system

Abstract

The system according to the embodiment aims to enable children to effectively practice skills necessary for daily life. [Solution] A system according to an embodiment includes a selection unit, an analysis unit, and a response unit. The selection unit selects a practice content. The analysis unit analyzes the child's utterances based on the practice content selected by the selection unit. The response unit responds based on the utterances analyzed by the analysis unit.

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] Conventional technologies offer limited and improved means for children to effectively practice the skills they need in everyday life.

[0005] The system according to the embodiment aims to enable children to effectively practice skills necessary for daily life. [Means for solving the problem]

[0006] The system according to the embodiment includes a selection unit, an analysis unit, and a response unit. The selection unit selects a practice content. The analysis unit analyzes the child's utterances based on the practice content selected by the selection unit. The response unit responds based on the utterances analyzed by the analysis unit. [Effects of the Invention]

[0007] The system according to the embodiment allows children to effectively practice skills necessary for daily life. [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) A skill training system for children according to an embodiment of the present invention allows children to practice skills necessary for everyday life. Through a dedicated dial or app, this system allows children to practice making a phone call, answering an intercom, making an emergency call, using an ATM, and responding to a stranger. This system uses a generation AI to respond in line with the child's utterances. For example, when a child starts practicing using a dedicated dial or app, when practicing making a phone call, the child simulates dialing a number to make a call. The generation AI responds as the other party and advances the conversation in line with the child's utterances. This allows the child to practice making an actual phone call. Next, when practicing answering an intercom, the child simulates pressing a button on the intercom to answer. The generation AI responds as a visitor and advances the conversation in line with the child's utterances. This allows the child to practice answering an intercom in an actual situation. Furthermore, when practicing making an emergency call, the child simulates dialing an emergency number and making a call. The generation AI responds as an emergency operator and advances the conversation in line with the child's utterances. This allows the child to practice making an actual emergency call. When practicing how to use an ATM, children operate the ATM screen to simulate a transaction. The generated AI responds with screen displays and voice guidance on the ATM, providing instructions in line with the child's operations. This allows children to practice using an actual ATM. Finally, when practicing how to respond when approached by a stranger, the generated AI responds as the stranger, advancing the conversation in line with what the child says. This allows children to practice skills for dealing with real situations. This system allows children to safely practice skills necessary for everyday life, and parents can watch over their children's development with peace of mind. This children's skill training system allows children to safely practice skills necessary for everyday life, and parents can watch over their children's development with peace of mind.

[0029] A child-oriented skill training system according to an embodiment includes a selection unit, an analysis unit, and a response unit. The selection unit selects a practice content. Examples of the practice content include, but are not limited to, how to make a phone call, answer an intercom, call an emergency call, use an ATM, and how to deal with strangers. The selection unit allows a child to select the content they want to practice, for example, via a dedicated dial or app. The analysis unit analyzes the child's utterances based on the practice content selected by the selection unit. The utterances can be analyzed using, for example, speech recognition technology or natural language processing technology, for example, but are not limited to these examples. For example, the analysis unit converts the child's utterances into text data using speech recognition technology and analyzes the text data using natural language processing technology. The analysis unit can also refer to relevant background information and topic models to understand the context and intent of the child's utterances. The response unit responds based on the utterances analyzed by the analysis unit. Examples of the response include, but are not limited to, voice responses and text responses. For example, the response unit generates a response tailored to the child's utterances using a generation AI. The generation AI may be, for example, a text generation AI (e.g., LLM) or a multimodal generation AI, but is not limited to these examples. The generation AI generates an appropriate response based on the child's utterance and outputs it as speech or text. This allows the child's skill training system according to the embodiment to practice skills necessary for daily life. For example, when practicing how to make a phone call, the selection unit selects how to make a phone call, the analysis unit analyzes the child's utterance, and the response unit uses the generation AI to generate a response that matches the child's utterance. This allows the child to practice how to make an actual phone call. Furthermore, when practicing how to answer an intercom call, the selection unit selects how to answer an intercom call, the analysis unit analyzes the child's utterance, and the response unit uses the generation AI to generate a response that matches the child's utterance. This allows the child to practice how to answer an intercom call. Furthermore, when practicing how to make an emergency call, the selection unit selects how to call an emergency call, the analysis unit analyzes the child's utterance, and the response unit uses the generation AI to generate a response that matches the child's utterance. This allows the child to practice how to make an actual emergency call.Furthermore, when practicing how to use an ATM, the selection unit selects how to use an ATM, the analysis unit analyzes the child's utterance, and the response unit uses a generation AI to generate a response that matches the child's utterance. This allows the child to practice how to use an actual ATM. Finally, when practicing how to deal with strangers, the selection unit selects how to deal with strangers, the analysis unit analyzes the child's utterance, and the response unit uses a generation AI to generate a response that matches the child's utterance. This allows the child to practice skills that can be used in actual situations. In this way, the child's skill practice system according to the embodiment allows children to practice skills necessary for everyday life.

[0030] The skill training system for children includes a telephone practice unit for practicing how to make a phone call. The telephone practice unit is a section where a child can practice making a phone call. For example, the telephone practice unit can simulate a child dialing a number to make a phone call. The telephone practice unit can use a generation AI to respond in accordance with the child's utterances. For example, when a child makes a phone call, the generation AI responds as the other party and advances the conversation in accordance with the child's utterances. This allows a child to practice how to make an actual phone call. The telephone practice unit can provide various scenarios, such as how to make an emergency call, how to make a business call, and how to make a phone call in everyday conversation. For example, the telephone practice unit can provide an emergency call scenario so that a child can practice how to make an emergency call. The telephone practice unit can also provide a business call scenario so that a child can practice how to make a phone call in a business situation. Furthermore, the telephone practice unit can provide everyday conversation scenarios so that a child can practice how to make a phone call in everyday life. This allows a child to practice how to make a phone call in various situations. Some or all of the above-described processing in the telephone practice unit may be performed using, for example, a generation AI, or may be performed without using a generation AI. For example, when a child makes a phone call, the generation AI can answer the phone as the other party and proceed with the conversation in line with what the child says. This allows the telephone practice unit to allow the child to practice how to make an actual phone call. This allows the child's skill practice system to allow the child to practice how to make a phone call.

[0031] The child-oriented skill training system includes an intercom practice unit that allows children to practice answering an intercom call. The intercom practice unit is a unit where children can practice answering an intercom call. The intercom practice unit can, for example, simulate a child pressing an intercom button to answer. The intercom practice unit can use a generation AI to respond in line with what the child says. For example, when a child answers the intercom call, the generation AI responds as a visitor and advances the conversation in line with what the child says. This allows children to practice actual intercom call handling. The intercom practice unit can provide various scenarios, such as identifying a visitor or receiving a parcel. For example, the intercom practice unit can provide a scenario for identifying a visitor, allowing children to practice how to identify a visitor. The intercom practice unit can also provide a scenario for receiving a parcel, allowing children to practice how to receive a parcel. This allows children to practice answering an intercom call in various situations. Some or all of the above-described processing in the intercom practice unit may be performed using, for example, the generation AI, or may be performed without using the generation AI. For example, in the intercom practice section, when a child answers the intercom, the generation AI responds as a visitor and can proceed with the conversation in line with what the child says. This allows children to practice answering an actual intercom call. This allows children to practice answering an intercom call.

[0032] The child-oriented skill training system includes an emergency call practice unit that practices making an emergency call. The emergency call practice unit is a unit where a child can practice making an emergency call. The emergency call practice unit can, for example, simulate a child dialing an emergency number and making a call. The emergency call practice unit can use a generation AI to respond in accordance with the child's statements. For example, when a child makes an emergency call, the generation AI responds as an emergency operator and advances the conversation in accordance with the child's statements. This allows a child to practice making an actual emergency call. The emergency call practice unit can provide various scenarios, such as a fire call and an ambulance call. For example, the emergency call practice unit can provide a fire call scenario so that a child can practice making a fire call. Furthermore, the emergency call practice unit can provide an ambulance call scenario so that a child can practice making an ambulance call. This allows a child to practice making various emergency calls. Some or all of the above-described processing in the emergency call practice unit may be performed, for example, using the generation AI, or may be performed without using the generation AI. For example, when a child makes an emergency call, the generated AI responds as an emergency operator and can conduct the conversation in line with what the child says. This allows the emergency call practice section to allow children to practice how to make an actual emergency call. This allows the children's skill practice system to allow children to practice how to make an emergency call.

[0033] The skill training system for children includes an ATM practice unit for practicing how to use an ATM. The ATM practice unit is a unit where children can practice using an ATM. For example, the ATM practice unit can simulate a child operating an ATM screen to perform a transaction. The ATM practice unit can use a generation AI to provide instructions in accordance with the child's operation. For example, when a child operates the ATM, the generation AI responds by displaying an ATM screen or providing audio guidance, providing instructions in accordance with the child's operation. This allows children to practice using an actual ATM. The ATM practice unit can provide various scenarios, such as cash withdrawals and transfers. For example, the ATM practice unit can provide a cash withdrawal scenario so that children can practice how to withdraw cash. The ATM practice unit can also provide a transfer scenario so that children can practice how to transfer money. This allows children to practice using various ATMs. Some or all of the above-described processing in the ATM practice unit may be performed using, for example, a generation AI, or may be performed without using a generation AI. For example, when a child operates an ATM, the generated AI responds by displaying information on the ATM screen and providing voice guidance, providing instructions in line with the child's operations. This allows the ATM training unit to help children practice using an actual ATM. This allows the children's skill training system to help children practice using an ATM.

[0034] The skill training system for children includes a response practice unit that practices how to respond to strangers. The response practice unit is a section where a child practices how to respond to strangers. The response practice unit can, for example, simulate how a child would respond when approached by a stranger. The response practice unit can respond in accordance with what the child says using a generation AI. For example, when a child is approached by a stranger, the response practice unit causes the generation AI to respond as the stranger and advance the conversation in accordance with what the child says. This allows the child to practice skills for responding to real situations. The response practice unit can provide various scenarios, such as giving directions and dealing with sales. For example, the response practice unit can provide a scenario for giving directions so that the child can practice how to give directions. Furthermore, the response practice unit can provide a scenario for dealing with sales so that the child can practice how to deal with sales. This allows the response practice unit to practice how to respond to strangers in various situations. Some or all of the above-described processing in the response practice unit may be performed using, for example, a generation AI, or may be performed without using a generation AI. For example, when a child is approached by a stranger, the response practice unit allows the generation AI to respond as the stranger and advance the conversation in line with what the child says. This allows the response practice unit to help children practice skills for responding to real situations. This allows the children's skill practice system to practice how to respond to strangers.

[0035] The telephone practice unit can respond in accordance with what the child says using the generation AI. For example, when a child makes a phone call, the generation AI answers as the other party and advances the conversation in accordance with what the child says. For example, when a child makes a phone call, the generation AI can respond, "Hello, how can I help you?" When a child makes a phone call, the generation AI can also respond, "May I know your name?" When a child makes a phone call, the generation AI can also respond, "Please tell us in detail how you want to help us." This allows the generation AI to generate an appropriate response in accordance with what the child says. For example, a text generation AI (e.g., LLM) or a multimodal generation AI can be used as the generation AI, but is not limited to these examples. The generation AI generates an appropriate response based on what the child says and outputs it as voice or text. This allows the telephone practice unit to allow the child to practice how to make an actual phone call.

[0036] The intercom practice unit can use the generation AI to respond in accordance with what the child says. For example, when a child answers the intercom, the generation AI responds as a visitor and advances the conversation in accordance with what the child says. For example, when a child answers the intercom, the generation AI can respond, "Hello, who is it?" When a child answers the intercom, the generation AI can also respond, "What can I do for you?" When a child answers the intercom, the generation AI can also respond, "May I know your name?" When a child answers the intercom, the generation AI can thereby generate an appropriate response in accordance with what the child says. Examples of the generation AI that can be used include, but are not limited to, a text generation AI (e.g., LLM) and a multimodal generation AI. The generation AI generates an appropriate response based on what the child says and outputs it as voice or text. This allows the intercom practice unit to allow the child to practice answering an intercom call.

[0037] The emergency call practice unit can respond to the child's utterances using the generation AI. For example, when a child makes an emergency call, the generation AI responds as an emergency operator and advances the conversation in line with the child's utterances. For example, when a child makes an emergency call, the generation AI can respond, "This is the emergency call center. What kind of emergency is it?" When a child makes an emergency call, the generation AI can also respond, "Please tell us your name and current location." When a child makes an emergency call, the generation AI can also respond, "What kind of help do you need?" When a child makes an emergency call, the generation AI can generate an appropriate response in line with the child's utterances. For example, a text generation AI (e.g., LLM) or a multimodal generation AI can be used as the generation AI, but is not limited to these examples. The generation AI generates an appropriate response based on the child's utterances and outputs it as voice or text. This allows the emergency call practice unit to allow the child to practice how to make an actual emergency call.

[0038] The ATM practice unit can use the generation AI to provide instructions tailored to the child's operations. For example, when a child operates the ATM, the generation AI responds with an ATM screen display or voice guidance, providing instructions tailored to the child's operations. For example, when a child operates the ATM, the generation AI can provide instructions such as, "Please insert your card." The generation AI can also provide instructions such as, "Please enter your PIN number." The generation AI can also provide instructions such as, "Please select the transaction details." This allows the generation AI to provide appropriate instructions tailored to the child's operations. Examples of the generation AI include, but are not limited to, a text generation AI (e.g., LLM) and a multimodal generation AI. The generation AI generates appropriate instructions based on the child's operations and outputs them as voice or text. This allows the ATM practice unit to allow the child to practice using an actual ATM.

[0039] The response practice unit can respond to the child's utterances using the generation AI. For example, when a child is spoken to by a stranger, the generation AI responds as the stranger and advances the conversation in line with the child's utterances. For example, when a child is spoken to by a stranger, the generation AI can respond, "Hello, can you tell me the way?" When a child is spoken to by a stranger, the generation AI can respond, "Is there anything I can help you with?" When a child is spoken to by a stranger, the generation AI can respond, "Tell me where you're going." This allows the generation AI to generate an appropriate response in line with the child's utterances. Examples of the generation AI that can be used include, but are not limited to, text generation AI (e.g., LLM) and multimodal generation AI. The generation AI generates an appropriate response based on the child's utterances and outputs it as audio or text. This allows the response practice unit to help the child practice skills for responding to real situations. This allows the response practice unit to help the child practice responding to strangers.

[0040] The selection unit can analyze past practice history and automatically select appropriate practice content. The selection unit, for example, analyzes past practice history and automatically selects appropriate practice content. For example, the selection unit can re-present practice content that the child was weak at in the past, aiming to help the child overcome it. The selection unit can also re-present practice content that the child was good at in the past in order to strengthen it. The selection unit can also consider the progress of the child's past practice content and present the next step. This allows the selection unit to select optimal practice content based on the past practice history. Past practice history includes, for example, the number of practice sessions, success rate, type of practice content, etc., but is not limited to these examples. The selection unit analyzes this data and selects optimal practice content for the child. This allows the selection unit to select optimal practice content based on the past practice history.

[0041] The selection unit can adjust the difficulty of the practice content according to the child's age and skill level. The selection unit adjusts the difficulty of the practice content according to, for example, the child's age and skill level. For example, the selection unit can present practice content including simple words and operations for young children. The selection unit can also present practice content including a slightly more complicated scenario for elementary school students. The selection unit can also present practice content with a higher level of difficulty that is closer to real-life situations for junior high school students and above. This allows the selection unit to adjust the practice content according to the child's age and skill level. To evaluate the child's age and skill level, for example, age-specific difficulty settings and skill evaluation criteria are used, but are not limited to these examples. The age-specific difficulty settings adjust the difficulty of the practice content according to the child's age. The skill evaluation criteria evaluate the child's skill level and present practice content according to that. This allows the selection unit to adjust the practice content according to the child's age and skill level.

[0042] The selection unit can customize practice content based on the child's interests and concerns. The selection unit customizes practice content based on, for example, the child's interests and concerns. For example, the selection unit can present practice content using a character that the child likes. The selection unit can also present practice content related to a theme that the child is interested in. The selection unit can also present practice content related to an activity that the child is interested in. This enables the selection unit to customize practice content according to the child's interests and concerns. To identify the child's interests and concerns, for example, a questionnaire survey or behavior log analysis can be used, but is not limited to such examples. The questionnaire survey asks the child questions to identify the interests and concerns. The behavior log analysis analyzes the child's behavior data to identify the interests and concerns. This enables the selection unit to accurately identify the child's interests and concerns and customize appropriate practice content. This enables the selection unit to customize practice content according to the child's interests and concerns.

[0043] The selection unit can select optimal content by taking into consideration parental feedback when selecting practice content. For example, the selection unit can select optimal content by taking into consideration parental feedback when selecting practice content. For example, the selection unit can prioritize presenting practice content recommended by the parent. The selection unit can also present practice content that strengthens weak areas of the child based on parental feedback. The selection unit can also present practice content that attracts the child's interest by taking into consideration parental opinions. This enables the selection unit to select practice content based on parental feedback. For example, questionnaires and comments can be used to collect parental feedback, but are not limited to these examples. The questionnaire asks questions to the parent and collects feedback. The comments collect opinions and requests from the parent. This enables the selection unit to accurately collect parental feedback and select appropriate practice content. This enables the selection unit to select practice content based on parental feedback.

[0044] The analysis unit can perform a more accurate analysis by taking into account the context of the child's utterance. The analysis unit can perform a more accurate analysis by taking into account, for example, the context of the child's utterance. For example, the analysis unit can analyze the context before and after the child's utterance and generate an appropriate response. The analysis unit can also analyze related keywords to understand the intention of the child's utterance. The analysis unit can also provide appropriate feedback by taking into account background information of the child's utterance. This enables the analysis unit to perform a more accurate analysis based on the context of the child's utterance. To consider the context of the utterance, for example, previous and following utterances and related topics are used, but are not limited to these examples. Previous and following utterances are analyzed by analyzing the content before and after the child's utterance to understand the context. Related topics are analyzed by analyzing topics related to the child's utterance to understand the context. This enables the analysis unit to accurately understand the context of the child's utterance and generate an appropriate response. This enables the analysis unit to perform a more accurate analysis based on the context of the child's utterance.

[0045] The analysis unit can analyze the speed and tone of the child's speech and generate an appropriate response. The analysis unit, for example, analyzes the speed and tone of the child's speech and generates an appropriate response. For example, if the child speaks quickly, the analysis unit can provide a quick response. Furthermore, if the child speaks slowly, the analysis unit can provide a slow response. Furthermore, if the child speaks in a high-pitched voice, the analysis unit can determine that the child is excited and provide an appropriate response. This enables the analysis unit to provide an appropriate response based on the speed and tone of the child's speech. To analyze the speed and tone of the speech, for example, voice analysis technology and a tone analysis algorithm are used, but are not limited to these examples. The voice analysis technology analyzes the speed and tone of the child's voice to understand the intention of the speech. The tone analysis algorithm analyzes the tone of the child's voice to estimate the emotion. This enables the analysis unit to accurately analyze the speed and tone of the child's speech and generate an appropriate response. This enables the analysis unit to provide an appropriate response based on the speed and tone of the child's speech.

[0046] The analysis unit analyzes background sounds and environmental sounds of the child's speech to more accurately understand the intention of the speech. The analysis unit, for example, analyzes background sounds and environmental sounds of the child's speech to more accurately understand the intention of the speech. For example, the analysis unit can analyze the environment the child is in from the background sounds and provide an appropriate response. The analysis unit can also analyze the situation the child is in from the environmental sounds and provide appropriate feedback. The analysis unit can also analyze the background sounds and environmental sounds to more accurately understand the intention of the child's speech. This enables the analysis unit to accurately understand the intention of the speech based on the background sounds and environmental sounds. To analyze the background sounds and environmental sounds, for example, noise reduction technology and acoustic analysis are used, but are not limited to these examples. Noise reduction technology removes noise from the background sounds and environmental sounds to understand the intention of the speech. Acoustic analysis analyzes the background sounds and environmental sounds to understand the intention of the speech. This enables the analysis unit to accurately analyze the background sounds and environmental sounds and generate an appropriate response. This enables the analysis unit to accurately understand the intention of the speech based on the background sounds and environmental sounds.

[0047] The analysis unit can analyze the content of the child's utterances in cooperation with other devices and apps. The analysis unit, for example, analyzes the content of the child's utterances in cooperation with other devices and apps. For example, the analysis unit can analyze the child's utterances in cooperation with a smart speaker and provide an appropriate response. The analysis unit can also analyze the child's utterances in cooperation with a smartphone app and provide appropriate feedback. The analysis unit can also analyze the child's utterances in cooperation with a tablet and provide an appropriate response. This enables the analysis unit to analyze utterances in cooperation with other devices and apps. To cooperate with other devices and apps, for example, API cooperation or a data sharing protocol is used, but is not limited to such examples. API cooperation provides an interface for exchanging data with other devices and apps. Data sharing protocols provide rules for sharing data with other devices and apps. This enables the analysis unit to cooperate with other devices and apps and accurately analyze the content of utterances. This enables the analysis unit to analyze utterances in cooperation with other devices and apps.

[0048] The response unit can optimize the timing of responses to the child's utterances. The response unit optimizes the timing of responses to the child's utterances, for example. For example, the response unit can respond immediately after the child finishes speaking. Furthermore, if the child is deep in thought, the response unit can wait a short time before responding. Furthermore, if the child is in a hurry, the response unit can respond quickly. This enables the response unit to respond at the optimal timing to the child's utterances. To optimize the response timing, for example, the interval between utterances and the delay time of the response are used, but are not limited to these examples. The interval between utterances is determined by analyzing the interval between the child's utterances and responding at an appropriate timing. The delay time of the response is determined by adjusting the delay time of the response to the child's utterances and responding at an appropriate timing. This enables the response unit to respond at the optimal timing to the child's utterances. This enables the response unit to respond at the optimal timing to the child's utterances.

[0049] The response unit can generate different response patterns depending on the content of the child's utterances. The response unit generates different response patterns depending on, for example, the content of the child's utterances. For example, when the child asks a question, the response unit can provide a detailed answer. Furthermore, when the child expresses an opinion, the response unit can provide a response that shows empathy. Furthermore, when the child requests instructions, the response unit can provide specific instructions. This enables the response unit to generate an appropriate response pattern depending on the content of the child's utterances. To generate the response pattern, for example, a scenario-based response or dynamic response generation is used, but is not limited to these examples. A scenario-based response generates a response based on a scenario prepared in advance. A dynamic response generation generates a response in real time based on the child's utterances. This enables the response unit to generate an appropriate response pattern depending on the content of the child's utterances.

[0050] The response unit can provide a response to a child's utterance in coordination with other practice content. The response unit can provide a response to a child's utterance in coordination with other practice content. For example, the response unit can respond by combining practice content on answering an intercom during telephone practice. The response unit can also respond by combining practice content on how to use an ATM during emergency call practice. The response unit can also respond by combining practice content on how to make a phone call during practice on dealing with strangers. This enables the response unit to respond in coordination with other practice content. Coordination with other practice content can be achieved, for example, by scenario integration or data sharing, but is not limited to these examples. Scenario integration integrates multiple practice content into a single scenario and provides the scenario in coordination. Data sharing shares data from multiple practice content and provides the scenario in coordination. This enables the response unit to provide a response to a child's utterance in coordination with other practice content. This enables the response unit to respond in coordination with other practice content.

[0051] The response unit can notify the guardian of a response to the child's utterance in real time. The response unit, for example, notifies the guardian of a response to the child's utterance in real time. For example, the response unit can notify the guardian when the child practices making an emergency call. The response unit can also notify the guardian when the child practices how to deal with strangers. The response unit can also notify the guardian when the child practices how to use an ATM. In this way, the response unit can notify the guardian in real time, thereby understanding the child's practice status. To notify the guardian in real time, for example, notification timing and notification content are used, but are not limited to these examples. The notification timing is such that a notification is sent immediately when the child performs a specific practice. The notification content is such that the child's practice content and progress are notified in detail. In this way, the response unit can notify the guardian in real time, thereby accurately understanding the child's practice status. In this way, the response unit can notify the guardian in real time, thereby understanding the child's practice status.

[0052] The telephone practice unit can provide different telephone scenarios depending on the content of the child's utterances. The telephone practice unit provides different telephone scenarios depending on, for example, the content of the child's utterances. For example, when a child asks a question, the telephone practice unit can provide a scenario for the question. Furthermore, when a child expresses an opinion, the telephone practice unit can provide a scenario for the opinion. Furthermore, when a child asks for instructions, the telephone practice unit can provide a scenario for the instructions. This enables the telephone practice unit to provide an appropriate telephone scenario depending on the content of the child's utterances. To provide different telephone scenarios, for example, scenario variations and scenario selection criteria are used, but are not limited to these examples. The scenario variations provide different scenarios depending on the content of the child's utterances. The scenario selection criteria select an appropriate scenario depending on the content of the child's utterances. This enables the telephone practice unit to provide an appropriate telephone scenario depending on the content of the child's utterances.

[0053] The telephone practice unit can record the progress of the child's telephone practice and reflect it in the next practice. The telephone practice unit, for example, records the progress of the child's telephone practice and reflects it in the next practice. For example, the telephone practice unit can record the content of the child's past practice and reflect it in the next practice. The telephone practice unit can also record the child's progress and adjust the content of the next practice. The telephone practice unit can also record the child's practice results and provide feedback for the next practice. This allows the telephone practice unit to adjust the content of the next practice based on the child's progress in telephone practice. To record the progress of telephone practice, for example, the number of practice attempts and the success rate are used, but are not limited to these examples. The number of practice attempts is recorded by recording the number of practice attempts made by the child. The success rate is recorded by recording the success rate of the practice attempts made by the child. This allows the telephone practice unit to accurately record the progress of the child's telephone practice and appropriately adjust the content of the next practice. This allows the telephone practice unit to adjust the content of the next practice based on the progress of the child's telephone practice.

[0054] The telephone practice unit can provide telephone practice content for the child in coordination with other practice content. The telephone practice unit can provide telephone practice content for the child in coordination with other practice content. For example, the telephone practice unit can provide telephone practice content for answering an intercom in combination with telephone practice. The telephone practice unit can also provide practice content for using an ATM in combination with emergency call practice. The telephone practice unit can also provide practice content for making a phone call in combination with practice for dealing with strangers. This enables the telephone practice unit to provide telephone practice in coordination with other practice content. Coordination with other practice content can be achieved, for example, by scenario integration or data sharing, but is not limited to these examples. Scenario integration integrates multiple practice content into a single scenario and provides the scenario in coordination. Data sharing shares data of multiple practice content and provides the scenario in coordination. This enables the telephone practice unit to provide telephone practice content for the child in coordination with other practice content. This enables the telephone practice unit to provide telephone practice in coordination with other practice content.

[0055] The telephone practice unit can notify the guardian of the results of the child's telephone practice. The telephone practice unit, for example, notifies the guardian of the results of the child's telephone practice. For example, the telephone practice unit can notify the guardian when the child has practiced on the telephone. The telephone practice unit can also notify the guardian of the results the child has achieved in the telephone practice. The telephone practice unit can also notify the guardian of the parts of the telephone practice that the child is weak at. In this way, the telephone practice unit can grasp the status of the child's telephone practice by notifying the guardian. For example, the timing and content of the notification can be used to notify the guardian, but are not limited to such examples. The timing of the notification can be immediately when the child has practiced a specific part. The content of the notification can be detailed information about the content of the child's practice and progress. In this way, the telephone practice unit can notify the guardian and accurately grasp the status of the child's telephone practice. In this way, the telephone practice unit can notify the guardian and accurately grasp the status of the child's telephone practice by notifying the guardian.

[0056] The intercom practice unit can provide different intercom scenarios depending on the content of the child's utterances. The intercom practice unit provides different intercom scenarios depending on, for example, the content of the child's utterances. For example, when a child asks a question, the intercom practice unit can provide a scenario for the question. Furthermore, when a child expresses an opinion, the intercom practice unit can provide a scenario for the opinion. Furthermore, when a child asks for instructions, the intercom practice unit can provide a scenario for the instructions. This enables the intercom practice unit to provide an appropriate intercom scenario depending on the content of the child's utterances. To provide different intercom scenarios, for example, scenario variations and scenario selection criteria are used, but are not limited to these examples. The scenario variations provide different scenarios depending on the content of the child's utterances. The scenario selection criteria select an appropriate scenario depending on the content of the child's utterances. This enables the intercom practice unit to provide an appropriate intercom scenario depending on the content of the child's utterances. This enables the intercom practice unit to provide an appropriate intercom scenario depending on the content of the child's utterances.

[0057] The intercom practice unit can record the progress of the child's intercom practice and reflect it in the next practice. The intercom practice unit, for example, records the progress of the child's intercom practice and reflects it in the next practice. For example, the intercom practice unit can record the content of the child's past practice and reflect it in the next practice. The intercom practice unit can also record the child's progress and adjust the content of the next practice. The intercom practice unit can also record the child's practice results and provide feedback for the next practice. This allows the intercom practice unit to adjust the content of the next practice based on the child's progress in intercom practice. To record the progress of intercom practice, for example, the number of practice attempts and the success rate are used, but are not limited to these examples. The number of practice attempts is recorded by recording the number of practice attempts performed by the child. The success rate is recorded by recording the success rate of the practice attempts performed by the child. This allows the intercom practice unit to accurately record the progress of the child's intercom practice and appropriately adjust the content of the next practice. This allows the intercom practice unit to adjust the content of the next practice based on the child's progress in intercom practice.

[0058] The intercom practice unit can provide intercom practice content for children in coordination with other practice content. The intercom practice unit can provide intercom practice content for children in coordination with other practice content. For example, the intercom practice unit can provide practice content for making a phone call in combination with intercom practice. The intercom practice unit can also provide practice content for using an ATM in combination with emergency call practice. The intercom practice unit can also provide practice content for responding to an intercom in combination with practice for dealing with a stranger. This enables the intercom practice unit to provide intercom practice in coordination with other practice content. Coordination with other practice content can be achieved, for example, by scenario integration or data sharing, but is not limited to such examples. Scenario integration integrates multiple practice content into a single scenario and provides the scenario in coordination. Data sharing shares data of multiple practice content and provides the scenario in coordination. This enables the intercom practice unit to provide intercom practice content for children in coordination with other practice content. This enables the intercom practice unit to provide intercom practice in coordination with other practice content.

[0059] The intercom practice unit can notify the guardian of the results of the child's intercom practice. The intercom practice unit, for example, notifies the guardian of the results of the child's intercom practice. For example, the intercom practice unit can notify the guardian when the child practices intercom. The intercom practice unit can also notify the guardian of the results the child has achieved in the intercom practice. The intercom practice unit can also notify the guardian of the parts of the intercom practice that the child is weak at. In this way, the intercom practice unit can grasp the status of the child's intercom practice by notifying the guardian. For example, the timing and content of the notification can be used to notify the guardian, but are not limited to such examples. The timing of the notification can be immediately when the child has performed a specific practice. The content of the notification can be detailed information about the content of the child's practice and progress. In this way, the intercom practice unit can notify the guardian and accurately grasp the status of the child's intercom practice. In this way, the intercom practice unit can grasp the status of the child's intercom practice by notifying the guardian.

[0060] The emergency call practice unit can provide different emergency call scenarios depending on the content of what the child says. The emergency call practice unit provides different emergency call scenarios depending on, for example, the content of what the child says. For example, when a child asks a question, the emergency call practice unit can provide a scenario for the question. Furthermore, when a child expresses an opinion, the emergency call practice unit can provide a scenario for the opinion. Furthermore, when a child asks for instructions, the emergency call practice unit can provide a scenario for the instructions. This enables the emergency call practice unit to provide an appropriate emergency call scenario depending on the content of what the child says. To provide different emergency call scenarios, for example, scenario variations and scenario selection criteria are used, but are not limited to these examples. The scenario variations provide different scenarios depending on the content of what the child says. The scenario selection criteria select an appropriate scenario depending on the content of what the child says. This enables the emergency call practice unit to provide an appropriate emergency call scenario depending on the content of what the child says. This enables the emergency call practice unit to provide an appropriate emergency call scenario depending on the content of what the child says.

[0061] The emergency call practice unit can record the progress of the child's emergency call practice and reflect it in the next practice. The emergency call practice unit, for example, records the progress of the child's emergency call practice and reflects it in the next practice. For example, the emergency call practice unit can record the content of the child's past practice and reflect it in the next practice. The emergency call practice unit can also record the child's progress and adjust the content of the next practice. The emergency call practice unit can also record the child's practice results and provide feedback for the next practice. This allows the emergency call practice unit to adjust the content of the next practice based on the progress of the child's emergency call practice. To record the progress of the emergency call practice, for example, the number of practice attempts and the success rate are used, but are not limited to these examples. The number of practice attempts is recorded by recording the number of practice attempts performed by the child. The success rate is recorded by recording the success rate of the practice attempts performed by the child. This allows the emergency call practice unit to accurately record the progress of the child's emergency call practice and appropriately adjust the content of the next practice. This allows the emergency call practice unit to adjust the content of the next practice based on the progress of the child's emergency call practice.

[0062] The emergency call practice unit can provide emergency call practice content for children in coordination with other practice content. The emergency call practice unit can provide emergency call practice content for children in coordination with other practice content. For example, the emergency call practice unit can provide emergency call practice content for children in coordination with other practice content. For example, the emergency call practice unit can provide emergency call practice content for children in coordination with other practice content. The emergency call practice unit can also provide emergency call practice content for children in coordination with other practice content. The emergency call practice unit can also provide emergency call practice content for children in coordination with other practice content. To coordinate with other practice content, for example, scenario integration and data sharing are used, but are not limited to these examples. Scenario integration involves integrating multiple practice content into a single scenario and providing the scenario in coordination. Data sharing involves sharing data of multiple practice content and providing the scenario in coordination. The emergency call practice unit can provide emergency call practice content for children in coordination with other practice content. The emergency call practice unit can provide emergency call practice content for children in coordination with other practice content.

[0063] The emergency call practice unit can notify the guardian of the result of the child's emergency call practice. The emergency call practice unit, for example, notifies the guardian of the result of the child's emergency call practice. For example, the emergency call practice unit can notify the guardian when the child has practiced making an emergency call. The emergency call practice unit can also notify the guardian of the results the child has achieved in the emergency call practice. The emergency call practice unit can also notify the guardian of parts of the emergency call practice that the child is weak at. In this way, the emergency call practice unit can grasp the status of the child's emergency call practice by notifying the guardian. For example, the timing of the notification and the content of the notification can be used to notify the guardian, but are not limited to these examples. The timing of the notification can be immediately when the child has practiced a specific exercise. The content of the notification can be detailed information about the content of the child's practice and progress. In this way, the emergency call practice unit can notify the guardian and accurately grasp the status of the child's emergency call practice. In this way, the emergency call practice unit can grasp the status of the child's emergency call practice by notifying the guardian.

[0064] The ATM training unit can provide different ATM scenarios depending on the content of the child's operation. The ATM training unit provides different ATM scenarios depending on, for example, the content of the child's operation. For example, when a child asks a question, the ATM training unit can provide a scenario in response to the question. Furthermore, when a child expresses an opinion, the ATM training unit can provide a scenario in response to the opinion. Furthermore, when a child requests instructions, the ATM training unit can provide a scenario in response to the instruction. This enables the ATM training unit to provide an appropriate ATM scenario depending on the content of the child's operation. To provide different ATM scenarios, for example, scenario variations and scenario selection criteria are used, but are not limited to these examples. The scenario variations provide different scenarios depending on the content of the child's operation. The scenario selection criteria select an appropriate scenario depending on the content of the child's operation. This enables the ATM training unit to provide an appropriate ATM scenario depending on the content of the child's operation.

[0065] The ATM practice unit can record the progress of the child's ATM practice and reflect it in the next practice. The ATM practice unit, for example, records the progress of the child's ATM practice and reflects it in the next practice. For example, the ATM practice unit can record the content of the child's past practice and reflect it in the next practice. The ATM practice unit can also record the child's progress and adjust the content of the next practice. The ATM practice unit can also record the child's practice results and feed them back into the next practice. This allows the ATM practice unit to adjust the content of the next practice based on the child's progress in the ATM practice. To record the progress of the ATM practice, for example, the number of practice attempts and the success rate are used, but are not limited to these examples. The number of practice attempts is recorded by recording the number of practice attempts performed by the child. The success rate is recorded by recording the success rate of the practice attempts performed by the child. This allows the ATM practice unit to accurately record the progress of the child's ATM practice and appropriately adjust the content of the next practice. This allows the ATM practice unit to adjust the content of the next practice based on the progress of the child's ATM practice.

[0066] The ATM practice unit can provide ATM practice content for children in coordination with other practice content. For example, the ATM practice unit can provide ATM practice content for children in coordination with other practice content. For example, the ATM practice unit can provide practice content for making phone calls in combination with ATM practice. The ATM practice unit can also provide practice content for answering intercoms in combination with ATM practice. The ATM practice unit can also provide practice content for using an ATM in combination with practice for dealing with strangers. This enables the ATM practice unit to provide ATM practice in coordination with other practice content. Coordination with other practice content can be achieved, for example, by scenario integration or data sharing, but is not limited to these examples. Scenario integration integrates multiple practice content into a single scenario and provides the scenario in coordination. Data sharing shares data from multiple practice content and provides the scenario in coordination. This enables the ATM practice unit to provide ATM practice content for children in coordination with other practice content. This enables the ATM practice unit to provide ATM practice in coordination with other practice content.

[0067] The ATM practice unit can notify a guardian of the results of a child's ATM practice. The ATM practice unit, for example, notifies a guardian of the results of a child's ATM practice. For example, the ATM practice unit can notify a guardian when a child practices using an ATM. The ATM practice unit can also notify a guardian of the results the child has achieved in the ATM practice. The ATM practice unit can also notify a guardian of areas in which the child is weak in the ATM practice. In this way, the ATM practice unit can grasp the status of the child's ATM practice by notifying the guardian. For example, the timing and content of the notification can be used to notify the guardian, but are not limited to such examples. The timing of the notification can be immediately when the child has performed a specific practice. The content of the notification can be detailed information about the child's practice and progress. In this way, the ATM practice unit can notify a guardian and accurately grasp the status of the child's ATM practice. In this way, the ATM practice unit can grasp the status of the child's ATM practice by notifying the guardian.

[0068] The response practice unit can provide different response scenarios depending on the content of the child's utterances. The response practice unit provides different response scenarios depending on, for example, the content of the child's utterances. For example, when a child asks a question, the response practice unit can provide a scenario for the question. Furthermore, when a child expresses an opinion, the response practice unit can provide a scenario for the opinion. Furthermore, when a child asks for instructions, the response practice unit can provide a scenario for the instructions. This enables the response practice unit to provide an appropriate response scenario depending on the content of the child's utterances. To provide different response scenarios, for example, scenario variations and scenario selection criteria are used, but are not limited to these examples. The scenario variations provide different scenarios depending on the content of the child's utterances. The scenario selection criteria select an appropriate scenario depending on the content of the child's utterances. This enables the response practice unit to provide an appropriate response scenario depending on the content of the child's utterances.

[0069] The response practice unit can record the progress of the child's response practice and reflect it in the next practice. The response practice unit, for example, records the progress of the child's response practice and reflects it in the next practice. For example, the response practice unit can record the content of the child's past practice and reflect it in the next practice. The response practice unit can also record the child's progress and adjust the content of the next practice. The response practice unit can also record the child's practice results and provide feedback for the next practice. This allows the response practice unit to adjust the content of the next practice based on the progress of the child's response practice. To record the progress of the response practice, for example, the number of practices and the success rate are used, but are not limited to these examples. The number of practices is recorded by recording the number of practices the child has performed. The success rate is recorded by recording the success rate of the practices the child has performed. This allows the response practice unit to accurately record the progress of the child's response practice and appropriately adjust the content of the next practice. This allows the response practice unit to adjust the content of the next practice based on the progress of the child's response practice.

[0070] The response practice unit can provide response practice content for children in coordination with other practice content. The response practice unit, for example, provides response practice content for children in coordination with other practice content. For example, the response practice unit can combine practice content for how to make a phone call with the response practice and provide it. The response practice unit can also combine practice content for how to respond to an intercom with the response practice and provide it. The response practice unit can also combine practice content for how to use an ATM with the response practice and provide it. This enables the response practice unit to provide response practice in coordination with other practice content. To coordinate with other practice content, for example, scenario integration and data sharing are used, but are not limited to such examples. Scenario integration integrates multiple practice content into a single scenario and provides the scenario in coordination. Data sharing shares data of multiple practice content and provides the scenario in coordination. This enables the response practice unit to provide response practice content for children in coordination with other practice content. This enables the response practice unit to provide response practice in coordination with other practice content.

[0071] The response practice unit can notify the guardian of the result of the child's response practice. The response practice unit, for example, notifies the guardian of the result of the child's response practice. For example, the response practice unit can notify the guardian when the child performs the response practice. The response practice unit can also notify the guardian of the results the child has achieved in the response practice. The response practice unit can also notify the guardian of the parts of the response practice that the child is weak at. In this way, the response practice unit can grasp the status of the child's response practice by notifying the guardian. For example, the timing of the notification and the content of the notification can be used to notify the guardian, but are not limited to such examples. The timing of the notification can be immediately when the child performs a specific practice. The content of the notification can be detailed notification of the content of the child's practice and progress. In this way, the response practice unit can notify the guardian and accurately grasp the status of the child's response practice. In this way, the response practice unit can notify the guardian and accurately grasp the status of the child's response practice by notifying the guardian.

[0072] The system according to the embodiment is not limited to the above-described example, and various modifications are possible, for example, as follows.

[0073] The selection unit can customize practice content based on the child's interests. For example, the selection unit can present practice content using a character that the child likes. The selection unit can also present practice content related to a theme that the child is interested in. Furthermore, the selection unit can present practice content related to an activity that the child is interested in. This enables the selection unit to customize practice content according to the child's interests. To identify the child's interests, for example, a questionnaire survey or behavior log analysis can be used, but is not limited to such examples. The questionnaire survey asks questions to the child to identify the interests. The behavior log analysis analyzes the child's behavior data to identify the interests. This enables the selection unit to accurately identify the child's interests and customize appropriate practice content. This enables the selection unit to customize practice content according to the child's interests.

[0074] The analysis unit can perform more accurate analysis by taking into account the context of the child's utterance. For example, the analysis unit can analyze the context before and after the child's utterance and generate an appropriate response. The analysis unit can also analyze related keywords to understand the intention of the child's utterance. Furthermore, the analysis unit can provide appropriate feedback by taking into account background information of the child's utterance. This enables the analysis unit to perform more accurate analysis based on the context of the child's utterance. To consider the context of the utterance, for example, previous and following utterances and related topics are used, but are not limited to these examples. Previous and following utterances are analyzed by analyzing the content before and after the child's utterance to understand the context. Related topics are analyzed by analyzing topics related to the child's utterance to understand the context. This enables the analysis unit to accurately understand the context of the child's utterance and generate an appropriate response. This enables the analysis unit to perform more accurate analysis based on the context of the child's utterance.

[0075] The response unit can optimize the timing of the response to the child's utterance. For example, the response unit can respond immediately after the child finishes speaking. Furthermore, if the child is deep in thought, the response unit can wait a short time before responding. Furthermore, if the child is in a hurry, the response unit can respond quickly. This enables the response unit to respond at the optimal timing to the child's utterance. To optimize the response timing, for example, the interval between utterances and the delay time of the response are used, but are not limited to these examples. The interval between utterances is determined by analyzing the interval between the child's utterances and responding at an appropriate timing. The delay time of the response is determined by adjusting the delay time of the response to the child's utterance and responding at an appropriate timing. This enables the response unit to respond at the optimal timing to the child's utterance. This enables the response unit to respond at the optimal timing to the child's utterance.

[0076] The selection unit can analyze past practice history and automatically select appropriate practice content. For example, the selection unit can re-present practice content that the child was weak at in the past, aiming to help the child overcome that weakness. The selection unit can also re-present practice content that the child was good at in the past in order to strengthen the skill. The selection unit can also consider the progress of the child's past practice content and present the next step. This allows the selection unit to select optimal practice content based on the past practice history. Past practice history includes, for example, the number of practice sessions, success rate, type of practice content, etc., but is not limited to these examples. The selection unit analyzes this data and selects optimal practice content for the child. This allows the selection unit to select optimal practice content based on the past practice history.

[0077] The analysis unit can analyze the speed and tone of the child's speech and generate an appropriate response. For example, if the child speaks quickly, the analysis unit can respond quickly. Alternatively, if the child speaks slowly, the analysis unit can respond slowly. Alternatively, if the child speaks in a high-pitched voice, the analysis unit can determine that the child is excited and generate an appropriate response. This enables the analysis unit to provide an appropriate response based on the speed and tone of the child's speech. To analyze the speed and tone of speech, for example, voice analysis technology or a tone analysis algorithm is used, but is not limited to such examples. The voice analysis technology analyzes the speed and tone of the child's voice to understand the intention of the speech. The tone analysis algorithm analyzes the tone of the child's voice to estimate the emotion. This enables the analysis unit to accurately analyze the speed and tone of the child's speech and generate an appropriate response. This enables the analysis unit to provide an appropriate response based on the speed and tone of the child's speech.

[0078] The processing flow of the first embodiment will be briefly explained below.

[0079] Step 1: The selection unit selects the content to practice. Examples of practice content include how to make a phone call, answer the intercom, call an emergency, use an ATM, and how to deal with strangers. The selection unit allows the child to select the content they want to practice via a dedicated dial or app. Step 2: The analysis unit analyzes the child's utterances based on the practice content selected by the selection unit. Speech recognition technology and natural language processing technology are used to analyze the utterances. For example, the analysis unit converts the child's utterances into text data using speech recognition technology, and then analyzes the text data using natural language processing technology. The analysis unit can also refer to related background information and topic models to understand the context and intent of the child's utterances. Step 3: The response unit responds based on the utterances analyzed by the analysis unit. Responses include voice and text responses. For example, the response unit uses a generation AI to generate a response tailored to the child's utterances. The generation AI may be a text generation AI (e.g., LLM) or a multimodal generation AI. The generation AI generates an appropriate response based on the child's utterances and outputs it as voice or text.

[0080] (Example 2) A skill training system for children according to an embodiment of the present invention allows children to practice skills necessary for everyday life. Through a dedicated dial or app, this system allows children to practice making a phone call, answering an intercom, making an emergency call, using an ATM, and responding to a stranger. This system uses a generation AI to respond in line with the child's utterances. For example, when a child starts practicing using a dedicated dial or app, when practicing making a phone call, the child simulates dialing a number to make a call. The generation AI responds as the other party and advances the conversation in line with the child's utterances. This allows the child to practice making an actual phone call. Next, when practicing answering an intercom, the child simulates pressing a button on the intercom to answer. The generation AI responds as a visitor and advances the conversation in line with the child's utterances. This allows the child to practice answering an intercom in an actual situation. Furthermore, when practicing making an emergency call, the child simulates dialing an emergency number and making a call. The generation AI responds as an emergency operator and advances the conversation in line with the child's utterances. This allows the child to practice making an actual emergency call. When practicing how to use an ATM, children operate the ATM screen to simulate a transaction. The generated AI responds with screen displays and voice guidance on the ATM, providing instructions in line with the child's operations. This allows children to practice using an actual ATM. Finally, when practicing how to respond when approached by a stranger, the generated AI responds as the stranger, advancing the conversation in line with what the child says. This allows children to practice skills for dealing with real situations. This system allows children to safely practice skills necessary for everyday life, and parents can watch over their children's development with peace of mind. This children's skill training system allows children to safely practice skills necessary for everyday life, and parents can watch over their children's development with peace of mind.

[0081] A child-oriented skill training system according to an embodiment includes a selection unit, an analysis unit, and a response unit. The selection unit selects a practice content. Examples of the practice content include, but are not limited to, how to make a phone call, answer an intercom, call an emergency call, use an ATM, and how to deal with strangers. The selection unit allows a child to select the content they want to practice, for example, via a dedicated dial or app. The analysis unit analyzes the child's utterances based on the practice content selected by the selection unit. The utterances can be analyzed using, for example, speech recognition technology or natural language processing technology, for example, but are not limited to these examples. For example, the analysis unit converts the child's utterances into text data using speech recognition technology and analyzes the text data using natural language processing technology. The analysis unit can also refer to relevant background information and topic models to understand the context and intent of the child's utterances. The response unit responds based on the utterances analyzed by the analysis unit. Examples of the response include, but are not limited to, voice responses and text responses. For example, the response unit generates a response tailored to the child's utterances using a generation AI. The generation AI may be, for example, a text generation AI (e.g., LLM) or a multimodal generation AI, but is not limited to these examples. The generation AI generates an appropriate response based on the child's utterance and outputs it as speech or text. This allows the child's skill training system according to the embodiment to practice skills necessary for daily life. For example, when practicing how to make a phone call, the selection unit selects how to make a phone call, the analysis unit analyzes the child's utterance, and the response unit uses the generation AI to generate a response that matches the child's utterance. This allows the child to practice how to make an actual phone call. Furthermore, when practicing how to answer an intercom call, the selection unit selects how to answer an intercom call, the analysis unit analyzes the child's utterance, and the response unit uses the generation AI to generate a response that matches the child's utterance. This allows the child to practice how to answer an intercom call. Furthermore, when practicing how to make an emergency call, the selection unit selects how to call an emergency call, the analysis unit analyzes the child's utterance, and the response unit uses the generation AI to generate a response that matches the child's utterance. This allows the child to practice how to make an actual emergency call.Furthermore, when practicing how to use an ATM, the selection unit selects how to use an ATM, the analysis unit analyzes the child's utterance, and the response unit uses a generation AI to generate a response that matches the child's utterance. This allows the child to practice how to use an actual ATM. Finally, when practicing how to deal with strangers, the selection unit selects how to deal with strangers, the analysis unit analyzes the child's utterance, and the response unit uses a generation AI to generate a response that matches the child's utterance. This allows the child to practice skills that can be used in actual situations. In this way, the child's skill practice system according to the embodiment allows children to practice skills necessary for everyday life.

[0082] The skill training system for children includes a telephone practice unit for practicing how to make a phone call. The telephone practice unit is a section where a child can practice making a phone call. For example, the telephone practice unit can simulate a child dialing a number to make a phone call. The telephone practice unit can use a generation AI to respond in accordance with the child's utterances. For example, when a child makes a phone call, the generation AI responds as the other party and advances the conversation in accordance with the child's utterances. This allows a child to practice how to make an actual phone call. The telephone practice unit can provide various scenarios, such as how to make an emergency call, how to make a business call, and how to make a phone call in everyday conversation. For example, the telephone practice unit can provide an emergency call scenario so that a child can practice how to make an emergency call. The telephone practice unit can also provide a business call scenario so that a child can practice how to make a phone call in a business situation. Furthermore, the telephone practice unit can provide everyday conversation scenarios so that a child can practice how to make a phone call in everyday life. This allows a child to practice how to make a phone call in various situations. Some or all of the above-described processing in the telephone practice unit may be performed using, for example, a generation AI, or may be performed without using a generation AI. For example, when a child makes a phone call, the generation AI can answer the phone as the other party and proceed with the conversation in line with what the child says. This allows the telephone practice unit to allow the child to practice how to make an actual phone call. This allows the child's skill practice system to allow the child to practice how to make a phone call.

[0083] The child-oriented skill training system includes an intercom practice unit that allows children to practice answering an intercom call. The intercom practice unit is a unit where children can practice answering an intercom call. The intercom practice unit can, for example, simulate a child pressing an intercom button to answer. The intercom practice unit can use a generation AI to respond in line with what the child says. For example, when a child answers the intercom call, the generation AI responds as a visitor and advances the conversation in line with what the child says. This allows children to practice actual intercom call handling. The intercom practice unit can provide various scenarios, such as identifying a visitor or receiving a parcel. For example, the intercom practice unit can provide a scenario for identifying a visitor, allowing children to practice how to identify a visitor. The intercom practice unit can also provide a scenario for receiving a parcel, allowing children to practice how to receive a parcel. This allows children to practice answering an intercom call in various situations. Some or all of the above-described processing in the intercom practice unit may be performed using, for example, the generation AI, or may be performed without using the generation AI. For example, in the intercom practice section, when a child answers the intercom, the generation AI responds as a visitor and can proceed with the conversation in line with what the child says. This allows children to practice answering an actual intercom call. This allows children to practice answering an intercom call.

[0084] The child-oriented skill training system includes an emergency call practice unit that practices making an emergency call. The emergency call practice unit is a unit where a child can practice making an emergency call. The emergency call practice unit can, for example, simulate a child dialing an emergency number and making a call. The emergency call practice unit can use a generation AI to respond in accordance with the child's statements. For example, when a child makes an emergency call, the generation AI responds as an emergency operator and advances the conversation in accordance with the child's statements. This allows a child to practice making an actual emergency call. The emergency call practice unit can provide various scenarios, such as a fire call and an ambulance call. For example, the emergency call practice unit can provide a fire call scenario so that a child can practice making a fire call. Furthermore, the emergency call practice unit can provide an ambulance call scenario so that a child can practice making an ambulance call. This allows a child to practice making various emergency calls. Some or all of the above-described processing in the emergency call practice unit may be performed, for example, using the generation AI, or may be performed without using the generation AI. For example, when a child makes an emergency call, the generated AI responds as an emergency operator and can conduct the conversation in line with what the child says. This allows the emergency call practice section to allow children to practice how to make an actual emergency call. This allows the children's skill practice system to allow children to practice how to make an emergency call.

[0085] The skill training system for children includes an ATM practice unit for practicing how to use an ATM. The ATM practice unit is a unit where children can practice using an ATM. For example, the ATM practice unit can simulate a child operating an ATM screen to perform a transaction. The ATM practice unit can use a generation AI to provide instructions in accordance with the child's operation. For example, when a child operates the ATM, the generation AI responds by displaying an ATM screen or providing audio guidance, providing instructions in accordance with the child's operation. This allows children to practice using an actual ATM. The ATM practice unit can provide various scenarios, such as cash withdrawals and transfers. For example, the ATM practice unit can provide a cash withdrawal scenario so that children can practice how to withdraw cash. The ATM practice unit can also provide a transfer scenario so that children can practice how to transfer money. This allows children to practice using various ATMs. Some or all of the above-described processing in the ATM practice unit may be performed using, for example, a generation AI, or may be performed without using a generation AI. For example, when a child operates an ATM, the generated AI responds by displaying information on the ATM screen and providing voice guidance, providing instructions in line with the child's operations. This allows the ATM training unit to help children practice using an actual ATM. This allows the children's skill training system to help children practice using an ATM.

[0086] The skill training system for children includes a response practice unit that practices how to respond to strangers. The response practice unit is a section where a child practices how to respond to strangers. The response practice unit can, for example, simulate how a child would respond when approached by a stranger. The response practice unit can respond in accordance with what the child says using a generation AI. For example, when a child is approached by a stranger, the response practice unit causes the generation AI to respond as the stranger and advance the conversation in accordance with what the child says. This allows the child to practice skills for responding to real situations. The response practice unit can provide various scenarios, such as giving directions and dealing with sales. For example, the response practice unit can provide a scenario for giving directions so that the child can practice how to give directions. Furthermore, the response practice unit can provide a scenario for dealing with sales so that the child can practice how to deal with sales. This allows the response practice unit to practice how to respond to strangers in various situations. Some or all of the above-described processing in the response practice unit may be performed using, for example, a generation AI, or may be performed without using a generation AI. For example, when a child is approached by a stranger, the response practice unit allows the generation AI to respond as the stranger and advance the conversation in line with what the child says. This allows the response practice unit to help children practice skills for responding to real situations. This allows the children's skill practice system to practice how to respond to strangers.

[0087] The telephone practice unit can respond in accordance with what the child says using the generation AI. For example, when a child makes a phone call, the generation AI answers as the other party and advances the conversation in accordance with what the child says. For example, when a child makes a phone call, the generation AI can respond, "Hello, how can I help you?" When a child makes a phone call, the generation AI can also respond, "May I know your name?" When a child makes a phone call, the generation AI can also respond, "Please tell us in detail how you want to help us." This allows the generation AI to generate an appropriate response in accordance with what the child says. For example, a text generation AI (e.g., LLM) or a multimodal generation AI can be used as the generation AI, but is not limited to these examples. The generation AI generates an appropriate response based on what the child says and outputs it as voice or text. This allows the telephone practice unit to allow the child to practice how to make an actual phone call.

[0088] The intercom practice unit can use the generation AI to respond in accordance with what the child says. For example, when a child answers the intercom, the generation AI responds as a visitor and advances the conversation in accordance with what the child says. For example, when a child answers the intercom, the generation AI can respond, "Hello, who is it?" When a child answers the intercom, the generation AI can also respond, "What can I do for you?" When a child answers the intercom, the generation AI can also respond, "May I know your name?" When a child answers the intercom, the generation AI can thereby generate an appropriate response in accordance with what the child says. Examples of the generation AI that can be used include, but are not limited to, a text generation AI (e.g., LLM) and a multimodal generation AI. The generation AI generates an appropriate response based on what the child says and outputs it as voice or text. This allows the intercom practice unit to allow the child to practice answering an intercom call.

[0089] The emergency call practice unit can respond to the child's utterances using the generation AI. For example, when a child makes an emergency call, the generation AI responds as an emergency operator and advances the conversation in line with the child's utterances. For example, when a child makes an emergency call, the generation AI can respond, "This is the emergency call center. What kind of emergency is it?" When a child makes an emergency call, the generation AI can also respond, "Please tell us your name and current location." When a child makes an emergency call, the generation AI can also respond, "What kind of help do you need?" When a child makes an emergency call, the generation AI can generate an appropriate response in line with the child's utterances. For example, a text generation AI (e.g., LLM) or a multimodal generation AI can be used as the generation AI, but is not limited to these examples. The generation AI generates an appropriate response based on the child's utterances and outputs it as voice or text. This allows the emergency call practice unit to allow the child to practice how to make an actual emergency call.

[0090] The ATM practice unit can use the generation AI to provide instructions tailored to the child's operations. For example, when a child operates the ATM, the generation AI responds with an ATM screen display or voice guidance, providing instructions tailored to the child's operations. For example, when a child operates the ATM, the generation AI can provide instructions such as, "Please insert your card." The generation AI can also provide instructions such as, "Please enter your PIN number." The generation AI can also provide instructions such as, "Please select the transaction details." This allows the generation AI to provide appropriate instructions tailored to the child's operations. Examples of the generation AI include, but are not limited to, a text generation AI (e.g., LLM) and a multimodal generation AI. The generation AI generates appropriate instructions based on the child's operations and outputs them as voice or text. This allows the ATM practice unit to allow the child to practice using an actual ATM.

[0091] The response practice unit can respond to the child's utterances using the generation AI. For example, when a child is spoken to by a stranger, the generation AI responds as the stranger and advances the conversation in line with the child's utterances. For example, when a child is spoken to by a stranger, the generation AI can respond, "Hello, can you tell me the way?" When a child is spoken to by a stranger, the generation AI can respond, "Is there anything I can help you with?" When a child is spoken to by a stranger, the generation AI can respond, "Tell me where you're going." This allows the generation AI to generate an appropriate response in line with the child's utterances. Examples of the generation AI that can be used include, but are not limited to, text generation AI (e.g., LLM) and multimodal generation AI. The generation AI generates an appropriate response based on the child's utterances and outputs it as audio or text. This allows the response practice unit to help the child practice skills for responding to real situations. This allows the response practice unit to help the child practice responding to strangers.

[0092] The selection unit can estimate the child's emotions and present a selection of practice content options based on the estimated child's emotions. The selection unit, for example, estimates the child's emotions and presents a selection of practice content options based on the estimated child's emotions. For example, if the child is nervous, the selection unit can present easy practice content that will help the child relax. Furthermore, if the child is excited, the selection unit can present more difficult practice content that will help the child concentrate. Furthermore, if the child is tired, the selection unit can present practice content that can be completed in a short time. This enables the selection unit to select practice content according to the child's emotions. To estimate the child's emotions, for example, facial expression recognition technology and voice analysis technology are used, but are not limited to these examples. Facial expression recognition technology captures the child's facial expression with a camera and estimates the emotion. Voice analysis technology analyzes the tone and speed of the child's voice and estimates the emotion. This enables the selection unit to accurately estimate the child's emotions and present appropriate practice content. This enables the selection unit to select practice content according to the child's emotions.

[0093] The selection unit can analyze past practice history and automatically select appropriate practice content. The selection unit, for example, analyzes past practice history and automatically selects appropriate practice content. For example, the selection unit can re-present practice content that the child was weak at in the past, aiming to help the child overcome it. The selection unit can also re-present practice content that the child was good at in the past in order to strengthen it. The selection unit can also consider the progress of the child's past practice content and present the next step. This allows the selection unit to select optimal practice content based on the past practice history. Past practice history includes, for example, the number of practice sessions, success rate, type of practice content, etc., but is not limited to these examples. The selection unit analyzes this data and selects optimal practice content for the child. This allows the selection unit to select optimal practice content based on the past practice history.

[0094] The selection unit can adjust the difficulty of the practice content according to the child's age and skill level. The selection unit adjusts the difficulty of the practice content according to, for example, the child's age and skill level. For example, the selection unit can present practice content including simple words and operations for young children. The selection unit can also present practice content including a slightly more complicated scenario for elementary school students. The selection unit can also present practice content with a higher level of difficulty that is closer to real-life situations for junior high school students and above. This allows the selection unit to adjust the practice content according to the child's age and skill level. To evaluate the child's age and skill level, for example, age-specific difficulty settings and skill evaluation criteria are used, but are not limited to these examples. The age-specific difficulty settings adjust the difficulty of the practice content according to the child's age. The skill evaluation criteria evaluate the child's skill level and present practice content according to that. This allows the selection unit to adjust the practice content according to the child's age and skill level.

[0095] The selection unit can estimate the child's emotions and determine the order of practice contents based on the estimated child's emotions. The selection unit, for example, estimates the child's emotions and determines the order of practice contents based on the estimated child's emotions. For example, if the child is nervous, the selection unit can start with a practice content that will help the child relax. Furthermore, if the child is excited, the selection unit can start with a practice content that will help the child concentrate. Furthermore, if the child is tired, the selection unit can start with a practice content that can be completed in a short time. This enables the selection unit to determine the order of practice contents according to the child's emotions. To estimate the child's emotions, for example, facial expression recognition technology and voice analysis technology are used, but are not limited to these examples. Facial expression recognition technology captures the child's facial expressions with a camera and estimates the emotion. Voice analysis technology analyzes the tone and speed of the child's voice and estimates the emotion. This enables the selection unit to accurately estimate the child's emotions and determine an appropriate order of practice contents. This enables the selection unit to determine the order of practice contents according to the child's emotions.

[0096] The selection unit can customize practice content based on the child's interests and concerns. The selection unit customizes practice content based on, for example, the child's interests and concerns. For example, the selection unit can present practice content using a character that the child likes. The selection unit can also present practice content related to a theme that the child is interested in. The selection unit can also present practice content related to an activity that the child is interested in. This enables the selection unit to customize practice content according to the child's interests and concerns. To identify the child's interests and concerns, for example, a questionnaire survey or behavior log analysis can be used, but is not limited to such examples. The questionnaire survey asks the child questions to identify the interests and concerns. The behavior log analysis analyzes the child's behavior data to identify the interests and concerns. This enables the selection unit to accurately identify the child's interests and concerns and customize appropriate practice content. This enables the selection unit to customize practice content according to the child's interests and concerns.

[0097] The selection unit can select optimal content by taking into consideration parental feedback when selecting practice content. For example, the selection unit can select optimal content by taking into consideration parental feedback when selecting practice content. For example, the selection unit can prioritize presenting practice content recommended by the parent. The selection unit can also present practice content that strengthens weak areas of the child based on parental feedback. The selection unit can also present practice content that attracts the child's interest by taking into consideration parental opinions. This enables the selection unit to select practice content based on parental feedback. For example, questionnaires and comments can be used to collect parental feedback, but are not limited to these examples. The questionnaire asks questions to the parent and collects feedback. The comments collect opinions and requests from the parent. This enables the selection unit to accurately collect parental feedback and select appropriate practice content. This enables the selection unit to select practice content based on parental feedback.

[0098] The analysis unit can estimate the child's emotions and adjust the utterance analysis method based on the estimated child's emotions. The analysis unit, for example, estimates the child's emotions and adjusts the utterance analysis method based on the estimated child's emotions. For example, if the child is nervous, the analysis unit can analyze the utterances more gently and allow for errors. Furthermore, if the child is relaxed, the analysis unit can analyze the utterances more strictly and provide accurate feedback. Furthermore, if the child is excited, the analysis unit can analyze the utterances quickly and respond immediately. This enables the analysis unit to adjust the utterance analysis method according to the child's emotions. To estimate the child's emotions, for example, facial expression recognition technology and voice analysis technology are used, but are not limited to these examples. Facial expression recognition technology captures the child's facial expressions with a camera and estimates the emotion. Voice analysis technology analyzes the tone and speed of the child's voice and estimates the emotion. This enables the analysis unit to accurately estimate the child's emotions and adjust the utterance analysis method appropriately. This enables the analysis unit to adjust the utterance analysis method according to the child's emotions.

[0099] The analysis unit can perform a more accurate analysis by taking into account the context of the child's utterance. The analysis unit can perform a more accurate analysis by taking into account, for example, the context of the child's utterance. For example, the analysis unit can analyze the context before and after the child's utterance and generate an appropriate response. The analysis unit can also analyze related keywords to understand the intention of the child's utterance. The analysis unit can also provide appropriate feedback by taking into account background information of the child's utterance. This enables the analysis unit to perform a more accurate analysis based on the context of the child's utterance. To consider the context of the utterance, for example, previous and following utterances and related topics are used, but are not limited to these examples. Previous and following utterances are analyzed by analyzing the content before and after the child's utterance to understand the context. Related topics are analyzed by analyzing topics related to the child's utterance to understand the context. This enables the analysis unit to accurately understand the context of the child's utterance and generate an appropriate response. This enables the analysis unit to perform a more accurate analysis based on the context of the child's utterance.

[0100] The analysis unit can analyze the speed and tone of the child's speech and generate an appropriate response. The analysis unit, for example, analyzes the speed and tone of the child's speech and generates an appropriate response. For example, if the child speaks quickly, the analysis unit can provide a quick response. Furthermore, if the child speaks slowly, the analysis unit can provide a slow response. Furthermore, if the child speaks in a high-pitched voice, the analysis unit can determine that the child is excited and provide an appropriate response. This enables the analysis unit to provide an appropriate response based on the speed and tone of the child's speech. To analyze the speed and tone of the speech, for example, voice analysis technology and a tone analysis algorithm are used, but are not limited to these examples. The voice analysis technology analyzes the speed and tone of the child's voice to understand the intention of the speech. The tone analysis algorithm analyzes the tone of the child's voice to estimate the emotion. This enables the analysis unit to accurately analyze the speed and tone of the child's speech and generate an appropriate response. This enables the analysis unit to provide an appropriate response based on the speed and tone of the child's speech.

[0101] The analysis unit can estimate the child's emotions and determine the priority of the analysis results based on the estimated child's emotions. The analysis unit, for example, estimates the child's emotions and determines the priority of the analysis results based on the estimated child's emotions. For example, if the child is nervous, the analysis unit can prioritize and present important analysis results. Furthermore, if the child is relaxed, the analysis unit can also present detailed analysis results. Furthermore, if the child is excited, the analysis unit can quickly present analysis results. This enables the analysis unit to determine the priority of the analysis results according to the child's emotions. To determine the priority of the analysis results, for example, importance and urgency are used, but are not limited to these examples. The importance determines the priority based on the importance of the analysis results. The urgency determines the priority based on the urgency of the analysis results. This enables the analysis unit to accurately estimate the child's emotions and determine the priority of appropriate analysis results. This enables the analysis unit to determine the priority of the analysis results according to the child's emotions.

[0102] The analysis unit analyzes background sounds and environmental sounds of the child's speech to more accurately understand the intention of the speech. The analysis unit, for example, analyzes background sounds and environmental sounds of the child's speech to more accurately understand the intention of the speech. For example, the analysis unit can analyze the environment the child is in from the background sounds and provide an appropriate response. The analysis unit can also analyze the situation the child is in from the environmental sounds and provide appropriate feedback. The analysis unit can also analyze the background sounds and environmental sounds to more accurately understand the intention of the child's speech. This enables the analysis unit to accurately understand the intention of the speech based on the background sounds and environmental sounds. To analyze the background sounds and environmental sounds, for example, noise reduction technology and acoustic analysis are used, but are not limited to these examples. Noise reduction technology removes noise from the background sounds and environmental sounds to understand the intention of the speech. Acoustic analysis analyzes the background sounds and environmental sounds to understand the intention of the speech. This enables the analysis unit to accurately analyze the background sounds and environmental sounds and generate an appropriate response. This enables the analysis unit to accurately understand the intention of the speech based on the background sounds and environmental sounds.

[0103] The analysis unit can analyze the content of the child's utterances in cooperation with other devices and apps. The analysis unit, for example, analyzes the content of the child's utterances in cooperation with other devices and apps. For example, the analysis unit can analyze the child's utterances in cooperation with a smart speaker and provide an appropriate response. The analysis unit can also analyze the child's utterances in cooperation with a smartphone app and provide appropriate feedback. The analysis unit can also analyze the child's utterances in cooperation with a tablet and provide an appropriate response. This enables the analysis unit to analyze utterances in cooperation with other devices and apps. To cooperate with other devices and apps, for example, API cooperation or a data sharing protocol is used, but is not limited to such examples. API cooperation provides an interface for exchanging data with other devices and apps. Data sharing protocols provide rules for sharing data with other devices and apps. This enables the analysis unit to cooperate with other devices and apps and accurately analyze the content of utterances. This enables the analysis unit to analyze utterances in cooperation with other devices and apps.

[0104] The response unit can estimate the child's emotions and adjust the tone and content of the response based on the estimated child's emotions. The response unit, for example, estimates the child's emotions and adjusts the tone and content of the response based on the estimated child's emotions. For example, the response unit can respond in a calm tone if the child is nervous. The response unit can also respond in a bright tone if the child is relaxed. The response unit can also provide a quick and concise response if the child is excited. This enables the response unit to adjust the tone and content of the response according to the child's emotions. To adjust the tone and content of the response, for example, tone adjustment and content customization based on emotion analysis results are used, but are not limited to such examples. Tone adjustment based on emotion analysis results adjusts the tone of the response according to the child's emotions. Content customization adjusts the content of the response according to the child's emotions. This enables the response unit to accurately estimate the child's emotions and adjust the tone and content of the response appropriately. This enables the response unit to adjust the tone and content of the response according to the child's emotions.

[0105] The response unit can optimize the timing of responses to the child's utterances. The response unit optimizes the timing of responses to the child's utterances, for example. For example, the response unit can respond immediately after the child finishes speaking. Furthermore, if the child is deep in thought, the response unit can wait a short time before responding. Furthermore, if the child is in a hurry, the response unit can respond quickly. This enables the response unit to respond at the optimal timing to the child's utterances. To optimize the response timing, for example, the interval between utterances and the delay time of the response are used, but are not limited to these examples. The interval between utterances is determined by analyzing the interval between the child's utterances and responding at an appropriate timing. The delay time of the response is determined by adjusting the delay time of the response to the child's utterances and responding at an appropriate timing. This enables the response unit to respond at the optimal timing to the child's utterances. This enables the response unit to respond at the optimal timing to the child's utterances.

[0106] The response unit can generate different response patterns depending on the content of the child's utterances. The response unit generates different response patterns depending on, for example, the content of the child's utterances. For example, when the child asks a question, the response unit can provide a detailed answer. Furthermore, when the child expresses an opinion, the response unit can provide a response that shows empathy. Furthermore, when the child requests instructions, the response unit can provide specific instructions. This enables the response unit to generate an appropriate response pattern depending on the content of the child's utterances. To generate the response pattern, for example, a scenario-based response or dynamic response generation is used, but is not limited to these examples. A scenario-based response generates a response based on a scenario prepared in advance. A dynamic response generation generates a response in real time based on the child's utterances. This enables the response unit to generate an appropriate response pattern depending on the content of the child's utterances.

[0107] The response unit can estimate the child's emotions and adjust the length of the response based on the estimated child's emotions. The response unit, for example, estimates the child's emotions and adjusts the length of the response based on the estimated child's emotions. For example, the response unit can provide a short and concise response when the child is nervous. The response unit can also provide a detailed response when the child is relaxed. The response unit can also provide a quick and concise response when the child is excited. This enables the response unit to adjust the length of the response according to the child's emotions. To adjust the length of the response, for example, length adjustment based on the content of the utterance or length adjustment based on the emotion analysis result is used, but is not limited to these examples. Length adjustment based on the content of the utterance adjusts the length of the response according to the content of the utterance. Length adjustment based on the emotion analysis result adjusts the length of the response according to the child's emotions. This enables the response unit to accurately estimate the child's emotions and adjust the length of the response appropriately. This enables the response unit to adjust the length of the response according to the child's emotions.

[0108] The response unit can provide a response to a child's utterance in coordination with other practice content. The response unit can provide a response to a child's utterance in coordination with other practice content. For example, the response unit can respond by combining practice content on answering an intercom during telephone practice. The response unit can also respond by combining practice content on how to use an ATM during emergency call practice. The response unit can also respond by combining practice content on how to make a phone call during practice on dealing with strangers. This enables the response unit to respond in coordination with other practice content. Coordination with other practice content can be achieved, for example, by scenario integration or data sharing, but is not limited to these examples. Scenario integration integrates multiple practice content into a single scenario and provides the scenario in coordination. Data sharing shares data from multiple practice content and provides the scenario in coordination. This enables the response unit to provide a response to a child's utterance in coordination with other practice content. This enables the response unit to respond in coordination with other practice content.

[0109] The response unit can notify the guardian of a response to the child's utterance in real time. The response unit, for example, notifies the guardian of a response to the child's utterance in real time. For example, the response unit can notify the guardian when the child practices making an emergency call. The response unit can also notify the guardian when the child practices how to deal with strangers. The response unit can also notify the guardian when the child practices how to use an ATM. In this way, the response unit can notify the guardian in real time, thereby understanding the child's practice status. To notify the guardian in real time, for example, notification timing and notification content are used, but are not limited to these examples. The notification timing is such that a notification is sent immediately when the child performs a specific practice. The notification content is such that the child's practice content and progress are notified in detail. In this way, the response unit can notify the guardian in real time, thereby accurately understanding the child's practice status. In this way, the response unit can notify the guardian in real time, thereby understanding the child's practice status.

[0110] The telephone practice unit can estimate the child's emotions and adjust the telephone scenario based on the estimated child's emotions. The telephone practice unit, for example, estimates the child's emotions and adjusts the telephone scenario based on the estimated child's emotions. For example, the telephone practice unit can present a simple scenario when the child is nervous. The telephone practice unit can present a complex scenario when the child is relaxed. The telephone practice unit can present a scenario that progresses quickly when the child is excited. This enables the telephone practice unit to adjust the telephone scenario in accordance with the child's emotions. To adjust the telephone scenario, for example, scenario selection criteria and a scenario customization method are used, but are not limited to these examples. The scenario selection criteria select an appropriate scenario in accordance with the child's emotions. The scenario customization method customizes the scenario in accordance with the child's emotions. This enables the telephone practice unit to accurately estimate the child's emotions and adjust an appropriate telephone scenario. This enables the telephone practice unit to adjust the telephone scenario in accordance with the child's emotions.

[0111] The telephone practice unit can provide different telephone scenarios depending on the content of the child's utterances. The telephone practice unit provides different telephone scenarios depending on, for example, the content of the child's utterances. For example, when a child asks a question, the telephone practice unit can provide a scenario for the question. Furthermore, when a child expresses an opinion, the telephone practice unit can provide a scenario for the opinion. Furthermore, when a child asks for instructions, the telephone practice unit can provide a scenario for the instructions. This enables the telephone practice unit to provide an appropriate telephone scenario depending on the content of the child's utterances. To provide different telephone scenarios, for example, scenario variations and scenario selection criteria are used, but are not limited to these examples. The scenario variations provide different scenarios depending on the content of the child's utterances. The scenario selection criteria select an appropriate scenario depending on the content of the child's utterances. This enables the telephone practice unit to provide an appropriate telephone scenario depending on the content of the child's utterances.

[0112] The telephone practice unit can record the progress of the child's telephone practice and reflect it in the next practice. The telephone practice unit, for example, records the progress of the child's telephone practice and reflects it in the next practice. For example, the telephone practice unit can record the content of the child's past practice and reflect it in the next practice. The telephone practice unit can also record the child's progress and adjust the content of the next practice. The telephone practice unit can also record the child's practice results and provide feedback for the next practice. This allows the telephone practice unit to adjust the content of the next practice based on the child's progress in telephone practice. To record the progress of telephone practice, for example, the number of practice attempts and the success rate are used, but are not limited to these examples. The number of practice attempts is recorded by recording the number of practice attempts made by the child. The success rate is recorded by recording the success rate of the practice attempts made by the child. This allows the telephone practice unit to accurately record the progress of the child's telephone practice and appropriately adjust the content of the next practice. This allows the telephone practice unit to adjust the content of the next practice based on the progress of the child's telephone practice.

[0113] The telephone practice unit can estimate the child's emotions and adjust the telephone practice time based on the estimated child's emotions. The telephone practice unit, for example, estimates the child's emotions and adjusts the telephone practice time based on the estimated child's emotions. For example, the telephone practice unit can perform a short practice period when the child is nervous. Furthermore, the telephone practice unit can perform a long practice period when the child is relaxed. Furthermore, the telephone practice unit can perform a quick practice period when the child is excited. This allows the telephone practice unit to adjust the telephone practice time in accordance with the child's emotions. To adjust the telephone practice time, for example, the length of the practice and the frequency of the practice are used, but are not limited to these examples. The length of the practice is adjusted in accordance with the child's emotions. The frequency of the practice is adjusted in accordance with the child's emotions. This allows the telephone practice unit to accurately estimate the child's emotions and adjust an appropriate telephone practice time. This allows the telephone practice unit to adjust the telephone practice time in accordance with the child's emotions.

[0114] The telephone practice unit can provide telephone practice content for the child in coordination with other practice content. The telephone practice unit can provide telephone practice content for the child in coordination with other practice content. For example, the telephone practice unit can provide telephone practice content for answering an intercom in combination with telephone practice. The telephone practice unit can also provide practice content for using an ATM in combination with emergency call practice. The telephone practice unit can also provide practice content for making a phone call in combination with practice for dealing with strangers. This enables the telephone practice unit to provide telephone practice in coordination with other practice content. Coordination with other practice content can be achieved, for example, by scenario integration or data sharing, but is not limited to these examples. Scenario integration integrates multiple practice content into a single scenario and provides the scenario in coordination. Data sharing shares data of multiple practice content and provides the scenario in coordination. This enables the telephone practice unit to provide telephone practice content for the child in coordination with other practice content. This enables the telephone practice unit to provide telephone practice in coordination with other practice content.

[0115] The telephone practice unit can notify the guardian of the results of the child's telephone practice. The telephone practice unit, for example, notifies the guardian of the results of the child's telephone practice. For example, the telephone practice unit can notify the guardian when the child has practiced on the telephone. The telephone practice unit can also notify the guardian of the results the child has achieved in the telephone practice. The telephone practice unit can also notify the guardian of the parts of the telephone practice that the child is weak at. In this way, the telephone practice unit can grasp the status of the child's telephone practice by notifying the guardian. For example, the timing and content of the notification can be used to notify the guardian, but are not limited to such examples. The timing of the notification can be immediately when the child has practiced a specific part. The content of the notification can be detailed information about the content of the child's practice and progress. In this way, the telephone practice unit can notify the guardian and accurately grasp the status of the child's telephone practice. In this way, the telephone practice unit can notify the guardian and accurately grasp the status of the child's telephone practice by notifying the guardian.

[0116] The intercom practice unit can estimate the child's emotions and adjust the intercom scenario based on the estimated child's emotions. The intercom practice unit, for example, estimates the child's emotions and adjusts the intercom scenario based on the estimated child's emotions. For example, the intercom practice unit can present a simple scenario when the child is nervous. The intercom practice unit can present a complex scenario when the child is relaxed. The intercom practice unit can present a fast-paced scenario when the child is excited. This allows the intercom practice unit to adjust the intercom scenario according to the child's emotions. To adjust the intercom scenario, for example, scenario selection criteria and a scenario customization method are used, but are not limited to these examples. The scenario selection criteria select an appropriate scenario according to the child's emotions. The scenario customization method customizes the scenario according to the child's emotions. This allows the intercom practice unit to accurately estimate the child's emotions and adjust an appropriate intercom scenario. This allows the intercom practice unit to adjust the intercom scenario according to the child's emotions.

[0117] The intercom practice unit can provide different intercom scenarios depending on the content of the child's utterances. The intercom practice unit provides different intercom scenarios depending on, for example, the content of the child's utterances. For example, when a child asks a question, the intercom practice unit can provide a scenario for the question. Furthermore, when a child expresses an opinion, the intercom practice unit can provide a scenario for the opinion. Furthermore, when a child asks for instructions, the intercom practice unit can provide a scenario for the instructions. This enables the intercom practice unit to provide an appropriate intercom scenario depending on the content of the child's utterances. To provide different intercom scenarios, for example, scenario variations and scenario selection criteria are used, but are not limited to these examples. The scenario variations provide different scenarios depending on the content of the child's utterances. The scenario selection criteria select an appropriate scenario depending on the content of the child's utterances. This enables the intercom practice unit to provide an appropriate intercom scenario depending on the content of the child's utterances. This enables the intercom practice unit to provide an appropriate intercom scenario depending on the content of the child's utterances.

[0118] The intercom practice unit can record the progress of the child's intercom practice and reflect it in the next practice. The intercom practice unit, for example, records the progress of the child's intercom practice and reflects it in the next practice. For example, the intercom practice unit can record the content of the child's past practice and reflect it in the next practice. The intercom practice unit can also record the child's progress and adjust the content of the next practice. The intercom practice unit can also record the child's practice results and provide feedback for the next practice. This allows the intercom practice unit to adjust the content of the next practice based on the child's progress in intercom practice. To record the progress of intercom practice, for example, the number of practice attempts and the success rate are used, but are not limited to these examples. The number of practice attempts is recorded by recording the number of practice attempts performed by the child. The success rate is recorded by recording the success rate of the practice attempts performed by the child. This allows the intercom practice unit to accurately record the progress of the child's intercom practice and appropriately adjust the content of the next practice. This allows the intercom practice unit to adjust the content of the next practice based on the child's progress in intercom practice.

[0119] The intercom practice unit can estimate the child's emotions and adjust the intercom practice time based on the estimated child's emotions. The intercom practice unit, for example, estimates the child's emotions and adjusts the intercom practice time based on the estimated child's emotions. For example, the intercom practice unit can perform a short practice period when the child is nervous. Furthermore, the intercom practice unit can perform a long practice period when the child is relaxed. Furthermore, the intercom practice unit can perform a quick practice period when the child is excited. This enables the intercom practice unit to adjust the intercom practice time in accordance with the child's emotions. To adjust the intercom practice time, for example, the length of the practice period and the frequency of the practice period are used, but are not limited to these examples. The length of the practice period is adjusted in accordance with the child's emotions. The frequency of the practice period is adjusted in accordance with the child's emotions. This enables the intercom practice unit to accurately estimate the child's emotions and adjust an appropriate intercom practice time. This enables the intercom practice unit to adjust the intercom practice time in accordance with the child's emotions.

[0120] The intercom practice unit can provide intercom practice content for children in coordination with other practice content. The intercom practice unit can provide intercom practice content for children in coordination with other practice content. For example, the intercom practice unit can provide practice content for making a phone call in combination with intercom practice. The intercom practice unit can also provide practice content for using an ATM in combination with emergency call practice. The intercom practice unit can also provide practice content for responding to an intercom in combination with practice for dealing with a stranger. This enables the intercom practice unit to provide intercom practice in coordination with other practice content. Coordination with other practice content can be achieved, for example, by scenario integration or data sharing, but is not limited to such examples. Scenario integration integrates multiple practice content into a single scenario and provides the scenario in coordination. Data sharing shares data of multiple practice content and provides the scenario in coordination. This enables the intercom practice unit to provide intercom practice content for children in coordination with other practice content. This enables the intercom practice unit to provide intercom practice in coordination with other practice content.

[0121] The intercom practice unit can notify the guardian of the results of the child's intercom practice. The intercom practice unit, for example, notifies the guardian of the results of the child's intercom practice. For example, the intercom practice unit can notify the guardian when the child practices intercom. The intercom practice unit can also notify the guardian of the results the child has achieved in the intercom practice. The intercom practice unit can also notify the guardian of the parts of the intercom practice that the child is weak at. In this way, the intercom practice unit can grasp the status of the child's intercom practice by notifying the guardian. For example, the timing and content of the notification can be used to notify the guardian, but are not limited to such examples. The timing of the notification can be immediately when the child has performed a specific practice. The content of the notification can be detailed information about the content of the child's practice and progress. In this way, the intercom practice unit can notify the guardian and accurately grasp the status of the child's intercom practice. In this way, the intercom practice unit can grasp the status of the child's intercom practice by notifying the guardian.

[0122] The emergency call training unit can estimate the child's emotions and adjust the emergency call scenario based on the estimated child's emotions. The emergency call training unit, for example, estimates the child's emotions and adjusts the emergency call scenario based on the estimated child's emotions. For example, the emergency call training unit can present a simple scenario when the child is nervous. Furthermore, the emergency call training unit can present a complex scenario when the child is relaxed. Furthermore, the emergency call training unit can present a scenario that progresses quickly when the child is excited. This enables the emergency call training unit to adjust the emergency call scenario according to the child's emotions. To adjust the emergency call scenario, for example, scenario selection criteria and a scenario customization method are used, but are not limited to these examples. The scenario selection criteria select an appropriate scenario according to the child's emotions. The scenario customization method customizes the scenario according to the child's emotions. This enables the emergency call training unit to accurately estimate the child's emotions and adjust an appropriate emergency call scenario. This enables the emergency call training unit to adjust the emergency call scenario according to the child's emotions.

[0123] The emergency call practice unit can provide different emergency call scenarios depending on the content of what the child says. The emergency call practice unit provides different emergency call scenarios depending on, for example, the content of what the child says. For example, when a child asks a question, the emergency call practice unit can provide a scenario for the question. Furthermore, when a child expresses an opinion, the emergency call practice unit can provide a scenario for the opinion. Furthermore, when a child asks for instructions, the emergency call practice unit can provide a scenario for the instructions. This enables the emergency call practice unit to provide an appropriate emergency call scenario depending on the content of what the child says. To provide different emergency call scenarios, for example, scenario variations and scenario selection criteria are used, but are not limited to these examples. The scenario variations provide different scenarios depending on the content of what the child says. The scenario selection criteria select an appropriate scenario depending on the content of what the child says. This enables the emergency call practice unit to provide an appropriate emergency call scenario depending on the content of what the child says. This enables the emergency call practice unit to provide an appropriate emergency call scenario depending on the content of what the child says.

[0124] The emergency call practice unit can record the progress of the child's emergency call practice and reflect it in the next practice. The emergency call practice unit, for example, records the progress of the child's emergency call practice and reflects it in the next practice. For example, the emergency call practice unit can record the content of the child's past practice and reflect it in the next practice. The emergency call practice unit can also record the child's progress and adjust the content of the next practice. The emergency call practice unit can also record the child's practice results and provide feedback for the next practice. This allows the emergency call practice unit to adjust the content of the next practice based on the progress of the child's emergency call practice. To record the progress of the emergency call practice, for example, the number of practice attempts and the success rate are used, but are not limited to these examples. The number of practice attempts is recorded by recording the number of practice attempts performed by the child. The success rate is recorded by recording the success rate of the practice attempts performed by the child. This allows the emergency call practice unit to accurately record the progress of the child's emergency call practice and appropriately adjust the content of the next practice. This allows the emergency call practice unit to adjust the content of the next practice based on the progress of the child's emergency call practice.

[0125] The emergency call practice unit can estimate the child's emotions and adjust the emergency call practice time based on the estimated child's emotions. The emergency call practice unit, for example, estimates the child's emotions and adjusts the emergency call practice time based on the estimated child's emotions. For example, the emergency call practice unit can perform a short practice period when the child is nervous. Furthermore, the emergency call practice unit can perform a long practice period when the child is relaxed. Furthermore, the emergency call practice unit can perform a quick practice period when the child is excited. This enables the emergency call practice unit to adjust the emergency call practice time in accordance with the child's emotions. To adjust the emergency call practice time, for example, the length of the practice and the frequency of the practice are used, but are not limited to these examples. The length of the practice is adjusted according to the child's emotions. The frequency of the practice is adjusted according to the child's emotions. This enables the emergency call practice unit to accurately estimate the child's emotions and adjust an appropriate emergency call practice time. This enables the emergency call practice unit to adjust the emergency call practice time in accordance with the child's emotions.

[0126] The emergency call practice unit can provide emergency call practice content for children in coordination with other practice content. The emergency call practice unit can provide emergency call practice content for children in coordination with other practice content. For example, the emergency call practice unit can provide emergency call practice content for children in coordination with other practice content. For example, the emergency call practice unit can provide emergency call practice content for children in coordination with other practice content. The emergency call practice unit can also provide emergency call practice content for children in coordination with other practice content. The emergency call practice unit can also provide emergency call practice content for children in coordination with other practice content. To coordinate with other practice content, for example, scenario integration and data sharing are used, but are not limited to these examples. Scenario integration involves integrating multiple practice content into a single scenario and providing the scenario in coordination. Data sharing involves sharing data of multiple practice content and providing the scenario in coordination. The emergency call practice unit can provide emergency call practice content for children in coordination with other practice content. The emergency call practice unit can provide emergency call practice content for children in coordination with other practice content.

[0127] The emergency call practice unit can notify the guardian of the result of the child's emergency call practice. The emergency call practice unit, for example, notifies the guardian of the result of the child's emergency call practice. For example, the emergency call practice unit can notify the guardian when the child has practiced making an emergency call. The emergency call practice unit can also notify the guardian of the results the child has achieved in the emergency call practice. The emergency call practice unit can also notify the guardian of parts of the emergency call practice that the child is weak at. In this way, the emergency call practice unit can grasp the status of the child's emergency call practice by notifying the guardian. For example, the timing of the notification and the content of the notification can be used to notify the guardian, but are not limited to these examples. The timing of the notification can be immediately when the child has practiced a specific exercise. The content of the notification can be detailed information about the content of the child's practice and progress. In this way, the emergency call practice unit can notify the guardian and accurately grasp the status of the child's emergency call practice. In this way, the emergency call practice unit can grasp the status of the child's emergency call practice by notifying the guardian.

[0128] The ATM practice unit can estimate a child's emotions and adjust an ATM scenario based on the estimated child's emotions. The ATM practice unit, for example, estimates a child's emotions and adjusts an ATM scenario based on the estimated child's emotions. For example, the ATM practice unit can present a simple scenario when the child is nervous. The ATM practice unit can present a complex scenario when the child is relaxed. The ATM practice unit can present a fast-paced scenario when the child is excited. This enables the ATM practice unit to adjust an ATM scenario according to the child's emotions. To adjust the ATM scenario, for example, scenario selection criteria and a scenario customization method are used, but are not limited to these examples. The scenario selection criteria select an appropriate scenario based on the child's emotions. The scenario customization method customizes a scenario based on the child's emotions. This enables the ATM practice unit to accurately estimate a child's emotions and adjust an appropriate ATM scenario. This enables the ATM practice unit to adjust an ATM scenario according to the child's emotions.

[0129] The ATM training unit can provide different ATM scenarios depending on the content of the child's operation. The ATM training unit provides different ATM scenarios depending on, for example, the content of the child's operation. For example, when a child asks a question, the ATM training unit can provide a scenario in response to the question. Furthermore, when a child expresses an opinion, the ATM training unit can provide a scenario in response to the opinion. Furthermore, when a child requests instructions, the ATM training unit can provide a scenario in response to the instruction. This enables the ATM training unit to provide an appropriate ATM scenario depending on the content of the child's operation. To provide different ATM scenarios, for example, scenario variations and scenario selection criteria are used, but are not limited to these examples. The scenario variations provide different scenarios depending on the content of the child's operation. The scenario selection criteria select an appropriate scenario depending on the content of the child's operation. This enables the ATM training unit to provide an appropriate ATM scenario depending on the content of the child's operation.

[0130] The ATM practice unit can record the progress of the child's ATM practice and reflect it in the next practice. The ATM practice unit, for example, records the progress of the child's ATM practice and reflects it in the next practice. For example, the ATM practice unit can record the content of the child's past practice and reflect it in the next practice. The ATM practice unit can also record the child's progress and adjust the content of the next practice. The ATM practice unit can also record the child's practice results and feed them back into the next practice. This allows the ATM practice unit to adjust the content of the next practice based on the child's progress in the ATM practice. To record the progress of the ATM practice, for example, the number of practice attempts and the success rate are used, but are not limited to these examples. The number of practice attempts is recorded by recording the number of practice attempts performed by the child. The success rate is recorded by recording the success rate of the practice attempts performed by the child. This allows the ATM practice unit to accurately record the progress of the child's ATM practice and appropriately adjust the content of the next practice. This allows the ATM practice unit to adjust the content of the next practice based on the progress of the child's ATM practice.

[0131] The ATM practice unit can estimate the child's emotions and adjust the ATM practice time based on the estimated child's emotions. The ATM practice unit, for example, estimates the child's emotions and adjusts the ATM practice time based on the estimated child's emotions. For example, the ATM practice unit can perform short practice periods when the child is nervous. Furthermore, the ATM practice unit can perform long practice periods when the child is relaxed. Furthermore, the ATM practice unit can perform quick practice periods when the child is excited. This enables the ATM practice unit to adjust the ATM practice time in accordance with the child's emotions. To adjust the ATM practice time, for example, the length of practice and the frequency of practice are used, but are not limited to these examples. The length of practice is adjusted according to the child's emotions. The frequency of practice is adjusted according to the child's emotions. This enables the ATM practice unit to accurately estimate the child's emotions and adjust an appropriate ATM practice time. This enables the ATM practice unit to adjust the ATM practice time in accordance with the child's emotions.

[0132] The ATM practice unit can provide ATM practice content for children in coordination with other practice content. For example, the ATM practice unit can provide ATM practice content for children in coordination with other practice content. For example, the ATM practice unit can provide practice content for making phone calls in combination with ATM practice. The ATM practice unit can also provide practice content for answering intercoms in combination with ATM practice. The ATM practice unit can also provide practice content for using an ATM in combination with practice for dealing with strangers. This enables the ATM practice unit to provide ATM practice in coordination with other practice content. Coordination with other practice content can be achieved, for example, by scenario integration or data sharing, but is not limited to these examples. Scenario integration integrates multiple practice content into a single scenario and provides the scenario in coordination. Data sharing shares data from multiple practice content and provides the scenario in coordination. This enables the ATM practice unit to provide ATM practice content for children in coordination with other practice content. This enables the ATM practice unit to provide ATM practice in coordination with other practice content.

[0133] The ATM practice unit can notify a guardian of the results of a child's ATM practice. The ATM practice unit, for example, notifies a guardian of the results of a child's ATM practice. For example, the ATM practice unit can notify a guardian when a child practices using an ATM. The ATM practice unit can also notify a guardian of the results the child has achieved in the ATM practice. The ATM practice unit can also notify a guardian of areas in which the child is weak in the ATM practice. In this way, the ATM practice unit can grasp the status of the child's ATM practice by notifying the guardian. For example, the timing and content of the notification can be used to notify the guardian, but are not limited to such examples. The timing of the notification can be immediately when the child has performed a specific practice. The content of the notification can be detailed information about the child's practice and progress. In this way, the ATM practice unit can notify a guardian and accurately grasp the status of the child's ATM practice. In this way, the ATM practice unit can grasp the status of the child's ATM practice by notifying the guardian.

[0134] The response practice unit can estimate the child's emotions and adjust a response scenario based on the estimated child's emotions. The response practice unit, for example, estimates the child's emotions and adjusts the response scenario based on the estimated child's emotions. For example, the response practice unit can present a simple scenario when the child is nervous. Furthermore, the response practice unit can present a complex scenario when the child is relaxed. Furthermore, the response practice unit can present a scenario that progresses quickly when the child is excited. This enables the response practice unit to adjust the response scenario in accordance with the child's emotions. To adjust the response scenario, for example, scenario selection criteria and a scenario customization method are used, but are not limited to these examples. The scenario selection criteria select an appropriate scenario in accordance with the child's emotions. The scenario customization method customizes the scenario in accordance with the child's emotions. This enables the response practice unit to accurately estimate the child's emotions and adjust an appropriate response scenario. This enables the response practice unit to adjust the response scenario in accordance with the child's emotions.

[0135] The response practice unit can provide different response scenarios depending on the content of the child's utterances. The response practice unit provides different response scenarios depending on, for example, the content of the child's utterances. For example, when a child asks a question, the response practice unit can provide a scenario for the question. Furthermore, when a child expresses an opinion, the response practice unit can provide a scenario for the opinion. Furthermore, when a child asks for instructions, the response practice unit can provide a scenario for the instructions. This enables the response practice unit to provide an appropriate response scenario depending on the content of the child's utterances. To provide different response scenarios, for example, scenario variations and scenario selection criteria are used, but are not limited to these examples. The scenario variations provide different scenarios depending on the content of the child's utterances. The scenario selection criteria select an appropriate scenario depending on the content of the child's utterances. This enables the response practice unit to provide an appropriate response scenario depending on the content of the child's utterances.

[0136] The response practice unit can record the progress of the child's response practice and reflect it in the next practice. The response practice unit, for example, records the progress of the child's response practice and reflects it in the next practice. For example, the response practice unit can record the content of the child's past practice and reflect it in the next practice. The response practice unit can also record the child's progress and adjust the content of the next practice. The response practice unit can also record the child's practice results and provide feedback for the next practice. This allows the response practice unit to adjust the content of the next practice based on the progress of the child's response practice. To record the progress of the response practice, for example, the number of practices and the success rate are used, but are not limited to these examples. The number of practices is recorded by recording the number of practices the child has performed. The success rate is recorded by recording the success rate of the practices the child has performed. This allows the response practice unit to accurately record the progress of the child's response practice and appropriately adjust the content of the next practice. This allows the response practice unit to adjust the content of the next practice based on the progress of the child's response practice.

[0137] The response practice unit can estimate the child's emotions and adjust the response practice time based on the estimated child's emotions. The response practice unit, for example, estimates the child's emotions and adjusts the response practice time based on the estimated child's emotions. For example, the response practice unit can perform a short practice period when the child is nervous. Furthermore, the response practice unit can perform a long practice period when the child is relaxed. Furthermore, the response practice unit can perform a quick practice period when the child is excited. This enables the response practice unit to adjust the response practice time in accordance with the child's emotions. To adjust the response practice time, for example, the length of practice and the frequency of practice are used, but are not limited to such examples. The length of practice is adjusted according to the child's emotions. The frequency of practice is adjusted according to the child's emotions. This enables the response practice unit to accurately estimate the child's emotions and adjust an appropriate response practice time. This enables the response practice unit to adjust the response practice time in accordance with the child's emotions.

[0138] The response practice unit can provide response practice content for children in coordination with other practice content. The response practice unit, for example, provides response practice content for children in coordination with other practice content. For example, the response practice unit can combine practice content for how to make a phone call with the response practice and provide it. The response practice unit can also combine practice content for how to respond to an intercom with the response practice and provide it. The response practice unit can also combine practice content for how to use an ATM with the response practice and provide it. This enables the response practice unit to provide response practice in coordination with other practice content. To coordinate with other practice content, for example, scenario integration and data sharing are used, but are not limited to such examples. Scenario integration integrates multiple practice content into a single scenario and provides the scenario in coordination. Data sharing shares data of multiple practice content and provides the scenario in coordination. This enables the response practice unit to provide response practice content for children in coordination with other practice content. This enables the response practice unit to provide response practice in coordination with other practice content.

[0139] The response practice unit can notify the guardian of the result of the child's response practice. The response practice unit, for example, notifies the guardian of the result of the child's response practice. For example, the response practice unit can notify the guardian when the child performs the response practice. The response practice unit can also notify the guardian of the results the child has achieved in the response practice. The response practice unit can also notify the guardian of the parts of the response practice that the child is weak at. In this way, the response practice unit can grasp the status of the child's response practice by notifying the guardian. For example, the timing of the notification and the content of the notification can be used to notify the guardian, but are not limited to such examples. The timing of the notification can be immediately when the child performs a specific practice. The content of the notification can be detailed notification of the content of the child's practice and progress. In this way, the response practice unit can notify the guardian and accurately grasp the status of the child's response practice. In this way, the response practice unit can notify the guardian and accurately grasp the status of the child's response practice by notifying the guardian. === Hard Collateral 1-1 === Each of the multiple elements, including the selection unit, analysis unit, response unit, telephone practice unit, intercom practice unit, emergency call practice unit, ATM practice unit, and response practice unit, described above, is realized, for example, by at least one of the smart device 14 and the data processing device 12. For example, the selection unit is realized by the control unit 46A of the smart device 14 and selects the content that the child wants to practice. The analysis unit is realized by the specific processing unit 290 of the data processing device 12 and analyzes the child's utterances. The response unit is realized by the control unit 46A of the smart device 14 and generates a response tailored to the child's utterances using a generation AI. The telephone practice unit, intercom practice unit, emergency call practice unit, ATM practice unit, and response practice unit are realized by the control unit 46A of the smart device 14 and the specific processing unit 290 of the data processing device 12. === Hard Collateral 1-2 === Each of the multiple elements, including the above-mentioned selection unit, analysis unit, response unit, telephone practice unit, intercom practice unit, emergency call practice unit, ATM practice unit, and response practice unit, is realized, for example, by at least one of the smart glasses 214 and the data processing device 12. For example, the selection unit is realized by the control unit 46A of the smart glasses 214 and selects the content that the child wants to practice. The analysis unit is realized by the specific processing unit 290 of the data processing device 12 and analyzes the child's utterances. The response unit is realized by the control unit 46A of the smart glasses 214 and generates a response tailored to the child's utterances using a generation AI. The telephone practice unit, intercom practice unit, emergency call practice unit, ATM practice unit, and response practice unit are realized by the control unit 46A of the smart glasses 214 and the specific processing unit 290 of the data processing device 12. === Hard Collateral 1-3 === Each of the multiple elements, including the selection unit, analysis unit, response unit, telephone practice unit, intercom practice unit, emergency call practice unit, ATM practice unit, and response practice unit, described above, is realized, for example, by at least one of the headset type terminal 314 and the data processing device 12. For example, the selection unit is realized by the control unit 46A of the headset type terminal 314 and selects the content that the child wants to practice. The analysis unit is realized by the specific processing unit 290 of the data processing device 12 and analyzes the child's utterances. The response unit is realized by the control unit 46A of the headset type terminal 314 and generates a response tailored to the child's utterances using a generation AI. The telephone practice unit, intercom practice unit, emergency call practice unit, ATM practice unit, and response practice unit are realized by the control unit 46A of the headset type terminal 314 and the specific processing unit 290 of the data processing device 12. === Hard Collateral 1-4 === Each of the multiple elements, including the selection unit, analysis unit, response unit, telephone practice unit, intercom practice unit, emergency call practice unit, ATM practice unit, and response practice unit, described above, is realized, for example, by at least one of the robot 414 and the data processing device 12. For example, the selection unit is realized by the control unit 46A of the robot 414 and selects the content that the child wants to practice. The analysis unit is realized by the specific processing unit 290 of the data processing device 12 and analyzes the child's utterances. The response unit is realized by the control unit 46A of the robot 414 and generates a response tailored to the child's utterances using a generation AI. The telephone practice unit, intercom practice unit, emergency call practice unit, ATM practice unit, and response practice unit are realized by the control unit 46A of the robot 414 and the specific processing unit 290 of the data processing device 12.

[0140] The system according to the embodiment is not limited to the above-described example, and various modifications are possible, for example, as follows.

[0141] The selection unit can customize practice content based on the child's interests. For example, the selection unit can present practice content using a character that the child likes. The selection unit can also present practice content related to a theme that the child is interested in. Furthermore, the selection unit can present practice content related to an activity that the child is interested in. This enables the selection unit to customize practice content according to the child's interests. To identify the child's interests, for example, a questionnaire survey or behavior log analysis can be used, but is not limited to such examples. The questionnaire survey asks questions to the child to identify the interests. The behavior log analysis analyzes the child's behavior data to identify the interests. This enables the selection unit to accurately identify the child's interests and customize appropriate practice content. This enables the selection unit to customize practice content according to the child's interests.

[0142] The analysis unit can perform more accurate analysis by taking into account the context of the child's utterance. For example, the analysis unit can analyze the context before and after the child's utterance and generate an appropriate response. The analysis unit can also analyze related keywords to understand the intention of the child's utterance. Furthermore, the analysis unit can provide appropriate feedback by taking into account background information of the child's utterance. This enables the analysis unit to perform more accurate analysis based on the context of the child's utterance. To consider the context of the utterance, for example, previous and following utterances and related topics are used, but are not limited to these examples. Previous and following utterances are analyzed by analyzing the content before and after the child's utterance to understand the context. Related topics are analyzed by analyzing topics related to the child's utterance to understand the context. This enables the analysis unit to accurately understand the context of the child's utterance and generate an appropriate response. This enables the analysis unit to perform more accurate analysis based on the context of the child's utterance.

[0143] The response unit can optimize the timing of the response to the child's utterance. For example, the response unit can respond immediately after the child finishes speaking. Furthermore, if the child is deep in thought, the response unit can wait a short time before responding. Furthermore, if the child is in a hurry, the response unit can respond quickly. This enables the response unit to respond at the optimal timing to the child's utterance. To optimize the response timing, for example, the interval between utterances and the delay time of the response are used, but are not limited to these examples. The interval between utterances is determined by analyzing the interval between the child's utterances and responding at an appropriate timing. The delay time of the response is determined by adjusting the delay time of the response to the child's utterance and responding at an appropriate timing. This enables the response unit to respond at the optimal timing to the child's utterance. This enables the response unit to respond at the optimal timing to the child's utterance.

[0144] The selection unit can analyze past practice history and automatically select appropriate practice content. For example, the selection unit can re-present practice content that the child was weak at in the past, aiming to help the child overcome that weakness. The selection unit can also re-present practice content that the child was good at in the past in order to strengthen the skill. The selection unit can also consider the progress of the child's past practice content and present the next step. This allows the selection unit to select optimal practice content based on the past practice history. Past practice history includes, for example, the number of practice sessions, success rate, type of practice content, etc., but is not limited to these examples. The selection unit analyzes this data and selects optimal practice content for the child. This allows the selection unit to select optimal practice content based on the past practice history.

[0145] The analysis unit can analyze the speed and tone of the child's speech and generate an appropriate response. For example, if the child speaks quickly, the analysis unit can respond quickly. Alternatively, if the child speaks slowly, the analysis unit can respond slowly. Alternatively, if the child speaks in a high-pitched voice, the analysis unit can determine that the child is excited and generate an appropriate response. This enables the analysis unit to provide an appropriate response based on the speed and tone of the child's speech. To analyze the speed and tone of speech, for example, voice analysis technology or a tone analysis algorithm is used, but is not limited to such examples. The voice analysis technology analyzes the speed and tone of the child's voice to understand the intention of the speech. The tone analysis algorithm analyzes the tone of the child's voice to estimate the emotion. This enables the analysis unit to accurately analyze the speed and tone of the child's speech and generate an appropriate response. This enables the analysis unit to provide an appropriate response based on the speed and tone of the child's speech.

[0146] The selection unit can estimate the child's emotions and present options for practice content based on the estimated child's emotions. For example, if the child is nervous, the selection unit can present easy practice content that will help the child relax. Furthermore, if the child is excited, the selection unit can present more difficult practice content that will help the child concentrate. Furthermore, if the child is tired, the selection unit can present practice content that can be completed in a short time. This enables the selection unit to select practice content that suits the child's emotions. To estimate the child's emotions, for example, facial expression recognition technology and voice analysis technology are used, but are not limited to these examples. Facial expression recognition technology captures the child's facial expression with a camera and estimates the emotion. Voice analysis technology analyzes the tone and speed of the child's voice and estimates the emotion. This enables the selection unit to accurately estimate the child's emotions and present appropriate practice content. This enables the selection unit to select practice content that suits the child's emotions.

[0147] The analysis unit can estimate the child's emotions and adjust the utterance analysis method based on the estimated child's emotions. For example, if the child is nervous, the analysis unit can analyze the utterances more slowly and allow for errors. Furthermore, if the child is relaxed, the analysis unit can analyze the utterances more strictly and provide accurate feedback. Furthermore, if the child is excited, the analysis unit can analyze the utterances quickly and respond immediately. This enables the analysis unit to adjust the utterance analysis method according to the child's emotions. Estimating the child's emotions can be done using, for example, facial expression recognition technology or voice analysis technology, but is not limited to these examples. Facial expression recognition technology captures the child's facial expressions with a camera and estimates the emotion. Voice analysis technology analyzes the tone and speed of the child's voice and estimates the emotion. This enables the analysis unit to accurately estimate the child's emotions and adjust the utterance analysis method appropriately. This enables the analysis unit to adjust the utterance analysis method according to the child's emotions.

[0148] The response unit can estimate the child's emotions and adjust the tone and content of the response based on the estimated child's emotions. For example, if the child is nervous, the response unit can respond in a calm tone. If the child is relaxed, the response unit can respond in a bright tone. If the child is excited, the response unit can provide a quick and concise response. This enables the response unit to adjust the tone and content of the response according to the child's emotions. To adjust the tone and content of the response, for example, tone adjustment and content customization based on emotion analysis results are used, but are not limited to such examples. Tone adjustment based on emotion analysis results adjusts the tone of the response according to the child's emotions. Content customization adjusts the content of the response according to the child's emotions. This enables the response unit to accurately estimate the child's emotions and adjust the tone and content of the response appropriately. This enables the response unit to adjust the tone and content of the response according to the child's emotions.

[0149] The telephone practice unit can estimate the child's emotions and adjust the telephone scenario based on the estimated child's emotions. For example, the telephone practice unit can present a simple scenario when the child is nervous. Furthermore, the telephone practice unit can present a complex scenario when the child is relaxed. Furthermore, the telephone practice unit can present a scenario that progresses quickly when the child is excited. This allows the telephone practice unit to adjust the telephone scenario according to the child's emotions. To adjust the telephone scenario, for example, scenario selection criteria and a scenario customization method are used, but are not limited to these examples. The scenario selection criteria select an appropriate scenario according to the child's emotions. The scenario customization method customizes the scenario according to the child's emotions. This allows the telephone practice unit to accurately estimate the child's emotions and adjust an appropriate telephone scenario. This allows the telephone practice unit to adjust the telephone scenario according to the child's emotions.

[0150] The intercom practice unit can estimate the child's emotions and adjust the intercom scenario based on the estimated child's emotions. For example, the intercom practice unit can present a simple scenario when the child is nervous. Furthermore, the intercom practice unit can present a complex scenario when the child is relaxed. Furthermore, the intercom practice unit can present a fast-paced scenario when the child is excited. This allows the intercom practice unit to adjust the intercom scenario according to the child's emotions. To adjust the intercom scenario, for example, scenario selection criteria and a scenario customization method are used, but are not limited to these examples. The scenario selection criteria select an appropriate scenario according to the child's emotions. The scenario customization method customizes the scenario according to the child's emotions. This allows the intercom practice unit to accurately estimate the child's emotions and adjust an appropriate intercom scenario. This allows the intercom practice unit to adjust the intercom scenario according to the child's emotions.

[0151] The processing flow of the second embodiment will be briefly explained below.

[0152] Step 1: The selection unit selects the content to practice. Examples of practice content include how to make a phone call, answer the intercom, call an emergency, use an ATM, and how to deal with strangers. The selection unit allows the child to select the content they want to practice via a dedicated dial or app. Step 2: The analysis unit analyzes the child's utterances based on the practice content selected by the selection unit. Speech recognition technology and natural language processing technology are used to analyze the utterances. For example, the analysis unit converts the child's utterances into text data using speech recognition technology, and then analyzes the text data using natural language processing technology. The analysis unit can also refer to related background information and topic models to understand the context and intent of the child's utterances. Step 3: The response unit responds based on the utterances analyzed by the analysis unit. Responses include voice and text responses. For example, the response unit uses a generation AI to generate a response tailored to the child's utterances. The generation AI may be a text generation AI (e.g., LLM) or a multimodal generation AI. The generation AI generates an appropriate response based on the child's utterances and outputs it as voice or text.

[0153] 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.

[0154] The data generation model 58 is a so-called generative AI (Artificial Intelligence). An example of the data generation model 58 is ChatGPT (registered trademark) (Internet search engine).<URL: https: / / openai.com / blog / chatgpt> Examples of the generative AI include a neural network (NN) and a neural network (NN). 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 (e.g., still image data or video data). 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 one or more data formats of voice data, text data, image data, etc. 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 may perform various processes, but is not limited to these examples. The AI ​​may also be an AI agent. When the processing of each of the above-mentioned parts is performed by an AI, the processing may be performed in part or entirely by the AI, but is not limited to these examples. The processing performed by an AI including the generative AI may be replaced with rule-based processing, and rule-based processing may be replaced with processing performed by an AI including the generative AI.

[0155] 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.

[0156] The correspondence between each part and the device or control part is not limited to the example described above, and various modifications are possible.

[0157] [Second embodiment] FIG. 3 shows an example of the configuration of a data processing system 210 according to the second embodiment.

[0158] 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.

[0159] 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.

[0160] 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.

[0161] 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.

[0162] 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).

[0163] 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.

[0164] 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.

[0165] 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.

[0166] 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.

[0167] 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.

[0168] 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.

[0169] 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.

[0170] 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 including an instruction, as well as inference data such as audio data indicating speech, text data indicating text, and image data indicating an image (e.g., still image data or video data). 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 one or more data formats, such as audio data, text data, and image 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 models 58 include AIs other than the generation AI. Examples of AIs other than the generation AI include, but are not limited to, linear regression, logistic regression, decision trees, random forests, support vector machines (SVMs), k-means clustering, convolutional neural networks (CNNs), recurrent neural networks (RNNs), generative adversarial networks (GANs), and naive Bayes. These AIs can perform various types of processing, but are not limited to these examples. The AI ​​may also be an AI agent. When the processing of each of the above-described parts is performed by an AI, the processing may be performed in part or entirely by the AI, but is not limited to these examples. Processing performed by an AI, including the generation AI, may be replaced with rule-based processing, and rule-based processing may be replaced with processing performed by an AI, including the generation AI.

[0171] 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.

[0172] The correspondence between each part and the device or control part is not limited to the example described above, and various modifications are possible.

[0173] [Third embodiment] FIG. 5 shows an example of the configuration of a data processing system 310 according to the third embodiment.

[0174] 5, the data processing system 310 includes the data processing device 12 and a headset terminal 314. An example of the data processing device 12 is a server.

[0175] 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.

[0176] 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.

[0177] 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.

[0178] 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).

[0179] 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.

[0180] Fig. 6 shows an example of the main functions of the data processing device 12 and the headset 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.

[0181] 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.

[0182] 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.

[0183] In the headset type terminal 314, the identification process is performed by the processor 46. A identification program 60 is stored in the storage 50. The processor 46 reads the identification program 60 from the storage 50 and executes the read identification program 60 on the RAM 48. The identification process is realized by the processor 46 operating as a control unit 46A in accordance with the identification 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 identification processing unit 290 using these models.

[0184] 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.

[0185] 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.

[0186] 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 including an instruction, as well as inference data such as audio data indicating speech, text data indicating text, and image data indicating an image (e.g., still image data or video data). 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 one or more data formats, such as audio data, text data, and image 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 models 58 include AIs other than the generation AI. Examples of AIs other than the generation AI include, but are not limited to, linear regression, logistic regression, decision trees, random forests, support vector machines (SVMs), k-means clustering, convolutional neural networks (CNNs), recurrent neural networks (RNNs), generative adversarial networks (GANs), and naive Bayes. These AIs can perform various types of processing, but are not limited to these examples. The AI ​​may also be an AI agent. When the processing of each of the above-described parts is performed by an AI, the processing may be performed in part or entirely by the AI, but is not limited to these examples. Processing performed by an AI, including the generation AI, may be replaced with rule-based processing, and rule-based processing may be replaced with processing performed by an AI, including the generation AI.

[0187] 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.

[0188] The correspondence between each part and the device or control part is not limited to the example described above, and various modifications are possible.

[0189] [Fourth embodiment] FIG. 7 shows an example of the configuration of a data processing system 410 according to the fourth embodiment.

[0190] 7, a 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.

[0191] 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.

[0192] 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.

[0193] 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.

[0194] 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).

[0195] 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.

[0196] 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.

[0197] 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.

[0198] 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.

[0199] 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.

[0200] In the robot 414, the processor 46 performs the identification process. The storage 50 stores the identification program 60. The processor 46 reads the identification program 60 from the storage 50 and executes the read identification program 60 on the RAM 48. The identification process is realized by the processor 46 operating as the control unit 46A in accordance with the identification 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 the same process as the identification processing unit 290 using these models.

[0201] 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.

[0202] 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.

[0203] 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 including an instruction, as well as inference data such as audio data indicating speech, text data indicating text, and image data indicating an image (e.g., still image data or video data). 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 one or more data formats, such as audio data, text data, and image 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 models 58 include AIs other than the generation AI. Examples of AIs other than the generation AI include, but are not limited to, linear regression, logistic regression, decision trees, random forests, support vector machines (SVMs), k-means clustering, convolutional neural networks (CNNs), recurrent neural networks (RNNs), generative adversarial networks (GANs), and naive Bayes. These AIs can perform various types of processing, but are not limited to these examples. The AI ​​may also be an AI agent. When the processing of each of the above-described parts is performed by an AI, the processing may be performed in part or entirely by the AI, but is not limited to these examples. Processing performed by an AI, including the generation AI, may be replaced with rule-based processing, and rule-based processing may be replaced with processing performed by an AI, including the generation AI.

[0204] 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.

[0205] The correspondence between each part and the device or control part is not limited to the example described above, and various modifications are possible.

[0206] 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.

[0207] 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.

[0208] 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.

[0209] 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).

[0210] 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.

[0211] 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."

[0212] 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.

[0213] 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.

[0214] 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.

[0215] 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.

[0216] 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.

[0217] 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.

[0218] 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.

[0219] 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.

[0220] 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.

[0221] 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.

[0222] 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.

[0223] 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.

[0224] [Explanation of symbols]

[0225] 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 system comprising a selection unit that selects practice content, an analysis unit that analyzes a child's utterances based on the practice content selected by the selection unit, and a response unit that responds based on the utterances analyzed by the analysis unit.

2. A telephone practice section is provided where you can practice making phone calls.

2. The system of claim 1.

3. Equipped with an intercom practice area where you can practice answering the intercom 2. The system of claim 1.

4. Equipped with an emergency call practice section where emergency calls can be practiced 2. The system of claim 1.

5. ATM practice area for practicing how to use ATMs 2. The system of claim 1.

6. Have a practice section where people can practice how to deal with strangers 2. The system of claim 1.

7. The telephone training section Generative AI responds to what the child says 3. The system of claim 2.

8. The intercom practice section is Generative AI responds to what the child says 4. The system of claim 3.

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