ICAP 理論に基づいた協同学習支援のためのプロンプト提示手法に関する実験的検討

抄録

This research aims to facilitate a deeper learning process and improve learning performance according to the utterance based on ICAP during collaborative learning using concept maps. In the control condition, learners created a concept map collaboratively. In the random condition, learners were presented prompts that randomly facilitated Interactive, Constructive, and Active, creating that collaboratively. In the keyword condition, learners were presented prompts that they change from Passive to Interactive by detecting whether there were keywords related to ICAP from the utterance. As a result, it was found that the learners’ Constructive and Interactive utterances were facilitated under the keyword condition. The learning performance was promoted in multiple-choice questions compared to the random and control conditions. However, it was revealed that there was no difference between the keyword condition and the random condition in the descriptive problem. It is most likely that multiple choice required a more profound understanding, suggesting the effectiveness of deepening from passive to interactive rather than simply promoting interactive utterances.