To write a Kansei-rich essay, students need to learn a wide variety of Kansei words and appropriately use them to describe nuances of their feelings. To help students learn Kansei words and become competent to write Kansei-rich essays, we have developed the Waka-Kansei database and also designed a curriculum for the Japanese Language Art to learn the Japanese traditional poem called Waka. The curriculum is called the Wakaton method-Waka Kansei Technology Online Learning method-in which students use the Waka-Kansei database to learn to write essays about Waka poems they read. The Wakaton method asks students to annotate Kansei words using the Semantic Differential method (SD method). We hypothesize that the combination of the Waka-Kansei database and the SD method would provide students with opportunities not only to broaden the vocabulary of Kansei words but also to learn their meanings and usage. To evaluate the effectiveness of the Wakaton method, we have conducted an in vivo classroom study in an actual middle school Japanese Language Art class. The results show that after learning Waka poems with the Wakaton method, students began to use more Kansei words in their essays, and the quality of their essays improved in the way that they included more Kansei-rich expressions. Furthermore, the data also revealed a statistically reliable correlation between the teacher's grading of the essay and the usage of the Kansei words that can be automatically computed, which suggests a potential to develop an automated essay grading system in the future.

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In this study, the practice of participation type for challenge of improving the quality of on-site activities in service - learning as a university first-year liberal education courses, carry out activities together with local residents, local residents practice applied to the evaluator, for the case that academic staffs and local residents to develop and utilize the evaluation criteria in cooperation, we examined the effectiveness of the presentation to the students and collaboration create evaluation criteria. As a result, for the acquisition of the share and inclusion for the meaning of the other student awareness of re-configuration of the goals of the activity in the field, clarifying the significance, methods, roles, and the local people, evaluation criteria are useful it is has been revealed. How they relate to learning outcomes, in the item shown in the evaluation criteria are important in local, items that students will achieve it, felt that it was useful for it evaluation criteria it becomes more a result, guarantee and improve the quality of activities and learning have been largely achieved in this class, the evaluation criteria that you cooperate creation is functioning effectively became clear.

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Recent trend of game-based learning extends its meaning as applying game elements in coursework and entire school curriculum. This research focused to articulate a set of design framework for "quest-based learning" and practiced in a university course. The result indicated that the learners were more engaged in the class activities and found the course offered a unique learning experience.

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This paper examines a classroom practice where sharing various representations (e.g., concrete scenes, list of symbols, tree diagrams, computations) improves grade 6 students' retention of their acquired abstract knowledge about combination in mathematics. The jigsaw method was applied for the students to share various mathematical representations. For examining the retention of their abstract knowledge, retrospective inquiries were conducted two weeks and five months later as well as immediate post-test. Students were required to describe all that they remembered of the lesson. Our cognitive analysis of their discourse during group work revealed that most students could appropriately share mathematical representations whereas a group of students (Group 1) could not recognize relationship between the formulas and the tree diagram. In addition, social network analysis of students' discourse revealed that students in Group 1 and 3 were given the correct solution by the teacher and lost opportunities to consider their own solutions. Finally, the retrospective inquiry analysis demonstrated students' retention of abstract knowledge five months after the classroom lessons except for Group 1 and 3. Results suggest that the following three conditions might be necessary for collaborative learning to facilitate knowledge retention: (1) sharing various knowledge representations, (2) discussion of solutions based on the representations, and (3) avoiding unnecessary teacher intervention.

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The attitude survey for the teachers concerning the function of the School Affairs Support System and the burden of the teachers was conducted, and the reply was obtained from 1,583 teachers. Five factors were obtained by factor analysis for necessary feeling with the function, and they are "School affairs management", "List printing", "Results total", "List management", and "Assessment of the situation". The comparative analysis was made according to respondent attributes, such as use experience of a system and school type, and the result shows that the teacher who is experienced in system use brought an intentionally high result by four factors. Interview investigation to the school which started operation of the school-affairs supporting system was conducted, the contents of an utterance were arranged based on five extracted factors, and the school-affairs supporting system functioned effectively, and changing quantitatively and qualitatively was shown.

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This study examined the use of motivational regulation strategies and the relationship between motivational regulation strategies and learning behavior in two situations likely to produce decreased learning motivation: when the learning topic is perceived as being difficult, and when it is boring or uninteresting. Learning behavior included the use of cognitive strategies, persistence in learning, and behavioral engagement. Two types of questionnaire were created, asking students to imagine that their motivation had been decreased by either the topic's being too difficult or its being boring. The questionnaires were randomly distributed to undergraduates from four universities. The data of 327 undergraduates was analyzed. The results of a t-test indicated no significant mean differences between the two learning situations for any strategy. The results of a multiple regression analysis indicated motivational regulation strategies related to the dependent variables when motivation was decreased due to the topic's being boring compared to its being too difficult. In particular, autonomous regulation strategy related to all the dependent variables. In light of the present findings, the relationship between motivational regulation strategies and learning behavior was discussed.

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