著者

鈴木 孝幸 納富 一宏

出版者

バイオメディカル・ファジィ・システム学会

雑誌

バイオメディカル・ファジィ・システム学会大会講演論文集 32 (ISSN:13451510)

巻号頁・発行日

pp.C3-3, 2019-11-23 (Released:2021-02-01)

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The decline in students' reading comprehension is a hot topic. Noriko Arai has proposed a unique indicator called RST (Reading Skill Test) for evaluating text reading comprehension and has evaluated it in six fields. In addition, in beginner programming exercises, there are many students who are expected to be unable to do programming tasks because they cannot read the problem sentence. However, although it can be judged that programming problems cannot be made, the reason why programming is not possible has not been deeply pursued. Therefore, we propose reading comprehension indicators with reference to the indicators of RST, and classify students into multiple types based on the indicators. It is expected that the learning effect will be enhanced by preparing multiple question sentences according to the classified student type and letting students tackle the programming tasks that match them. It is costly to make several kinds of question sentences for the same task, but the learning effect is assumed to increase.