教育システム情報学会誌
Online ISSN : 2188-0980
Print ISSN : 1341-4135
ISSN-L : 1341-4135
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選択された号の論文の7件中1~7を表示しています
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  • 澤山 郁夫, 三宮 真智子
    2019 年 36 巻 3 号 p. 177-189
    発行日: 2019/07/01
    公開日: 2019/07/02
    ジャーナル 認証あり

    This study investigated the association between seductive details effect and level of learning vocabulary. An online experiment targeting participants aged 18–29 was conducted in April 2018 (n=936; 407 men and 529 women). Participants were randomly divided into two groups and provided an educational session on English vocabulary. Only one group was presented seductive details (i.e., a stopwatch and number of learners currently online). KATAGIRI’s (2002) 10-minute vocabulary test was administered before and after the session, and scores were compared across groups. The results showed that seductive details helped lower-level learners, which was mediated by their time spent in learning. In other words, learning seems to be expedited by seductive details among lower-level learners. However, seductive details inhibited higher-level learners. It was interpreted that seductive details inhibited metacognitive monitoring in higher-level, which they often use as a learning strategy.

  • 古池 謙人, 東本 崇仁, 堀口 知也, 平嶋 宗
    2019 年 36 巻 3 号 p. 190-202
    発行日: 2019/07/01
    公開日: 2019/07/02
    ジャーナル 認証あり

    Blocks of programming code can be understood according to the functions they serve, and these blocks can be saved for later reuse. When trying to grasp the functioning of large programs, it is important to understand blocks of code as functionally significant chunks, which this study refers to as “modules”. Further, we position “structural understanding” as the ability to recognize and acquire significant blocks of code as modules, to recognize and acquire combinations of modules as larger modules, and to create combinations of these larger modules. We propose the Expandable Modular Statements Method as a learning support method for structural understanding in which learners first examine programs line-by-line to construct modules for each significant chunk of code and modify constructed modules by adding code or existing modules. Development and evaluation of a system employing this method demonstrate learner receptivity and the system’s usefulness for structural understanding.

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