This paper describes the development of a method of using simulated dialogues in a CAI English conversation learning system. Recently, considerable attention has been given to linguistics ; and particularly to the acquisition of conversational skills when learning a second language. This has resulted in the development of a number of educational approaches for learning another language. One of the primary approaches, and the one used in this study, is learning through "skits." At the same time, one of the major defects found in CAI systems based upon "skit" learning, is that they fail to provide any interaction between the system and learner motivation. To help overcome this, the authors developed a "dialogue graph" system for representing the knowledge to be learned. This system not only provides greater learner motivation but also creates instructional behaviors through control of the simulations presented.

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Adaptive testing is a computerized testing system which, for the purpose of raising the precision of the measurement of achievement, selects test items based upon examinee responses. However, in conventional adaptive testing the examinee levels of achievement can be defined in only a single dimension. This paper reports on an adaptive testing system which also evaluates the structure of examinee levels of understanding. This structure is represented by a semantic network to which the test items correspond, while the examinee model is described as an overlay to a domain network model. As a result of applying system to real testing situations we were able to more accurately evaluate the structure of the examinee's level of understanding. Our experiments also showed that the algorithm we have developed is effective in selecting items for this system.

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Ever since information processing was incorporated into the list of instructional requirements for elementary, junior high, and senior high scools a great deal of effort has been devoted to developing a variety of curricula, teaching materials and tools for information processing education. The primary purpose of this study was to clarify information-processing competencies of junior high school students and analyze the relationships between academic achievement and said competencies. In preparation for this study the authors extracted four specific abilities which could be integrated into competencies related to information processing. These were (1) describing an algorithm using a procedural programming language, (2) operating a set of files, (3) information-processing competency, and (4) analyzing data processing competency in general problem solving. This was done so that it would be possible to analyze the relationships between these abilities and academic achievement. The results of this study showed that there are no strong correlation between the present-day mathematics curricula and the above four information-processing competencies. However, some specific mathematical domains (i. e., elementary algebra procedural problem solving) do have a slight correlation with some of the above information-processing competencies.

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This paper describes the methods and results of an evaluation of various input devices used in CAI applications. Included in the study were six different kinds of input devices which are commonly used in CAI applications. The evaluations were based upon an author-developed "Device Radar Chart." This chart, developed with the help of semantic differential methods as well as upon a through inspection of fundamental characteristics of each input device, contains eight axis scaled to formalized values. The shape of the "Device Radar Chart" objectively represents the general characteristics of each device. These charts can be useful in selecting an input device appropriate to a specific CAI application. At the end of the paper, the authors also discuss their experiences in using these various devices.

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The program described in this report was designed to help students not majoring in informatics to become informatic literate through use of multimedia techniques incorporating music and graphics. The students were supposed to come to better understand computer operations and functions during the process of producing their own multimedia "Personal Message" program in BASIC. The goal was to let the students express themselves through the computer. This paper describes the policy and contents of this learning program as well as show how it actually works by referring to the answers of the students themselves to a question­aries on the efficiency of the program. From the results of a post survey, it was shown that the program was successful in keeping the students interested and motivated through the entire course. It was also shown that this program is rather effective in helping the students understand computers better. These results can possibly be contributed to the fact that the students themselves enjoy both music and graphics as well as to the concept of preparing one's own "Personal Message." In summary, the results of this study showed that this program is useful as a means for introducing computers and developing a degree of informatic literacy in beginning users.

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