] 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.

[0013] 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.

[0014] 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.

[0015] <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.

[0016] 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.

[0017] Examples of the school server 40 and the external server 50 include a notebook PC and a desktop PC.

[0018] <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.

[0019] 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 amount of energy resources used. 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 adopt. A recommended action is an example of a recommended action.

[0020] The input receiving unit 101 receives data on energy saving actions input by a learner using a touch panel of the operation unit 14 (see FIG. 2 ) of the learner terminal 10. The input receiving unit 101 includes an energy saving action acquiring unit 111, a questionnaire acquiring unit 112, and a meter value acquiring unit 113. The energy saving behavior acquisition unit 111 has a function of displaying a first input screen for inputting an action confirmation for each step to encourage the learner to take energy saving actions through device settings, which are an improvement of the initial settings. Furthermore, the energy saving behavior acquisition unit 111 has a function of displaying a second input screen for inputting an action confirmation for each step to encourage the learner to take energy saving actions through daily actions. Here, the energy saving behavior acquisition unit 111 may be configured to accept input for each step, i.e., for each lesson, or may be configured to accept input every day. The questionnaire acquisition unit 112, for example, requests input of a questionnaire regarding environmental awareness and actual conditions for each step. The contents of the questionnaire may be the same every time, or different questionnaire contents may be prepared for each class. The meter value acquisition unit 113 has a function of displaying a meter value input screen for inputting the meter value of the energy resource that is the target of energy saving for each step.

[0021] 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 regarding the amount of energy resource usage is, for example, the gas meter, electricity meter, and water meter values ​​of the learner's household, in other words, 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 meter values ​​of energy resources after the first lesson, and is required to input the meter values ​​of energy resources 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.

[0022] 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.

[0023] 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 actions are predefined as energy saving actions. These 16 actions include, for example, actions that improve the usage of energy resources by changing the initial settings of devices that use energy resources, such as gas appliances, electric appliances, and water equipment (improvement of initial settings), and actions that improve the learner's habits and can be achieved through the learner's daily actions (improvement of habits). Here, an improvement is a change that is considered to be good in environmental education, for example, a change that leads to a reduction in energy consumption.

[0024] Examples of energy-saving actions through 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. setting the refrigerator to medium or low, 7. setting the television to energy-saving mode, and 8. changing the air conditioner temperature setting to 28°C in summer and 20°C in winter. Other examples of energy-saving everyday actions 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 (if 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.

[0025] 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, in the "maintenance stage," where students have a strong interest in environmental issues, it is believed that even if energy-saving actions that are difficult to implement are presented, there is a high possibility that they will be implemented by the learner. This stage is an example of interest level.

[0026] 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. Specifically, for example, when the number of times the user performs the energy saving behavior is zero per week, the stage determination unit 106 determines the stage to be the "indifferent stage." When the number of times is between one and three times per week, the stage determination unit 106 determines the stage to be the "interest stage." When the number of times is between four and six times per week, the stage determination unit 106 determines the stage to be the "preparation stage." When the number of times is seven or more times per week, the stage determination unit 106 determines the stage to be the "execution stage." When the state of seven or more times per week continues for three weeks, the stage determination unit 106 determines the stage to be the "maintenance stage." Note that the relationship between the number of times of energy saving behavior 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 appropriately set. 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, the stage of the behavior change stage of a learner who answers "very interested" to the questionnaire "Are you interested in environmental issues?" may be determined to be a higher stage. In addition, if the learner's household's usage of infrastructure resources is showing a downward trend, the behavioral change stage may be determined to be a higher stage.

[0027] 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 of the person who performs 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 who performs 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 who performs the energy saving behavior. This degree of difficulty is determined, for example, by an expert who is familiar with the energy saving behavior change 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.

[0028] 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.

[0029] 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.

[0030] <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 aggregation and processing information to be performed by the school server 40 from the teacher, and transmits the aggregation and processing information to the school server 40 . The external server request function 202 acquires the analysis processing contents performed by the external server 50 and transmits them to the school server 40. As will be described later, the external server analysis processing contents performed by the external server 50 are aggregated and processed by the school server 40 before being transmitted to the external server 50. 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 in this embodiment is realized by an application program installed from, for example, an external server 50.

[0031] 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 .

[0032] The input receiving unit 401 receives information sent from the learner terminal 10 , the teacher terminal 20 and the external server 50 .

[0033] 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.

[0034] 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.

[0035] Now, again with reference to FIG. 6, the function of the school server 40 will be described. The analysis processing unit 403 performs various aggregation and processing 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 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 for each group or 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 here refers to the reduction in fees paid to gas companies, electricity companies, water companies, etc. according to the amount of resource reduction. The amount of CO2 reduction is the amount of CO2 reduction calculated according to the amount of resource reduction. 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.

[0036] 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 aggregated data is created when a request for analysis by the external server 50 is sent from the teacher's terminal 20. The aggregated data is created by deleting personal information of the user from the data related to energy saving behavior and by collecting information required for analysis by the external server. For example, when requesting analysis from the external server 50, the process of deleting personal information involves creating and storing an anonymous ID in association with the login ID. The processed data is data in which the data related to energy saving behavior is associated with the anonymous ID instead of the login ID. When creating the processed data, if personal information not used for analysis, such as name, sex, grade, class, group, phone number, address, etc., is included in the data related to energy saving behavior in a report or a questionnaire, a process of removing the personal information is performed. The collection process 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 an analysis of only data related to energy saving actions is requested, only data related to energy saving actions is selected and collected as information to be sent to the external server 50, excluding report content and resource measurement value information, to create aggregated data.

[0037] 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 .

[0038] <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 .

[0039] The input receiving unit 501 receives information transmitted from the learner terminal 10, the teacher terminal 20 and the school server 40.

[0040] 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.

[0041] 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.

[0042] 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.

[0043] 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.

[0044] 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.

[0045] 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.

[0046] 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.

[0047] 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.

[0048] 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 encourage learners to develop a competitive spirit and improve their self-esteem, encouraging behavioral change.

[0049] <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). As described above, the input screen may be, for example, a screen for inputting a questionnaire, a screen for encouraging input of energy saving actions through device settings, a screen for encouraging energy saving actions through daily actions, and a screen for inputting the meter reading of energy resources, which are displayed by the learner's operation. When information is accepted from the input screen, the learner terminal 10 transmits the information accepted 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). Examples of the information acquired from the learner terminal 10 include the contents of the questionnaire, a history of energy saving actions through device settings, a history of energy saving actions through daily actions, and a meter reading of energy resources.

[0050] When the teacher uses a learning application installed on 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 content to the school server 40 (S12). When the school server acquires the analysis content from the external server 50 (S13), it transmits the analysis content to the teacher terminal 20 (S14). When the teacher terminal 20 acquires the analysis contents (S15), it displays the analysis contents (S16).

[0051] 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).

[0052] FIG. 12 is a flowchart showing a process in which the learner terminal 10 presents a recommended action to the learner. When the learner terminal 10 receives an operation to start a learning application, the learner terminal 10 starts the learning application (S31). The learner terminal 10 connects to the school server 40 and acquires the history of the learner's energy saving actions (S32). The learner terminal 10 determines the stage level of the learner from the acquired history of energy saving actions, etc. (S33). The learner terminal 10 acquires the predetermined difficulty level of the energy saving actions (S34). The learner terminal 10 determines a recommended action according to the stage level of the learner and the acquired difficulty level (S35). The learner terminal 10 displays the determined recommended action (S36).

[0053] <Display screen> 13 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.

[0054] FIG. 14 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. In this behavior input screen, a plurality of energy saving actions 1301 are displayed, and a column 1303 showing the effect of performing the energy saving action is displayed for each energy saving action. The plurality of energy saving actions 1301 include energy saving actions 1310 based on device settings and energy saving actions 1320 based on daily actions. In this embodiment, the energy saving actions 1310 based on device settings and the energy saving actions 1320 based on daily actions are displayed in the same manner. However, for example, the energy saving actions 1310 based on device settings and the energy saving actions 1320 based on daily actions may be displayed in different manners. Here, the different manners refer to a manner in which the energy saving actions 1310 based on device settings and the energy saving actions 1320 based on daily actions can be distinguished from each other. For example, the display of the energy saving actions 1310 based on device settings and the display of the energy saving actions 1320 based on daily actions may be displayed in different colors or fonts. In addition, a screen for inputting the energy saving actions 1310 based on device settings and a screen for inputting the energy saving actions 1320 based on daily actions may be provided separately. The item name of column 1303 showing the effect of performing energy saving actions is displayed as "Amount saved per year for a four-person household (yen)." Also, a column 1302 for checking the items that have been performed is provided for each date on which a lesson was held or for each date on which a lesson is scheduled to be held. In this example, "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.

[0055] FIG. 15 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. 15, 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 "

[0056] 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.

[0057] According to this embodiment, the school server 40 acquires data on energy saving actions and meter readings of energy resources from each of the learner terminals 10 used by a plurality of learners receiving environmental education. This makes it possible to provide an environmental education system that is based on knowledge of behavioral science and can improve the rate at which learners implement energy saving actions and encourage them to continue the actions, compared to a case in which each learner writes down the data on energy saving actions and the meter readings of energy resources on a sheet (paper) that they each own. [Explanation of symbols]

[0058] 1...environmental education system, 10...student terminal, 20...teacher terminal, 30...relay device, 40...school server, 50...external server, 90...external network

Claims

1. A program executed on a computer of a learner receiving environmental education, A function of displaying a first input screen for inputting step-by-step confirmation of actions to encourage the learner to take energy-saving actions by improving the initial settings of the device; a function of displaying a second input screen for inputting a behavior confirmation for each step to encourage the learner to take an energy-saving action through daily actions, which is an improvement in habit; a function of displaying a meter value input screen for inputting a meter value of an energy resource that is a target of energy saving in response to the steps of the first input screen and the second input screen; A function of displaying the usage amount calculated based on the value of the meter; a function of transmitting the behavior confirmation inputted through the first input screen, the behavior confirmation inputted through the second input screen, and the meter value inputted through the meter value input screen or the calculated usage amount to a computer of a predetermined organizational unit; A program for causing the computer to execute the above.

2. A function to obtain learners' level of interest in environmental issues; A function of presenting recommended actions to the learner based on the interest level; The program according to claim 1 , further comprising:

3. 3. The program according to claim 2, wherein the degree of interest is determined based on information inputted into the first input screen and the second input screen.

4. The program according to claim 3, characterized in that the energy-saving behavior is assigned a degree of difficulty indicating the difficulty of performing the energy-saving behavior, and the recommended behavior is determined based on the interest level and the degree of difficulty.

5. One or more processors; Obtaining confirmation of the learner's device setting behavior to encourage the learner to take energy-saving action by improving the device settings, which is an improvement of the initial setting value; Obtain confirmation of the learner's energy-saving behavior in order to encourage the learner to improve their energy-saving behavior through daily actions, which is a habitual improvement; Acquire a meter value of an energy resource that is a target for energy saving in response to the acquired behavior confirmation of the device setting and the behavior confirmation of the energy saving behavior; Calculating the amount of usage based on the value of the meter; The behavior confirmation of the device setting, the behavior confirmation of the energy saving behavior, and the meter value or the calculated usage amount are acquired by a computer of a predetermined organizational unit. Environmental education system.

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