In this research, new questionnaire was developed to measure judgmental and behavioral aspects of information ethics by asking students to give responses to unethical use of computers and the internet. Four hundred and thirteen undergraduate students were answered the developed questionnaire. Relationships of measured information ethics with gender, everyday ethics, experience in computers and the internet, and experiences in information ethics education were examined. Results demonstrated that female students were more ethical than male students on both of judgmental and behavioral aspects of information ethics. Everyday ethics had strong impact on information ethics. Students who use computers and the internet for practical purpose had more ethical than the others. More experiences in information ethics classes in universities enhanced both aspects of information ethics. Information ethics classes in high school had effects, but it was less influential than ones in university. Lastly, possible combination effects of everyday ethics, experience in computers and the internet, and experiences in information ethics education on information echics were examined, but no such effect was detected by analysis of variance.

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In this paper, we consider a development of AR-based learning support system which helps learner to construct pulley systems. The AR markers, which are utilized as interfaces, correspond to virtual pulleys displayed as CGs. By putting these markers on the area recorded with a USB camera, learners can make pulley system in virtual environment. The positions of a rope and a load are automatically configured based on marker's positions put by learner. So learner can make virtual pulley system in the virtual environment by only moving markers. Moreover, by using a haptic device, the student can experience the weight of a load in the virtual pulley system. We statistically confirmed that learners can make virtual pulley systems in less time as compared with an actual pulley by using the developed system. Furthermore, it was shown that learner can acquire some knowledge about the characteristic of a pulley through the experiment using a virtual pulley.

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This research illuminates 1) factors that determine English learning motivation, 2) differences in English learning motivation among students with experience living and traveling abroad, gender and grade, and 3) factors that influence the English learning motivation of fifth and sixth grade students in Japan. A study of 816 fifth and sixth grade students showed that English learning motivation is composed of four factors: usefulness, intrinsic motivation, exchange desire and avoiding anxiety. Comparison of experience living and traveling abroad showed that students with such experience were at a significantly higher level than students without such experience in avoiding anxiety. Comparison of gender showed that girls were higher than boys at a significant level in usefulness, intrinsic motivation and avoiding anxiety. Comparison of grade showed that fifth grade students were significantly higher than sixth grade students in intrinsic motivation and avoiding anxiety. Furthermore, covariance structure analyses demonstrated that the school factor influenced each of the four factors.

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The purpose of this study is to show the framework to course design for active learning through categorizing group learning and analyzing group learning process in higher education. We classified thirty-two cases of group learning into categories based on the criterion of exante work and expost work of group learning. We identified the following six types: (A) Communicative type, (B) Opinion forming type, (C) Problem solving type, (D) Opinion exchange type, (E) Achieving deep understanding type, (F) Integrated type. We discuss the role of exante work and expost work. As a result, we found out that exante work of group work correlate with the preexisting knowledge of students and expost work correlate with the setting of learning goal to students.

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In this research, a model was considered in which class evaluation data is used to look at the effects of five latent variables (class content, instructor effort, class environment, student effort, and attendance result) and an observed variable (motivation) on an observed variable (evaluation). Covariance structure analysis was conducted on this basis. As a result, it was found that the attendance result and instructor effort affect the evaluation, and that there are both direct and indirect effects on instructor effort. It was found that class environment does not affect the evaluation directly, but it affects instructor effort and has an effect on the evaluation indirectly. Furthermore, class content does not affect the evaluation directly, but it affects the attendance result and has the effect on the evaluation indirectly. When analysis was conducted for each type of class subject, it was found that, to the extent that a class type had a low mean value for evaluation, there was an increase in the effect of instructor effort on evaluation, and in the direct effect of motivation on evaluation, but there was a decrease in the indirect effect of motivation on evaluation.

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This paper examined the effects of comprehensive learning strategies to learning English words. We encouraged the use of organization strategy in the first year of middle school when they learn English words. Students who normally use various learning strategies have a tendency to use them actively after they are taught new learning strategies. On the other hand, students who do not use many learning strategies tend to continue to use their favorite strategies that they used after they are taught organization strategy. Nevertheless, teaching learning strategies facilitates students' use of learning strategies.

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We introduced an activity between Harbin Institute of Technology (HIT) and Kyoto University with video recorders. Students of the Japanese department in HIT recorded videos of themselves introducing HIT. During this activity the HIT students recorded videos twice, watched them twice, self-evaluated them twice, and peer-evaluated them once. We sent the videos to Kyoto University through the Internet. Kyoto University students, native speakers of Japanese, watched and evaluated them. This study demonstrates the advantages of the university video exchange between remote places, as well as the influences of each evaluation. The students learning Japanese benefitted differently from each evaluation type. Self-evaluation made them introspect, and 3rd-person evaluation by Japanese native speakers was effective in making students learning Japanese notice concrete improvement points. This activity promotes Japanese students' autonomous learning.

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This study aimed to examine the effects of deep-processing strategy instruction by enhancing agency beliefs for strategy on the use of the strategy and the transfer of the strategy in vocational school students. In total, 45 vocational school students were assigned to a treatment group, which was taught deep-processing strategies by enhancing agency beliefs for strategy, and 62 students were assigned to a control group, which was taught without enhancing it. The results showed that the treatment group used deep-processing strategies more often than the control group did, obtained better scores on a memory test conducted three months following the instruction, and applied the strategy to the learning of other subjects more than the control group did. These results indicated the effectiveness of learning strategy instruction by enhancing agency beliefs for strategy. Therefore, for learning strategy instruction to be more effective, it is important to enhance motivation for strategy use.

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