System

Abstract

An object of the system according to the embodiment is to put a dream of a child into specific steps, manage progress, and support a protector.SOLUTION: A system includes a dream input unit, an analysis unit, a step presentation unit, a visualization unit, a progress management unit, a gamification unit, and a protector support unit. The dream input unit inputs dreams. The analysis part analyzes the dream input by the dream input part. The step presentation unit presents a specific step on the basis of the result analyzed by the analysis unit. The visualization unit visualizes the specific steps presented by the step presentation unit in a chronological format. The progress management unit manages the progress based on the chronology visualized by the visualization unit. The gamification unit provides a gamification element based on the progress managed by the progress management unit. The guardian support unit shares the progress status managed by the progress management unit with the guardian, and provides advice for the guardian to support the dream of the child.SELECTED DRAWING: Figure 1

Description

[Technical Field]

[0001] The technology of the present disclosure relates to a system. [Background technology]

[0002] Patent document 1 discloses a persona chatbot control method performed by at least one processor, the method including the steps of receiving a user utterance, adding the user utterance to a prompt including an instruction sentence related to a description of the chatbot character, encoding the prompt, and inputting the encoded prompt into a language model to generate a chatbot utterance in response to the user utterance. [Prior art documents] [Patent documents]

[0003] [Patent Document 1] Japanese Patent Publication No. 2022-180282 Summary of the Invention [Problem to be solved by the invention]

[0004] Previous technology had the problem of not providing a sufficient system for breaking down children's dreams into concrete steps, managing progress, and providing support for parents.

[0005] The system according to the embodiment aims to break down children's dreams into concrete steps, manage their progress, and provide support to parents. [Means for solving the problem]

[0006] The system according to the embodiment includes a dream input unit, an analysis unit, a step presentation unit, a visualization unit, a progress management unit, a gamification unit, and a parent support unit. The dream input unit inputs dreams. The analysis unit analyzes the dreams input by the dream input unit. The step presentation unit presents specific steps based on the results of the analysis by the analysis unit. The visualization unit visualizes the specific steps presented by the step presentation unit in the form of a chronology. The progress management unit manages progress based on the chronology visualized by the visualization unit. The gamification unit provides gamification elements based on the progress managed by the progress management unit. The parent support unit shares the progress managed by the progress management unit with parents and provides advice to help parents support their children's dreams. [Effects of the Invention]

[0007] The system according to the embodiment breaks down a child's dreams into concrete steps, manages progress, and allows parents to provide support. [Brief explanation of the drawings]

[0008] [Figure 1] 1 is a conceptual diagram showing an example of the configuration of a data processing system according to a first embodiment. [Figure 2] 1 is a conceptual diagram showing an example of main functions of a data processing device and a smart device according to a first embodiment. [Figure 3] FIG. 10 is a conceptual diagram showing an example of the configuration of a data processing system according to a second embodiment. [Figure 4] FIG. 10 is a conceptual diagram showing an example of main functions of a data processing device and smart glasses according to a second embodiment. [Figure 5] FIG. 10 is a conceptual diagram showing an example of the configuration of a data processing system according to a third embodiment. [Figure 6] FIG. 11 is a conceptual diagram showing an example of main functions of a data processing device and a headset-type terminal according to a third embodiment. [Figure 7] FIG. 10 is a conceptual diagram showing an example of the configuration of a data processing system according to a fourth embodiment. [Figure 8] FIG. 10 is a conceptual diagram showing an example of main functions of a data processing device and a robot according to a fourth embodiment. [Figure 9] 1 shows an emotion map onto which multiple emotions are mapped. [Figure 10] 1 shows an emotion map onto which multiple emotions are mapped. DETAILED DESCRIPTION OF THE INVENTION

[0009] An example of an embodiment of a system according to the technology of the present disclosure will be described below with reference to the accompanying drawings.

[0010] First, the terms used in the following description will be explained.

[0011] In the following embodiments, a coded processor (hereinafter simply referred to as a "processor") may be a single arithmetic device or a combination of multiple arithmetic devices. Furthermore, the processor may be a single type of arithmetic device or a combination of multiple types of arithmetic devices. Examples of arithmetic devices include a CPU (Central Processing Unit), a GPU (Graphics Processing Unit), a GPGPU (General-Purpose computing on Graphics Processing Units), an APU (Accelerated Processing Unit), or a TPU (Tensor Processing Unit).

[0012] In the following embodiments, a coded RAM (Random Access Memory) is a memory in which information is temporarily stored and is used as a working memory by a processor.

[0013] In the following embodiments, the coded storage is one or more non-volatile storage devices that store various programs, various parameters, etc. Examples of non-volatile storage devices include flash memory (SSD (Solid State Drive)), magnetic disks (e.g., hard disks), and magnetic tapes.

[0014] In the following embodiments, a communication I / F (Interface) with a symbol is an interface including a communication processor, an antenna, etc. The communication I / F controls communication between multiple computers. Examples of communication standards applied to the communication I / F include wireless communication standards including 5G (5th Generation Mobile Communication System), Wi-Fi (registered trademark), and Bluetooth (registered trademark).

[0015] In the following embodiments, "A and / or B" is synonymous with "at least one of A and B." In other words, "A and / or B" means that it may be only A, only B, or a combination of A and B. Furthermore, in this specification, the same concept as "A and / or B" is also applied when three or more things are expressed connected by "and / or."

[0016] [First embodiment] FIG. 1 shows an example of the configuration of a data processing system 10 according to the first embodiment.

[0017] 1, a data processing system 10 includes a data processing device 12 and a smart device 14. An example of the data processing device 12 is a server.

[0018] The data processing device 12 includes a computer 22, a database 24, and a communication I / F 26. The computer 22 includes a processor 28, a RAM 30, and a storage 32. The processor 28, RAM 30, and storage 32 are connected to a bus 34. The database 24 and the communication I / F 26 are also connected to the bus 34. The communication I / F 26 is connected to a network 54. Examples of the network 54 include a WAN (Wide Area Network) and / or a LAN (Local Area Network).

[0019] The smart device 14 includes a computer 36, a reception device 38, an output device 40, a camera 42, and a communication I / F 44. The computer 36 includes a processor 46, a RAM 48, and a storage 50. The processor 46, the RAM 48, and the storage 50 are connected to a bus 52. The reception device 38, the output device 40, and the camera 42 are also connected to the bus 52.

[0020] The reception device 38 includes a touch panel 38A and a microphone 38B, and receives user input. The touch panel 38A detects contact with a pointer (for example, a pen or a finger) to receive user input by the touch of the pointer. The microphone 38B detects the user's voice to receive user input by voice. The control unit 46A transmits data indicating the user input received by the touch panel 38A and the microphone 38B to the data processing device 12. In the data processing device 12, the specific processing unit 290 (see FIG. 2) acquires the data indicating the user input.

[0021] Output device 40 includes a display 40A and a speaker 40B, and presents data to a user by outputting the data in a form of expression that the user can perceive (e.g., audio and / or text). Display 40A displays visible information such as text and images in accordance with instructions from processor 46. Speaker 40B outputs audio in accordance with instructions from processor 46. Camera 42 is a compact digital camera equipped with an optical system including a lens, aperture, and shutter, and an imaging element such as a CMOS (Complementary Metal-Oxide-Semiconductor) image sensor or a CCD (Charge Coupled Device) image sensor.

[0022] The communication I / F 44 is connected to a network 54. The communication I / Fs 44 and 26 control the exchange of various information between the processor 46 and the processor 28 via the network 54.

[0023] FIG. 2 shows an example of the main functions of the data processing device 12 and the smart device 14.

[0024] 2, in the data processing device 12, a specific process is performed by the processor 28. A specific processing program 56 is stored in the storage 32. The specific processing program 56 is an example of a "program" according to the technology of the present disclosure. The processor 28 reads the specific processing program 56 from the storage 32 and executes the read specific processing program 56 on the RAM 30. The specific process is realized by the processor 28 operating as a specific processing unit 290 in accordance with the specific processing program 56 executed on the RAM 30.

[0025] The storage 32 stores a data generation model 58 and an emotion identification model 59. The data generation model 58 and the emotion identification model 59 are used by the identification processing unit 290. The identification processing unit 290 can estimate a user's emotion using the emotion identification model 59 and perform identification processing using the user's emotion. The emotion estimation function (emotion identification function) using the emotion identification model 59 performs various estimations and predictions regarding the user's emotion, including estimation and prediction of the user's emotion, but is not limited to these examples. Furthermore, the estimation and prediction of emotion also includes, for example, emotion analysis.

[0026] In the smart device 14, the specific processing is performed by the processor 46. The storage 50 stores a specific processing program 60. The specific processing program 60 is used together with the specific processing program 56 by the data processing system 10. The processor 46 reads the specific processing program 60 from the storage 50 and executes the read specific processing program 60 on the RAM 48. The specific processing is realized by the processor 46 operating as the control unit 46A in accordance with the specific processing program 60 executed on the RAM 48. Note that the smart device 14 has a data generation model and an emotion identification model similar to the data generation model 58 and the emotion identification model 59, and can also perform processing similar to that of the specific processing unit 290 using these models.

[0027] Note that a device other than the data processing device 12 may have the data generation model 58. For example, a server device (e.g., a generation server) may have the data generation model 58. In this case, the data processing device 12 obtains a processing result (prediction result, etc.) using the data generation model 58 by communicating with the server device having the data generation model 58. Furthermore, the data processing device 12 may be a server device, or may be a terminal device owned by a user (e.g., a mobile phone, a robot, a home appliance, etc.). Next, an example of processing by the data processing system 10 according to the first embodiment will be described.

[0028] (Example 1) The action plan service according to an embodiment of the present invention is a system that, when a child inputs their dream, presents specific steps, such as skills, learning, and activities, necessary to realize the dream, visualizes the progress in a chronological table, and elicits a sense of accomplishment through progress management and gamification. The action plan service thus provides a specific action plan for children to realize their dreams, visualizes the progress, and elicits a sense of accomplishment through progress management and gamification. Furthermore, a parental support function allows parents to support their children's dreams.

[0029] An action plan service according to an embodiment includes a dream input unit, an analysis unit, a step presentation unit, a visualization unit, a progress management unit, a gamification unit, and a parent support unit. The dream input unit allows a child to input their dream. For example, the child can input their future goals or desired career. The analysis unit analyzes the dream input by the dream input unit. For example, a generation AI analyzes the dream and identifies the necessary skills, learning, and activities. The generation AI performs the analysis using a text generation AI (e.g., LLM) or a multimodal generation AI. The step presentation unit presents specific steps based on the analysis results by the analysis unit. For example, the generation AI suggests specific actions based on the analysis results, such as learning the basics of science, exercising to build physical strength, and participating in related club activities. The visualization unit visualizes the specific steps presented by the step presentation unit in a chronological order. For example, the chronology may display the steps as learning the basics of science in the first year, starting physical training in the second year, and participating in related club activities in the third year. The progress management unit manages progress based on the chronology visualized by the visualization unit. For example, the progress status is updated each time a step is completed. The gamification unit provides gamification elements based on the progress managed by the progress management unit. For example, points are earned each time a step is completed, and a badge or title is awarded when a certain number of points are accumulated. The parent support unit shares the progress status managed by the progress management unit with parents and provides advice to help parents support their children's dreams. For example, the progress status of the child is shared with parents and advice is provided on how to support them. In this way, the action plan service according to the embodiment can provide a specific action plan for children to realize their dreams, visualize the progress, and elicit a sense of accomplishment through progress management and gamification. Furthermore, the parent support function can enable parents to support their children's dreams.

[0030] The analysis unit can refer to past successes and failures to suggest more realistic steps. For example, when the generation AI analyzes a dream, the analysis unit refers to a database of past successes and failures to suggest realistic steps. For example, it refers to the careers and learning processes of people who have become astronauts in the past. When the generation AI analyzes a dream, the analysis unit also analyzes past successes and failures, extracts common elements, and suggests realistic steps. For example, it lists the activities and learning experiences that successful people had in common. When the generation AI analyzes a dream, the analysis unit also suggests steps to minimize risk based on past successes and failures. For example, it presents an action plan that reflects lessons learned from failures. In this way, more realistic steps can be suggested by referring to past successes and failures.

[0031] The analysis unit can present personalized steps based on each child's individual characteristics. For example, when the generation AI analyzes a dream, the analysis unit takes into account the child's interests, personality, and learning style to present personalized steps. For example, for a child who is interested in science, the analysis unit may suggest steps that include many experiments. In addition, when the generation AI analyzes a dream, the analysis unit may suggest optimal learning methods and activities based on the child's past learning history and grades. For example, for a child who excels at visual learning, the analysis unit may suggest steps that include many visual materials. In addition, when the generation AI analyzes a dream, the analysis unit may take into account the child's personality traits (introversion, extroversion, etc.) to suggest appropriate activities and steps. For example, for an introverted child, the analysis unit may suggest steps that emphasize individual learning. This allows for more personalized steps to be presented by taking into account each child's individual characteristics.

[0032] The analysis unit can refer to methods for realizing dreams in different cultures and regions and propose steps from a variety of perspectives. For example, when the generation AI analyzes dreams, the analysis unit refers to success stories from different cultures and regions and proposes steps from a variety of perspectives. For example, it could compare the careers of American and Japanese astronauts and extract similarities and differences. When the generation AI analyzes dreams, the analysis unit also refers to the educational systems and learning methods of different cultures and regions and proposes optimal steps. For example, it could present a learning plan based on the Finnish education system. When the generation AI analyzes dreams, the analysis unit also takes into account the values ​​and customs of different cultures and regions and proposes steps from a variety of perspectives. For example, it could incorporate leadership development methods from different cultural spheres. This allows it to propose a variety of steps by incorporating perspectives from different cultures and regions.

[0033] The analysis unit can find connections with other children's dreams and suggest group activities for jointly pursuing dreams. For example, when the generation AI analyzes a dream, the analysis unit finds connections with other children's dreams and suggests group activities for jointly pursuing dreams. For example, it can group children with the same dream and suggest joint projects. When the generation AI analyzes a dream, the analysis unit can find connections with other children's dreams and suggest online group activities. For example, it can suggest online workshops that children with the same interests can participate in. When the generation AI analyzes a dream, the analysis unit can find connections with other children's dreams and suggest local group activities. For example, it can suggest club activities that children living in the same area can participate in. This makes it possible to find connections with other children and suggest group activities for jointly pursuing dreams.

[0034] The step presentation unit reflects the latest research and technological trends, allowing it to always provide the latest information. For example, the step presentation unit regularly updates its database to reflect the latest research and technological trends in the steps presented by the generation AI. For example, it incorporates information on the latest scientific research and technological innovations. The step presentation unit also incorporates the opinions of experts to reflect the latest research and technological trends in the steps presented by the generation AI. For example, it adjusts the steps based on feedback from scientists and engineers. The step presentation unit also refers to related academic papers and patent information to reflect the latest research and technological trends in the steps presented by the generation AI. For example, it presents a study plan based on the latest technological patents. This allows it to always provide the latest information by reflecting the latest research and technological trends.

[0035] The step presentation unit reflects the child's progress and feedback in real time, and can flexibly adjust the steps. For example, the step presentation unit builds a system that reflects the child's progress and feedback in real time in the steps presented by the generation AI and flexibly adjusts the steps. For example, the next step is adjusted each time the child completes a step. The step presentation unit also provides individually customized steps presented by the generation AI based on the child's progress and feedback. For example, it adjusts the steps according to the child's learning speed and level of understanding. The step presentation unit also reflects the child's progress and feedback in real time in the steps presented by the generation AI and adjusts the difficulty and content of the steps. For example, it adds supplementary learning steps for areas in which the child is weak. This allows the steps to be flexibly adjusted by reflecting the child's progress and feedback in real time.

[0036] The step presentation unit incorporates advice from experts in different fields and can provide steps from a more multifaceted perspective. For example, the step presentation unit builds an expert network to incorporate advice from experts in different fields into the steps presented by the generation AI. For example, it reflects feedback from scientists, educators, psychologists, etc. The step presentation unit also regularly holds workshops with experts to incorporate advice from experts in different fields into the steps presented by the generation AI. For example, it learns the latest educational methods and technological trends. The step presentation unit also creates a database of expert opinions to incorporate advice from experts in different fields into the steps presented by the generation AI. For example, it automatically generates steps based on expert advice. This allows it to incorporate advice from experts in different fields and provide steps from a multifaceted perspective.

[0037] The step presentation unit can propose a specific action plan that references the success stories of other children. For example, the step presentation unit proposes a specific action plan for the steps presented by the generation AI that references the success stories of other children. For example, it presents steps based on the success stories of children who share the same dream. The step presentation unit also compiles a database of success stories of other children and proposes a specific action plan for the steps presented by the generation AI based on that data. For example, it extracts common points between the success stories to create steps. The step presentation unit also customizes a specific action plan for the steps presented by the generation AI based on the success stories of other children. For example, it presents steps that incorporate the activities and learning content of the success stories. This makes it possible to propose a specific action plan that references the success stories of other children.

[0038] The visualization unit can incorporate interactive elements into the timeline-style visualization, allowing children to customize it themselves. The visualization unit, for example, incorporates interactive elements into the timeline-style visualization, allowing children to customize it themselves. For example, it provides a function that allows steps to be moved by drag and drop, or that allows colors and icons to be changed. The visualization unit also adds interactive elements to the timeline-style visualization, allowing children to update their progress in real time. For example, it provides a function that allows steps to be updated with a click. The visualization unit also incorporates interactive elements into the timeline-style visualization, allowing children to visually check their progress. For example, it displays a bar or graph that shows the progress for each step. In this way, the timeline-style visualization is incorporated with interactive elements, allowing children to customize it themselves.

[0039] The visualization unit adds a function to the timeline-style visualization that allows a child to compare past progress with future goals, thereby maintaining motivation. For example, the visualization unit adds a function to the timeline-style visualization that allows a child to compare past progress with future goals, thereby enabling a child to realize his or her own growth. For example, past achievement steps and future goal steps are displayed side by side. The visualization unit also adds a function to the timeline-style visualization that allows a child to compare past progress with future goals, thereby enabling a child to maintain motivation. For example, past achievement status is displayed in a graph and compared with future goals. The visualization unit also adds a function to the timeline-style visualization that allows a child to compare past progress with future goals, thereby enabling a child to grasp his or her progress at a glance. For example, past achievement steps and future goal steps are displayed in different colors. This adds a function to the timeline-style visualization that allows a child to compare past progress with future goals, thereby enabling a child to understand his or her progress at a glance.

[0040] The visualization unit can stimulate a competitive spirit by adding a function that allows comparison with other children's timelines. For example, the visualization unit can add a function to a timeline-style visualization that allows comparison with other children's timelines to stimulate a competitive spirit. For example, the progress of children with the same dream can be displayed side by side. The visualization unit can also add a function to a timeline-style visualization that allows comparison with other children's timelines to stimulate a competitive spirit. For example, the visualization unit can display the timelines of friends and classmates. The visualization unit can also add a function to a timeline-style visualization that allows comparison with other children's timelines to stimulate a competitive spirit by allowing children to achieve steps. For example, the progress can be displayed in a ranking format. This can stimulate a competitive spirit by adding a function that allows comparison with other children's timelines.

[0041] The visualization unit may add a function that allows parents to add comments and advice, thereby promoting parent-child communication. For example, the visualization unit may add a function that allows parents to add comments and advice to a chronology-style visualization, thereby promoting parent-child communication. For example, a comment field for parents may be provided for each step. The visualization unit may also add a function that allows parents to add comments and advice to the chronology-style visualization, thereby allowing children to receive feedback from their parents. For example, the visualization unit may display the parent's advice in a pop-up. The visualization unit may also add a function that allows parents to add comments and advice to the chronology-style visualization, thereby providing an interactive element to promote parent-child communication. For example, a function may be added that allows children to reply to comments from their parents. In this way, adding a function that allows parents to add comments and advice can promote parent-child communication.

[0042] The progress management unit can add a customization function to match a child's learning style and pace, thereby strengthening individual support. The progress management unit, for example, adds a customization function to the progress management that matches a child's learning style and pace, thereby strengthening individual support. For example, for a child who is good at visual learning, it provides steps that include a lot of visual learning materials. The progress management unit also adds a customization function to the progress management that matches a child's learning pace, thereby strengthening individual support. For example, it provides additional challenge steps for a child who learns quickly. The progress management unit also adds a customization function to the progress management that matches a child's learning style and pace, thereby providing interactive elements to strengthen individual support. For example, it adds a function that allows a child to adjust their own learning pace. In this way, by adding a customization function to match a child's learning style and pace, it is possible to strengthen individual support.

[0043] The gamification unit can add a challenge function to help children achieve goals they have set for themselves. For example, the gamification unit adds a challenge function to the gamification element to help children achieve goals they have set for themselves. For example, a system is provided that allows children to earn points for achieving goals they have set for themselves. The gamification unit also adds a challenge function to the gamification element to help children achieve goals they have set for themselves, thereby eliciting a sense of accomplishment. For example, a system is provided that awards badges or titles when goals are achieved. The gamification unit also adds a challenge function to the gamification element to help children achieve goals they have set for themselves, thereby maintaining their motivation. For example, a system is provided that plays animations or music when a goal is achieved. In this way, adding a challenge function to help children achieve goals they have set for themselves can elicit a sense of accomplishment.

[0044] The progress management unit can add a function for collaborative projects with other children to provide an experience of working together to achieve a goal. The progress management unit, for example, can add a function for collaborative projects with other children to progress management, providing an experience of working together to achieve a goal. For example, a system can be provided where children with the same dream can work together to advance a project. The progress management unit can also add a function for collaborative projects with other children to progress management, providing an experience of working together to achieve a goal. For example, a system can be provided where online collaborative learning and projects can be advanced. The progress management unit can also add a function for collaborative projects with other children to progress management, providing an experience of working together to achieve a goal. For example, a system can be provided where local collaborative activities and events can be advanced. In this way, adding a function for collaborative projects with other children can provide an experience of working together to achieve a goal.

[0045] The gamification unit can add mini-games and quizzes in which parents can also participate, thereby increasing the number of elements that can be enjoyed by parents and children together. For example, the gamification unit can add mini-games and quizzes in which parents can also participate to the gamification elements, thereby increasing the number of elements that can be enjoyed by parents and children together. For example, it can provide quizzes and puzzles that parents and children can solve together. The gamification unit can also add mini-games and quizzes in which parents can also participate to the gamification elements, thereby promoting communication between parents and children. For example, it can provide mini-games in which parents and children can compete. The gamification unit can also add mini-games and quizzes in which parents can also participate to the gamification elements, thereby increasing the number of elements that can be enjoyed by parents and children together. For example, it can provide educational quizzes in which parents and children can learn together. In this way, by adding mini-games and quizzes in which parents can also participate, it is possible to increase the number of elements that can be enjoyed by parents and children together.

[0046] The parent support department can provide parents with a specific action plan for supporting their children's dreams and clarify the roles of parents. For example, the parent support department provides parents with a specific action plan for supporting their children's dreams and clarifies the roles of parents. For example, it proposes specific methods for supporting their children's learning. The parent support department also provides parents with a specific action plan for supporting their children's dreams and clarifies the roles of parents. For example, it proposes specific actions for supporting their children's activities. The parent support department also provides parents with a specific action plan for supporting their children's dreams and clarifies the roles of parents. For example, it proposes specific methods for monitoring their children's progress. In this way, by providing parents with a specific action plan and clarifying their roles, children's dreams can be effectively supported.

[0047] The parent support department can add a community function for parents to share success stories and advice from other parents. The parent support department, for example, adds a community function for parents to share success stories and advice from other parents. For example, it provides a forum where parents can exchange information with each other. The parent support department can also add a community function for parents to share success stories and advice from other parents, thereby promoting support between parents. For example, it provides blogs and articles for sharing success stories. The parent support department can also add a community function for parents to share success stories and advice from other parents, thereby promoting interaction between parents. For example, it provides an online discussion or chat function. In this way, adding a community function for parents to share success stories and advice from other parents can promote support between parents.

[0048] The parent support department can regularly hold online seminars and workshops for parents to support their children's dreams. The parent support department, for example, regularly holds online seminars and workshops for parents to support their children's dreams. For example, it provides lectures and workshops by experts. The parent support department also regularly holds online seminars and workshops for parents to support their children's dreams, to help parents improve their skills. For example, it provides seminars to learn how to support children's learning. The parent support department also regularly holds online seminars and workshops for parents to support their children's dreams, to promote interaction between parents. For example, it provides discussion sessions where parents can exchange information. In this way, by regularly holding online seminars and workshops for parents, it is possible to help parents improve their skills and effectively support their children's dreams.

[0049] The parent support unit can provide parents with resources (teaching materials, tools, apps) to support their children's dreams. For example, the parent support unit provides parents with resources (teaching materials, tools, apps) to support their children's dreams. For example, it provides teaching materials and tools to support children's learning. The parent support unit also provides parents with resources (teaching materials, tools, apps) to support their children's dreams and supports parental support. For example, it provides an app to support children's activities. The parent support unit also provides parents with resources (teaching materials, tools, apps) to support their children's dreams and clarifies the roles of parents. For example, it provides tools to monitor children's progress. In this way, by providing parents with resources (teaching materials, tools, apps), parents can effectively support their children's dreams.

[0050] The system according to the embodiment is not limited to the above-described example, and various modifications are possible, for example, as follows.

[0051] The analysis unit can incorporate the latest scientific technology and educational theories when proposing steps to help children realize their dreams. For example, it can use the latest AI technology to suggest learning materials that are best suited to a child's learning style. The analysis unit can also suggest activities based on the latest educational theories to stimulate a child's interest. For example, it can suggest steps that incorporate project-based learning and inquiry-based learning. The analysis unit can also use the latest scientific technology to monitor a child's progress in real time and adjust the steps as needed. This allows the system to provide more effective action plans by incorporating the latest scientific technology and educational theories.

[0052] When proposing steps to help children realize their dreams, the analysis unit can refer to success stories from different cultures and regions. For example, it can refer to the education systems and learning methods of different countries to propose the steps that are best suited to a child. The analysis unit can also consider the values ​​and customs of different cultures and regions to propose steps from a variety of perspectives. For example, it can incorporate leadership development methods from different cultural spheres. The analysis unit can also propose steps to minimize risks based on success stories from different cultures and regions. This allows it to propose a variety of steps by incorporating perspectives from different cultures and regions.

[0053] The analysis unit can present personalized steps based on a child's individual characteristics. For example, when the generation AI analyzes a dream, it can present personalized steps by taking into account the child's interests, personality, and learning style. For example, it can suggest steps that include many experiments to a child who is interested in science. Furthermore, when the generation AI analyzes a dream, the analysis unit can suggest optimal learning methods and activities based on the child's past learning history and grades. For example, it can suggest steps that include many visual materials to a child who excels at visual learning. Furthermore, when the generation AI analyzes a dream, the analysis unit can consider the child's personality traits (introversion, extroversion, etc.) and suggest appropriate activities and steps. This allows it to present more personalized steps by taking into account the child's individual characteristics.

[0054] The step presentation unit can reflect the latest research and technological trends and always provide the latest information. For example, the database can be updated regularly to reflect the latest research and technological trends in the steps presented by the generation AI. For example, information on the latest scientific research and technological innovations can be incorporated. The step presentation unit can also incorporate the opinions of experts to reflect the latest research and technological trends in the steps presented by the generation AI. For example, the steps can be adjusted based on feedback from scientists and engineers. The step presentation unit can also refer to related academic papers and patent information to reflect the latest research and technological trends in the steps presented by the generation AI. This allows the latest information to always be provided by reflecting the latest research and technological trends.

[0055] The step presentation unit can reflect the child's progress and feedback in real time and flexibly adjust the steps. For example, it is possible to build a system in which the steps presented by the generation AI reflect the child's progress and feedback in real time and flexibly adjust the steps. For example, the next step can be adjusted each time the child completes a step. The step presentation unit can also provide individually customized steps presented by the generation AI based on the child's progress and feedback. For example, the steps can be adjusted according to the child's learning speed and level of understanding. The step presentation unit can also reflect the child's progress and feedback in real time in the steps presented by the generation AI and adjust the difficulty and content of the steps. This makes it possible to reflect the child's progress and feedback in real time and flexibly adjust the steps.

[0056] The visualization unit may add interactive elements to the timeline visualization to allow the child to customize it themselves. For example, the visualization unit may provide a function to move steps by dragging and dropping, or to change colors or icons. The visualization unit may also add interactive elements to the timeline visualization to allow the child to update their progress in real time. For example, the visualization unit may provide a function to update the completion status of a step by clicking. The visualization unit may also add interactive elements to the timeline visualization to allow the child to visually check their progress. In this way, the visualization unit may add interactive elements to the timeline visualization to allow the child to customize it themselves.

[0057] The processing flow of the first embodiment will be briefly explained below.

[0058] Step 1: The dream input section allows children to input their dreams. For example, children can input their future goals and desired careers. Step 2: The analysis unit analyzes the dream input by the dream input unit. For example, a generation AI analyzes the dream and identifies the necessary skills, learning, and activities. The generation AI performs the analysis using a text generation AI (e.g., LLM) or a multimodal generation AI. Step 3: The step suggestion unit suggests specific steps based on the results of the analysis by the analysis unit. For example, based on the analysis results, the generation AI suggests specific actions such as learning the basics of science, exercising to build physical strength, or participating in related club activities. Step 4: The visualization unit visualizes the specific steps presented by the step presentation unit in the form of a chronology. For example, the timeline shows students learning the basics of science in the first year, starting physical training in the second year, and participating in related club activities in the third year. Step 5: The progress management unit manages the progress based on the timeline visualized by the visualization unit, for example, updating the progress status as each step is achieved. Step 6: The gamification unit provides gamification elements based on the progress managed by the progress management unit. For example, points are earned for each step achieved, and badges or titles are awarded when a certain number of points are accumulated. Step 7: The Parent Support Department shares the progress managed by the Progress Management Department with parents and provides advice to help them support their child's dreams. For example, the department shares the child's progress with parents and provides advice on how to support them.

[0059] (Example 2) The action plan service according to an embodiment of the present invention is a system that, when a child inputs their dream, presents specific steps, such as skills, learning, and activities, necessary to realize the dream, visualizes the progress in a chronological table, and elicits a sense of accomplishment through progress management and gamification. The action plan service thus provides a specific action plan for children to realize their dreams, visualizes the progress, and elicits a sense of accomplishment through progress management and gamification. Furthermore, a parental support function allows parents to support their children's dreams.

[0060] An action plan service according to an embodiment includes a dream input unit, an analysis unit, a step presentation unit, a visualization unit, a progress management unit, a gamification unit, and a parent support unit. The dream input unit allows a child to input their dream. For example, the child can input their future goals or desired career. The analysis unit analyzes the dream input by the dream input unit. For example, a generation AI analyzes the dream and identifies the necessary skills, learning, and activities. The generation AI performs the analysis using a text generation AI (e.g., LLM) or a multimodal generation AI. The step presentation unit presents specific steps based on the analysis results by the analysis unit. For example, the generation AI suggests specific actions based on the analysis results, such as learning the basics of science, exercising to build physical strength, and participating in related club activities. The visualization unit visualizes the specific steps presented by the step presentation unit in a chronological order. For example, the chronology may display the steps as learning the basics of science in the first year, starting physical training in the second year, and participating in related club activities in the third year. The progress management unit manages progress based on the chronology visualized by the visualization unit. For example, the progress status is updated each time a step is completed. The gamification unit provides gamification elements based on the progress managed by the progress management unit. For example, points are earned each time a step is completed, and a badge or title is awarded when a certain number of points are accumulated. The parent support unit shares the progress status managed by the progress management unit with parents and provides advice to help parents support their children's dreams. For example, the progress status of the child is shared with parents and advice is provided on how to support them. In this way, the action plan service according to the embodiment can provide a specific action plan for children to realize their dreams, visualize the progress, and elicit a sense of accomplishment through progress management and gamification. Furthermore, the parent support function can enable parents to support their children's dreams.

[0061] The analysis unit can refer to past successes and failures to suggest more realistic steps. For example, when the generation AI analyzes a dream, the analysis unit refers to a database of past successes and failures to suggest realistic steps. For example, it refers to the careers and learning processes of people who have become astronauts in the past. When the generation AI analyzes a dream, the analysis unit also analyzes past successes and failures, extracts common elements, and suggests realistic steps. For example, it lists the activities and learning experiences that successful people had in common. When the generation AI analyzes a dream, the analysis unit also suggests steps to minimize risk based on past successes and failures. For example, it presents an action plan that reflects lessons learned from failures. In this way, more realistic steps can be suggested by referring to past successes and failures.

[0062] The analysis unit can present personalized steps based on each child's individual characteristics. For example, when the generation AI analyzes a dream, the analysis unit takes into account the child's interests, personality, and learning style to present personalized steps. For example, for a child who is interested in science, the analysis unit may suggest steps that include many experiments. In addition, when the generation AI analyzes a dream, the analysis unit may suggest optimal learning methods and activities based on the child's past learning history and grades. For example, for a child who excels at visual learning, the analysis unit may suggest steps that include many visual materials. In addition, when the generation AI analyzes a dream, the analysis unit may take into account the child's personality traits (introversion, extroversion, etc.) to suggest appropriate activities and steps. For example, for an introverted child, the analysis unit may suggest steps that emphasize individual learning. This allows for more personalized steps to be presented by taking into account each child's individual characteristics.

[0063] The analysis unit can use the emotion estimation function to analyze the child's emotions when entering their dream and provide feedback to elicit positive emotions. For example, the analysis unit uses the emotion estimation function to analyze the child's facial expressions and voice when entering their dream and provide feedback to elicit positive emotions. For example, if the child is feeling anxious, an encouraging message is displayed. The analysis unit also uses the emotion estimation function to analyze the child's emotions when entering their dream in real time and provide interactive feedback to elicit positive emotions. For example, if the child is happy, a compliment is displayed. The analysis unit also uses the emotion estimation function to analyze the child's emotions when entering their dream and suggest specific actions to elicit positive emotions. For example, if the child is excited, the next step is immediately displayed. In this way, the analysis unit can analyze the child's emotions and provide feedback to elicit positive emotions.

[0064] The analysis unit can refer to methods for realizing dreams in different cultures and regions and propose steps from a variety of perspectives. For example, when the generation AI analyzes dreams, the analysis unit refers to success stories from different cultures and regions and proposes steps from a variety of perspectives. For example, it could compare the careers of American and Japanese astronauts and extract similarities and differences. When the generation AI analyzes dreams, the analysis unit also refers to the educational systems and learning methods of different cultures and regions and proposes optimal steps. For example, it could present a learning plan based on the Finnish education system. When the generation AI analyzes dreams, the analysis unit also takes into account the values ​​and customs of different cultures and regions and proposes steps from a variety of perspectives. For example, it could incorporate leadership development methods from different cultural spheres. This allows it to propose a variety of steps by incorporating perspectives from different cultures and regions.

[0065] The analysis unit can find connections with other children's dreams and suggest group activities for jointly pursuing dreams. For example, when the generation AI analyzes a dream, the analysis unit finds connections with other children's dreams and suggests group activities for jointly pursuing dreams. For example, it can group children with the same dream and suggest joint projects. When the generation AI analyzes a dream, the analysis unit can find connections with other children's dreams and suggest online group activities. For example, it can suggest online workshops that children with the same interests can participate in. When the generation AI analyzes a dream, the analysis unit can find connections with other children's dreams and suggest local group activities. For example, it can suggest club activities that children living in the same area can participate in. This makes it possible to find connections with other children and suggest group activities for jointly pursuing dreams.

[0066] The analysis unit uses the emotion estimation function to analyze the emotions of the guardian when entering the dream and make suggestions so that the guardian can actively support the child. For example, the analysis unit uses the emotion estimation function to analyze the emotions of the guardian when entering the dream and make suggestions so that the guardian can actively support the child. For example, if the guardian is feeling anxious, a message that gives a sense of security is displayed. The analysis unit also uses the emotion estimation function to analyze the emotions of the guardian when entering the dream in real time and provide feedback to elicit positive emotions. For example, if the guardian is happy, a compliment is displayed. The analysis unit also uses the emotion estimation function to analyze the emotions of the guardian when entering the dream and suggest specific actions so that the guardian can actively support the child. For example, if the guardian is excited, the next step is immediately displayed. In this way, the analysis unit can analyze the emotions of the guardian and make suggestions so that the guardian can actively support the child.

[0067] The step presentation unit reflects the latest research and technological trends, allowing it to always provide the latest information. For example, the step presentation unit regularly updates its database to reflect the latest research and technological trends in the steps presented by the generation AI. For example, it incorporates information on the latest scientific research and technological innovations. The step presentation unit also incorporates the opinions of experts to reflect the latest research and technological trends in the steps presented by the generation AI. For example, it adjusts the steps based on feedback from scientists and engineers. The step presentation unit also refers to related academic papers and patent information to reflect the latest research and technological trends in the steps presented by the generation AI. For example, it presents a study plan based on the latest technological patents. This allows it to always provide the latest information by reflecting the latest research and technological trends.

[0068] The step presentation unit reflects the child's progress and feedback in real time, and can flexibly adjust the steps. For example, the step presentation unit builds a system that reflects the child's progress and feedback in real time in the steps presented by the generation AI and flexibly adjusts the steps. For example, the next step is adjusted each time the child completes a step. The step presentation unit also provides individually customized steps presented by the generation AI based on the child's progress and feedback. For example, it adjusts the steps according to the child's learning speed and level of understanding. The step presentation unit also reflects the child's progress and feedback in real time in the steps presented by the generation AI and adjusts the difficulty and content of the steps. For example, it adds supplementary learning steps for areas in which the child is weak. This allows the steps to be flexibly adjusted by reflecting the child's progress and feedback in real time.

[0069] The step presentation unit can use the emotion estimation function to suggest ideas for maximizing the sense of accomplishment felt by the child when each step is completed. The step presentation unit, for example, uses the emotion estimation function to suggest ideas for maximizing the sense of accomplishment felt by the child when each step is completed. For example, it displays positive feedback or words of praise upon completion. The step presentation unit also uses the emotion estimation function to design a reward system for maximizing the sense of accomplishment felt by the child when each step is completed. For example, it awards a badge or title upon completion. The step presentation unit also uses the emotion estimation function to add interactive elements for maximizing the sense of accomplishment felt by the child when each step is completed. For example, it plays animation or music upon completion. This makes it possible to suggest ideas for maximizing the sense of accomplishment.

[0070] The step presentation unit incorporates advice from experts in different fields and can provide steps from a more multifaceted perspective. For example, the step presentation unit builds an expert network to incorporate advice from experts in different fields into the steps presented by the generation AI. For example, it reflects feedback from scientists, educators, psychologists, etc. The step presentation unit also regularly holds workshops with experts to incorporate advice from experts in different fields into the steps presented by the generation AI. For example, it learns the latest educational methods and technological trends. The step presentation unit also creates a database of expert opinions to incorporate advice from experts in different fields into the steps presented by the generation AI. For example, it automatically generates steps based on expert advice. This allows it to incorporate advice from experts in different fields and provide steps from a multifaceted perspective.

[0071] The step presentation unit can propose a specific action plan that references the success stories of other children. For example, the step presentation unit proposes a specific action plan for the steps presented by the generation AI that references the success stories of other children. For example, it presents steps based on the success stories of children who share the same dream. The step presentation unit also compiles a database of success stories of other children and proposes a specific action plan for the steps presented by the generation AI based on that data. For example, it extracts common points between the success stories to create steps. The step presentation unit also customizes a specific action plan for the steps presented by the generation AI based on the success stories of other children. For example, it presents steps that incorporate the activities and learning content of the success stories. This makes it possible to propose a specific action plan that references the success stories of other children.

[0072] The step presentation unit uses the emotion estimation function to analyze the emotions of the guardian when supporting the child's steps and makes suggestions to help the guardian provide more effective support. For example, the step presentation unit uses the emotion estimation function to analyze the emotions of the guardian when supporting the child's steps and makes suggestions to help the guardian provide more effective support. For example, if the guardian is feeling anxious, it provides advice that gives the guardian a sense of security. The step presentation unit also uses the emotion estimation function to analyze the emotions of the guardian when supporting the child's steps in real time and provides feedback to elicit positive emotions. For example, if the guardian is happy, it displays words of praise. The step presentation unit also uses the emotion estimation function to analyze the emotions of the guardian when supporting the child's steps and suggests specific actions that will help the guardian provide more effective support. For example, if the guardian is excited, it immediately suggests the next step. In this way, it is possible to analyze the guardian's emotions and make suggestions to help the guardian provide more effective support.

[0073] The visualization unit can incorporate interactive elements into the timeline-style visualization, allowing children to customize it themselves. The visualization unit, for example, incorporates interactive elements into the timeline-style visualization, allowing children to customize it themselves. For example, it provides a function that allows steps to be moved by drag and drop, or that allows colors and icons to be changed. The visualization unit also adds interactive elements to the timeline-style visualization, allowing children to update their progress in real time. For example, it provides a function that allows steps to be updated with a click. The visualization unit also incorporates interactive elements into the timeline-style visualization, allowing children to visually check their progress. For example, it displays a bar or graph that shows the progress for each step. In this way, the timeline-style visualization is incorporated with interactive elements, allowing children to customize it themselves.

[0074] The visualization unit adds a function to the timeline-style visualization that allows a child to compare past progress with future goals, thereby maintaining motivation. For example, the visualization unit adds a function to the timeline-style visualization that allows a child to compare past progress with future goals, thereby enabling a child to realize his or her own growth. For example, past achievement steps and future goal steps are displayed side by side. The visualization unit also adds a function to the timeline-style visualization that allows a child to compare past progress with future goals, thereby enabling a child to maintain motivation. For example, past achievement status is displayed in a graph and compared with future goals. The visualization unit also adds a function to the timeline-style visualization that allows a child to compare past progress with future goals, thereby enabling a child to grasp his or her progress at a glance. For example, past achievement steps and future goal steps are displayed in different colors. This adds a function to the timeline-style visualization that allows a child to compare past progress with future goals, thereby enabling a child to understand his or her progress at a glance.

[0075] The visualization unit can use the emotion estimation function to visualize the child's emotions for each step in the timeline and track changes in emotions. The visualization unit, for example, uses the emotion estimation function to visualize the child's emotions for each step in the timeline and track changes in emotions. For example, the visualization unit displays an emotion score for each step using a color or an icon. The visualization unit also uses the emotion estimation function to analyze the child's emotions for each step in the timeline in real time and visualize changes in emotions. For example, the visualization unit displays fluctuations in the emotion score in a graph. The visualization unit also uses the emotion estimation function to visualize the child's emotions for each step in the timeline and add interactive elements for tracking changes in emotions. For example, a function is provided that allows the emotion score to be displayed in detail by clicking. This makes it possible to use the emotion estimation function to visualize the child's emotions for each step in the timeline and track changes in emotions.

[0076] The visualization unit can stimulate a competitive spirit by adding a function that allows comparison with other children's timelines. For example, the visualization unit can add a function to a timeline-style visualization that allows comparison with other children's timelines to stimulate a competitive spirit. For example, the progress of children with the same dream can be displayed side by side. The visualization unit can also add a function to a timeline-style visualization that allows comparison with other children's timelines to stimulate a competitive spirit. For example, the visualization unit can display the timelines of friends and classmates. The visualization unit can also add a function to a timeline-style visualization that allows comparison with other children's timelines to stimulate a competitive spirit by allowing children to achieve steps. For example, the progress can be displayed in a ranking format. This can stimulate a competitive spirit by adding a function that allows comparison with other children's timelines.

[0077] The visualization unit may add a function that allows parents to add comments and advice, thereby promoting parent-child communication. For example, the visualization unit may add a function that allows parents to add comments and advice to a chronology-style visualization, thereby promoting parent-child communication. For example, a comment field for parents may be provided for each step. The visualization unit may also add a function that allows parents to add comments and advice to the chronology-style visualization, thereby allowing children to receive feedback from their parents. For example, the visualization unit may display the parent's advice in a pop-up. The visualization unit may also add a function that allows parents to add comments and advice to the chronology-style visualization, thereby providing an interactive element to promote parent-child communication. For example, a function may be added that allows children to reply to comments from their parents. In this way, adding a function that allows parents to add comments and advice can promote parent-child communication.

[0078] The visualization unit uses the emotion estimation function to analyze the emotions felt by parents when they view the timeline and make suggestions to help parents become more actively involved. For example, the visualization unit uses the emotion estimation function to analyze the emotions felt by parents when they view the timeline and make suggestions to help parents become more actively involved. For example, if the parent is feeling anxious, the visualization unit provides advice that gives the parent a sense of security. The visualization unit also uses the emotion estimation function to analyze the emotions felt by parents when they view the timeline in real time and provide feedback to elicit positive emotions. For example, if the parent is happy, the visualization unit displays words of praise. The visualization unit also uses the emotion estimation function to analyze the emotions felt by parents when they view the timeline and suggest specific actions to help parents become more actively involved. For example, if the parent is excited, the visualization unit immediately presents the next step. In this way, the visualization unit can analyze the emotions felt by parents and make suggestions to help parents become more actively involved.

[0079] The progress management unit can add a customization function to match a child's learning style and pace, thereby strengthening individual support. The progress management unit, for example, adds a customization function to the progress management that matches a child's learning style and pace, thereby strengthening individual support. For example, for a child who is good at visual learning, it provides steps that include a lot of visual learning materials. The progress management unit also adds a customization function to the progress management that matches a child's learning pace, thereby strengthening individual support. For example, it provides additional challenge steps for a child who learns quickly. The progress management unit also adds a customization function to the progress management that matches a child's learning style and pace, thereby providing interactive elements to strengthen individual support. For example, it adds a function that allows a child to adjust their own learning pace. In this way, by adding a customization function to match a child's learning style and pace, it is possible to strengthen individual support.

[0080] The gamification unit can add a challenge function to help children achieve goals they have set for themselves. For example, the gamification unit adds a challenge function to the gamification element to help children achieve goals they have set for themselves. For example, a system is provided that allows children to earn points for achieving goals they have set for themselves. The gamification unit also adds a challenge function to the gamification element to help children achieve goals they have set for themselves, thereby eliciting a sense of accomplishment. For example, a system is provided that awards badges or titles when goals are achieved. The gamification unit also adds a challenge function to the gamification element to help children achieve goals they have set for themselves, thereby maintaining their motivation. For example, a system is provided that plays animations or music when a goal is achieved. In this way, adding a challenge function to help children achieve goals they have set for themselves can elicit a sense of accomplishment.

[0081] The gamification unit can use the emotion estimation function to design a reward system that maximizes the sense of accomplishment a child feels when completing each step. The gamification unit, for example, uses the emotion estimation function to design a reward system that maximizes the sense of accomplishment a child feels when completing each step. For example, it displays positive feedback or words of praise upon achievement. The gamification unit also uses the emotion estimation function to design a reward system that maximizes the sense of accomplishment a child feels when completing each step. For example, it provides a system that awards badges or titles upon achievement. The gamification unit also uses the emotion estimation function to design a reward system that maximizes the sense of accomplishment a child feels when completing each step. For example, it provides a system that plays animations or music upon achievement. In this way, it is possible to use the emotion estimation function to design a reward system that maximizes the sense of accomplishment a child feels when completing each step.

[0082] The progress management unit can add a function for collaborative projects with other children to provide an experience of working together to achieve a goal. The progress management unit, for example, can add a function for collaborative projects with other children to progress management, providing an experience of working together to achieve a goal. For example, a system can be provided where children with the same dream can work together to advance a project. The progress management unit can also add a function for collaborative projects with other children to progress management, providing an experience of working together to achieve a goal. For example, a system can be provided where online collaborative learning and projects can be advanced. The progress management unit can also add a function for collaborative projects with other children to progress management, providing an experience of working together to achieve a goal. For example, a system can be provided where local collaborative activities and events can be advanced. In this way, adding a function for collaborative projects with other children can provide an experience of working together to achieve a goal.

[0083] The gamification unit can add mini-games and quizzes in which parents can also participate, thereby increasing the number of elements that can be enjoyed by parents and children together. For example, the gamification unit can add mini-games and quizzes in which parents can also participate to the gamification elements, thereby increasing the number of elements that can be enjoyed by parents and children together. For example, it can provide quizzes and puzzles that parents and children can solve together. The gamification unit can also add mini-games and quizzes in which parents can also participate to the gamification elements, thereby promoting communication between parents and children. For example, it can provide mini-games in which parents and children can compete. The gamification unit can also add mini-games and quizzes in which parents can also participate to the gamification elements, thereby increasing the number of elements that can be enjoyed by parents and children together. For example, it can provide educational quizzes in which parents and children can learn together. In this way, by adding mini-games and quizzes in which parents can also participate, it is possible to increase the number of elements that can be enjoyed by parents and children together.

[0084] The progress management unit uses the emotion estimation function to analyze the emotions of parents when they view their child's progress and make suggestions to help parents provide more effective support. For example, the progress management unit uses the emotion estimation function to analyze the emotions of parents when they view their child's progress and make suggestions to help parents provide more effective support. For example, if the parent is feeling anxious, the progress management unit provides advice that gives a sense of security. The progress management unit also uses the emotion estimation function to analyze the emotions of parents when they view their child's progress in real time and provide feedback to elicit positive emotions. For example, if the parent is happy, the progress management unit displays words of praise. The progress management unit also uses the emotion estimation function to analyze the emotions of parents when they view their child's progress and suggests specific actions that will help parents provide more effective support. For example, if the parent is excited, the progress management unit immediately suggests the next step. In this way, the progress management unit can analyze the emotions of parents and make suggestions to help parents provide more effective support.

[0085] The parent support department can provide parents with a specific action plan for supporting their children's dreams and clarify the roles of parents. For example, the parent support department provides parents with a specific action plan for supporting their children's dreams and clarifies the roles of parents. For example, it proposes specific methods for supporting their children's learning. The parent support department also provides parents with a specific action plan for supporting their children's dreams and clarifies the roles of parents. For example, it proposes specific actions for supporting their children's activities. The parent support department also provides parents with a specific action plan for supporting their children's dreams and clarifies the roles of parents. For example, it proposes specific methods for monitoring their children's progress. In this way, by providing parents with a specific action plan and clarifying their roles, children's dreams can be effectively supported.

[0086] The parent support department can add a community function for parents to share success stories and advice from other parents. The parent support department, for example, adds a community function for parents to share success stories and advice from other parents. For example, it provides a forum where parents can exchange information with each other. The parent support department can also add a community function for parents to share success stories and advice from other parents, thereby promoting support between parents. For example, it provides blogs and articles for sharing success stories. The parent support department can also add a community function for parents to share success stories and advice from other parents, thereby promoting interaction between parents. For example, it provides an online discussion or chat function. In this way, adding a community function for parents to share success stories and advice from other parents can promote support between parents.

[0087] The parent support unit can use the emotion estimation function to analyze the emotions of parents when supporting their child's dream and provide feedback to elicit positive emotions. For example, the parent support unit uses the emotion estimation function to analyze the emotions of parents when supporting their child's dream and provide feedback to elicit positive emotions. For example, if a parent is feeling anxious, the parent support unit provides advice to give a sense of security. The parent support unit also uses the emotion estimation function to analyze the emotions of parents when supporting their child's dream in real time and provide feedback to elicit positive emotions. For example, if a parent is happy, the parent support unit displays words of praise. The parent support unit also uses the emotion estimation function to analyze the emotions of parents when supporting their child's dream and suggests specific actions to elicit positive emotions. For example, if a parent is excited, the parent support unit immediately presents the next step. In this way, by analyzing the emotions of parents and providing feedback to elicit positive emotions, parents can more effectively support their child's dream.

[0088] The parent support department can regularly hold online seminars and workshops for parents to support their children's dreams. The parent support department, for example, regularly holds online seminars and workshops for parents to support their children's dreams. For example, it provides lectures and workshops by experts. The parent support department also regularly holds online seminars and workshops for parents to support their children's dreams, to help parents improve their skills. For example, it provides seminars to learn how to support children's learning. The parent support department also regularly holds online seminars and workshops for parents to support their children's dreams, to promote interaction between parents. For example, it provides discussion sessions where parents can exchange information. In this way, by regularly holding online seminars and workshops for parents, it is possible to help parents improve their skills and effectively support their children's dreams.

[0089] The parent support unit can provide parents with resources (teaching materials, tools, apps) to support their children's dreams. For example, the parent support unit provides parents with resources (teaching materials, tools, apps) to support their children's dreams. For example, it provides teaching materials and tools to support children's learning. The parent support unit also provides parents with resources (teaching materials, tools, apps) to support their children's dreams and supports parental support. For example, it provides an app to support children's activities. The parent support unit also provides parents with resources (teaching materials, tools, apps) to support their children's dreams and clarifies the roles of parents. For example, it provides tools to monitor children's progress. In this way, by providing parents with resources (teaching materials, tools, apps), parents can effectively support their children's dreams.

[0090] The parent support unit can use the emotion estimation function to provide a platform where parents can share emotions and empathize with other parents. For example, the parent support unit uses the emotion estimation function to provide a platform where parents can share emotions and empathize with other parents. For example, it provides an online forum where parents can share emotions. The parent support unit also uses the emotion estimation function to provide a platform where parents can share emotions and empathize with other parents, thereby promoting support between parents. For example, it provides a chat function where emotions can be shared. The parent support unit also uses the emotion estimation function to provide a platform where parents can share emotions and empathize with other parents, thereby promoting interaction between parents. For example, it provides a discussion session where emotions can be shared. In this way, by providing a platform where parents can share emotions and empathize with other parents, support between parents can be promoted.

[0091] The system according to the embodiment is not limited to the above-described example, and various modifications are possible, for example, as follows.

[0092] The analysis unit can incorporate the latest scientific technology and educational theories when proposing steps to help children realize their dreams. For example, it can use the latest AI technology to suggest learning materials that are best suited to a child's learning style. The analysis unit can also suggest activities based on the latest educational theories to stimulate a child's interest. For example, it can suggest steps that incorporate project-based learning and inquiry-based learning. The analysis unit can also use the latest scientific technology to monitor a child's progress in real time and adjust the steps as needed. This allows the system to provide more effective action plans by incorporating the latest scientific technology and educational theories.

[0093] When proposing steps to help children realize their dreams, the analysis unit can refer to success stories from different cultures and regions. For example, it can refer to the education systems and learning methods of different countries to propose the steps that are best suited to a child. The analysis unit can also consider the values ​​and customs of different cultures and regions to propose steps from a variety of perspectives. For example, it can incorporate leadership development methods from different cultural spheres. The analysis unit can also propose steps to minimize risks based on success stories from different cultures and regions. This allows it to propose a variety of steps by incorporating perspectives from different cultures and regions.

[0094] The analysis unit can use the emotion estimation function to analyze the child's emotions when entering their dream and provide feedback to elicit positive emotions. For example, if the child is feeling anxious, an encouraging message is displayed. The analysis unit can also use the emotion estimation function to analyze the child's emotions in real time when entering their dream and provide interactive feedback to elicit positive emotions. For example, if the child is happy, a compliment is displayed. The analysis unit can also use the emotion estimation function to analyze the child's emotions when entering their dream and suggest specific actions to elicit positive emotions. This makes it possible to analyze the child's emotions and provide feedback to elicit positive emotions.

[0095] The analysis unit can present personalized steps based on a child's individual characteristics. For example, when the generation AI analyzes a dream, it can present personalized steps by taking into account the child's interests, personality, and learning style. For example, it can suggest steps that include many experiments to a child who is interested in science. Furthermore, when the generation AI analyzes a dream, the analysis unit can suggest optimal learning methods and activities based on the child's past learning history and grades. For example, it can suggest steps that include many visual materials to a child who excels at visual learning. Furthermore, when the generation AI analyzes a dream, the analysis unit can consider the child's personality traits (introversion, extroversion, etc.) and suggest appropriate activities and steps. This allows it to present more personalized steps by taking into account the child's individual characteristics.

[0096] The analysis unit can use the emotion estimation function to analyze the emotions of the guardian when entering the dream and make suggestions to enable the guardian to actively support the child. For example, if the guardian is feeling anxious, a message that provides reassurance is displayed. The analysis unit can also use the emotion estimation function to analyze the emotions of the guardian when entering the dream in real time and provide feedback to elicit positive emotions. For example, if the guardian is happy, a compliment is displayed. The analysis unit can also use the emotion estimation function to analyze the emotions of the guardian when entering the dream and suggest specific actions that the guardian can take to actively support the child. This makes it possible to analyze the emotions of the guardian and make suggestions to enable the guardian to actively support the child.

[0097] The step presentation unit can reflect the latest research and technological trends and always provide the latest information. For example, the database can be updated regularly to reflect the latest research and technological trends in the steps presented by the generation AI. For example, information on the latest scientific research and technological innovations can be incorporated. The step presentation unit can also incorporate the opinions of experts to reflect the latest research and technological trends in the steps presented by the generation AI. For example, the steps can be adjusted based on feedback from scientists and engineers. The step presentation unit can also refer to related academic papers and patent information to reflect the latest research and technological trends in the steps presented by the generation AI. This allows the latest information to always be provided by reflecting the latest research and technological trends.

[0098] The step presentation unit can reflect the child's progress and feedback in real time and flexibly adjust the steps. For example, it is possible to build a system in which the steps presented by the generation AI reflect the child's progress and feedback in real time and flexibly adjust the steps. For example, the next step can be adjusted each time the child completes a step. The step presentation unit can also provide individually customized steps presented by the generation AI based on the child's progress and feedback. For example, the steps can be adjusted according to the child's learning speed and level of understanding. The step presentation unit can also reflect the child's progress and feedback in real time in the steps presented by the generation AI and adjust the difficulty and content of the steps. This makes it possible to reflect the child's progress and feedback in real time and flexibly adjust the steps.

[0099] The step presentation unit can use the emotion estimation function to suggest ways to maximize the sense of accomplishment felt by the child when each step is completed. For example, it can display positive feedback or words of praise upon completion. The step presentation unit can also use the emotion estimation function to design a reward system to maximize the sense of accomplishment felt by the child when each step is completed. For example, it can award a badge or title upon completion. The step presentation unit can also use the emotion estimation function to add interactive elements to maximize the sense of accomplishment felt by the child when each step is completed. This makes it possible to suggest ways to maximize the sense of accomplishment.

[0100] The visualization unit may add interactive elements to the timeline visualization to allow the child to customize it themselves. For example, the visualization unit may provide a function to move steps by dragging and dropping, or to change colors or icons. The visualization unit may also add interactive elements to the timeline visualization to allow the child to update their progress in real time. For example, the visualization unit may provide a function to update the completion status of a step by clicking. The visualization unit may also add interactive elements to the timeline visualization to allow the child to visually check their progress. In this way, the visualization unit may add interactive elements to the timeline visualization to allow the child to customize it themselves.

[0101] The visualization unit can use the emotion estimation function to visualize the child's emotions for each step in the timeline and track changes in emotions. For example, the emotion score for each step can be displayed using a color or an icon. The visualization unit can also use the emotion estimation function to analyze the child's emotions for each step in the timeline in real time and visualize changes in emotions. For example, the fluctuations in emotion scores can be displayed in a graph. The visualization unit can also use the emotion estimation function to visualize the child's emotions for each step in the timeline and add interactive elements for tracking changes in emotions. This makes it possible to visualize the child's emotions for each step in the timeline and track changes in emotions using the emotion estimation function.

[0102] The processing flow of the second embodiment will be briefly explained below.

[0103] Step 1: The dream input section allows children to input their dreams. For example, children can input their future goals and desired careers. Step 2: The analysis unit analyzes the dream input by the dream input unit. For example, a generation AI analyzes the dream and identifies the necessary skills, learning, and activities. The generation AI performs the analysis using a text generation AI (e.g., LLM) or a multimodal generation AI. Step 3: The step suggestion unit suggests specific steps based on the results of the analysis by the analysis unit. For example, based on the analysis results, the generation AI suggests specific actions such as learning the basics of science, exercising to build physical strength, or participating in related club activities. Step 4: The visualization unit visualizes the specific steps presented by the step presentation unit in the form of a chronology. For example, the timeline shows students learning the basics of science in the first year, starting physical training in the second year, and participating in related club activities in the third year. Step 5: The progress management unit manages the progress based on the timeline visualized by the visualization unit, for example, updating the progress status as each step is achieved. Step 6: The gamification unit provides gamification elements based on the progress managed by the progress management unit. For example, points are earned for each step achieved, and badges or titles are awarded when a certain number of points are accumulated. Step 7: The Parent Support Department shares the progress managed by the Progress Management Department with parents and provides advice to help them support their child's dreams. For example, the department shares the child's progress with parents and provides advice on how to support them.

[0104] The specific processing unit 290 transmits the result of the specific processing to the smart device 14. In the smart device 14, the control unit 46A causes the output device 40 to output the result of the specific processing. The microphone 38B acquires audio indicating a user input regarding the result of the specific processing. The control unit 46A transmits audio data indicating the user input acquired by the microphone 38B to the data processing device 12. In the data processing device 12, the specific processing unit 290 acquires the audio data.

[0105] The data generation model 58 is a so-called generative AI (Artificial Intelligence). An example of the data generation model 58 is ChatGPT (Internet Search<URL: https: / / openai.com / blog / chatgpt> Examples of generative AIs include the data generation model 58, such as a neural network model (e.g., a neural network model), and a neural network model (e.g., a neural network model). The data generation model 58 is obtained by performing deep learning on a neural network. A prompt including an instruction is input to the data generation model 58, and inference data such as voice data indicating speech, text data indicating text, and image data indicating an image is also input to the data generation model 58. The data generation model 58 performs inference on the input inference data in accordance with the instruction indicated by the prompt and outputs the inference result in a data format such as voice data and text data. Here, inference refers to, for example, analysis, classification, prediction, and / or summarization. The specification processing unit 290 performs the above-mentioned specification processing using the data generation model 58. The data generation model 58 may be a fine-tuned model so as to output an inference result from a prompt that does not include an instruction. In this case, the data generation model 58 can output an inference result from a prompt that does not include an instruction. The data processing device 12 and the like include multiple types of data generation models 58, and the data generation model 58 includes AIs other than the generative AI. The AI ​​other than the generative AI may be, for example, linear regression, logistic regression, decision tree, random forest, support vector machine (SVM), k-means clustering, convolutional neural network (CNN), recurrent neural network (RNN), generative adversarial network (GAN), or naive Bayes, and can perform various processes, but is not limited to these examples. The AI ​​may also be an AI agent. When the processes of each of the above-mentioned parts are performed by AI, the processes may be performed in part or entirely by AI, but are not limited to these examples. The processes performed by AI, including the generative AI, may be replaced with rule-based processes.

[0106] Furthermore, the processing by the data processing system 10 described above is executed by the specific processing unit 290 of the data processing device 12 or the control unit 46A of the smart device 14, but may also be executed by the specific processing unit 290 of the data processing device 12 and the control unit 46A of the smart device 14. Furthermore, the specific processing unit 290 of the data processing device 12 acquires or collects information necessary for processing from the smart device 14 or an external device, and the smart device 14 acquires or collects information necessary for processing from the data processing device 12 or an external device.

[0107] [Second embodiment] FIG. 3 shows an example of the configuration of a data processing system 210 according to the second embodiment.

[0108] 3, the data processing system 210 includes the data processing device 12 and smart glasses 214. An example of the data processing device 12 is a server.

[0109] The data processing device 12 includes a computer 22, a database 24, and a communication I / F 26. The computer 22 includes a processor 28, a RAM 30, and a storage 32. The processor 28, RAM 30, and storage 32 are connected to a bus 34. The database 24 and the communication I / F 26 are also connected to the bus 34. The communication I / F 26 is connected to a network 54. Examples of the network 54 include a WAN and / or a LAN.

[0110] The smart glasses 214 include a computer 36, a microphone 238, a speaker 240, a camera 42, and a communication I / F 44. The computer 36 includes a processor 46, a RAM 48, and a storage 50. The processor 46, the RAM 48, and the storage 50 are connected to a bus 52. The microphone 238, the speaker 240, and the camera 42 are also connected to the bus 52.

[0111] The microphone 238 receives instructions and the like from the user by receiving voice uttered by the user. The microphone 238 captures the voice uttered by the user, converts the captured voice into audio data, and outputs it to the processor 46. The speaker 240 outputs audio according to instructions from the processor 46.

[0112] Camera 42 is a small digital camera equipped with an optical system including a lens, aperture, and shutter, and an imaging element such as a CMOS (Complementary Metal-Oxide-Semiconductor) image sensor or a CCD (Charge Coupled Device) image sensor, and captures images of the user's surroundings (for example, an imaging range defined by an angle of view equivalent to the field of vision of a typical healthy person).

[0113] The communication I / F 44 is connected to a network 54. The communication I / Fs 44 and 26 are responsible for the exchange of various information between the processor 46 and the processor 28 via the network 54. The exchange of various information between the processor 46 and the processor 28 using the communication I / Fs 44 and 26 is carried out in a secure state.

[0114] Fig. 4 shows an example of the main functions of the data processing device 12 and the smart glasses 214. As shown in Fig. 4, in the data processing device 12, a specific process is performed by the processor 28. A specific process program 56 is stored in the storage 32.

[0115] The processor 28 reads the specific processing program 56 from the storage 32 and executes the read specific processing program 56 on the RAM 30. The specific processing is realized by the processor 28 operating as a specific processing unit 290 in accordance with the specific processing program 56 executed on the RAM 30.

[0116] The storage 32 stores a data generation model 58 and an emotion identification model 59. The data generation model 58 and the emotion identification model 59 are used by the identification processing unit 290. The identification processing unit 290 can estimate a user's emotion using the emotion identification model 59 and perform identification processing using the user's emotion. The emotion estimation function (emotion identification function) using the emotion identification model 59 performs various estimations and predictions regarding the user's emotion, including estimation and prediction of the user's emotion, but is not limited to these examples. Furthermore, the estimation and prediction of emotion also includes, for example, emotion analysis.

[0117] In the smart glasses 214, the specific processing is performed by the processor 46. A specific processing program 60 is stored in the storage 50. The processor 46 reads the specific processing program 60 from the storage 50 and executes the read specific processing program 60 on the RAM 48. The specific processing is realized by the processor 46 operating as the control unit 46A in accordance with the specific processing program 60 executed on the RAM 48. The smart glasses 214 also have a data generation model and an emotion identification model similar to the data generation model 58 and the emotion identification model 59, and can perform processing similar to that of the specific processing unit 290 using these models.

[0118] Note that a device other than the data processing device 12 may have the data generation model 58. For example, a server device may have the data generation model 58. In this case, the data processing device 12 communicates with the server device having the data generation model 58 to obtain a processing result (such as a prediction result) using the data generation model 58. Furthermore, the data processing device 12 may be a server device, or may be a terminal device (for example, a mobile phone, a robot, a home appliance, etc.) owned by a user.

[0119] The specific processing unit 290 transmits the result of the specific processing to the smart glasses 214. In the smart glasses 214, the control unit 46A causes the speaker 240 to output the result of the specific processing. The microphone 238 acquires audio indicating a user input regarding the result of the specific processing. The control unit 46A transmits audio data indicating the user input acquired by the microphone 238 to the data processing device 12. In the data processing device 12, the specific processing unit 290 acquires the audio data.

[0120] The data generation model 58 is a so-called generative AI. An example of the data generation model 58 is a generative AI such as ChatGPT. The data generation model 58 is obtained by performing deep learning on a neural network. The data generation model 58 receives a prompt containing an instruction, as well as inference data such as voice data representing speech, text data representing text, and image data representing an image. The data generation model 58 performs inference on the input inference data in accordance with the instruction indicated by the prompt and outputs the inference result in a data format such as voice data and text data. Here, inference refers to, for example, analysis, classification, prediction, and / or summarization. The identification processing unit 290 performs the above-mentioned identification processing using the data generation model 58. The data generation model 58 may be a fine-tuned model so as to output an inference result from a prompt that does not include an instruction. In this case, the data generation model 58 can output an inference result from a prompt that does not include an instruction. The data processing device 12 and the like include multiple types of data generation models 58, and the data generation model 58 includes AI other than the generative AI. The AI ​​other than the generative AI may be, for example, linear regression, logistic regression, decision tree, random forest, support vector machine (SVM), k-means clustering, convolutional neural network (CNN), recurrent neural network (RNN), generative adversarial network (GAN), or naive Bayes, and can perform various processes, but is not limited to these examples. The AI ​​may also be an AI agent. When the processes of each of the above-mentioned parts are performed by AI, the processes may be performed in part or entirely by AI, but are not limited to these examples. The processes performed by AI, including the generative AI, may be replaced with rule-based processes.

[0121] The data processing system 210 according to the second embodiment performs the same processing as the data processing system 10 according to the first embodiment. The processing by the data processing system 210 is executed by the specific processing unit 290 of the data processing device 12 or the control unit 46A of the smart glasses 214, but may also be executed by the specific processing unit 290 of the data processing device 12 and the control unit 46A of the smart glasses 214. Furthermore, the specific processing unit 290 of the data processing device 12 acquires or collects information required for processing from the smart glasses 214 or an external device, etc., and the smart glasses 214 acquires or collects information required for processing from the data processing device 12 or an external device, etc.

[0122] [Third embodiment] FIG. 5 shows an example of the configuration of a data processing system 310 according to the third embodiment.

[0123] 5, the data processing system 310 includes the data processing device 12 and a headset type terminal 314. An example of the data processing device 12 is a server.

[0124] The data processing device 12 includes a computer 22, a database 24, and a communication I / F 26. The computer 22 includes a processor 28, a RAM 30, and a storage 32. The processor 28, RAM 30, and storage 32 are connected to a bus 34. The database 24 and the communication I / F 26 are also connected to the bus 34. The communication I / F 26 is connected to a network 54. Examples of the network 54 include a WAN and / or a LAN.

[0125] The headset type terminal 314 includes a computer 36, a microphone 238, a speaker 240, a camera 42, a communication I / F 44, and a display 343. The computer 36 includes a processor 46, a RAM 48, and a storage 50. The processor 46, the RAM 48, and the storage 50 are connected to a bus 52. The microphone 238, the speaker 240, the camera 42, and the display 343 are also connected to the bus 52.

[0126] The microphone 238 receives instructions and the like from the user by receiving voice uttered by the user. The microphone 238 captures the voice uttered by the user, converts the captured voice into audio data, and outputs it to the processor 46. The speaker 240 outputs audio according to instructions from the processor 46.

[0127] Camera 42 is a small digital camera equipped with an optical system including a lens, aperture, and shutter, and an imaging element such as a CMOS (Complementary Metal-Oxide-Semiconductor) image sensor or a CCD (Charge Coupled Device) image sensor, and captures images of the user's surroundings (for example, an imaging range defined by an angle of view equivalent to the field of vision of a typical healthy person).

[0128] The communication I / F 44 is connected to a network 54. The communication I / Fs 44 and 26 are responsible for the exchange of various information between the processor 46 and the processor 28 via the network 54. The exchange of various information between the processor 46 and the processor 28 using the communication I / Fs 44 and 26 is carried out in a secure state.

[0129] Fig. 6 shows an example of the main functions of the data processing device 12 and the headset type terminal 314. As shown in Fig. 6, in the data processing device 12, a specific process is performed by the processor 28. A specific process program 56 is stored in the storage 32.

[0130] The processor 28 reads the specific processing program 56 from the storage 32 and executes the read specific processing program 56 on the RAM 30. The specific processing is realized by the processor 28 operating as a specific processing unit 290 in accordance with the specific processing program 56 executed on the RAM 30.

[0131] The storage 32 stores a data generation model 58 and an emotion identification model 59. The data generation model 58 and the emotion identification model 59 are used by the identification processing unit 290. The identification processing unit 290 can estimate a user's emotion using the emotion identification model 59 and perform identification processing using the user's emotion. The emotion estimation function (emotion identification function) using the emotion identification model 59 performs various estimations and predictions regarding the user's emotion, including estimation and prediction of the user's emotion, but is not limited to these examples. Furthermore, the estimation and prediction of emotion also includes, for example, emotion analysis.

[0132] In the headset type terminal 314, the specific processing is performed by the processor 46. A specific processing program 60 is stored in the storage 50. The processor 46 reads the specific processing program 60 from the storage 50 and executes the read specific processing program 60 on the RAM 48. The specific processing is realized by the processor 46 operating as the control unit 46A in accordance with the specific processing program 60 executed on the RAM 48. Note that the headset type terminal 314 has a data generation model and an emotion identification model similar to the data generation model 58 and the emotion identification model 59, and can also perform processing similar to that of the specific processing unit 290 using these models.

[0133] Note that a device other than the data processing device 12 may have the data generation model 58. For example, a server device may have the data generation model 58. In this case, the data processing device 12 communicates with the server device having the data generation model 58 to obtain a processing result (such as a prediction result) using the data generation model 58. Furthermore, the data processing device 12 may be a server device, or may be a terminal device (for example, a mobile phone, a robot, a home appliance, etc.) owned by a user.

[0134] The specific processing unit 290 transmits the result of the specific processing to the headset type terminal 314. In the headset type terminal 314, the control unit 46A causes the speaker 240 and the display 343 to output the result of the specific processing. The microphone 238 acquires audio indicating a user input regarding the result of the specific processing. The control unit 46A transmits audio data indicating the user input acquired by the microphone 238 to the data processing device 12. In the data processing device 12, the specific processing unit 290 acquires the audio data.

[0135] The data generation model 58 is a so-called generative AI. An example of the data generation model 58 is a generative AI such as ChatGPT. The data generation model 58 is obtained by performing deep learning on a neural network. The data generation model 58 receives a prompt containing an instruction, as well as inference data such as voice data representing speech, text data representing text, and image data representing an image. The data generation model 58 performs inference on the input inference data in accordance with the instruction indicated by the prompt and outputs the inference result in a data format such as voice data and text data. Here, inference refers to, for example, analysis, classification, prediction, and / or summarization. The identification processing unit 290 performs the above-mentioned identification processing using the data generation model 58. The data generation model 58 may be a fine-tuned model so as to output an inference result from a prompt that does not include an instruction. In this case, the data generation model 58 can output an inference result from a prompt that does not include an instruction. The data processing device 12 and the like include multiple types of data generation models 58, and the data generation model 58 includes AI other than the generative AI. The AI ​​other than the generative AI may be, for example, linear regression, logistic regression, decision tree, random forest, support vector machine (SVM), k-means clustering, convolutional neural network (CNN), recurrent neural network (RNN), generative adversarial network (GAN), or naive Bayes, and can perform various processes, but is not limited to these examples. The AI ​​may also be an AI agent. When the processes of each of the above-mentioned parts are performed by AI, the processes may be performed in part or entirely by AI, but are not limited to these examples. The processes performed by AI, including the generative AI, may be replaced with rule-based processes.

[0136] The data processing system 310 according to the third embodiment performs the same processing as the data processing system 10 according to the first embodiment. The processing by the data processing system 310 is executed by the specific processing unit 290 of the data processing device 12 or the control unit 46A of the headset type terminal 314, but may also be executed by the specific processing unit 290 of the data processing device 12 and the control unit 46A of the headset type terminal 314. Furthermore, the specific processing unit 290 of the data processing device 12 acquires or collects information required for processing from the headset type terminal 314 or an external device, etc., and the headset type terminal 314 acquires or collects information required for processing from the data processing device 12 or an external device, etc.

[0137] [Fourth embodiment] FIG. 7 shows an example of the configuration of a data processing system 410 according to the fourth embodiment.

[0138] 7, the data processing system 410 includes a data processing device 12 and a robot 414. An example of the data processing device 12 is a server.

[0139] The data processing device 12 includes a computer 22, a database 24, and a communication I / F 26. The computer 22 includes a processor 28, a RAM 30, and a storage 32. The processor 28, RAM 30, and storage 32 are connected to a bus 34. The database 24 and the communication I / F 26 are also connected to the bus 34. The communication I / F 26 is connected to a network 54. Examples of the network 54 include a WAN and / or a LAN.

[0140] The robot 414 includes a computer 36, a microphone 238, a speaker 240, a camera 42, a communication I / F 44, and a control target 443. The computer 36 includes a processor 46, a RAM 48, and a storage 50. The processor 46, the RAM 48, and the storage 50 are connected to a bus 52. The microphone 238, the speaker 240, the camera 42, and the control target 443 are also connected to the bus 52.

[0141] The microphone 238 receives instructions and the like from the user by receiving voice uttered by the user. The microphone 238 captures the voice uttered by the user, converts the captured voice into audio data, and outputs it to the processor 46. The speaker 240 outputs audio according to instructions from the processor 46.

[0142] Camera 42 is a small digital camera equipped with an optical system including a lens, aperture, and shutter, and an imaging element such as a CMOS image sensor or a CCD image sensor, and captures images of the user's surroundings (for example, an imaging range defined by an angle of view equivalent to the field of vision of a typical healthy person).

[0143] The communication I / F 44 is connected to a network 54. The communication I / Fs 44 and 26 are responsible for the exchange of various information between the processor 46 and the processor 28 via the network 54. The exchange of various information between the processor 46 and the processor 28 using the communication I / Fs 44 and 26 is carried out in a secure state.

[0144] The control object 443 includes a display device, LEDs in the eyes, and motors that drive the arms, hands, and feet. The posture and gestures of the robot 414 are controlled by controlling the motors of the arms, hands, and feet. Some of the emotions of the robot 414 can be expressed by controlling these motors. In addition, the facial expressions of the robot 414 can also be expressed by controlling the light emission state of the LEDs in the eyes of the robot 414.

[0145] Fig. 8 shows an example of the main functions of the data processing device 12 and the robot 414. As shown in Fig. 8, in the data processing device 12, a specific process is performed by the processor 28. A specific process program 56 is stored in the storage 32.

[0146] The processor 28 reads the specific processing program 56 from the storage 32 and executes the read specific processing program 56 on the RAM 30. The specific processing is realized by the processor 28 operating as a specific processing unit 290 in accordance with the specific processing program 56 executed on the RAM 30.

[0147] The storage 32 stores a data generation model 58 and an emotion identification model 59. The data generation model 58 and the emotion identification model 59 are used by the identification processing unit 290. The identification processing unit 290 can estimate a user's emotion using the emotion identification model 59 and perform identification processing using the user's emotion. The emotion estimation function (emotion identification function) using the emotion identification model 59 performs various estimations and predictions regarding the user's emotion, including estimation and prediction of the user's emotion, but is not limited to these examples. Furthermore, the estimation and prediction of emotion also includes, for example, emotion analysis.

[0148] In the robot 414, the specific processing is performed by the processor 46. A specific processing program 60 is stored in the storage 50. The processor 46 reads the specific processing program 60 from the storage 50 and executes the read specific processing program 60 on the RAM 48. The specific processing is realized by the processor 46 operating as the control unit 46A in accordance with the specific processing program 60 executed on the RAM 48. The robot 414 also has a data generation model and an emotion identification model similar to the data generation model 58 and the emotion identification model 59, and can perform processing similar to that of the specific processing unit 290 using these models.

[0149] Note that a device other than the data processing device 12 may have the data generation model 58. For example, a server device may have the data generation model 58. In this case, the data processing device 12 communicates with the server device having the data generation model 58 to obtain a processing result (such as a prediction result) using the data generation model 58. Furthermore, the data processing device 12 may be a server device, or may be a terminal device (for example, a mobile phone, a robot, a home appliance, etc.) owned by a user.

[0150] The specific processing unit 290 transmits the result of the specific processing to the robot 414. In the robot 414, the control unit 46A causes the speaker 240 and the control target 443 to output the result of the specific processing. The microphone 238 acquires voice indicating a user input regarding the result of the specific processing. The control unit 46A transmits voice data indicating the user input acquired by the microphone 238 to the data processing device 12. In the data processing device 12, the specific processing unit 290 acquires the voice data.

[0151] The data generation model 58 is a so-called generative AI. An example of the data generation model 58 is a generative AI such as ChatGPT. The data generation model 58 is obtained by performing deep learning on a neural network. The data generation model 58 receives a prompt containing an instruction, as well as inference data such as voice data representing speech, text data representing text, and image data representing an image. The data generation model 58 performs inference on the input inference data in accordance with the instruction indicated by the prompt and outputs the inference result in a data format such as voice data and text data. Here, inference refers to, for example, analysis, classification, prediction, and / or summarization. The identification processing unit 290 performs the above-mentioned identification processing using the data generation model 58. The data generation model 58 may be a fine-tuned model so as to output an inference result from a prompt that does not include an instruction. In this case, the data generation model 58 can output an inference result from a prompt that does not include an instruction. The data processing device 12 and the like include multiple types of data generation models 58, and the data generation model 58 includes AI other than the generative AI. The AI ​​other than the generative AI may be, for example, linear regression, logistic regression, decision tree, random forest, support vector machine (SVM), k-means clustering, convolutional neural network (CNN), recurrent neural network (RNN), generative adversarial network (GAN), or naive Bayes, and can perform various processes, but is not limited to these examples. The AI ​​may also be an AI agent. When the processes of each of the above-mentioned parts are performed by AI, the processes may be performed in part or entirely by AI, but are not limited to these examples. The processes performed by AI, including the generative AI, may be replaced with rule-based processes.

[0152] The data processing system 410 according to the fourth embodiment performs the same processing as the data processing system 10 according to the first embodiment. The processing by the data processing system 410 is executed by the specific processing unit 290 of the data processing device 12 or the control unit 46A of the robot 414, but may also be executed by the specific processing unit 290 of the data processing device 12 and the control unit 46A of the robot 414. Furthermore, the specific processing unit 290 of the data processing device 12 acquires or collects information required for processing from the robot 414 or an external device, etc., and the robot 414 acquires or collects information required for processing from the data processing device 12 or an external device, etc.

[0153] The emotion identification model 59 as an emotion engine may determine the user's emotion according to a specific mapping. Specifically, the emotion identification model 59 may determine the user's emotion according to an emotion map (see FIG. 9), which is a specific mapping. Similarly, the emotion identification model 59 may determine the robot's emotion, and the identification processing unit 290 may perform identification processing using the robot's emotion.

[0154] FIG. 9 illustrates an emotion map 400 on which multiple emotions are mapped. In the emotion map 400, emotions are arranged in concentric circles radiating from the center. Emotions closer to the center of the concentric circles are more primitive. Emotions representing states and behaviors arising from a state of mind are arranged on the outer edges of the concentric circles. The concept of emotion encompasses both emotions and mental states. Emotions generally generated from reactions occurring in the brain are arranged on the left side of the concentric circles. Emotions generally induced by situational judgment are arranged on the right side of the concentric circles. Emotions generally generated from reactions occurring in the brain and induced by situational judgment are arranged on the upper and lower sides of the concentric circles. Furthermore, the emotion of "pleasure" is arranged on the upper side of the concentric circles, and the emotion of "discomfort" is arranged on the lower side. In this way, in the emotion map 400, multiple emotions are mapped based on the structure by which emotions are generated, and emotions that tend to occur simultaneously are mapped close to each other.

[0155] These emotions are distributed in the 3 o'clock direction on emotion map 400, and typically fluctuate between relief and anxiety. In the right half of emotion map 400, situational awareness dominates over internal sensations, resulting in a sense of calm.

[0156] The inside of emotion map 400 represents what is going on in the mind, and the outside of emotion map 400 represents behavior, so the further you go outside emotion map 400, the more visible the emotions become (the more they are expressed in behavior).

[0157] Human emotions are based on various balances, such as posture and blood sugar levels. When these balances deviate from the ideal, a state of discomfort is expressed, and when they approach the ideal, a state of pleasure is expressed. Emotions can also be created for robots, cars, and motorcycles, based on various balances, such as posture and remaining battery life. When these balances deviate from the ideal, a state of discomfort is expressed, and when they approach the ideal, a state of pleasure is expressed. An emotion map can be generated, for example, based on Dr. Mitsuyoshi's emotion map (Research on speech emotion recognition and brain physiological signal analysis systems for emotions, Tokushima University, doctoral dissertation: https: / / ci.nii.ac.jp / naid / 500000375379). The left half of the emotion map lists emotions belonging to the area called "reaction," where sensation is dominant. The right half of the emotion map lists emotions belonging to the area called "situation," where situational awareness is dominant.

[0158] The emotion map defines two emotions that promote learning. One is a negative emotion on the situation side, around the middle of "repentance" or "reflection." In other words, this occurs when the robot experiences negative emotions such as "I never want to feel this way again" or "I don't want to be scolded again." The other is a positive emotion on the response side, around "desire." In other words, this occurs when the robot experiences positive feelings such as "I want more" or "I want to know more."

[0159] The emotion identification model 59 inputs user input into a pre-trained neural network, obtains emotion values ​​indicating each emotion shown in the emotion map 400, and determines the user's emotion. This neural network is pre-trained based on multiple pieces of training data that are combinations of user input and emotion values ​​indicating each emotion shown in the emotion map 400. Furthermore, this neural network is trained so that emotions that are located close to each other have similar values, as in the emotion map 900 shown in FIG. 10. FIG. 10 shows an example in which multiple emotions, "relieved," "calm," and "reassuring," have similar emotion values.

[0160] In the above embodiment, an example was given in which a specific process is performed by one computer 22, but the technology disclosed herein is not limited to this, and distributed processing of the specific process may be performed by multiple computers including computer 22.

[0161] In the above embodiment, an example in which the specific processing program 56 is stored in the storage 32 has been described, but the technology of the present disclosure is not limited to this. For example, the specific processing program 56 may be stored in a portable, computer-readable, non-transitory storage medium such as a USB (Universal Serial Bus) memory. The specific processing program 56 stored in the non-transitory storage medium is installed in the computer 22 of the data processing device 12. The processor 28 executes the specific processing in accordance with the specific processing program 56.

[0162] Alternatively, the specific processing program 56 may be stored in a storage device such as a server connected to the data processing device 12 via the network 54, and the specific processing program 56 may be downloaded and installed on the computer 22 in response to a request from the data processing device 12.

[0163] It is not necessary to store all of the specific processing program 56 in a storage device such as a server connected to the data processing device 12 via the network 54, or to store all of the specific processing program 56 in the storage 32; only a portion of the specific processing program 56 may be stored.

[0164] The hardware resource for executing a specific process can be any of the following types of processors: A processor, for example, is a CPU, which is a general-purpose processor that functions as a hardware resource for executing a specific process by executing software, i.e., a program. A processor also includes a dedicated electrical circuit, such as an FPGA (Field-Programmable Gate Array), a PLD (Programmable Logic Device), or an ASIC (Application Specific Integrated Circuit), which is a processor with a circuit configuration designed specifically for executing a specific process. Each processor has built-in or connected memory, and each processor uses the memory to execute the specific process.

[0165] The hardware resource that executes the specific process may be configured with one of these various processors, or may be configured with a combination of two or more processors of the same or different types (for example, a combination of multiple FPGAs, or a combination of a CPU and an FPGA). Also, the hardware resource that executes the specific process may be a single processor.

[0166] As an example of a system configured with a single processor, first, one processor is configured by combining one or more CPUs and software, and this processor functions as a hardware resource that executes a specific process. Second, there is a system that uses a processor that realizes the functions of an entire system including multiple hardware resources that execute a specific process on a single IC chip, as typified by SoC (System-on-a-chip). In this way, a specific process is realized using one or more of the above-mentioned various processors as hardware resources.

[0167] Furthermore, the hardware structure of these various processors can be, more specifically, an electric circuit that combines circuit elements such as semiconductor devices. The specific processing described above is merely an example. Therefore, it goes without saying that unnecessary steps may be deleted, new steps may be added, or the processing order may be rearranged, without departing from the spirit of the invention.

[0168] In the above example, the first to fourth embodiments have been described separately, but some or all of these embodiments may be combined. The smart device 14, smart glasses 214, headset terminal 314, and robot 414 are merely examples, and they may be combined, or other devices may be used. In the above example, the first and second embodiments have been described separately, but they may be combined.

[0169] The above-described description and illustrations are a detailed explanation of the parts related to the technology of the present disclosure and are merely an example of the technology of the present disclosure. For example, the above description of the configuration, functions, actions, and effects is an explanation of an example of the configuration, functions, actions, and effects of the parts related to the technology of the present disclosure. Therefore, it goes without saying that unnecessary parts may be deleted, new elements may be added, or replacements may be made to the above-described description and illustrations within the scope of the gist of the technology of the present disclosure. Furthermore, to avoid confusion and facilitate understanding of the parts related to the technology of the present disclosure, the above-described description and illustrations omit explanations of common technical knowledge that do not require particular explanation to enable the implementation of the technology of the present disclosure.

[0170] All publications, patent applications, and technical standards mentioned in this specification are herein incorporated by reference to the same extent as if each individual publication, patent application, or technical standard was specifically and individually indicated to be incorporated by reference. [Explanation of symbols]

[0171] 10, 210, 310, 410 Data Processing Systems 12 Data Processing Device 14 Smart Devices 214 Smart Glasses 314 Headset-type terminal 414 Robot

Claims

1. A dream input section for inputting dreams; an analysis unit that analyzes the dream input by the dream input unit; a step suggestion unit that suggests specific steps based on the results of the analysis by the analysis unit; a visualization unit that visualizes the specific steps presented by the step presentation unit in a chronological order; a progress management unit that manages progress based on the chronology visualized by the visualization unit; a gamification unit that provides gamification elements based on the progress managed by the progress management unit; and a parent support unit that shares the progress managed by the progress management unit with parents and provides advice to parents to support their children's dreams. A system characterized by:

2. The analysis unit Referencing past successes and failures to propose more realistic steps 2. The system of claim 1.

3. The analysis unit Provide personalized steps based on each child's individual characteristics 2. The system of claim 1.

4. The analysis unit Analyzing the child's emotions when entering the dream and providing feedback to elicit positive emotions 2. The system of claim 1.

5. The analysis unit Refer to the methods of realizing dreams in different cultures and regions and propose the above steps from various perspectives.

2. The system of claim 1.

6. The analysis unit Find connections to other children's dreams and suggest group activities to pursue those dreams together.

2. The system of claim 1.

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