Thinking / discussion assistance apparatus, thinking / discussion assistance method, and thinking / discussion assistance program

Abstract

To provide a thinking / discussion assistance apparatus, a thinking / discussion assistance method, and a thinking / discussion assistance program which enable a participant to easily understand a relationship between points of argument in a discussion or a context of the discussion even regarding difficult subject for discussion in which there are a plurality of items to be discussed which become a focus of the discussion.SOLUTION: This thinking / discussion assistance comprises: a plurality of boards 111-114; and a plurality of board holding units 121-124. The boards 111-114 each include a region to which a plurality of cards 10 can be stuck on one surface, and correspond to different items to be discussed regarding a given subject. The board holding units 121-124 hold the boards 111-114 at positions corresponding to the items to be discussed in a direction intersecting one surface f1 so that in a planar view from one surface f1 side, the boards 111-114 can overlap each other and be spaced apart from each other in the direction intersecting one surface f1. Comments corresponding to the items to be discussed are written in the cards 10.SELECTED DRAWING: Figure 2

Description

[Technical field]

[0001] The present invention relates to a thinking and discussion support device, a thinking and discussion support method, and a thinking and discussion support program. [Background technology]

[0002] Conventionally, devices aimed at visualizing the contents of a discussion have been known (for example, Patent Document 1 below). Patent Document 1 discloses a device aimed at allowing participants in a discussion to easily grasp the overall situation of the discussion. Specifically, Patent Document 1 discloses a device that displays a master document that is the basis of the discussion, comments attached to the master document, relationships between master documents, and relationships between comments. [Prior art documents] [Patent documents]

[0003] [Patent Document 1] JP 2000-105731 A Summary of the Invention [Problem to be solved by the invention]

[0004] In the device of the above-mentioned Patent Document 1, the master document, the comments, the relationship between the master documents, and the relationship between the comments are displayed on a two-dimensional plane. This allows the development of the discussion to be visualized in a two-dimensional manner. However, even if the development of the discussion is visualized in a two-dimensional manner, in a complex topic where there are multiple items that are the focus of the discussion, it may be difficult for participants to grasp the relationship between the points at issue in the discussion and the context of the discussion.

[0005] Another method for visualizing the contents of a discussion is known as graphic recording. Graphic recording is a method for visually summarizing the contents of a discussion using illustrations and figures. However, graphic recording requires illustration skills to quickly turn the contents of the discussion into illustrations and figures, as well as facilitation skills to smoothly advance the discussion. For this reason, if participants do not have sufficient such skills, there is a risk that the discussion will not proceed smoothly or the contents of the discussion will not be properly summarized in a complex topic. In addition, since the information visualized in the illustrations and figures is selected by the artist, there is a possibility that the contents of the discussion will be partially missing.

[0006] In addition, online whiteboard tools have been attracting attention in recent years against the backdrop of the expansion of remote work and distributed work. Online whiteboard tools are application tools that allow users to share information such as images and text on an online whiteboard. However, facilitation skills are also required when advancing a discussion using an online whiteboard tool.

[0007] In addition, both graphic recording and online whiteboard tools are methods for visualizing the contents of a discussion on a two-dimensional plane, and the development of the discussion is visualized two-dimensionally. Therefore, in these two methods, as with the device of Patent Document 1, in a complex topic, participants may have difficulty in grasping the relationship between the points at issue and the context of the discussion.

[0008] The present invention has been made in consideration of the above circumstances, and its main purpose is to provide a thinking and discussion support device, a thinking and discussion support method, and a thinking and discussion support program that enable participants to easily grasp the relationships between the points of discussion and the context of the discussion, even in complex topics where there are multiple issues that are the focus of the discussion. [Means for solving the problem]

[0009] The above object of the present invention can be achieved by the following means.

[0010] (1) A thinking and discussion support device having an area on one surface onto which a plurality of cards can be attached, a plurality of boards corresponding to different matters to be considered in relation to a given topic, and a board holding section that holds the plurality of boards in positions corresponding to the matters to be considered in a direction intersecting with the one surface so that the plurality of boards overlap each other when viewed in a plane from the one surface and are spaced apart in the direction intersecting with the one surface, and wherein comments corresponding to the matters to be considered are written on the plurality of cards.

[0011] (2) The thinking and discussion support device described in (1) above, wherein the multiple boards are arranged in multiple layers on the same axis along a direction intersecting the one surface.

[0012] (3) A thinking and discussion support device as described in (1) or (2) above, having one or more connecting members attached to the board and connecting the cards on which related comments are written.

[0013] (4) The thinking and discussion support device described in (2) above, wherein the agenda includes a plurality of issues that are the focus of the discussion, and of the three elements of depth, progress, and expansion of the discussion for the agenda, at least one element related to all of the issues corresponding to the plurality of boards is assigned to the plurality of boards, and an element related to the differences between the issues corresponding to the plurality of boards is assigned to the axis.

[0014] (5) A thinking and discussion support device according to (1) or (2) above, wherein the plurality of boards have a label on one side indicating the item under consideration.

[0015] (6) The thinking and discussion support device described in (5) above, wherein the plurality of boards are transparent boards that transmit visible light and are configured so that the labels and / or the comments of boards located further back than the transparent boards can be seen through the transparent boards from the one side.

[0016] (7) The thinking and discussion support device according to (1) above, wherein the plurality of boards are configured to allow participants to directly write comments in the area on one side.

[0017] (8) The thinking and discussion support device according to any one of (1), (2), (4), and (7) above, further comprising: an image acquisition unit that acquires images of the plurality of boards including comments written thereon; a display model generation unit that generates a display model of the plurality of boards including the comments based on the images acquired by the image acquisition unit; and a model output unit that outputs the display model generated by the display model generation unit.

[0018] (9) A method for supporting thinking and discussion using a thinking and discussion support device having a plurality of boards each having an area on one side onto which a plurality of cards can be attached, the boards corresponding to different matters to be considered in relation to a given topic, and a board holding unit that holds the plurality of boards in positions corresponding to the matters to be considered in a direction intersecting with the one surface so that the plurality of boards overlap each other when viewed in a plane from the one surface and are spaced apart from each other in the direction intersecting with the one surface, the method including a step (a) of presenting the plurality of cards on which comments corresponding to the matters to be considered are written and which have been attached to the plurality of boards.

[0019] (10) A method for supporting thinking and discussion as described in (9) above, wherein the plurality of boards are arranged in multiple layers on the same axis along a direction intersecting the one surface.

[0020] (11) The method for supporting thinking and discussion described in (9) or (10) above, further comprising, after step (a), a step (b) of presenting the relationships between the cards attached to the board and connected to each other by connecting members.

[0021] (12) The method of supporting thinking and discussion described in (10) above, wherein the agenda includes a plurality of issues that are the focus of discussion, and of the three elements of depth, progress, and expansion of discussion for the agenda, at least one element related to all of the issues corresponding to the plurality of boards is assigned to the plurality of boards, and an element related to the differences between the issues corresponding to the plurality of boards is assigned to the axis.

[0022] (13) The thinking and discussion support method described in (11) above, further comprising, after step (b), the steps of: acquiring images of the plurality of boards including comments written thereon; (d) generating display models of the plurality of boards including the comments based on the images acquired in step (c); and (e) displaying the display models generated in step (d).

[0023] (14) The thinking and discussion support method described in (13) above, further comprising a step (f) of accepting operations including rotation, zoom, and movement on the display model displayed in step (e) when the display model is a 3D model.

[0024] (15) A thinking and discussion support program for causing a computer to execute a process including the steps of: (a) displaying a plurality of boards, each of which has an area on one side in which a plurality of cards can be arranged, corresponding to different issues on a given topic, so that the boards overlap each other when viewed in a plane from the side of the one side and are spaced apart in the direction intersecting the one side, at positions corresponding to the issues in the direction intersecting the one side; and (b) accepting an operation to arrange the cards on which comments corresponding to the issues are written.

[0025] (16) The thinking and discussion support program described in (15) above, wherein the plurality of boards are arranged in multiple layers on the same axis along a direction intersecting the one surface.

[0026] (17) The thinking and discussion support program described in (15) or (16) above, further comprising, after step (b), a step (c) of presenting the relationships between the cards that are placed on the board and connected to each other by connectors.

[0027] (18) The thinking and discussion support program described in (16) above, wherein the agenda includes a plurality of issues that are the focus of discussion, and of the three elements of depth, progress, and expansion of discussion for the agenda, at least one element related to all of the issues corresponding to the plurality of boards is assigned to the plurality of boards, and an element related to the difference between the issues corresponding to the plurality of boards is assigned to the axis.

[0028] (19) The thinking and discussion support program according to (15) or (16) above, further comprising a step (d) of accepting operations, including rotation, zoom, and movement, on the plurality of boards, including comments, displayed in the step (a).

[0029] (20) A thinking and discussion support device having a computer that executes the thinking and discussion support program described in (15) or (16) above. Effect of the Invention

[0030] According to the present invention, multiple cards with comments written on them are attached to multiple boards assigned to different matters to be considered on a given topic, so that comments corresponding to the matters to be considered are presented to participants in a three-dimensional manner. Therefore, even in a complex topic with multiple matters to be considered as the focus of the discussion, participants can easily grasp the relationship between the points at issue and the context of the discussion. [Brief description of the drawings]

[0031] [Figure 1A] FIG. 1 is a schematic diagram for conceptually explaining a plurality of boards in a thinking and discussion support device according to an embodiment of the present invention. [Figure 1B]This is a schematic diagram for explaining the allocation of components of a discussion when idea generation or vision work is set as the agenda and a discussion is conducted. [Figure 1C] This is a schematic diagram illustrating the relationship between the flow of discussion and the axes when the topic is idea generation or vision work. [Figure 1D] This is a schematic diagram for explaining the allocation of components of a discussion when a customer journey map is set as the agenda and a discussion is conducted. [Figure 1E] This is a schematic diagram illustrating the relationship between the flow of discussion and the axes when the topic is a customer journey map. [Diagram 2] 1 is a perspective view illustrating the configuration of a thinking and discussion supporting device according to a first embodiment of the present invention. [Diagram 3] 3 is a flowchart for explaining an outline of the procedure of a thinking and discussion support method using the thinking and discussion support device shown in FIG. 2. [Figure 4] FIG. 11 is a schematic block diagram illustrating the configuration of a thinking and discussion supporting device according to a second embodiment of the present invention. [Diagram 5] 5 is a schematic block diagram illustrating the configuration of an arithmetic and control device of the thinking and discussion support device shown in FIG. 4. [Figure 6] 6 is a flowchart for explaining an outline of a processing procedure of a thinking and discussion support method using the discussion support device shown in FIG. 5. [Figure 7] FIG. 2 is a schematic diagram illustrating an application screen. [Figure 8] FIG. 2 is a schematic diagram illustrating an application screen. [Figure 9] FIG. 2 is a schematic diagram illustrating an application screen. [Figure 10] FIG. 2 is a schematic diagram illustrating an application screen. [Figure 11] FIG. 11 is a perspective view showing an example of a display using a 3D model as a display model. [Figure 12] FIG. 11 is a schematic block diagram illustrating the configuration of a thinking and discussion supporting device according to a third embodiment of the present invention. [Figure 13]13 is a flowchart for explaining an outline of a processing procedure of a thinking and discussion supporting method using the thinking and discussion supporting device shown in FIG. 12. [Figure 14] FIG. 2 is a schematic diagram showing an example of display using a 2D model as a display model. [Figure 15] This is a perspective view showing another example of physical work (customer journey map). [Figure 16] FIG. 2 is a schematic diagram showing an example of display using a 2D model as a display model. DETAILED DESCRIPTION OF THE PREFERRED EMBODIMENTS

[0032] Hereinafter, an embodiment of the present invention will be described with reference to the attached drawings. In the description of the drawings, the same elements are given the same reference numerals, and duplicated explanations will be omitted. In addition, the dimensional ratios of the drawings are exaggerated for the convenience of explanation, and may differ from the actual ratios.

[0033] <Conceptual explanation of the thinking and discussion support method using the thinking and discussion support device> [Multiple Boards] Before describing the specific configuration of the thinking and discussion support device of the embodiment, a plurality of boards possessed by the thinking and discussion support device of the embodiment will be conceptually described. FIG. 1A is a schematic diagram for conceptually explaining a plurality of boards in the thinking and discussion support device according to the embodiment of the present invention. FIG. 1B is a schematic diagram for explaining the allocation of components of a discussion in a case where the discussion is advanced by setting idea generation or vision work as the agenda. FIG. 1C is a schematic diagram illustrating the relationship between the flow of a discussion and an axis in a case where idea generation or vision work is the agenda. FIG. 1D is a schematic diagram for explaining the allocation of components of a discussion in a case where the discussion is advanced by setting a customer journey map as the agenda. FIG. 1E is a schematic diagram illustrating the relationship between the flow of a discussion and an axis in a case where the discussion is advanced by setting a customer journey map as the agenda.

[0034] The thinking and discussion support device is a device that supports thinking and discussion by multiple participants, and is configured to handle complex topics (hereinafter simply referred to as "complex topics") that may include multiple items for consideration (agenda) that are the focus of discussion. Issues or problems discussed by multiple participants are called topics or discussion themes. In this specification, discussion themes are also included in the topic as they are synonymous with topics.

[0035] As shown in FIG. 1A, the thinking and discussion supporting device has a plurality of boards 111-114 (four in the example shown in FIG. 1A) corresponding to different matters to be considered on a given topic. Cards 10 on which comments corresponding to the matters to be considered are attached to these boards 111-114. These boards 111-114 are arranged in multiple layers at predetermined intervals. Note that the reference numerals 111-114 in FIG. 1A correspond to the reference numerals 111-114 in FIG. 2, respectively.

[0036] [Agenda Examples] Below, the concept of the thinking and discussion support method using the thinking and discussion support device will be explained using examples of discussions on the topics of idea generation, vision work, and customer journey mapping.

[0037] (a) Example of idea generation For example, let us explain a case where the topic is set as generating ideas for a certain matter and a discussion is carried out. In the case of a topic such as generating ideas, the discussion often diverges as various opinions are presented by the participants, and some of the opinions presented are gradually refined into more detailed content and converge. In other words, the discussion can be considered to move from divergence to convergence.

[0038] Furthermore, the discussion may diverge again as various opinions are expressed about the finalized contents. In this way, when the topic is to generate ideas about a certain matter, multiple consideration items for the topic are associated with the boards 111 to 114, respectively. Furthermore, multiple consideration items in generating ideas correspond to "divergence" → "convergence" → "divergence" (hereinafter, also simply referred to as "divergence-convergence"). "Divergence-convergence" means, for example, a variation in the consideration items, and corresponds to "expansion" of the components of the discussion. Each of the boards 111 to 114 plays a role in visualizing the consideration items in the flow of the discussion of the topic, that is, one aspect of the matters being discussed, through the comments of the participants in the discussion (hereinafter, simply referred to as "participants"). For example, the first board corresponds to "divergence" in the discussion, and a card 10 (see FIG. 1A) on which a comment corresponding to "divergence" is written is attached.

[0039] In addition, among the boards 111-114, it is considered that the abstraction level, concreteness, granularity, etc. (collectively referred to as "depth" in this specification) of the contents of the items to be considered (ideas in the example of idea generation) differs between adjacent boards. Also, an axis is set in the stacking direction of the boards 111-114 (direction perpendicular to the faces of the boards 111-114), and the depth (abstraction level, concreteness) of the contents of the items to be considered is assigned to this axis.

[0040] As shown in Figure 1C, when the topic is idea generation, the direction of the axis coincides with the direction of the flow of discussion.

[0041] (b) Examples of vision work Another example of an agenda item is setting a "vision" in marketing. In order to set a vision, for example, the Golden Circle theory is used to advance the discussion in the order of "Why" → "How" → "What" (hereinafter referred to as "vision work"). In this case, the discussion becomes more concrete. Thus, when the agenda item is "vision work," the multiple items for consideration on the agenda item, "Why," "How," and "What," are assigned to boards 111 to 114, respectively.

[0042] As in the case of "Idea Generation" above, the depth of the contents of the items to be considered is assigned to the axis set in the stacking direction of the boards 111 to 114 (see FIG. 1B). Also, when the topic is vision work, the direction of the axis coincides with the direction of the flow of the discussion (see FIG. 1C).

[0043] (c) Example of a customer journey map As shown in FIG. 1D, another example of an agenda item is the creation of a customer journey map. In a customer journey map, the discussion proceeds while taking a bird's-eye view of the stakeholders (e.g., A, B, C, and D), experience steps (time series), locations, etc. The multiple consideration items for the above agenda item are assigned to boards 111 to 114, respectively, and correspond to the stakeholders, experience steps (time series), locations, etc. in the discussion.

[0044] As described above, each of the boards 111 to 114 plays a role of visualizing one aspect of the matters to be considered in the flow of the discussion of the above agenda through the comments of the participants. Therefore, the difference between two adjacent boards represents the remaining part after canceling out the common parts of the matters to be considered, that is, the specific content (concreteness) of the matters to be considered. When attributes of people, places, etc. are considered as the objects to be considered, as in a customer journey map, the difference between two adjacent boards represents the attributes of the objects to be considered. Furthermore, when steps of an experience are considered as the objects to be considered, the difference between two adjacent boards represents the passage of time. The progress and expansion of the contents of the matters to be considered are assigned to the axis set in the stacking direction of the boards 111 to 114.

[0045] As shown in Figure 1E, unlike ideation and vision work, in customer journey mapping, the direction of the axis does not necessarily match the direction of the flow of discussion. In the example shown in the figure, the axis is set in the stacking direction of boards 111-114, and the flow of discussion is considered to progress in a direction parallel to boards 111-114, moving back and forth between boards 111-114 (between person A and person D).

[0046] [Allocating the components of the discussion to the board and axes] As described above, an axis is set in the stacking direction of the boards 111 to 114. That is, the boards 111 to 114 are arranged side by side on the axis. In addition, as components of a discussion, for example, three elements, "depth," "progress," and "extension," can be mentioned. One or more components related to each of the matters to be considered are assigned to the boards 111 to 114. For example, in the above-mentioned agenda for generating ideas for a certain matter, "extension" is assigned to each of the boards 111 to 114. The extension corresponds to, for example, a variation in the content of the matters to be considered. Then, according to the assignment of components to the boards 111 to 114, "depth" corresponding to the difference in the variation of the matters to be considered between the adjacent boards 111 to 114 is assigned to the axis.

[0047] "Depth" is an element (measure) that represents, for example, the depth, granularity, level of detail, and specificity of the contents of the matter under consideration. "Progress" is an element (measure) that represents the transition of the stages or process of the matter under consideration, such as the passage of time. "Extension" can be an element (measure) that represents the horizontal spread, variation, and so on of the contents of the matter under consideration.

[0048] On the other hand, it is also possible to assign components to the axes first, and then assign at least one component other than the component represented by the axis to the boards 111-114. For example, for a certain topic, the component "Progress" or "Depth" can be assigned to the axis, and then the component "Extension" can be assigned to the boards 111-114. Also, after "Depth" is assigned to the axis, "Progress" and / or "Extension" can be assigned to the boards 111-114. Also, after "Extension" is assigned to the axis, "Progress" and / or "Extension" can be assigned to the boards 111-114.

[0049] In this way, an agenda may include a plurality of issues that are the focus of discussion. Of the three components of depth, progress, and expansion of a discussion, at least one component related to all of the issues corresponding to the plurality of boards 111-114 is assigned to the plurality of boards 111-114. In addition, components related to differences between the issues corresponding to the plurality of boards 111-114 are assigned to the axes.

[0050] In the above example, one component is assigned to the boards 111 to 114, but two or more components can be assigned to the boards 111 to 114. In addition, although three elements, "depth", "progress", and "extension", are illustrated, the elements are not limited to these three.

[0051] In this way, by arranging multiple boards, each with its own discussion component, on the same axis, a three-dimensional discussion space can be created in which to conduct discussions on complex topics.

[0052] [Add axis and board] Participants can add new axes as necessary to make the discussion multiple (multiple axes). In addition, the basic axis (basic axis) used in the discussion can be changed as appropriate as necessary. For example, the basic axis (basic axis) can be used as the axis for advancing the main discussion on the topic, and a feedback (hereinafter also referred to as "FB") axis and an axis for discussing secondary considerations such as tasks (to be done) can be added. The feedback axis is an axis for recording the views (reviews) of the discussion by those involved other than the participants in the discussion (for example, the project manager, personnel from other departments). In addition, the task axis is an axis for recording the tasks (to be done) derived from the discussion. In addition, an axis can be added for discussing multiple considerations from a different perspective.

[0053] In this way, by using multiple axes to advance the discussion, it is possible to record the views of parties other than the participants in the discussion and tasks derived from the discussion in relation to the discussion. It is also possible to advance the discussion on the topic from a different perspective.

[0054] [Change assignment of elements to axes and boards] Participants can change the allocation of components to axes and boards as necessary. For example, participants can change the components that they assigned to axes to other components to discuss the topic from a different perspective.

[0055] Above, the multiple boards of the thinking and discussion support device of this embodiment have been conceptually explained. In the thinking and discussion support device, multiple cards with comments written on them are attached to multiple boards corresponding to different matters to be considered on a given topic, so that comments corresponding to the matters to be considered are presented to participants in three dimensions. Therefore, even in the case of a complex topic, participants can proceed with thinking and discussion while visually grasping each participant's thinking, the content of the discussion, and the overall picture. Below, the configuration and functions of the thinking and discussion support device of this embodiment will be specifically explained.

[0056] (First embodiment) <Configuration of the thinking and discussion support device> 2 is a perspective view illustrating the configuration of a thinking and discussion supporting device according to a first embodiment of the present invention. The thinking and discussion supporting device 100 has boards 111-114 and board holders 121-124. In this embodiment, it is assumed that participants are located in front of the thinking and discussion supporting device 100 shown in FIG. 2 (on the side of the board 111).

[0057] Each of the boards 111 to 114 has an area on one side f1 to which a plurality of cards 10 can be attached, corresponding to different considerations regarding a given topic. The area to which the plurality of cards 10 can be attached may be the entirety or a part of the one side f1.

[0058] The boards 111-114 are, for example, flat plate-like members, and are formed using materials such as resin, glass, metal, wood, and paper. The shapes of the boards 111-114 when viewed in plan from one face f1 are not particularly limited, and may be, for example, rectangular, polygonal, circular, elliptical, or sector-like. In this embodiment, the boards 111-114 are preferably rectangular flat plates made of acrylic resin. Furthermore, when the boards 111-114 are rectangular flat plates, the length of each side may be several tens of centimeters to several meters, and the thickness may be approximately several mm to several centimeters.

[0059] Furthermore, the boards 111 to 114 may be transparent, translucent, or opaque to visible light. Preferably, the boards 111 to 114 may be transparent flat plates (hereinafter referred to as "transparent boards") or translucent flat plates (hereinafter referred to as "semitransparent boards").

[0060] The multiple cards 10 are palm-sized sheets with sides of about a few centimeters, and are made of materials such as paper, resin, metal, etc. One or both sides of the multiple cards 10 have an area where characters can be written with a writing implement such as a pencil, ballpoint pen, or felt tip pen. The multiple cards 10 may be, for example, paper sticky notes. In this embodiment, comments according to the matters under consideration are written on the multiple cards 10.

[0061] In this embodiment, cards 10 on which related comments are written, or comments, are connected by a connecting member 20. This presents the relationship between the comments. When there are multiple pairs of related comments, the cards 10 or comments are connected by the connecting member 20 for each pair. The connecting member 20 may be configured, for example, of a string, thread, line, chain, or the like. The string, thread, and line are formed using materials such as paper, resin, natural fibers, and chemical fibers. The tip of the connecting member 20 is formed, for example, of a suction cup, a magnetic material, or an adhesive material, and has adhesiveness or adhesion to the surface of the card 10.

[0062] In this way, by presenting the relationships between comments on multiple multi-layered boards 111-114 to participants, not only can the relationships between the comments become clearer, but the content of the discussion and the overall picture can be easily and visually grasped, even in complex discussions.

[0063] The board holding units 121-124 hold the boards 111-114 so that they are arranged in layers at predetermined intervals. More specifically, the board holding units 121-124 hold the boards 111-114 at positions according to considerations in a direction intersecting with the face f1 so that the boards 111-114 overlap each other when viewed in a plan view from the face f1 side and are spaced apart from each other in the direction intersecting with the face f1. The board holding units 121-124 are made of a pair of support members made of, for example, resin, metal, paper, etc., and fixed to a flat surface such as a desk, workbench, or table.

[0064] Furthermore, the boards 111-114 each have labels 31-34 representing matters to be considered on one side f1. The labels 31-34 may be, for example, sticky notes or adhesive tape on which the matters to be considered are written. In the example shown in Fig. 2, the labels 31-34 on which the names of the roles "convergence", "divergence", "convergence", and "divergence" are written are affixed to the upper right corner of the boards 111-114, respectively.

[0065] In this embodiment, either a transparent board or a semi-transparent board may be selected for the boards 111-114 depending on their arrangement. For example, a transparent board may be selected for the boards 111-113 that are relatively close to the participants, and a semi-transparent board may be selected for the board 114 that is the furthest from the participants. By configuring the boards 111-114 in this manner, the participants can see the labels of the boards 112-114 that are arranged further back than the board 111 from the one face f1 side of the board 111 through the board 111.

[0066] Furthermore, participants can see comments on cards 10 affixed to boards 112 to 114 located further back than board 111 by looking through board 111 from one side f1 of board 111. However, comments on cards 10 affixed to boards located further back than board 111 may be blocked from the participant and unreadable by cards 10 affixed to boards closer to the participant (for example, board 111). In such a case, the participant needs to check the content of the comment by, for example, moving to a position where the comment he or she wants to check can be seen.

[0067] Furthermore, by making the board 114 a semi-transparent board, it is possible to prevent background objects behind the board 114 from entering the field of view of the participants through the boards 111 to 114. This makes it possible to prevent background objects behind the board 114 from entering the eyes of the participants and making it difficult to see the comments.

[0068] <Method of supporting thinking and discussion using a thinking and discussion support device> Fig. 3 is a flowchart for explaining an outline of the procedure of a thinking and discussion support method using the thinking and discussion support device 100 shown in Fig. 2. In the thinking and discussion support method described below, a face-to-face discussion in which a plurality of participants gather together is assumed.

[0069] First, the participants make preparations for the discussion (step S101). More specifically, as preparations, the participants (hosts and leaders of the meeting) decide how to use the boards 111 to 114 for the multiple items included in the agenda, based on the agenda. The use of the boards 111 to 114 can be changed later. Table 1 below shows specific examples of how to use the boards 111 to 114.

[0070] [Table 1]

[0071] Once the participants have decided how to use the boards 111 to 114, they determine the roles of each of the boards 111 to 114 in accordance with Table 1. Furthermore, the participants assign components of the discussion to the boards 111 to 114 and axes according to the agenda.

[0072] Next, when the discussion starts, the participants write comments on cards 10 for each of the matters to be considered corresponding to the boards 111 to 114, and attach the cards 10 to the corresponding boards (step S102). More specifically, the participants write comments (opinions) on cards 10 (for example, sticky notes) prepared in advance using a writing implement such as a pen. Then, the participants give their opinions on the matters to be considered by attaching the cards 10 on which the comments are written to the boards 111 to 114 corresponding to the matters to be considered. As the participants add cards 10 while proceeding with the discussion, the cards 10 are arranged on the boards 111 to 114 according to the contents of the matters to be considered. In addition, the participants can add boards corresponding to new matters to be considered and remove boards on which the discussion is not progressing according to the progress of the discussion.

[0073] Next, the thinking and discussion supporting device 100 presents comments on the multiple cards 10 attached to the boards 111-114 (step S103). That is, the comments on the multiple cards 10 attached to the boards 111-114 are presented to the participants. Hereinafter, in this specification, the work of the participants writing comments on the cards 10 according to the matters to be considered and attaching the cards 10 to the boards is called "work". Also, the boards 111-114 to which the multiple cards 10 are attached are called "products of work". In particular, the boards 111-114 to which the multiple cards 10 are physically attached through the physical work of the participants writing comments on the cards 10 face-to-face and attaching the cards 10 to the boards are called "products of physical work".

[0074] Next, the participants organize the comments on the boards 111-114 and connect related comments together with the connecting members 20 (step S104). The participants organize the comments on the boards 111-114 by, for example, appropriately moving the cards 10 to place comments with similar content close to each other or by changing the order of the comments. The participants also connect related comments together with the connecting members 20.

[0075] It should be noted that the writing and pasting of comments in step S102, and the organization of comments and linking of comments in step S104 can be carried out appropriately while the discussion is ongoing.

[0076] Next, the thinking and discussion supporting device 100 presents the relationships between the comments (step S105). The relationships between the comments are presented by the connecting members 20 that connect the comments together. This makes the relationships between the comments clear.

[0077] Next, the participants decide whether or not to end the discussion (step S106). If the participants decide to end the discussion (step S106: YES), they end the process (end). On the other hand, if the participants do not decide to end the discussion, that is, if they decide to continue the discussion (step S106: NO), they proceed to the process of step S101.

[0078] Thus, in the process of the flowchart shown in Fig. 3, participants decide which boards 111-114 to use for a given topic, and assign components of the discussion to the boards 111-114 and axes. Next, they write comments on cards 10, attach the cards 10 with the comments written on them to the boards corresponding to the items under consideration, and link related comments together with a linking member. The thinking and discussion support device 100 presents the comments on the multiple cards 10 attached to the boards 111-114, and the relationships between the comments.

[0079] The thinking and discussion supporting device 100 of the first embodiment described above provides the following advantageous effects.

[0080] A plurality of cards 10 on which comments are written are attached to the boards 111-114 corresponding to different matters to be considered regarding a given topic. This allows the comments corresponding to the matters to be considered to be presented to the participants in a three-dimensional manner. Therefore, even in a complex topic where there are a plurality of matters to be considered that are the focus of the discussion, the participants can easily grasp the relationship between the points at issue in the discussion and the context of the discussion.

[0081] In addition, by engaging in physical work, participants' comments, facial expressions, and other actions that are not reflected in comments will promote communication between them, and it is expected that this will contribute to the smooth progress of discussions.

[0082] Although the above describes the case where a comment is written on the card 10, the boards 111 to 114 may be configured so that participants can write comments directly in the area f1 on one side.

[0083] Also, a configuration has been described in which a card 10 on which a comment is written is attached to one surface f1 of the boards 111-114. However, the present invention is not limited to this case, and the boards 111-114 may be configured such that a card 10 on which a comment is written is also attached to a surface f2 opposite to the surface f1 of the boards 111-114.

[0084] Second embodiment In the second embodiment, a case will be described in which participants do not perform physical work, but instead write comments on card objects on their terminal devices from the beginning of the discussion and perform digital work of attaching the card objects to board objects. Note that, in order to avoid duplication of explanation, explanations of the same configuration as in the first embodiment will be omitted or simplified.

[0085] FIG. 4 is a schematic block diagram illustrating the configuration of a thinking and discussion supporting device according to a second embodiment of the present invention. FIG. 5 is a schematic block diagram illustrating the configuration of an arithmetic and control device of the thinking and discussion supporting device shown in FIG. 4. FIG. 6 is a flowchart for explaining an outline of a processing procedure of a thinking and discussion supporting method using the discussion supporting device shown in FIG. 5. The processing of the flowchart in FIG. 6 is realized by the CPU 141 executing a thinking and discussion supporting program. FIG. 7 to FIG. 10 are schematic diagrams illustrating application screens. The application screen is an operation screen for operating an object corresponding to a display model, and is realized by the CPU 141 executing an application program that is a part of the thinking and discussion supporting program. FIG. 11 is a perspective view showing an example of a display using a 3D model as a display model.

[0086] As shown in FIG. 4, the thinking and discussion supporting device 200 includes an arithmetic and control device 140, a display device 150, an input device 160, a communication I / F 170, a communication line 180, and terminal devices 191 and 192.

[0087] As shown in Fig. 5, the arithmetic and control device 140 has a CPU (Central Processing Unit) 141, a ROM (Read Only Memory) 142, a RAM (Random Access Memory) 143, and an auxiliary storage unit 144. The ROM 142 stores various programs and various data. The RAM 143 is a high-speed accessible main storage device that temporarily stores programs and transmitted / received data as a working area. The auxiliary storage unit 144 includes a large-capacity storage device such as an SSD (Solid State Drive) or an HDD (Hard Disk Drive), and stores various programs including an operating system, a thinking and discussion support program, etc.

[0088] The CPU 141 executes various types of judgment processing and calculation processing to control the thinking and discussion supporting device 200 according to the various programs. In this embodiment, the CPU 141 executes the thinking and discussion supporting program to display a display model (3D model) on the display so that it can be viewed. The CPU 141 also controls the input device 160 to receive operations such as rotation, enlargement / reduction, and movement of the display model. Specific examples of operations on the display model will be described later.

[0089] The display device 150 has a display, and displays the display model generated by the arithmetic and control device 140 on the display according to instructions from the arithmetic and control device 140 .

[0090] The input device 160 includes, for example, a mouse, a keyboard, and the like, and receives operations such as rotation, enlargement / reduction, and movement of the display model according to instructions from the arithmetic and control device 140 .

[0091] The communication I / F 170 is an interface for transmitting and receiving data to and from an external device via a communication line 180 .

[0092] The communication line 180 may include a LAN (Local Area Network) that connects computers or network devices together using a communication standard, or a WAN (Wide Area Network) that connects LANs together using a dedicated line, etc. Examples of the communication standard include Ethernet (registered trademark), FDDI (Fiber Distributed Data Interface), and Wi-Fi (Wireless Fidelity).

[0093] Furthermore, a plurality of terminal devices 191, 192 may be connected to the thinking and discussion support device 200 through a communication line 180. The plurality of terminal devices 191, 192 are personal computers, smartphones, tablet terminals, etc. that can be operated by participants. The plurality of participants can perform operations online using the terminal devices 191, 192. Note that, although FIG. 4 illustrates an example in which two terminal devices 191, 192 are connected, the number of terminal devices is not limited to two.

[0094] In this embodiment, unlike the first embodiment, participants perform digital works, and therefore the thinking and discussion support device 300 does not have physical boards 111-113 and board holders 121-123.

[0095] As shown in FIG. 6, first, when a discussion starts, the participants carry out advance preparations for the discussion (step S201). More specifically, as advance preparations, the participants (hosts and leaders of the meeting) decide how to use multiple boards included in the agenda based on the agenda. After deciding how to use multiple boards, the participants decide the role of each board. In addition, the participants assign components of the discussion to boards and axes according to the agenda. Specific examples of how to use multiple boards have been explained in the first embodiment, so explanations will be omitted. Note that the participants can add new boards and delete boards as appropriate while the discussion is ongoing.

[0096] Next, the arithmetic and control device 140 displays a display model (step S202). The arithmetic and control device 140 displays a display model of a plurality of boards based on the data of a 3D model previously stored in the auxiliary storage unit 144. At this point, no cards have been attached to the plurality of boards yet.

[0097] Next, the arithmetic and control device 140 displays the application screen (step S203). As shown in Fig. 7, the arithmetic and control device 140 controls the display device 150 to display the application screen, and accepts operations on the display model by participants in the discussion (users of the thinking and discussion support device 200) through the input device 160. On the application screen, the boards 211 to 213 as objects to be operated are displayed, for example, arranged in a multi-layered manner at regular intervals. Note that on the application screen, the same reference numerals as those in the display model are used for corresponding members and configurations.

[0098] Next, the arithmetic and control device 140 judges whether or not an operation has been received (step S204). If the arithmetic and control device 140 receives an operation from a participant (step S204: YES), the arithmetic and control device 140 executes an operation process (step S205). Details of the operation will be described later, but the main operations used when viewing and editing a display model will be briefly described below.

[0099] 8, the tool tab 40 displays various tools that the participant can use, such as a tool for adding a card 11 as an object to be operated, for example, for writing a comment. For example, the participant can write a comment (insert text) in the card 11 as an object in the card pool 41 using a keyboard or the like of the input device 160. In addition, the participant can attach the card 11 as an object to any of the boards 211 to 213 as objects by dragging and dropping using a mouse or the like.

[0100] Furthermore, by performing an operation of connecting any two cards 11 with a relational line 21, related comments can be connected with the relational line 21.

[0101] Also, the layer tab 50 displays axes that can be selected as targets for operation. In the example shown in the figure, three axes can be selected: "Discussion axis", "FB axis", and "Task axis". Boards A to C correspond to the object boards 211 to 213, respectively.

[0102] The viewing display controller 60 also has a direction controller 61, a vertical controller 62, and a horizontal controller 63. The direction controller 61 controls (changes) the orientation of the surface (corresponding to the surface f1 in the first embodiment) of the boards 211-213 as objects on which the card 11 as an object is pasted, where the card 11 is pasted. The direction controller 61 is configured to be rotatable around the XYZ axes by a mouse or the like, and changes the orientation of the surface of the boards 211-213 as objects on which the card 11 is pasted according to the rotation angle around each axis.

[0103] 9, the vertical controller 62 controls the distance (e.g., center distance) between each of the boards 211-213 as objects in the vertical direction (Z direction). For example, by sliding the black circle (●) of the vertical controller 62 in the X direction, the vertical distance between each of the boards 211-213 as objects increases. On the other hand, by sliding the black circle (●) of the vertical controller 62 in the -X direction, the vertical distance between each of the boards 211-213 as objects decreases.

[0104] 10, the horizontal controller 63 controls the distance (e.g., center distance) between each of the boards 211-213 as objects in the horizontal direction (X direction). For example, by sliding the black circle (●) of the horizontal controller 63 in the X direction, the horizontal distance between each of the boards 211-213 as objects increases. On the other hand, by sliding the black circle (●) of the horizontal controller 63 in the -X direction, the horizontal distance between each of the boards 211-213 as objects decreases.

[0105] In this embodiment, the participants write comments on card objects by operation and paste the card objects with the comments written on them onto the board object. The participants also connect related comments with relational lines. As in the case of the physical work in the first embodiment, the writing and pasting of comments, as well as the organization and linking of comments can be appropriately performed during the discussion. After performing the operation process, the arithmetic and control device 140 again proceeds to the process of step S202 and performs a process of reflecting the operation on the object in the display of the display model.

[0106] As shown in Fig. 11, the arithmetic and control device 140 executes an application program to control the display device 150 to display a 3D model (three-dimensional computer graphics model) as a display model on the display. In the example shown in the figure, boards 211-213 to which a plurality of cards 11 are attached are displayed. Furthermore, the relationships between comments that are related to each other are indicated by relationship lines 21. Furthermore, on each of the three boards 211-213, "What we want to achieve" 31, "What we aim to achieve" 32, and "Ideas" 33 are displayed as labels.

[0107] On the other hand, if the arithmetic and control device 140 has not received an operation (step S204: NO), it judges whether or not an end instruction has been received (step S206). If the arithmetic and control device 140 has not received an end instruction (step S206: NO), it does not perform the operation process and transitions to the process of step S202 again. On the other hand, if the arithmetic and control device 140 has received an end instruction (step S206: YES), it ends the process (end) without performing the operation process.

[0108] 6, after the participants have made preparations for the discussion, the arithmetic and control device 140 displays a display model and an application screen, and accepts operations on objects corresponding to the display model. When an operation is accepted, the arithmetic and control device 140 performs an operation process, and performs a process of reflecting the operation on the object in the display model.

[0109] <Application Function> [Application Function Overview] In this specification, the functions realized by the CPU 141 executing the application programs are called “application functions.” The application programs of this embodiment are programs for handling display models and objects in a digital three-dimensional space or on a two-dimensional plane.

[0110] The application function can accept operations on objects. The objects can be, for example, objects corresponding to the boards, cards, connecting members, and the like in the first embodiment. The operations include, for example, adding, deleting, changing, adjusting, editing, rotating, enlarging / reducing, moving, and the like of objects. Participants in a discussion (users of the thinking and discussion supporting device 200) can perform these operations through a GUI (Graphical User Interface). Participants can change the positions, orientations, and sizes of the boards 211-213 as objects by operating them, thereby displaying comments in an easy-to-read manner, or displaying the general flow or overall picture of the discussion in an easy-to-understand manner.

[0111] Also, the generated display model object can be shared between the participants of the terminal devices 191, 192, and operations can be accepted from each of the terminal devices 191, 192 via the communication line 180. Specific examples of operations on objects will be described below.

[0112] [Operations on Board Objects] The application functions for operations on the board object are configured so that participants can perform the following operations.

[0113] Add one or more board objects to any axis - Delete any board object -Change or adjust the size, color, transparency, and other aspects of any board object. The board object may be a rectangular parallelepiped, i.e., a plate-like object, having rectangular (e.g., rectangular) faces and a thin thickness, and the axis may be any of the three axes along the X, Y, and Z directions, for example.

[0114] In addition, each board object can be configured to be treated as an object of operation individually or in groups of multiple objects. For example, when multiple objects are treated as objects of operation in groups, a group of multiple boards arranged on one or more axes can be configured to be treated as a single object.

[0115] For example, as described above, a configuration may be made in which the vertical and / or horizontal distance between multiple board objects on the same axis can be adjusted.

[0116] The arrangement of the board objects on the same axis can be changed. At this time, the arrangement of the card objects attached to the board object is also changed to follow the board object. The connection of the relational lines indicating the relation between the comments written on the card objects is maintained before and after the change. The arrangement can be configured so that the board objects on one axis do not overlap with the board objects on the other axes.

[0117] [Operations on card objects] The application functions for operations on card objects are configured so that participants can perform the following operations:

[0118] -Adding a card object that displays a comment such as text on any board object Edit the text of added card objects -Change or adjust the size, color, transparency, and other display methods of any card object - Move any card object on any board object to any other board Adding a card object to the card pool outside the board object Card objects on any board object are treated as objects associated with that board object.

[0119] [Actions on Relationship Line Objects] -Operation to connect any card objects with relational lines - Operation to change or adjust the display method of any relation line, such as thickness, color, dotted line, solid line, tip expression, etc. Any card objects can be connected to each other with a relationship line, regardless of the board object on which they are placed.

[0120] [Data output] -Operation to output the entire object as 3D model data - Output an image showing the entire object in the orientation specified by the participant Multiple board objects can be output as separate images. In this case, the relational lines connecting the card objects between different board objects have identification numbers displayed at both ends of the relational lines.

[0121] According to the thinking and discussion supporting device 300 of the second embodiment described above, the following advantageous effects are achieved in addition to the advantageous effects of the first embodiment.

[0122] Since multiple participants in a conference use terminal devices 191 and 192 to perform digital work, there is no need for everyone to gather in one place. Therefore, for example, the conference organizer does not need to secure a space for the conference to accommodate the participants. In addition, the organizer does not need to secure a storage space for storing the deliverables of the work. Furthermore, since physical boards and cards are not used, there is no need to prepare these.

[0123] (Third embodiment) In the first embodiment, a case has been described in which a participant writes a comment in a physical work, and a plurality of cards 10 pasted on four boards 111 to 114 are presented to the participant. In the second embodiment, a case has been described in which a participant writes a comment in an online digital work, and a plurality of cards 10 pasted on three boards 211 to 213 are presented to the participant. In the third embodiment, a case will be described in which a photograph of the plurality of cards 10 pasted on the three boards 111 to 113 is taken, and the plurality of cards 10 pasted on the three boards 111 to 113 are reproduced in a digital three-dimensional space or two-dimensional plane, and presented to the participant.

[0124] 12 is a schematic block diagram illustrating the configuration of a thinking and discussion support device according to the third embodiment. In order to avoid duplication of explanation, the explanation of the same configuration as in the first and second embodiments will be omitted or simplified.

[0125] <Configuration of the thinking and discussion support device> The thinking and discussion support device 300 has three boards 111-113, board holding units 121-123, imaging devices 131-133, an arithmetic and control device 140, a display device 150, an input device 160, a communication I / F 170, a communication line 180, and terminal devices 191, 192. The imaging devices 131-133 and the communication I / F 170 are connected via the communication line 180 so that they can communicate with each other.

[0126] The configurations of the three boards 111-113 and the board holding units 121-123 are the same as those of the boards 111-113 and the board holding units 121-123 in the first embodiment, and therefore detailed descriptions thereof will be omitted. Also, the configurations of the arithmetic and control device 140, the display device 150, the input device 160, the communication I / F 170, the communication line 180, and the terminal devices 191, 192 are the same as those of the corresponding configurations in the second embodiment, and therefore detailed descriptions thereof will be omitted.

[0127] The imaging devices 131-133 capture images of one surface f1 of each of the three boards 111-113 (the imaging ranges of the imaging devices 131-133 are indicated by dashed lines in the figure). The images captured by the imaging devices 131-133 (hereinafter referred to as "captured images") are transmitted to the arithmetic and control device 140 via the communication line 180. When cards 10 are attached to the three boards 111-113, the captured images may include comments written on each card 10 as part of the image. The number of imaging devices may be increased or decreased as appropriate depending on the number of boards. For example, if there are four boards, four imaging devices are prepared.

[0128] Alternatively, instead of providing a plurality of imaging devices, a single imaging device may be configured to sequentially move to a position for photographing each of the boards 111-113 and photograph each of the boards 111-113. Alternatively, a single or multiple imaging devices may be configured to photograph the boards 111-113 while moving around them. For example, the entire area of ​​the boards 111-113 may be photographed by one imaging device photographing the entire circumference of the boards 111-113. Alternatively, the entire area of ​​the boards 111-113 may be photographed by multiple imaging devices taking turns photographing the entire circumference of the boards, and the arithmetic and control device 140 may stitch together the images photographed by each imaging device, thereby photographing the entire area of ​​the boards 111-113.

[0129] The CPU 141 executes various types of judgment processing and calculation processing to control the thinking and discussion supporting device 200 according to the various programs described above. In this embodiment, the CPU 141 executes the thinking and discussion supporting program to generate a display model (3D or 2D model) that digitizes the outcome of the physical work based on the captured images acquired by the imaging devices 131 to 133. This allows the contents of the discussion and the overall picture of the discussion to be reproduced in a digital three-dimensional space or two-dimensional plane.

[0130] <Generating a display model> 13 is a flowchart showing an example of an outline of a processing procedure for generating a display model. The processing of the flowchart in this figure is realized by the CPU 141 executing a thinking and discussion support program.

[0131] As shown in Fig. 13, first, the arithmetic and control device 140 functions as an image acquisition unit and acquires captured images of a plurality of boards 111-113 to which a plurality of cards 10 are attached (step S301). In the example shown in Fig. 12, the imaging devices 131-133 capture images of one surface f1 of each of the boards 111-113, and transmit (upload) the captured images to the arithmetic and control device 140 via the communication line 180. The arithmetic and control device 140 acquires the captured images.

[0132] Next, the arithmetic and control device 140 performs image processing on the captured image (step S302). More specifically, the arithmetic and control device 140 extracts portions of the captured image corresponding to the boards 111-113, the card 10, and the connecting member 20. Then, when generating a 3D model as a display model, the arithmetic and control device 140 outputs 3D textures of the boards 111-113, the card 10, and the connecting member 20.

[0133] Next, the arithmetic and control device 140 functions as a display model generating unit and generates a display model (step S303). For example, when generating a 3D model as a display model, the arithmetic and control device 140 generates and outputs the 3D model based on the generated 3D texture. A known 3D model method can be applied to the generation of the 3D model in this embodiment. For example, the arithmetic and control device 140 may be configured to use a known technology for generating a 3D model based on images captured by the imaging devices 131 to 133. Therefore, a detailed description of the generation of the 3D model will be omitted. The generated 3D model is stored in the auxiliary storage unit 144. As a result, the work can be stored in a physically smaller space than when the deliverables of the physical work are stored.

[0134] Next, the display device 150 functions as a model output unit and displays the display model (step S304). By viewing the display model displayed on the display, the participants can confirm the content and overall picture of the discussion held in the physical work.

[0135] Next, the display device 150 displays an application screen (step S305). An object corresponding to the display model is displayed by the application function. The arithmetic and control unit 140 controls the display device 150 to display the application screen, and accepts operations on the display model through the input device 160 (see FIG. 7). On the application screen, the boards 211 to 213 as objects to be operated are displayed, for example, arranged in layers at regular intervals.

[0136] Next, the arithmetic and control device 140 judges whether or not an operation has been received (step S306). If the arithmetic and control device 140 receives an operation by the user (step S306: YES), it executes the operation process (step S307). A specific example of the operation has been described in the second embodiment, so a detailed description will be omitted.

[0137] On the other hand, if the arithmetic and control device 140 has not received an operation (step S306: NO), it judges whether or not an end instruction has been received (step S308). If the arithmetic and control device 140 has not received an end instruction (step S308: NO), it does not perform the operation process and proceeds to the process of step S304 again. On the other hand, if the arithmetic and control device 140 has received an end instruction (step S308: YES), it ends the process (end) without performing the operation process.

[0138] As described above, in the process of the flowchart shown in Fig. 13, the arithmetic and control device 140 acquires a photographed image of the deliverable of the physical work, and performs image processing on the photographed image. Next, the arithmetic and control device 140 generates a display model (e.g., a 3D model) and displays it on a display. Then, the arithmetic and control device 140 displays an application screen, accepts an operation on an object corresponding to the display model, and performs operation processing when the operation is accepted. The arithmetic and control device 140 performs processing to reflect the operation on the object in the display of the display model.

[0139] <2D conversion of physical work results> In the above example, a case where a 3D model is generated based on the results of a physical work has been described. The 3D model has a sufficient function as an archive for recording the results of the physical work. However, in a display using a 3D model, comments on the board at the back are hidden by the board at the front, and it is not necessarily easy for participants to grasp the overall picture of the discussion while checking the details of each comment. Therefore, in this embodiment, the arithmetic and control device 140 can also display the results of the physical work two-dimensionally using a 2D model.

[0140] FIG. 14 is a schematic diagram showing an example of a two-dimensional display using a 2D model (two-dimensional data) generated based on the outcome of a physical work. The arithmetic and control device 140 executes an application program to perform image processing on a captured image of the outcome of the physical work, including a plurality of boards 111-113 arranged in layers, and generates a 2D model. The arithmetic and control device 140 controls the display device 150 to display the generated 2D model on the display. In the example shown in the figure, boards 211-213 to which a plurality of cards 11 are attached as objects are displayed. In addition, the relationship between comments that are related to each other is indicated by a relationship line 21. Furthermore, on each of the three boards 211-213, "What you want to achieve" 31, "What you want to achieve" 32, and "Idea" 33 are displayed as labels.

[0141] Fig. 15 is a perspective view showing another example of a physical workpiece, and Fig. 16 is a schematic diagram showing an example of display using a 2D model as a display model.

[0142] As shown in FIG. 15, the thinking and discussion support device 300 has three boards 113-111 corresponding to the matters to be considered by "Mr. A", "Mr. B", and "Mr. C", and cards 10 on which comments corresponding to the matters to be considered are attached to these boards 113-111. Also, labels 31-33 on which "Mr. A", "Mr. B", and "Mr. C" are written are formed in the upper left corners of the boards 113-111, respectively. The labels "Mr. A", "Mr. B", and "Mr. C" represent the attributes of the stakeholders who are the matters to be considered. In the example shown in the same figure, it is assumed that physical work is carried out to create a customer journey map.

[0143] As described above, the arithmetic and control device 140 generates a 3D model based on a photographed image of such a physical work product. Also, as shown in FIG. 16, the arithmetic and control device 140 can generate a 2D model (two-dimensional data) of the physical work product in response to a request from a participant. In the example shown in the figure, the two-dimensional data is represented by a table (matrix) in which each row represents a consideration item and each column represents an item related to a step of the experience. The items related to the step of the experience are lunch, preparation, check, detection, and warning display. According to the two-dimensional data shown in the figure, the participant can view comments corresponding to the items related to the step of the experience for each consideration item.

[0144] In this way, by displaying 3D and 2D models based on the physical work products, participants can easily grasp the overall picture of the discussion while also checking the details of individual comments.

[0145] The thinking and discussion supporting device 300 of the third embodiment described above provides the following advantageous effects in addition to the advantageous effects of the first and second embodiments.

[0146] Based on photographed images of the deliverables of physical work, the content of the discussion and the overall picture of the discussion are reproduced in a digital 3D space or on a 2D plane and presented to the participants. Therefore, while enjoying the benefits of being able to use the deliverables of face-to-face work conducted by multiple participants in one place, the photographed images of the deliverables can be processed digitally to easily record, reproduce, and resume the discussion.

[0147] For example, participants can use application functionality to resume (continue) a discussion that was interrupted in the physical work in the digital work.

[0148] As described above, the thinking and discussion support device, the thinking and discussion support method, and the thinking and discussion support program have been described in the embodiments. However, it goes without saying that those skilled in the art can appropriately add, modify, and omit the present invention within the scope of the technical concept thereof.

[0149] For example, a digital work output (displayed or printed) as an image can be used as one surface of a board for a physical work, recreating it as a physical work. This allows participants to view the digital work's output as a physical work. They can also resume discussions from the reproduced physical work.

[0150] In the first embodiment, the thinking and discussion support device 100 may further include imaging devices 131-134 that capture images of the boards 111-114, respectively, and a projection device that projects the images captured by the imaging devices 131-134 in a line on, for example, a wall surface of a conference room. With this configuration, participants can easily check the comments on the cards 10 affixed to each of the boards 111-114, regardless of whether it is a board in the front or the back.

[0151] Furthermore, an electronic whiteboard or the like may be used as the plurality of boards 111 to 114, and participants may write comments by hand on the electronic whiteboard.

[0152] The thinking and discussion support program may be provided by a computer-readable recording medium such as a USB memory, a flexible disk, or a CD-ROM, or may be provided online via a network such as the Internet. In this case, the program recorded on the computer-readable recording medium is usually transferred and stored in a memory or storage. The program may be provided as a standalone application software, or may be incorporated into the software of each device as a function of the server.

[0153] In addition, in the embodiments, a part or all of the processing executed by the thinking and discussion support program may be replaced with hardware such as a circuit. [Explanation of symbols]

[0154] 10 Cards (Physical Work), 11 Cards (3D models, objects to be manipulated), 20 Connecting member, 21 Relationship lines, 31~34 Label, 40 Tool Tabs, 41 Card Pool, 50 layers, 60 Viewing display controller, 61 directional controller, 62 Vertical Controller, 63 Horizontal Controller, 100 Thinking and discussion support device, 111~114 Board (physical work), 121~124 Board holding part, 131 to 133 Imaging device, 140 Arithmetic and control device, 141 CPUs, 142 ROMs, 143 RAM, 144 Auxiliary storage, 150 display devices; 160 input devices, 170 Communication I / F, 180 communication lines, 191,192 Terminal equipment, 200 Thinking and discussion support device, 211~213 Board (3D model, object to be operated), 300 Thinking and discussion support device.

Claims

1. a plurality of boards each having an area on one side onto which a plurality of cards can be attached, each corresponding to different considerations related to a given topic; a board holding section that holds the plurality of boards at positions according to the matters to be considered in a direction intersecting the one surface so that the plurality of boards overlap each other when viewed in a plan view from the one surface side and are spaced apart from each other in a direction intersecting the one surface; A thinking and discussion support device, wherein the plurality of cards have comments written thereon according to the matters under consideration.

2. 2. The thinking and discussion support device according to claim 1, wherein the plurality of boards are arranged in multiple layers on the same axis that intersects with the one surface.

3. 3. The thinking and discussion support device according to claim 1, further comprising one or more connecting members that are attached to the board and connect the cards on which related comments are written to each other.

4. The agenda includes a number of issues that will be the focus of discussion; At least one element related to all of the matters for consideration corresponding to each of the plurality of boards is assigned to each of the plurality of boards among three elements of depth, progress, and expansion of the discussion for the agenda; 3. The thinking and discussion support device according to claim 2, wherein an element relating to a difference between the respective items for consideration corresponding to the plurality of boards is assigned to the axis.

5. 3. The thinking and discussion support device according to claim 1, wherein each of said plurality of boards has a label representing said subject on one surface.

6. the plurality of boards are transparent boards that transmit visible light, 6. A thinking and discussion support device as described in claim 5, which is configured so that labels and / or comments of boards located further back than the transparent board can be seen through the transparent board from the one side.

7. 2. The thinking and discussion support device according to claim 1, wherein the plurality of boards are configured so that participants can directly write comments in the area on one side.

8. an image acquisition unit that acquires images of the boards including comments written thereon; a display model generation unit that generates a display model of the plurality of boards including the comments based on the images acquired by the image acquisition unit; 8. The thinking and discussion support device according to claim 1, further comprising: a model output section that outputs the display model generated by the display model generation section.

9. a plurality of boards each having an area on one side onto which a plurality of cards can be attached, each corresponding to different considerations related to a given topic; a board holder that holds the plurality of boards at positions according to the matters to be considered in a direction intersecting the one surface so that the plurality of boards overlap each other when viewed in a plan view from the one surface side and are spaced apart in the direction intersecting the one surface, the board holder comprising: A method for supporting thinking and discussion, comprising the step (a) of presenting the plurality of cards on which comments corresponding to the matters under consideration are written and which are attached to the plurality of boards.

10. 10. The method for supporting thinking and discussion according to claim 9, wherein the plurality of boards are arranged in multiple layers on the same axis that intersects with the one surface.

11. 11. The method for supporting thinking and discussion according to claim 9 or 10, further comprising, after the step (a), a step (b) of presenting relationships between the cards attached to the board and connected to each other by connecting members.

12. The agenda includes a number of issues that will be the focus of discussion; At least one element related to all of the matters for consideration corresponding to each of the plurality of boards is assigned to each of the plurality of boards among three elements of depth, progress, and expansion of the discussion for the agenda; 11. The thinking and discussion support method according to claim 10, wherein an element relating to a difference between the respective items for consideration corresponding to the plurality of boards is assigned to the axis.

13. After the step (b), a step (c) of acquiring images of the plurality of boards including the written comments; (d) generating a representation model of the plurality of boards including the comments based on the images acquired in step (c); 12. The method for supporting thinking and discussion according to claim 11, further comprising the step (e) of displaying the display model generated in the step (d).

14. If the display model is a 3D model, 14. The thinking and discussion support method according to claim 13, further comprising the step (f) of accepting operations including rotation, enlargement / reduction, and movement for the display model displayed in said step (e).

15. a step (a) of displaying a plurality of boards, each of which has an area on one side where a plurality of cards can be arranged and corresponds to different matters to be considered with respect to a given topic, at positions in a direction intersecting with the one side according to the matters to be considered, so that the boards overlap each other when viewed in a plan view from the one side and are spaced apart from each other in a direction intersecting with the one side; and (b) a step of accepting an operation to place the card on which a comment corresponding to the item under consideration is written.

16. 16. The thinking and discussion support program according to claim 15, wherein the plurality of boards are arranged in multiple layers on the same axis that intersects with the one surface.

17. 17. The thinking and discussion support program according to claim 15 or 16, further comprising, after the step (b), a step (c) of presenting relationships between the cards arranged on the board and connected to each other by connectors.

18. The agenda includes a number of issues that will be the focus of discussion; At least one element related to all of the matters for consideration corresponding to each of the plurality of boards is assigned to each of the plurality of boards among three elements of depth, progress, and expansion of the discussion for the agenda; 17. The thinking and discussion support program according to claim 16, wherein an element relating to a difference between the matters for consideration corresponding to the plurality of boards is assigned to the axis.

19. 17. The thinking and discussion support program according to claim 15 or 16, further comprising a step (d) of accepting operations including rotation, zoom, and movement for the plurality of boards including comments displayed in the step (a).

20. A thinking and discussion support device comprising a computer that executes the thinking and discussion support program according to claim 15 or 16.

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