Kosuke Terashima

In this study, subjective evaluations of binocular visions with a mixed videos between a VR (Virtual Reality) and a live action were considered. In order to this evaluations, an angle of convergence of VR was fixed, on the other hand the angle of convergences of live action were changed, visualizations of the mixed videos were evaluated through the subjective experiments. As the result, the followings were made clear. A tolerance of the convergence angle existed in spite of a convergence distance was changed, the convergence angles from ±1.22° (convergence distance: lm) to ±1.73° (convergence distance: 2.5m) were conditions. The subjective evaluations of the visualizations of the mixed videos indicated best score as the convergence distance was 2m. The evaluation of the sense of embossing indicated similar patterns to Tyler's study.

教員のICT活用指導力の向上が求められ,将来,教員を志望する学生のICT活用指導力の育成も課題の一つである.そこで,中・高等学校を対象とした家庭科教育法の授業で,授業改善の観点からICT機器を活用した模擬授業を実践し,学生のICT活用に対する意識の変容を探った.その結果,ICT活用に関する講義や実物投影機の操作の実習により,授業におけるICT活用に対する意識が向上し,模擬授業後も維持されていた.また,ICT活用に対して,機器操作から指導に応じた活用に視点が変化した.ICT機器を活用した模擬授業を通して,機器を使えばよいのではなく,教師が教材や学習活動を工夫する必要があることに気づいた.

本研究では,両眼立体視により空間歩行可能なVRコンテンツの制作に必要な精度の変化が,現実感とVR酔いに及ぼす影響に関する知見を得ることを目的とした.そのために,大学生を対象とした主観評価実験を行った結果,次のことが明らかとなった.コンテンツの精度の変化に対して現実感とVR酔いは直線的な関係を示し,現実感が高くなるほどVR酔いの評価は低下する.また,コンテンツの精度に関しては,オブジェクトの形状の複雑さよりも貼付ける表面画像の質感の効果が高い.

The purpose of this research is to verify the effect of an Interactive Whiteboard (IWB) for reading in the Japanese class. In this research, the authors compare class A with class B. The teacher can use Interactive Whiteboard in the class A, however she can't in the class B. The teacher and the content of these classes are same. The authors would clarify following research questions. (1) Is the score of class A different form the score of class B in the achievement test? (2) How did the teacher utilize the IWB? (3) How teacher's behavior is observed when she uses the IWB? As a result, the followings are clarified. (1)The score of class A was higher than the score of class B in the achievement test. (2)The teacher utilized the IWB in the situation of "underlining key-sentence", "making the learners write and explain their thought" and "illustrating by a diagram to explain a relation between words." (3)The teacher used the IWB "to make leaners concentrate the subject", "to make leaners concentrate the questions", "to give learners a clue to the solution of the problems", "to make leaners imagine the next activity", and "to connect with leaners' ideas each other." The authors conclude that the IWB is effective in this case in which the teacher have these intentions.

The purpose of this study is to examine the interactions in the learning activity of learners that make presentations using the interactive whiteboard, and to construct a model for instructional strategies adopted by teachers to promote thinking and dialogue among learners. Through a field research by videotaping the learning scene, we conducted an analysis of the speeches and behaviours of the learners and teachers. As a result, several categories of teachers' instructional strategies have been formed; Set up a framework for dialogue; Instruct an explanatory method; Demonstrate a model; Respond to the student's explanation; and Ask questions that promote thinking. Among the components that constitute these categories, we identified some phenomena accompanying characteristic conducts and actions in leveraging the use of the interactive whiteboard: Prepare (=capture/enlarge) the display screen; Advise them to write in explanatory notes; Advise them on the usage of the marks and signs; Change colours for them to make a comparison; Instruct them to save the written-in notes; Demonstrate model standing positions; and Demonstrate model motions and gestures.

情報モラル(倫理)の指導において,取り上げる問題場面(問題文自体)を学習者に作成させることにより学習内容と日常の体験を関連させることができる作問演習に注目した.作問演習方法として題材法,訂正法,類題法に焦点をあて,平嶋(2005)の作問理論を元に問題を構成して授業実践を試行した.その結果,作問演習による学習は通常の問題解決による学習に対し効果的な学習が可能であること,また訂正法による指導は難易度が高い問題に対し効果的であることが分かった.

本研究では,教員免許更新のための遠隔講習開設検討の基礎資料とするために,離島部と都市部をテレビ会議で結ぶ遠隔講習を試行し,遠隔教育理論である相互対話距離について検討した.その結果,相互対話距離に直接関係する項目において,実施した4講習のうちの1講習で対面講習の評価が遠隔講習を上回った.その要因には,会場間での講師活動の差の影響が示唆された.また,テレビ会議環境のうち,資料同期ツールが高い評価を得た.

離島教育におけるICT活用の特徴として,子どもたちに多様な教育機会を保障することがあげられる.しかし,離島の教師は,他の教師とコミュニケーションを取る機会が少ない.そこで,本研究では,離島の教員を対象としたICT活用指導力の向上を目指す教員研修において,他者との共同を設計要件に加えた研修を実施し,その評価を行った.その結果,ICT活用の意義に対する理解や,ICT活用に対する意欲の高まりが見られた.

本研究では,静止画像データベースシステムを利用した授業の特徴を明らかにすることを目的とし,事例分析と教師へのインタビューを実施した.その結果,(1)利用校では「教師による教材の利用」が非利用校に比べて少なく,「児童による資料作成」は多いこと,(2)利用校の教師は,「多様な評価活動を実施できる」「教師による児童の理解が進む」「児童自身に変化が見られるようになる」「教材や学習資料の活用と管理を行いやすい」ことを実感していることがわかった.以上から,授業の特徴を「評価活動を促進できる」「児童間のコミュニケーションを重視する場面を取り入れやすい」「児童個人の活動を重視した学習場面を提供しやすい」とまとめた.

本研究では,遠隔講義での利用を想定し,見やすい二眼式立体映像教材を作成するための方法について検討を行った.まず,提示装置の特性を明らかにするため,立体映像撮影装置のレンズの光軸交点までの距離と,オブジェクトの提示位置に着目し,立体感と見やすさに関する調査を行った.次に,講師がオブジェクトを提示する場面に着目し,立体映像教材を試作して立体感と見やすさの観点から主観的評価を行った.結果から,立体感が得られてかつ見やすい立体映像を作成するには,提示物と背景画像間の距離に配慮する必要があることが示唆された.

本研究においては,離島に所在するへき地校での地域理解・参加を重視した教員養成プログラムを実施し,その評価を行うことを目的とした.学生20名を対象に,実施前後の連想調査と学生の事後の自由記述を分析した結果,以下のことがわかった.●刺激語「教師」および「地域」において実施前後の連関が見られた一方,刺激語「学校」および「子ども」においては調査前後の連関がみられなかった.●80%以上の学生が「学んだこと」として「子どもを取り巻く環境」「地域と学校のかかわり」「地域の実情」に言及していた.一方,「子どもの特徴」や,「教師の職務」,「学習指導」に対して言及している学生は,それに比べた割合としては少なかった.

本研究では,VR教材を遠隔授業において活用することを前提に,VR映像と講師映像をクロマキー合成した合成映像と非合成映像の与える印象の違いを,大学生を対象とした主観評価実験により明らかにした.その結果,分り易さ,興味関心,提示効果のカテゴリーにおいて,合成映像は非合成映像より高い評価を示した.一方,身体ストレスのカテゴリにおいては,合成,非合成の映像の差は確認できなかった.また,自由記述の結果からも,合成映像が非合成映像より一体感があることを裏付けるデータが得られた.

This study aims to reveal the opinions of and reality for teachers in remote areas/islands concerning the use of computers and teleconference through comparison with teachers in urban areas. Specifically, comparisons between teachers in remote areas/islands and teachers in urban areas were made with regard to: 1) the reality of the use of computers in and out of class, and 2) the reality of and the needs for the use of teleconferencing. Our results showed that there was no difference between the teacher groups' use of computers out of class. In class, however, teachers in remote areas/islands were found to utilize computers more frequently than the other group for presenting materials and searching information, as well as in situations where their students used computers as tools of expression. In terms of the use of teleconferencing, there was no difference found between the two groups, although teachers in remote areas/islands were found to be more positive about the use of teleconferencing than the urban group. Teachers in remote areas/islands were found to have especially greater needs for teleconferencing concerning comprehensive study, collaborative study with separately located schools, staff training, and meeting with other schools' teachers.

本研究の目的は,長崎,鹿児島,沖縄の三大学教育学部が連携して実践した,ICTを活用した離島の複式学級における遠隔共同学習の成果と問題点を明らかにすることである.結果としては,複式学級の壁を超える児童の比較思考を可能にしたこと,教師に遠隔共同学習の成功経験を提供できたこと,USBカメラによる簡素なビデオ会議システムの活用で効果的な遠隔共同学習が実現できたこと,学習を円滑に進めるための約束事の検討が必要であること,円滑なコミュニケーションのためのシステム環境の検討が必要であることを明らかにした.

In this paper, it was described that the better condition to create effective stereoscopic learning material on a polarizing rear projection screen. For the purpose of this study, two parameters, which were cross point and the distance between stereoscopic camera (3D camera) and an object, were controlled and each condition was compared from the viewpoint of depth perception and viewability. And then, sample stereoscopic learning materials were presented to clarify the better condition to create materials. As a result, it was suggested that the better setting of cross point parameter and the relationships between a presentation object and lecturer for an effective stereoscopic learning material.

In this study, an overall researching plan was introduced about the VR (Virtual Reality) educational material that was derived from Atomic Bomb and able to learn from the view point of science and technology, the distance VR transmission system that was able to transmit the VR material to the romote learners, and the distance communication system with the stereo-scopic vision that was able to cummunicate between the local teachers and the remote learners. It was also showed that examples of learning using the VR material and the distance systems.

This research aims to evaluate the teaching materials and the teaching methodology currently being explored in a newly-designed type of course called Bi-language Simultaneous Learning (BSL). In this course, students learn two foreign languages at the same time. The lesson methodology is based on a team teaching approach in which two teachers participate: one for English and the other for French, German or Spanish. A contrastive linguistic approach and cross-cultural analyses are the key characteristics of the teaching techniques being developed by the team-teachers. The authors conducted research and evaluated classes of different combinations of two languages, i.e., English-French, English-German, and English-Spanish. In the evaluation, the authors analyzed students' satisfaction with the classes and identified six factors that contributed to an affirmative evaluation of the classes. It was found that the degree of satisfaction and enthusiasm of the students for this type of course with respect to improvement of their language skills were related to class instruction techniques, teaching materials, the attitude and motivation of their peers, and recognition of achievement by their teachers.

離島・へき地の多くは児童・生徒数が極端に少なく、時には学級が複式化されるために教師は忙しく、しかもほとんどが低速の通信回線しか持てない地域であるため、テレビ会議システムを使った交流はあまり行われておらず、また、行えないと考えられているようである。このような環境にある離島での教育支援にICT技術を適用する試みの一つとして、離島・へき地のコンピューターインターネットを利用した教育支援を行うことを目指して、鹿児島県大和村立名音小中学校（奄美大島）、長崎県対馬市立久原小中学校（対馬）、沖縄県竹富町立小浜小中学校（小浜島）の小学校５・６年生の複式学級をインターネットテレビ会議システムで結び、交流授業を試行した。この試みを、主として琉球大学教育学部e-Learning部会が行った、小浜小学校の交流授業参加に向けた支援の内容と、行われた交流授業の内容について述べた。

原爆に関する VR 教材と，携帯端末の連携による学習環境を開発し，授業実践を行うとともにシステム的な側面から主観評価にもとづく評価を行った。その結果，次のことが明らかとなった。●VR 教材については，被爆直後の「瓶」と現在の「平和祈念像」で，改善の効果が見られた。●VR や携帯端末の操作に関しては，それほど説明を必要としなかった。●探索モードと対象物の見易さに関する，検討を必要とする。●VR 用 PC のスペックとファイルサイズの関係を考慮しつつ，3DCG の質の向上について検討する必要がある。

本研究では, 比較言語や比較文化の視点を活かし, ティームティーチングによって英語とフランス語の2言語を同一時間内に学習する「マルチリンガル講義」を実施し, 評価した.講義の評価は, (1)「講義での指導」「講義での教材利用」「講義に取り組む態度と今後への意欲」「語学能力の向上への実感」という4つの視点からに関する学生の満足度, (2)「2つの外国語を2人の教員から学ぶ」という点が学生にどのような効果をもたらしたのか, という2点から行われた.その結果, (1)4つのどの視点から見ても学生の満足度が高く, 本講義が効果的であったこと, (2)本講義で試みられた指導形態は, 新たな視点の獲得, 知識・理解の構造および情意面に影響を与えたこと, が明らかとなった.

学習内容に関する情報を入手するためのメディア接触の頻度と, それに対してどの程度重視しているのかを明らかにするため, 異なる専攻の大学生に対して質問紙調査を行った.質問紙には, 「社会情勢」「パソコン」「語学」に関する情報についてのメディア接触および重視度に関する設問を設定した.情報に関する領域を専攻する学部(男子95名, 女子58名)と外国語を専攻する学部(男子56名, 女子120名)の回答結果について多変量分散分析を行った.その結果, メディア接触の傾向は, 学習内容とそれを専攻としているかどうか, 自宅も含め大学内外でのメディアの整備状況に関連していることが明らかとなった.また, 整備されていないメディアへの重視度には専攻別・性別で差が見られ, 普段利用しているメディアを通しての情報提供の可能性が示唆された.

In this paper, we classified and surveyed CALL in higher education, and considered advantages regarding the future prospect of CALL. We classified CALL into four styles: the provision of environment type, the independent study type, the interchange type, and the blended type. We reported the merits and demerits of each type. We introduced "Multilingual CALL", which enabled the comparison of two languages. We showed the following as the future prospects. Each of the 4 types has its own characteristic, and we need to consider how we position CALL within the curriculum of language teaching corresponding to the educational purpose. Media has a high affinity and good effect when used in a lecture in which teachers teach language or cultural comparisons.

In this paper, we briefly review the history of broadcast education and forecast future use of it. The transition of school broadcast utilization is inseparably related to the changes in the course of study, school curriculum, equipment, and teaching-learning styles. Although it is said that broadcast education has been declining last decade, we find that there are a variety of teaching-learning activities using internet, computer and broadcasting as well as direct experiences. It is important to understand that not only using school broadcast, but also combination of different media be utilized in school. In order to facilitate this strategy, development of digital archive and sharing lesson plan among schools should be recommended.

The purpose of this research is to summarize the preparations for the new course of study that have been made in lower secondary schools. We asked fifty-five lower secondary schools throughout Japan to send us their case study reports or publications. We generalized the current trend of preparations for the new course of study in lower secondary schools by examining the following four categories: Integrated Study, Elective Study, Information Study and Compulsory Subjects. First, Integrated Study has some types and the combination in a school. Second, Elective Study has two types; one is the stream of development scholastic ability, which is acquired in Compulsory Subjects. Another one is the stream of supplement scholastic ability, which cannot be acquired in Compulsory Subjects. Third, it is necessary for Lower Secondary Schools to distinguish from Information Technology and Information and Communication Technology throughout classifying of schools' innovations in Information Study. Forth, Compulsory Subjects have changed with curriculum development toward for the new course of study. From this research, there are two findings. First, it is important to harmonize "Personalization" with "Standard" in the curriculum. Second, it is necessary to recognize Elective Study as a subject between Integrated Study and Compulsory Subjects.

This study examined the influence of two TV programs about environment on undergraduates and primary school children. The authors tried to clarify the effect of the preceding TV programs on the scene appeal of the succeeding one and on organizing knowledge structure. Two programs from Close Up GENDAI(NHK GTV) and one from 3-2-1 CONTACT produced by CTW for 8-12 age children were examined, Those programs describe "garbage problem" as a theme but are different in their structures. In experiments, 137 subjects randomly assigned to two groups watched these two programs in succession; each group watched each Close Up GENDAI first, then 3-2-1 CONTACT. They answered the questionnaire consisted of the scene appeal test and the image mapping test in 15 minutes. The image mapping test was adopted to measure their knowledge structures. By giving the same questions to undergraduates and primary school children, the difference of the developmental stage mapping. Results didn't support the idea that the scene appeal of the succeeding TV program was restricted by the preceding one. However knowledge structure was significantly affected by the preceding. This effect on school children was larger than that on undergraduates.

This study examined the influence of two TV programs about environment on undergraduates and primary school children. The authors tried to clarify the effect of the preceding TV programs on the scene appeal of the succeeding one and on organizing knowledge structure. Two programs from Close Up GENDAI(NHK GTV) and one from 3-2-1 CONTACT produced by CTW for 8-12 age children were examined, Those programs describe "garbage problem" as a theme but are different in their structures. In experiments, 137 subjects randomly assigned to two groups watched these two programs in succession; each group watched each Close Up GENDAI first, then 3-2-1 CONTACT. They answered the questionnaire consisted of the scene appeal test and the image mapping test in 15 minutes. The image mapping test was adopted to measure their knowledge structures. By giving the same questions to undergraduates and primary school children, the difference of the developmental stage mapping. Results didn't support the idea that the scene appeal of the succeeding TV program was restricted by the preceding one. However knowledge structure was significantly affected by the preceding. This effect on school children was larger than that on undergraduates.

The purpose of this study is to examine the educational system's trend of 42 elementary schools which are involved in pilot studies of Integrated Study and Information Study. First, we made an analysis of the schools' innovations, as reported in their school bulletins and papers, to investigate the substantial factors for their school-based curriculum developments. In this analysis, six significant factors were determined as follows : 1. research systems / research experiences, 2. Information Study, 3. educational facilities, 4. faculty, 5. class design, 6. curriculum. Second, we evaluated the 42 elementary schools' practices in view of these six factors. After this evaluation, their practices could be classified into five typical types. Third, we introduced and analyzed one of the schools' innovations regarding every type. As a result of this analysis, the differences in practices in Integrated Study and Information Study were detected in every type, respectively.

Our project about enhancement and progress of isolated island education using ICT was established in order to contribute to the area of isolated island. Because an ability of school children advances through applying the ICT to school education, and we need to resolve various problems raised by folding a lot of isolated islands in our prefecture. In this paper, we described briefly a report of our project activity that is the background of project and purpose, the members, the related project, the outline, the progression and schedule and the future plan.