Kanji Akahori

Effects of emotional cues transmitted in e-mail communication on the emotions experienced by senders and receivers

This paper focuses on communication by e-mail. An experiment was conducted to investigate the influence the degree of emotional cues transmitted during e-mail communication has on the emotions experienced by the senders and receivers. Twenty-two participants of this experiment were divided into two groups based on the degrees of emotional cues transmitted: a High group and a Low group. The emotions experienced in the e-mail communication by the High group were then compared to that of the Low group. The results of this experiment showed a tendency for unpleasant emotions such as anger and anxiety to increase when emotional cues transmitted are low (i.e., the Low group). The findings suggest that low degrees of emotional cues transmitted between senders and receivers in e-mail communication tend to cause some misunderstanding.

A Pilot Study on 3G Mobile Phone and Two Dimension Barcode in Classroom Communication and Support System

Mobile phone is one of the devices that attracted and widely used among people especially adolescent. Recently in Japan, two dimensional bar code or quick response (QR) code was introduced as a novel accessible media. It provides users to speedily enter any Web addresses into the phones using integrated mega pixel cameras. This paper will present the development of a system that combines mobile Internet technology with a new viewpoint for the QR code usage in education. This pilot study has been conducted over an intensive lecture and the qualitative result will be used to design more usable system in the upcoming semester.

Analysis of children's Web browsing process: ICT education in elementary schools

This paper describes an analysis of childrens Web browsing behavior during information communication technology (ICT) classes at an elementary school. Childrens page viewing times for Web pages were specifically analysed. Results revealed that younger children viewed pages for significantly shorter periods of time when compared to older children. Based upon our observations we believe that these differences are attributable to the childs reading ability. These findings suggest that for younger students teachers should assess a web sites suitability by taking factors such as the childs educational stage of development and reading skill into account.

Development of collaborative learning support system using a shared whiteboard

The authors have developed a shared whiteboard system for collaborative learning on the Internet. The system enables learners to make diagrams of the discussion with nodes and arcs. They can put their statements and graphics on the diagrams to represent thoughts more easily. In addition, the record of operations of the shared whiteboard system helps the learners grasp the flow of the discussion. The learners can review discussion log for reflection. The log in the form of HTML is automatically generated along with the record of operations in the discussion. The result of evaluation experiments shows that it predisposes learners to explain their thought with diagrams and makes them understand the flow of the discussion.

The effectiveness of a Web bulletin board enhanced with a knowledge map

In this paper, the authors describe the development of a Web bulletin board system and its implementation and evaluation in school mathematics classes. In their dynamic studies of Web-collaborative learning during the past few years, they have found that problems with such computerized systems lie in their inability to show how notes relate to each other through links. To solve this problem, they developed a Web bulletin board system enhanced by a knowledge map. The system is called NakSun. Using NakSun, learners can determine the coordinates, or location, of a node that has been entered. They can also link notes together using the system in real time. NakSun was implemented in mathematics classes in a few junior high schools in Japan on three separate occasions. Their results found that the use of the knowledge map was a comparatively effective tool to facilitate collaborative learning. Furthermore, their results also indicate that it is essential for students to obtain sufficient experience in using the system. An interesting finding was that displaying all notes in a sequential order was also essential for learners, as it enabled them to take a glance at many ideas and views at one time.

Evaluation of Japanese-English CALL tool supporting contextual language acquisitions

This paper describes and evaluates the Computer Assisted Language Learning (CALL) Tool, which supports contextual language acquisitions. The CALL Tool searches for and retrieves parallel texts, while aligning unedited Japanese-English parallel texts from the World Wide Web [Pershin, Akahori, 2001]. We compared the proposed tool with an existing system by conducting an experiment that showed our systems effectiveness in phrase acquisition, discourse-structure acquisition and text comprehension. However, this experiment also exposed the drawbacks of the proposed system, such as a poor interface design. We concluded that the proposed system could be used together with existing systems to increase the number of learning strategies available for language learners.

STAD modeling method for computer supported group learning

Group learning is the mainly approach to organize collaborative learning. There are many collaborative learning methods which also can be considered as group learning methods and popularly used in classroom-based environment. If they can be utilized into web-based environment, modeling and simulating work should be finished first. In this paper, the modeling method of the process of STAD (student teams-achievement divisions) was mainly introduced. One of our purposes for this study is to find a common approach, which can be used to simulate a small learning group based on different collaborative learning methods, on the other hand, the optimal solution is to model any small group learning method, but it is quite difficult to realize. Some experiences can be obtained and can be applied to model common group learning process from this study.

What Are the Dimensions of Language Learning with MOOCs for English Learners

MOOCs have opened a new door in promoting lifelong learning and quality education around the globe. Besides learning specific knowledge and skills, MOOCs may be useful for English language learners by providing similar opportunities to “studying abroad.” By using MOOCs, learners may be able to enhance Cognitive Academic Language Proficiency (CALP) beyond Basic Interpersonal Communication Skills (BICS), which is indispensable to be active in a globalized world. The aim of this study was to find out dimensions of learning with MOOCs for English learners which have an effect on English proficiency. After a pilot study, the main study found that there are three dimensions of MOOCs for English learners: Open Learning, Academic Self-efficacy, and Intercultural Communication. These dimensions will be useful in measuring the effects of English language learning with MOOCs.

The Effect of Question Styles and Methods in Quizzes Using Mobile Devices

In this chapter, quizzes were administered to university students using smartphones and tablets. The impact of question styles and methods on motivation, and the percentage of correct answers were then investigated, while considering the test approach–avoidance tendencies. In Study 1, 20 multiple-choice questions were set, and differences between smartphones and tablets were analyzed in terms of the percentage of correct answers and the optimum number of questions. In Study 2, different question styles, namely multiple-choice, fill-in-the-blank, and a combination of both multiple choice and fill-in-the-blank, using tablets, were analyzed. In Study 3, for the question method for quizzes using smartphones, all questions were displayed and a series of questions and answers were analyzed for comparison. In Study 4, for the question method for quizzes, which was considered in the context of using smartphones, all questions were displayed and a series of questions and answers were analyzed.

The Features and Roles of Simulation Software in the Classroom

The International Association for the Evaluation of Educational Achievement (IEA) has been conducting large-scale comparative studies of educational achievement, with the aim of gaining a more in-depth understanding of the effects of policies and practices within and across systems of education (Ministry of Education, Science, Sports and Culture 2001). The Third International Mathematics and Science Study (TIMSS) was conducted in 1999 and results indicated that Japan was only slightly trailing the leading countries in both math and science achievement. One indication of this is that the math and science ability of Japanese students surveyed ranked as fifth and fourth, respectively. However, when students were questioned whether or not they liked these subjects, Japan ranked next to last. Only 48% of Japanese students liked math or liked it very much and 55% liked science or liked it very much. These figures were both 24 percentage points lower than the international average. Many researchers have pointed out the necessity to promote science and math education in Japan and a survey by the National Institute of Educational Research showed that student interest in science decreases as they progress through school from grades 5 to 12, as shown in Fig. 1 (National Institute of Educational Policy Research 2002). The Ministry of Education of Japan has established several governmental policies for promoting science education in schools. These include the Super Science High School (SSH) project, the Science Partnership Program (SPP) and the development of science teaching and learning software which makes use of advanced technologies. Under the guidance of these policies the Japan Science and Technology Corporation (JST) has developed much high quality software for science education for use in both primary and high schools in Japan (Japan Science and Technology Corporation 2003). In order to make effective use of this software in education, a committee for the development and evaluation of