Abstract
The purpose of this paper is to evaluate efficacy on SceneKnowledge. Questionnaire method was employed during two academic years in order to clarify the efficacy from the following three viewpoints, (1) the merits of using video scene for learning, (2) the learning outcomes that students annotate to video scene, (3) the learning outcome that students summarize the whole course by selecting about 10 scenes. As the result of the analysis, it is found that (1) the divided scene and the comments written on a scene enabled students to summarize the contents. Secondly, (2) the students were able to understand the contents of the course by reflecting their own ideas and rethinking as to write comments. Furthermore, they were able to think deeply on the contents by comparing their own comments with others'. It encouraged students to get more interest on the contents. Lastly, (3) the students were motivated to use the functions of SceneKnowledge during the course because they were required to submit assignments, which was to make summary on the course. They referred to their viewpoints in order to arrange their own ideas for the assignment.
