著者
中西 久実子 村上 正行 上田 早苗
出版者
教育システム情報学会
雑誌
教育システム情報学会誌 (ISSN:13414135)
巻号頁・発行日
vol.28, no.1, pp.61-70, 2018-07-27

<p>In 2008 and 2009, we practiced Cooperative Learning (CL) twice between learners of Japanese as a second language in Hong Kong and trainees to be a Japanese teacher in Kyoto by using SNS. The questionnaire after CL showed that 2008-CL was not fully activated in terms of 'social presence' and 'social support'. In 2009-CL, we improved the following points to get the students to feel social presence and social support; 1) corrections should be directly written in SNS, not in attached files, so that they are visible, 2) some of the functions of SNS are refined, 3) CL is performed in a group, not in pair, 4) corrections are given not only to a part of the learners' essays, but also to all parts, 5) instructors take the role of facilitators. Due to these improvements, 2009-CL became more activated than 2008-CL.</p>
著者
宇都 雅輝
出版者
教育システム情報学会
雑誌
教育システム情報学会誌 (ISSN:13414135)
巻号頁・発行日
vol.37, no.1, pp.8-18, 2020-01-01 (Released:2020-01-01)
参考文献数
77

In various assessment contexts including entrance examinations, educational assessments, and personnel appraisals, performance assessment has attracted much attention to measure examinees’ higher order abilities. Nevertheless, low assessment reliability and high costs of scoring are regarded as persistent difficulties hindering performance assessment. To resolve these shortcomings, item response theory models that incorporate rater and task characteristic parameters and automated essay scoring methods have been proposed recently. This paper introduces state-of-the-art topics for these technologies.
著者
松田 昇
出版者
教育システム情報学会
雑誌
教育システム情報学会誌 (ISSN:13414135)
巻号頁・発行日
vol.35, no.1, pp.13-20, 2018-01-01 (Released:2018-02-09)
参考文献数
42
被引用文献数
2

This article describes the state-of-the-art research on the pedagogical agent technology as a vehicle to advance theories of how people learn. We review different types of pedagogical agents and their roles. In this article, we are particularly interested in an interactive pedagogical agent, called a teachable agent. We provide detailed explanations about different types of teachable agents with some pointers to actual implementations. We discuss how different types of teachable agents works and the advantages and disadvantages of each type. We then discuss how teachable agents help advance learning science research. We introduce SimStudent as an instance of a teachable agent and how it has been used in various research projects. We conclude the article with future research issues.
著者
緒方 広明 殷 成久 毛利 考佑 大井 京 島田 敬士 大久保 文哉 山田 政寛 小島 健太郎
出版者
教育システム情報学会
雑誌
教育システム情報学会誌 (ISSN:13414135)
巻号頁・発行日
vol.33, no.2, pp.58-66, 2016-04-01 (Released:2016-05-07)
参考文献数
18
被引用文献数
1

Educational Big Data (EBD) and Learning Analytics (LA) have being attracted enormous attention in recent years. Data collection process is the first step of EBD and LA. Based on the data source, data collection can be classified into two categories: manual data collection, and automatic data collection. This paper describes two educational systems: SCROLL (System for Capturing, Reusing, Reminding Of Learning Logs) as manual data collection and, M2B (Moodle, Mahara, Booklooper) as automatic data collection.
著者
望月 俊男 加藤 浩
出版者
教育システム情報学会
雑誌
教育システム情報学会誌 (ISSN:13414135)
巻号頁・発行日
vol.34, no.2, pp.84-97, 2017-04-01 (Released:2017-04-22)
参考文献数
43

This paper discusses the design principles for collaborative learning environments based on the Emergent Division of Labor (EDL) theory. In recent research in the learning sciences, two theories of regulation of learning have emerged; Shared Epistemic Agency (SEA) and Socially Shared Regulation of Learning (SSRL), which aim to theorize group-level of epistemic agency and metacognitive regulation of collaborative learning. We will introduce the theories of SEA and SSRL, research in CSCL with systems related to the two theories, and following the current trend in research, will discuss and elaborate on the EDL theory and the design principles for the development of the learning environments aimed at fostering the students’ full participation in collaborative learning. We will then propose three additional design principles for the collaborative learning environment based on the EDL theory.
著者
森本 康彦
出版者
教育システム情報学会
雑誌
教育システム情報学会誌 (ISSN:13414135)
巻号頁・発行日
vol.25, no.2, pp.245-263, 2008-09-30 (Released:2019-04-09)
参考文献数
102
被引用文献数
5
著者
近藤 伸彦 畠中 利治
出版者
教育システム情報学会
雑誌
教育システム情報学会誌 (ISSN:13414135)
巻号頁・発行日
vol.33, no.2, pp.94-103, 2016

Institutional Research (IR) has been receiving much attention in Japanese higher education. In order to guarantee the educational quality of university, it has been discussed how to utilize the educational big data. In this paper, it is considered to construct models of students' learning states using large-scale students' learning data collected through the baccalaureate degree program based on some machine learning methods. In this research, data in 5 years are utilized in order to investigate the generalization ability of the models, and the performances of some machine learning methods are compared. From the experimental results, it is indicated that the models of students' learning states with high generalization ability can be constructed. Its capability of application to enrollment management is also discussed from experimental results.
著者
杉江 聡子 三ツ木 真実
出版者
教育システム情報学会
雑誌
教育システム情報学会誌 (ISSN:13414135)
巻号頁・発行日
vol.32, no.2, pp.160-170, 2015-04-01

Most of the previous research about ICT utilization in Chinese education and learning has mainly been focused on e-learning material development, content development, and quantitative analysis of learners’ grammatical knowledge. There have been few researches that analyzed the effectiveness of distance learning on high school Chinese classes. In this study, Chinese classes were practiced in high school with blended learning interactional design, which utilized the distance learning between Japan and China. In addition, this practice was based on the theories of human centered design and motivational design for learning. This study aimed to explore the learners’ learning experience and its interpretation by analyzing the learning achievement of learners with the mixed methods.
著者
近藤 伸彦
出版者
教育システム情報学会
雑誌
教育システム情報学会誌 (ISSN:13414135)
巻号頁・発行日
vol.37, no.2, pp.93-105, 2020-04-01 (Released:2020-04-01)
参考文献数
50

In recent years, learning analytics, educational data mining, and institutional research have been developed as research areas on data utilization in education and learning. In particular, knowledge of many studies on utilization of predictive models by machine learning is accumulating. In this paper, the various fields of data utilization in education and learning are first reviewed, and then the trends in research on the use of predictive models in these fields and our research so far are introduced. Finally, future issues in this field are summarized.
著者
大谷 尚
出版者
教育システム情報学会
雑誌
教育システム情報学会誌 (ISSN:13414135)
巻号頁・発行日
vol.25, no.3, pp.340-354, 2008-11-30 (Released:2019-04-09)
参考文献数
43
被引用文献数
6

The author discusses the significance of qualitative research methodology in educational technology research. For that purpose, he first describes what qualitative research is, showing its characteristics, process, differences from quantitative research, crucial points for its understanding and practice, generalizability and research evaluation. Then he discusses its significance in educational technology research, in terms of from technology-push to requirement-pull, from research for the research article’s own to effective system development, from product-focused to process-focused, necessity of goal-free evaluation, research on teachers who are the gate keepers of educational technology, and educational research through educational technology research.
著者
矢野 雄大 神澤 篤啓 山田 隆志 吉川 厚 寺野 隆雄
出版者
教育システム情報学会
雑誌
教育システム情報学会誌 (ISSN:13414135)
巻号頁・発行日
vol.32, no.4, pp.236-245, 2015-10-01 (Released:2015-10-07)
参考文献数
18
被引用文献数
2

The aim of this study is to propose educational policies because it is ethically impossible for school education to implement empirical and experimental studies. For this purpose, we employ agent-based simulation to model academic skills of students. In the simulation model, we utilize three kinds of learning models, informational approach model, learning by teaching model and motivation for learning model, from learning theory in the literature, and then investigate how many teachers should be allocated to each school in order to improve academic abilities of students. Our main finding is twofold: First, any staffing decreases the abilities of the top 10%. Second, in contrast, the increase of those of the bottom 10% may depend on the staffing and it is in proportion to the number of teachers in elementary schools.