Educational Information Research

[title in Japanese]

2021 Volume 37 Issue 1 Pages Cover1-
Published: 2021
Released on J-STAGE: October 31, 2021

DOIhttps://doi.org/10.20694/jjsei.37.1_Cover1

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[title in Japanese]

2021 Volume 37 Issue 1 Pages Toc1-
Published: 2021
Released on J-STAGE: October 31, 2021

DOIhttps://doi.org/10.20694/jjsei.37.1_Toc1

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Effects of Enlargement and Swipe Gesture on Search of Digital Reading

[in Japanese], [in Japanese], [in Japanese]

2021 Volume 37 Issue 1 Pages 3-10
Published: 2021
Released on J-STAGE: October 31, 2021

DOIhttps://doi.org/10.20694/jjsei.37.1_3

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The aim of this paper is to investigate the effects of enlargement rate and scrolling on search time of reading digital content. This experiment was conducted by changing the 5 factors of enlargement rate for 18 participants with normal vision. For the effects of enlargement rate, the participants experienced increased search time and an increase in the number of scrolling gestures. The search time and the number of scrolling gestures at each enlargement rate were strongly correlated in the high enlargement rate condition. Based on these results, a hypothetical model was built and path analysis was performed. It was found that there were two types of effects: a direct effect where the enlargement rate affects search time and an indirect effect where the increase in the number of scrolling gestures with the increase in the enlargement rate affects search time. The indirect effect (.490) was larger than the direct effect (.390). From these results, efficient search activity in digital reading needs to be examined for two variables: enlargement rate and number of scrolling gestures.

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Development of Grade-Appropriate Programming Learning Materials for Science Education in Elementary School.

[in Japanese], [in Japanese], [in Japanese]

2021 Volume 37 Issue 1 Pages 11-20
Published: 2021
Released on J-STAGE: October 31, 2021

DOIhttps://doi.org/10.20694/jjsei.37.1_11

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In this article, we propose grade-appropriate programming learning materials for a science education in elementary school. Programming education is not realized as an independent subject in Japanese elementary school, as it is characterized as cross-curriculum learning. The authors have conducted the programming education built in science classes from 3rd to 5th year with the aim of enhancing the students’ understandings of science. Furthermore, this practice was undertaken to enable students to think about how to solve the science problems with programming.

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Proposal of Programming Practice to Promote Elaboration of Basic Knowledge on Cooking Basics for Elementary School Home Economics

[in Japanese], [in Japanese], [in Japanese]

2021 Volume 37 Issue 1 Pages 21-30
Published: 2021
Released on J-STAGE: October 31, 2021

DOIhttps://doi.org/10.20694/jjsei.37.1_21

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The purpose of this study is to verify the effectiveness of educational practices that incorporate programming in the home economics of elementary schools and to obtain basic knowledge to improve elementary school programming education. The authors conducted a programming class for 33 fifth grader to promote elaboration of basic knowledge in “Cooking Basics”, a home economics course in elementary school, using Scratch, a visual programming language, and verified its educational effects. The results of the analysis indicated that engaging in learning activities that incorporate programming as a review of experiential learning leads to the elaboration of basic knowledge, and then to consolidation of subject learning. It was also suggested that it is possible to increase their interest in programming depending on the theme for both male and female students.

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Proposals for Programming Learning Through Physical Expression Activities for Children with Special Needs

[in Japanese], [in Japanese]

2021 Volume 37 Issue 1 Pages 31-42
Published: 2021
Released on J-STAGE: October 31, 2021

DOIhttps://doi.org/10.20694/jjsei.37.1_31

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The < Guidelines for the Course of Study for Special Needs Schools (Elementary and Middle Schools)> published on April 28, 2017, indicated that programming education should be addressed at the elementary level of special needs schools. However, there are few practical examples of programming education in special-needs schools, and there has been little verification of the teaching methods and effects. Therefore, this study aims to examine the subject matter and specific teaching methods when implementing programming education without using computers for children with special needs, and to propose its effects through practice. For children who use the after-school day service, dance choreography using cards was positioned and practiced as an unplugged programming education. The results showed that thinking about the order of the cards had a certain effect on the development of programming thinking. In addition, the staff who supported the activity pointed out that it was also effective in training children's concentration, group behavior, and social life skills (SST).

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Development and Future Challenge of Debugging Teaching Materials: A Case Study from a Japanese Commercial High School

[in Japanese]

2021 Volume 37 Issue 1 Pages 43-52
Published: 2021
Released on J-STAGE: October 31, 2021

DOIhttps://doi.org/10.20694/jjsei.37.1_43

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It is necessary for the programming of commercial high schools to acquire the technology and knowledge through practical training. However, many students who learn programming for the first time often face error messages of various programs when they compile in practical training. And, there are some students who cannot correct the error and complete the practical training problem. In the meantime, the teacher side will also deal with the individual error of the student, and the burden of the guidance is also big. Though such debugging work is a work in which both students and teachers are heavy burden, the support of debugging work such as guidance of the correction method of the program and countermeasures for the error is not carried out. Then, in this study, from design strategy based on the ARCS model, teaching material for the debug support is developed, and the effect of the teaching material on the learning volition is analyzed using the evaluation data of result upper group and result lower group.

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Information security Web teaching material development and class practice in the upper grades of elementary school

[in Japanese], [in Japanese]

2021 Volume 37 Issue 1 Pages 53-63
Published: 2021
Released on J-STAGE: October 31, 2021

DOIhttps://doi.org/10.20694/jjsei.37.1_53

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The elementary school curriculum guidelines <announced in 2017> indicate the ability to utilize information as one of the important items for the main improvement of educational content. The ability to ensure information security is included in the ability to utilize information. However, in elementary schools, unlike junior high school <technology / home economics <technical field> and high school < information department>, subjects with information security as instruction content are not decided, so it is left to the efforts of each school and the efforts of instructors. There is a current situation. Therefore, in this study, we decided to develop information security teaching materials that can be used in the upper grades of elementary school and verify their effects through class practice. As a result of the practice, it was shown that conducting lessons using the developed Web teaching materials is effective in raising awareness of information security measures and establishing knowledge of human security measures and technical security measures.

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[title in Japanese]

2021 Volume 37 Issue 1 Pages App1-
Published: 2021
Released on J-STAGE: October 31, 2021

DOIhttps://doi.org/10.20694/jjsei.37.1_App1

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[title in Japanese]

2021 Volume 37 Issue 1 Pages App2-
Published: 2021
Released on J-STAGE: October 31, 2021

DOIhttps://doi.org/10.20694/jjsei.37.1_App2

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[title in Japanese]

2021 Volume 37 Issue 1 Pages App3-
Published: 2021
Released on J-STAGE: October 31, 2021

DOIhttps://doi.org/10.20694/jjsei.37.1_App3

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[title in Japanese]

2021 Volume 37 Issue 1 Pages App4-
Published: 2021
Released on J-STAGE: October 31, 2021

DOIhttps://doi.org/10.20694/jjsei.37.1_App4

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[title in Japanese]

2021 Volume 37 Issue 1 Pages App5-
Published: 2021
Released on J-STAGE: October 31, 2021

DOIhttps://doi.org/10.20694/jjsei.37.1_App5

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