Article ID: 40083
This paper develops a method to visualize students’ learning based upon descriptive contents of Reaction-Paper in order to grasp the actual state of university lectures. The method puts a higher priority on grasping students’ learning concretely and systematically. For that purpose, intermediate factors (chu-kan-ko) developed by Nakamichi et al. are employed. Intermediate factors enable us to transform original text data into structured data keeping the data concrete. The method developed in this paper adopting intermediate factors requires the process of transforming descriptive contents of Reaction-Paper into structured data depending on Marton’s learning theory that explains learning by “the direct object of learning” and “the indirect object of learning”, making a cross table of the structured data and analyzing the cross table by Correspondence Analysis and Bubble Chart. By using the method, how students learn in a lecture can be visualized and how teaching contents are learned by students can also be visualized. Furthermore, by applying the method to various lectures, the characteristic of learning in each lecture is clarified, and the effectiveness of the method is demonstrated.
