In this paper, IBlocK, a newly developed human-computer interface, was presented and cases of children's play with it was reported. IBlocK automatically records the assembly process of blocks by children. Although the interface has the appearance of toy blocks, it takes in topological information and the positioning of blocks as soon as they are assembled. Measurement of the children's assembly activities suggested that they played with IBlocK without a sense of incongruity. However, it was shown that the durability and size of the interface should be improved since IBlocK is intended to be used by children. The data collected were examined from two points of view, viz., statistical analysis of the state numbers and the appearance frequency, and chronological analysis of the shape change of composed blocks. As a result, it is expected that the variety of block assemblies can be compared using figures of the state transition derived from the former analysis, and that a qualitative index concerning the stratagem of assembly can be obtained from the latter analysis.

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This paper examined the effects of instructional materials presented in either comic or text form on immediate and delayed comprehension test performance. In the experiment, instructional materials were presented to 97 university students either in comic or text form (Factor 1), and either with an accompanying story line (context) in comic form or without it (Factor 2). Results of tests which required three different levels of comprehension (shallow to deep), made it clear that presentation in comic form enhanced the retention of the contents at the shallow level. In addition, the presentation of an accompanying story line in comic form enhanced the memory needed for answering deep-level questions. Responses to a questionnaire suggested that the subjects were more interested in the contents when presented in comic form with an accompanying story line.

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This paper describes the development of a computer-supported multimedia debate system on a network. With this system, it was realized that participants could learn effectively about communication, presentation, utilization of multimedia data, and logical thinking involved in the debate process. By applying multimedia, network, and CSCW technologies, the authors' system could assist the processes of:(1) collection and analysis of data, (2) development of logic, and (3) discussion. Features of the system are summarized as follows: (1) collection of data through the Internet including multimedia data, (2) support of discussion by introducing logical construction graphs, and (3) real-time communication through a computer-assisted discussion system. Results of an experiment applying the system to real debate situations showed that the system is somewhat effective for most of the processes involved in debate.

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This paper described the correlation between employees' personal data (capabilities obtained before joining the company, performance show during new employee training and personality as profiled by instructors) at the beginning of employment, and the wage ranking (personnel evaluations) in their 10th year of employment. The null hypotheses were rejected at the 5% level of significance between entry records of "Technical Expertise," "Mathematics" and "English" scores in the employment examination and the "Basic Knowledge on Information Science" course in the employee training and the wage ranking in the 10th year. Multiple regression analysis and Hayashi's quantification analysis Type II were conducted for the classification of wage making from entry and the training records. A 66.3% correct classification level was attained by the latter method of analysis. Important significant items contributing to the results of the analysis were "Technical Expertise" in the employment examination, "Hard Worker" and "Exactness on Work" in their personality profiles, and "Basic Knowledge on information Science" in new employee training. This shows that basic and fundamental knowledge, including "Technical Expertise" acquired before employment and "Basic Knowledge on Information Science" in the new employee training is correlated with the 10th year ratings.

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The purpose of this study was to explore the relationship between high school student achievement in mathematics and the contents of lessons that students learned from their mistakes in mathe­matical problem solving. Given a difficult algebra word problem, 20 high achievers and 21 low achievers failed to solve it. After having been exposed to the correct answer with explanation, they described why they failed the problem. Analysis of their descriptions indicated that 75% of the high achievers described many different kinds of lessons which would be useful in solving similar problems. On the contrary, 67% of the low achievers did not appear to have learned useful lessons. They seemed to have inadequate attitudes toward learning (e.g.,relying on rote learning and repeated practice without careful thought), which prevented them from learning good lessons from their mistakes. As an educational technology research subject, we maintain that educational sys­tems should be developed to facilitate the changein students'attitudes towards learning and acquiring many useful lessons from their mistakes.

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According to the current report from the Council for National Curriculum, the Ministry of Education, Science, Sports and Culture has just decided to make a new subject on Information Technology (IT) for every high school and secondary school student in Japan from 2003. The purpose of this study was to provide guidelines concerning promoting and securing of IT teachers. This paper included topics on the relationship between structure, methods and certificates of IT training for teachers. The authors described the importance of obtaining various types of certification including IT, the structure of teacher training necessary to obtain them, and special IT training for in-service teachers.

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