抄録
This paper describes a unique learning system that cultivates a positive attitude toward learning through presentation design activities. Learners are assigned two tasks: a declarative knowledge task and a presentation task that involves selecting slides from among a set of slides provided to create a presentation. The slides have been prepared so that some of them are relevant and support the theme of the presentation while others are redundant or may even contain wrong information. A learner model is presented that captures the meta-cognitive activities of learners toward learning as they perform these tasks. Once the various learning attitudes of the learners are known, it should be possible to create a system that offers learning guidance tailored to their different attitudes.
