生成AIの、特にGoogleのNanobanana Proの描写力が大変なことになっていると話題である。
今までイマイチであった日本語のフォントにもだいぶこなれて対応できるようになってきているので、威力をかなり強烈に感じているところだ。
これを利用すると簡単に生徒に伝えたいことをイメージ化して、伝えやすくなっているような気がする。
日本語への対応や絵柄の緻密さなどを比較してもらえるように、GeminiとChatGPTにそれぞれに同じプロンプトでマンガを書かせてみたので比較してもらいたい。
ChatGPT
かなりクオリティは高いけど、日本語のがやっぱり怪しい。
あと何も設定しないと黄色っぽくなりがち
Gemini
進研ゼミっぽいマンガが出来上がった（笑）。
見ての通り、日本語の描写力が圧倒的にNanobanana ProのGeminiの方が優れている状態である。
たぶん、これも競争なのでそのうちどこを使ってもまた想像の上を行くようなものになってくるのだろう。
ちなみに今回使ったプロンプトは以下の通り。JSONで書いている。
マンガを白黒で出力させた後で、カラーにしてと指示して仕上げている。
{
"manga_project": {
"title": "Metacognition in the Classroom",
"theme": "Junior high students realizing the importance of metacognition for proactive learning",
"style": "Japanese Manga Style, Monochrome, Detailed line art, Screentones",
"reading_order": "Right-to-Left (Top-Right -> Top-Left -> Bottom-Right -> Bottom-Left)",
"character_design": {
"student_glasses_boy": {
"role": "Metacognitive trigger / leader",
"appearance": "Junior high boy, short black hair, glasses, neat uniform, thoughtful expression.",
"constant_features": "Same hairstyle, glasses shape, and calm demeanor across all panels."
},
"student_active_boy": {
"role": "Impulsive actor",
"appearance": "Junior high boy, slightly messy hair, expressive eyebrows, energetic posture.",
"constant_features": "Often leaning forward, big gestures, mouth often open when speaking."
},
"student_girl": {
"role": "Confused but reflective peer",
"appearance": "Junior high girl, medium-length hair tied with a small hair clip, tidy uniform.",
"constant_features": "Often holding tools or paper, expressive eyes showing anxiety → relief."
}
},
"panels": [
{
"panel_id": 1,
"position": "Top-Right",
"stage": "Failure (Lack of Metacognition)",
"scenario_description": "グループワークでポスター制作をしているが、計画なしに作業を始め、混乱している。",
"panel_type": "Chaotic group shot / medium-wide",
"camera_angle": "Slight high-angle shot looking down at the desk to emphasize chaos.",
"visual_prompt_en": "Japanese manga style panel. A chaotic junior high school classroom setting. A group of three students (two boys, one girl) clustered around a desk. The desk is messy with papers and markers. One boy (student_active_boy) is shouting and drawing randomly on a poster. The girl (student_girl) looks confused and panicked, holding a marker in mid-air. The boy with glasses (student_glasses_boy) is also caught in the rush, looking unsure. Background shows a clock ticking fast. Use speed lines to indicate rush and chaos. High contrast, monochrome manga ink style, detailed screentones.",
"suggested_dialogue": [
"とにかく何か描かなきゃ！",
"時間ないよ、急げ！"
],
"balloon_notes": "Overlapping speech balloons to emphasize interruption and pressure. Use jagged balloon for the shouting line.",
"metacognitive_state": "None (Impulsive action)"
},
{
"panel_id": 2,
"position": "Top-Left",
"stage": "Trigger (Monitoring)",
"scenario_description": "一人の生徒が手を止めて、現状の進め方が間違っていることに気づく（メタ認知のモニタリング）。",
"panel_type": "Close-up / internal monologue",
"camera_angle": "Close-up on face at eye level, background faded to white or screentone.",
"visual_prompt_en": "Japanese manga style panel. Close-up on student_glasses_boy. He is holding a pen but has stopped moving. He looks contemplative and doubtful, looking slightly down at the chaotic desk (out of frame or blurred). A visual effect of a small 'lightbulb' or 'question mark' appearing near his head. Background fades out with simple screentone to focus on his realization. Serious, thoughtful expression. Monochrome.",
"suggested_dialogue": [
"（待てよ…僕たち、何のためにこれを描いてるんだ？）",
"（今のやり方で本当に伝わるのか…？）"
],
"balloon_notes": "Use two connected thought balloons (モノローグ). Inner text slightly smaller to show quiet thinking.",
"metacognitive_state": "Monitoring (Questioning the current strategy)"
},
{
"panel_id": 3,
"position": "Bottom-Right",
"stage": "Action (Control & Regulation)",
"scenario_description": "作業を中断し、ホワイトボードで目的と手順を整理し直している（メタ認知によるコントロール）。",
"panel_type": "Group discussion / explanation shot",
"camera_angle": "Medium shot from the side, showing all three students and the whiteboard.",
"visual_prompt_en": "Japanese manga style panel. The group has calmed down. All three students are gathered around a small whiteboard or notebook standing on the desk. Student_glasses_boy is standing or leaning slightly forward, pointing at a simple flow chart diagram labeled with boxes (e.g., '目的', '相手', '構成'). The other two students are nodding in agreement, looking enlightened and focused. The messy desk has been mostly tidied up; only a few organized tools remain. Background is simple with light screentones to show a focused atmosphere. Clean lines, less chaotic background.",
"suggested_dialogue": [
"一度作業を止めよう。",
"まず『誰に伝えるか』を整理してから構成を考え直さない？"
],
"balloon_notes": "First balloon from student_glasses_boy at top, second balloon linked under it. Other two students have small reaction balloons with「うん」「なるほど…」などを追加してもよい。",
"metacognitive_state": "Control (Adjusting the learning strategy)"
},
{
"panel_id": 4,
"position": "Bottom-Left",
"stage": "Success (Result)",
"scenario_description": "完成したポスターを前に、達成感を感じている。学習の質が向上したことを実感。",
"panel_type": "Wide shot / payoff scene",
"camera_angle": "Front wide shot showing students and the finished poster on the blackboard.",
"visual_prompt_en": "Japanese manga style panel. The group stands proudly in front of a blackboard where their finished poster is displayed. The poster looks organized and impactful, with clear title and sections. Student_active_boy and student_girl are high-fiving or smiling broadly. Student_glasses_boy stands slightly in the center or front, smiling with calm satisfaction. Sparkles or soft lighting effects indicate success. Other classmates in the background look impressed, some pointing at the poster. Monochrome, with bright screentones around the poster.",
"suggested_dialogue": [
"できた！",
"ただやるだけじゃダメなんだね。自分たちの考え方を考えるって大事だ！"
],
"balloon_notes": "First joyful shout in a big, bold balloon. Second line in a separate balloon near student_glasses_boy as a reflective comment.",
"metacognitive_state": "Evaluation (Recognizing the effectiveness of the new approach)"
}
]
}
}
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