This study adopted eye-tracking techniques to investigate the viewing behaviors of students when they watched a slide video in order to get a better understanding of slide video design and learning style theory. The Felder-Soloman Learning Style Model (FSLSM) was used to test students' learning styles and students' viewing behaviors were recorded by an eye-tracking machine. Results showed that participants tended to give priority to the text parts which was consistent with the literature. Pictures in the slide video were paid attention to in a higher ratio compared with a previous study on text-picture integrated stimulus. Effects of slide features and picture functions on students' viewing behaviors were examined. Strong visual learning preference participants paid more attention to the picture and title parts. Moderate visual participants paid more attention to the text and video parts while well-balanced participants were in between them. Sequence analysis was applied to check the transition preference and similarities of viewing behaviors among students. Strategies on slide video designs and a discussion of FSLSM model are provided.
Pair programming, a programming technique conducted by two programmers working together at one work station, has been adopted for learning programming. Although it is known to be effective in various aspects, micro observation of the learning activity and collaboration has yet to be conducted in relation to the outcome. In this study, behavior in pair programming learning was investigated in terms of verbal communication and programming action and then behavior was compared in relation to the success of problem-solving. In successful cases, it was found that: 1) the learners took programming actions more frequently and 2) the learners took more programming actions immediately after the dialogue. This suggested that closely-knit dialogue and action can be an indicator of successful problem-solving, and the findings can be applied to collaborative learning support systems.
In recent years game-based learning has seen remarkable growth. Existing computer-based learning platforms utilize the Internet to provide efficient access to information, allowing for the exchange of ideas and knowledge. These platforms aim to create an online community; however, such attempts target only traditional Internet users, excluding the ever-increasing number of people that access the World Wide Web via mobile phones. We suggest an innovative approach to enhancing the educational environment, where participants can register and play learning games game on both smartphone and mobile phone devices. We introduce a game-based learning environment on ubiquitous devices using reality-based simulation games that create a learning environment in which it is possible for students to practice decision making. Additionally we also present some preliminary research results involving volunteers using a sample mobile-based learning game.
Engaging in initial communication interactions with an unknown partner for the first time can be a daunting task. Participants often use several different strategies, including an active strategy involving getting to know their communication partners through asking other people about them. However, this strategy might not always be possible. To resolve the situation when this strategy is not suitable, we propose a method to extract keywords from the partner's comments on SNS sites and use these comments to represent their interests and activities. Keywords are visualized as a mind map for use as a communication tool when engaging in interpersonal communications. The use of this method is demonstrated and evaluated in three examples that were created from real world data collected from Twitter.
The number of people with social skills and communication difficulties is now greater than ever for a variety of reasons. Our objective is to measure these difficulties, and enable people with these difficulties to improve their social and communication skills for use in the real world. This paper examines the relationship between non-verbal communication skills and the autism spectrum quotient among members of the general population. We also propose a training framework for these skills. Pre- and post- learning results were examined to find the effects of the training. The results showed an improvement after a 20-minute learning session, indicating that training could help enhance non-verbal communication skills for members of the general population.
This research aims to give learners more content-dependent scaffolding in the self-directed learning of history. Learners use a system to build a concept map containing a chronology. The system is able to generate content-dependent support adapted to the learners. For this support, we intend to build a semantic open learning space using a natural language online encyclopedia and semantic information using the open linked data. The support is provided by the automatically generated questions according to a learner's request by referring to the concept maps of the learner and the system. The generated questions aim to lead learners to new knowledge, deepening their understanding.