Dietary education system

Abstract

To make it easier to establish a habit of having breakfast in children and students.SOLUTION: A dietary education system includes: a first input unit for receiving a first input about whether a student ate breakfast from the student; a second input unit for receiving a second input showing food that the student ate for a plurality of nutrition categories from the student when the student is eating breakfast; a message generation unit for generating a first message according to the first input and the second input; and a message notification unit for notifying the message of the first message.SELECTED DRAWING: Figure 11

Description

Technical Field

[0001] The present invention relates to a technique for supporting food education for adolescent children and students.

Background Art

[0002] Generally, children and students who regularly practice lifestyle habits such as diet, defecation, and sleep (hereinafter, collectively referred to as "students" when there is no doubt) are said to have a high sense of self-efficacy. In particular, such a tendency is said to be remarkable in students who consume breakfast every day.

Prior Art Documents

Patent Documents

[0003]

Patent Document 1

Summary of the Invention

Problems to be Solved by the Invention

[0004] The so-called adolescence, from the upper grades of elementary school to high school students, is a period when the body grows significantly. Therefore, during adolescence, a large amount of necessary energy and nutrients are required, and it is important to form a healthy diet for adulthood. However, during adolescence, especially after junior high school, due to major changes in school life, etc., the habit of consuming breakfast is likely to be disrupted. By skipping breakfast, there is a risk that a regular lifestyle cannot be maintained. In order to prevent such a situation, it is important to establish the habit of consuming breakfast during adolescence by enhancing the students' sense of self-efficacy regarding breakfast intake.

[0005] The present invention is an invention completed in view of the above background, and its main object is to provide a technique for supporting the habituation of students' breakfast intake.

Means for Solving the Problems

[0006] In one aspect of the present invention, a food education system includes a first input unit that receives a first input from a student regarding whether the student has eaten breakfast, a second input unit that receives a second input from the student indicating the foods the student has eaten for each of a plurality of nutrition categories when the student is eating breakfast, a message generation unit that generates a first message according to the first input and the second input, and a message notification unit that notifies the student of the first message.

Effect of the Invention

[0007] According to the present invention, it becomes easier to establish the breakfast habit of students.

Brief Description of the Drawings

[0008]

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Mode for Carrying Out the Invention

[0009] The food education system in this embodiment is assumed to be used in food education classes in elementary schools, junior high schools, or senior high schools. In the following description, it is assumed that a plurality of students belonging to Class 1, Grade 1 of J Junior High School and a teacher (class teacher T) use the food education system in the food education class in the present invention.

[0010] In the following, first, the specific situation in which the food education system is used in this embodiment will be described. Next, the outline of the food education system in the present invention will be described. Next, based on the operations executed on the student terminal owned by the student and the teacher terminal owned by the teacher, the specific processing flow executed by the food education system will be described. Note that the student terminal and the teacher terminal are collectively referred to as the "terminal" when mentioned together or when not particularly distinguished.

[0011] First, the specific situation in which the food education system is used in this embodiment will be described. In Class 1, Grade 1 of J Junior High School, it is assumed that a food education class is held every Monday. On Monday, November 1st, the class teacher T conducts the first class regarding the importance of breakfast intake and the impact on lifestyle habits. In this class, the class teacher T conveys to the students to set a target value for how many times they will eat breakfast by the next class (Monday, November 8th). Also, it is assumed that the class teacher T conveys to the students to record the presence or absence of breakfast intake and the detailed menu etc. every day as an assignment until the next class.

[0012] Receiving the task presentation from Teacher T, the students in Class 1, Grade 1 utilize the food education system to complete the tasks. More specifically, each student logs in to the food education system from the student terminal they own and completes the tasks by inputting various data. When completing the tasks, first, the students input the target values for what they will eat and how much for breakfast until Monday, November 8th, categorized by nutrition. The nutrition categories refer to the classification of menus such as staple foods, main dishes, and side dishes. The staple food is assumed to be a menu using ingredients mainly containing carbohydrates such as rice, bread, and noodles. The main dish is assumed to be a menu using ingredients mainly containing protein such as meat, seafood, and soy products. The side dish is assumed to be a menu using ingredients mainly containing vitamins and minerals such as vegetables and seaweeds. Also, the students input the target values regarding the time to consume breakfast and the sleeping time.

[0013] After the students have completed inputting the target values, they input the content of the breakfast they consumed daily from Tuesday, November 2nd to Monday, November 8th using the student terminal. At this time, in addition to the content of the breakfast, the students also input information regarding the presence or absence of bowel movements and the actual sleeping time. Also, Teacher T can confirm the achievements such as the content of the breakfast input by each student by logging in to the food education system from the teacher terminal. Based on the achievements input by each student, Teacher T formulates the next lesson plan.

[0014] When Monday, November 8th arrives, the second food education lesson is conducted in Class 1, Grade 1. Based on the achievements such as the content of the breakfast input by the students in one week, Teacher T gives a lecture reviewing the importance of breakfast intake and the impact on lifestyle habits. Based on this lesson, Teacher T conveys to the students to set new target values for the content and frequency of breakfast intake by the next lesson (Monday, November 15th). Also, Teacher T conveys to the students that as a task until the next lesson, they should record daily whether they had breakfast and the detailed menu, etc. The students complete the tasks from Teacher T in the same way as in the first week.

[0015] Furthermore, on the student terminals, messages based on the content of breakfast and the like input during the week from November 2nd to 8th will be displayed. Specifically, for students who have achieved the goals they set, messages will be displayed to encourage them to continue having breakfast as they are. Also, for students who have not achieved their goals, messages such as examples of actions necessary to consume a quality breakfast and words of encouragement will be displayed. By checking these messages, students can reflect on their actions for the week. Also, students can review their lifestyle habits such as breakfast intake for the week leading up to the next class. In this embodiment, the food education system is used in this way, and food education classes are continuously implemented for the first grade students.

[0016] Next, the outline of the food education system in the present invention will be described. Figure 1 is an overall configuration diagram of the food education system 100. In the food education system 100, a plurality of student terminals 101a, 101b ··· 101n (hereinafter, collectively referred to as "student terminals 101" when mentioned together or not particularly distinguished) and a teacher terminal 102 are connected to the server 200 via the Internet 103. The student terminals 101 and the teacher terminal 102 are basically assumed to be portable communication terminals such as tablets and smartphones, but may also be general-purpose computers such as laptop PCs. Also, the student terminals 101 and the teacher terminal 102 are wirelessly connected to the Internet 103, but may also be wired-connected.

[0017] Figure 2 is a functional block diagram of the terminal in this embodiment. Each component of the terminal is realized by hardware including arithmetic units such as a CPU (Central Processing Unit), a GPU (Graphics Processing Unit), and various co-processors, storage devices such as memory and storage, and wired or wireless communication lines connecting them, and software stored in the storage device and supplying processing instructions to the arithmetic unit. The computer program may be composed of a device driver, an operating system, various application programs located in the upper layers thereof, and a library providing common functions to these programs. Each block described below indicates a block of a functional unit, not a configuration of a hardware unit. The same applies to the server 200 described later.

[0018] The terminal includes a user interface processing unit 110, a data processing unit 120, a communication unit 130, and a data storage unit 140. The user interface processing unit 110 is responsible for user interface processing via a touch panel (not shown) or the like. The data processing unit 120 is responsible for various processes for displaying a screen on the touch panel. The communication unit 130 is responsible for communication processing with the server 200 via the Internet 103.

[0019] The user interface processing unit 110 includes an input unit 111 and an output unit 112. The input unit 111 receives operation inputs from students and teachers to the terminal. The input means of students and teachers to the terminal is assumed to be contact with the touch panel or pressing of a button. The input unit functions as the "first input unit" to the "sixth input unit". The output unit 112 executes display processing of various screens on the touch panel. The output unit functions as the "display unit".

[0020] The data processing unit 120 includes a transmission instruction unit 121 and an output instruction unit 122. The transmission instruction unit 121 gives a transmission instruction to the communication unit 130 for the input data received by the input unit 111 to the server 200. The output instruction unit 122 executes an output instruction for various screens received by the communication unit 130 from the server 200 to the output unit 112.

[0021] The communication unit 130 includes a receiving unit 131 and a transmitting unit 132. The receiving unit 131 receives various screens to be displayed on the touch panel from the server 200. The transmitting unit 132 receives the transmission instruction from the transmission instruction unit 121 and transmits the input data to the server 200.

[0022] Figure 3 is a functional block diagram of the server 200 in the present embodiment. The server 200 includes a data processing unit 210, a communication unit 220, and a data storage unit 230. The data processing unit 210 executes various processes based on the input data received from the terminal. The communication unit 220 is responsible for communication processing with the terminal via the Internet 103. The data storage unit 230 stores the input data received from the terminal and the format of the screen to be output to the terminal.

[0023] The data processing unit 210 includes a data registration unit 211, a message generation unit 212, an image generation unit 213, an account management unit 214, a notification unit 215, an input confirmation unit 216, a target management unit 217, and an evaluation unit 218. The data registration unit 211 registers the input data received from the terminal in the data storage unit 230. The message generation unit 212 generates a message to be transmitted to the student terminal 101 based on the first message information and the second message information (both described later) in which the message content is registered and stored in the data storage unit 230. The image generation unit 213 acquires the input data and the screen format stored in the data storage unit 230 and the message generated by the message generation unit 212, and generates various screens to be transmitted to the student terminal 101 and the teacher terminal 102.

[0024] The account management unit 214 registers information identifying the users (students and teachers) of the food education system 100 in the account information (described later) of the data storage unit 230. Also, when information identifying a user of the food education system 100 is transmitted from a terminal as input data, the account management unit 214 checks whether the information has been registered in the account information. Further, based on the account information, the account management unit 214 determines to which of the student terminal 101 or the teacher terminal 102 to transmit the screen generated by the image generation unit 213.

[0025] The notification unit 215 instructs the communication unit 220 to transmit the screen generated by the image generation unit 213 and the columns and quizzes registered in the topic information (described later). Note that the notification unit 215 functions as a "message notification unit" and a "reminder notification unit". The input confirmation unit 216 checks whether the target value (hereinafter referred to as the "implementation target value") regarding the intake of breakfast set by the student, etc. has been registered in the target information (described later). Also, the input confirmation unit 216 checks whether all the actual results (hereinafter referred to as the "lifestyle actual result values") regarding the intake of breakfast, etc. of the student for the current day have been registered in the actual result information (described later) of the data storage unit 230. The target management unit 217 calculates the total of the student's lifestyle actual result values over the past week. Also, the target management unit 217 calculates the ratio (target achievement rate) indicating the degree of achievement of the current target with respect to the implementation target value. The evaluation unit 218 calculates a numerical value indicating the correlation between the input data regarding the intake of breakfast, etc. input to the student terminal 101 and the input data regarding the mood of the student also input to the student terminal 101.

[0026] The communication unit 220 includes a receiving unit 221 and a transmitting unit 222. The receiving unit 221 receives input data from the terminal. The transmitting unit 132 receives the transmission instruction from the notification unit 215 and transmits various screens to the terminal.

[0027] Next, the specific processing flow executed in the food education system 100 will be described. FIG. 4 is a flowchart showing the flow from the login of the student to the food education system 100 to the input of the actual results. As described above, in order to complete the tasks from the homeroom teacher T, first, the students in Class 1, Grade 1 need to set the implementation target values. Here, assume the time when student S1 is presented with tasks by homeroom teacher T, more specifically, the end of the class on Monday, November 1st (the first week). Student S1 logs in to the food education system 100 from the student terminal 101 he / she owns (S10). At this time, student S1 has not yet set the implementation target value (N in S12). Therefore, after logging in to the food education system 100, student S1 sets the implementation target value (S14). When the setting of the implementation target value is completed, student S1 can input the daily living habit performance values in the food education system 100 (performance input) (S16).

[0028] A logout button (described later) is displayed on the student terminal. By selecting the logout button, student S1 can log out from the food education system 100 (S18). Here, assume that student S1 who has input the performance for November 1st did not select the logout button (N in S18).

[0029] Next, assume the scenario where on Tuesday, November 2nd, student S1 inputs the living habit performance values in the food education system 100. Since student S1 did not select the logout button on Monday, November 1st, he / she remains logged in to the food education system 100. Also, at the end of the class on Monday, November 1st, student S1 has already input the implementation target value (Y in S12). Therefore, student S1 can immediately input the performance (S16). Here, assume that student S1 who has input the performance for November 2nd selects the logout button (Y in S18). As a result, student S1 logs out from the food education system 100. In this way, after logging in to the food education system 100, student S1 inputs the living habit performance values every day.

[0030] Figure 5 is a screen diagram of the login screen 300. When logging in to the food education system 100, student S1 enters the necessary information into the login screen 300 displayed on the student terminal 101 and selects the login button 308. Specifically, the necessary information is assumed to be the ID for using the food education system 100, the class to which the student belongs, and the attendance number. In FIG. 5, it is assumed that student S1 has entered the ID "0001" assigned to himself / herself into the ID input field 302, the class "1-1" to which he / she belongs into the class input field 304, and the attendance number "01" into the attendance number input field 306. Note that students and teachers may be allowed to enter the password set by the student himself / herself instead of the attendance number on the login screen 300. Here, in the following description, the student with the ID "0001" assigned will be referred to as "student (0001)".

[0031] FIG. 6 is a data structure diagram of the account information 400. Before using the food education system 100, students and teachers enter the information for identifying themselves in the food education system 100 in advance into the account registration screen (not shown) on the terminal. The entered information is registered by the account management unit 214 in the account information 400 in the data storage unit 230 of the server 200.

[0032] More specifically, in the ID column, the IDs assigned to each student and teacher are registered. In the class column, the classes to which each student and teacher belong are registered. In the attendance number column, the attendance numbers of each student are registered. In the student column, a check (circle) is marked when the person to whom the ID is assigned is a student. In the teacher column, a check (circle) is marked when the person to whom the ID is assigned is a teacher.

[0033] From FIG. 6, the ID = 0001 is assigned to student S1 (student (0001)). Since student S1 belongs to Class 1-1, "1-1" is registered in the class column, and since the attendance number is No. 1, "01" is registered in the attendance number column. Also, a check is marked in the student column, and the teacher column is blank.

[0034] Assume that ID=0041 is assigned to the homeroom teacher T of Class 1-1. Therefore, in the row corresponding to ID=0041 in the account information 400, "1-1" is registered in the class column, a check (circle) is marked in the teacher column, and the student column is blank. Also, since teachers are not assigned an attendance number, the attendance number column is also blank.

[0035] FIG. 7 is a screen diagram of the target setting screen 310 when inputting the targets for the staple food, main dish, and side dish. As shown in FIG. 5, assume that student (0001) inputs their ID, class, and attendance number (required items) into the login screen 300 at the end of the class on Monday, November 1st (the first week), and selects the login button 308. At this time, the transmission instruction unit 121 of the student terminal 101 instructs the transmission unit 132 to transmit the input data (required items) received by the input unit 111 to the server 200. The transmission unit 132 transmits the input data to the server 200.

[0036] The account management unit 214 of the server 200 checks whether the input data received by the reception unit 221 from the terminal is already registered in the account information 400. From FIG. 6, the ID, class, and attendance number of student (0001) are already registered in the account information 400. Also, the input confirmation unit 216 checks whether the implementation target value of student (0001) is already registered in the target information stored in the data storage unit 230. Since it is currently the end of the class on Monday, November 1st (the first week), the target value of student (0001) is not registered in the target information. Therefore, the image generation unit 213 acquires the screen format from the data storage unit 230 and generates the target setting screen 310. The notification unit 215, upon receiving that the ID, class, and attendance number of student (0001) are already registered in the account information 400, instructs the transmission unit 222 to transmit the target setting screen 310 to the student terminal 101 of student (0001). The transmission unit 222 transmits the target setting screen 310 to the student terminal 101 of student (0001).

[0037] When the receiver 131 of the student terminal 101 of the student (0001) receives the target setting screen 310, the output instruction unit 122 instructs the output unit 112 to display the target setting screen 310. The output unit 112 displays the target setting screen 310 on the touch panel. The student inputs the implementation target value on the target setting screen 310.

[0038] As shown in FIG. 7, the target setting screen 310 is provided with input fields such as a staple food target input field 313, a main dish target input field 314, and a side dish target input field 315. When the student inputs to other input fields not displayed on the target setting screen 310, the student scrolls the target setting screen 310 by moving the slider 312 on the slider bar 311 up and down. Note that the student can also scroll by sliding a finger on the touch panel.

[0039] The student (0001) inputs the implementation target value on the target setting screen 310, such as how many days to consume staple food, main dish, and side dish as breakfast by Monday, November 8th next week (the third input). Assume that the student (0001) aims to consume staple food, main dish, and side dish for breakfast every day by November 8th. Therefore, as shown in FIG. 7, the student (0001) inputs "7" in all of the staple food target input field 313, the main dish target input field 314, and the side dish target input field 315.

[0040] FIG. 8 is a screen diagram of the target setting screen 310 when inputting the target time for breakfast intake. The student (0001) moves the slider 312 on the slider bar 311 downward to scroll in order to input the target time for breakfast intake. As shown in FIG. 8, a breakfast time target input field 316 is displayed on the target setting screen 310.

[0041] In the breakfast time target input field 316, input the implementation target values for the start time and end time of daily breakfast intake. The start time and end time can be set separately for hours and minutes. For hours, it can be set in 1-hour units, and for minutes, it can be set in 5-minute units. Suppose student (0001) aims to start having breakfast at 7:00 and finish at 7:30. Therefore, as shown in Figure 8, student (0001) inputs "07:00~07:30" in the breakfast time target input field 316.

[0042] Figure 9 is a screen diagram of the target setting screen 310 when inputting the target sleep time. To input the target sleep time, student (0001) moves the slider 312 on the slider bar 311 further down to scroll. As shown in Figure 9, the sleep time target input field 317 is displayed on the target setting screen 310.

[0043] In the sleep time target input field 317, input the implementation target values for the start time and end time of daily sleep. Similar to the breakfast time target input field 316, the start time and end time of sleep can be set separately for hours and minutes. For hours, it can be set in 1-hour units, and for minutes, it can be set in 5-minute units. Suppose student (0001) aims to go to bed at 23:00 and get up at 6:30. Therefore, as shown in Figure 9, student (0001) inputs "23:00~06:30" in the sleep time target input field 317. After student (0001) finishes inputting the implementation target value on the target setting screen 310, the send button 318 is selected.

[0044] Figure 10 is a data structure diagram of the target information 410. When the send button 318 on the target setting screen 310 is selected, the student's ID and the implementation target value input on the target setting screen 310 are sent to the server 200. The data registration unit 211 of the server 200 registers the ID and the implementation target value received by the reception unit 221 in the target information 410 stored in the data storage unit 230.

[0045] As shown in FIG. 10, the ID of student (0001) is registered in the ID column. The implementation target values for the staple food, main dish, and side dish of student (0001) are registered in the staple food column, main dish column, and side dish column, respectively. On the target setting screen 310, student (0001) has entered "7" in all of the staple food target input column 313, main dish target input column 314, and side dish target input column 315. Therefore, "7" is registered in the staple food column, main dish column, and side dish column, respectively.

[0046] The implementation target values for the breakfast time and sleep time of student (0001) are registered in the breakfast time column and sleep time column, respectively. Also, the start time is registered in the start column, and the end time is registered in the end column. On the target setting screen 310, student (0001) has entered "07:00~07:30" in the breakfast time target input column 316 and "23:00~06:30" in the sleep time target input column 317. Therefore, "07:00" is registered in the start column of the breakfast time column, and "07:30" is registered in the end column. Also, "23:00" is registered in the start column of the sleep time column, and "06:30" is registered in the end column.

[0047] FIG. 11 is a screen diagram of the student home screen 320. When the student has entered all the implementation target values on the target setting screen 310 and selected the send button 318, or when the student has selected the login button 308 on the login screen 300 in a state where the implementation target values have already been registered in the target information 410, the student home screen 320 is displayed on the student terminal 101. As shown in FIG. 11, the date at the time of login is displayed in the upper right of the student home screen 320. Note that the date displayed in the upper right of the student home screen 320 is always displayed during the login to the food education system 100 on all screens except the login screen 300 and the logout screen (not shown). Other than this, a record button 322, a topic button 324, a notification button 326, and a logout button 328 are also displayed on the student home screen 320.

[0048] When the recording button 322 is selected, a first input screen (described later) is displayed on the student terminal 101, and the student can input the actual values of their living habits. When the topic button 324 is selected, a column and quiz regarding breakfast intake are displayed on the student terminal 101. The content of the column and quiz changes daily and is acquired by the notification unit 215 from topic information (not shown) stored in the data storage unit 230 of the server 200 and transmitted to the student terminal 101. The student selects the topic button 324 at a timing such as after inputting the actual values of their living habits in the food education system 100. The student can accumulate knowledge regarding breakfast intake etc. through browsing the column displayed on the student terminal 101 or answering the quiz, and can further enhance the learning effect in the food education class.

[0049] Note that the content of the column is not limited to literature regarding breakfast intake, and may be content such as comics, videos, and mini-games, for example. By inputting the actual values of their living habits on the student terminal 101, the student can enjoy these contents. More specifically, when the topic button 324 is selected, the input confirmation unit 216 refers to the performance information. When the actual values of the living habits of the student who selected the topic button 324 on that day are all registered in the performance information, the input confirmation unit 216 instructs the notification unit 215 to acquire the column or quiz. The notification unit 215 acquires the column or quiz from the topic information and instructs the transmission unit 222 to transmit it to the student terminal 101. Thereby, it is possible to make the student feel "I want to enjoy the column, so I will input the actual values of my living habits every day" and encourage the student to actively use the food education system 100. Also, the column and quiz may be created by the teacher. For example, the theme of the column and the content of the quiz questions may be changed according to the student's goal achievement rate.

[0050] When the notification button 326 is selected, a notification screen (described later) is displayed on the student terminal 101, and the student can confirm their current goal achievement rate. When the logout button 328 is selected, a logout screen is displayed on the student terminal 101, and the logout from the food education system 100 is completed.

[0051] FIG. 12 is a screen diagram of the first input screen 330. Assume that in the student home screen 320, student (0001) selects the record button 322. At this time, the first input screen 330 is displayed on the student terminal 101 of student (0001). On the first input screen 330, the student inputs the login date, that is, whether breakfast was consumed this morning (the first input). From FIG. 12, student (0001) logged in to the food education system 100 on November 7. At the top of the first input screen 330, a message prompting the recording of the content of breakfast today, that is, on November 7, is displayed. In the central part, radio buttons 332 for selecting whether breakfast was consumed are displayed. The student selects radio button 332a1 if breakfast was consumed, and radio button 332a2 if not. Assume that student (0001) consumed breakfast on the morning of November 7. Therefore, student (0001) selects radio button 332a1. After the input of whether breakfast was consumed is completed by selecting the radio button 332, student (0001) selects the send button 318.

[0052] FIG. 13 is a screen diagram of the second input screen 340. When the send button 318 is selected after radio button 332a1 is selected on the first input screen 330, the second input screen 340 is displayed on the student terminal 101. As shown in FIG. 13, on the second input screen 340, a staple food button 341, a main dish button 342, a side dish button 343, a bowel movement button 344, a sleep time button 345, and a mood button 346 are displayed. The student selects the staple food button 341, the main dish button 342, the side dish button 343, the bowel movement button 344, the sleep time button 345, and the mood button 346 on the second input screen 340, and inputs the actual performance values of lifestyle habits such as the food consumed for breakfast and the sleep time. Also, the student can scroll the second input screen 340 by means of the slider bar 311 and the slider 312 displayed in the same way as on the target setting screen 310. When the input of the actual performance values of lifestyle habits on the second input screen 340 is completed, the student selects the send button 318.

[0053] FIG. 14 is a screen diagram of the second input screen 340 when the staple food button 341 is selected. Student (0001) inputs the lifestyle performance value in the morning of November 7 on the second input screen 340 (second input). First, student (0001) selects the staple food button 341. When the staple food button 341 is selected, an input area 347 is displayed directly below the staple food button 341. In the input area 347, radio buttons 332b1 and 332b2 for selecting whether or not to ingest the staple food this morning, and check boxes 348a to 348d for selecting the food ingested as the staple food are displayed. Assume that student (0001) ingested the staple food in the morning of November 7. Student (0001) selects the radio button 332b1.

[0054] The student (0001) who selected the radio button 332b1 then selects the food he / she ingested as the staple food from among the check boxes 348a to 348d. As shown in FIG. 14, food names such as rice, bread, noodles, and cereal are displayed as options in the input area 347. Also, specific portions are noted below each food name. If the portion of the food the student ingested is less than the portion noted below the food name, the student checks a triangle mark in the check box 348; if it is the same or more, the student checks a round mark. Assume that student (0001) ingested one bowl of normally served rice in the morning of November 7. Therefore, as shown in FIG. 15, student (0001) checks a round mark in the check box 348a.

[0055] For example, assume that student (0001) did not ingest the staple food. Student (0001) selects the radio button 332b2. At this time, student (0001) does not have to subsequently select the check boxes 348a to 348d. Note that when the radio button 332b2 is selected, the check boxes 348a to 348d may be grayed out so that they cannot be selected.

[0056] FIG. 15 is a screen diagram of the second input screen 340 when the main dish button 342 is selected. Student (0001) moves the slider 312 on the slider bar 311 downward to scroll the second input screen 340 and selects the main dish button 342. When the main dish button 342 is selected, an input area 347 is displayed directly below the main dish button 342, similar to the main food button 341. In the input area 347, radio buttons 332c1 and 332c2 for selecting whether the student has consumed the main dish this morning, and radio buttons 332d1 and 332d2 for selecting the amount of the main dish consumed are displayed. Assume that student (0001) consumed the main dish in the morning on November 7. Student (0001) selects the radio button 332c1 corresponding to "consumed".

[0057] The student (0001) who has selected the radio button 332c1 then selects from the radio buttons 332d1 or 332d2 the amount of the main dish they consumed. If the amount of the main dish the student consumed is less than that of a small bowl of ground meat the size of a fist, the student selects the radio button 332d1; if it is about the same or more, the student selects the radio button 332d2. Assume that student (0001) consumed only 1 small-sized winner sausage in the morning on November 7. Therefore, as shown in Figure 15, student (0001) selects the radio button 332d1.

[0058] Student (0001) then selects the side dish button 343 and inputs whether the side dish was consumed. When the side dish button 343 is selected, an input area 347 is displayed directly below the side dish button 343. In the input area 347, radio buttons for selecting whether the student has consumed the side dish this morning and radio buttons for selecting the amount of the side dish consumed, with the same content as the main dish button 342, are displayed. Assume that student (0001) consumed a small bowl of boiled vegetables the size of a fist in the morning on November 7. Student (0001) selects the radio button 332 that meets the conditions displayed in the input area 347.

[0059] Figure 16 is a screen diagram of the second input screen 340 when the defecation button 344, sleep time button 345, and mood button 346 are selected. Student (0001) further moves the slider 312 on the slider bar 311 downward to scroll the second input screen 340 and selects the defecation button 344, the sleep time button 345, and the mood button 346. When the defecation button 344, the sleep time button 345, and the mood button 346 are selected, an input area 347 is displayed directly below each button. Student (0001) inputs the presence or absence of defecation, the actual sleep time (the fourth input), and the degree of his / her good mood (the fifth input) in each input area 347.

[0060] More specifically, radio buttons 332e1 and 332e2 for selecting the presence or absence of defecation this morning are displayed in the input area 347 displayed directly below the defecation button 344. Assume that student (0001) had a proper bowel movement on the morning of November 7. Therefore, student (0001) selects the radio button 332e1 corresponding to having had a bowel movement.

[0061] A sleep time actual result input field 349 for inputting the actual start time and end time of sleep is displayed in the input area 347 displayed directly below the sleep time button 345. Similar to the sleep time target input field 317, the start time and end time can be set separately for hours and minutes. The hours can be set in one-hour units, and the minutes can be set in five-minute units. Assume that student (0001) went to bed at 22:30 on November 6 and got up at 06:45 on November 7. Therefore, as shown in Figure 9, student (0001) inputs "22:30~06:45" in the sleep time actual result input field 349.

[0062] In the input area 347 displayed directly below the mood button 346, five radio buttons 332f1 to 332f5 corresponding to the degree of mood goodness are displayed side by side from left in descending order of goodness. Below each of the radio buttons 332f1 to 332f5, a kaomoji representing the degree of mood goodness is displayed. For example, below the radio button 332f1, a kaomoji indicating that the mood is the best is displayed, and below the radio button 332f5, a kaomoji indicating that the mood is the worst is displayed. The student selects the one that matches their current mood from among the radio buttons 332f1 to 332f5. Assume that the current mood of the student (0001) is good (between the best and normal). The student (0001) selects the radio button 332f2 corresponding to "good" in terms of goodness. The student (0001) who has completed the input of the lifestyle achievement value on the second input screen 340 selects the send button 318.

[0063] Figure 17 is a screen diagram of the message screen 350. Assume that the student (0001) has completed the input of the lifestyle achievement value on the second input screen 340 and selects the send button 318. At this time, the transmission instruction unit 121 of the student terminal 101 instructs the transmission unit 132 to transmit the input data received by the input unit 111 to the server 200. The transmission unit 132 transmits the input data, that is, the lifestyle achievement value of the student (0001), to the server 200.

[0064] The data registration unit 211 of the server 200 registers the input data received by the reception unit 221 from the terminal in the performance information stored in the data storage unit 230. The message generation unit 212 acquires the input data of the student (0001) from the performance information, that is, the lifestyle performance value on November 7. The message generation unit 212 generates a message (the first message) to be transmitted to the student terminal 101 of the student (0001) based on this lifestyle performance value. The details of message generation will be described later. The image generation unit 213 generates a message screen 350 with the first message generated by the message generation unit 212 posted in the message area 352. The notification unit 215 instructs the transmission unit 222 to transmit the message screen 350 to the student terminal 101 of the student (0001). The transmission unit 222 transmits the message screen 350 to the student terminal 101 of the student (0001).

[0065] As described above, the student (0001) selects the radio button 332 indicating that he / she has consumed the staple food, main dish, and side dish on the second input screen 340. Therefore, as shown in FIG. 17, a message commending that the student (0001) has been able to consume the staple food, main dish, and side dish is displayed in the message area 352. Also, assuming that the amount of the main dish consumed by the student on the second input screen 340 is less than one small bowl the size of a clenched fist, the student has selected the radio button 332d1. Therefore, a message prompting the student to consume one small bowl the size of a clenched fist of the main dish at the next breakfast is displayed in the message area 352.

[0066] In this way, when the student logs in to the food education system 100 from the student terminal 101 and inputs whether or not they had breakfast, the foods they consumed, and the amounts thereof, a message corresponding to the student's lifestyle performance value is displayed on the student terminal 101. The student can confirm an objective evaluation of the content of the breakfast they had in the morning based on the message displayed on the student terminal 101. Also, the student can review the content of their breakfast, such as changing the next morning's breakfast menu or the amount consumed.

[0067] The student (0001) who has confirmed the message selects the back button 354 on the message screen 350. At this time, the student home screen 320 is displayed again on the student terminal 101. As described above, the student (0001) can view the column or answer the quiz by selecting the topic button 324 displayed on the student home screen 320.

[0068] Figure 18 is a screen diagram of the third input screen 360. Assume a scenario where the student (0002) logs in to the food education system 100 from the student terminal 101 on November 7 and executes an input. Since November 6 was a Saturday, assume that the student (0002) stayed up late that night. Also, assume that due to the late wake-up time, the student was unable to have breakfast on the morning of November 7, a Sunday. The student (0002) logs in to the food education system 100, selects the radio button 332a2 corresponding to not having breakfast on the first input screen 330, and selects the send button 318. At this time, the third input screen 360 is displayed on the student terminal 101 of the student (0002).

[0069] Unlike the second input screen 340, the third input screen 360 does not display the staple food button 341, the main dish button 342, and the side dish button 343. Instead, a reason button 362 is displayed. By selecting the reason button 362, the student answers the reason for not having breakfast. Note that the defecation button 344, the sleep time button 345, and the mood button 346 are displayed in the same way as on the second input screen 340. Therefore, if the student selects these buttons, the lifestyle performance value can be input.

[0070] Figure 19 is a screen diagram of the third input screen 360 when the reason button 362 is selected. When the reason button 362 is selected, similar to the staple food button 341 etc., an input area 347 is displayed directly below the reason button 362. In the input area 347, radio buttons 332g1 to 332g8 are displayed. The student selects the one that matches the reason for not having breakfast from among the radio buttons 332g1 to 332g8. As described above, the student (0002) could not have breakfast due to the delay in waking-up time associated with staying up late. Therefore, the student (0002) selects the radio button 332g7 corresponding to the delay in waking-up time. After that, the student (0002) selects the bowel movement button 344, the sleep time button 345, and the mood button 346, completes the input of the actual performance values of lifestyle habits such as sleep time, and selects the send button 318.

[0071] Figure 20 is a screen diagram of the message screen 350 displayed when the send button on the third input screen 360 is selected. When the student (0002) completes the input of the actual performance values of lifestyle habits on the third input screen 360 and selects the send button 318. At this time, the message screen 350 generated by the message generation unit 212 of the server 200 is displayed on the student terminal 101. The message screen 350 is generated by the message generation unit 212 based on the actual performance values of the lifestyle habits of the student (0002) registered in the performance information.

[0072] As described above, the student (0002) selects the radio button 332g7 corresponding to the delay in waking-up time as the reason for not having breakfast on the third input screen 360. Therefore, as shown in Figure 20, a message prompting early to bed and early to rise is displayed in the message area 352. Thus, in the food education system 100, even when a student does not have breakfast, advice corresponding to the reason for non-intake is displayed on the message screen 350 to provide feedback to the student. In the food education system 100, by having the student confirm this advice, the awareness of having breakfast can be established in the student and the promotion of behavior change can be achieved.

[0073] Figure 21 is a data structure diagram of the performance information 420. In the performance information 420, the living habit performance values of each student are registered daily. In the performance information 420, the student ID is registered in the ID column. In the staple food column, after the staple food button 341 is selected on the second input screen 340, the round or triangular symbol input by the student with the checkbox 348 is registered. Note that when the student selects the radio button 332a2 corresponding to non-intake of breakfast on the first input screen 330, or when the student selects the radio button 332b2 corresponding to non-intake of staple food on the second input screen 340, a cross mark is registered in the staple food column.

[0074] In the main dish column and the side dish column, after the main dish button 342 or the side dish button 343 is selected on the second input screen 340, a round or triangular symbol corresponding to the radio button 332 selected by the student is registered. For example, when the main dish button 342 is selected and the radio button 332d1 is selected, that is, when the amount of the main dish consumed by the student is less than one small bowl the size of a fist, a triangular mark is registered in the main dish column. On the other hand, when the radio button 332d2 is selected, that is, when the amount of the main dish consumed by the student is about the same as or more than one small bowl the size of a fist, a round mark is registered in the main dish column. Note that when the student selects the radio button 332a2 corresponding to non-intake of breakfast on the first input screen 330, or when the student selects the radio button 332c2 corresponding to non-intake of the main dish on the second input screen 340, a cross mark is registered in the main dish column. In the side dish column, a round mark, a triangular mark, or a cross mark is registered by the same discrimination method.

[0075] In the reason column, the message number (described later) of the first message information corresponding to the radio button 332 selected by the student on the third input screen 360 is registered. More specifically, in the reason column, the number of the message that has been pre-associated with the reason for not eating breakfast selected by the student who did not consume breakfast is registered. In the defecation column, after the defecation button 344 is selected on the second input screen 340 or the third input screen 360, a check mark or a cross mark is registered corresponding to the radio button 332 selected by the student. In the sleep time column, a start column and an end column are provided. In the start column, the actual bedtime entered in the sleep time achievement input column 349 is registered, and in the end column, the actual wake-up time entered in the sleep time achievement input column 349 is registered. In the mood column, after the mood button 346 is selected on the second input screen 340 or the third input screen 360, a numerical value from 1 to 5 is registered corresponding to the radio button 332 selected by the student. For example, when the student selects the radio button 332f1 (highest), 5 is registered in the mood column. When the student selects the radio button 332f5 (worst), 1 is registered in the mood column.

[0076] Figure 22 is a data structure diagram of the first message information 430. In the first message information 430, messages and the like that are displayed on the student terminal 101 when the input of the student's lifestyle achievement value is completed are registered. More specifically, in the summary column, the message output conditions are registered. In the message content column, different messages are registered corresponding to the message output conditions registered in the summary column. Also, in the message number column, numbers are registered in order from 1 to 17. Each number is associated with the message output conditions registered in the summary column and the messages registered in the message content column.

[0077] Messages corresponding to message numbers 1 to 6 are displayed on the student terminal 101 when the student has not consumed or has not eaten sufficiently (the intake amount is below the predetermined amount) the staple food, main dish, and side dish. Messages corresponding to message numbers 7 to 9 are displayed on the student terminal 101 according to the number of types of nutritional categories consumed by the student at breakfast. Messages corresponding to message numbers 10 to 17 are displayed on the student terminal 101 when the student has not consumed breakfast.

[0078] Figure 23 is a data structure diagram of the first correspondence information 440. In the first correspondence information 440, the input contents of the student on the first input screen 330, the second input screen 340, and the third input screen 360 are registered in association with the message numbers of the first message information 430. In other words, the first correspondence information 440 defines the relationship between the intake content for each nutritional category and the message to be displayed on the student terminal 101 corresponding to the intake content. The message generation unit 212 refers to the first message information 430 and the first correspondence information 440, and generates a message to be posted in the message area 352.

[0079] In the first corresponding information 440, in the staple food column, main dish column, and side dish column, circles, triangles, and crosses are registered according to the selection contents of the radio buttons 332a1 to 332e2 and check boxes 348a to 348d by the students on the first input screen 330 and the second input screen 340. More specifically, in the staple food message column, main dish message column, and side dish message column, as the content of the message displayed on the student terminal 101 corresponding to the combination of the marks registered in the staple food column, main dish column, and side dish column, the message numbers 1 to 6 of the first message information 430 are registered. That is, the messages corresponding to message numbers 1 to 6 are messages regarding the nutritional categories consumed by the student at breakfast. In the balance message column, as the content of the message displayed on the student terminal 101 according to the types of nutritional categories consumed by the student at breakfast, the message numbers 7 to 9 of the first message information 430 are registered. That is, the messages corresponding to message numbers 7 to 9 are messages regarding the balance of the breakfast consumed by the student at breakfast. In the reason column, as the content of the message displayed on the student terminal 101 when the student did not consume breakfast, the message numbers 10 to 17 of the first message information 430 are registered. That is, the messages corresponding to message numbers 10 to 17 are messages regarding the reasons why the student did not consume breakfast.

[0080] Here, the details of the generation of the first message by the message generation unit 212 will be described. As described above, for example, the student (0001) selects the radio button 332a1 corresponding to having had breakfast on the first input screen 330. Also, on the second input screen 340, the student (0001) selects the checkbox 348a corresponding to having eaten a full meal (consumed more than a predetermined amount), the radio button 332d1 corresponding to not having eaten the main dish well (consumed less than a predetermined amount), and the radio button 332 corresponding to having eaten the side dish well. At this time, the message generation unit 212 refers to the first correspondence information 440 and detects a row in which the staple food column has a solid circle, the main dish column has a triangle, and the side dish column has a solid circle. As shown in FIG. 23, in the fourth row of the first correspondence information 440, the staple food column has a solid circle, the main dish column has a triangle, and the side dish column has a solid circle. Also, in the fourth row of the first correspondence information 440, the message number "3" is registered in the main dish message column, and the message number "7" is registered in the balance message column. The message generation unit 212 acquires these message numbers from the first correspondence information 440.

[0081] The message generation unit 212 further refers to the first message information 430 and acquires the message content corresponding to the message number acquired from the first correspondence information 440 from the message content column. As shown in FIG. 22, in the first message information 430, for the message number "3", the message "It was great that you ate the main dish! Next time, try to consume a little more." corresponding to not having eaten the main dish well is registered. Also, for the message number "7", the message "You are eating the staple food, main dish, and side dish in a well-balanced manner! Keep it up. You seem to be able to work hard on both studying and sports!" corresponding to having consumed three types of nutritional categories for breakfast is registered. The message generation unit 212 combines these messages to generate a message to be posted in the message area 352.

[0082] In the case of the student (0002), as described above, the radio button 332a2 corresponding to non-consumption of breakfast is selected on the first input screen 330. At this time, the message generation unit 212 refers to the performance information 420 and the first correspondence information 440, and detects the message number registered in the reason column. The message number "16" is registered in the reason column. The message generation unit 212 acquires the message number "16".

[0083] The message generation unit 212 further refers to the first message information 430, and acquires the message corresponding to the message number obtained from the first correspondence information 440 from the message content column. As shown in FIG. 22, in the first message information 430, for the message number "16", the message "Input completed! Didn't you go to bed late? Go to bed and wake up 5 minutes earlier, and use that '5 minutes' for breakfast time!" is registered as the message corresponding to getting up late. The message generation unit 212 acquires this message and posts it in the message area 352.

[0084] FIG. 24 is a screen diagram of the reminder screen 370. Assume a scenario where the student (0003) logs in to the food education system 100 from the student terminal 101 and executes an input. The student (0003) logs in to the food education system 100 and inputs the lifestyle performance value on the second input screen 340. At this time, assume that the student (0003) forgets to input the sleep time performance value into the sleep time performance input field 349. That is, for the lifestyle performance value of the sleep time, it is assumed that the input has not been executed (unexecuted input). In this situation, the student (0003) selects the send button 318. The transmission unit 132 of the student terminal 101 transmits the lifestyle performance value of the student (0003) to the server 200.

[0085] The data registration unit 211 of the server 200 registers the living habit performance values of the student (0003) in the performance information 420. At this time, the input confirmation unit 216 checks whether all the living habit performance values of the student (0003) on November 7 are registered in the performance information 420. In the performance information 420, the living habit performance value of the sleep time of the student (0003) is in an unregistered state. The input confirmation unit 216 instructs the image generation unit 213 to generate a reminder screen 370 that posts a message (reminder) prompting the input of the unregistered living habit performance value in the performance information 420, that is, the performance of the sleep time. The image generation unit 213 receives the instruction of the input confirmation unit 216 and generates a reminder screen 370 indicating that the sleep time has not been input. The reminder screen 370 generated by the image generation unit 213 is transmitted to the student terminal 101 of the student (0003) according to the instruction of the notification unit 215.

[0086] The student (0003) can recognize that they have forgotten to input the performance of the sleep time from the reminder screen 370 displayed on the student terminal 101. Therefore, the student (0003) selects the back button 354 to input the performance of the sleep time. The student terminal 101 displays the second input screen 340 again. Thereby, the student (0003) can input the performance of the sleep time in the sleep time performance input field 349 by selecting the sleep time button 345.

[0087] Note that the reminder may also be displayed when the student is not logged in to the food education system 100. For example, the input confirmation unit 216 may instruct the image generation unit 213 to generate a login screen 300 or a logout screen that posts a message (reminder) prompting the input of the performance of the sleep time. Thereby, the student can recognize that they have forgotten to input the performance of the sleep time even after logging out from the food education system 100 or when logging in to the food education system 100.

[0088] FIG. 25 is a screen diagram of the first input screen 330 when the performance input to the food education system 100 on the previous day has not been executed. Assume a scenario where student (0004) logs in from student terminal 101 to the food education system 100 and executes an input. Since November 6th was a Saturday and a school holiday, assume that student (0004) forgot to input the actual performance value of their living habits for November 6th. In this situation, assume that student (0004) logged in to the food education system 100 on November 7th. Student (0004) selects the record button 322 on the student home screen 320.

[0089] When the record button 322 is selected on the student home screen 320, the input confirmation section 216 of the server 200 checks whether all the living habit actual performance values are registered in the actual performance information 420 before November 6th. Since student (0004) forgot to input the living habit actual performance value for November 6th, the row of student (0004) remains blank in the actual performance information 420 for November 6th. The input confirmation section 216 instructs the image generation section 213 to generate a first input screen 330 for inputting the living habit actual performance value for the previous day. The image generation section 213 receives the instruction from the input confirmation section 216 and generates a first input screen 330 with messages such as "Let's record your breakfast on November 6th!" and "Did you have breakfast the day before?" The first input screen 330 generated by the image generation section 213 is sent to the student terminal 101 of student (0004).

[0090] Student (0004) can recognize from the first input screen 330 displayed on the student terminal 101 that they forgot to input the living habit actual performance value the previous day. Assume that student (0004) had breakfast on November 6th. Therefore, student (0004) selects the radio button 332a1 corresponding to having had breakfast and selects the send button 318. As a result, student (0004) can then input the living habit actual performance value for November 6th using the second input screen 340.

[0091] On the second input screen 340, the input of the lifestyle performance values for November 6th is completed, and the student (0004) selects the send button 318. At this time, the data registration unit 211 of the server 200 registers the lifestyle performance values of the student (0004) in the performance information 420 for November 6th. Also, a message screen 350 is displayed on the student terminal 101, and the student (0004) checks the message displayed in the message area 352. The student (0004) who has checked the message selects the back button 354. The student home screen 320 is displayed on the student terminal 101. The student (0004) selects the record button 322 to input the lifestyle performance values for November 7th.

[0092] Since the input confirmation unit 216 of the server 200 determines that all the lifestyle performance values of the student (0004) have been registered in the performance information 420 before November 6th, it instructs the image generation unit 213 to generate the first input screen 330 for inputting the lifestyle performance values. The image generation unit 213 receives the instruction from the input confirmation unit 216 and generates the first input screen 330 with the messages "Record your breakfast on November 7th!" and "Did you have breakfast today?". The first input screen 330 generated by the image generation unit 213 is sent to the student terminal 101 of the student (0004). As a result, the student (0004) can input the lifestyle performance values for November 7th.

[0093] Figure 26 is a screen diagram of the notification screen 380. Suppose the student (0001) selects the notification button 326 on the student home screen 320 immediately before the second food education class on Monday, November 8th. At this time, the notification screen 380 is displayed on the student terminal 101 as shown in Figure 26. The notification screen 380 displays the total of the lifestyle performance values of the student (0001) for the past week and so on.

[0094] Student (0001) selects the notification button 326 on the student home screen 320. At this time, the target management unit 217 of the server 200 obtains from the performance information 420 the number of days that student (0001) consumed staple food, main dishes, and side dishes during the period from November 2nd to November 8th. That is, in the staple food column, main dish column, and side dish column of the performance information 420, the number of registered round marks or triangular marks is calculated. The image generation unit 213 obtains a message corresponding to the calculation result from the second message information based on this calculation result and the second correspondence information (described later) in the data storage unit 230, and generates a message (the second message). The image generation unit 213 generates a notification screen 380 in which the message generated by the message generation unit 212 and the calculation result are posted in the notification area 392. The generated notification screen 380 is transmitted to the student terminal 101 of student (0001).

[0095] According to the target column in the notification area 392 of FIG. 26, the implementation target values for the number of days of intake of staple food, main dishes, and side dishes set by student (0001) after the end of the food education class on November 1st (the first time) were all "7 days". Assuming that one week has passed and student (0001) was able to consume staple food, main dishes, and side dishes every day as targeted. Therefore, in the performance column of the notification area 392, the intake target values for staple food, main dishes, and side dishes are all displayed as "7 days". Also, at the upper part of the notification area 392, it is displayed as "7 days" as the number of days of breakfast intake in one week.

[0096] At the lower part of the notification area 392, a message corresponding to the total of the one-week lifestyle performance values of student (0001) is displayed. According to FIG. 26, a message praising that student (0001) was able to consume staple food, main dishes, and side dishes as targeted is displayed. In this way, not only the message (the first message) regarding the content of daily breakfast intake but also the message (the second message) for comprehensively evaluating the one-week goal achievement status are displayed on the student terminal 101. Thereby, it is possible to provide detailed follow-up to the students and maintain the motivation of the students who are working on the tasks.

[0097] FIG. 27 is a data structure diagram of the second message information 450. In the second message information 450, messages and the like that are displayed on the student terminal 101 when the notification button 326 is selected on the student home screen 320 are registered. More specifically, message output conditions are registered in the summary column. Different messages are registered in the message content column corresponding to the message output conditions registered in the summary column. Also, numbers from 1 to 11 are sequentially assigned to the message number column. Each number is associated with the message conditions registered in the summary column and the messages registered in the message content column.

[0098] The messages corresponding to message numbers 1 to 9 are displayed on the student terminal 101 corresponding to whether the implementation target values of the intake days in the staple food, main dish, and side dish are achieved and the amount of intake. The message corresponding to message 10 is displayed on the student terminal 101 when the student eats the staple food, main dish, and side dish firmly every day and achieves the implementation target value of the intake days. The message corresponding to message 11 is displayed on the student terminal 101 when the student fails to achieve any of the implementation target values of the intake days of the staple food, main dish, and side dish.

[0099] FIG. 28 is a data structure diagram of the second correspondence information 460. In the second correspondence information 460, a mark corresponding to the student's lifestyle performance value in the most recent week in the performance information 420 is registered in association with the message number of the second message information 450. In other words, the second correspondence information 460 defines the relationship between the content of the student's goal achievement in the most recent week and the message to be displayed on the student terminal 101 corresponding to the achievement content. The message generation unit 212 refers to the second message information 450 and the second correspondence information 460, and generates a message to be posted in the message area 352.

[0100] In the second corresponding information 460, a circle mark, a triangle mark, and a cross mark are registered in the staple food column, the main dish column, and the side dish column. More specifically, the circle mark indicates that the student has achieved the implementation target value of the intake days for that nutritional category and has eaten well every day. The triangle mark indicates that the student has achieved the implementation target value of the intake days for that nutritional category and there is at least one day when the student has not eaten well. The cross mark indicates that the student has not achieved the implementation target value of the intake days for that nutritional category and there is at least one day when the student has not eaten well. In the staple food message column, the main dish message column, and the side dish message column, as the content of the message displayed on the student terminal 101 corresponding to the combination of the marks registered in the staple food column, the main dish column, and the side dish column, message numbers 1 to 9 of the second message information 450 are registered. In the target achievement message column, as the content of the message displayed on the student terminal 101, message numbers 10 and 11 of the second message information 450 are registered.

[0101] Here, the generation of the second message by the message generation unit 212 will be described. For example, it is assumed that student (0001) ate staple food well every day during the period from November 2 to November 8 (a circle mark was entered in the checkbox 348 every day on the second input screen 340). Also, it is assumed that student (0001) consumed the main dish every day, but there was one day when the student did not eat well. Furthermore, it is assumed that student (0001) ate the side dish well every day. At this time, the message generation unit 212 refers to the first corresponding information 440 and detects the row in which the staple food column is a circle mark, the main dish column is a triangle mark, and the side dish column is a circle mark. As shown in FIG. 28, in the fourth row of the second corresponding information 460, the staple food column is a circle mark, the main dish column is a triangle mark, and the side dish column is a circle mark. In the fourth row of the second corresponding information 460, message number "1" is registered in the staple food message column, message number "5" is registered in the main dish message column, and message number "7" is registered in the side dish message column. The message generation unit 212 acquires these message numbers.

[0102] The message generation unit 212 further refers to the second message information 450 and acquires, from the message content column, the message corresponding to the message number obtained from the second correspondence information 460. As shown in FIG. 27, in the second message information 450, for the message number "1", the message "The staple food target has been achieved! It was a week full of energy." is registered as the message corresponding to having eaten the main dish firmly every day. For the message number "5", the message "The main dish target has been achieved! Since there were some days with a small amount, it would be good to eat about one small bowl per day." is registered as the message corresponding to having achieved only the implementation target value in the number of days of intake of the main dish. For the message number "7", the message "The side dish target has been achieved! Nice job on achieving the'side dish' which is difficult to consume in the morning." is registered as the message corresponding to having eaten the side dish firmly every day. The message generation unit 212 combines these messages to generate a message to be posted in the message area 352.

[0103] FIG. 29 is a screen diagram of the teacher home screen 500. The teacher home screen 500 is a home screen for teachers that is displayed when a teacher logs in to the food education system 100 from the teacher terminal 102. Assume a scenario where, before the start of the second food education class on Monday, November 8th, the homeroom teacher T of Class 1-1 enters the ID = 0041 and the class on the login screen 300 on the teacher terminal 102 and selects the login button 308 to log in to the food education system 100.

[0104] The account management unit 214 of the server 200 checks whether a check (tick) is registered in the student column or the teacher column of the account information 400 for ID = 0041 sent from the teacher terminal 102. As shown in FIG. 6, a check (tick) is registered in the teacher column for ID = 0041. Therefore, the account management unit 214 instructs the image generation unit 213 to generate a teacher home screen 500. The image generation unit 213 generates the teacher home screen 500. The notification unit 215 instructs the transmission unit 222 to transmit the teacher home screen 500 generated by the image generation unit 213 to the teacher terminal 102. The output unit 112 of the teacher terminal 102 displays the teacher home screen 500 transmitted from the server 200 on the touch panel.

[0105] On the teacher home screen 500, a correlation display button 502 and a target achievement rate display button 504 are displayed. When the correlation display button 502 is selected, a correlation display screen (described later) is displayed, and the teacher can check the correlation between the breakfast intake status and the mood of each student. When the target achievement rate display button 504 is selected, a target achievement rate display screen (described later) is displayed, and the teacher can check the target achievement rate of each student in the most recent week. When the logout button 328 is selected, a logout screen is displayed on the teacher terminal 102, and the logout from the food education system 100 is completed.

[0106] FIG. 30 is a screen diagram of the correlation display screen 510. Suppose that the homeroom teacher T selects the correlation display button 502 on the teacher home screen 500. At this time, the correlation display screen 510 is displayed on the teacher terminal 102. On the left side of the correlation display screen 510, switching buttons 512a to 512f are displayed, and on the right side, a correlation display area 514 is displayed. In addition, a plurality of tabs 516 with the student IDs written on them are displayed at the top of the correlation display area 514.

[0107] In FIG. 30, homeroom teacher T has selected tab 516 of student (0005). Also, homeroom teacher T has selected the toggle button 512a for "Intake or Not". At this time, in the correlation display area 514, when student (0005) selects the radio button 332a1 corresponding to having had breakfast and when student (0005) selects the radio button 332a2 corresponding to not having had breakfast on the first input screen 330, the average values of the well-being levels of student (0005) are displayed.

[0108] More specifically, in the situation where tab 516 of student (0005) and the toggle button 512a for "Intake or Not" are selected, the evaluation unit 218 of the server 200 refers to the performance information 420. The evaluation unit 218 obtains the numerical values registered in the mood column of student (0005) from the performance information 420 for the seven days from November 2 to November 8. Also, the evaluation unit 218 obtains the number of days (the number of days when student (0005) did not have breakfast) with crosses marked in all of the staple food column, main dish column, and side dish column in the performance information 420 for the same period. Based on these numerical values, the evaluation unit 218 calculates the average values of the well-being levels of student (0005) for the seven days from November 2 to November 8, divided into the cases of having had breakfast and not having had breakfast.

[0109] For example, assume that the number of days the student (0005) did not have breakfast during the period from November 2nd to November 8th was 2 days. Assume that during these 2 days, the student's (0005) mood ratings were 1 and 2. At this time, the average value of the student's (0005) mood ratings when not having breakfast is (1 + 2) / 2 = 1.5. Similarly, assume that the number of days the student (0005) had breakfast during the period from November 2nd to November 8th was 7 - 2 = 5 days. Also assume that during these 5 days, the student's (0005) mood ratings were 3, 4, 2, 4, and 2. At this time, the average value of the student's (0005) mood ratings when having breakfast is (3 + 4 + 2 + 4 + 2) / 5 = 3. The image generation unit 213 acquires these calculation results. The image generation unit 213 publishes the calculation results in the correlation display area 514 and generates a correlation display screen 510. The correlation display screen 510 is transmitted from the server 200 to the teacher terminal 102 and is displayed on the touch panel of the teacher terminal 102.

[0110] The homeroom teacher T selects the switching button 512f. At this time, in the correlation display area 514, the average value of the student's (0005) mood ratings is displayed separately for the case where the actual sleep time of the student (0005) in the most recent week is equal to or greater than the implementation target value and the case where it is less than the implementation target value. In this way, the homeroom teacher T selects any of the switching buttons 512a to 512f. Also, the homeroom teacher T selects any of the tabs 516. Thereby, the homeroom teacher T can confirm the correlation between the presence or absence of breakfast intake and the actual results such as sleep time and the mood ratings for each student. That is, the teacher can quantitatively grasp how lifestyle habits such as breakfast intake affect the mood and can reflect it in the teaching content. Note that when the back button 354 is selected, the teacher home screen 500 is displayed on the teacher terminal 102.

[0111] Figure 31 is a screen diagram of the target achievement rate display screen 520. Assume that the homeroom teacher T selects the target achievement rate display button 504 on the teacher home screen 500. At this time, the target achievement rate display screen 520 is displayed on the teacher terminal 102. A target achievement rate display area 522 is displayed on the target achievement rate display screen 520. Similar to the correlation display area 514, a plurality of tabs 516 with the student IDs written on them are displayed above the target achievement rate display area 522.

[0112] In FIG. 31, the homeroom teacher T has selected the tab 516 of student (0005). At this time, the target achievement rates in the staple food, main dish, and side dish of student (0005) are displayed in the correlation display area 514. More specifically, in the situation where the tab 516 of student (0005) is selected, the target management unit 217 of the server 200 refers to the staple food column, main dish column, and side dish column of the target information 410. The target management unit 217 acquires the implementation target values of the staple food, main dish, and side dish of student (0005) from the target information 410. Also, the target management unit 217 refers to the performance information 420. The target management unit 217 acquires the number of days marked with a circle or a triangle in each of the staple food column, main dish column, and side dish column from the performance information 420 for the seven days from November 2 to November 8. The target management unit 217 calculates the target achievement rate of student (0005) based on the implementation target value acquired from the target information 410 and the number of days acquired from the performance information 420.

[0113] For example, assume that student (0005) sets the implementation target value for the intake of staple food and main dishes as "7 days" and the implementation target value for the intake of side dishes as "5 days". Also, assume that the actual performance values of the student's (0005) staple food and main dishes from November 2 to November 8 are "6 days", and the actual performance value of the side dishes is "4 days". At this time, the target management unit 217 calculates the target achievement rate of the staple food and main dishes as 6 / 7 = 86% and the target achievement rate of the side dishes as 4 / 5 = 80%. The image generation unit 213 acquires these calculation results. The image generation unit 213 publishes these calculation results in the target achievement rate display area 522 and generates the target achievement rate display screen 520. The target achievement rate display screen 520 is transmitted from the server 200 to the teacher terminal 102 and is displayed on the touch panel of the teacher terminal 102. By being able to confirm the target achievement rate of each student, the teacher can quantitatively grasp how hard each student has worked towards the goals they set for themselves. As a result, the teacher can give advice according to the target achievement rate to each individual student.

[0114] [Summary] As described above, the food education system 100 has been described based on the operations executed on the terminal. In adolescence, it is important to form a healthy diet for adulthood. However, due to significant changes in the living environment, etc., the eating habits, especially the habit of having breakfast, are likely to break down. That is, by being prone to giving up having breakfast every day, the sense of self-efficacy regarding breakfast intake is likely to decrease. As a result, the habit of having breakfast may break down, and ultimately the lifestyle may also break down. To prevent such a situation, in the present invention, the food education system 100 allows students to input the intake situation of daily breakfast, etc. By having the students confirm the feedback provided by the food education system 100 corresponding to this input content, it is possible to raise the students' awareness regarding the active intake of breakfast and promote behavioral changes.

[0115] More specifically, after the teacher conducts a food education class, first, the students set a goal for the number of days of breakfast intake. Then, on their student terminals 101, the students input whether they have consumed and the amount of consumption for each nutritional category such as staple foods, main dishes, and side dishes every day. The server 200 generates a message for feedback to the students according to whether they have consumed and the amount of consumption for each nutritional category input by the students, and sends it to the student terminal 101. By checking the message generated by the server 200 on the student terminal 101, the students can reflect on the content of the breakfast of that day and make a plan for breakfast intake from the next day onwards.

[0116] For students who consume a certain amount or more of staple foods, main dishes, and side dishes every morning, a message commending them for having a balanced and substantial breakfast is provided as feedback. By allowing the students to check this message, it is possible to make the students recognize that they are having breakfast correctly. Also, by commending the students for having a balanced breakfast, confidence can be instilled in the students, and it becomes possible to motivate them to continue and actively consume breakfast.

[0117] For students whose intake of staple foods, main dishes, and side dishes is not sufficient, a message is provided as feedback that commends them for having had breakfast and specifically conveys what and how much they should consume from the next day onwards. Also, for students who were unable to have breakfast, a message is provided that contains simple advice such as suggesting starting with eating one small piece of bread, which can serve as a trigger for breakfast intake. By allowing the students to check such messages, it is possible to make the students clearly understand the actions to be taken from the next day onwards and get them to put them into practice. As a result, it becomes possible to easily get the students to consume a high-quality breakfast.

[0118] As a result of continuous input for one week in the food education system 100, students can confirm the achievement rate of the goals they set for the number of days of breakfast intake. In addition, students can also confirm the messages corresponding to the achievement rate. By allowing students to confirm the achievement rate and messages, they can reflect on the breakfast content for the past week and plan their breakfast intake for the following weeks.

[0119] By logging into the food education system 100, teachers can confirm the breakfast intake status of each student and the relevance between the breakfast intake status and mood. By checking these contents, teachers can make a detailed teaching plan for the next class.

[0120] To summarize, teachers conduct food education classes on the importance of breakfast intake. As a follow-up to the class content, teachers ask students to input their breakfast intake status and other information into the food education system 100. After each student inputs their breakfast intake status and other information, they can check the feedback from the food education system 100 regarding their input. In addition, teachers log into the food education system 100 to check the progress of each student's tasks. Based on the progress of each student's tasks, teachers make teaching plans. After one week has passed, teachers conduct food education classes again based on the task completion results of each student. By incorporating the food education system 100, teachers can repeat such a process to conduct food education classes. By using the food education system 100, due to the synergistic effect with food education classes, teachers can further enhance students' motivation for breakfast intake. That is, by enhancing students' self-efficacy regarding breakfast intake, teachers can make students habitualize breakfast intake and improve their living habits.

[0121] The present invention is not limited to the above-described embodiments and modifications, and components can be modified and embodied without departing from the gist. Various inventions may be formed by appropriately combining a plurality of components disclosed in the above-described embodiments and modifications. Also, some components may be deleted from all the components shown in the above-described embodiments and modifications.

[0122] [Modification Example] In this embodiment, it was described that the student inputs the implementation target values and the actual lifestyle values regarding the intake of nutritional categories such as staple foods, main dishes, and side dishes into the student terminal 101. As a modification example, the student may input the implementation target values and the actual lifestyle values regarding the intake of nutritional categories such as "milk and dairy products" like milk, cheese, and yogurt, and "fruits" like apples, oranges, and bananas into the student terminal 101.

[0123] As a modification example, on the target setting screen 310, a body type target button (not shown) for the student to set their own target body type, etc. may be provided. More specifically, when the student selects the body type target button on the second input screen 340, an input area 347 with radio buttons 332 for selecting the target body type, etc. may be displayed. In this case, it is assumed that radio buttons 332 are prepared with options such as "want to build muscle", "want to be slim", and "want to cure acne" that can be selected. Also, in the first message information 430 and the second message information 450, messages corresponding to the breakfast intake situation may be registered separately from the target body type, etc.

[0124] For example, assume that the student (0006) selects the body type target button and selects the radio button 332 corresponding to "want to build muscle". In this case, the student (0006) logs in to the food education system 100 and registers the daily breakfast intake situation, etc. As an example, one morning, assume that the student (0006) consumed less than one small bowl of the main dish the size of a fist. The student (0006) selects the radio button 332d1 corresponding to the fact that the intake amount of the main dish is less than one small bowl the size of a fist on the second input screen 340. At this time, the student terminal 101 may display the message "If you want to build muscle, consume protein! For example, try adding one pack of natto to your breakfast." registered in the first message information 430.

[0125] Suppose student (0006) consumed a main course for breakfast every day for one week. Also, assume that out of the one-week period, the student ate the main course well on 5 days. In this case, when student (0006) selects the notification button 326 on the student home screen 320, a message such as "You have achieved the main course goal! If you continue to consume more protein, you can become more muscular!" may be displayed on the notification screen 380. In this way, in order to realize the ideal body building, the student terminal 101 is made to output a message that conveys how much and what to consume for breakfast. Thereby, it is possible to make students more interested in using the food education system 100.

[0126] As a modification, on the second input screen 340, radio buttons 332 enabling input regarding the quality of breakfast, sleep, and bowel movements (sixth input) may be provided. For example, student (0007) selects the sleep time button 345 on the second input screen 340. At this time, an input area 347 in which radio buttons 332 enabling selection regarding the quality of sleep are listed may be displayed directly below the sleep time button 345. More specifically, assume that radio buttons 332 are prepared in the input area 347 so that options such as "slept soundly" and "could not sleep well" can be selected.

[0127] As an example, assume that the sleep time of student (0007) last night was short. At this time, student (0007) selects the radio button 332 corresponding to "could not sleep well" in the input area 347 directly below the sleep time button 345. At this time, the student terminal 101 may display a message such as "Consume GABA for good sleep! Fermented foods such as natto and pickles and mushrooms are recommended." This message is registered in the first message information 430 and is to be displayed when the student selects the radio button 332 corresponding to "could not sleep well".

[0128] Suppose that out of a student's (0007) one week, there were 4 days when they couldn't sleep well. In this case, when the student (0007) selects the notification button 326 on the student home screen 320, a message such as "Sleep is very important for growth! Avoid looking at your smartphone right before going to bed and you'll sleep better." may be displayed on the notification screen 380. This message is registered in the second message information 450 and is to be displayed when there is one or more days when the student selects the radio button 332 corresponding to "couldn't sleep well" on the second input screen 340. In this way, by having the food education system 100 display messages corresponding to the quality of breakfast, sleep, and bowel movements at 101, it is possible to further enhance the health of the student.

[0129] In this embodiment, the student logs in to the food education system 100 and inputs information such as their breakfast intake situation. At this time, it was described that the message generated by the message generation unit 212 by combining the messages registered in the first message information 430 and the second message information 450 is displayed on the student terminal 101. As a modification, the message displayed on the student terminal 101 may be generated by the AI (artificial intelligence) installed in the server 200 according to the input content such as the breakfast intake situation.

[0130] In this embodiment, it was described that a message corresponding to the input result of the student's breakfast intake situation, etc. is displayed on the touch panel of the student terminal 101. As a modification, the message generation unit 212 may generate the message output by the student terminal 101 as voice. The output unit 112 may output the message generated as voice from the speaker of the student terminal 101.

[0131] As a modification, an upload button (not shown) may be provided on the student home screen 320. The student uses the camera (not shown) of the student terminal 101 to take a photo of the breakfast he / she has consumed. The student selects the upload button and sends the photo of the breakfast to the server 200. The AI installed in the server 200 may determine the quality of the breakfast from viewpoints such as nutritional categories and intake amounts based on the sent photo of the breakfast. Based on this determination result, the message generation unit 212 may acquire the message content from the first message information 430 and the second message information 450, and generate a message to be sent to the student terminal 101. Alternatively, the AI may generate a message.

[0132] The student uploads a photo of the breakfast to the server 200. The uploaded photo may be freely viewed by other students. By seeing the contents of the breakfast consumed by classmates or students of the same school, it becomes possible to motivate breakfast intake by thinking that one might also be able to eat this breakfast in the morning. Also, if the menu of the uploaded photo is simple and can be cooked quickly, it is also possible to give the student the motivation to cook.

[0133] In this embodiment, the message generated by the message generation unit 212 has been described as being displayed on the student terminal 101. As a modification, the message may also be displayed on the teacher terminal 102. This enables the teacher to grasp the task execution status of each student one by one. Based on the message displayed on the teacher terminal 102, the teacher can present supplementary advice to improve the motivation to students with poor breakfast intake situations, and encourage the students. Also, for students with smooth breakfast intake situations, it is possible to further improve their sense of self-efficacy by the teacher directly praising the students.

[0134] In this embodiment, it has been described that the student records the implementation target values and lifestyle achievement values regarding the intake content and intake days of breakfast, sleep time, etc. in the food education system 100. As a modification, the student may record the goals and achievements related to exercise in the food education system 100.

[0135] More specifically, in the goal setting screen 310, the student inputs the implementation target values for the number of exercise days in a week and the exercise time per day. After the setting of the implementation target values is completed, the student inputs the daily exercise performance into the food education system 100.

[0136] When one week has passed, the food education system 100 displays a message on the student terminal 101 according to the student's exercise performance. For students who have achieved an exercise performance equal to or higher than the set implementation target value, a message is output to encourage them to continue exercising in the future. Conversely, for students whose exercise performance is less than the implementation target value, an encouraging message is output to prompt them about the benefits of exercising and to start with a little exercise from what they can do. By such a method, it becomes possible to support physical strength building during puberty.

[0137] Furthermore, as a development example of the recording of exercise performance, the number of steps a student takes in a day obtained by the step counting function of the student terminal 101 (smartphone) may be transmitted to the server 200. A message corresponding to the number of steps of the student may be generated by the message generation unit 212 and displayed on the student terminal 101. Also, the evaluation unit 218 may calculate a numerical value indicating the correlation among the three elements of the number of steps of the student, the intake status of breakfast, and the mood. For example, the evaluation unit 218 may calculate the degree of good mood on a day when the student walks more than the daily target number of steps and has breakfast. As a result, the teacher may obtain new findings such as the tendency for the mood to improve when the student exercises well and has breakfast. Also, the teacher can reflect the findings obtained in this way in the food education class. By recording the exercise performance of the student in the food education system 100, it becomes possible to comprehensively manage the health of the student centered on diet.

[0138] In this embodiment, it was explained that the teacher can confirm the correlation between the breakfast intake situation and the mood of each student by means of the teacher terminal 102. As a modification, the teacher may also confirm the correlation between the breakfast intake situation and elements other than the mood. Further expanding the scope, the teacher may be able to confirm the correlation regarding any two or more elements among the presence or absence of breakfast intake, the nutritional category consumed, the presence or absence of defecation, the sleep time, and the mood. For example, the correlation between the breakfast intake situation and the presence or absence of defecation may be confirmed. As a result, it may be found that when a student has a proper breakfast, there is a tendency to have a proper bowel movement on the same day or the next day. Alternatively, the correlation between the presence or absence of defecation and the sleep time may be confirmed. As a result, it may be found that when a student cannot have a bowel movement, there is a tendency for the sleep time to be short. In this way, by confirming the correlation regarding two or more different elements of lifestyle habits, the teacher may obtain new findings.

[0139] In this embodiment, it was explained that the food education system 100 is used by a plurality of students belonging to Class 1, Grade 1 of J Middle School and a teacher (class teacher T). As a modification, the food education system 100 may be used by all the classes of the first-year students of J Middle School or the whole of J Middle School. In this case, the teacher may log in to the food education system 100 so as to be able to confirm the goal achievement rate, etc. of the students in other classes or other grades. As a result, in order to improve the task execution situation of the class in charge, the teacher can receive advice on the teaching method from the class teacher of the class with a generally high student goal achievement rate.

[0140] In this embodiment, it has been described that the teacher terminal 102 displays the target achievement rate of each student, as well as the correlation between the actual performance value of daily habits and the mood. As a modification, the teacher terminal 102 may display the browsing status of columns and the answering status of quizzes for each student. For example, assume that there are students whose breakfast intake status is not good and who do not browse columns or answer quizzes very often. In this case, the teacher can advise the students to deepen their understanding of breakfast by easily obtaining knowledge through browsing columns and answering quizzes, and gradually acquire the habit of having breakfast.

[0141] As a modification, the food education system 100 may notify the teacher terminal 102 of the IDs of students who have not entered information such as their breakfast intake status. For example, an input status confirmation button (not shown) is provided on the teacher home screen 500. Also, the input confirmation unit 216 refers to the performance information 420 at 0:00 every day to check whether all the breakfast intake statuses of each student are registered. If there are students who have not registered their breakfast intake status, etc., the input confirmation unit 216 links the ID of that student to the image generation unit 213. The image generation unit 213 generates an unimplemented input student list screen (not shown) that lists the IDs of students who have not made an input. The unimplemented input student list screen is sent to the teacher terminal 102 at 6:00 am. The teacher checks the IDs of the students who have not made an input on the teacher terminal 102. Thereby, the teacher can call the corresponding students in the morning and follow up to ensure that they can handle the tasks well.

[0142] A second message area (not shown) capable of displaying various messages may be provided on the student home screen 320. More specifically, the second message area is provided, for example, at the upper part of the student home screen 320. Also, the data storage unit 230 stores third message information (not shown) in which messages to be displayed on a daily basis are registered in the second message area.

[0143] To input the actual values of living habits, the student causes the student terminal 101 to display the student home screen 320. At this time, the message registered in the third message information may be displayed on the student home screen 320. The content of the message may be, for example, an encouragement to the student such as "Good morning! Let's spend today energetically too!" or an article introducing seasonal ingredients that are good to consume for breakfast. Also, the message displayed in the second message area may have a specific content determined daily or a randomly determined content.

[0144] The implementation target value regarding breakfast intake etc. set by the student may be displayed in the second message area. As a result, each time the student home screen 320 is displayed, the student will visually recognize the goal they set themselves. By increasing the frequency of visual recognition of the implementation target value, it is possible to more meticulously raise the student's awareness of achieving the goal. Also, as the frequency of visual recognition of the implementation target value increases for the student, it becomes easier to immediately review the goal they set and review their living habits.

[0145] The message registered in the third message information may be freely created by the teacher. For example, assume that a message input button (not shown) is displayed on the teacher home screen 500. When the teacher selects the message input button, a message input screen (not shown) is displayed on the teacher terminal 102. The teacher inputs the message they want to display in the second message area on the message input screen. The message arbitrarily input by the teacher is registered in the third message information. The message input by the teacher in this way may be transmitted to each student terminal 101 and displayed in the second message area on the student home screen 320.

[0146] A message arbitrarily input by the teacher may be sent to the student terminal 101 of a specific student. For example, as described above, assume that there is a student S2 whose breakfast intake status is not good and who has not been browsing columns or answering quizzes very often. The teacher inputs advice for student S2 on the message screen. The message input by the teacher is sent to the student terminal 101 of student S2. This enables the teacher to carefully support each student in task execution.

[0147] In this embodiment, the notification screen 380 has been described as displaying the total of the student's lifestyle achievement values for the past week. As a modification, on the notification screen 380, the lifestyle achievement values input by the student in the food education system 100 in the past may be displayed on the calendar. For example, the notification screen 380 may display a monthly calendar in a manner where each row lists the seven days from Sunday to Saturday. Below each date on the calendar, the nutritional category consumed by the student for breakfast on that day may be displayed. By displaying the nutritional categories consumed on each day in such a format, the student can intuitively confirm how many times a week they consumed that nutritional category, that is, the lifestyle achievement value.

[0148] In this embodiment, it has been described that the student inputs implementation target values, that is, numerical targets, for the nutritional category consumed at breakfast and the sleep time on the target setting screen 310. As a modification, in addition to the implementation target values, the student may also be able to freely input specific action targets for achieving the implementation target values. Also, one week after setting the targets, the student may be able to review the implementation target values and action targets they set on the notification screen 380.

[0149] Also, as a modification, the student may be able to freely input questions or consultations regarding lifestyle and food on a question input screen (not shown) displayed on the student terminal 101. The content input by the student on the question input screen is sent to the teacher terminal 102. The teacher may provide guidance to the student based on the questions or consultation content sent to the teacher terminal 102.

[0150] Depending on the student, there is a possibility that they may not be able to determine which nutritional category among the staple food, main dish, and side dish the menu they consumed for breakfast belongs to. Therefore, as a modification example, a menu example button (not shown) may be displayed on the second input screen 340. When the menu example button is selected, a menu example screen (not shown) is displayed on the student terminal 101. It is assumed that on the menu example screen, specific examples of menus are displayed with illustrations for each nutritional category. When inputting the lifestyle achievement value, students whose nutritional category of the menu they consumed is unknown select the menu example button on the second input screen 340. Referring to the specific examples displayed on the menu example screen, the student may input the lifestyle achievement value on the second input screen 340.

Explanation of symbols

[0151] 100 Food education system, 101 Student terminal, 102 Teacher terminal, 103 Internet, 110 User interface processing unit, 111 Input unit, 112 Output unit, 120 Data processing unit, 121 Transmission instruction unit, 122 Output instruction unit, 130 Communication unit, 131 Receiver, 132 Transmitter, 140 Data storage unit, 200 Server, 210 Data processing unit, 211 Data registration unit, 212 Message generation unit, 213 Image generation unit, 214 Account management unit, 215 Notification unit, 216 Input confirmation unit, 217 Goal management unit, 218 Evaluation unit, 220 Communication unit, 221 Receiver, 222 Transmitter, 230 Data storage unit, 300 Login screen, 302 ID input field, 304 Class input field, 306 Attendance number input field, 308 Login button, 310 Goal setting screen, 311 Slider bar, 312 Slider, 313 Staple food goal input field, 314 Main dish goal input field, 315 Side dish goal input field, 316 Breakfast time goal input field, 317 Sleep time goal input field, 318 Transmission button, 320 Student home screen, 322 Record button, 324 Topic button, 326 Notification button, 328 Logout button, 330 First input screen, 332 Radio button, 340 Second input screen, 341 Staple food button, 342 Main dish button, 343 Side dish button, 344 Defecation button, 345 Sleep time button, 346 Mood button, 347 Input area, 348 Check box, 349 Sleep time achievement input field, 350 Message screen, 352 Message area, 354 Back button, 360 Third input screen, 362 Reason button, 370 Reminder screen, 380 Notification screen, 392 Notification area, 400 Account information, 410 Goal information, 420 Achievement information, 430 First message information, 440 First response information, 450 Second message information, 460 Second response information, 500 Teacher home screen, 502 Correlation display button, 504 Goal achievement rate display button, 510 Correlation display screen, 512 Switching button, 514 Correlation display area, 516 Tab, 520 Goal achievement rate display screen, 522 Goal achievement rate display area

Claims

1. A first input unit that receives a first input from a student regarding whether or not the student has eaten breakfast; A second input unit that, when the student has eaten breakfast, receives a second input from the student indicating the foods the student has eaten for each of a plurality of nutrition categories; A message generation unit that generates a first message according to the first input and the second input; A food education system comprising a message notification unit that notifies the student of the first message.

2. A third input unit that receives a third input from the student specifying a goal regarding breakfast intake; A goal management unit that calculates a goal achievement rate representing the achievement status of the goal regarding breakfast intake specified by the third input over a predetermined target period, and the message generation unit generates a second message according to the goal achievement rate, and the message notification unit notifies the student of the second message, the food education system according to Claim 1.

3. A fourth input unit that receives a fourth input from the student regarding both or one of the presence or absence of defecation and sleep time, the food education system according to Claim 1.

4. A fifth input unit that receives a fifth input from the student specifying a numerical value representing the degree of the student's well-being, and an evaluation unit that, when the fifth input is received, evaluates the correlation between the input content in any one or more of the first, second, and fourth inputs and the input content in the fifth input, the food education system according to Claim 3.

5. The first input unit receives the first input for the current day from the student on the condition that the student has already performed the input operation of the first input for the previous day, and the second input unit receives the second input for the current day from the student on the condition that the student has already performed the input operation of the second input for the previous day, the food education system according to any one of Claims 1 to 4.

6. A display unit that displays the goal achievement rate, and the display unit displays the goal achievement rates of a plurality of students on the condition that the person who wishes to view the goal achievement rate is a teacher, the food education system according to Claim 2.

7. The message generation unit changes the content of one or both of the first and second messages according to the body type or constitution specified as a goal by the student, the food education system according to Claim 1 or 2.

8. A reminder notification unit that notifies the student of a reminder to prompt an input operation for the unexecuted input, on the condition that there is one or more unexecuted inputs for which the input operation by the student has not been executed among the first to fifth inputs; A food education system according to any one of claims 1 to 4, comprising:

9. A sixth input unit that receives a sixth input for specifying the quality of breakfast, sleep, and defecation from the student; The food education system according to claim 1 or 2, wherein the message generation unit changes the content of both or one of the first and second messages according to the sixth input.

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