The purpose of the study was to specify the influence of anonymity circumstance on collaborative learning using the Internet. For this purpose, on one hand, 94 "Environment Ranking" protocols, with ("Voluntary Anonymity Condition") or without the ranker's real name, were selected from the record of "Environment Ranking Program". On the other hand, an experiment was conducted, in which each subject's ranking behavior was observed under both conditions of their real name being compulsorily withheld ("Compulsory Anonymity Condition") and compulsorily disclosed. The results were as follows: 1) Under "Voluntary Anonymity Condition" and "Compulsory Anonymity Condition", the average number of characters of "reason for a whole ranking" were significantly lower. 2) Under "Voluntary Anonymity Condition", the tendency to avoid their load and to try not to see garbage problem as their own problem were seen from the ranking results. 3) Under "Compulsory Anonymity Condition", the questionnaire results of "It was seriously thought of", "It was easy to receive as own problem" and "It feels like there's an interchanging companion near" were significantly lower. These results suggest that anonymity may make learners feel less self-awareness as message-senders and obstruct to receive garbage problem as their own problem.

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The purpose of our study was to analyze the status-quo of Japanese schools' Acceptable Use Policies (AUP), often called the Guideline in Japan, for the Internet uses, so that AUP module of the support system for school Web developers can be designed in detail. It was identified that our AUP module should cover at least five aspects: (1) Web use purposes, (2) the Internet environment, (3) information moral, such as netiquette, copyright, personal information protection, security, and protection from harmful information, (4) management/administration, and, (5) Site establishment. Based on the EPSS framework, the AUP module should provide (1) References with various examples, (2) Advises according to uses' needs, (3) Training to better understand and create AUP for the user's school, (4) Tools for implementing AUP, (5) Glossary, (6) Help, and (7) Work history record. Future tasks to develop a valid and usable support system are discussed.

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The purpose of this study was to examine empirically the third-person effect on individuals' perceptions of the influence of the television violence, in particular programs where violence is accompanied by laughter. The following hypotheses were set: Hypothesis 1: Individuals will perceive the influence of violence television programs as having a greater effect on other people than on themselves. Hypothesis 2: The third person perception (i.e., thinking that others as more affected) is related to the degree of exposure to those kinds of programs. To test these hypotheses, responses from 423 first-year undergraduate students were collected. The students assessed the extent to which they were influenced and were exposed of 11 comedy-type programs with a violent character. Subsequently, they gave an assessment of the extent to which they thought other people are affected and exposed to the programs. The students were divided into 3 groups (low, middle, high) by the degree to which they felt influenced by the programs. Analysis of the results shows that only the low influence group supports hypothesis 1 and 2. This group, in spite of regarding themselves to be more exposed to violent programs than others, perceived themselves to be less influenced by the programs than other people.

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In order to conduct successful integrated learning, experience-based learning and problem-solving learning, should be highly considered. So that making good use of many kinds of learning environments should also be taken into account. Practical case of integrated learning in elementary schools on all grades has been conducted : the first grade to the sixth grade, and studied what type of learning environment the teachers thought of in mind when they head the word learning environment, and what type of learning environment they consider important. As the results of this research, the following facts are found : the first one is that learning environment is categorized into six: "team-teaching" "local resource" "experience" "media" "space", and "time". and the second one is that teachers consider "local resource" and "experience" most important. The third one, "team-teaching" and "media" are relative. The fourth one is, in the first and second grades, "team-teaching" is regarded as most important, and in the fifth and sixth grades, "media" is thougth of important. The last one is screen media is used most often in "media".

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The aim of this research is focus on teachers' competence to find out "Learning Chance" in activities in integrated study. To make differences of the competence between inexperienced teachers and a researcher clear, the author introduced digital camera to take photographs of "Learning Chances" in an unit of integrated learning. The "Learning Chances" taken by teachers and the researcher were compared in types of learning. Several results such as 1) teachers are more conscious of leaning related to each subjects, 2) the researcher is apt to record more scene of communication, and so on were shown.

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The purpose of this paper is to prove a strong power of generation of cognitive dissonance as one of the effects of video-images on the quality of cognition in the learning process. Research was conducted on the scene of LASER cutting off a steel plate of one inch thick. The degree of generation of cognitive dissonance was tested by getting data of learners' responces to the questionnaires after treatments which were two different types that one was Vgp making the students view the video-scene and the other was NVgp given only verbal explanation without seeing video-scene. The results of comparison with the two data proved a stronger genertion of cognitive dissonance in the Vgp than in the NVgp significantly.

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This sstudy investigates the notetaking behavior of university students using self-paced CD-ROM learning materials in statistics and computer literacy courses. At the end of these courses, questionnaires were administered. Analyses showed that 63.6% of the statistics course students and 28.9% of the computer literacy course students took notes, although not specifically asked to do so. On the basis of this, this paper proposes a variety of suggestions which should be incorporated into the design of electronic larning materials in order to promote notetaking habits.

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This survey was conducted in order to investigate the use of instructional equipment in junior high school English programs. About 1,000 schools with language laboratories or computer classrooms were selected. The survey form with 26 questions was mailed to each JHS in September 1998. About 28.2% replied. The results show that about two thirds of the respondents with language laboratories use them on a regular basis. However, 20.6% of the schools with computer classrooms use them to teach English, primary because these rooms are in use for the teaching of other subject matters. Pattern Practice Drills, which were once the primary exercise type in LLs, are now most commonly used in computer assisted instruction of English. LLs are now primary used for pronunciation drills and listening practice. As computers become more sophisticated and are able to listen and respond to student input, they will eventually assume more of the functions of the language laboratory. But this will take time.

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The new curriculum in elementary and secondary school will be inplemented in 2002, includintg "Infomatics educaiton" as a new subject. The brochure published by the Ministry of Education, Science, Sports and Culture describes that using the Internet and e-mail, and learning etiquette of Information Society are important for Informatics Education. Many computers have been installed in schools for targeting the new curriculum. Under this situation, the authors try to investigate several kinds of attitude and behavior the teachers have for Informatics Education.

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Present work was related to the preliminary survey of an acceptance of video phone to the people living in Katsurao-Mura by door to door interviewing at the first stage of "Katsuraomura Multimedia Village Project" in October 1998. The Project started at the beginning of July 1998, it was mainly characterized by setting video phone: NTT "Phenix mini" at all families in the village, being expected to utilize in everyday life as an education, welfare, an administration and so on. The facts of utilization described in this report seems not to be much improved during a year duration.

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This paper is a report of a workshop called "Tangible Design", the third part of a course designed to examine the educational significance of learning computer programming. The first two workshops are called "Reflective Design" and "Playful Design". "Reflective Design" focuses on learner's reflective cognition and algorithmic thinking, and "Playful Design" focuses on reactive programming using Java. The goal of this "Tangible Design" workshop is to collaboratively invent a "language" for programming; that is, making a set of rules for constructing blocks using tangible objects called LEGO Blocks. The authors propose this project as a playful approach to design learning environments for information education in Japan.

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