Spatial cognitive capacity training device, spatial cognitive capacity training method, program, and spatial cognitive capacity training system

Abstract

To provide users with effective training for spatial cognitive capacity that can be simplified for even the old and the young, the present invention comprises a content acquisition unit (299) that acquires content that is for receiving input of an active reaction by a user in response to an object, a difficulty selection unit (227) that selects a difficulty for the content, and a content reproduction unit (230) that reproduces content that corresponds to the difficulty selected by the difficulty selection unit.

Description

Spatial cognitive ability training device, spatial cognitive ability training method, program, and spatial cognitive ability training system

[0001] The present invention relates to a spatial cognitive ability training device, a spatial cognitive ability training method, a program, and a spatial cognitive ability training system, and in particular to a spatial cognitive ability training device, a spatial cognitive ability training method, a program, and a spatial cognitive ability training system that can be easily used by even elderly people and young children and that can provide effective spatial cognitive ability training for users.

[0002] Spatial cognitive ability is the ability to quickly and accurately grasp, estimate, and appropriately respond to the state of an object in three-dimensional space (position, movement, direction, size, posture, speed) and the relative relationships between multiple objects (position, movement, direction, size, posture, spacing, speed, etc.). Spatial cognitive ability also includes the ability to grasp, estimate, and presume invisible things as virtual visual information in the brain. In recent years, it has been observed that when cognitive function declines in elderly people and others, spatial cognitive ability also declines, and therefore evaluating spatial cognitive ability may have an effect similar to that of evaluating cognitive function.

[0003] Furthermore, a decline in spatial cognitive ability increases the likelihood of falling while walking and the likelihood of injury. Therefore, preventing a decline in spatial cognitive ability is very important in terms of avoiding physical danger.

[0004] Spatial cognitive ability requires the integrated understanding of three-dimensional spatial information based on various external information, but humans rely on visual information for most of that external information. Therefore, spatial cognitive ability is generally defined as the ability, assuming normal eye function (pupil accommodation, eye movement, etc.), to accurately grasp the positional relationship of an object using visual information about the moving object when viewing it, and to perform appropriate and accurate actions in response to the moving object based on that grasped positional relationship.

[0005] Meanwhile, as virtual reality (VR) technology becomes more widespread, its application fields are also increasing. When a user wears a virtual reality headset that provides virtual reality, virtual objects are displayed in the user's line of sight, giving the user a sense of realism as if they were actually there. A virtual reality headset has an electronic display built into a goggle-shaped housing, which displays an image of an object in the user's line of sight, and the user views this image through eyepieces. A separate electronic display is provided for each eye, and the position at which the object is displayed changes depending on the perspective position of the displayed object, providing the user with an appropriate sense of perspective.

[0006] For example, Patent Document 1 discloses a device for assessing stereoscopic cognitive ability that uses images of a three-dimensional virtual reality space. The technology of Patent Document 1 provides a method for quantifying spatial cognitive ability or stereoscopic cognitive ability, as well as a compact device used in the method.

[0007] Furthermore, Patent Document 2 discloses a training method that can efficiently improve cognitive function and information processing speed for external information. The method of Patent Document 2 is said to improve cognitive function and information processing speed for external information by restricting the visual information of the subject and training them in juggling, passing (grounder, floating ball), trapping, and catching.

[0008] Furthermore, Patent Document 3 discloses a training support device that can effectively support training for visual cognitive impairments. According to Patent Document 3, an evaluation based on the movement of the subject's gaze point is output.

[0009] Furthermore, Patent Document 4 discloses a method for testing or training visual and cognitive abilities by presenting visual stimuli to a subject. According to Patent Document 4, the subject is exposed to a stressful situation while undergoing a test of the subject's visual and cognitive abilities, thereby revealing the effects of the stress on the subject's abilities.

[0010] Japanese Patent No. 6995255 Japanese Patent Application Publication No. 2020-174851 Japanese Patent Application Publication No. 2020-72988 Japanese Patent Application Publication No. 2011-523087

[0011] However, Patent Document 1 is a technology for evaluating spatial cognitive ability, and does not disclose any training for preventing a decline in spatial cognitive ability.

[0012] The training methods of Patent Documents 2 and 4 involve strenuous physical movements and are not suitable for, for example, elderly people or young children.

[0013] Furthermore, Patent Document 3 is a technology mainly related to training for improving object recognition ability, and is not intended to improve spatial recognition ability.

[0014] As described above, conventional techniques have not been able to provide training for spatial cognition that can be easily carried out even by the elderly and young children.

[0015] An object of one aspect of the present invention is to realize a technology that can be easily performed even by elderly people and young children, and that can provide effective training for users in spatial cognition ability.

[0016] In order to solve the above problem, a spatial cognitive ability training device according to one embodiment of the present invention includes a content acquisition unit that acquires content that accepts input of a user's active response in response to an object, a difficulty level selection unit that selects the difficulty level of the content, and a content playback unit that plays back the content that corresponds to the difficulty level selected by the difficulty level selection unit.

[0017] In order to solve the above problem, a spatial cognitive ability training method according to one aspect of the present invention includes the steps of acquiring content that accepts input of a user's active response in response to an object, selecting a difficulty level of the content, and playing the content corresponding to the selected difficulty level.

[0018] In order to solve the above problems, one embodiment of the present invention provides a spatial cognitive ability training system that includes a content acquisition unit that acquires content that accepts input of a user's active response in response to an object, a difficulty selection unit that selects the difficulty level of the content, and a content playback unit that plays back the content that corresponds to the difficulty level selected by the difficulty selection unit, and further includes a head-mounted display that allows the user to view an image of a virtual space displayed by the content, and an operation tool that accepts input of the user's active response in response to the position of the object and outputs a signal corresponding to the response.

[0019] The spatial cognitive ability training device according to each aspect of the present invention can also be realized by a computer. In this case, the program that realizes the spatial cognitive ability training device on a computer by causing the computer to operate as each part (software element) of the spatial cognitive ability training device, and the computer-readable recording medium on which the program is recorded, also fall within the scope of the present invention.

[0020] According to one aspect of the present invention, a technology can be realized that can provide effective training for users in spatial cognition ability, which can be easily performed even by elderly people and young children.

[0021] FIG. 1 is a diagram showing an example of the external configuration of a spatial cognitive ability training system according to a first embodiment of the present invention. FIG. 2 is a block diagram showing an example of the internal configuration of goggles of the spatial cognitive ability training system. FIG. 3 is a block diagram showing an example of the functional configuration of a calculation processing unit. FIG. 4 is a diagram showing an example of an image displayed on an electronic display when type A content is played. FIG. 5 is a diagram showing another example of an image displayed on an electronic display when type A content is played. FIG. 6 is a diagram showing yet another example of an image displayed on an electronic display when type A content is played. FIG. 7 is a diagram showing an example of an image displayed on an electronic display when type B content is played. FIG. 8 is a diagram explaining types of content. FIG. 9 is a diagram showing an example of the correspondence between evaluation values ​​supplied from a spatial cognitive ability evaluation unit and difficulty levels. FIG. 10 is a diagram showing an example of the correspondence between scores supplied from a score acquisition unit and difficulty levels. FIG. 11 is a flowchart explaining an example of a training execution process. FIG. 12 is a diagram showing an example of the configuration of a computer that executes instructions of a program that is software that realizes each function.

[0022] [Embodiment 1] Hereinafter, one embodiment of the present invention will be described with reference to the drawings. Fig. 1 is a diagram showing an example of the external configuration of a spatial cognitive ability training system 100 according to this embodiment. The spatial cognitive ability training system 100 allows a user to visually recognize a moving object and input the user's reaction to the object. Here, "reaction" means recognizing the distance between the object and responding accordingly.

[0023] 1 is configured with a head-mounted display (goggles) 101 equipped with an electronic display that displays moving images representing three-dimensional virtual reality, and an arm state sensor 121. A wearing band, typically a rubber band, is attached to the goggles 101.

[0024] As will be described in detail later, the spatial cognitive ability training system 100 plays content to display moving objects and the like for the user to view. For example, by playing the content, the user is allowed to view an image displaying a virtual space and objects that move or remain stationary within the virtual space. This content accepts input of the user's active response in response to the objects. As an example, this content accepts input of the user's active response in response to the position of the moving object, evaluates whether the position of the object and the input response correctly correspond, and displays a score related to the evaluation. In this way, the spatial cognitive ability training system 100 of this embodiment provides training to improve the user's spatial cognitive ability or prevent a decline in spatial cognitive ability.

[0025] An example of training provided by the content is to display an object moving in a three-dimensional virtual space, and have the user respond by inputting an operation to move their own position in the virtual space as if to follow the object.

[0026] In this way, when a user's reaction is input as a change in the position of a virtual user in the content, the evaluation of whether the position of the object and the input reaction correspond correctly may be determined based on the positional correspondence between the position of the object and the position of the user specified by the reaction. Also, the evaluation of whether the position of the object and the input reaction correspond correctly may be determined based on the relationship between the movement speed of the object and the movement speed of the user specified by the reaction, and the relationship between the movement direction of the object and the movement direction of the user specified by the reaction.

[0027] Another example of training provided by the content is to display an object moving in a three-dimensional virtual space, and have the user input a reaction by moving the position of their arm in the virtual space as if to capture the object. In this case, for example, the object may be captured with their own hand in the virtual space, or by manipulating a tool such as a stick or a net.

[0028] In this way, when a user's reaction is input as a change in the position of a virtual tool in the content, an evaluation of whether the position of the object and the input reaction correspond correctly may be determined based on the positional correspondence between the position of the object and the position of the tool specified by the reaction. Also, when a user's reaction is input as a change in the position of a virtual body part of the user in the content (e.g., a hand), an evaluation of whether the position of the object and the input reaction correspond correctly may be determined based on the positional correspondence between the position of the object and the position of the body part specified by the reaction.

[0029] The user puts the goggles 101 on around the eyes by placing them over the eyes and wrapping the rubber band around the head. Note that in Fig. 1, the components indicated by dashed lines are inside the goggles 101 and are not visible from the outside.

[0030] The arm state sensor 121 is a sensor attached to the user's arm to detect the state of the user's arm, such as the position and direction, and is a sensor that detects movement, position, and direction, such as a gyro sensor, acceleration sensor, or direction sensor. The arm state sensor 121 is connected to the arithmetic processing unit 201, for example, by wired or wireless connection.

[0031] For example, the arm state sensor 121 may be replaced with a sensor attached to a predetermined part of the body other than the arm, and used to detect the position, direction, and other status of the predetermined part of the body.

[0032] Furthermore, instead of the detection result of the arm state sensor 121, for example, an operation signal output by the user operating an operation tool such as a joystick with his / her hand may be recorded as the user's active reaction corresponding to the position of a moving object.

[0033] In other words, the spatial cognitive ability training system 100 may be configured without including the arm state sensor 121, in which case it is sufficient that it includes some means (operation tool) for outputting a signal indicating the user's reaction.

[0034] 2 is a block diagram showing an example of the internal configuration of the goggles 101 of the spatial cognitive ability training system 100. The spatial cognitive ability training system 100 includes a processing unit 201, an electronic display 104, a gaze / pupil sensor 105, an arm state sensor 121, and an interface 107.

[0035] (Arithmetic Processing Unit) The arithmetic processing unit 201 has a processor, RAM, non-volatile memory such as flash ROM, etc. for executing various functions that control the operation of the spatial cognitive ability training system 100. The memory 103 stores a spatial cognitive ability training program in which various processing contents related to the training provided to the user are written, and data referenced when the spatial cognitive ability training program is executed.

[0036] Note that some of the functions realized by the spatial cognitive ability training program do not necessarily have to be executed by the processor of the arithmetic processing unit 201 inside the goggles 101. For example, part of the spatial cognitive ability training program and data referenced when the spatial cognitive ability training program is executed may be stored in an external smartphone or the like and executed by the smartphone's processor. In this case, the functions of the part of the spatial cognitive ability training program executed by the processor inside the goggles 101 and the functions of the part of the spatial cognitive ability training program executed by the external smartphone or the like communicate with each other as appropriate, and various processes related to the training are executed as a whole.

[0037] (Electronic Display) The electronic display 104 is a flat panel display such as an LCD (liquid crystal display) or an organic EL display, and displays moving images of objects moving in virtual reality to a user wearing the goggles 101 through an eyepiece located on the user's side. For example, when data of a moving image to be displayed is transferred to a data buffer area of ​​the electronic display 104, the electronic display 104 reads the image data from the data buffer area and displays the moving image represented by the data. There are separate electronic displays 104 for the right and left eyes, and the user views each of them through an eyepiece.

[0038] When an object is located at infinity, it is displayed at the same position on the right-eye and left-eye electronic displays 104, causing no parallax between the left and right eyes and resulting in the left and right eyes being in a divergent state, giving the user the sensation of the object being at infinity.As the object moves closer to the user, it is displayed closer to the center on the right-eye and left-eye electronic displays 104, causing parallax between the left and right eyes and resulting in the left and right eyes being in a convergent state, giving the user the sensation of the object being closer.

[0039] (Gaze / Pupil Sensor) The gaze / pupil sensor 105 is a sensor arranged facing the user's eyes, for example, above the electronic display 104, and detects the gaze direction and pupil size of each of the left and right eyes. The gaze / pupil sensor 105 acquires images of each of the left and right eyes using a camera or the like, and identifies the position of the pupil and the size of the pupil in the image, thereby detecting the gaze direction and the size of the pupil. Here, the camera can be a visible light camera or an infrared camera.

[0040] The direction of gaze is important in determining whether a person is viewing an object. By checking that the gazes of both eyes (normals to the center of the pupils) accurately pass through the object, it is possible to confirm that the user is viewing the object.

[0041] In this case, if a nearby object is being viewed, the lines of sight of the left and right eyes will move inward due to parallax, resulting in a state of convergence. Furthermore, pupil diameter can also be used to determine whether a nearby object is being continuously viewed. When a nearby object is being continuously viewed, the pupil diameter gradually decreases due to the pupillary near-field reflex, and by detecting this, it is possible to determine whether or not the object has been viewed successfully. Note that the detection of the pupillary near-field reflex may not be performed.

[0042] The information detected by the gaze / pupil sensor 105 is recorded in, for example, a memory as an active reaction of the user in response to the position of a moving object.

[0043] The gaze / pupil sensor 105 may not be provided.

[0044] (Operation Signal Receiver) The operation signal receiver 106 receives, for example, via a wired or wireless connection, an operation signal output from an operation tool such as the arm state sensor 121, and supplies the operation signal to the arithmetic processing unit 201. The operation signal is recorded, for example, in a memory, as an active reaction of the user made in response to the position of a moving object.

[0045] (Interface) The spatial cognitive ability training system 100 may also be provided with an interface 107 for the user to input information such as operation instructions and for outputting information indicating an operating state to the user. The interface 107 may include, for example, input means such as operation buttons, a touch panel, and answer selection buttons, and output means such as an LED.

[0046] In addition, if part of the spatial cognitive ability training program is executed on an external smartphone or the like, the interface 107 may include wireless communication means such as Wi-Fi (registered trademark) or Bluetooth (registered trademark) for communication with the outside world.

[0047] Furthermore, an operation signal output from an operation tool such as the arm state sensor 121 may be received via the interface 107 and supplied to the arithmetic processing unit 201. In this case, the operation signal receiver 106 may not be provided.

[0048] (Functional Configuration of the Arithmetic Processing Unit) Next, an example of the functional configuration of the arithmetic processing unit 201 will be described. Fig. 3 is a block diagram showing an example of the functional configuration of the arithmetic processing unit 201. In this example, the arithmetic processing unit 201 has a content selection unit 221, a difficulty level acquisition unit 222, a result information acquisition unit 223, a score acquisition unit 224, and a response acquisition unit 225. The arithmetic processing unit 201 also has a spatial cognitive ability assessment unit 226, a difficulty level selection unit 227, a content adaptation unit 228, a content acquisition unit 229, a training execution unit 230, and a user response acquisition unit 231.

[0049] (Content Selection Unit) The content selection unit 221 selects content to be played back based on content selection information, which is information on content that can be selected in training provided by the spatial cognitive ability training system 100 .

[0050] The content selection unit 221 may select one piece of content from among the pieces of content described in the content information indicating the selectable pieces of content.

[0051] Also, for example, specific content may be selected depending on the type of content.

[0052] For example, it is possible to select between content (type A) that displays an object moving in a three-dimensional virtual space and prompts the user to input, as a user's reaction, an operation to move the user's position in the virtual space as if chasing the object, and content (type B) that displays an object moving in the three-dimensional virtual space and prompts the user to input, as a user's reaction, an operation to move the user's arm position in the virtual space as if capturing the object. In this case, the content selection unit 221 may select one of the types described in the content information to select one piece of content.

[0053] Alternatively, for example, if multiple contents can be selected for each type, the content selection unit 221 may select one of the types described in the content information and select one content from the contents belonging to the selected type.

[0054] For example, content selection information may be acquired as information stored in a memory or acquired from an external device, and the content selection unit 221 may select the type of content based on user operation using an operation button, touch panel, or the like (not shown).

[0055] The selection result by the content selection unit 221 is supplied to the content acquisition unit 229 .

[0056] (Difficulty Level Acquisition Unit) The difficulty level acquisition unit 222 acquires difficulty level setting information, which is information on the difficulty level that can be set for the content selected by the content selection unit 221. The difficulty level of the content is set in stages, and for example, three levels of difficulty can be set. The training content provided by the spatial cognitive ability training system 100 changes the images displayed by the content or the method of inputting the user's response depending on the difficulty level.

[0057] (Result Information Acquisition Unit) The result information acquisition unit 223 acquires result information, which is information related to the results of training the user has previously performed. The result information includes the user's reaction corresponding to the position of an object displayed by the played content. The result information of training the user has previously performed is recorded in, for example, a memory, an external device, etc.

[0058] The result information includes, for example, information detected by the arm state sensor 121, information on signals output from an operation tool such as a joystick, etc. Furthermore, if the gaze / pupil sensor 105 is provided, the result information may include information detected by the gaze / pupil sensor 105.

[0059] Furthermore, the result information may include scores related to the results of training that the user has performed in the past.

[0060] (Score Acquisition Unit) The score acquisition unit 224 acquires a score related to the results of training that the user has previously performed, based on the result information. Note that if the result information does not include a score, the score acquisition unit 224 may calculate the score based on the user's reaction in response to the position of an object.

[0061] (Response Acquisition Unit) The response acquisition unit 225 acquires information indicating the user's active response in response to the position of an object moving in the virtual space. For example, the information acquired as information indicating the user's response includes information detected by the gaze / pupil sensor 105, information detected by the arm state sensor 121, and an operation signal output when the user operates an operation tool such as a joystick with his or her hand, which is included in the result information.

[0062] (Spatial Cognitive Ability Evaluation Unit) The spatial cognitive ability evaluation unit 226 evaluates the spatial cognitive ability of the user based on the information acquired by the response acquisition unit 225 and acquires a numerical evaluation value.

[0063] For example, an evaluation value of the user's spatial cognitive ability may be calculated by determining whether the gaze direction correctly corresponds to the position of a moving object based on information detected by the gaze / pupil sensor 105.

[0064] Furthermore, for example, an evaluation value of the user's spatial cognitive ability may be calculated by determining whether appropriate operations are being performed in accordance with the position of a moving object based on operation signals output from the arm state sensor 121, an operation tool, etc.

[0065] The method for calculating the evaluation value will be described later.

[0066] (Difficulty Level Selection Unit) The difficulty level selection unit 227 selects the difficulty level of the content based on the score provided by the score acquisition unit 224 and / or the evaluation value provided by the spatial cognitive ability evaluation unit 226. As described above, both the score and the evaluation value are calculated based on result information. Therefore, the difficulty level of the content may be set based on information related to the results of past training sessions performed by the user and / or information related to the evaluation of the training results. That is, the difficulty level of the content is set based on the user's response to the played content. For example, a table defining the difficulty levels corresponding to scores may be stored in a memory or the like, and the table may associate higher scores with higher difficulty levels. The difficulty level selection unit 227 may then refer to the table to set the difficulty level corresponding to the score of the past training session. Alternatively, the user may input a desired difficulty level, and the difficulty level selection unit 227 may select the input difficulty level. The difficulty level selected by the difficulty level selection unit 227 is supplied to the content adaptation unit 228. Furthermore, the difficulty level selection unit 227 may select the difficulty level of the content based on, for example, information related to the results of training sessions performed by other users and / or information related to the evaluation of the training results. For example, a model may be constructed that predicts an appropriate difficulty level corresponding to a user's age, gender, etc. based on scores and / or evaluation values ​​obtained based on result information from multiple users, and the difficulty level may be predicted using the model based on input information such as age and gender. Alternatively, the difficulty level selection unit 227 may select a difficulty level based on information related to other users only when information related to the results of past training sessions and / or information related to evaluations of the training results from the user cannot be obtained. In this way, the difficulty level selection unit 227 can appropriately select the difficulty level of content even for a user who is training for the first time, for example.Furthermore, only when information related to the results of past training conducted by the user (or other users) and / or information related to an evaluation of the training results cannot be obtained, the difficulty level selection unit 227 may select a difficulty level according to, for example, a preset method. For example, a difficulty level corresponding to a numerical value determined according to the user's age, gender, etc. This also allows the difficulty level selection unit 227 to select an appropriate difficulty level for content even for a user who is training for the first time.

[0067] (Content Acquisition Unit) The content acquisition unit 229 acquires data of the content selected by the content selection unit 221. The content data may be acquired, for example, from a memory or from an external device.

[0068] (Content Adaptation Unit) The content adaptation unit 228 adapts the content acquired by the content acquisition unit 229 to the difficulty level selected by the difficulty level selection unit 227. For example, the content adaptation unit 228 adapts the content to the difficulty level by setting control information corresponding to the difficulty level selected by the difficulty level selection unit 227 to the data of the content acquired by the content acquisition unit 229. The control information is generated based on the difficulty level setting information acquired by the difficulty level acquisition unit 222, for example.

[0069] (Training Execution Unit) The training execution unit 230 executes training by playing back content for which control information has been set by the content adaptation unit 228 and displaying images on the electronic display 104. The training execution unit displays on the electronic display 104 a moving image of an object in virtual reality space being moved from a movement start position to a movement end position as viewed from a predetermined viewpoint along a predetermined movement path in a direction approaching the predetermined viewpoint.

[0070] For example, if the moving object is a baseball, the training execution unit 230 generates a background image and generates a predetermined movement path for the ball as the moving object, from the pitcher's throwing position as the movement start position to the catcher's catching position as the movement end position.The training execution unit 230 then moves the ball along the predetermined movement path and continuously generates images of the ball viewed from each of the catcher's left and right eyes by three-dimensional rendering.The training execution unit 230 generates image data by superimposing these continuously generated images on the background image and transfers the data representing a moving image to the electronic display 104.

[0071] Here, the image data is data for the right-eye and left-eye electronic displays 104, and the positions of the moving objects in the right-eye and left-eye images generate parallax depending on the position (distance from the user) of the moving object. Therefore, a user viewing the moving image on the electronic display 104 sees the ball with a realistic perspective. The positions of the objects displayed on the electronic display 104 are represented, for example, as three-dimensional position information in a virtual space, and similarly, the user's position in the virtual space is represented as three-dimensional position information in the virtual space.

[0072] The training execution unit 230 varies the situation in the virtual space provided by the content based on the control information set by the content adaptation unit 226. That is, the training execution unit 230 plays the content by changing the image displayed by the content or the input method of the user's reaction according to the difficulty level selected by the difficulty level selection unit 227.

[0073] (User Response Acquisition Unit) The user response acquisition unit 231 acquires information such as information detected by the gaze / pupil sensor 105 and / or information detected by the arm state sensor 121, and information such as operation signals output when the user operates an operation tool with his or her hand. That is, the information detected by the arm state sensor 121 and operation signals of the operation tool, etc. are accepted and acquired as information indicating the user's active response corresponding to the three-dimensional position of an object recognized by the user. The response acquired by the user response acquisition unit 231 is supplied to the training execution unit 230.

[0074] The training execution unit 230 may calculate and output a score and / or an evaluation value based on the user's response received by the user response acquisition unit 231. The score and / or the evaluation value may be displayed on the electronic display 104, for example, or may be transmitted to an external device. It is not necessary for all of the functional blocks described above with reference to FIG. 3 to be included as functions of the arithmetic processing unit 201. For example, some of the functional blocks described above may be implemented in another device such as a smartphone or a personal computer, and the arithmetic processing unit 201 may communicate with the other device via wireless communication means included in the interface 107.

[0075] (Example of Score Calculation Method) Next, an example of the above-mentioned score calculation method will be described.

[0076] For example, when Type A content (object chasing training) is played, the percentage of time during which the distance between the moving object and the user is within a preset range is calculated as the score. In other words, Score (Type A) = Time during which the distance between the moving object and the user is within a preset range / Playback time of the content.

[0077] Furthermore, for example, when Type B content (training to capture an object) is played back, the percentage of times a moving object was successfully captured during playback of the content is calculated as the score. That is, Score (Type B) = Number of times a moving object was successfully captured / Number of times a moving object appeared.

[0078] As described above, in the case of Type A content, the score is determined based on the positional correspondence between the object's position and the player's own position determined by the reaction, or based on the relationship between the object's moving speed and the player's own moving speed determined by the reaction, and the relationship between the object's moving direction and the player's own moving direction determined by the reaction.

[0079] Furthermore, as described above, in the case of Type B content, the score is determined based on the correspondence between the position of the object and the position of the player's own hand as determined by the reaction, or based on the positional correspondence between the position of the object and the position of the tool as determined by the reaction.

[0080] (Example of Method for Calculating Evaluation Value) Next, an example of a method for calculating the score described above will be described.

[0081] For example, data on the gaze direction of the user's left and right eyes sensed by the gaze / pupil sensor 105 is received, and it is determined whether the gaze direction of each of the left and right eyes matches the position of the object and whether the user is tracking the moving object with their gaze.

[0082] Furthermore, data on the pupil diameter of the user's left and right eyes sensed by the gaze / pupil sensor 105 may be further received, and if it is further determined that the pupil diameter of both eyes is gradually decreasing as the object position approaches a predetermined viewpoint and the near-distance becomes smaller (if a near-distance pupillary reflex occurs in response to the decreasing near-distance), it may be determined that the user is tracking a moving object with their gaze.

[0083] The evaluation value may be calculated based on the time required from when an object starts moving in the virtual space displayed by the content until it is determined that the user is tracking the moving object with their line of sight. In this case, the shorter the time required to determine that the moving object is being tracked, the higher the evaluation value. Such an evaluation value may be calculated both when Type A content is played and when Type B content is played.

[0084] Furthermore, when Type A content is played, the magnitude of fluctuation in the difference between the speed of an object moving in the virtual space and the player's own speed during playback of the content may be calculated as the evaluation value. In this case, the smaller the fluctuation in the speed difference, the higher the evaluation value.

[0085] Furthermore, the number of times that the angle between the direction in which an object moves in the virtual space and the direction in which the user is moving within a unit time of content playback exceeds a threshold may be calculated as the evaluation value. In this case, the fewer times the angle exceeds the threshold, the higher the evaluation value.

[0086] Furthermore, the evaluation value may be calculated based on the maximum angle between the direction of an object moving in the virtual space and the direction in which the user is moving during playback of the content. In this case, the smaller the maximum angle, the higher the evaluation value.

[0087] In this way, when training with Type A content, the evaluation value is calculated based on the relationship between the object's movement speed and the user's own movement speed determined by the reaction, and the relationship between the object's movement direction and the user's own movement direction determined by the reaction.

[0088] (Example of training using content) Next, an example of training using content will be described.

[0089] 4 is a diagram showing an example of an image displayed on the electronic display 104 when Type A content is played. As described above, Type A content displays an object moving in a three-dimensional virtual space, and prompts the user to input a reaction by moving their own position in the virtual space as if to follow the object.

[0090] As mentioned above, the images are displayed on the electronic displays 104 for the right and left eyes, respectively, and the position of the object in each of the images for the right and left eyes creates parallax depending on the position of the moving object (distance from the user).

[0091] The image 301 shown in Fig. 4 displays a polar bear 321 running across a snowy field. Here, the polar bear 321 is an object moving forward (into the depth direction of the page) in the virtual space, and the goal of this training is to maintain a constant difference (distance) between the object's position and the subject's own position. Here, the goal is to maintain the distance between the polar bear 321 and the subject at a target distance of 20 m ± 1 m (= 19 m to 21 m).

[0092] Image 301 in Figure 4 displays the message "Please get closer," and below that, "Distance from person ahead: 28 m." In other words, since the current distance between the user and polar bear 321 in the virtual space is greater than the target distance, the user is prompted to get closer to polar bear 321 in the virtual space. In this case, the user is required to respond by, for example, tilting the joystick forward, so as to make themselves run faster in the virtual space and reduce the distance between them and polar bear 321 running ahead.

[0093] Fig. 5 is a diagram showing another example of an image displayed on the electronic display 104 when content of Type A is played back. In the image 302 shown in Fig. 5, the polar bear 321 is displayed larger than in Fig. 4. The image 302 also displays the message "Please move away," and below that, it displays the message "Distance from person in front: 13 m."

[0094] That is, since the current distance between the user and polar bear 321 in the virtual space is shorter than the target distance, the user is prompted to move away from polar bear 321 in the virtual space. In this case, the user is required to react by, for example, tilting the joystick backward to make themselves run slower in the virtual space and increase the distance between themselves and polar bear 321 running in front of them.

[0095] Figure 6 is a diagram showing yet another example of an image displayed on the electronic display 104 when content of Type A is played back. In the image 303 shown in Figure 6, the polar bear 321 is displayed larger than in Figure 4, but smaller than in Figure 5. The image 303 also displays the message "Please maintain this distance for 60 seconds."

[0096] That is, since the current distance between the user and polar bear 321 in the virtual space is the target distance, the user is encouraged to maintain a distance from polar bear 321 in the virtual space. In this case, the user is required to react so as to maintain a distance between the user and polar bear 321 running in front of him in the virtual space, for example, by tilting the joystick forward or backward in accordance with the running speed of polar bear 321. If the user can maintain the target distance from polar bear 321 for 60 seconds, the goal set for this training will be achieved.

[0097] For example, multiple training scenes are prepared, and the content is created so that in each scene the type and appearance of the animal running ahead is different. For example, the user runs in the virtual space so that the distance between the user and the animal running ahead in the virtual space is a target distance, and the number of times the target distance is maintained for 60 seconds is the user's score.

[0098] (Another Example of Training Using Content) Next, an example of training using content will be described.

[0099] 7 is a diagram showing an example of an image displayed on the electronic display 104 when content of Type B is played. As described above, content of Type B displays an object moving in a three-dimensional virtual space, and prompts the user to input a reaction by moving the position of their arm in the virtual space as if to capture the object.

[0100] Here, we will explain an example in which a user in a virtual space grasps a rod-shaped object with a ring at the end (here, referred to as a racket) in their hand and catches a ball. In other words, since the user controls the racket in the virtual space to catch the ball, a higher level of spatial awareness is required compared to catching a ball with their own hand.

[0101] As mentioned above, the images are displayed on the electronic displays 104 for the right and left eyes, respectively, and the position of the object in each of the images for the right and left eyes creates parallax depending on the position of the moving object (distance from the user).

[0102] 8 displays a racket 371 and a ball 372 in a playing field. Here, the ball 372 is an object that moves toward the observer in the virtual space, and the goal of this training is to bring the difference between the position of the moving object and the position of the tool (racket 371) held in the hand within a predetermined range (for example, a distance at which the object can be captured). Here, the goal is to move the racket 371 so that the ball 372 passes through the ring at the tip of the racket 371.

[0103] In Figure 7, ball 372 first moves upward in virtual space, as if flying out of hole 370 drilled in the ground of the male arena. That is, ball 372 is shot out of hole 370. Furthermore, when ball 372 flies out of hole 370, it flies out slightly toward the observer (toward the viewer on the page) and moves in virtual space so as to approach racket 371. Thereafter, ball 372 falls toward the ground.

[0104] That is, ball 372 flies in a parabolic trajectory from hole 370 toward the front of the page. Here, the user is required to operate racket 371 by moving their arm so that falling ball 372 passes through the loop at the tip of racket 371.

[0105] Fig. 8 is a diagram showing an example of an image displayed on the electronic display 104 when content of Type B is played. Image 352 in Fig. 8 shows a racket 371 and a ball 372. In image 352, ball 372 moves along the trajectory indicated by the dotted line in the figure, and falls through the loop at the tip of racket 371.

[0106] Also, the word "GOOD" is displayed in image 352. In other words, the user was able to move the racket 371 so that the ball 372 passed through the ring at the tip of the racket 371, and thus achieved the goal set for this training.

[0107] For example, content is created so that a ball 372 pops out of a hole 370 multiple times during training. The number of times the ball 372 passes through the ring at the tip of a racket 371 in the virtual space is the user's score. Here, an example of training performed by playing Type B content has been described, in which the ball 372 is caught with a racket 371. However, training performed by playing Type B content may also involve catching the ball with the user's hand. Alternatively, training may involve kicking the ball with the user's foot or hitting the ball against the user's head. In such training, the goal is to bring the difference between the position of a moving object and the position of a part of the user's body (e.g., a hand, foot, or head) in the virtual space within a predetermined range.

[0108] (Types of Content and Difficulty Levels) A plurality of pieces of content for training performed by the spatial cognitive ability training system 100 are created in advance and prepared so that these pieces of content can be played back. Fig. 9 is a diagram illustrating the types of content. In the example of Fig. 9, the content identified by content No. 1, content No. 2, content No. 3, ... are shown.

[0109] Content No. 1 is type A content, Content No. 2 is type B content, and Content No. 3 is type A content. Furthermore, content No. 1 can be set to one of three difficulty levels, from difficulty level 1 to difficulty level 3, and content No. 2 can be set to one of three difficulty levels, from difficulty level 1 to difficulty level 3. Content No. 3 can be set to one of four difficulty levels, from difficulty level 1 to difficulty level 4.

[0110] The content selection unit 221 may, for example, acquire content selection information such as that shown in FIG. 9, generate an image (GUI) for selecting content, display it on the electronic display 104, and select content based on user operation.

[0111] The difficulty level of content is determined by the level of spatial cognitive ability required to achieve the goal in the training provided by that content. For example, in order to achieve the goal in the training provided by content with high difficulty, a high level of spatial cognitive ability is required of the user. In other words, the more difficult it is to achieve the goal, the higher the spatial cognitive ability required of the user.

[0112] As an example, the image displayed by the content changes depending on the difficulty level. For example, the acceleration of a moving object when its speed changes changes depending on the difficulty level. For example, in the training of chasing a polar bear 321 described above with reference to Figures 4, 5, and 6, if the polar bear 321 suddenly accelerates or decelerates, it becomes difficult to maintain a constant distance between the player and the polar bear 321. Also, for example, the initial velocity and acceleration of a moving object change depending on the difficulty level. For example, in the training of catching a ball 372 with a racket 371 described above with reference to Figures 7 and 8, the initial velocity of the ball 372 when it jumps out of a hole 370 changes, and the gravitational acceleration in the virtual space changes. Such changes in initial velocity and acceleration make it difficult to catch the ball 372 with the racket 371.

[0113] The speed and / or acceleration of an object in the virtual space, which corresponds to the level of difficulty, is controlled, for example, based on control information set in the content data by the content adaptation unit 228. In this way, the speed and / or acceleration of the object's movement may be changed in accordance with the level of difficulty.

[0114] Furthermore, for example, the direction of movement of the moving object may be changed according to the level of difficulty. For example, in the case of the training to chase the polar bear 321 described above, if the polar bear 321 changes its running direction from left to right, it becomes difficult to maintain a constant distance between the polar bear 321 and the player.

[0115] Similarly, for example, in the case of training to catch ball 372 with racket 371 as described above with reference to Figures 7 and 8, if the position at which ball 372 falls changes from right in front of the player to the right or left, it becomes difficult to catch ball 372 with racket 371.

[0116] The movement direction of an object in the virtual space corresponding to the level of difficulty is controlled, for example, based on control information set in the content data by the content adaptation unit 228. In this way, the movement direction of an object in an image displayed by the content may be changed according to the level of difficulty.

[0117] Furthermore, for example, the size of the moving object may be changed according to the level of difficulty. For example, in the case of the training in which the player captures the ball 372 with the racket 371, it becomes more difficult to capture the ball 372 with the racket 371 as the ball 372 becomes smaller.

[0118] The size of an object in the virtual space corresponding to the level of difficulty is controlled, for example, based on control information set in the content data by the content adaptation unit 228. In this way, the size of an object in an image displayed by the content may be changed according to the level of difficulty.

[0119] Furthermore, the space in the scene may change depending on the level of difficulty. For example, in the case of the training to chase the polar bear 321 described above, chasing the polar bear 321 in a snowstorm is more difficult than chasing the polar bear 321 under clear skies.

[0120] Alternatively, in the case of the training described above in which ball 372 is to be caught with racket 371, catching ball 372 with racket 371 in the evening is more difficult than catching ball 372 with racket 371 during the day. Furthermore, for example, the brightness of the object itself in the image displayed by the content may be changed in accordance with the level of difficulty.

[0121] The display of the brightness of the space and / or objects in a scene corresponding to the difficulty level in the virtual space is controlled, for example, based on control information set in the content data by the content adaptation unit 228. In this way, the brightness of the space and / or objects in the image displayed by the content may be changed in accordance with the difficulty level.

[0122] As another example, the input method of the user's response changes depending on the level of difficulty. In this case, for example, the tool may change depending on the level of difficulty. For example, in the case of the training to catch ball 372 with racket 371 described above, catching ball 372 with racket 371 having a long handle is more difficult than catching ball 372 with racket 371 having a short handle.

[0123] The type and shape of the tool corresponding to the level of difficulty in the virtual space is controlled, for example, based on control information set in the content data by the content adaptation unit 228. In this way, the type and / or shape of the tool may change depending on the level of difficulty.

[0124] (Selection of Difficulty Level) As described above, the difficulty level selection unit 227 selects the difficulty level of the content based on the score supplied from the score acquisition unit 224 and / or the evaluation value supplied from the spatial cognitive ability evaluation unit 226.

[0125] 10 is a diagram showing an example of the correspondence between the evaluation value supplied from the spatial cognitive ability evaluation unit 226 and the difficulty level. Here, it is assumed that the larger the evaluation value, the higher the spatial cognitive ability, and the larger the difficulty level, the higher the difficulty level. In this example, for simplicity, it is assumed that the difficulty level is set in three stages from 1 to 3, but the difficulty level may also be set in two, four, five, etc.

[0126] In this example, the difficulty level selection unit 227 selects difficulty level 1 when the evaluation value supplied from the spatial cognitive ability evaluation unit 226 is between 0 and 49, selects difficulty level 2 when the evaluation value is between 50 and 99, and selects difficulty level 3 when the evaluation value is 100 or greater. In this way, a high difficulty level is selected for a user who has been evaluated as having high spatial cognitive ability in training previously performed, and a low difficulty level is selected for a user who has been evaluated as having low spatial cognitive ability.

[0127] 11 is a diagram showing an example of the correspondence between the score supplied from the score acquisition unit 224 and the difficulty level. Here, it is assumed that the larger the score value, the higher the degree of goal achievement, and the larger the difficulty value, the higher the difficulty level. In this example, for simplicity, it is assumed that the difficulty level is set to three levels, from 1 to 3, but the difficulty level may also be set to two, four, five, etc.

[0128] In this example, the difficulty level selection unit 227 selects difficulty level 1 when the score provided by the score acquisition unit 224 is between 0 and 29, selects difficulty level 2 when the score is between 30 and 59, and selects difficulty level 3 when the score is between 60 and 100. In this way, a high difficulty level is selected for users who have achieved their goals to a high degree in past training sessions, and a low difficulty level is selected for users who have achieved their goals to a low degree. As described above, the difficulty level selection unit 227 may select the difficulty level of content based on, for example, information related to the results of training sessions performed by other users and / or information related to evaluations of the training results. For example, a model may be constructed that predicts an appropriate difficulty level corresponding to the user's age, gender, etc. based on scores and / or evaluation values ​​obtained based on the result information of multiple users, and the model may be used to predict the difficulty level based on input information such as age and gender. In this case, the difficulty level selection unit 227 selects the difficulty level of content appropriate for the user based on, for example, information related to the results of training sessions performed by other users and / or information related to evaluations of the training results. Furthermore, if it is not possible to obtain information regarding the results of training that the user (or other users) have previously conducted and / or information regarding an evaluation of the training results, the difficulty level selection unit 227 may select the difficulty level, for example, using a pre-set method.

[0129] (Training Execution Process) Next, a description will be given of the flow of training execution process by the spatial cognitive ability training system 100. Fig. 12 is a flowchart illustrating an example of the training execution process.

[0130] In step S101 , the content selection unit 221 selects content to be played back based on content selection information, which is information on content that can be selected in training provided by the spatial cognitive ability training system 100 .

[0131] At this time, content selection information is acquired, for example, as information stored in a memory or information acquired from an external device, and the content selection unit 221 may select the type of content based on user operation using an operation button, touch panel, etc. (not shown).

[0132] The selection result by the content selection unit 221 is supplied to the content acquisition unit 229 .

[0133] In step S102, the content acquisition unit 229 acquires data of the content selected by the content selection unit 221. The content data may be acquired, for example, from a memory or from an external device.

[0134] In step S103 , the difficulty level acquisition unit 222 acquires difficulty level setting information, which is information about the difficulty level that can be set for the content selected by the content selection unit 221 .

[0135] In step S104, the result information acquisition unit 223 acquires result information relating to the results of training sessions previously conducted by the user. The result information is recorded in a memory or the like as the user's reaction corresponding to the position of an object displayed by the played content. The result information includes, for example, information detected by the gaze / pupil sensor 105, information detected by the arm state sensor 121, and an operation signal from the operation tool. The result information may also include a score relating to the results of training sessions previously conducted by the user.

[0136] In step S105, the score acquisition unit 224 acquires a score related to the results of training that the user has previously performed, based on the result information. Note that if the result information does not include a score, the score acquisition unit 224 may calculate the score based on the user's reaction in response to the position of the object.

[0137] In step S106, the reaction acquisition unit 225 acquires information indicating the user's active reaction in response to the position of an object moving in the virtual space. For example, the information acquired as the information indicating the user's reaction includes information detected by the gaze / pupil sensor 105, information detected by the arm state sensor 121, and an operation signal output when the user operates an operation tool such as a joystick with his or her hand, which are included in the result information.

[0138] In step S107, the spatial cognitive ability evaluation unit 226 evaluates the spatial cognitive ability of the user based on the information acquired by the response acquisition unit 225 and acquires a numerical evaluation value.

[0139] At this time, the evaluation value of the user's spatial cognitive ability may be calculated based on, for example, information detected by the arm state sensor 121, an operation signal output when the user operates the operation tool with his or her hand, etc. Furthermore, in order to ensure that the evaluation value accurately indicates the user's spatial cognitive ability, the evaluation value of the user's spatial cognitive ability may be calculated by setting a weighting coefficient that takes into account fluctuations in the score due to age or proficiency in joystick operation. Alternatively, for example, an evaluation value indicating how much the user's spatial cognitive ability has improved as a result of training may be calculated by referring to information on the results of training that the user has performed in the past.

[0140] Furthermore, if a gaze / pupil sensor 105 is provided, an evaluation value of the user's spatial cognitive ability may be calculated by determining whether the gaze direction correctly corresponds to the position of a moving object based on the information detected by the gaze / pupil sensor 105.

[0141] In step S108, the difficulty level selection unit 227 selects the difficulty level of the content based on the score supplied from the score acquisition unit 224 and / or the evaluation value supplied from the spatial cognitive ability evaluation unit 226.

[0142] At this time, for example, as described above with reference to Figures 9 to 11, the difficulty level is selected according to the score or evaluation value. Note that, as described above, if information related to the results of past training and / or information related to the evaluation of the training results cannot be obtained, the difficulty level selection unit 227 may select the difficulty level according to, for example, a preset method. The difficulty level selected by the difficulty level selection unit 227 is supplied to the content adaptation unit 228.

[0143] In step S109, the content adaptation unit 228 adapts the content acquired by the content acquisition unit 229 in step S102 to the difficulty level selected by the difficulty level selection unit 227 in step S108. For example, the content adaptation unit 228 may set control information corresponding to the difficulty level selected by the difficulty level selection unit 227 in the data of the content acquired by the content acquisition unit 229. The control information may be generated based on the difficulty level setting information acquired by the difficulty level acquisition unit 222, for example.

[0144] In step S110, the training execution unit 230 executes training by playing back the content for which control information has been set by the content adaptation unit 228 and displaying an image on the electronic display 104. As described above, while the training is being executed, the user reaction acquisition unit 231 acquires information indicating the user's reaction.

[0145] In step S111, result information of the training performed in conjunction with the playback of the content is recorded. The result information may be recorded in the internal memory of the arithmetic processing unit 201, or may be recorded in an external device. The recorded result information will be acquired by the result information acquisition unit 223 the next time the training execution process is performed.

[0146] In this way, the training execution process is carried out.

[0147] According to the present embodiment, by playing back content, training of spatial cognitive ability is provided in a virtual space. This does not require strenuous physical movements, so even elderly people and young children can safely train.

[0148] Furthermore, according to this embodiment, multiple levels of difficulty are set when providing training. In this way, even for training using the same content, the difficulty level can be changed according to the level of spatial cognitive ability, and effective training can be provided to improve or prevent a decline in spatial cognitive ability according to the user's current level of spatial cognitive ability.

[0149] Furthermore, according to this embodiment, the difficulty level is set based on the results of training that the user has performed in the past, thereby providing the optimal training for each user depending on their current situation.

[0150] Furthermore, according to this embodiment, training is provided using content selected from a plurality of types of content, which allows the user to continue training without getting bored.

[0151] As described above, according to this embodiment, even elderly people and young children can easily carry out the training, and effective training of spatial cognition ability can be provided to the user.

[0152] Other Embodiments (Modifications of Training Using Contents) In the above-described embodiment, training to chase animals such as polar bears has been described as an example of training using Type A content.

[0153] However, the object to be chased may also be, for example, a bird, an insect, a car, a robot, etc. Furthermore, the background in the virtual space may change to match the object to be chased, such as the sky, a desert, a forest, a road, outer space, another planet, etc.

[0154] In the above-described embodiment, training to catch a ball with a racket has been described as an example of training using Type B content.

[0155] However, the object to be captured may be, for example, an animal, an insect, a soap bubble, a snowball, etc. The tool used for capturing may also be the user's hand, a glove, a butterfly net, a cone, etc. Furthermore, the background in the virtual space may change to match the object to be captured, such as a park, a stadium, a grassland, etc.

[0156] Alternatively, in training using Type B content, a moving object such as a ball may be hit back with the user's hand or a tool rather than being captured. For example, training may involve baseball batting, squash, or volleyball spiking in a virtual space.

[0157] Such modifications can increase the variety of content and add variety to the training content, allowing the user to continue training without getting bored, for example. Furthermore, in the training of the above-described embodiment, an example was described in which a moving object is displayed by the content, and the goal is to reduce the difference between the position of the moving object and the position of a tool or a part of the body to within a predetermined range. However, for example, the object displayed by the content may be stationary. For example, stationary balls may be placed in various positions in a virtual space, and training may be performed in which the user attempts to catch the balls with their hands. In this case, the goal is to reduce the difference between the position of the stationary object and the position of a tool or part of the body (e.g., a hand) to within a predetermined range.

[0158] (Difficulty Variation) In training using Type A content, the movement direction of the object that changes depending on the difficulty level may not only be left and right, but also up and down or front and back. In other words, the movement direction of the object may change in three axial directions depending on the difficulty level. In this way, the movement direction of the object may be at least one of front and back, left and right, and up and down.

[0159] Furthermore, for example, as the difficulty level increases, the speed of the moving object may increase.

[0160] Furthermore, in training using Type B content, the number of launch ports (e.g., holes 370 in FIG. 7 ) from which objects are launched may vary depending on the level of difficulty. For example, the number of launch ports may increase as the level of difficulty increases. Furthermore, if there are multiple launch ports, for example, when the level of difficulty is low, objects may be launched from each launch port in a predetermined order, and when the level of difficulty is high, objects may be launched from a randomly selected launch port.

[0161] Furthermore, in Type B content, the initial velocity of the launched object may be changed depending on the level of difficulty, for example, so that the initial velocity of the launched object is low when the level of difficulty is low, and the initial velocity of the launched object is high when the level of difficulty is high.

[0162] Furthermore, when the difficulty level is high, the initial velocity of the object being fired may be changed. For example, the initial velocity of the second shot may be higher than the initial velocity of the first shot, and the initial velocity may be even higher for the third, fourth, etc. Conversely, the initial velocity of the second shot may be lower than the initial velocity of the first shot, and the initial velocity may be even lower for the third, fourth, etc. Furthermore, for example, the acceleration of the first shot may be a first acceleration, the acceleration of the second shot may be a second acceleration, and the acceleration may change for the third, fourth, etc. Alternatively, the acceleration of a moving object may be changed midway. For example, the speed of a ball moving 10 meters in a virtual space may be changed according to a first acceleration when the distance traveled is 0 to 5 meters, and according to a second acceleration when the distance traveled is 5 to 10 meters. Furthermore, the acceleration of a moving object may be set to 0. In other words, the object may move at its initial velocity.

[0163] Such a modification allows, for example, the difficulty level to be set in more detail even for the same content. As a result, it becomes possible to perform training that is more suited to the user's current level of spatial cognitive ability. (Evaluation Before Training) In the above-described embodiment, the user's spatial cognitive ability is evaluated based on the results of training. However, the user's spatial cognitive ability may also be evaluated separately from training. For example, evaluation content may be prepared separately from training content, and the user may play the evaluation content before performing training to obtain an evaluation value of their spatial cognitive ability. The evaluation content is content for obtaining an evaluation value indicating the user's spatial cognitive ability, and may be content that can acquire information indicating the user's active reaction to the position of an object moving in a virtual space, for example. The evaluation content may be content similar to the training content or may be content different from the training content. Then, the user's evaluation value may be calculated based on information obtained by playing the evaluation content, a difficulty level may be selected based on the evaluation value, and training content corresponding to the selected difficulty level may be played. That is, the difficulty level selection unit 227 may select the difficulty level based on an evaluation value for the user obtained by playing evaluation content that is separate from the training content and that is content for evaluating the user's spatial cognitive ability. With such a modification, it is possible to select an appropriate difficulty level for a user who has not yet performed training, for example.

[0164] <Example of Implementation by Software> The functions of the arithmetic processing unit 201 can be realized by a program that causes a computer to function as the device, and by a program that causes a computer to function as each block of the device.

[0165] 10 is a block diagram illustrating the physical configuration of a computer 500 used as the arithmetic processing unit 201. As shown in FIG. 10, the arithmetic processing unit 201 can be configured by the computer 500 including a bus 510, a processor 501, a main memory 502, an auxiliary memory 503, a communication interface 504, and an input / output interface 505. The processor 501, the main memory 502, the auxiliary memory 503, the communication interface 504, and the input / output interface 505 are connected to one another via the bus 510. An input device 506 and an output device 507 are connected to the input / output interface 505.

[0166] The processor 501 may be, for example, a CPU (Central Processing Unit), a microprocessor, a digital signal processor, a microcontroller, or a combination of these.

[0167] The main memory 502 may be, for example, a semiconductor RAM (random access memory).

[0168] The auxiliary memory 503 may be, for example, a flash memory, a hard disk drive (HDD), a solid state drive (SSD), or a combination thereof. The auxiliary memory 503 stores a program for causing the processor 501 to execute the operations of the arithmetic processing unit 201 described above. The processor 501 loads the program stored in the auxiliary memory 503 onto the main memory 502 and executes each instruction included in the loaded program.

[0169] The communication interface 504 is an interface for connecting to a network.

[0170] The input / output interface 505 may be, for example, a USB interface, a short-range communication interface such as infrared or Bluetooth (registered trademark), or a combination of these.

[0171] The input device 506 may be, for example, a keyboard, a mouse, a touchpad, a microphone, or a combination thereof. The output device 507 may be, for example, a display, a printer, a speaker, or a combination thereof.

[0172] When the functions of the arithmetic processing unit 201 are realized by a program for causing a computer to function as the device, the functions described in each of the above embodiments are realized by executing the program using the processor 501 and main memory 502.

[0173] The program may be non-transitory and may be recorded on one or more computer-readable recording media. The recording media may or may not be included in the device. In the latter case, the program may be supplied to the device via any wired or wireless transmission medium.

[0174] Furthermore, some or all of the functions of the above-described blocks can be realized by logic circuits. For example, an integrated circuit in which a logic circuit that functions as each of the above-described control blocks is formed is also included in the scope of the present invention.

[0175] Furthermore, some or all of the functions of each of the above blocks may operate on the above device, or may operate on another device (for example, an edge computer or a cloud server, etc.).

[0176] The present invention is not limited to the above-described embodiments, and various modifications are possible within the scope of the claims. Embodiments obtained by appropriately combining the technical means disclosed in different embodiments are also included in the technical scope of the present invention.

[0177] [Summary] A spatial cognitive ability training device according to a first aspect of the present invention includes a content acquisition unit that acquires content that accepts input of a user's active response in response to an object, a difficulty level selection unit that selects a difficulty level for the content, and a content playback unit that plays back the content corresponding to the difficulty level selected by the difficulty level selection unit. A spatial cognitive ability training device according to a second aspect of the present invention is the same as the first aspect, except that the content playback unit plays back the content while changing an image displayed by the content or a method for inputting the user's response in accordance with the difficulty level. A spatial cognitive ability training device according to a third aspect of the present invention is the same as the second aspect, except that the size of the object in the image displayed by the content changes in accordance with the difficulty level selected by the difficulty level selection unit. A spatial cognitive ability training device according to a fourth aspect of the present invention is the same as the second or third aspect, except that the space in the image displayed by the content and / or the brightness of the object changes in accordance with the difficulty level selected by the difficulty level selection unit. A spatial cognitive ability training device according to a fifth aspect of the present invention is the same as any of the second to fourth aspects, except that the object moves in at least one of forward / backward, left / right, and up / down directions. A spatial cognitive ability training device according to a sixth aspect of the present invention is configured in the above-described fifth aspect, wherein the speed and / or acceleration of the object's movement changes in accordance with the difficulty level selected by the difficulty level selection unit. A spatial cognitive ability training device according to a seventh aspect of the present invention is configured in the above-described fifth or sixth aspect, wherein the direction of movement of the object in the image displayed by the content changes in accordance with the difficulty level selected by the difficulty level selection unit. A spatial cognitive ability training device according to an eighth aspect of the present invention is configured in any of the above-described first to seventh aspects, wherein the content is content for evaluating whether the position of the object correctly corresponds to the user's inputted response, and displays a score related to the evaluation.A spatial cognitive ability training device according to a ninth aspect of the present invention is the same as in the above-mentioned aspect 8, wherein the user's reaction is input as a change in the position of a virtual user in the content, and an evaluation of whether the position of the object and the inputted reaction of the user correspond correctly is determined based on a positional correspondence between the position of the object and the position of the user specified by the user's reaction.A spatial cognitive ability training device according to a tenth aspect of the present invention is the same as in the above-mentioned aspect 8, wherein the user's reaction is input as a change in the position of a virtual user in the content, and an evaluation of whether the position of the object and the inputted reaction correspond correctly is determined based on a relationship between a moving speed of the object and a moving speed of the user specified by the reaction, and a relationship between a moving direction of the object and a moving direction of the user specified by the reaction. A spatial cognitive ability training device according to an eleventh aspect of the present invention is the same as in Aspect 8 above, wherein the user's response is input as a change in the position of a virtual tool in the content or a change in the position of a virtual part of the user's body in the content, and an evaluation of whether the position of the object and the input response correctly correspond is determined based on a positional correspondence between the position of the object and the position of the tool or the position of the user's body part specified by the response. A spatial cognitive ability training device according to Aspect 12 of the present invention is the same as in Aspect 11 above, wherein the type and / or shape of the tool changes in accordance with the difficulty level selected by the difficulty level selection unit. A spatial cognitive ability training device according to Aspect 13 of the present invention is the same as in Aspects 8, 11, or 12 above, wherein the difficulty level selection unit selects the difficulty level based on information related to results of training provided by the content previously performed by the user and / or information related to an evaluation of the results of the training. In the spatial cognitive ability training device of aspect 14 of the present invention, in the above-mentioned aspects 8, 11 or 12, the difficulty level selection unit selects the difficulty level based on information relating to the results of training provided by the content that other users have previously conducted, and / or information relating to an evaluation of the results of the training.A spatial cognitive ability training device according to Aspect 15 of the present invention is the same as Aspects 1 to 14 above, wherein the content acquisition unit acquires first content for evaluating a user's spatial cognitive ability and second content for providing training to improve the user's spatial cognitive ability, and the difficulty level selection unit selects a difficulty level for the second content based on an evaluation value for the user's spatial cognitive ability obtained by playing the first content.A spatial cognitive ability training method according to Aspect 16 of the present invention includes the steps of acquiring content that accepts input of a user's active response in response to an object, selecting a difficulty level for the content, and playing the content corresponding to the selected difficulty level.A program according to Aspect 17 of the present invention causes a computer to function as a spatial cognitive ability training device including a content acquisition unit that acquires content that accepts input of a user's active response in response to an object, a difficulty level selection unit that selects a difficulty level for the content, and a content playback unit that plays the content corresponding to the difficulty level selected by the difficulty level selection unit. The spatial cognitive ability training system of aspect 18 of the present invention is a spatial cognitive ability training system comprising a content acquisition unit that acquires content that accepts input of a user's active response made in response to an object, a difficulty selection unit that selects the difficulty level of the content, and a content playback unit that plays back the content corresponding to the difficulty level selected by the difficulty selection unit, and further includes a head-mounted display that allows the user to view an image of a virtual space displayed by the content, and an operation tool that accepts input of the user's active response made in response to the position of the object and outputs a signal corresponding to the response.

[0178] 100 Spatial cognitive ability training system 101 Goggles 104 Electronic display 105 Gaze / pupil sensor 106 Operation signal receiver 107 Interface 201 Arithmetic processing unit 221 Content selection unit 222 Difficulty level acquisition unit 223 Result information acquisition unit 224 Score acquisition unit 225 Response acquisition unit 226 Spatial cognitive ability evaluation unit 227 Difficulty level selection unit 228 Content adaptation unit 229 Content acquisition unit 230 Training execution unit 231 User response acquisition unit

Claims

1. A spatial cognition ability training device comprising: a content acquisition unit that acquires content for receiving an active reaction input of a user made corresponding to an object; a difficulty selection unit that selects the difficulty level of the content; and a content playback unit that plays back the content corresponding to the difficulty level selected by the difficulty selection unit.

2. The spatial cognition ability training device according to claim 1, wherein the content playback unit plays back the content by changing an image displayed by the content or an input method of the user's reaction corresponding to the difficulty level.

3. The spatial cognition ability training device according to claim 2, wherein the size of the object in the image displayed by the content changes corresponding to the difficulty level selected by the difficulty selection unit.

4. The spatial cognition ability training device according to claim 2, wherein the space of the image displayed by the content and / or the brightness of the object changes corresponding to the difficulty level selected by the difficulty selection unit.

5. The spatial cognition ability training device according to claim 2, wherein the object moves in at least one of the front-back, left-right, and up-down directions.

6. The spatial cognition ability training device according to claim 5, wherein the speed and / or acceleration related to the movement of the object changes corresponding to the difficulty level selected by the difficulty selection unit.

7. The spatial cognition ability training device according to claim 5, wherein the movement direction of the object in the image displayed by the content changes corresponding to the difficulty level selected by the difficulty selection unit.

8. The spatial cognition ability training device according to claim 1, wherein the content is content for evaluating whether the position of the object and the input user reaction correspond correctly, and displays a score related to the evaluation.

9. The user's reaction is input as a change in the virtual user's position in the content, and the evaluation of whether the position of the object and the input user reaction correspond correctly is determined based on the position correspondence relationship between the position of the object and the position of the user specified by the user's reaction. The spatial cognition ability training device according to claim 8.

10. The reaction of the user is input as a change in the position of a virtual user in the content, and the evaluation of whether the position of the object and the input reaction correspond correctly is determined based on the relationship between the moving speed of the object and the moving speed of the user specified by the reaction, and the relationship between the moving direction of the object and the moving direction of the user specified by the reaction. The spatial awareness ability training device according to claim 8.

11. The reaction of the user is input as a change in the position of a virtual tool in the content, or a change in the position of a part of the virtual user's body in the content, and the evaluation of whether the position of the object and the input reaction correspond correctly is determined based on the positional correspondence relationship between the position of the object and the position of the tool specified by the reaction, or the position of a part of the user's body. The spatial awareness ability training device according to claim 8.

12. The type and / or shape of the tool change corresponding to the difficulty level selected by the difficulty level selection unit. The spatial awareness ability training device according to claim 11.

13. The difficulty level selection unit selects the difficulty level based on information related to the result of training provided by the content that the user has performed in the past, and / or information related to the evaluation of the result of the training. The spatial awareness ability training device according to claim 8.

14. The difficulty level selection unit selects the difficulty level based on information related to the result of training that other users have performed in the past in the training provided by the content, and / or information related to the evaluation of the result of the training. The spatial awareness ability training device according to claim 8.

15. The content acquisition unit acquires first content for evaluating the user's spatial awareness ability and second content for providing training to improve the user's spatial awareness ability, and the difficulty level selection unit selects the difficulty level of the second content based on the evaluation value related to the user's spatial awareness ability obtained by playing back the first content. The spatial awareness ability training device according to claim 1.

16. A step of obtaining content that receives an input of an active reaction of a user made corresponding to an object; a step of selecting the difficulty level of the content; and a step of reproducing the content corresponding to the selected difficulty level. A spatial awareness ability training method including these steps.

17. A program for causing a computer to function as a spatial awareness ability training device including a content acquisition unit that obtains content that receives an input of an active reaction of a user made corresponding to an object, a difficulty level selection unit that selects the difficulty level of the content, and a content reproduction unit that reproduces the content corresponding to the difficulty level selected by the difficulty level selection unit.

18. A spatial awareness ability training system including a content acquisition unit that obtains content that receives an input of an active reaction of a user made corresponding to an object, a difficulty level selection unit that selects the difficulty level of the content, and a content reproduction unit that reproduces the content corresponding to the difficulty level selected by the difficulty level selection unit. The system includes a head-mounted display for allowing a user to visually recognize an image of a virtual space displayed by the content, and an operation tool for receiving an input of an active reaction of a user made corresponding to the position of the object and outputting a signal corresponding to the reaction.

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