This paper reviews research and development of CAI hardware in Japan since 1977. The trends in this field can be summarized into three major categories : 1. Development of practical CAI systems. 2. Improvements in man-machine interfacing and CAI functions. 3. Development of microcomputer and stand-alone CAI systems. All three trends are a result of the development of low-cost and highly functional microcomputers. Prior to 1976, the purpose of CAI research was usually to develop special-use CAI terminals for presenting the Japanese language (kanji and kana) or graphics. Since then, however, standard TSS terminals or microcomputers have been used as CAI terminals. This is primarily because these newer terminals are capable of a great variety of functions. However, not all hardware problems have been resolved. Inputting Japanese and high cost, as well as courseware compatibility, etc., are still barriers to the development of CAI. New problems resulting from the use of stand-alone classroom CAI systems in are how to quickly and efficiently distribute courseware and gather student responses. At the end of his report, the author proposes a list of functions which he considers desirable of any CAI hardware system.

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This paper, focusing primarily upon school education, describes the both current state and recent trends related to CAI in Japan. Referring to numerous reports presented or published by various academic organizations, the authors discuss the following points : 1. Evaluation of Courseware a. Observing Learning Behaviors b. Observing Individuals and Learner Characteristics c. Instructional Methods (Aptitude-Treatment Interaction) d. Other Areas e. Problems Related to Evaluating Courseware 2. Theories and Purposes of CAI Systems a. Utilization in the Schools b. Drawing Out Individual Abilities c. Psychological Aspects 3. Utilization and Application of CAI Systems in the Schools 4. Summary and Discussion

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CAI research and development in Japan to date has been primarily focused upon evaluation of the basic elements of hardware, software and courseware. These efforts have been reviewed from a professional point of view in a paper by H. Horiguchi, T. Okamoto and K. Nakamura. In this paper, the author tries to elucidate the potentials and future tasks of CAI research which will insure that it provides a pedagogically sound learning environment. This was done from the viewpoint of a paradigm of scientific change. As a result, he was able to show that classic, traditional CAI research and development is self-limiting due to the fact that it is under the onus of a "behavioristic/training" paradigm. In other words, present-day CAI research is mainly being controlled by the behavioral sciences and behavioral engineering. A review of the literature from other countries, however, shows that the theory of CAI system can be radically changed by the application of a "cognitive development" paradigm. This change is a result of recent developments in cognitive science, child development theories and knowledge engineering. These sciences present a new perspective of human education and learning and can have a beneficial influence upon CAI research and development.

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