The development of televised open lectures for the public by major universities, of extension course programs by regional CATV broadcasting companies, and of televised lectures for use on campus video networks have all recently become growing trends in various parts of Japan. In this paper, the authors present a tentative proposal for guidelines for developing 30-minute university-level open lecture programs. Their guidelines encompass two types of programs, types which can be characterized as either flip- or time-structured. Generally speaking, the flip model has four major characteristics : (1) each 30-minute program contains nine or fewer flips, (2) each flip is less than 120 seconds in length, (3) each flip is shown repeatedly, but no more than eight times in total, and (4) none of the shots last more than 20 seconds or so. The second, time-structured model closely follows the structure of traditional university lectures, i. e., they have four main sections (introduction, development, shift and conclusion). The introduction lasts for about three minutes, the development for around 20 minutes, and the shift and the conclusion last for perhaps two and one-half minutes each. In addition, there are four 30-second intervals : one between each of the major sections and a final one at the end of the program.

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This study was designed to investigate the effects of a computer game-based learning environment upon the cognitive abilities of both normal and mentally-retarded children. In order to do this, the authors developed two interactive computer games : one a card-matching game and the other a block-building game which the authors called "Tetris." Subjects used the games over a two-month period and learning strategies during the early and later phases were compared. The results showed significant developments, as function of elapsed time, with regards to learning memory strategies as well as in an ability in figurative cognition and judgment in transferring figures to appropriate positions. Mental ages were also enhanced according to the results of Tanaka-Binet Intelligence Tests given prior and subsequent to the experiment. In addition, in comparison with a control group, there were significant gains in memory and figurative cognition learning tasks for the experimental groups.

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The test scores of students taking regular lectures and those using the PINE-NET system were compared. The PINE-NET system is a nation-wide, communication satellite broadcast systems combined with computer-assisted learning. The results showed that the test scores during the lectures as well as the end of the term were significantly higher for students using the PINE-NET system than for those taking regular classes. This effect was seen across a number of subjects. The relationships between pre- and post-test scores for the two methods could be sorted into four categories. Those subjects which were taught using both methods were also categorized and the effectiveness of the PINE-NET system analyzed. The authors also found a correlation between end-of-semester test scores and entrance examination (covering three subjects) scores. This showed that end-of-semester test scores depend greatly upon the basic abilities of the students.

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The purpose of this study was to examine the effects of the Bug Rule from the viewpoint of individualized and optimized frame-oriented CAI. Two courseware programs were compared: one constructed using the Bug Rule, the other constructed as usual. The results of experimental utilization of both programs were analyzed. This showed that the courseware constructed based upon the Bug Rule was more effective for lower-level learners, in shortened learning times, and for certain learning strategies.

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Today, instruction in computer programming is conducted in not just faculties of information science and technology but is being given in a variety of faculties. In addition, it has also now being initiated at the lower and upper secondary school level as a course for boys. However, there are still manypoints of discussion regarding how, as well as what aspects of computer programming should be taught. In this paper, the authors discuss some principles for an introductory programming course. They assert, as well as propose, that programming is the representation of series of structured tasks which are to be programmed.

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