Although there are plenty of studies about learning kanji, there are few if any that elucidate the key role and effect of the learners' personal visual cognitive processing in the learning process, specifically in the cognitive process that learners experience when guided to mentally divide the shapes of individual kanji into distinct parts as they view them. (We refer to these parts as the "visuospatial-temporal blocks", individually updatable visuospatial cognitive non-overlapping units). This study focuses on the question of whether or not guiding learners with a kanji-learning system that makes use of their personal visual cognition based on a suitably preestablished set of possible deconstructions (ways to divide a kanji into blocks) produces a significant effect on learner's recall of kanji's shapes and meanings. First, a novel approach to kanji-learning called "Learner's Visualization (LV) Approach" was conceived and formally proposed; the LV Approach includes a learner-guided technique that presents the user with a set of layouts representing how an individual kanji could be logically divided into blocks, allows the user to choose which layout he or she prefers (which layout currently appears the most logical or understandable to that user), and then guides the user in further exploration and learning about blocks within his or her chosen layout. This paper evaluates the merit of this novel approach for learners who are not accustomed to using a writing system similar to kanji, focusing specifically on the implications of taking into account learners' personal visual cognitive processing. The implementation of a learning support system based on the LV Approach and the positive experimental results of the proposed approach are discussed.

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We evaluated the effectiveness of learning and teaching processes by focusing on course design and students' learning performance. The case study analyzed here was a distance learning project, in which Thai and Japanese grade 10 students studied how to use MX Flash, a software application used for the creation of animations, from the introductory use to the ability to make a short animation. In designing the course prior to implementation, the theoretical frameworks such as Constructivism theory and Bloom's Taxonomy were examined and discussed. From these perspectives, effective course design was determined by teaching content, conditions of teaching and learning processes, and media usage. The whole course was divided into learning processes and the pedagogical goals. In the learning processes were classified, with the following three stages: (1) a traditional lecture; (2) self-learning; and (3) collaborative learning. At the end of each class, the students were asked to evaluate the course with regard to the three domains of (1) comprehension, (2) cognitive load, and (3) motivation, using a 4-point Likert scale. Based on their responses, a panel data analysis was adopted to verify the appropriateness of course design and to examine factors promoting or obstructing students' learning performance.

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The present study was undertaken to verify the effectiveness of a homework-assignment system that employs the framework of 10 principles first suggested in Takahashi (2007), which students and teachers unanimously perceived to be effective. The present study examined whether or not scholastic attainment will improve with the application of the framework to high school English education in Japan. The results indicated that the system had, in fact, helped improve students' scholastic attainment. Thus, the homework-assignment system based on the 10-principles framework can be considered functional and suitable for practical use in EFL pedagogy in Japan.

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We visited five universities in the suburbs of New York in order to investigate learning communities (LCs) to propose methods of implementing LCs in Japanese universities. We emailed an interview questionnaire in advance to the LC coordinators of these universities, before visiting and conducting an informal interview at each university. As a result of the interviews, we identified three important variables for successful LCs: benefits, structure, and management of LCs. We proposed that the following types of LCs are applicable in Japanese universities: (1). LCs for students in liberal arts institutions that plan to follow identical careers, in order to integrate their knowledge and develop human relationships. (2). LCs for seminars in non-liberal arts institutions to discuss materials that they have studied in common courses, at which the faculty member in charge integrates the students' knowledge. (3). LCs for project-based learning in non-liberal arts institutions, in which students can handle different information and use various skills to complete their project with the corporation of a team of faculty members.

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We conducted, participatory interactive lessons featuring lectures by teachers and presentations by students using a PF-NOTE system, which can synchronize clicker system responses with digital video, and then record the digital contents. The results showed these lessons raised student interest in these projects, increased participation in the class, focused concentration on the lesson, and allowed students to refer to the responses of their peers during the course of the lesson. Also, use of this system and the integration of peer evaluation increased student motivation in giving presentations. As users can easily refer to the digital contents recorded into PF-NOTE system, teachers can quickly review and revise lesson plans, and students can improve the content and method of their presentations. We proposed a method for conducting interactive lessons using the PF-NOTE system as follows. Before each lesson, the teacher should extensively review the questions and multiple-choice items to be given to the students. During lesson, teacher should review the student responses to the items in class and then elicit student opinions on why they chose particular responses.

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This study analyzed how e-learning at junior high school level is affected by learner attributes and interactions. Previous research has highlighted the need to adapt lesson design to learner attributes. As subjects for our study, we therefore chose learners at the junior high school level, whose learning situation differs from that of adults or university students in that their motivation is less clearly defined. We first tested whether the effectiveness of model lessons varied with different learner attributes, and then examined the relationship between interactions and effectiveness. With regard to differences due to learner attributes, a factor analysis of the students' normal learning situation yielded three factors: (1) difficulties in comprehension and assimilation (the student studies but fails to make progress); (2) lack of willpower or weak motivation (the student is unable to study for various reasons); (3) avoidance of study or effort (the student is unwilling to apply him/herself to studying). The factor scores were then submitted to cluster analysis; comparison of the resulting groups identified differences in their factor profiles, lesson evaluations, test score improvement rates, and frequency of chats. To examine the relationship between interactions and effectiveness, we performed a simple regression analysis between the frequency of chats (open or closed) and indices of lesson evaluations or effectiveness. For English, a correlation was found between the frequency of closed chats and the rate of improvement in comprehension test scores.

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Occupational low back pain is a serious problem among nurses, and the incidence of low back pain and the rate of absences resulting from low back pain are high among new nurses. Therefore, measures for low back pain are urgently required from the perspective of preventing the loss of nurses. In addition, as low back pain also frequently develops among nursing students during training at hospitals, measures for preventing low back pain must be established from an early stage, in other words basic nursing education. Forward leaning, which involves the forward flexion of the upper body, is a cause of low back pain developing during nursing actions. However, the application of body mechanics, which promote efficient actions, improves posture and may lead to prevention of low back pain. Therefore, in the present study, we focused on bedmaking, an action that nursing students learn at an early stage as a basic nursing technique, and developed a "checking system for body mechanics" that enables self-checking of the angle of forward leaning during actions. The results of an evaluation experiment on nursing students revealed that 1) the system enabled users to objectively and easily assess their nursing actions, and 2) the angle of forward leaning during actions remained ≤30°, the range in which minimal burden is placed on the lower back. The objectives of system development were thus achieved.

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We propose a method of authenticating an examinee by using answers written by the examinee on a pen tablet, to address the problem that it is easy to impersonate someone taking an examination by e-testing over the Internet, and have evaluated the validity of the method. First of all, we confirmed by experiments that a localized arc pattern method for identifying a writer from characters written on paper can be applied to characters written on a pen tablet. We also propose a press localized arc pattern method that incorporates pen pressures that can be acquired from the pen tablet, and have confirmed its validity by experiments. We applied the proposed method to answers given when examinees take an examination by e-testing, not just by character input, and evaluated the validity of the method. As a result, the proposed method judged that the examinee was the authorized examinee 86.1% of the time, with a 3.3% error rate in which another examinee was judged to be the authorized examinee. From this, it is clear that the proposed press localized arc pattern method has validity in examinee authentication.

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The purpose of this study was to evaluate the efficacy of the i-PAP, an internet-based Physical Activity Program, in promoting physical activity, as well as to assess the effectiveness of i-PAP functions and e-mail tip sheets in promoting positive attitudes toward regular physical activity. This study was designed to test the efficacy of the i-PAP over a 14-week, in-semester period among 81 college students who had been allocated to an intervention group (n=52) or a no-intervention group (n=29). In repeated measures ANOVA, the intervention group exhibited a significant increase in energy expenditure, compared to the no-intervention group. In factor and path analyses, goal-setting and scheduling the latter of which involved the individual setting dates and times for regular physical activity were critical functions in promoting physical activity. The i-PAP showed strong effectiveness in promoting physical activity, as expected. In particular, goal-setting and scheduling seemed to have positive effects on attitudes toward physical activity.

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This paper describes a project in which we developed teaching materials and a complete teaching program using those materials aimed at educating information teachers in the knowledge and skills necessary to build, administer, and maintain a server in educational establishments, and includes an evaluation of the first iteration of the program. After identifying the skills and knowledge that would constitute a realistic minimum requirement, we developed a sequence of lesson topics, and created a textbook based on these topics. The next step was to develop a curriculum and detailed teaching program based around this textbook, considering optimal and efficient ways of teaching the material. Surveys conducted before and after the course indicate that students' understanding of and interest towards server-related topics deepened, as did their awareness of security issues, and students developed a desire to study these topics more deeply.

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We have proposed a multi-step mutual-evaluation method and applied it to classes with more than 100 students to evaluate the learning effect. The method has three steps. In the first step learners submit answers in a subject. In the second step learners evaluate mutually some of the answers which are selected randomly. In the final step learners make self-evaluation about both their own answers and their evaluations of the other learners' answers by comparing evaluations by the other learners. The method has been shown to be effective in large-size classes. The mutual-evaluations are usually performed outside class-hours in large-size classes by using of a learning management system and are considered to encourage self-learning effectively.

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This study examined the effects of participation order and group size on discussion training of the autonomous dialogue, which means communication skills for discussing spontaniously without third person's help in a group of about 6 members. Measures for the effectiveness of discussion were self evaluation on rating scales. Participants were 89 undergraduates. They rated their own and others' discussion in 7 dimensions: honesty, equity, activeness, diversity, depth, management, and cumulativeness. As a result, the activeness component was most facilitated when the students participated after observing others' activity under the condition that their group size was kept in 6 members all through the sessions or increased gradually. The management component was most enhanced under the condition that their group size was increased gradually

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Learning in museums is considered that visitors construct their original knowledge or experiences through museum objects as learning resources. However, it is said that they need museum literacy to interpret them, and such literacy is not an innate but acquired ability from their previous knowledge and experiences. Unfamiliar visitors tend to fail museum learning because of their lacks of the literacy. Therefore, museums should compensate their shortages to develop their learning, but the way has yet to be revealed. This study aims to propose a way to support museum visitors to construct an interpretive framework for studying objects. We analyzed what kind of information constitutes museum literacy by reference to the previous researches. According to this analysis, we outlined a pedagogical process model named as the Cognitive Orientation of Museum and developed a learning material based on the COM to investigate this effect on an actual museum experience. We investigated the effects through a comparative experiment between the COM material and the other interpretative material. As a result, the COM model showed the positive effects on the users' museum learning.

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This study used the community of practice theory to investigate how graduate students join and participate in collaborative research projects with other universities and organizations such as local elementary schools and private companies. Qualitative research methodology, namely, the semi-structured interview, was adopted for data collection. Data analysis using the grounded theory approach showed the following: (1) the students acquired the ability to conduct research collaboratively with other organizations and (2) they participated enthusiastically in the research, because their intrinsic motivation increased. The three factors that contributed to this increased motivation and participation are as follows: (a) their learning with peer interactions and interactions with others involved in research, (b) their commitment toward research activities, and (c) the learning culture of the collaborative groups. In other words, the students learned the technical and practical knowledge and skills of working collaboratively with other organizations in authentic situations. Moreover, the learning satisfaction and sense of achievement that accompanied participation increased their motivation and the value that they attached to participating enthusiastically in such research projects. Thus, the actions of individual students strengthen and re-construct the learning culture of the collaborative groups, and this culture serves as a stable learning environment for graduate students.

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The purpose of this study is to examine the interactions in the learning activity of learners that make presentations using the interactive whiteboard, and to construct a model for instructional strategies adopted by teachers to promote thinking and dialogue among learners. Through a field research by videotaping the learning scene, we conducted an analysis of the speeches and behaviours of the learners and teachers. As a result, several categories of teachers' instructional strategies have been formed; Set up a framework for dialogue; Instruct an explanatory method; Demonstrate a model; Respond to the student's explanation; and Ask questions that promote thinking. Among the components that constitute these categories, we identified some phenomena accompanying characteristic conducts and actions in leveraging the use of the interactive whiteboard: Prepare (=capture/enlarge) the display screen; Advise them to write in explanatory notes; Advise them on the usage of the marks and signs; Change colours for them to make a comparison; Instruct them to save the written-in notes; Demonstrate model standing positions; and Demonstrate model motions and gestures.

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Debate learning is known as an effective method for cultivating critical thinking learning. However, debate learning requires much time for application in an actual classroom. This report describes a critical thinking program that includes debate learning with an internet-based debate support system. The proposed program was applied during periods of integrated learning in the first semester of 2008 with 428 third grade students of a Japanese high school. Its capability of cultivating critical thinking attitudes was evaluated. Results show that participants' critical thinking attitudes of objectivity and good faith were improved, but improvement of inquiry consciousness (inquisitiveness) was slight.

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