Ｑ-１ ～Ｕ-18が未来を変える★研究発表SHOW～ 2024年9月29日 探究アオハル編
Ｑ-１ ～Ｕ-18が未来を変える★研究発表SHOW～ 2024年9月29日 探究アオハル編
#EnglishMovie #cdrama #drama #engsub #chinesedramaengsub #movieshortfull
#EnglishMovie #cdrama #drama #engsub #chinesedramaengsub #movieshortfull
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TVTranscript
00:00Q1 UNDER-18 Research Announcement Award goes to
00:04the best innovator, Gunma Prefectural Takasaki High School!
00:09Congratulations!
00:11Gunma Prefectural Takasaki High School
00:14shines on top of the 120 teams in the country
00:17at the Q1 2024 tournament!
00:21I really can't believe it,
00:23but I'm really happy that the four of us
00:26were able to do our best
00:28to make this happen.
00:35Let's have fun in the second half of the year!
00:38Yeah!
00:40This year as well,
00:42the hot battle is as fierce as ever.
00:45It's the Q1 tournament!
00:48It's okay, it's okay.
00:51Behind the scenes,
00:53only those who are serious about their studies
00:56have a story of youth.
01:00If I were alone, I wouldn't be here.
01:03I wouldn't be able to make such a speech.
01:06You're a big fan, right?
01:08Yeah, yeah.
01:10Really.
01:12I'm glad the members did it for me.
01:15Me too.
01:20Furthermore,
01:21the team heads to Shibuya,
01:24where they will have a Q1 quiz
01:27on the Sakura Stage in Shibuya.
01:29They will thoroughly explore the future
01:31of Japanese education.
01:34They will welcome the best innovator,
01:37Unma Prefectural Takasaki High School.
01:40They will explain how amazing
01:42the research presentation was.
01:45I didn't think I'd get that many answers.
01:48There will be a lot of techniques
01:50from the Tokyo University Knowledge Group.
01:53Can I stop here?
01:54This is my favorite slide.
01:56This slide?
01:58Can I say something?
02:00In terms of the quiz,
02:02I think the way the class is made is really good.
02:05There are additional materials.
02:07It's not that great.
02:09It's like a battle manga.
02:12It's like a battle manga.
02:14As an entertainment company,
02:16the number of people watching is increasing.
02:19It would have been great if the whole family came.
02:23They will enjoy learning about research
02:25with QuizKnock.
02:27Q1
02:30The research presentation show
02:32where under-18s change the future.
02:34Research Aoharu Edition
02:42I'm Izawa from QuizKnock.
02:44Thank you for your hard work, Hayashi-sensei.
02:46Is that so?
02:48This is supposed to be a Q1 show.
02:51That's right. I'm MC Hayashi-sensei.
02:55Thank you very much.
02:57I wonder if the teacher is watching.
02:59This is supposed to be a Q1 show.
03:02The theme is research learning.
03:07Let's learn subjectively,
03:09taking curiosity into consideration.
03:11Let's discover problems ourselves
03:13and improve our problem-solving skills.
03:16In fact, in 2022,
03:18the curriculum will be revised.
03:20We've all heard about this,
03:22the comprehensive learning time.
03:24It will be called
03:26the comprehensive research time.
03:28That's how the name changed.
03:30Right now,
03:32students in junior high and high school
03:34are starting to learn about research.
03:36To make it more exciting,
03:38we decided to make it a Q1 show.
03:40Do you have any concerns
03:42as a parent?
03:44Yes, I do.
03:46For example, is it okay to play?
03:48Yes.
03:49Or do you want your parents to study?
03:51That's right.
03:52Is it okay to do anything?
03:54It's coming from a wide range of fields.
03:56From playing,
03:58there are many people
04:00who say,
04:02this is a little inconvenient
04:04or no one seems to be in trouble.
04:06That's what I thought.
04:08It's evolving every year.
04:10That's amazing.
04:32July 2024.
04:34Tokyo Nippon Science Museum.
04:40Four teams out of 120 teams
04:42from all over the country
04:44have gathered here.
04:48We've arrived safely.
04:52We all gathered in our leader's room
04:54and worked together
04:56until about 1 o'clock.
04:58We were preparing for the show.
05:00Until 8 o'clock? That's amazing.
05:02We've all worked hard
05:04so that when we announced
05:06the results,
05:08it would be well-received.
05:11Are you working on that?
05:13I'm checking the database
05:15to see if there's anything wrong.
05:18Their research theme is
05:20an app for elementary school students
05:22who are good at programming
05:24to learn English in a fun way.
05:27Summer of the third grade.
05:29This is the last research presentation
05:31of their high school life.
05:34I don't want to publish it.
05:38Good morning.
05:40Please use this table.
05:42Here? Okay.
05:46Is it okay for a presentation?
05:48It's okay for a presentation.
05:50But I'm worried about the questions.
05:52I don't know what they're going to ask.
05:54I see.
05:57Are you preparing for that?
05:59Yes, I am.
06:01This is a questionnaire.
06:03If you get a question like this,
06:05it's a questionnaire for elementary school students.
06:07I see.
06:09If you organize it in your head,
06:11you'll run out of time.
06:14Their research theme is
06:16to raise the population of
06:18black-rounded flowerpots,
06:20which is also designated as an extinct species.
06:25I think I'm going to fall in love with it.
06:27It's cute.
06:29It's cute, isn't it?
06:31It's cute, isn't it?
06:33It's cute, isn't it?
06:36They want to convey their love and curiosity
06:38for the flowerpots
06:40to the judges.
06:43It's a nice round.
06:45It's a nice cloud.
06:47The team is happy to see the sky
06:49clear from the cloudy sky.
06:51They were nervous
06:53before the presentation.
06:55Isn't this amazing?
06:57It's amazing.
06:59It's amazing.
07:01It's amazing.
07:03It's amazing.
07:05It's amazing.
07:07It's amazing.
07:09It's amazing.
07:11It's amazing.
07:13Mr. Konno loves the weather
07:15so much that his friends call him
07:17the weather butterfly.
07:19The theme of his research
07:21is to raise the population of
07:23black-rounded flowerpots,
07:25which is also designated as
07:27an extinct species.
07:29Mr. Konno came up
07:31with a solution.
07:33I came to this school
07:35because I wanted to do this.
07:37With his friends,
07:39he worked on his research
07:41and now he's heading
07:43to the final stage.
07:49It's amazing.
07:51It's amazing.
07:53It's amazing.
07:55Last year,
07:57they were sitting in the middle
07:59of the class.
08:01This year,
08:03they're going to stand
08:05in the middle of the class
08:07to present their research.
08:09They're going to present
08:11their research.
08:13It's different.
08:15I can see the future.
08:17This is N minus one,
08:19and this is plus one,
08:21so it's N.
08:23Their specialty is math.
08:25As a team,
08:27they've been working on
08:29solving math problems
08:31for five years.
08:33I think it's important
08:35not only to study,
08:37but also to live.
08:39I think it's important
08:41not only to study,
08:43but also to live.
08:45I think math is useful
08:47in many ways.
08:49Under-18s are determined
08:51to change the future
08:53of Japanese society.
08:55They're going to
08:57present their research.
08:59They're going to
09:01present their research.
09:03Chino Koshien,
09:05Q.1
09:07We're looking forward to it!
09:09We're looking forward to it!
09:11We're looking forward to it!
09:13We're looking forward to it!
09:15We're going to do our best
09:17until the end.
09:19I think Kuromura Hanabu
09:21I want to make sure I get a good result.
09:23I'm confident.
09:25Here we are.
09:27This is the 4th place.
09:29I'm going to be Shikuro Butan.
09:31Shikuro? Butan?
09:33Butan!
09:45Let's go to the final stage.
09:51We captured the moment when Tanabe Goroh was born.
09:54Please watch as the clouds in the sky swirl.
09:58What caught our attention was...
10:01the amount of water.
10:04Isn't the level of perfection too high?
10:07You challenged such a difficult problem.
10:10I was surprised.
10:13If we can do artificial breeding,
10:15we thought we could manage the amount of food we feed.
10:18The 8th place has been eliminated.
10:22What's the reason?
10:25I think it's important to find out for yourself.
10:30The research you two did...
10:33is not comparable to university research.
10:36That's what I thought.
10:38Really?
10:40Please understand.
10:42By asking companies to introduce their products,
10:46we can challenge them on a daily basis.
10:51I didn't think we'd get that many answers.
10:54I thought it was great.
10:56I thought it was a great idea.
10:59It's a scary future.
11:01I want to eat food court food!
11:03It takes time to move the green arrow on the model.
11:07We call it ET1 and ET2.
11:10The average arrival rate from the entrance 2 is lambda 2.
11:13We defined the total as lambda.
11:15I like math.
11:17I like to connect math with what I like.
11:19It leads to how I live.
11:21That's what I like about it.
11:27We made it a laughing place.
11:30We made it a laughing place.
11:32Thank you for coming.
11:34Our teacher...
11:36Have you ever emailed her?
11:38I laughed so hard.
11:40That's right.
11:42I'm glad.
11:44She gave me advice from a different perspective.
11:48I realized I hadn't done that.
11:51You're right.
11:53It's a waste.
11:55She gave me practical advice.
11:58I had a lot of fun.
12:00I think half of it went well.
12:03About half.
12:05Mr. Kurosawa said...
12:07He said it was a bit too much.
12:10I thought it was a bit too much.
12:14You saw it from the same team?
12:17I was surprised.
12:19But I think I was able to do that much.
12:22I saw him.
12:25A lot of things happened by chance.
12:31I think it's a miracle that we're able to do this.
12:39The judges were kinder than I thought.
12:46They noticed us.
12:54I'm glad I was a part of this.
13:04Good luck.
13:07Thank you very much.
13:17It's cool.
13:19It's cool.
13:20It's great that we can study this coolness.
13:24Research takes a lot of time.
13:29It's good for youth.
13:31I see.
13:32Today, the top 120 teams from Gunma Prefecture, Takasaki High School, came to the finals.
13:43Please come in.
13:48It's cool.
13:50Congratulations.
13:54Mr. Kurosawa, Mr. Tsunemi, Mr. Morita, and Mr. Hosoda from Gunma Prefecture, Takasaki High School.
14:01Thank you very much.
14:03Thank you very much.
14:06It's cool.
14:08The app you announced in the finals is called English Lens.
14:14Yes.
14:15This app was created to reduce the dislike of English in elementary school students.
14:20If you take a picture, the app will explain it to you in English.
14:24It's a very good app.
14:26It's fast.
14:28My eldest son doesn't like English, so he doesn't want to use it.
14:36Did you make this app?
14:39Yes, the four of us made it.
14:41It's amazing that the four of you made the app.
14:43And it's really good.
14:45I want to use it.
14:47I saw the presentation of the app, and it was perfect in every way.
14:56But it's not finished yet.
14:59I want to expand it further.
15:04I thought it was amazing.
15:09The app was the best in Japan.
15:13It was a great app.
15:16Can I stop here?
15:18This is my favorite slide.
15:20This slide?
15:26Gunma Prefectural Takasaki High School Physics Team
15:31Digital technology applications lead to solving educational problems.
15:38The innovators go to Takasaki High School in Gunma Prefecture.
15:46This school is very active in the physics team.
15:51It's like a small computer.
15:54Each member receives a small computer and uses it to study while learning programming technology.
16:04It looks like a lot of fun.
16:06I want to make AR glasses and use them to translate poetry.
16:10I want to use AR glasses as a translator of languages.
16:16The achievement is a past case study.
16:19That's the smart mode.
16:21It's a road sign.
16:23In the 2022 competition,
16:25Mr. Haruki Takada, who won the award for his excellent research on the white board equipped with AI.
16:33The innovators who won the final this year have inherited that flow.
16:40The database is now a monaka education.
16:44I don't know how to type directly without returning a non-red.
16:48Takasaki High School's most powerful programming team.
16:54Mr. Hosoda, Mr. Morita, Mr. Tsunemi.
16:58And the team is made up of Mr. Kurosawa, the director of the physics department.
17:05They seem to be well-known even at school.
17:10He's a great person who shapes what we want.
17:15He's a genius.
17:16At one point, it was a problem to line up in line.
17:21At one point, he developed an accounting app.
17:25That's amazing.
17:27Is it really okay to come out with this?
17:29Let's stop it once.
17:31I'll stop it once.
17:33Are you making an app for the Mogi store?
17:35I belong to the Mogi store team.
17:38I found a problem that the line was a little long there.
17:41I thought I'd solve it.
17:43Personally.
17:44That's great.
17:45You usually do things like solving your own problems.
17:51That's right.
17:52How old have you been doing programming?
17:56I was interested in it when I was in elementary school.
17:59I really started programming after I joined the club in high school.
18:03Since high school.
18:05Are all the other members like that?
18:07What made you start programming?
18:09I've liked games since elementary school.
18:11I've been aiming to be a game programmer.
18:13That's why I wanted to do programming.
18:16Games are good, too.
18:18That's right.
18:19It means you like it a lot.
18:21You like it so much that you want to make it.
18:24You can go like this from there, too.
18:27I see.
18:28I have a time limit, but I'll stop.
18:34Is this your home?
18:36That's right.
18:38That's great.
18:42There was such an overflowing idea at home.
18:47This is what I did last year.
18:49It's a VR hair removal card.
18:51There is a culture called hair removal cards in Gunma Prefecture.
18:54You can't live without it.
18:56There are a lot of people who have lost their hair.
18:59I want to do something about it.
19:02That's right.
19:06In order to protect the traditional culture of the local area,
19:09I developed a game that allows you to play hair removal cards in a virtual space.
19:13You made this, too.
19:16In this VR hair removal card,
19:19Kurosawa-san, who challenged Q1 by himself last year,
19:22was selected as the best 16.
19:26It seems that he had a temperament for making things since he was a child.
19:31When I was about your age,
19:34there was a nanoblock that was smaller than a Lego block.
19:38I really liked making it.
19:42I decided to do it with all my heart.
19:46I don't give up.
19:50What are you studying now?
19:53It's difficult. I don't know.
19:56But it's what I like.
19:59I want you to do your best.
20:03And this year,
20:04there is a research theme that he is working on with his reliable colleagues.
20:13This is the school I went to when I was in elementary school.
20:19The four of them came to the school.
20:23I'll give you an iPad.
20:26I made an app that allows elementary school students to learn English in a fun way.
20:33They developed an app that allows elementary school students to learn English in a fun way.
20:40The app seems to have made the interest of children more important than anything else.
20:45There was such a thought there.
20:51When I was in elementary school,
20:55I went to the English language school,
20:58and I hated English.
21:01I heard that I hated English in the news,
21:05and I wanted to solve this problem.
21:10In fact, in recent years,
21:12increasing the number of children who hate English has become a problem.
21:16Based on their practical experience,
21:18the four of them started to solve the problem.
21:21They used image recognition A.I. and machine learning A.I.
21:26to learn programming technology.
21:30They even worked on the completion of the app.
21:40It's fun.
21:42It's really fun.
21:43It's educational.
21:44It's educational.
21:46It's fun to think about.
21:48I was surprised to see that the children were actively involved in this.
21:53I'm doing it seriously now.
21:55I'm doing it with a face that I don't usually show.
22:00The four of them changed Japanese English learning.
22:10InnoVATOR
22:13Kurosawa Shun, Hosoda Kosuke, Tsuneri Kenta, Morita Taichi
22:25The research team of Gunma Prefectural University Takasaki High School
22:30is curious about the future.
22:33Kurosawa Shun
22:37Let's start with Kurosawa, the leader.
22:40It's sudden, but it's a big deal.
22:43One in three 6th graders hate English.
22:47In a survey conducted in 2021,
22:5031.5% of 6th graders said they hated English.
22:55In fact, when I was in elementary school,
22:59I went to an English conversation class.
23:01I hated English because of the strong sense of being forced to read, listen, and show the written text.
23:11Current English learning uses textbooks and reference books,
23:15as well as English learning apps.
23:18In textbooks and reference books,
23:20everything comes from the English sentences and words given,
23:23and the English learning app also uses the English sentences and words given.
23:30In other words, it is automatic learning that comes from everything given.
23:37In order to get rid of the idea that automatic learning will make you hate English,
23:44I thought it was necessary to support something that is more fun and uses text.
23:52That's where English Lens was developed.
23:57From here, touch the button.
24:00You can see the full view of the app.
24:10In English Lens, you can output English sentences that explain the contents of the photo taken with native voice.
24:20In English Lens, you can change from automatic learning to active learning
24:25by searching for traditional automatic learning by yourself.
24:28You can also create your own vocabulary book,
24:31and you can connect it to your own desire to learn from the desire to collect more.
24:36In the library function, photos and texts are tied together to be stored.
24:41Therefore, you can learn by tying them together with the image.
24:46Now, I'd like to try using English Lens.
24:50I'd like to ask Mr. Hayashi to help me.
24:54Yes, yes.
24:55He came to the venue to see the performance of the app.
25:00He also prepared a secret weapon.
25:03I'd like to take a picture of Mr. Hayashi.
25:07Can I?
25:08You did a good job.
25:11Mr. Hayashi is the only one I can get nutrition from.
25:16This presentation itself is wonderful.
25:18Yes, it is.
25:19I'm going to get involved.
25:21This is the first time I've met Mr. Hayashi.
25:25I want him to do it.
25:28That's right.
25:29I need a little laugh.
25:31Actually, when I was a university student,
25:33I was told to laugh twice in 10 minutes during the presentation practice.
25:41Is that important?
25:42I was told to do that at the conference.
25:44I was told to say something a little ridiculous and get everyone to listen.
25:50I didn't even go to college.
25:54That's amazing.
25:56I'm going to take a pose that I like with this broom.
26:01If you have a certain common sense, it's like this.
26:04I'm going to take a picture.
26:05Yes, please.
26:11One more time, one more time.
26:13This is a very important part.
26:16The yellow broom is a broom, but it's a yellow bat.
26:21In other words, it didn't go well.
26:23Did you expect this?
26:25You were in a hurry, weren't you?
26:27I thought there might be a possibility like this.
26:31If I make a mistake, I'll do it again.
26:34I was talking about doing it until it went well.
26:36I see.
26:37I wonder if there was something here.
26:39I can hear the broom sound from behind.
26:41That's right.
26:43I wanted to say that, but I made a mistake.
26:46It's a coincidence.
26:47It's a coincidence, isn't it?
26:50He performed at the venue, but he didn't recognize the image well.
26:55He made a mistake in the translation.
27:01Morita is in a hurry.
27:03What will happen?
27:11It is recorded that a man in a suit is holding a yellow broom.
27:17He successfully performed.
27:21I will explain the mechanism from now on.
27:25In English Lens, we use the AI that was announced in 2023 called GRIP2.
27:32First, send the image taken in this application to the server.
27:40Then, generate a caption and explanation on the server and send it to the application.
27:46Then, display it in the application.
27:49Or, you can use the Web Speech API to make a pronunciation.
27:55This is my favorite slide.
27:59This slide?
28:00I like this slide the most.
28:02This is a very essential slide.
28:04What kind of application do you want to use?
28:09This slide is a visual representation of what you want to do.
28:12This slide is a blueprint.
28:14This slide is very simple.
28:17The important thing is this.
28:18After taking a picture, send it to the computer.
28:21The computer will send it back to you.
28:23Then, you can make a pronunciation.
28:25That's what's important.
28:28There must be a lot of specific codes in this gap.
28:33That's right.
28:34Stop saying that.
28:36This is the only thing.
28:38This idea is important.
28:40I brought this slide to convey this presentation to people.
28:46Now, let's talk about the user test.
28:50I took a class using English Lens twice in elementary school and English conversation class in Gunma Prefecture.
28:57This is what the class looked like at that time.
29:00First, I divided the class into three groups.
29:02Each group took a picture of what they were interested in in the family room, music room, and science room.
29:07I looked up what they said in English in English Lens.
29:09I did a quiz with the English words I collected.
29:13This is what the quiz competition looked like at that time.
29:16I saw that everyone was having a lot of fun.
29:20In the survey I took after these classes,
29:23I was able to actively participate in the class because I was interested in it.
29:26Also, I got a lot of opinions that I wanted to learn more English.
29:30I think this led to an improvement in subjectivity.
29:32Can I say something?
29:34In terms of the quiz,
29:36I think the way the class is made is really good.
29:39It's good to be able to divide everyone's places.
29:43Because you can study different things.
29:45It's a quiz made by people who went to the music room.
29:48The information is a hint.
29:50Even if you take a picture of something a little difficult,
29:52you can choose from the options in the music room.
29:56So even if it's a difficult word, there's a chance to answer it.
30:00I thought this was a great quiz.
30:02How did you come up with the idea for this class?
30:05Originally, I was thinking of making it a quiz competition.
30:09When I took it in English Lens,
30:11there was a translation button,
30:13so I changed it to Japanese right away.
30:15I thought people wouldn't pay much attention to English.
30:18To get people's attention to English again,
30:22I decided to make it a quiz competition.
30:27Since there are so many things in elementary school,
30:31as I said,
30:32I thought it would be fun even if you didn't understand English.
30:37And I think it goes really well with English.
30:41English is a language, so it doesn't make sense without using it.
30:44So even if you're away from English class,
30:46you can talk to each other in English in science class.
30:49I thought it would be a great opportunity.
30:51I thought it was a great class.
30:55From learning that makes you want to do it,
30:58to learning that makes you curious and curious,
31:02to creating a world where anyone can learn fun.
31:05This is our English Lens.
31:08Thank you for listening.
31:11English Lens
31:15You've made a lot of progress.
31:19I knew there was a lot of technology going on,
31:22but this flexible idea and young passion
31:25put it all together to make this tool.
31:29Looking at this site,
31:31I thought there was no place for us to be particular about how to teach before 9th grade.
31:36I thought it was a little dangerous.
31:39And then, one of the judges
31:42took a look at the room.
31:48Whether the research announcement is real or not,
31:51the judges will find out.
31:55First, the first person to do gorilla research,
31:58Yamagiwa Juichi, former president of Kyoto University.
32:03It's wonderful.
32:05I think it's a groundbreaking invention.
32:08Reading, listening, writing, speaking.
32:11That's English.
32:14What do you think you can learn from this?
32:18I think the most important thing is
32:21not to translate it into Japanese,
32:24but to think of English in English.
32:27So, make a vocabulary book,
32:29and the pronunciation will be very accurate.
32:32It's good to be able to say English sentences,
32:37but I don't think it's good enough to think of English in English.
32:42This may be a good way to study for the entrance exam,
32:45but if you go to the actual site, that's not good.
32:49You have to think of English in your head.
32:52Not English from Japanese.
32:54So, the little ones are taught English in English class,
32:59but they don't speak what they think in English right away.
33:02They improve English in no time.
33:05I understand what you're saying very well.
33:08I think it's a success to make people who hate English like English.
33:12But is it really improving the ability to speak English?
33:18Which of the four skills has improved?
33:23I'd like to hear if it's exactly what you think English is.
33:33Thank you for your question.
33:35First of all, which of the four skills has improved?
33:41Based on the user test,
33:44I think the ability to read and write has improved
33:49more than before.
33:53In the current app, the Japanese translation is at the bottom,
33:57so there are people who speak English and then translate it right away.
34:01I've seen that in the user test as well.
34:05So, we've been discussing for a long time
34:10whether to delete or leave the Japanese translation button.
34:13I said that I wanted to take a shower in English,
34:17but if I keep doing that,
34:20the kids in Japan will hate it.
34:25So, instead of just speaking English,
34:29I think we need a place to escape.
34:35That's what I'm thinking about right now.
34:39I'll just say one thing.
34:42In order to show off your English skills on the international stage,
34:47you don't have to speak beautiful English,
34:51but sexy English.
34:54Sexy English is about whether you can convey your thoughts to the other person attractively.
35:00To put it bluntly, it doesn't matter what the grammar is.
35:04It's about whether you can get the other person to listen to what you want to say.
35:09I want you to be able to express that in this app.
35:15That's my hope.
35:19I'd like to say that it's a great invention.
35:28Chiharu Shimatani, who has a new educational vision of a child-oriented class,
35:32makes a sharp cut.
35:36I really sympathize with the idea that you want to value the learning that is not done.
35:43I was really surprised at the high school students.
35:48When it comes to whether or not this app can be installed in schools,
35:52I think there is a weakness of AI.
35:56To say something a little disgusting,
35:58When I was doing the experiment,
36:00I didn't get what I was imagining at once.
36:05How far has the accuracy of the system gone at this point?
36:10How can I make it more practical?
36:14Can you tell me the honest sense of that?
36:18What do you think about AI's accuracy?
36:24Certainly, there are still problems with the accuracy of Blip2's AI.
36:30Just by looking at the picture,
36:32if you take something that is difficult to understand,
36:34it will return a completely different English.
36:37However, this is also connected to the Japanese translation display.
36:44If you just get English,
36:46When you get this kind of English,
36:49When you are an elementary school student,
36:51if you still don't understand the meaning of English,
36:53you will think that this is this.
36:56However, now that there is a Japanese translation function,
36:58if you make a big mistake,
37:00when you press the Japanese translation,
37:01I think you can see that this and this are different.
37:05Such things are often seen in user tests.
37:07For example,
37:09here.
37:10When the children took a picture of something they were interested in in the living room or the family room,
37:15there was a pistol or a gun in that room.
37:20Everyone noticed that it was strange and laughed.
37:24So, I think that if you turn the AI upside down,
37:29it will be a chance to teach you that AI is also wrong.
37:34It's amazing that you can answer like this.
37:36No, it's wonderful.
37:37Really.
37:41I didn't think I would get that answer.
37:44I thought it was really wonderful.
37:46After all, AI is not perfect,
37:48and I think it is very important for children to understand that there are such weaknesses and get along well with them.
37:55I also thought that it was very good to improve while receiving various feedback from the site.
38:01In addition, Yanagisawa Daichi, a specialist in minimal mathematics,
38:05asked such a question about the practicality of the app.
38:09Well, this time it's a research,
38:11so I don't think it's within the scope of business.
38:13In the future, can you tell us how to prove its feasibility
38:18when you make it bigger and actually use it in various places,
38:23not for free, but as a business?
38:29Well, for example, when you sell it to the local government,
38:33the cost of using this app is the use of the API.
38:40I'm thinking of implementing another function.
38:44It's called the Daily Challenge.
38:469 points.
38:48There's additional material.
38:50It's not that great.
38:52The presentation ends in 9 minutes.
38:55Then you can bring the material for 9 minutes.
38:57You can talk about it in your mouth.
38:59You can answer the question in your mouth.
39:01But we know that you will ask us the questions we want you to ask.
39:08That's why we're bringing it to you.
39:10We have full control of the presentation.
39:14I'd like to tell you how amazing this additional slide is.
39:22It's a function called Daily Challenge.
39:25It's like this.
39:27Today, we're going to take a picture of this.
39:30We're going to give it to the students every day.
39:33We're going to put a product introduction request from a company here.
39:38We're going to give the Daily Challenge product introduction to the user.
39:42We're going to get them interested in the product.
39:44We're going to get them interested in the product.
39:47By making money from this,
39:49I think we can reduce the burden on the user.
39:54It's very interesting. Thank you.
39:58Thank you very much.
40:00This wonderful sound was highly rated.
40:04Takasaki High School is the best innovator.
40:08It has won multiple corporate awards and special awards.
40:13It's too hot.
40:14Yeah.
40:15You kept this in your pocket, didn't you?
40:17Yeah, I did.
40:18Why didn't you put this in the 9-minute video?
40:21After all, slides are important because of the flow.
40:24If I put this in the flow of the slides I've seen so far,
40:28I have to start talking about income.
40:30I see.
40:31That way, I was able to reduce the consistency a little bit.
40:34That's right.
40:35If you put this in the 9-minute video, you'll be asked to calculate it.
40:40If that happens, it's better to put it out like this.
40:43It works as a technique.
40:44And as an entertainer, the viewership goes up a lot.
40:49That's right.
40:50I thought it was going to be tough, but I had it.
40:53I think it's going to come true.
40:58That's right. I think we can do it.
41:00And you kept this in your pocket.
41:02I kept it in my pocket.
41:04It's like a battle manga.
41:06That's right.
41:07It's like a final boss.
41:09That's amazing.
41:11Is there anyone who wants to start a business in the future?
41:18When I go to college, I want to release this English Lens and start a business.
41:28That's great.
41:29I want to use it.
41:31I'll download it right away.
41:33How do you spend your time at home?
41:35As a parent, what should I do?
41:40At home, it's a program of a different hobby.
41:44It's a program.
41:45It's a different hobby.
41:46You like it.
41:47When I'm tired, I use another program.
41:51That's interesting.
41:52The fatigue of coding can only be solved by coding.
41:56Don't your parents tell you to study?
41:59That's right.
42:00I don't remember being told to do anything from elementary school to high school.
42:10After the tournament, he met various people and opened the door to the innovator's new research.
42:22What did you like about researching?
42:24And what did you like about Q1?
42:26What happened?
42:28I think the best thing was that I was involved in development.
42:34I make apps by programming.
42:37Programming is really fun.
42:39I was able to do what I wanted to do.
42:43I was able to do such a fun thing.
42:46There's no answer.
42:49The school's curriculum has answers.
42:54Research students don't have answers.
42:56What you do becomes the answer.
42:59That's really interesting.
43:01What I liked about Q1 was that I was able to hear the voices of adults and English teachers.
43:09I was able to take that as feedback.
43:12I think that's a good thing.
43:14I see.
43:15After Q1, there was an after-party.
43:18I talked to adults and other high school students.
43:22I exchanged opinions about education.
43:29I think that's how my perspective expanded.
43:32I see.
43:33That's how education is now.
43:36That's amazing.
43:38I wish I could come here with my whole family.
43:41I think the future is in the words of the four of you.
43:45It's not just about what you're given.
43:48You learn what you're interested in.
43:50And you get to meet people you don't usually meet at school.
43:53That's a great thing.
43:54That's amazing.
43:56At the Q1 final, the winners of the Best 8 were presented with posters.
44:06I learned that kissing has not only a therapeutic effect, but also a water repellent effect.
44:13After the competition, there was an after-party with the judges and high school students.
44:23I'm from Yasuda High School.
44:25I exchanged my contact information.
44:28I was very impressed.
44:30I was impressed by the way you responded.
44:33I was convinced of everything.
44:36I'd like you to teach me.
44:39The four students from Hiroo High School are the first gold medalists in the Japanese women's math olympics.
44:45Ms. Nakajima and the way they responded to the competition.
44:48It might be interesting from different perspectives.
44:51I'd be very happy if someone could win.
44:56The two students from Yasuda High School met Dr. Inoue, a leading researcher.
45:02I'll see you later.
45:03See you later.
45:05I was amazed at how useful this research was.
45:11Thank you for making it so famous.
45:18I'm a big fan.
45:20Really? Thank you.
45:21I'm going to read this and win a medal.
45:24Really? Thank you.
45:27Mr. Konno from Momoyama High School asked Dr. Inoue for an autograph.
45:35The innovators met various people and became more and more curious.
45:42Hello.
45:48After the competition, the four students from Takasaki High School also took a step towards the future.
45:56The person they visited was Nakajima Sachiko, the producer of Osaka Kansai Banpaku in 2025.
46:04In fact, they invited the four students from Takasaki High School to the Banpaku meeting held in Tokyo.
46:17I think it'd be great if we could try something like the Banpaku next year.
46:25Mr. Nakajima suggested that the four students present their apps at the Banpaku meeting.
46:33They were about to open the door to the world, not just in Japan.
46:41That's right.
46:45That's amazing.
46:48It's not just about learning English.
46:51I thought it could be used for communication.
46:56I want to spread it to a wider audience.
47:02The final of the 2025 tournament will be held at Osaka Kansai Banpaku.
47:07The winner will receive a Monbu Science Award.
47:12The under-18s will open up a new future.
47:18In order to achieve this goal, there must be an air-conditioning system and a front line.
47:22We will measure the time of meals from people of all ages and genders.
47:27September 2025 tournament. Your entry will change the future.