Terminal device, information processing device, simulation system, simulation method, and program

Abstract

To improve interviewing capability in an interview intended to solve a problem.SOLUTION: A terminal device is provided with: an acquisition unit that, in order to solve a problem set for a first character to be interviewed, acquires a response to the first character input by a user; and a presentation unit that presents, to the user, a response from the first character generated by a generation unit according to the response acquired by the acquisition unit.SELECTED DRAWING: Figure 7

Description

Technical Field

[0001] The present invention relates to a technique for simulating interviews.

Background Art

[0002] In school education, a three-way interview among teachers, students, and parents is conducted. The three-way interview is important for sharing information about students' school and home lives between teachers and parents and for checking whether students have any problems (issues or worries). In the three-way interview, teachers need to identify the problems students are facing and engage in dialogue with the students and parents to solve those problems. Since the problems students face are diverse and their personalities vary from student to student, teachers need to respond flexibly to the students and parents. However, for teachers with little experience, their interview ability (hereinafter referred to as "interviewing skills") is not sufficient, so it is not easy to smoothly communicate with students and parents and proceed with the interview, which places a heavy burden on teachers. To solve the problems students are facing through the three-way interview, it is necessary to let teachers gain a lot of interview experience to improve their interviewing skills. On the other hand, the reality is that the only way for teachers to improve their interviewing skills is to use actual students and parents as practice partners.

[0003] Therefore, in Patent Document 1, an interview support device that simulates interviews is proposed as a technique for improving interviewing skills without actually conducting interviews. Specifically, in the technique of Patent Document 1, users (e.g., supervisors) can practice interviews with avatars of virtual interviewees (e.g., subordinates).

Prior Art Documents

Patent Documents

[0004]

Patent Document 1

Summary of the Invention

Problems to be Solved by the Invention

[0005] However, with the technology of Patent Document 1, it is impossible to improve the interview ability to deal with various interviewees with various problems. Considering the above circumstances, an object of the present invention is to improve the interview ability in an interview aimed at solving problems.

Means for Solving the Problems

[0006] [1] The terminal device according to the present invention is a device for executing an interview simulation, and in order to solve the problem set for a first character who is the object of the interview, an acquisition unit that acquires a response input by a user for the first character, and a presentation unit that presents the response of the first character, generated by a generation unit according to the response acquired by the acquisition unit, to the user.

[0007] [2] The acquisition unit acquires a response further input by the user for the response presented by the presentation unit, and the presentation unit presents the response generated by the generation unit to the user each time the response is input by the user. The terminal device of [1].

[0008] [3] The presentation unit presents an evaluation generated based on a predetermined evaluation criterion for the response input by the user to the user. The terminal device of [1] or [2].

[0009] [4] The problem is any one of a plurality of problems prepared in advance. The terminal device of any one of [1] to [3].

[0010] [5] The first character is a character of a school student, and the acquisition unit acquires the response input by the user from the position of the teacher of the student. The terminal device of any one of [1] to [4].

[0011] [6] The presentation unit is any one of the terminal devices from [1] to [5] that presents to the user the reaction of the second character related to the first character, which is generated by the generation unit according to the correspondence acquired by the acquisition unit.

[0012] [7] The attribute of the first character is set, and the generation unit is any one of the terminal devices from [1] to [6] that sets the task according to the attribute for the first character.

[0013] [8] Any one of the terminal devices from [1] to [7] in which a task corresponding to any one of a plurality of pre-prepared themes is set for the first character.

[0014] [9] The reaction generated by the generation unit is any one of the terminal devices from [1] to [8] that changes according to the difficulty level set for the simulation.

[0015]

[10] The generation unit is any one of the terminal devices from [1] to [9] that is an interactive large language model.

[0016]

[11] When the acquisition unit receives an instruction to start the simulation from the user, the terminal device of

[10] that sends a prompt for starting the simulation to the generation unit.

[0017]

[12] The prompt is any one of the terminal devices of

[11] that includes information instructing the generation unit to set the task that the first character has, information instructing the generation unit to control the first character, and information indicating the role of the user.

[0018]

[13] The generation unit generates an episode including the task, and the presentation unit is any one of the terminal devices from [1] to

[12] that presents the episode to the user.

[0019]

[14] An information processing apparatus for executing an interview simulation, comprising a generation unit that generates a reaction of a first character in response to an input by a user for the first character in order to solve a problem set for the first character who is the subject of the interview.

[0020]

[15] A system for executing an interview simulation, comprising an acquisition unit that acquires a response input by a user for a first character who is the subject of the interview, a generation unit that generates a reaction of the first character according to the response acquired by the acquisition unit, and a presentation unit that presents the reaction generated by the generation unit to the user.

[0021]

[16] A method for executing an interview simulation, realized by a computer system that acquires a response input by a user for a first character who is the subject of the interview and presents to the user a reaction of the first character generated according to the acquired response in order to solve a problem set for the first character.

[0022]

[17] A program for executing an interview simulation, which functions a computer system as an acquisition unit that acquires a response input by a user for a first character who is the subject of the interview and a presentation unit that presents to the user a reaction of the first character generated according to the response acquired by the acquisition unit in order to solve a problem set for the first character.

Advantages of the Invention

[0023] According to the terminal device, information processing apparatus, simulation system, simulation method, and program of the present invention, it is possible to improve the interview ability in an interview aimed at solving problems.

Brief Description of the Drawings

[0024]

Figure 1

Figure 2

Figure 3

Figure 4

Figure 5

Figure 6

Figure 7

Figure 8

Figure 9

Figure 10

Mode for Carrying Out the Invention

[0025] <First Embodiment> FIG. 1 is a block diagram illustrating the configuration of the simulation system 100 in the first embodiment. The simulation system 100 is a system capable of simulating an interview and is used to improve the ability (interview ability) of the user U to conduct an interview. Specifically, the simulation system 100 executes a simulation (hereinafter referred to as "interview simulation") assuming an interview with a first character for whom a problem is set.

[0026] The user U of the first embodiment is, for example, a school teacher (class teacher) who is supposed to conduct interviews with students. The first character of the first embodiment is a student character. Therefore, the user U can practice interviews with students who have problems. The simulation system 100 enables various interview simulations for purposes such as life guidance, student guidance, and educational counseling.

[0027] In the simulation system 100, an interview with a student who has problems is simulated. In the first embodiment, a two-person interview between the first character and the user U is simulated. The user U solves the problems (issues and worries) of the first character by interacting with the first character during the interview.

[0028] The simulation system 100 of the first embodiment includes a terminal device 10 and an information processing device 20. The terminal device 10 and the information processing device 20 can communicate with each other via a communication network 300 such as the Internet. The information processing device 20 is realized by, for example, a server system. On the other hand, the terminal device 10 is realized by, for example, a portable information device such as a smartphone or a tablet terminal, or a portable or stationary information device such as a personal computer.

[0029] [Information processing device 20] The information processing device 20 is a device that controls the first character who is the subject of the interview. That is, the information processing device 20 plays the role of the first character. The first character of the first embodiment is a student character as described above, and problems are set. The details of the problems will be described later.

[0030] FIG. 2 is a block diagram illustrating the configuration of the information processing device 20. Specifically, the information processing device 20 includes a control device 21, a storage device 22, and a communication device 23.

[0031] The control device 21 is one or more processors that control the operation of the information processing device 20. Specifically, for example, the control device 21 is composed of one or more types of processors such as a CPU (Central Processing Unit), a GPU (Graphics Processing Unit), an SPU (Sound Processing Unit), a DSP (Digital Signal Processor), an FPGA (Field Programmable Gate Array), or an ASIC (Application Specific Integrated Circuit).

[0032] The storage device 22 is one or more memories that store the programs executed by the control device 21 and various data used by the control device 21. For example, known recording media such as semiconductor recording media and magnetic recording media, or a combination of multiple types of recording media are used as the storage device 22. For example, a portable recording medium that can be attached to and detached from the information processing device 20, or a recording medium (e.g., cloud storage) that can be accessed by the control device 21 via the communication network 300 may be used as the storage device 22.

[0033] The communication device 23 is a communication device that communicates with the terminal device 10 via the communication network 300. Note that a communication device 23 that is separate from the information processing device 20 may be connected to the information processing device 20 by wire or wirelessly.

[0034] The control device 21 realizes a function (generation unit 211) for executing an interview simulation by executing the program stored in the storage device 22.

[0035] First, the generation unit 211 sets a task for the first character (student). Specifically, a task is set for the first character under a predetermined theme (hereinafter referred to as the "set theme").

[0036] The generation unit 211 of the first embodiment further generates an episode (a simple story) including the issues set for the first character. The episode is an episode including the issues faced by the student, and for example, a text of about 200 to 1000 characters is assumed.

[0037] The set theme is, for example, any one of a plurality of themes prepared in advance. Note that the theme is a classification representing the type (genre) of the issue, and issues of the same kind belong to a common theme. The set theme of the first embodiment is any one of the plurality of themes arbitrarily selected by the generation unit 211. For example, any one randomly selected by the generation unit 211 from the plurality of themes is set as the set theme. However, the theme selected by the user U from the plurality of themes may be set as the set theme.

[0038] In the first embodiment, the attributes of the student (the first character) are set. The attributes of the student are, for example, the type of school to which the student belongs (for example, elementary school, junior high school, or high school). Then, the generation unit 211 sets an issue corresponding to the set theme and the attributes for the first character, and generates an episode including the issue. In the first embodiment, the type of school is instructed by the user U. However, a configuration in which the generation unit 211 sets an arbitrary type for the first character is also exemplified.

[0039] FIG. 3 is a schematic diagram schematically showing the relationship between the attributes, the themes, and the issues. As illustrated in FIG. 3, for each of the plurality of attributes, a plurality of themes and the issues corresponding to each theme are associated. Then, any one of the plurality of themes in the attributes instructed by the user U is selected as the set theme, and the issue corresponding to the set theme is set for the first character. As understood from the above description, in the first embodiment, any one of the plurality of issues prepared in advance (the plurality of issues prepared for each of the plurality of attributes) is set for the first character.

[0040] Second, the generation unit 211 controls the first character with the set problem. Specifically, the generation unit 211 controls the first character by generating the speech and actions (such as speech, attitude, and expression) of the first character. The generation unit 211 of the first embodiment generates the reaction of the first character according to the response input by the user U to solve the problem for the first character (student).

[0041] In the first embodiment, an example is given where the response input by the user U is speech (hereinafter referred to as "input speech"), and the reaction of the first character generated according to the response is also speech (hereinafter referred to as "reply speech"). The reply speech generated by the generation unit 211 is transmitted to the terminal device 10 and presented to the user U. The user U inputs further input speech in response to the reply speech. That is, the dialogue between the user U and the first character (student) becomes possible. As understood from the above description, the generation unit 211 of the first embodiment controls (generates) the speech of the first character.

[0042] Furthermore, in the first embodiment, the input speech generated by the generation unit 211 changes according to the difficulty level set for the interview simulation. The difficulty level is set to any one of a plurality of options (for example, easy, normal, and difficult), for example. For example, when "easy" is set as the difficulty level, the generation unit 211 generates a straightforward reply speech for the input speech, and when "difficult" is set as the difficulty level, it repeatedly generates a rebellious reply speech that is not easily convinced by the input speech. When "normal" is set as the difficulty level, it generates a rebellious reply speech at least once. That is, it can also be said that the difficulty level set for the simulation is the difficulty level of the first character (student). In the following configuration, a configuration in which the user U instructs the difficulty level is exemplified. However, the generation unit 211 may arbitrarily set the difficulty level.

[0043] The generation unit 211 of the first embodiment is constructed with a generation model. The generation model is composed of, for example, a deep neural network. For example, any form of deep neural network such as a recurrent neural network (RNN) or a convolutional neural network (CNN) can be used as the generation model. The generation model may be composed of a combination of multiple types of deep neural networks.

[0044] It is preferable to use a large language model (LLM) that has been pre-trained using a large amount of text data and in which the occurrence probability of words is modeled and that is capable of natural language processing, as the generation model. In particular, it is preferable to use, as the generation model, a dialogue-type large language model (generative artificial intelligence) obtained by fine-tuning a large language model using a dialogue dataset. As the dialogue-type large language model, any known model such as ChatGPT (manufactured by OPEN AI), Bard (manufactured by Google), or Bing AI (manufactured by Microsoft) can be used. In the following description, the case where the generation unit 211 is a dialogue-type large language model will be exemplified. In a dialogue-type language model, it is possible to generate text in a dialogue format.

[0045] [Terminal device 10] FIG. 4 is a block diagram illustrating the configuration of the terminal device 10. Specifically, the terminal device 10 includes a control device 11, a storage device 12, a communication device 13, an operation device 15, and a display device 14. The terminal device 10 is realized by, for example, a portable information device such as a smartphone or a tablet terminal, or a portable or stationary information device such as a personal computer.

[0046] The control device 11 is one or more processors that control the operation of the terminal device 10. Specifically, for example, the control device 11 is constituted by one or more types of processors such as a CPU (Central Processing Unit), a GPU (Graphics Processing Unit), an SPU (Sound Processing Unit), a DSP (Digital Signal Processor), an FPGA (Field Programmable Gate Array), or an ASIC (Application Specific Integrated Circuit).

[0047] The storage device 12 is one or more memories that store the programs executed by the control device 11 and various data used by the control device 11. For example, a known recording medium such as a semiconductor recording medium and a magnetic recording medium, or a combination of multiple types of recording media is used as the storage device 12. Note that, for example, a portable recording medium that can be attached to and detached from the terminal device 10, or a recording medium (e.g., cloud storage) that can be accessed by the control device 11 via the communication network 300 may be used as the storage device 12.

[0048] The communication device 13 is a communication device that communicates with the information processing device 20 via the communication network 300. Note that a communication device 13 that is separate from the terminal device 10 may be connected to the terminal device 10 by wire or wirelessly.

[0049] The display device 14 displays various images under the control of the control device 11. For example, various display panels such as a liquid crystal display panel or an organic EL panel are used as the display device 14. Note that an operating device 15 or a display device 14 that is separate from the information processing system may be connected to the information processing system by wire or wirelessly.

[0050] The operation device 15 is an input device that receives operations by the user U. For example, an operator that the user U operates or a touch panel that detects contact by the user U is used as the operation device 15. In the first embodiment, the user U inputs various information by operating the operation device 15. Specifically, the user U inputs, for example, information for setting problems that the first character has (such as the attributes of a student and the difficulty level) and input utterances for solving the problems of the first character from the operation device 15. The user U inputs input utterances from the position of a teacher who is the homeroom teacher of the student (the first character).

[0051] The information input by the user U is transmitted from the communication device 13 to the information processing device 20. Note that the information transmitted to the information processing device 20 may be the information input by the user U itself or any data including the information input by the user U. In the first embodiment, since the generation unit 211 is an interactive language model, a prompt including the information input by the user U is transmitted to the information processing device 20. For example, when the user U inputs an input utterance, a prompt instructing to generate a response utterance to the input utterance of the user U may be transmitted to the information processing device 20.

[0052] FIG. 5 is a block diagram illustrating a functional configuration of the control device 11 of the terminal device 10. The control device 11 realizes a plurality of functions (acquisition unit 111, presentation unit 112) for the user U to execute an interview simulation by executing a program stored in the storage device 12.

[0053] The acquisition unit 111 acquires various information input by the user U using the operation device 15. Specifically, the acquisition unit 111 acquires by receiving various information input by the user U.

[0054] First, the acquisition unit 111 acquires information necessary for setting the interview simulation (hereinafter referred to as "setting information"). The setting information is, for example, information necessary for setting problems for the first character (the attributes of the first character in the first embodiment) and the difficulty level of the simulation.

[0055] Second, the acquisition unit 111 acquires the input utterance. That is, the acquisition unit 111 functions as an element that acquires the response (input utterance) input by the user U to the first character in order to solve the problem set for the first character who is the subject of the interview. Various types of information (for example, setting information and input utterance) acquired by the acquisition unit 111 are transmitted from the communication device 13 to the information processing device 20.

[0056] The presentation unit 112 presents various types of information to the user U. Specifically, the presentation unit 112 presents various types of information to the user U by displaying the information on the display device 14. However, the presentation of information by the presentation unit 112 is not limited to presentation by display, and may be, for example, presentation by voice.

[0057] First, the presentation unit 112 presents the problem set by the generation unit 211 of the information processing device 20 under the set theme for the first character. In the first embodiment, an episode including the problem, together with the problem and the theme (set theme) corresponding to the problem, is presented to the user U. Note that it is assumed that any one or two of the problem, set theme, and episode may not be presented.

[0058] Second, the presentation unit 112 presents the response utterance generated by the generation unit 211 in response to the input utterance to the user U. That is, the presentation unit 112 functions as an element that presents the reaction of the first character, generated by the generation unit 211 according to the response acquired by the acquisition unit 111, to the user U.

[0059] The process in which the simulation system 100 executes an interview simulation (hereinafter referred to as "interview process") will be described in detail with reference to FIGS. 6 and 7. FIG. 6 is a flowchart showing specific procedures in the interview process executed by the simulation system 100.

[0060] FIG. 7 is an example of an image G displayed on the display device 14 of the terminal device 10 in the interview process. In the first embodiment, since the generation unit 211 is configured by an interactive large language model, an interview simulation proceeds by an interaction between the information generated by the information processing device 20 (generation unit 211) and the information input by the user U in an interactive format. In the image G displayed by the display device 14, an area Ta (Ta1, Ta2,...) indicating the information transmitted from the information processing device 20 to the terminal device 10 and an area Tb (Tb1, Tb2,...) indicating the information input by the user U to the terminal device 10 are shown.

[0061] The interview process in FIG. 6 starts when the terminal device 10 (acquisition unit 111) receives an instruction to start from the user U (SA1). When receiving an instruction to start the interview simulation from the user U, the terminal device 10 (acquisition unit 111) transmits information (hereinafter referred to as "start information") for instructing the information processing device 20 to start the interview simulation (SA2). Details of the start information will be described later.

[0062] When the information processing device 20 receives the start information from the terminal device 10, it notifies the terminal device 10 that the interview simulation has started (SA3). Specifically, information notifying the user U that the interview simulation has started (for example, the information shown in the area Ta1 in FIG. 7) is transmitted to the terminal device 10.

[0063] When notified that the interview simulation has started, the terminal device 10 (presentation unit 112) presents to the user U information prompting the user U to input information (hereinafter referred to as "setting information") for setting the problems faced by the student (first character). As illustrated in the area Ta1 in FIG. 7, the setting information is, for example, the type of the student's school (an example of an attribute) and the difficulty level of the interview simulation.

[0064] The user U inputs setting information by operating the operating device 15. As illustrated in the area Tb1 of FIG. 7, the school type (junior high school) and the difficulty level (difficult) are input. The acquisition unit 111 receives the setting information input by the user U (SA4) and transmits it to the information processing device 20 (SA5).

[0065] The information processing device 20 (generation unit 211) sets a task for the first character according to the setting information (school type, difficulty level) from the terminal device 10 and generates an episode including the task (SA6). In the first embodiment, a task corresponding to any one of a plurality of themes associated with the school type instructed by the user U (set theme) is set for the first character, and an episode including the task is generated.

[0066] Any one of the plurality of themes illustrated in FIG. 3 is selected by the generation unit 211 as the set theme. Note that the episode generated by the generation unit 211 may directly include the task corresponding to the set theme or may indirectly include it. The case of indirectly including the task is, for example, when the episode includes a task such as a processed version of the task. Then, the information processing device 20 transmits the set theme, the task, and the episode to the terminal device 10 (SA7). Note that a configuration in which the set theme and the task are not transmitted is also adopted.

[0067] The terminal device 10 (presentation unit 112) presents the episode transmitted from the information processing device 20 to the user U (SA8). The area Ta2 of FIG. 7 illustrates a case where the set theme "smartphone addiction", the task corresponding to the theme "addiction and access to inappropriate content", and the episode including the task "For junior high school student Taro Tanaka,... is a concern." are presented. Note that for each episode, the purpose of the interview (for example, the sentence "To solve Taro-kun's smartphone addiction problem, promote healthy smartphone use, and improve school life.") may be presented to the user U.

[0068] As illustrated in the area Tb2 of FIG. 7, the user U inputs an input statement for solving the problem set for the first character by operating the operation device 15. The input statement is a statement of what to say to the first character (student) to solve the problem. The terminal device 10 (acquisition unit 111) acquires it by receiving the input statement input by the user U (SA9). Then, the acquisition unit 111 transmits the input statement to the information processing device 20 (SA10).

[0069] The information processing device 20 (generation unit 211) generates a reaction (reply statement) of the first character in response to the input statement transmitted from the terminal device 10 (SA11). That is, a reply statement that the student who has been spoken to by the input statement can make is generated. In the first embodiment, the reply statement is generated according to the difficulty level set by the user U. The information processing device 20 transmits the reply statement to the terminal device 10 (SA12).

[0070] The terminal device 10 (presentation unit 112) presents the reply statement transmitted by the information processing device 20 to the user U (SA13). Specifically, the terminal device 10 causes the display device 14 to display the reply statement as illustrated in the area Ta3 of FIG. 7.

[0071] As illustrated in the area Tb3 of FIG. 7, the user U inputs a further input statement in response to the reply statement. When the input statement is input, the process returns to step SA9, and SA10 - SA12 are further executed. As illustrated in the area Ta4 of FIG. 7, the reply statement is displayed in step SA13. For solving the problem, the processes of SA9 - SA13 (the exchange of the input statement and the reply statement) are repeatedly executed. That is, the acquisition unit 111 acquires a further input statement input by the user U with respect to the reply statement presented by the presentation unit 112, and the presentation unit 112 presents the reply statement generated by the generation unit 211 to the user U each time the input statement is input by the user U. Note that the input statement includes various statements for guiding the student toward solving the problem, such as questions to the student, specific proposals, expressions of sympathy / agreement, and expressions of caution.

[0072] The timing to end the interview simulation is arbitrary. However, in the first embodiment, the interview simulation ends when the generation unit 211 determines that the interview has ended. The generation unit 211 determines that the interview has ended, for example, when it receives an instruction to end the interview from the user U, when it reaches a preset time limit, or when it is determined that the problem has been solved by the generation unit 211.

[0073] Hereinafter, an example of start information for instructing the start of the interview simulation according to the first embodiment will be described. In the first embodiment, as described above, since the generation unit 211 is an interactive language model, the start information is information corresponding to an instruction sentence (prompt). The start information is information for instructing the generation unit 211 on the overall flow from the start to the end of the interview simulation (for example, steps SA3 - SA13) in order for the generation unit 211 to proceed with the interview simulation.

[0074] As the start information, for example, it includes the following information P1 - P5. Since the generation unit 211 of the first embodiment is a large - scale language model, the case where the information P1 - P5 is represented in natural language is exemplified.

[0075] Information P1 is information for instructing Role 1 of the generation unit 211. Role 1 is a role of setting a problem that the first character has under a predetermined theme. Role 1 in the first embodiment is a role of setting a problem for the first character (student) and generating an episode including the problem. Specifically, information P1 is as follows.

[0076] [P1: Information for instructing Role 1 of the generation unit 211] You create an episode including a problem according to the type (attribute) of the school. The theme of the episode (problem) is selected from the following themes (information P4).

[0077] Information P2 is information that instructs Role 2 of the generation unit 211. Role 2 is to control (execute) the first character (student). That is, it is the role of generating a response statement. Information P2 also includes information that instructs that the response (response statement) of the student changes according to the difficulty level of the simulation. Specifically, information P2 is as follows.

[0078] [P2: Information that instructs Role 2 of the generation unit 211] You will play the role of a student participating in a three-way interview. When the difficulty level is easy, listen to the advice straightforwardly. When the difficulty level is normal, counter-argue at least once. When the difficulty level is difficult, you will not easily be convinced. You have a sense of distrust towards the school and teachers.

[0079] Information P3 is information that indicates the role of the user U (player). Information P3 in the first embodiment is information that indicates that the user U plays the role of a teacher. That is, it can also be paraphrased that information P3 is information that indicates the relationship of the user U to the first character (student). Specifically, information P3 is as follows.

[0080] [P3: Information that indicates the role of the player] The player, as the homeroom teacher, participates in the interview with the student to solve the problems of the episode. The player holds the initiative in the guidance.

[0081] Information P4 is information that indicates the theme and the problem. Specifically, as illustrated in FIG. 3, it is information that includes a plurality of themes prepared in advance for each of a plurality of attributes and the problems set for each theme.

[0082] Information P5 is information that indicates the rules of the interview simulation. For example, information that instructs the start and end of the interview simulation and information that instructs the lines first presented to the user U when starting the interview simulation are included in information P5. Specifically, information P5 is as follows.

[0083] [Information P5: Information indicating the rules of the interview simulation] The interview simulation starts when the player inputs the attributes of the student (type of school), and ends when the player inputs the end of the interview. The lines of the homeroom teacher are written by the player, not you. It starts with the line "Now, let's start the interview simulation. Please specify the type of school and the difficulty level you are in charge of. If no specification is made, we will proceed as it is."

[0084] However, the information included in the start information is not limited to the above Information P1 - P5. For example, it includes information instructing the generation unit 211 to present hints for input statements according to instructions from the user U.

[0085] Note that the start information transmitted to the information processing device 20 is preferably configured not to be presented to the user U (that is, not to be displayed on the display device 14). The start information can be made not to be presented to the user U, for example, by setting the API (Application Programming Interface).

[0086] As can be understood from the above description, in the first embodiment, an interview simulation can be executed in which, in order to solve the problems set for the first character, a response statement of the first character can be obtained for the input statement input by the user U. Therefore, compared with an interview simulation with a character for which no problem is set, the interview ability in an interview aimed at solving problems can be improved.

[0087] Also, in the first embodiment, since any one of a plurality of problems prepared in advance is set for the first character, the interview ability can be improved to solve various problems.

[0088] According to the configuration of the first embodiment in which a problem corresponding to any one of a plurality of themes is set for the first character, it is possible to perform an interview simulation with the first character for whom a problem according to the theme is set, and it is easy for the user U to grasp the type of problem. In FIG. 3, it is also possible to associate a plurality of problems with each theme. When a theme is selected, any one of the plurality of problems corresponding to the theme is selected by the instruction of the user U or the generation unit 211.

[0089] According to the configuration of the first embodiment in which a response speech is generated by the generation unit 211 each time an input speech is input by the user U, there is an advantage that an interview simulation can be performed based on an actual conversation.

[0090] In the first embodiment, the first character is a character of a school student, and since the user U inputs an input speech for solving a problem from the position of the teacher of the student, an interview simulation can be performed with a student having a problem as an interview partner.

[0091] According to the configuration of the first embodiment in which the attribute of the first character is set and a problem according to the attribute is set for the first character, there is an advantage that a problem reflecting the characteristics of the attribute can be set for the first character.

[0092] In the first embodiment, since the response speech generated by the generation unit 211 changes according to the difficulty level set for the interview simulation, an interview simulation assuming various interview partners (interviewees) becomes possible.

[0093] According to the configuration of the first embodiment in which start information (prompt) is transmitted to the generation unit 211 when an instruction to start an interview simulation is received from the user U, for example, the user U does not need to perform an operation for transmitting the start information separately from the start instruction, and it is possible to transmit the start information to the generation unit 211 without the user U being aware of it.

[0094] In the first embodiment, since the start information includes information P1 that instructs the generation unit 211 to set a task for the first character, information P2 that instructs the generation unit 211 to control (execute) the first character, and information P3 that indicates the role of the user U, there is an advantage that the information P1 - P3 necessary for starting the interview simulation can be collectively transmitted to the generation unit 211.

[0095] Since an episode including a task set for the first character is presented to the user U, an interview simulation that more closely mimics an actual interview becomes possible as compared to a configuration in which an episode is not presented to the user U. However, the first embodiment also includes a configuration in which the task itself is presented without presenting an episode.

[0096] <Second Embodiment> The second embodiment of the present invention will be described. For elements whose functions are the same as those in the first embodiment in each of the embodiments exemplified below, the reference numerals used in the description of the first embodiment are reused, and the detailed description of each is appropriately omitted.

[0097] In the first embodiment, a configuration for executing an interview simulation assuming a two - person interview between the user U and the first character was exemplified. In the second embodiment, a configuration for executing an interview simulation assuming a three - person interview between the user U, the first character, and the second character will be exemplified.

[0098] The first character is a character of a student as in the first embodiment, the second character is a character of the student's guardian, and the case where the user U is a homeroom teacher is exemplified.

[0099] The generation unit 211 of the information processing apparatus 20 performs, as in the first embodiment, setting a task for the first character (generating an episode) and controlling the first character. Further, the generation unit 211 of the second embodiment executes (controls) the second character.

[0100] Specifically, the generation unit 211 controls the second character by generating the speech and actions (such as speech, attitude, and expression) of the second character. The generation unit 211 of the second embodiment generates the reaction of the second character (guardian) according to the response (input speech) input by the user U to solve the problem for the first character (student). In the following description, as in the case of the first character, the case where the reaction of the second character generated according to the input speech is speech (hereinafter referred to as "related speech") is exemplified.

[0101] In the second embodiment, an example is given in which the related speech generated by the generation unit 211 changes according to the difficulty level set for the interview simulation. The difficulty level set for the interview simulation is the same as that described in the first embodiment. For example, when "easy" is set as the difficulty level, straightforward related speech is generated for the input speech. When "difficult" is set as the difficulty level, rebellious related speech is repeatedly generated without easily accepting the input speech. When "normal" is set as the difficulty level, rebellious related speech is generated at least once. That is, it can also be said that the difficulty level set for the simulation is the difficulty level of the second character (guardian).

[0102] The input speech made by the user U to solve the problem of the first character may be content addressed to both the first character and the second character, or may be content addressed to either one of them. In the second embodiment, an example is given of a configuration in which the function of controlling the first character and the function of controlling the second character are realized by a common element (generation model). However, the function of controlling the first character and the function of controlling the second character may be configured by separate elements. That is, the generation unit 211 may be composed of a plurality of elements.

[0103] The presentation unit 112 of the terminal device 10 in the second embodiment presents the user U with the related speech of the second character in addition to the response speech of the first character.

[0104] In addition to the above-described information P1 - P5, the start information of the second embodiment includes the following information P6. Information P6 is information that instructs Role 3 of the generation unit 211. Role 3 is to control (execute) the second character (guardian). That is, the role of generating related utterances is Role 3. Information P6 also includes information instructing that the reaction (related utterance) of the guardian changes according to the difficulty level of the simulation. Specifically, information P6 is as follows.

[0105] [Information P6: Information instructing Role 3 of the generation unit 211] You will play the role of a guardian participating in a three - party interview. When the difficulty level is easy, listen to the advice straightforwardly. When the difficulty level is normal, make at least one counter - argument. When the difficulty level is difficult, you will not be easily convinced. You have a sense of distrust towards the school and teachers.

[0106] Steps SA1 - SA9 in FIG. 6 are executed in the same manner as in the first embodiment in the second embodiment. In the second embodiment, in step SA11, the generation unit 211 generates a related utterance together with a response utterance. Then, in step SA12, the response utterance and the related utterance are transmitted to the terminal device 10, and in step SA13, the response utterance and the related utterance are presented to the user U. Similar to the first embodiment, for problem - solving, the processes of SA9 - SA13 (the exchange between the input utterance and the response utterance and the related utterance) are repeatedly executed.

[0107] Note that in step SA11, it is not essential to generate both a response utterance and a related utterance for the input utterance, and there may be a case where only one of them is generated.

[0108] FIG. 8 is a drawing corresponding to FIG. 7 and is an example of the image G according to the second embodiment. Regions Ta1, Ta2 and regions Tb1, Tb2 are the same as in FIG. 7. As illustrated in region Ta3 of FIG. 8, in the second embodiment, the response utterance by the student and the related utterance by the guardian for the input utterance are displayed.

[0109] As understood from the above description, in the second embodiment, since the response speech of the first character to the input speech and the related speech of the second character are presented to the user U, a counseling simulation assuming a three-way interview including the first character (e.g., a student) and the second character (e.g., a guardian) can be performed.

[0110] In the second embodiment, the case where the second character is a guardian character is exemplified, but the second character can be arbitrary as long as it is a character related to the first character. The second character may be, for example, various characters such as a school-related person of the student (e.g., a grade head or a homeroom teacher), a counselor, or an expert in a specific field (e.g., education or law) in addition to the guardian. In particular, by being able to perform a counseling simulation in which a grade head or a homeroom teacher participates in addition to the student and the guardian, a highly accurate counseling simulation based on an actual school counseling can be achieved, and the counseling ability of the user U can be improved.

[0111] In the first embodiment, a counseling conducted by two people is assumed, and in the second embodiment, a counseling conducted by three people is assumed, but the counseling simulation may be a counseling conducted by four or more people. For example, in addition to the student and the guardian, by the generation unit 211 controlling the above various characters, a counseling simulation of four or more people can be achieved.

[0112] Note that the start information includes information for instructing the generation unit 211 to control each character. For example, when the generation unit 211 executes the character of the grade head teacher, the following information P7 is included in the start information, and when the generation unit 211 executes the character of the homeroom teacher, the following information P8 is included in the start information.

[0113] The information P7 is information for instructing role 4 of the generation unit 211. Role 4 is to control (execute) the third character (grade head teacher). For example, it includes information for instructing to take measures to assist the user U (class teacher). Specifically, the information P7 is as follows.

[0114] [Information P7: Information instructing Role 4 of Generation Unit 211] You are the grade dean of the grade to which the homeroom teacher played by the player belongs. Warmly watch over the guidance of the player, and help the player when students or guardians clearly deviate legally. Since the player has the initiative, basically remain silent otherwise.

[0115] Information P8 is information instructing Role 5 of Generation Unit 211. Role 5 is to control (execute) the fourth character (the teacher of the student guidance director). Information P8 includes, for example, information instructing to take measures to assist the user (homeroom teacher). Specifically, Information P8 is as follows.

[0116] [Information P8: Information instructing Role 5 of Generation Unit 211] You are the student guidance director of the school to which the homeroom teacher played by the player belongs. Warmly watch over the guidance of the player, and help the player when students or guardians clearly deviate legally. Since the player has the initiative, basically remain silent otherwise.

[0117] Note that the user U may be able to arbitrarily select the characters participating in the interview among a plurality of characters (for example, students, guardians, grade deans, and student guidance directors, etc.).

[0118] <The Third Embodiment> In the third embodiment, a configuration in which a function for evaluating the input speech of the user U is added to the simulation system 100 in the first embodiment is illustrated.

[0119] In addition to the same functions as those in the first embodiment, the generation unit 211 in the third embodiment generates an evaluation of the input utterance of the user U based on a predetermined evaluation criterion. The evaluation is made based on the evaluation criterion as to how appropriate the content of the input utterance is. That is, the user can grasp whether the interview was appropriate or not in solving the problem through the evaluation.

[0120] Hereinafter, an example of an evaluation criterion used in an interview simulation for the purpose of life guidance or student guidance will be described. In the third embodiment, a configuration is exemplified in which an evaluation is made by assigning a score (out of 100 points) to the input utterance based on the evaluation criterion.

[0121] The evaluation criterion in the third embodiment is composed of, for example, the following plurality of items 1-10. The following evaluation criterion was created based on the Guidelines for Student Guidance (Ministry of Education, Culture, Sports, Science and Technology) revised in December 2022. However, the evaluation criterion used in the third embodiment is not limited to the following examples and can be appropriately changed according to the type of interview (purpose of the interview).

[0122] [Evaluation Criterion (out of 100 points)] <Item 1>Measures to Prevent Bullying (12 points): Are you aware of the signs of bullying and responding appropriately? <Item 2>Response to Violent Behavior (10 points): If a violent behavior occurs, are you taking appropriate action immediately? <Item 3>Prevention and Response to Juvenile Delinquency (10 points): Can you detect the delinquent tendency and problem behavior of students at an early stage and respond appropriately? <Item 4>Response to Students with Diverse Backgrounds (12 points): Are you responding appropriately to students with diverse backgrounds such as disabilities and sexual minorities? <Item 5>Communication Skills (12 points): Can you communicate effectively, clarify problems, and make students and guardians understand? <Item 6>Problem-Solving Ability (11 points): Can you provide appropriate solutions to specific problems (such as bullying and poor academic performance)? <Item 7>Leadership and Guidance Ability (8 points): Can you show direction and provide guidance to students and guardians? <Item 8> Situation Awareness and Adaptability (8 points): Can you respond appropriately according to the flow of the interview and the reactions of the participants? <Item 9> Ability to Explain Expert Knowledge and Educational Policy (8 points): Can you clearly explain your specialized knowledge related to education and the school's educational policy? <Item 10> Quality of Education and Care for Students' Minds (9 points): Is consideration given not only to academic work but also to the care of students' minds?

[0123] The generation unit 211 evaluates (scores) the input utterance based on the above evaluation criteria. In the third embodiment, a comprehensive evaluation is made taking into account the entire series of input utterances from the first input utterance entered by the user U to the last input utterance. However, the configuration of evaluating each input utterance is also included in the present invention.

[0124] Specifically, for example, the generation unit 211 specifies scores for each of the above items and generates the total score of each item as the evaluation of the input utterance (that is, the response of the user U). However, the specific method of evaluating the input utterance based on the evaluation criteria is not limited to the above examples. Also, the evaluation of the input utterance is not limited to scores. For example, a configuration that shows the evaluation at any of a plurality of levels (for example, very good, good, normal, bad) or a configuration that shows the evaluation by comments may be used. Note that the start information according to the third embodiment includes information instructing the generation unit 211 to evaluate the input utterance based on the evaluation criteria.

[0125] In addition to the same functions as those of the presentation unit 112 of the first embodiment, the presentation unit 112 of the terminal device 10 according to the third embodiment presents the user U with the evaluation generated for the response (input utterance) input by the user U.

[0126] FIG. 9 is a flowchart relating to an example of the interview process according to the third embodiment. As illustrated in FIG. 9, in addition to SA1 - SA13 in FIG. 6, steps SA14 - SA17 are executed in the interview process of the third embodiment.

[0127] FIG. 10 is an example of an image G displayed on the display device 14 of the terminal device 10 when the interview process according to the third embodiment is performed. In the image G, similar to FIG. 7, there are shown an area Ta (Ta1, Ta2,...) indicating information transmitted from the information processing device 20 to the terminal device 10 and an area Tb (Tb1, Tb2,...) indicating information input by the user U to the terminal device 10.

[0128] Steps SA1 - SA13 are executed in the same manner as in the first embodiment. Note that, similar to the first embodiment, the processes of SA9 - SA13 (the exchange between the input utterance and the response utterance) are repeatedly executed. After the exchange between the input utterance and the response utterance is repeated, when the user U confirms the last response utterance and inputs an interview end instruction as exemplified in the area Tb5 of FIG. 10, the interview end instruction is transmitted to the information processing device 20 (SA14).

[0129] Next, the generation unit 211 of the information processing device 20 generates an evaluation (score) by evaluating (scoring) the input utterance (a series of flows from the first input utterance to the last input utterance) based on the evaluation criteria (SA15). The evaluation generated by the generation unit 211 is transmitted to the terminal device 10 (SA16). Then, the evaluation is presented to the user U (SA17). In the third embodiment, as exemplified in the area Ta5 of FIG. 10, a case is illustrated in which the total score of a plurality of items of the evaluation criteria, the score for each item of the evaluation criteria, the comment (for example, good points and points to be improved) for each item, and the comprehensive comment (overall evaluation) are presented to the user U. That is, the evaluation of the input utterance may be not only the total score of a plurality of items of the evaluation criteria but also the score and comment for each item.

[0130] In FIG. 9, a configuration is illustrated in which the generation unit 211 generates an evaluation triggered by an instruction to end the interview from the user U. However, in addition, an evaluation is also generated when the generation unit 211 determines that the interview has ended (for example, when a preset time limit is reached or when the generation unit 211 determines that the problem has been solved). Therefore, after steps SA9 and SA10 (that is, after the input utterance last input by the user U), an evaluation may be generated in step SA15 based on the input utterance without performing steps SA11 - SA14. Also, when the user U instructs to generate an evaluation, the generation unit 211 may generate an evaluation based on the input utterances up to that point. As described above, an evaluation may be generated at any point in steps SA9 - SA13, and the interview simulation may end.

[0131] As understood from the above description, in the third embodiment, since an evaluation is generated for the response (input utterance) of the user U, the user U can determine whether his or her response is appropriate. In addition, in the second embodiment and other forms, a configuration for adding a function of evaluating the input utterance is naturally adopted.

[0132] <Modification Example> The forms exemplified above can be variously modified. Specific modification modes are exemplified below. It is also possible to appropriately combine two or more modes arbitrarily selected from the following examples.

[0133] (1) In each of the above-described forms, a configuration in which the generation unit 211 consists of one large language model is exemplified. However, the generation unit 211 may be composed of a plurality of elements. For example, in the first embodiment, the generation unit 211 may be composed of a generation model that controls the first character and a generation model that sets a problem for the first character (generates an episode including the problem). That is, the configuration of the generation model is arbitrary, and for example, the generation unit 211 may be composed of a plurality of mutually independent elements. Similarly for the second and third embodiments, the plurality of functions of the generation unit 211 may be realized by separate elements respectively.

[0134] (2) In the above-described form, as an example of the response input by the user U for the first character, speech (input speech) was exemplified, but the response is not limited to speech. The response may be, for example, an attitude, an expression, or an action. Similarly, the response of the first character generated according to the response is not limited to speech, and may be an attitude, an expression, or an action. The attitude, expression, and action are displayed in the image G as, for example, a character string (for example, "Student: takes an arrogant attitude"). When it is possible to display the avatar of the first character, the attitude, expression, and action of the avatar may be controlled. The same applies to characters other than the first character executed by the generation unit 211.

[0135] (3) The generation unit 211 may be constructed by a generation model other than the language model. For example, a generation model that learns the relationship between the input speech and the response speech by few-shot learning may be used as the generation unit 211. Also, it is not essential that the generation unit 211 is constituted by a generation model. For example, using a data table in which response speech candidates are associated with each of a plurality of prepared input speech candidates in advance, the generation unit 211 generates, as the response speech to be presented to the user U, the response speech candidate associated with the input speech candidate similar to the input speech input by the user U. A method is also adopted. In the second embodiment, related speech candidates are also registered in the data table. Also, the generation unit 211 adopts a configuration in which an episode is generated using a data table in which each task is associated with a prepared episode in advance. However, according to the configuration in which the generation unit 211 is constructed by an interactive large language model, there are advantages such as the ability to easily change the specific processing of the interview process by changing the content of the start information (prompt), and the ability to generate response speeches with various contents.

[0136] (4) The first character is not limited to the character of a student, and may be, for example, the character of a subordinate or a patient. When the first character is a subordinate, the user U inputs the input speech from the position of a superior, and when the first character is a patient, the user U inputs the input speech from the position of a medical worker. That is, it is possible to simulate interviews not only at school but also in the workplace or hospital.

[0137] (5) In the above-described form, the school type was exemplified as an attribute of the first character (student), but the attribute is not limited to the school type. For example, various information about the student, such as grade, school characteristics, personality, gender, family composition, and club activities, is assumed as the attribute of the student. Also, depending on the first character, the types of attributes to be set are appropriately changed. For example, when the first character is a subordinate, for example, work experience, years of service, job content, and department affiliation are exemplified as attributes, and when the first character is a patient, for example, current medical history and past illnesses are exemplified as attributes.

[0138] (6) In the above-described form, a configuration in which the user U instructs setting information (for example, attributes and difficulty levels) was exemplified, but a configuration in which the generation unit 211 arbitrarily selects setting information is also adopted. When the generation unit 211 receives an instruction to start from the user U, for example, it sets a task corresponding to an arbitrarily selected attribute and generates an episode. That is, the processes of steps SA4 and SA5 in FIG. 6 may be omitted.

[0139] (7) In each of the above-described forms, for example, a plurality of themes corresponding to the attributes instructed by the user U may be presented to the user U, and the user U may instruct the setting theme by selecting any one of the presented plurality of themes. Note that a plurality of themes corresponding to the attributes arbitrarily selected by the generation unit 211 may be presented to the user U.

[0140] (8) In each of the above-described forms, tasks were set for the first character under a predetermined theme (setting theme), but it is not essential to set tasks under a predetermined theme. For example, the generation unit 211 also adopts a configuration in which any one of a plurality of tasks associated with the attribute is set for the first character (that is, a configuration in which the theme in FIG. 3 is omitted).

[0141] Furthermore, if the generation unit 211 is a large-scale language model, it is also possible to generate tasks (episodes) without preparing multiple themes and tasks in advance. In the above configuration, the information P4 (information indicating the theme and task) may be omitted from the start information. Note that the information P5 of the start information may include information that, for example, when setting information is input from the user U, sets a task (episode) according to the setting information, and when the setting information is not input, the generation unit 211 arbitrarily sets a task.

[0142] (9) In the above embodiment, the theme selected by the generation unit 211 from a plurality of themes is set as the set theme, but the theme selected by the user U from a plurality of themes may also be set as the set theme. The user U may also specify a task to be set for the first character. The generation unit 211 sets the task specified by the user U for the first character, and generates an episode including the task.

[0143] (10) In the third embodiment, a configuration in which the generation unit 211 generates an evaluation based on the law and a configuration in which the generation unit 211 generates advice to the user U based on the law are also adopted. In the above configuration, for example, the start information includes information P9 instructing the role 6 of the generation unit 211. Role 6 is to control (execute) a lawyer character. The information P9 includes, for example, information instructing the user to take measures to assist the user U (classroom teacher), information instructing that the evaluation method changes depending on the difficulty level of the simulation, information instructing to give advice to the player based on the law, and information indicating the law. Note that the generation unit 211 may generate advice based on the law for the first character and present the advice to the user U.

[0144] [Information P9: Information instructing role 6 of the generation unit 211] As a professional lawyer, you provide legal justification for what the player says during your evaluation. Please indicate the appropriate clause from the following bills related to student life guidance. Also, if they ask for hints, please point them to this law, show them the relevant articles, and advise them on the direction of instruction. Unless a serious problem occurs, I will not give advice until requested, but I will give advice after the interview. When the difficulty level is easy to normal, the player's counselor-like approach will be evaluated. When the difficulty level is normal to difficult, players who resolutely cooperate with various agencies such as the police and impose disciplinary measures for the sake of students will be evaluated based on the law. <Laws and Regulations Related to the Guidance of Children and Students' Lives> #For the protection of children and students: School Education Law Child Welfare Law Law on the Assurance of the Welfare and Rights of Children, etc. Law on the Prevention of Sexual Exploitation of Children and the Protection of Victimized Children, etc. Basic Law on the Sound Upbringing of Youth Law on School Health and Safety Regulations on the Protection and Upbringing of Youth (vary by prefecture, city, or town) Law on the Protection of Personal Information Copyright Law Law on the Prohibition of Unlawful Access Acts, etc. Fundamental Law of Education Basic Law on the Support for the Lives and Employment of Persons with Disabilities, etc. Law on the Prevention of Bullying in Schools, etc. (from the perspective of protecting children and students) #Related to the discipline of children and students: Civil Law Criminal Law Law on Gambling and Public Competitions Road Traffic Law Narcotics and Psychotropic Substances Control Law Telecommunications Business Law (related to Internet use) Law on the Prevention of Bullying in Schools, etc. (from the perspective of disciplining children and students) Law on the Prohibition of Smoking by Minors (from the perspective of disciplining children and students) Law on the Prohibition of Drinking by Minors, etc. (from the perspective of disciplining children and students) #Related to the discipline of the guardians of children and students: Law on the Prohibition of Smoking by Minors (from the perspective of disciplining guardians) Law Concerning Prohibition, etc. of Drinking by Minors (Disciplinary Aspect for Guardians) Law Concerning the Prevention of Child Abuse, etc. (Disciplinary Aspect for Guardians) # Related to the Obligations and Responsibilities for Teachers' Inaction: Law Concerning the Prevention of Child Abuse, etc. School Education Law (Portion Related to Teachers' Obligations and Responsibilities) Basic Law on the Sound Development of Youth (Portion Related to Teachers' Roles) Law Concerning the Prevention of Bullying in Schools, etc. (Portion Related to Teachers' Obligations and Responsibilities)

[0145] (11) In the third embodiment, the generation unit 211 is also configured to generate an evaluation from the perspective of experts in student guidance and educational counseling. In the above configuration, for example, the information P10 that instructs role 7 of the generation unit 211 includes start information. Role 7 is to control (execute) the character of an expert in student guidance and educational counseling. The information P10 includes information instructing to generate an evaluation based on evaluation criteria as an expert in student guidance and educational counseling. Specifically, the information P10 is as follows.

[0146] [Information P10: Information Instructing Role 7 of the Generation Unit 211] After the interview ends, please evaluate the player's response (input speech) as an expert in student guidance and educational counseling. At that time, please also assign points and present them using the evaluation criteria.

[0147] (12) The evaluation criteria used in the third embodiment are arbitrary as described above and can be appropriately changed according to the type of interview. For example, in an interview for solving a student's worries (issues) in educational counseling, the following evaluation criteria are used. The following evaluation criteria are created based on, for example, publicly issued information on educational counseling (such as information issued by the Ministry of Education, Culture, Sports, Science and Technology or prefectures).

[0148] [Evaluation Criteria (Out of 100 Points)] Specialized Knowledge and Understanding (15 points): Do you understand the basic theories and approaches of educational counseling and can you apply them appropriately? Counseling Techniques (15 points): Can basic counseling techniques such as listening skills, asking questions, and responding be appropriately used? Ethics and Confidentiality Maintenance (20 points): Can ethical guidelines be adhered to and the confidentiality of children and students be protected? Relationship Building Ability (10 points): Can a trustworthy relationship be built with children and students? Goal Setting and Progress Management (10 points): Can clear goals be set in cooperation with children and students and progress be effectively managed? Multicultural Awareness and Adaptation (5 points): Can adaptation and support be provided to children and students with different backgrounds? Effective Referral (5 points): Can appropriate referrals be provided when necessary? Self-Awareness and Self-Reflection (10 points): Can one's own strengths and weaknesses be recognized and continuous professional growth be pursued? Communication (5 points): Can clear and effective communication be maintained? Record Keeping and Documentation (5 points): Can counseling records be appropriately maintained and relevant documentation be provided when necessary?

[0149] (13) The interview process was advanced by the display of the display device 14. However, for example, the interview process may also be advanced by voice. When the interview process is advanced by voice, for example, the information shown in the regions Ta (Ta1, Ta2,...) and the information shown in the regions Tb (Tb1, Tb2,...) in the image G of FIG. 7 are presented to the user U by voice.

[0150] (14) A configuration is also adopted in which, in response to an instruction from the user U, an input statement that results in the highest evaluation (full score) based on the evaluation criteria is generated and presented to the user U.

[0151] (15) In each of the above-described embodiments, although the information processing apparatus 20 has been illustrated as being a server apparatus, the functions of the information processing apparatus 20 (for example, the generation unit 211) may be mounted on the terminal apparatus 10 of the user U. Further, a part of the functions of the information processing apparatus 20 (for example, a part of the functions of the generation unit 211) may be mounted on the terminal apparatus 10. As understood from the above description, the simulation system 100 may be a single apparatus or a computer system composed of a plurality of apparatuses.

[0152] (16) The simulation system 100 according to the above-described embodiment is realized by the cooperation of a computer (specifically, a control device) and a program. The program according to the above-described embodiment can be provided in a form stored in a computer-readable recording medium and installed on the computer. The recording medium is, for example, a non-transitory recording medium, and an optical recording medium (optical disk) such as a CD-ROM is a preferred example, but may include any known form of recording medium such as a semiconductor recording medium or a magnetic recording medium. Note that the non-transitory recording medium includes any recording medium except a transitory, propagating signal, and does not exclude a volatile recording medium. Further, it is also possible to provide the program to the computer in a form of distribution via a communication network.

[0153] (17) The present invention is also specified as a simulation method for executing an interview simulation, which is realized by a computer system that acquires a response input by a user to a first character that is the subject of the interview in order to solve a problem set for the first character, and presents the reaction of the first character generated according to the response acquired by the acquisition unit to the user. Further, the present invention is also specified as a generation method realized by a computer for generating the reaction of the first character according to the response input by the user to the first character that is the subject of the interview in order to solve a problem set for the first character. It is also specified as a generation method realized by a computer.

Description of Symbols

[0154] 10: Terminal device 11: Control device 12: Storage device 13: Communication device 14: Display device 15: Operating device 20: Information processing device 21: Control device 22: Storage device 23: Communication device 100: Simulation system 111: Acquisition unit 112: Presentation unit 211: Generation unit 300: Communication network U: User

Claims

1. An apparatus for executing a simulation of an interview, comprising: An acquisition unit that acquires a response input by a user for a first character that is the subject of the interview, in order to solve a problem set for the first character; A presentation unit that presents to the user a reaction of the first character, generated by a generation unit according to the response acquired by the acquisition unit; The presentation unit presents to the user an episode including the problem, generated by the generation unit; A terminal device.

2. The acquisition unit further acquires a response input by the user for the reaction presented by the presentation unit, and the presentation unit presents to the user the reaction generated by the generation unit each time the response is input by the user. The terminal device according to Claim 1.

3. The presentation unit presents to the user an evaluation generated based on a predetermined evaluation criterion for the response input by the user. The terminal device according to Claim 1.

4. The problem is any one of a plurality of problems prepared in advance. The terminal device according to Claim 1.

5. The first character is a character of a school student, and the acquisition unit acquires the response input by the user from the position of the teacher of the student. The terminal device according to Claim 1.

6. The presentation unit presents to the user a reaction of a second character related to the first character, generated by the generation unit according to the response acquired by the acquisition unit. The terminal device according to Claim 1.

7. The attribute of the first character is set, The generation unit sets the problem according to the attribute for the first character. The terminal device according to claim 1.

8. A problem corresponding to any one of a plurality of themes prepared in advance is set for the first character. The terminal device according to claim 1.

9. The reaction generated by the generation unit changes according to the difficulty level set for the simulation. The terminal device according to claim 1.

10. The generation unit is an interactive large language model. The terminal device according to claim 1.

11. When the acquisition unit receives an instruction to start the simulation from the user, It transmits a prompt for starting the simulation to the generation unit. The terminal device according to claim 10.

12. The prompt is Information instructing the generation unit to set the problem held by the first character, Information instructing the generation unit to control the first character, And information indicating the role of the user. The terminal device according to claim 11.

13. An apparatus for executing an interview simulation, Comprising a generation unit that generates a reaction of the first character according to a response input by the user to the first character in order to solve the problem set for the first character who is the subject of the interview. The generation unit generates an episode including the problem. An information processing device.

14. A system for executing an interview simulation, An acquisition unit that acquires a response input by a user for the first character that is the subject of the interview, in order to solve the problem set for the first character; A generation unit that generates a reaction of the first character according to the response acquired by the acquisition unit; A presentation unit that presents the reaction generated by the generation unit to the user, wherein the presentation unit presents to the user an episode including the problem, generated by the generation unit A simulation system.

15. A method for executing a simulation of an interview, presenting to a user an episode including a problem set for the first character that is the subject of the interview, acquiring a response input by the user for the first character in order to solve the problem, presenting to the user a reaction of the first character generated according to the acquired response A simulation method realized by a computer system.

16. A program for executing a simulation of an interview, an acquisition unit that acquires a response input by a user for the first character that is the subject of the interview, in order to solve the problem set for the first character, and causing a computer system to function as a presentation unit that presents to the user a reaction of the first character generated according to the response acquired by the acquisition unit, wherein the presentation unit presents to the user an episode including the problem A program.

Images