In distance education, there is no precedent for research of debate that can be eye contact. In this research, 5 learning environments, the eye-contact type and former (non-eye-contact) type systems of distance learning through Video Conferencing System (screen size 15 and 30 inches), and the real (face-to-face) class, were compared. Number of remarks, effective remarks and learning behavior factor were acquired from each class, and analysis of variance, covariance structure analysis was executed. As a result, in the number of effective remarks, there is no difference between eye-contact type and the real class, and it has decreased in former type. In eye-contact type and the real class, the learned behavior that raises learning effects most is “verbal communications”. In former type, the decrease in the learning effect by “getting tired, relaxation” is remarkable. The strategy that draws out “verbal communications”, “non-verbal communications”, “attention of eye” amplification of screen size, is necessary to control the decrease in the learning effect.

In this paper, we develop and evaluate a diet awareness support system using a cell phone camera. Our system supports to become aware of issues in diet and contributes to changes in attitudes and in behaviors related to the diet. The distinctive features that we have equipped are as follows: (1) accumulation of meal records using photos and comments, (2) learning by reflecting on one’s eating histories, (3) learning by comparing one’s history with those of others, (4) knowledge acquisition by quizzes and explanations, and (5) increasing motivation by a point-based game system. The results of our experiment have confirmed that our system works as we expected and that participants could improve their eating habits by learning about food and meals, and by reflecting on their own eating habits through the learning activities in our system.

Blended learning disciplines were introduced at programming class. The blended learning consisted of the three activities: one was to make learners take notes and use a learning assistant system on a personal computer. The second activity was to make learners collaborate in groups and evaluate each other. The third one was to make them learn by themselves using e-learning system. Students were asked questionnaire for programming skills and consciousness. We recognized significant difference by comparing programming skills and consciousness before and after blended learning activities. The past two-year practices have brought three results. Learning support system was effective in skill improvement of making algorithm. E-learning influenced on assimilating knowledge of programming. Activities to evaluate mutually were effective in improving skills to explain ideas and understand others.

This paper provides an overview of research trends around three First Principles regarding the design of instruction. Merrill’s First Principles of Instruction proposes five common principles based on constructivist theories of instructional design. Reigeluth adopted them as foundational principles in his work, together with situational principles to propose a scheme of common knowledge base. Keller has proposed First Principles of Motivation to Learn, consisting of five ground rules based on commonly used ARCS Model with a newly added factor of “Volition.” It reflects current research focus on self-regulated learning. Parrish’s Aesthetics Principle of Instructional Design tries to advocate aesthetic consideration to design not only learning materials, but also experiences of learning.