The aim of this research is to clarify students' personal characteristics that relate with a tendency to reduce motivation for science learning at junior high school. Received the findings of the previous research, we focused on mental imagery processing characteristics as individual difference variables related to stumbling experiences in science learning. We focused on theories of intelligence as a variable to moderate the impact of stumbling on expectancy beliefs and examined the effect on beliefs. As results, it became clear that students who are not good at spatial imagery processing are apt to have difficulty in science learning, and this tendency was remarkable especially in the physics field. Furthermore, in physics and chemistry fields, its influence was buffered by the theories of intelligence and if they have incremental theory, there was a tendency for the control belief to be relatively maintained even if they were not good at spatial imagery processing. In addition, control belief for biology field was strongly affected by object imagery processing. These results suggest that mental imagery processing required depends on the fields of science learning.

In this study, we conducted a survey to clarify how students in an online university use self-regulated learning and problem-solving strategies. The results of this survey revealed the following: (1) Students’ problem-solving strategies involved “asking my schoolmates,” “asking my coaches,” “omitting problems,” and “solving by myself.” (2) Students who belong to seminars and have friendly schoolmates to consult solved their academic problems by seeking help from both their coaches and their schoolmates. Whereas students who belong to seminars and have no friendly schoolmates to consult do not tend to seek help even when they come up against problems. (3) Students who have schoolmates to consult use more self-regulated learning and problem-solving strategies. The findings confirm that for continuous learning of students in online universities, it is very important to students to interact with mentors and schoolmates from the aspect of using self-regulated learning strategies.

The goal of this study is to clarify how students' learning processes give effects to their learning experience while visual contents presented at high speed. In our experiment, visual contents were presented at speeds of 1x and 2x to 20 visual learners and 20 verbal learners. Their learning styles were categorized by Felder's Index of Learning Styles (1995). Contents' layout was composed of images of instructor's face, slides, and subtitles. Comprehension tests suggest the possibility that watching hi-speed visual contents highly increases the auditory cognitive load. Consequently, two suggestions are discussed as followings. (1) Visual contents should be presented at moderate speeds to visual learners for the sake of preventing overrunning in their visual channels. (2) Simplified-visual texts in slides should be presented to verbal learners.

The purpose of this research is to make it clear what factors affect to increase students’ learning engagement level in higher education. We focused on Parrish’s Learning Experience (LX), which results in a change in value, motivation, or behavior related to study. We qualitatively and quantitatively surveyed forty seven voluntary Japanese college students to find what factors influence students to obtain LX. In conclusion, compared to Parrish’s LX, we found two extra situational factors by qualitative analysis: (1) the situations of overall college course, and (2) the situations of friendly relations in class. In addition, we quantitatively found that LX had the significant positive correlations with intrinsic and identified motivation, presence in classroom, mastery goal, and self-efficacy.

The purposes of this study were to develop “Lecture Attitude Scale”, examine reliability and validity, and investigate an impact of “Lecture Attitude Scale” mediated by "Active Learning (Externalization) Scale" on learning outcomes. Questionnaire survey was conducted to 1,854 graduate students. The main finding was that “Lecture Attitude Scale” mediated by "Active Learning (Externalization) Scale" had a positive influence on the development of competencies and the approach to deep learning. The result suggested that students’ attitude toward lecture can have an impact on learning outcomes. Moreover, it suggested that it is important to improve the quality of lecture to develop students' competencies and deepen their learnings.

Massive Open Online Courses (MOOCs), which offer college-level open online courses to general public, have rapidly expanded in recent years. MOOCs are often composed of lecture videos and registrants can communicate with other registrants on its discussion forum, whereas some registrants hope to receive 402 日本教育工学会論文誌（Jpn．J．Educ．Technol.） instruction by the instructor and learn with others in a face-to-face setting. This study evaluated effects of a flipped learning (FL) model for such registrants with the data of a practice that combines lecture-video-based MOOCs for prior learning and face-to-face learning sessions for its group-based practicum; evaluated effects of the FL design on completion rate and a historical thinking skill adjusting for other effects of registrant backgrounds and online learning behaviors. Results show that there was no significant effect of the FL design on completion; there were larger effects by video watch time and days of forum activity with some trend of the lower completion rate among the older and those with no college degree. On the other hand, there was a larger effect of the FL design on the historical thinking skill than the online behaviors, and effects of age and education were limited.

The purpose of the present study is to investigate the effects of using movable opinion tags on students’ argument process. Thirty-two Japanese university students' shyness were measured, and high-shyness participants were paired with low - shyness participants. The pairs discussed under either condition: (1) Control condition: students share opinions using simple writing sheet. (2) Experiment condition: students share opinions using movable opinion tags and classify it. Students in the experimental condition generated more “propositions” and “utterances of direction”, which provided direction to their discussion, than the control condition. Moreover, the intervention of moving opinion tags provided shyness - insensitive environment to students and made them able to share new idea. The case analysis also suggests that movable opinion tags created a context for students to be able to allow overlapping opinions and it encouraged students to present their propositions and new idea. On the other hand, students in the control condition shared their thinking process by private speech.

This paper describes how to promote reflection on what students learned at the lecture of higher education. We developed a method using time series self-evaluation graph to provide opportunities to reflect the contents they learned. The method focuses on the gap between students’ self-valuation conducted during each lecture and the self-evaluation at the end of the semester. In this study, we conducted a research at two different courses. As a result of qualitative study, we revealed that (1) There is a difference between the self-evaluations during the lecture and those at the end of the semester by 10 points. (2) by using this method, the students can understand more deeply what they learned through the lecture.

An educational program for developing undergraduates’ critical thinking including skills and knowledge as well as attitudes was implemented and evaluated. The program consisted of the following two steps. Step 1: seminars using textbooks aiming to acquire general critical thinking. Step 2: critical reading exercises using academic articles aiming to transfer textbook knowledge to academic contexts. In both steps, small group work was introduced for developing attitudes towards critical thinking. Pre, post, and follow-up assessments indicated positive changes in the participants, which suggested the effectiveness of this program.

Teachers have always been expected to develop active and interactive methods of learning and enhance their teaching skills accordingly in daily practice. In many cases, however, they don’t have enough experience of the kind of methods nor enough time to train themselves. This study aims to explore redesigning the methods through exchanging cognitions between teaching and monitoring teachers using a mobile application, Instant Messenger, to improve their teaching skills within a limited time frame. In this paper, the process of lesson study conducted with the application in a teacher-training course was reported. As a result, it is found that getting a better understanding of teaching aims and sharing the bases of multiple interpretations on the spot are essential to make best use of differing views of teachers, which should contribute to more efficient redesign based on cognitions in class.

This study aims to clarify how university teachers develop their teaching abilities through conducting MOOCs practice. Specifically, semi-structured interviews with teachers who had teaching experience with MOOCs were conducted and the development of these teachers’ teaching abilities was examined, applying the TPACK framework. As a result, it became clear that not just one single element of knowledge but a more complex knowledge was formed, thanks to the mutual learning relationships established between teachers and the MOOCs staff. Furthermore, the findings suggested that linking MOOCs practice with lessons conducted in the class promotes the development of TPACK and that the greater difference from those lessons leads to more TPACK being formed.

This practical research aims to design and conduct the health literacy education for elementary school pupils in disaster prevention settings, and evaluate its effects on the enhancement of learning performance and awareness. Health literacy class that we designed consists of five parts; 1. searching the information about a disease and hygiene, 2. receiving the classes adopting gamification and jigsaw method, 3. presenting the solution about health problems in disaster site, 4. voting the most effective solution, 5. forming group and considering concrete solution to solve the problems in our usual life. The results showed that the performance, interest and awareness of health literacy were improved.

In this study, we explore substances of teacher’s reflection-in-action and a relationship between teacher’ cognition in teaching and reflection-in-action. We interview a novice teacher about her cognition and thinking process on the basis of events an expert teacher see as important by use of on-going cognition method. As a result, the novice teacher in this study concentrated too much on her teaching behavior to pay attention to an event the expert teacher see as important, reflected-in-action based on her cognition at a specific point in time, and did not experiment a new action though she reframed her understanding about the situation she interacted with. Comparing differences between the novice and expert teacher’s cognition in teaching, we imply the need for considering cognitive load in teaching, meaning unit teacher construct in teaching, and some elements that mediate the interaction between teacher’s cognition and action in teaching in order to ensure opportunities and quality for teacher’s reflection-in-action.

This paper reports our practice of learning through discussion (LTD) in an arithmetic teaching method class and evaluates the improvement of students' preparation for lessons, interest, and understanding using a questionnaire and LTD recording sheets. The LTD is a learning method that enables active learning. It is a learning model promoting the skills of thinking, reading, and speaking. The LTD is an effective learning method supported by psychological knowledge of thought processes and personal relationships. We revised the LTD process plans for the preparation and meetings according to the purpose of arithmetic teaching methods and standardized the preparation content and the form of the preparation notebook to introduce the LDT. Our results indicate that the LTD is effective for (1) reminding students of the need to prepare for lessons, (2) deepening understanding, and (3) improving preparation for lessons.

Body movement frequency seems to be one of better indicators to capture pupils’ engagement or on-task behavior for all of them in surveyed classrooms. This study investigated corresponding relationships between on-task behavior related body motions and body movement frequencies to be able to record pupils’ engagement or on-task behavior with using triaxial accelerometers. We conducted activities imitated classroom lessons for elementary school third and fifth graders, actuated pupils to make body motions in a manner 510 日本教育工学会論文誌（Jpn．J．Educ．Technol.） similar to general classroom lessons, measured triaxial acceleration due to pupils’ behavior promptly over time, and obtained body movement frequencies. We conducted the analysis of the range of the maximum value of body movement frequency with fitting the generalized extreme value distribution according to the category of on-task behavior body motion. The result showed the criteria for judging whether the behavior is taken for each category of pupils' body movements reflect engagement or on-task behavior engagement or on-task behavior. The result also indicated that the most of the body movement frequencies corresponding to off-task behavior are either close to 0Hz or over around 2.5Hz.