AI education tools, server equipment, and AI education support equipment

Abstract

We provide AI education tools, server devices, and AI education support devices that can help promote the use of AI in various activities. [Solution] One aspect of the AI ​​educational tool disclosed herein comprises a worksheet formed with a plurality of activity cards, each having an activity content defined thereon; a plurality of AI cards, each having a task that can be supported by AI (Artificial Intelligence) defined thereon; an activity card placement area in which any one of the plurality of activity cards is placed; and an AI card placement area in which a first AI card, from the plurality of AI cards, is placed, the first AI card having a task defined thereon that is applicable to a task that constitutes a first activity content, which is the activity content defined on any one of the plurality of activity cards.

Description

[Technical Field]

[0001] The present disclosure relates to an AI education tool, a server device, and an AI education support device. [Background technology]

[0002] Conventionally, educational tools have been known that are used for various business education such as business initiatives, rules, skills, etc. For example, Patent Literature 1 discloses a teaching material set that is used for an educational game that encourages participants to think about and take action on Sustainable Development Goals (SDGs) while learning about supply chains. [Prior art documents] [Patent documents]

[0003] [Patent Document 1] Utility Model Registration No. 3249614 Summary of the Invention [Problem to be solved by the invention]

[0004] In recent years, the use of AI (Artificial Intelligence) in various business activities has been expanding rapidly, and there is a growing demand for education to promote its use.

[0005] The present disclosure has been made in consideration of the above circumstances, and aims to provide an AI education tool, a server device, and an AI education support device that can help promote the use of AI in various activities. [Means for solving the problem]

[0006] One aspect of the AI ​​educational tool disclosed herein comprises a worksheet formed with a plurality of activity cards, each having an activity content defined thereon; a plurality of AI cards, each having a task that can be supported by AI (Artificial Intelligence) defined thereon; an activity card placement area in which any one of the plurality of activity cards is placed; and an AI card placement area in which a first AI card, from the plurality of AI cards, is placed, the first AI card having a task defined thereon that is applicable to a task that constitutes a first activity content, which is the activity content defined on any one of the plurality of activity cards.

[0007] One aspect of the server device of the present disclosure comprises a control device that generates print data for printing a plurality of activity cards, each having an activity content defined thereon, a plurality of AI cards, each having a task that can be supported by AI (Artificial Intelligence) defined thereon, an activity card placement area in which any activity card from the plurality of activity cards is placed, and a worksheet having an AI card placement area in which a first AI card from the plurality of AI cards is placed, the first AI card having a task defined thereon that is applicable to a task that constitutes a first activity content, which is the activity content defined on any of the activity cards, is placed, and a communication device that transmits the print data.

[0008] One aspect of the AI ​​educational support device disclosed herein includes a communication device that sequentially transmits screen information of a screen including a plurality of activity cards, each having activity content defined, a plurality of AI cards, each having tasks that can be supported by AI (Artificial Intelligence) defined, an activity card placement area, and an AI card placement area, and receives activity card placement operations and AI card placement operations; and a control device that performs the following processes: a process of placing an arbitrary activity card from the plurality of activity cards in the activity card placement area and updating the screen in accordance with the activity card placement operation; and a process of placing a first AI card from the plurality of AI cards, which has a task defined therein that is applicable to a task that constitutes a first activity content, which is the activity content defined on the arbitrary activity card, in the AI ​​card placement area and updating the screen in accordance with the AI ​​card placement operation. [Effects of the Invention]

[0009] According to the present disclosure, it is possible to provide an AI education tool, a server device, and an AI education support device that can support the promotion of AI use in various activities. [Brief explanation of the drawings]

[0010] [Figure 1] FIG. 1 is a block diagram showing an example of the system configuration of the AI ​​education support system according to the first embodiment. [Figure 2] FIG. 2 is a block diagram illustrating an example of the hardware configuration of the student terminal and the instructor terminal according to the first embodiment. [Figure 3] FIG. 3 is a block diagram illustrating an example of the hardware configuration of the AI ​​education support device according to the first embodiment. [Figure 4] FIG. 4 is a block diagram illustrating an example of the functional configuration of the AI ​​education support device according to the first embodiment. [Figure 5] FIG. 5 is a diagram showing an example of the first work screen according to the first embodiment. [Figure 6] FIG. 6 is a diagram showing an example of a business card constituting a business card group according to the first embodiment. [Figure 7] FIG. 7 is a diagram showing an example of an AI card that constitutes an AI card group according to the first embodiment. [Figure 8] FIG. 8 is a diagram showing an example of an AI card that constitutes an AI card group according to the first embodiment. [Figure 9] FIG. 9 is an explanatory diagram of an example of a specific procedure for the first work performed on the first work screen in the first embodiment. [Figure 10] FIG. 10 is a diagram showing an example of the second work screen according to the first embodiment. [Figure 11] FIG. 11 is a diagram showing an example of a risk card constituting the risk card group of the first embodiment. [Figure 12] FIG. 12 is an explanatory diagram of an example of a specific procedure for the second work performed on the second work screen in the first embodiment. [Figure 13] FIG. 13 is a diagram showing an example of the third work screen according to the first embodiment. [Figure 14] FIG. 14 is an explanatory diagram of an example of a specific procedure for the third work performed on the third work screen in the first embodiment. [Figure 15] FIG. 15 is a diagram illustrating an example of a prompt generated by the prompt generating unit according to the first embodiment. [Figure 16] FIG. 16 is a flowchart showing an example of the AI ​​education support process for the first work performed by the AI ​​education support device according to the first embodiment. [Figure 17] FIG. 17 is a flowchart showing an example of the AI ​​education support process for the second work performed by the AI ​​education support device according to the first embodiment. [Figure 18] FIG. 18 is a flowchart showing an example of the AI ​​education support process for the third work performed by the AI ​​education support device according to the first embodiment. [Figure 19] FIG. 19 is a block diagram showing an example of the system configuration of the AI ​​education support system according to the first modification. [Figure 20] FIG. 20 is a block diagram showing an example of the functional configuration of the AI ​​education support device of the first modification. [Figure 21] FIG. 21 is a diagram showing an example of the second work screen of the first modification. [Figure 22] FIG. 22 is a diagram showing an example of the third work screen of the first modified example. [Figure 23] FIG. 23 is a block diagram showing an example of the functional configuration of the AI ​​education support device of the second modification. [Figure 24] FIG. 24 is a block diagram showing an example of the system configuration of the AI ​​education support system according to the third modification. DETAILED DESCRIPTION OF THE INVENTION

[0011] Hereinafter, embodiments of the present disclosure will be described in detail with reference to the drawings. Note that the present disclosure is not limited to the following embodiments. Furthermore, the following embodiments and their modifications can be combined as appropriate.

[0012] Below, we will explain AI educational tools to promote the use of AI (Artificial Intelligence) in various activities.

[0013] In the following, various activities will be explained using the work of business people and working adults as examples, but are not limited to these. Various activities may also be any activities, such as a student's academic activities (academic affairs) or hobbies.

[0014] In the following, we will use generative artificial intelligence (AI) as an example of AI utilization, but this is not limiting. AI utilization may be any type of AI, such as artificial narrow intelligence (ANI), artificial general intelligence (AGI), or artificial super intelligence (ASI).

[0015] The AI ​​education tool of each of the following embodiments is used to provide an experience (workshop) in which participants select a business card that defines a business related to them, break down this business into tasks, and select an AI card that defines a task applicable to the broken down task. The AI ​​education tool of each of the following embodiments helps promote the use of generative AI in business by having participants think about how they can use generative AI in their own business through such work.

[0016] In the following first embodiment, an AI education service that can be provided online (remotely) will be described as an example of an AI education tool. Examples of such AI education services include, but are not limited to, webinar-style AI education services that use IT (Information Technology) tools such as video conferencing services. In the following second embodiment, an AI education service that specializes in offline (face-to-face) provision will be described as an example of an AI education tool. Examples of such AI education services include, but are not limited to, face-to-face AI education services that use physical AI teaching materials.

[0017] (First embodiment) First, the configuration of the AI ​​education support system of the first embodiment will be described.

[0018] 1 is a block diagram showing an example of the system configuration of an AI education support system 1 according to the first embodiment. As shown in FIG. 1, the AI ​​education support system 1 includes a student terminal 10, a lecturer terminal 20, and an AI education support device 30.

[0019] The student terminal 10, the instructor terminal 20, and the AI ​​education support device 30 are connected via a network 2. The network 2 can be realized by, for example, at least one of the Internet and a LAN (Local Area Network). The network 2 may be a wired network, a wireless network, or a mixture of wired and wireless networks.

[0020] The student terminal 10 is a terminal device used by a student taking the generative AI education. Examples of students include, but are not limited to, business people, and may be students or any other type of person. Examples of student terminals 10 include, but are not limited to, personal computers (PCs), and may be tablet terminals, smartphones, or the like.

[0021] The instructor terminal 20 is a terminal device used by an instructor who provides AI-generating education to students. The instructor may be any person who has knowledge of AI-generating education and is capable of AI-generating education. As with the student terminal 10, the instructor terminal 20 may be, for example, a PC, but is not limited to this and may also be a tablet terminal or a smartphone.

[0022] The AI ​​education support device 30 is a server device with the function of providing a generative AI education service. Specifically, the AI ​​education support device 30 has various functions necessary for providing the generative AI education service, such as a function for providing generative AI education content to the student terminal 10 and the instructor terminal 20, and a function for screen sharing between the student terminal 10 and the instructor terminal 20. The AI ​​education support device 30 can be realized as either a device or a system, for example, by one or more server computers.

[0023] 2 is a block diagram showing an example of the hardware configuration of the student terminal 10 and the instructor terminal 20 in the first embodiment. In the first embodiment, the student terminal 10 and the instructor terminal 20 can have the same hardware configuration. Therefore, the hardware configuration of the student terminal 10 will be described below as an example, and a description of the hardware configuration of the instructor terminal 20 will be omitted.

[0024] 2, the student terminal 10 includes a control device 11, a main memory device 12, an auxiliary memory device 13, a communication device 14, an input device 15, a display device 16, and various buses 19. The control device 11, the main memory device 12, the auxiliary memory device 13, the communication device 14, the input device 15, and the display device 16 are connected via the various buses 19. In this way, the student terminal 10 of the first embodiment has the hardware configuration of a general terminal device.

[0025] The control device 11 controls the overall operation of the student terminal 10. The control device 11 may be, for example, at least one of a processor such as a CPU (Central Processing Unit) or a GPU (Graphics Processing Unit), but is not limited to these. The number of processors may be one or more, and may be single-core or multi-core.

[0026] Examples of the main memory device 12 include, but are not limited to, a ROM (Read Only Memory) and a RAM (Random Access Memory). The ROM stores various programs, such as a program for controlling the student terminal 10. The RAM is used as a working area when the control device 11 performs various controls based on the programs stored in the ROM.

[0027] The auxiliary storage device 13 stores the various programs and data described above. The various programs described above may be stored in at least one of the main storage device 12 and the auxiliary storage device 13. Examples of the auxiliary storage device 13 include, but are not limited to, existing storage devices capable of magnetic, electrical, or optical storage, such as a hard disk drive (HDD), a solid state drive (SSD), and a digital versatile disc (DVD). The auxiliary storage device 13 may be built into the student terminal 10 or may be externally attached to the student terminal 10 via an interface such as a universal serial bus (USB). The auxiliary storage device 13 may also be a network-attached storage (NAS) connected via a network such as a LAN or a wide area network (WAN).

[0028] The communication device 14 is used to communicate with external devices such as the instructor terminal 20 and the AI ​​education support device 30 via the network 2. Examples of the communication device 14 include, but are not limited to, a communication device for a wired LAN and a wireless communication device for a wireless LAN.

[0029] The input device 15 is used by the student to input, select, and specify various items, and serves as a user interface between the student and the device. Examples of the input device 15 include, but are not limited to, a keyboard, a mouse, and a touch panel. The input device 15 may be built into the student terminal 10 or may be externally connected to the student terminal 10 via an interface such as a USB.

[0030] The display device 16 displays various screens and serves as a user interface between the student and the terminal 10. Examples of the display device 16 include, but are not limited to, various displays such as a liquid crystal display, an organic electroluminescence (EL) display, and a touch panel display. The display device 16 may be a built-in display built into the student terminal 10, or an external display connected to the student terminal 10 via a display interface such as HDMI (registered trademark).

[0031] Fig. 3 is a block diagram showing an example of the hardware configuration of the AI ​​education support device 30 of the first embodiment. As shown in Fig. 3, the AI ​​education support device 30 includes a control device 31, a main memory device 32, an auxiliary memory device 33, a communication device 34, and various buses 39. The control device 31, the main memory device 32, the auxiliary memory device 33, and the communication device 34 are connected via the various buses 39. In this way, the AI ​​education support device 30 of the first embodiment has a general hardware configuration using a normal computer.

[0032] The control device 31 controls the overall operation of the AI ​​education support device 30. The method for realizing the control device 31 is similar to that of the control device 11, and therefore a detailed description thereof will be omitted.

[0033] The implementation method of the main memory device 32 is the same as that of the main memory device 12, and therefore a detailed description thereof will be omitted. The ROM of the main memory device 32 stores various programs, such as a program for controlling the AI ​​education support device 30 and a program for providing the generation AI education service.

[0034] The auxiliary storage device 33 stores various data such as the various programs described above and display data for the generated AI educational content (various card data and screen data, described later). The various programs described above may be stored in at least one of the main storage device 32 and the auxiliary storage device 33. The method for implementing the auxiliary storage device 33 is the same as that for the auxiliary storage device 13, and therefore a detailed description thereof will be omitted.

[0035] The communication device 34 is used to communicate with external devices such as the student terminal 10 and the instructor terminal 20 via the network 2. The method for realizing the communication device 34 is similar to that of the communication device 14, and therefore a detailed description thereof will be omitted.

[0036] In addition to the above configuration, the AI ​​education support device 30 may further include hardwired circuits such as an IC (Integrated Circuit), ASIC (Application Specific Integrated Circuit), and FPGA (Field-Programmable Gate Array) specific to the AI ​​education support device 30.

[0037] Fig. 4 is a block diagram showing an example of the functional configuration of the AI ​​education support device 30 of the first embodiment. As shown in Fig. 4, the AI ​​education support device 30 includes a display control unit 301, a card arrangement unit 311, a task input unit 321, a business input unit 331 (an example of an activity content input unit), an element input unit 341, and a prompt generation unit 351. The card arrangement unit 311 includes a business card arrangement unit 313 (an example of an activity card arrangement unit), an AI card arrangement unit 315, and a risk card arrangement unit 317.

[0038] The display control unit 301, card placement unit 311, business card placement unit 313, AI card placement unit 315, risk card placement unit 317, task input unit 321, business input unit 331, element input unit 341, and prompt generation unit 351 can be realized, for example, by the control unit 31, main memory unit 32, and communication unit 34 described in Figure 3.

[0039] The control device 31 reads out a program for providing the AI ​​educational service stored in the main memory device 32 (ROM) or the auxiliary memory device 13 and loads it into the main memory device 12 (RAM). The control device 31 executes various processes in accordance with the loaded program, thereby realizing each of the above-mentioned functional units. Here, the above-mentioned functional units are implemented as software, but at least some of the above-mentioned functional units may also be implemented as hardware. In this case, the functional units implemented as hardware may be implemented, for example, by the above-mentioned hardwired circuit. Furthermore, any of the above-mentioned functional units may be implemented by a combination of software and hardware.

[0040] It should be noted that the AI ​​education support device 30 of the first embodiment does not necessarily have to include all of the above-described functional units, and at least some of the functional units can be omitted.

[0041] Here, the generative AI education service provided by the AI ​​education support device 30 of the first embodiment may be configured to include, for example, three works. Therefore, below, each of the above-mentioned functional units possessed by the AI ​​education support device 30 will be described for each work.

[0042] First, I will explain the first work. The purpose of the first work is to have participants think about how they can use generative AI in their own work (where generative AI can be used).

[0043] The display control unit 301 displays a first work screen (an example of a screen) including a plurality of task cards (an example of activity cards) each having a task (an example of activity content) defined thereon, a plurality of AI cards each having a task that can be supported by AI defined thereon, a task card placement area (an example of activity card placement area), and an AI card placement area. The first work screen may further include a task input area. In terms of hardware, the control device 31 sequentially updates (generates) screen information for the first work screen, and the communication device 34 sequentially transmits the updated screen information, thereby displaying the first work screen on the terminal (student terminal 10 or instructor terminal 20) to which the screen information is to be transmitted. The screen information may be updated and transmitted, for example, in units of frames (1 / 60 seconds).

[0044] For example, when the display control unit 301 receives a start (selection) operation for the first work input by the student from the student terminal 10, it causes the display device 16 of the student terminal 10 to display a first work screen for the student. Also, for example, when the display control unit 301 receives a start (selection) operation for the first work input by the instructor from the instructor terminal 20, it causes the instructor terminal 20 to display a first work screen for the instructor.

[0045] The first work screen for the students and the first work screen for the instructor may have the same screen configuration, or may have different screen configurations. The display control unit 301 manages the first work screen for the students and the first work screen for the instructor separately. For this reason, the first work screen is basically not subject to interference from terminals other than the student's own terminal, but the possibility of interference may be switchable by setting. For example, the first work screen for the students may be subject to interference from the instructor terminal 20 by setting.

[0046] In the following, the first work screen for students will be described as an example of the first work screen.

[0047] 5 is a diagram showing an example of a first work screen 401 in the first embodiment. As shown in FIG. 5, the first work screen 401 is a screen simulating a worksheet and includes a business card group 410, an AI card group 420, a business card placement area 451, a task input area 461, and an AI card placement area 471. Note that each business card in the business card group 410 and each AI card in the AI ​​card group 420 are movably arranged on the first work screen 401, while the business card placement area 451, the task input area 461, and the AI ​​card placement area 471 are fixedly arranged on the first work screen 401.

[0048] The business card group 410 is arranged in a position marked "Business Card List" on the first work screen 401. FIG. 6 is a diagram showing an example of business cards 411 to 413 constituting the business card group 410 of the first embodiment. Business card 411 defines a business "to propose a layout for slides for an exhibition." Business card 412 defines a business "to create a rough image for a product introduction page." Business card 413 defines a business "to write the text for an information email to be sent to external parties." However, the business cards constituting the business card group 410 are not limited to these. In addition, the example shown in FIG. 6 has been described using business cards that define general business tasks for business people, but the present invention is not limited to this. Business cards may define specialized business tasks such as those in the fields of public relations, legal affairs, and intellectual property.

[0049] The AI ​​card group 420 is arranged in a position marked "AI Card List" on the first work screen 401. FIGS. 7 and 8 are diagrams showing examples of AI cards 421 to 432 constituting the AI ​​card group 420 of the first embodiment. The AI ​​card 421 defines a task called "draft creation" as a task that can be supported by AI. The AI ​​card 422 defines a task called "summarization / extraction" as a task that can be supported by AI. The AI ​​card 423 defines a task called "paraphrasing / translation" as a task that can be supported by AI. The AI ​​card 424 defines a task called "expression / formatting adjustment" as a task that can be supported by AI. The AI ​​card 425 defines a task called "brainstorming support" as a task that can be supported by AI. The AI ​​card 426 defines a task called "organization of composition plan" as a task that can be supported by AI. The AI ​​card 427 defines a task called "image material generation" as a task that can be supported by AI. The AI ​​card 428 defines a task called "illustration / diagram" as a task that can be supported by AI. AI card 429 defines a task called "slide creation support" as a task that can be supported by AI. AI card 430 defines a task called "transcription / conversation interpretation" as a task that can be supported by AI. AI card 431 defines a task called "creating reading audio" as a task that can be supported by AI. AI card 432 defines a task called "creating video material" as a task that can be supported by AI. However, the AI ​​cards that make up AI card group 420 are not limited to these.

[0050] The business card placement area 451 is an area where any business card from the business card group 410 is placed. An arbitrary business card may be any business card that defines a business for which consideration is given to how the generation AI can be utilized, and may be any business related to the student, such as the student's business or a business in which the student is interested. The business card placement area 451 clearly states "(1) Business card placement," and it is clear that the first task is to place the business cards first.

[0051] The business card placement area 451 includes a business card placement zone 452 and a business card placement reset button 453 (an example of an activity card placement reset button). The business card placement zone 452 is a zone where any business card is placed (dropped). The business card placement reset button 453 is a button for resetting the placement of any business card placed in the business card placement area 451 (business card placement zone 452).

[0052] The task input area 461 is an area where one or more tasks that make up a task defined by an arbitrary task card are input. The task input area 461 clearly indicates "(2) Task decomposition of task," indicating that task decomposition of the task is the second step to be performed as the first work. The task input area 461 includes a text box 462 into which the tasks decomposed from the task are written.

[0053] The AI ​​card placement area 471 is an area where AI cards that define tasks applicable to the task entered in the task input area 461 (text box 462) are placed from the AI ​​card group 420. The AI ​​card placement area 471 clearly states "(3) AI card placement," which clearly indicates that the placement of the AI ​​cards is to be done last as the first task.

[0054] AI card placement area 471 includes an AI card placement zone 472 and an AI card placement reset button 473. AI card placement zone 472 is a zone where AI cards are placed (dropped). AI card placement reset button 473 is a button for resetting the placement of AI cards placed in AI card placement area 471 (AI card placement zone 472).

[0055] FIG. 9 is an explanatory diagram of an example of a specific procedure for the first work performed on the first work screen 401 in the first embodiment.

[0056] The business card placement unit 313 places an arbitrary business card from among the plurality of business cards in the business card placement area in accordance with the business card placement operation (an example of an activity card placement operation). As hardware, the communication device 34 receives the business card placement operation, and the control device 31 places an arbitrary business card from among the plurality of business cards in the business card placement area in accordance with the business card placement operation, and performs processing to update the first work screen.

[0057] For example, the business card placement unit 313 accepts a business card placement operation input by the student from the student terminal 10. The business card placement operation is, for example, a drag-and-drop operation in which an arbitrary business card is dragged from the business card group 410 and dropped into the business card placement zone 452. In the example shown in FIG. 9, in response to the accepted business card placement operation 405A, the business card placement unit 313 drags business card 412 as an arbitrary business card from the business card group 410, moves it to the business card placement zone 452, and places it in the business card placement zone 452. Note that the business card 412 dragged and dropped into the business card placement zone 452 is a business card that the student selected as a result of the work and that defines a business that is the target of considering how the generation AI can be utilized.

[0058] Furthermore, the business card placement unit 313 resets the placement of any business card placed in the business card placement area 451 in response to an operation on the business card placement reset button 453. Resetting the placement means canceling the placement of a business card in the business card placement area 451, and may further include returning the canceled business card to the business card group 410.

[0059] In response to a task input operation, the task input unit 321 inputs one or more tasks constituting a first task (an example of a first activity content), which is a task defined by an arbitrary task card, into a task input area. As hardware, the communication device 34 receives the task input operation, and the control device 31 performs processing to input one or more tasks constituting the first task into the task input area in response to the task input operation and update the first work screen.

[0060] For example, the task input unit 321 accepts a task input operation input by the student from the student terminal 10. The task input operation is, for example, a text input operation for inputting a task into a text box 462. In the example shown in FIG. 9, the task input unit 321 positions the cursor on the text box 462 in response to the accepted task input operation 405B, and inputs a task such as "Create a catchy slogan" or "Create a rough image" into the text box 462 as text. Note that the tasks such as "Create a catchy slogan" or "Create a rough image" input into the text box 462 as text are tasks that the student came up with by breaking down the tasks defined in the task card 412 as work.

[0061] In response to the AI ​​card placement operation, the AI ​​card placement unit 315 places a first AI card from multiple AI cards, which defines a task applicable to the tasks that make up the first job, in the AI ​​card placement area. In terms of hardware, the communication device 34 receives the AI ​​card placement operation, and the control device 31 performs processing to place a first AI card from multiple AI cards, which defines a task applicable to the tasks that make up the first job, in the AI ​​card placement area in response to the AI ​​card placement operation, and update the first work screen.

[0062] For example, the AI ​​card placement unit 315 accepts an AI card placement operation input by the student from the student terminal 10. The AI ​​card placement operation is, for example, a drag-and-drop operation in which a first AI card is dragged from the AI ​​card group 420 and dropped into the AI ​​card placement zone 472. In the example shown in FIG. 9 , in response to the accepted AI card placement operation 405C, the AI ​​card placement unit 315 drags AI card 421 from the AI ​​card group 420 as the first AI card, moves it to the AI ​​card placement zone 472, and places it in the AI ​​card placement zone 472. Similarly, in response to the accepted AI card placement operation 405D, the AI ​​card placement unit 315 drags AI card 427 from the AI ​​card group 420 as the first AI card, moves it to the AI ​​card placement zone 472, and places it in the AI ​​card placement zone 472. The AI ​​cards 421 and 427 dragged and dropped into the AI ​​card placement zone 472 are AI cards that define tasks applicable to the task entered in the task input area 461 (text box 462) that the student selected as a result of the work.

[0063] Furthermore, in response to an operation on the AI ​​card placement reset button 473, the AI ​​card placement unit 315 resets the placement of the AI ​​cards placed in the AI ​​card placement area 471. Resetting the placement means canceling the placement of the AI ​​cards in the AI ​​card placement area 471 all at once, and may also include returning the canceled AI cards to the AI ​​card group 420.

[0064] As described above, in the first work, participants select a business card that defines the business that is relevant to them, break down this business into tasks, and select an AI card that defines a task that can be applied to the broken down task.By doing this, participants are encouraged to think about how they can use generative AI in their own business, thereby helping to promote the use of generative AI in business.

[0065] Furthermore, the first work screen 401 clearly indicates or suggests that the work should be done in the following order: placing any business card in the business card placement area, inputting one or more tasks in the task input area, and placing the first AI card in the AI ​​card placement area. This allows the student to properly perform the work in the correct order.

[0066] Next, I will explain the second work, which aims to have participants think about the risks that arise when using generative AI in their own work.

[0067] The display control unit 301 displays a second work screen (an example of a screen) including a plurality of business cards, a plurality of AI cards, a plurality of risk cards, each of which defines a risk that may arise when using AI, a business card placement area, an AI card placement area, and a risk card placement area. Regarding hardware, the control device 31 sequentially updates (generates) the screen information of the second work screen, and the communication device 34 sequentially transmits the updated screen information, thereby displaying the second work screen on the terminal (student terminal 10 or instructor terminal 20) to which the screen information is to be transmitted. The screen information may be updated and transmitted, for example, in units of frames (1 / 60 seconds).

[0068] For example, when the display control unit 301 receives a start (selection) operation for the second work input by the student from the student terminal 10, it causes the display device 16 of the student terminal 10 to display a second work screen for the student. Also, for example, when the display control unit 301 receives a start (selection) operation for the second work input by the instructor from the instructor terminal 20, it causes the instructor terminal 20 to display a second work screen for the instructor.

[0069] The second work screen for the students and the second work screen for the instructor may have the same screen configuration, or may have different screen configurations. The display control unit 301 manages the second work screen for the students and the second work screen for the instructor separately. For this reason, the second work screen is basically not subject to interference from terminals other than the student's own terminal, but the possibility of interference may be switchable by setting. For example, the second work screen for the students may be configured to allow interference from the instructor terminal 20 by setting.

[0070] In the following, the second work screen for students will be described as an example of the second work screen.

[0071] Fig. 10 is a diagram showing an example of a second work screen 501 in the first embodiment. As shown in Fig. 10, the second work screen 501 is a screen simulating a worksheet, and includes a business card group 410, an AI card group 420, a risk card group 540, a business card placement area 451, an AI card placement area 471, and a risk card placement area 581. Note that each risk card in the risk card group 540 is movably placed on the second work screen 501, and the risk card placement area 581 is fixedly placed on the second work screen 501.

[0072] The business card group 410 and the AI ​​card group 420 are the same as those explained in the first work, so detailed explanations will be omitted.

[0073] The risk card group 540 is arranged in a position marked "Risk Card List" on the second work screen 501. FIG. 11 is a diagram showing an example of risk cards 541 to 548 constituting the risk card group 540 of the first embodiment. The risk card 541 defines a risk of "information leakage" as a risk that may arise from utilizing AI. The risk card 542 defines a risk of "accuracy" as a risk that may arise from utilizing AI. The risk card 543 defines a risk of "overconfidence" as a risk that may arise from utilizing AI. The risk card 544 defines a risk of "inappropriate expression / tone deviation" as a risk that may arise from utilizing AI. The risk card 545 defines a risk of "lack of empathy / emotion" as a risk that may arise from utilizing AI. The risk card 546 defines a risk of "copyright / intellectual property" as a risk that may arise from utilizing AI. The risk card 547 defines a risk of "legal compliance" as a risk that may arise from utilizing AI. The risk card 548 defines a risk called "consent privacy" as a risk that may arise from the use of AI. However, the risk cards that make up the risk card group 540 are not limited to this.

[0074] The business card placement area 451 is the same as that explained in the first work, so a detailed explanation will be omitted. The AI ​​card placement area 471 is clearly marked "(2) AI card placement," which clearly indicates that the placement of AI cards is the second step in the second work. Except for this point, the AI ​​card placement area 471 is the same as that explained in the first work, so a detailed explanation will be omitted.

[0075] The risk card placement area 581 is an area where risk cards that define the risks that may occur when AI supports the task defined by the first AI card are placed from the risk card group 540. The risk card placement area 581 clearly states "(3) Risk card placement," which clearly indicates that the placement of risk cards is to be done last as the second task.

[0076] The risk card placement area 581 includes a risk card placement zone 582 and a risk card placement reset button 583. The risk card placement zone 582 is a zone where risk cards are placed (dropped). The risk card placement reset button 583 is a button for resetting the placement of risk cards placed in the risk card placement area 581 (risk card placement zone 582).

[0077] FIG. 12 is an explanatory diagram of an example of a specific procedure for the second work performed on the second work screen 501 in the first embodiment.

[0078] For example, the business card placement unit 313 accepts a business card placement operation input by the student from the student terminal 10. The business card placement operation is, for example, a drag-and-drop operation in which an arbitrary business card is dragged from the business card group 410 and dropped into the business card placement zone 452. In the example shown in FIG. 12 , in response to the accepted business card placement operation 505A, the business card placement unit 313 drags the business card 412 as an arbitrary business card from the business card group 410, moves it to the business card placement zone 452, and places it in the business card placement zone 452. Note that the business card 412 dragged and dropped into the business card placement zone 452 is a business card that the student selected as a result of the work and that defines a business that is the target of considering how the generation AI can be utilized.

[0079] For example, the AI ​​card placement unit 315 accepts an AI card placement operation input by the student from the student terminal 10. The AI ​​card placement operation is, for example, a drag-and-drop operation in which a first AI card is dragged from the AI ​​card group 420 and dropped into the AI ​​card placement zone 472. In the example shown in FIG. 12 , in response to the accepted AI card placement operation 505B, the AI ​​card placement unit 315 drags the AI ​​card 421 from the AI ​​card group 420 as the first AI card, moves it to the AI ​​card placement zone 472, and places it in the AI ​​card placement zone 472. Similarly, in response to the accepted AI card placement operation 505C, the AI ​​card placement unit 315 drags the AI ​​card 427 from the AI ​​card group 420 as the first AI card, moves it to the AI ​​card placement zone 472, and places it in the AI ​​card placement zone 472. The AI ​​cards 421 and 427 dragged and dropped into the AI ​​card placement zone 472 are AI cards that define tasks that are applicable to the tasks that make up the business defined on the business card 412, which the student selected as a result of the work.

[0080] In response to the risk card placement operation, the risk card placement unit 317 places, in the risk card placement area, a first risk card from among the multiple risk cards, which defines the risk that may occur when the task defined in the first AI card is supported by AI. In terms of hardware, the communication device 34 receives the risk card placement operation, and the control device 31 performs processing to place, in the risk card placement area, a first risk card from among the multiple risk cards, which defines the risk that may occur when the task defined in the first AI card is supported by AI, in response to the risk card placement operation, and update the second work screen.

[0081] For example, the risk card placement unit 317 accepts a risk card placement operation input by a student from the student terminal 10. The risk card placement operation is, for example, a drag-and-drop operation in which a first risk card is dragged from the risk card group 540 and dropped into the risk card placement zone 582. In the example shown in FIG. 12 , in response to the accepted risk card placement operation 505D, the risk card placement unit 317 drags the risk card 546 from the risk card group 540 as the first risk card, moves it to the risk card placement zone 582, and places it in the risk card placement zone 582. Similarly, in response to the accepted risk card placement operation 505E, the risk card placement unit 317 drags the risk card 544 from the risk card group 540 as the first risk card, moves it to the risk card placement zone 582, and places it in the risk card placement zone 582. The risk cards 546 and 544 dragged and dropped into the risk card placement zone 582 are risk cards that define the risks that may arise when AI assists with the task defined in the first AI card, which the participant selected as a result of the work.

[0082] Furthermore, the risk card placement unit 317 resets the placement of the risk cards placed in the risk card placement area 581 in response to an operation on the risk card placement reset button 583. Resetting the placement means canceling the placement of the risk cards in the risk card placement area 581 all at once, and may further include returning the cancelled risk cards to the risk card group 540.

[0083] As described above, in the second work, participants select a business card that defines the business related to them, select an AI card that defines a task that can be applied to a task that breaks down this business, and select a risk card that defines the risks that may arise when AI supports the task defined on the selected AI card. Through this work, the second work helps promote the safe use of generative AI in business by having participants consider the risks that may arise when using generative AI in their own business.

[0084] The second work screen 501 also clearly indicates or suggests that the work should be performed in the following order: placing any business card in the business card placement area, placing the first AI card in the AI ​​card placement area, and placing the first risk card in the risk card placement area. This allows the student to perform the work appropriately in the correct order.

[0085] Next, we will explain the third work, which aims to have participants think of prompts for utilizing generative AI in their own work.

[0086] The display control unit 301 displays a third work screen (an example of a screen) including a plurality of business cards, a plurality of AI cards, a business card placement area, a task input area, an AI card placement area, an element input area, and a prompt generation button. In terms of hardware, the control device 31 sequentially updates (generates) the screen information of the third work screen, and the communication device 34 sequentially transmits the updated screen information, thereby displaying the third work screen on the terminal (student terminal 10 or instructor terminal 20) to which the screen information is to be transmitted. The screen information may be updated and transmitted, for example, in units of frames (1 / 60 seconds).

[0087] For example, when the display control unit 301 receives a start (selection) operation for the third work input by the student from the student terminal 10, it causes the display device 16 of the student terminal 10 to display a first work screen for the student. Also, for example, when the display control unit 301 receives a start (selection) operation for the third work input by the instructor from the instructor terminal 20, it causes the instructor terminal 20 to display a first work screen for the instructor.

[0088] The third work screen for the students and the third work screen for the instructor may have the same screen configuration, or may have different screen configurations. The display control unit 301 manages the third work screen for the students and the third work screen for the instructor separately. For this reason, the third work screen is basically not subject to interference from terminals other than the student's own terminal, but the possibility of interference may be switchable by setting. For example, the third work screen for the students may be subject to interference from the instructor terminal 20 by setting.

[0089] In the following, the third work screen for students will be used as an example for explanation.

[0090] 13 is a diagram showing an example of a third work screen 601 according to the first embodiment. As shown in FIG. 13, the third work screen 601 is a screen simulating a worksheet and includes a business card group 410, an AI card group 420, a business card placement area 651, a task input area 661, an AI card placement area 671, an element input area 681, and a prompt generation button 689. Note that each business card in the business card group 410 and each AI card in the AI ​​card group 420 are movably arranged on the third work screen 601, while the business card placement area 651, the task input area 661, the AI ​​card placement area 671, the element input area 681, and the prompt generation button 689 are fixedly arranged on the third work screen 601.

[0091] The business card group 410 and the AI ​​card group 420 are the same as those explained in the first work, so detailed explanations will be omitted.

[0092] The business card placement area 651 is the same as that described in the first work, except for the following points. The business card placement area 651 clearly states "(1) Place business cards or write freely," making it clear that the first step in the third work is to place business cards or write freely. The business card placement area 651 further includes a free-writing field 654 (an example of an activity content input area). The free-writing field 654 is a text box where the second business, which is the business desired by the student, is entered.

[0093] The task input area 661 is the same as that described in the first work, except for the following points: The task input area 661 clearly states "(2) Tasks to be replaced by the generation AI," and it is clear that the second step in the third work is to decompose the business tasks (writing out the tasks to be replaced by the generation AI).

[0094] The AI ​​card placement area 671 is the same as that described in the first work, except for the following points: The AI ​​card placement area 671 indicates that the placement of the AI ​​card to be used in the third work is to be performed third.

[0095] The element input area 681 is an area where prompt elements for having the AI ​​perform the tasks that make up the first task are entered, and includes multiple element input fields. Prompt elements are elements that constitute a prompt that contributes to obtaining more accurate output from the generation AI. The element input area 681 clearly states, "(4) Please enter the information required for the prompt," indicating that the input of prompt elements is the fourth step in the third task. The element input area 681 includes text boxes 682 to 687 (examples of multiple element input fields) into which each element of the prompt, "1. Task Background," "2. Input Data," "3. Output Format," "4. User," "5. Purpose and Scene of Use," and "6. Tone and Atmosphere," is written. However, the elements of the prompt are not limited to these.

[0096] In text box 682, a placeholder (example) for "1. Business Background" is "Example: We want to compare it with other companies' products and verify its superiority." In text box 683, a placeholder (example) for "2. Input Data" is "Example: Company / Competitor Product Specification Table." In text box 684, a placeholder (example) for "3. Output Format" is "Example: Bullet Points." In text box 685, a placeholder (example) for "4. Users" is "Example: All Employees." In text box 686, a placeholder (example) for "5. Purpose / Scenario" is "Example: Used for reporting in internal reviews." In text box 687, a placeholder (example) for "6. Tone and Atmosphere" is "Example: Concise and easy to understand, with conclusions first." In this way, the element input area 681 contains example prompt elements.

[0097] The prompt generation button 689 is a button for generating a prompt.

[0098] FIG. 14 is an explanatory diagram of an example of a specific procedure for the third work performed on the third work screen 601 in the first embodiment.

[0099] The placement of any business card in the business card placement zone 452 performed by the business card placement unit 313 is the same as that described in the first work, and therefore a detailed description thereof will be omitted.

[0100] The task input unit 331 inputs a second task (an example of second activity content), which is a task desired by the student, into a task input area (an example of activity content input area) in response to a task input operation (an example of an activity content input operation). As hardware, the communication device 34 receives the task input operation, and the control device 31 inputs the second task into the task input area in response to the task input operation, and updates the third work screen.

[0101] For example, the task input unit 331 accepts a task input operation input by a student from the student terminal 10. The task input operation is, for example, a text input operation for inputting a task into a free-form entry field 654 (text box). In the example shown in FIG. 14 , the task input unit 331 inputs a task, such as "Compare our company's dishwasher with a competitor's product," into the free-form entry field 654 in response to the accepted task input operation. The free-form entry field 654 is used to input a task desired by the student when the task desired by the student is not defined in a task card in the task card group 410. In other words, the task "Compare our company's dishwasher with a competitor's product" input as text into the free-form entry field 654 is a task desired by the student that is not defined in a task card in the task card group 410. However, it is not excluded that both placing an arbitrary task card in the task card placement zone 452 and inputting a task into the free-form entry field 654 can be performed.

[0102] In the example shown in FIG. 14, no arbitrary business card has been placed in the business card placement zone 452, and the student has entered the desired business in the free entry field 654.

[0103] For example, the task input unit 321 accepts a task input operation input by the student from the student terminal 10. The task input operation is, for example, a text input operation for inputting a task into the text box 462. In the example shown in FIG. 14, the task input unit 321 inputs the task "compare other companies' products and create a summary of the contents" as text into the text box 462 in response to the accepted task input operation. Note that the task "compare other companies' products and create a summary of the contents" input as text into the text box 462 is a task that the student came up with by breaking down the work entered into the free-form text field 654 as work.

[0104] For example, the AI ​​card placement unit 315 accepts an AI card placement operation input by the student from the student terminal 10. The AI ​​card placement operation is, for example, a drag-and-drop operation in which a first AI card is dragged from the AI ​​card group 420 and dropped into the AI ​​card placement zone 472. In the example shown in FIG. 14, the AI ​​card placement unit 315 drags AI cards 421, 422, and 424 (AI cards 422 and 424 are not shown) from the AI ​​card group 420 as the first AI card in response to the accepted AI card placement operation, moves them to the AI ​​card placement zone 472, and places them in the AI ​​card placement zone 472. Note that the AI ​​cards 421 and the like dragged and dropped into the AI ​​card placement zone 472 are AI cards for which a task applicable to the task entered in the text box 462 has been defined, which the student selected as a result of the work.

[0105] The element input unit 341 inputs a plurality of elements of a prompt for causing the AI ​​to perform the tasks constituting the first task or the second task into a plurality of element input fields in the element input area in response to the element input operation. As hardware, the communication device 34 receives the element input operation, and the control device 31 inputs the elements of the prompt for causing the AI ​​to perform the tasks constituting the first task or the second task into the element input area in response to the element input operation, and performs processing to update the third work screen.

[0106] For example, the element input unit 341 accepts an element input operation input by a student from the student terminal 10. The element input operation is, for example, a text input operation for inputting prompt elements into text boxes 682 to 687. In the example shown in FIG. 14 , the element input unit 341 inputs the text "Objective View of Strengths and Weaknesses of the Company's Dishwashers" into text box 682 as element "1. Business Background" of the prompt in response to the accepted task input operation. Furthermore, the element input unit 341 inputs the text "Company's Catalog: AAA, Other Company's Catalog: BBB" into text box 683 as element "2. Input Data" of the prompt in response to the accepted task input operation. Furthermore, the element input unit 341 inputs the text "Text Format" into text box 684 as element "3. Output Format" of the prompt in response to the accepted task input operation. Furthermore, the element input unit 341 inputs the text "Development Department and Sales Representative" into text box 685 as element "4. User" of the prompt in response to the accepted task input operation. Furthermore, in response to the received task input operation, element input unit 341 inputs the text "Report in approximately 3 minutes at a regular meeting" into text box 686 as the prompt element "5. Purpose of use / scene." Furthermore, in response to the received task input operation, element input unit 341 inputs the text "Concise and easy to understand" into text box 687 as the prompt element "6. Tone and atmosphere." Note that the prompt elements input as text into text boxes 682 to 687 were devised by the student to use AI to perform the task of "Compare other companies' products and create a summary of their contents," which was input as text into text box 462.

[0107] The prompt generation unit 351 generates a prompt using multiple elements input in the element input area in response to an operation on the prompt generation button 689. For example, when an arbitrary business card is placed in the business card placement area, the prompt generation unit 351 generates a prompt using a first business and the elements input in the element input area, and when a second business is input in the business input area, the prompt generation unit 351 generates a prompt using the second business and the elements input in the element input area. Note that when an arbitrary business card is placed in the business card placement area and a second business is input in the business input area, the prompt generation unit 351 may generate a prompt using the second business and the elements input in the element input area. Furthermore, the prompt generation unit 351 generates a prompt by further using a task input in the task input area.

[0108] 15 is a diagram showing an example of a prompt 691 generated by the prompt generation unit 351 of the first embodiment. The prompt 691 shown in Fig. 15 is generated by combining, into a prompt format, the first or second task, the task entered in the text box 462, and each element of the prompt entered as text in the text boxes 682 to 687. Specifically, reference numeral 692 indicates the second task entered as text in the free entry field 654, reference numeral 693 indicates the task entered in the text box 462, and reference numerals 694 to 699 indicate each element of the prompt entered in the text boxes 682 to 687, respectively.

[0109] 15 is displayed as a prompt generation result screen by the display control unit 301. The prompt generation result screen may be displayed as the third work screen, or may be displayed as a pop-up screen superimposed on the third work screen.

[0110] As described above, in the third work, the trainee selects a business card that defines the business related to them or inputs the business, breaks down this business into tasks, selects an AI card that defines a task applicable to the broken down task, and inputs prompt elements for having the AI ​​perform the broken down task into the element input area to generate a prompt. Through this work, the third work helps promote the use of generative AI in business by having trainees think of prompts for utilizing generative AI in their own business.

[0111] The third work screen 601 also clearly indicates or suggests that the work should be done in the following order: placing any business card in the business card placement area, inputting one or more tasks in the task input area, placing the first AI card in the AI ​​card placement area, and inputting the prompt element in the element input area. This allows the student to properly do the work in the correct order.

[0112] In addition, at appropriate times during the first to third works, the instructor's work screen displayed on the instructor terminal 20 may be shared with the student terminal 10, and the instructor's work screen may be used to provide explanations of example answers to the works.

[0113] Next, the operation of the AI ​​education support device of the first embodiment will be described.

[0114] FIG. 16 is a flowchart showing an example of the AI ​​education support process for the first work performed by the AI ​​education support device 30 of the first embodiment.

[0115] First, when the display control unit 301 receives a start (selection) operation for the first work input by the student from the student terminal 10 (step S101), it displays the first work screen for the student on the display device 16 of the student terminal 10 (step S103).

[0116] Next, when the business card placement unit 313 receives a business card placement operation input by the student from the student terminal 10 (step S105), it places any business card from among the multiple business cards in the business card placement area (step S107).

[0117] Next, when the task input unit 321 receives a task input operation input by the student from the student terminal 10 (step S109), it inputs one or more tasks that constitute the first task defined by an arbitrary task card into the task input area (step S111).

[0118] Next, when the AI ​​card placement unit 315 receives an AI card placement operation input by the student from the student terminal 10 (step S113), it places the first AI card from the multiple AI cards, which defines a task applicable to the tasks that make up the first business, in the AI ​​card placement area (step S115).

[0119] FIG. 17 is a flowchart showing an example of the AI ​​education support process for the second work performed by the AI ​​education support device 30 of the first embodiment.

[0120] First, when the display control unit 301 receives an operation to start (select) the second work input by the student from the student terminal 10 (step S201), it displays the second work screen for the student on the display device 16 of the student terminal 10 (step S203).

[0121] Next, when the business card placement unit 313 receives a business card placement operation input by the student from the student terminal 10 (step S205), it places any business card from among the multiple business cards in the business card placement area (step S207).

[0122] Next, when the AI ​​card placement unit 315 receives an AI card placement operation input by the student from the student terminal 10 (step S209), it places a first AI card from among the multiple AI cards, which defines a task that is applicable to a task that constitutes the first business defined on an arbitrary business card, in the AI ​​card placement area (step S211).

[0123] Next, when the risk card placement unit 317 receives a risk card placement operation input by the student from the student terminal 10 (step S213), it places the first risk card from among the multiple risk cards, which defines the risks that may arise when the task defined in the first AI card is assisted by AI, in the risk card placement area (step S215).

[0124] FIG. 18 is a flowchart showing an example of the AI ​​training support process for the third work performed by the AI ​​training support device 30 of the first embodiment.

[0125] First, when the display control unit 301 receives an operation to start (select) the third work input by the student from the student terminal 10 (step S301), it displays the third work screen for the student on the display device 16 of the student terminal 10 (step S303).

[0126] Next, when the business card placement unit 313 receives a business card placement operation input by the student from the student terminal 10 (step S305), it places any business card from among the multiple business cards in the business card placement area (step S307).

[0127] Next, when the task input unit 321 receives a task input operation input by the student from the student terminal 10 (step S309), it inputs one or more tasks that constitute the first task defined by an arbitrary task card into the task input area (step S311).

[0128] Next, when the AI ​​card placement unit 315 receives an AI card placement operation input by the student from the student terminal 10 (step S313), it places a first AI card from among the multiple AI cards, which defines a task that is applicable to a task that constitutes the first business defined on an arbitrary business card, in the AI ​​card placement area (step S315).

[0129] Next, when the element input unit 341 receives an element input operation input by the student from the student terminal 10 (step S317), it inputs prompt elements for causing the AI ​​to perform the tasks that make up the first task or the second task into the element input area (step S319).

[0130] Next, when the prompt generation unit 351 receives an operation to press the prompt generation button 689 input by the student from the student terminal 10 (step S321), it generates a prompt using the first task or the second task, the task input in the task input area, and the element input in the element input area (step S323).

[0131] As described above, according to the first embodiment, by having participants think about how they can utilize the generating AI in their own work through the first work, it is possible to support the promotion of utilizing the generating AI in work.

[0132] Furthermore, according to the first embodiment, the second work allows participants to think about the risks that arise when using generative AI in their own work, thereby helping to promote the safe use of generative AI in work.

[0133] Furthermore, according to the first embodiment, through the third work, participants are encouraged to think of prompts for utilizing generative AI in their own work, thereby helping to promote the use of generative AI in work.

[0134] (Variation) Next, modifications of the above embodiment will be described. In each of the modifications below, differences from the above embodiment will be mainly described, and descriptions of the same parts as the above embodiment will be omitted.

[0135] (Variation 1) In Modification 1, an example of automating the dynamic generation of various cards and task decomposition will be described. Note that in Modification 1, differences from the first embodiment will be mainly described, and descriptions of similarities to the first embodiment will be omitted.

[0136] Fig. 19 is a block diagram showing an example of the system configuration of an AI education support system 1001 of Modification 1. As shown in Fig. 19, the AI ​​education support system 1001 differs from the first embodiment in that it further includes a generative model 1040 and an AI education support device 1030.

[0137] The generative model 1040 is a type of so-called generative AI. Examples of the generative model 1040 include, but are not limited to, a text generation AI model using a natural language processing (NLP) model and an image generation AI model using an image generation model. Examples of the text generation AI model include, but are not limited to, an AI model that provides a dialogue AI service by fine-tuning a language model (LM), a vision-language model (VLM), or a multimodal large language model (MLLM). Examples of the image generation AI model include, but are not limited to, an AI model that provides a text-to-image (T2I) service that generates images based on text using a variational auto-encoder (VAE) or a generative adversarial network (GAN). The generative model 1040 may be configured to include multiple generative models (AI models).

[0138] Fig. 20 is a block diagram showing an example of the functional configuration of an AI education support device 1030 of Modification 1. As shown in Fig. 20, the AI ​​education support device 1030 differs from the first embodiment in that it further includes a card generation unit 1361 and a task input unit 1321.

[0139] 21 is a diagram showing an example of a second work screen 1501 of Modification 1. As shown in FIG. 21, the second work screen 1501 of Modification 1 further includes a card generation button 1591.

[0140] In response to an operation on the card generation button 1591 and an input operation of information related to the new business card, new AI card, or new risk card to be generated, the card generation unit 1361 inputs a prompt including information related to the new business card, new AI card, or new risk card to the generation model 1040, and acquires the new business card, new AI card, or new risk card from the generation model 1040. As hardware, the control device 31 generates a prompt including information related to the new business card, new AI card, or new risk card in response to an operation on the card generation button 1591 and an input operation of information related to the new business card, new AI card, or new risk card to be generated. The communication device 34 inputs the generated prompt to the generation model 1040, and acquires the new business card, new AI card, or new risk card from the generation model 1040.

[0141] For example, when the card generation unit 1361 receives a press operation of the card generation button 1591 input by the student from the student terminal 10, it displays a UI (User Interface) screen for generating a new card. This UI screen for generating a card is a screen for inputting the type of card to be generated (e.g., business card, AI card, or risk card) and its contents (e.g., business contents, task contents, or risk contents).

[0142] When information is input into the UI screen for card generation and a start operation for a new card is performed, the card generation unit 1361 generates a prompt instructing generation of a card for the input information, inputs this to the generative model 1040, and acquires the new card from the generative model 1040. The card generation unit 1361 adds the acquired new card to the target card group.

[0143] According to the first modification, the students can dynamically generate new cards themselves, so that they can work on a wide range of tasks.

[0144] The card generation function of Modification 1 can be applied to any of Works 1 to 3. Also, a card generation button may be provided for each type of card, and card generation may be performed for each type of card.

[0145] Fig. 22 is a diagram showing an example of a third work screen 1601 of Modification Example 1. As shown in Fig. 22, in the third work screen 1601 of Modification Example 1, a task input area 1661 further includes a task decomposition button 1663.

[0146] In response to an operation on the task decomposition button 1663, the task input unit 1321 inputs a prompt to the generative model 1040 instructing that the first task or the second task be decomposed into one or more tasks, acquires one or more tasks from the generative model 1040, and inputs the acquired tasks into the task input area 1661 (text box 462). As hardware, the control device 31 generates a prompt instructing that the first task or the second task be decomposed into one or more tasks in response to an operation on the task decomposition button 1663. The communication device 34 inputs the generated prompt to the generative model 1040 and acquires one or more tasks from the generative model 1040. The control device 31 inputs the acquired one or more tasks into the task input area 1661 (text box 462).

[0147] For example, when the task input unit 1321 receives a press operation of the task decomposition button 1663 input by the student from the student terminal 10, it generates a prompt instructing the student to decompose the first or second job into one or more tasks, inputs the prompt to the generative model 1040, and acquires the one or more decomposed tasks from the generative model 1040. The task input unit 1321 inputs the acquired one or more tasks into the text box 462.

[0148] For example, when an arbitrary business card is placed in the business card placement area, the task input unit 1321 sets the first business as the target of task decomposition. Furthermore, when a second business is input in the business input area, the task input unit 1321 sets the second business as the target of task decomposition. Note that when an arbitrary business card is placed in the business card placement area and the second business is input in the business input area, the task input unit 1321 may set the second business as the target of task decomposition.

[0149] According to variant 1, even if participants get stuck on task decomposition, the task decomposition can be automated, allowing them to carry out the essential work of using AI in their work.

[0150] (Variation 2) In Modification 2, an example of automating the scoring and assistance of various works will be described. Note that in Modification 2, differences from the first embodiment will be mainly described, and descriptions of similarities to the first embodiment will be omitted.

[0151] Fig. 23 is a block diagram showing an example of the functional configuration of an AI education support device 2030 of Modification 2. As shown in Fig. 23, the AI ​​education support device 2030 differs from the first embodiment in that it further includes a scoring unit 2371 and an assisting unit 2372.

[0152] The scoring unit 2371 (control device 31) scores whether the task defined in the first AI card is applicable to the tasks that make up the first job. The scoring unit 2371 automatically scores the student's work results, for example, in at least one of the task decomposition in the first to third works, the placement of AI cards, the placement of risk cards, and the input of prompt elements. The scoring method may be any method, such as a method in which example answers are prepared in advance based on a rule base and compared with the example answers, or a method in which the generative model 1040 described in Variation 1 scores the student's work results.

[0153] The assist unit 2372 (control device 31) assists in the selection of a first AI card from among multiple AI cards. The assist unit 2372 assists the student in performing work tasks, for example, in at least one of task decomposition, AI card placement, risk card placement, and prompt element input for the first to third tasks. Assistance methods include providing hints for task decomposition and prompt element input, and narrowing down the cards (temporarily reducing the parameter) for AI card and risk card placement. Such assistance methods may be rule-based or may utilize the generative model 1040.

[0154] (Second embodiment) The above-described AI education tool may be realized as a physical AI teaching material, rather than as AI education content as in the first embodiment. In this case, the business card group 410, the AI ​​card group 420, and the risk card group 540 may be realized as physical card media, and the first to third work screens may be realized as physical worksheets (e.g., paper media). Specifically, the business card group 410 shown in FIG. 6, the AI ​​card group 420 shown in FIGS. 7 and 8, and the risk card group 540 shown in FIG. 11, as well as the first work screen shown in FIG. 5, the second work screen shown in FIG. 10, and the third work screen shown in FIG. 13 (excluding the prompt generation button 689) may be physicalized as an AI teaching material set.

[0155] (Variation 3) The physical AI teaching material described in the second embodiment may be realized by printing print data.

[0156] Fig. 24 is a block diagram showing an example of the system configuration of an AI education support system 3001 of Modification 3. As shown in Fig. 24, the AI ​​education support system 3001 further includes an AI teaching material distribution device 3050 (an example of a server device). The AI ​​teaching material distribution device 3050 can employ the same hardware configuration as the AI ​​education support device 1030 of the first embodiment.

[0157] The AI ​​teaching material distribution device 3050 includes a control device that generates print data for printing a plurality of business cards, a plurality of AI cards, a business card placement area, and a worksheet on which the AI ​​card placement area is formed, and a communication device that transmits the print data. Specifically, the print data may be print data for the business card group 410 shown in Fig. 6, the AI ​​card group 420 shown in Figs. 7 and 8, and the risk card group 540 shown in Fig. 11, as well as the first work screen shown in Fig. 5, the second work screen shown in Fig. 10, and the third work screen shown in Fig. 13 (excluding the prompt generation button 689).

[0158] The student receives print data from the AI ​​teaching material distribution device 3050 using the student terminal 10 and prints it using a printing device (not shown), thereby realizing the physical AI teaching material described in the second embodiment.

[0159] (program) The programs executed by each device in the first embodiment and each of the variations are provided as installable or executable files stored on a computer-readable storage medium such as a CD-ROM, CD-R, memory card, DVD, or flexible disk (FD).

[0160] Furthermore, the programs executed by each device of the first embodiment and each of the modified examples may be stored on a computer connected to a network such as the Internet and provided by being downloaded via the network. Furthermore, the programs executed by each device of the first embodiment and each of the modified examples may be provided or distributed via a network such as the Internet. Furthermore, the programs executed by each device of the first embodiment and each of the modified examples may be provided by being pre-installed in a ROM or the like.

[0161] The programs executed by the devices of the first embodiment and the modifications have a modular structure for implementing the above-mentioned units on a computer. In terms of actual hardware, for example, the CPU reads the programs from a hard disk drive onto a RAM and executes them, thereby implementing the above-mentioned units on a computer.

[0162] The above-described embodiments and modifications merely illustrate examples of specific embodiments of the present disclosure, and the technical scope of the present disclosure should not be construed as being limited by these. Therefore, the present disclosure can be implemented in various forms without departing from its gist or main features. For example, the above-described embodiments and modifications may be appropriately combined in their respective constituent units. Furthermore, for example, some components may be deleted from all components in the above-described embodiments and modifications.

[0163] The present disclosure also includes the following aspects.

[0164] (1) a plurality of activity cards, each of which has a defined activity content; Multiple AI cards, each with a defined task that can be supported by AI (Artificial Intelligence), a worksheet formed with an activity card placement area in which an arbitrary activity card from the plurality of activity cards is placed, and an AI card placement area in which a first AI card from the plurality of AI cards is placed, the first AI card having a task defined therein that is applicable to a task constituting a first activity content, which is the activity content defined on the arbitrary activity card; An AI educational tool with

[0165] (2) The worksheet further includes a task input area in which one or more tasks constituting the first activity content are input. The AI ​​educational tool described in (1) above.

[0166] (3) The worksheet clearly indicates or suggests that the work is performed in the following order: placing the arbitrary activity card in the activity card placement area, inputting the one or more tasks in the task input area, and placing the first AI card in the AI ​​card placement area. The AI ​​educational tool described in (2) above.

[0167] (4) It further comprises multiple risk cards, each of which defines the risks that may arise when using AI. The worksheet further includes a risk card placement area in which a first risk card, which defines a risk that may occur when the task defined by the first AI card is supported by AI, is placed from among the plurality of risk cards. The AI ​​educational tool described in (1) above.

[0168] (5) The worksheet clearly indicates or suggests that the work is performed in the following order: placing the arbitrary activity card in the activity card placement area, placing the first AI card in the AI ​​card placement area, and placing the first risk card in the risk card placement area. The AI ​​educational tool described in (4) above.

[0169] (6) The worksheet further includes an element input area in which prompt elements for causing the AI ​​to perform the tasks constituting the first activity content are input. The AI ​​educational tool described in (1) above.

[0170] (7) The element input area contains an example of the prompt element. The AI ​​educational tool described in (6) above.

[0171] (8) The worksheet clearly indicates or suggests that the work is performed in the following order: placing the arbitrary activity card in the activity card placement area, placing the first AI card in the AI ​​card placement area, and inputting the elements of the prompt in the element input area. The AI ​​educational tool described in (6) above.

[0172] (9) A control device that generates print data for printing a plurality of activity cards, each having an activity content defined thereon, a plurality of AI cards, each having a task that can be supported by AI (Artificial Intelligence) defined thereon, an activity card placement area in which an arbitrary activity card from the plurality of activity cards is placed, and a worksheet in which an AI card placement area is formed in which a first AI card from the plurality of AI cards, which has a task defined thereon that is applicable to a task that constitutes a first activity content, which is the activity content defined on the arbitrary activity card, is placed. a communication device for transmitting the print data; A server device comprising:

[0173] (10) A communication device that sequentially transmits screen information of a screen including a plurality of activity cards, each having activity content defined thereon, a plurality of AI cards, each having tasks that can be supported by AI (Artificial Intelligence) defined thereon, an activity card placement area, and an AI card placement area, and receives activity card placement operations and AI card placement operations; a control device that performs the following processes: in response to the activity card placement operation, placing an arbitrary activity card from among the plurality of activity cards in the activity card placement area and updating the screen; and in response to the AI ​​card placement operation, placing a first AI card from among the plurality of AI cards, which defines a task applicable to a task constituting a first activity content, which is the activity content defined on the arbitrary activity card, in the AI ​​card placement area and updating the screen; An AI educational support device equipped with:

[0174] (11) The screen further includes a task input area; The communication device further receives a task input operation; the control device further performs a process of inputting one or more tasks constituting the first activity content into the task input area in response to the task input operation, and updating the screen. The AI ​​educational support device according to (10) above.

[0175] (12) The screen clearly indicates or suggests that the work is performed in the following order: placing the arbitrary activity card in the activity card placement area, inputting the one or more tasks in the task input area, and placing the first AI card in the AI ​​card placement area. The AI ​​educational support device according to (11) above.

[0176] (13) The screen further includes a plurality of risk cards, each of which defines a risk that may occur when using AI, and a risk card placement area; The communication device further receives a risk card placement operation; The control device further performs a process of updating the screen by placing a first risk card, which defines a risk that may occur when the task defined by the first AI card is supported by AI, from among the plurality of risk cards, in the risk card placement area in response to the risk card placement operation. The AI ​​educational support device according to (10) above.

[0177] (14) The screen clearly indicates or suggests that the work is performed in the following order: placing the arbitrary activity card in the activity card placement area, placing the first AI card in the AI ​​card placement area, and placing the first risk card in the risk card placement area. The AI ​​educational support device according to (13) above.

[0178] (15) The screen further includes an element input area; The communication device further receives an element input operation; The control device further performs a process of inputting a prompt element for causing an AI to perform a task constituting the first activity content into the element input area in response to the element input operation, and updating the screen. The AI ​​educational support device according to (11) above.

[0179] (16) The element input area includes an example of an element of the prompt. The AI ​​educational support device according to (15) above.

[0180] (17) The screen clearly indicates or suggests that the work is to be performed in the following order: placing the arbitrary activity card in the activity card placement area, inputting the one or more tasks in the task input area, placing the first AI card in the AI ​​card placement area, and inputting the elements of the prompt in the element input area. The AI ​​educational support device according to (15) above.

[0181] (18) The screen further includes a card generation button; the control device generates a prompt including information about the new activity card or new AI card in response to an operation on the card generation button and an input operation of information about the new activity card or new AI card to be generated; the communication device inputs the prompt into a generative model and obtains the new activity card or the new AI card from the generative model. The AI ​​educational support device according to (10) above.

[0182] (19) The screen further includes a task decomposition button; the control device generates a prompt instructing the user to decompose the first activity content into the one or more tasks in response to an operation on the task decomposition button; the communication device inputs the prompt into a generative model and obtains the one or more tasks from the generative model; the control device inputs the one or more tasks into the task input area; The AI ​​educational support device according to (11) above.

[0183] (20) The control device scores whether the task defined in the first AI card is applicable to the tasks constituting the first activity content. The AI ​​educational support device according to (10) above.

[0184] (21) The control device assists in selecting the first AI card from the plurality of AI cards. The AI ​​educational support device according to (10) above. [Explanation of symbols]

[0185] 1, 1001, 2001, 3001 AI Educational Support System 2 Network 10 Student terminals 20 Instructor terminal 30, 1030, 2030 AI education support equipment 301 Display control unit 311 Card placement section 313 Business Card Placement Department 315 AI Card Placement Section 317 Risk Card Placement Section 321, 1321 Task input section 331 Business Input Department 341 Element Input Section 351 Prompt Generation Unit 1040 Generative Model 1361 Card Generation Unit 2371 Scoring Department 2372 Assistance Department 3050 AI teaching material distribution device

Claims

1. A plurality of activity cards each having a defined activity content; A plurality of AI cards, each of which defines a task that can be supported by AI (Artificial Intelligence), a worksheet formed with an activity card placement area in which an arbitrary activity card from among the plurality of activity cards is placed, and an AI card placement area in which a first AI card from among the plurality of AI cards is placed, the first AI card defining a task applicable to a task constituting a first activity content, which is the activity content defined on the arbitrary activity card; An AI educational tool that includes:

2. The worksheet further includes a task input area in which one or more tasks constituting the first activity content are input. The AI ​​educational tool of claim 1.

3. The worksheet clearly indicates or suggests that work is performed in the following order: placing the arbitrary activity card in the activity card placement area, inputting the one or more tasks in the task input area, and placing the first AI card in the AI ​​card placement area. The AI ​​educational tool of claim 2.

4. Further provided are a plurality of risk cards, each of which defines a risk that may occur when using AI; The worksheet further includes a risk card placement area in which a first risk card, which defines a risk that may occur when the task defined by the first AI card is supported by AI, is placed from among the plurality of risk cards. The AI ​​educational tool of claim 1.

5. The worksheet clearly indicates or suggests that work is to be performed in the following order: placing the arbitrary activity card in the activity card placement area, placing the first AI card in the AI ​​card placement area, and placing the first risk card in the risk card placement area. The AI ​​educational tool according to claim 4.

6. The worksheet further includes an element input area in which a prompt element for causing the AI ​​to perform the task constituting the first activity content is input. The AI ​​educational tool of claim 1.

7. The element input area contains an example of the prompt element. The AI ​​educational tool of claim 6.

8. The worksheet clearly indicates or suggests that work is performed in the following order: placing the arbitrary activity card in the activity card placement area, placing the first AI card in the AI ​​card placement area, and inputting the element of the prompt into the element input area. The AI ​​educational tool of claim 6.

9. a control device that generates print data for printing a plurality of activity cards, each having an activity content defined thereon; a plurality of AI cards, each having a task that can be supported by AI (Artificial Intelligence) defined thereon; an activity card placement area in which an arbitrary activity card from the plurality of activity cards is placed; and a worksheet formed with an AI card placement area in which a first AI card, from the plurality of AI cards, having a task defined thereon that is applicable to a task that constitutes a first activity content, which is the activity content defined on the arbitrary activity card, is placed; a communication device for transmitting the print data; A server device comprising:

10. a communication device that sequentially transmits screen information of a screen including a plurality of activity cards, each having activity content defined thereon, a plurality of AI cards, each having tasks that can be supported by AI (Artificial Intelligence) defined thereon, an activity card placement area, and an AI card placement area, and receives activity card placement operations and AI card placement operations; a control device that performs the following processes: a process of placing an arbitrary activity card from among the plurality of activity cards in the activity card placement area and updating the screen in accordance with the activity card placement operation; and a process of placing a first AI card from among the plurality of AI cards, which defines a task applicable to a task constituting a first activity content, which is the activity content defined by the arbitrary activity card, in the AI ​​card placement area and updating the screen in accordance with the AI ​​card placement operation; An AI educational support device equipped with the above.

11. the screen further includes a task input area; The communication device further receives a task input operation; the control device further performs a process of inputting one or more tasks constituting the first activity content into the task input area in response to the task input operation, and updating the screen. The AI ​​education support device according to claim 10.

12. The screen clearly indicates or suggests that work is performed in the following order: placing the arbitrary activity card in the activity card placement area, inputting the one or more tasks in the task input area, and placing the first AI card in the AI ​​card placement area. The AI ​​education support device according to claim 11.

13. The screen further includes a plurality of risk cards, each of which defines a risk that may occur when using AI, and a risk card placement area, The communication device further receives a risk card placement operation; The control device further performs a process of arranging a first risk card, which defines a risk that may occur when the task defined by the first AI card is supported by AI, from among the plurality of risk cards in the risk card arrangement area and updating the screen in response to the risk card arrangement operation. The AI ​​education support device according to claim 10.

14. The screen clearly indicates or suggests that the work is to be performed in the following order: placing the arbitrary activity card in the activity card placement area, placing the first AI card in the AI ​​card placement area, and placing the first risk card in the risk card placement area. The AI ​​education support device according to claim 13.

15. the screen further includes an element input area; The communication device further receives an element input operation; The control device further performs a process of inputting a prompt element for causing the AI ​​to perform a task constituting the first activity content into the element input area in response to the element input operation, and updating the screen. The AI ​​education support device according to claim 11.

16. the element input area includes an example of an element of the prompt; The AI ​​education support device according to claim 15.

17. The screen clearly indicates or suggests that work should be performed in the following order: placing the arbitrary activity card in the activity card placement area, inputting the one or more tasks in the task input area, placing the first AI card in the AI ​​card placement area, and inputting the elements of the prompt in the element input area. The AI ​​education support device according to claim 15.

18. the screen further includes a card generation button; The control device generates a prompt including information about the new activity card or new AI card in response to an operation on the card generation button and an input operation of information about the new activity card or new AI card to be generated; the communication device inputs the prompt into a generative model and obtains the new activity card or the new AI card from the generative model. The AI ​​education support device according to claim 10.

19. the screen further includes a task decomposition button; the control device generates a prompt instructing the user to decompose the first activity content into the one or more tasks in response to an operation on the task decomposition button; the communication device inputs the prompt into a generative model and obtains the one or more tasks from the generative model; the control device inputs the one or more tasks into the task input area; The AI ​​education support device according to claim 11.

20. The control device scores whether the task defined in the first AI card is applicable to the tasks constituting the first activity content. The AI ​​education support device according to claim 10.

21. The control device assists in selecting the first AI card from the plurality of AI cards. The AI ​​education support device according to claim 10.

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