Takahiko Mendori

A Customizable Language Learning Support System Using Ontology-Driven Engine

This paper proposes a framework for web-based language learning support systems designed to provide customizable pedagogical procedures based on the analysis of characteristics of both learner and course. This framework employs a course-centered ontology and a teaching method ontology as the foundation for the student model, which includes learner knowledge status and learning preferences. A prototype system has been developed based on this framework. The system was evaluated by means of analysis of learner data from the international language department of a Chinese university. The average learning achievement of the students in the experimental group, who studied with the learning support system, was significantly better than that of the control group, who studied with the tradition learning management system while taking the same Japanese course as the experimental group.

Posture and Face Detection with Dynamic Thumbnail Views for Collaborative Distance Learning

In this paper, we describe the use of a collaborative TERAKOYA learning system developed to help students actively study anywhere on a local area network (LAN) linked to multipoint remote users. In this environment, if many students send questions to a teacher, it is difficult for the teacher to provide answers quickly; furthermore, the teacher is largely unable to determine the degree to which each student has understood the course materials, because he or she cannot observe the students and their reactions in person. In this paper, we discuss a graphical user interface (GUI) system that prioritizes student screens by changing the GUI on the teacher’s computer; more specifically, thumbnails of student screens zoom dynamically in proportion to each student’s understanding level. By sorting these priorities on his or her screen, the teacher can observe each student’s work and support their thinking process at each student’s individual pace.

Implementation of a Learning Style by E-Textbook Contents Reduction Processing

The majority of Japanese classrooms are teacher-centered. Teachers lecture one-sidedly and write explanatory notes on blackboard matching the content of the textbook. The students just listen and copy the content that the teacher wrote on the blackboard.

A Study of the Reliability and Validity of Felder-Soloman Index of Learning Styles in Mandarin Version

This paper offers a contribution to the validation work on the ILS instrument based on the authors study of the relationship between learning styles and learning performances in a language learning support system. An analysis on 198 valid questionnaires, collected from Chinese-native undergraduate students in responds to a Mandarin translation of Felder-Solo man Index of Learning Styles, are discussed. The discussion includes internal reliability, inter-scale correlation and construct validity. In the terms of construct validity, the trends of learning style preferences with respect to gender and the field of study are investigated.

Self-educate Function Added on Gakuzai System

We give the electronic textbook (e-textbook) that the student can edit. When the student understands hearing the teacher’s explanation, leaving only an important term, and obscuring the part where it explains it on the e-textbook, they remakes the textbook into them notebook. Because work to copy the content of the blackboard disappears and the teacher’s explanation can be heard enough, the student can be expected to acquire knowledge in a short time. The WEB application that remakes the e-textbook into the notebook has developed. Now added the function of self-study work at home. The function makes problem-solving exercise automatically with reduced e-textbook content. The marked up items on e-textbook collect for selector that use in exercise. The student keep trying problem-solving exercise by new problem. The function provides learning opportunities for self-study work.

Zoom Interface with Dynamic Thumbnails Providing Learners with Companionship through Videostreaming

We have developed the TERAKOYA learning system, which helps students study actively anywhere on a local area network (LAN) linked to multipoint remote users. However, if many students frequently sent their questions to the teacher, it is very difficult to correspond to quickly answer that for the teacher. In addition, the teacher hardly clarifies how much each student understood because he cannot watch students’ face and reaction. This paper discusses the graphical user interface (GUI) system that is used a little ingenuity to prioritize students’ screens through variably changing the GUI interface on the teacher’s PC. The aspect of window that was displayed as thumbnails of the students’ PC screen was zoomed dynamically each thumbnail by their understanding level. By sorting out their priorities on the teacher’s PC screen, the teacher can timely observe the students’ work and support their thinking process.

A Customizable Language Learning Support System Using Course-centered Ontology and Teaching Method Ontology

This paper describes an online language learning support system intended to provide a customizable pedagogical learning process based on the analysis of characteristics of both learner and course. This system employs a course-centered ontology and a teaching method ontology as the foundation for the student model, which includes learner knowledge status and learning preferences. On the one hand, instructors can manage the learning materials based on these ontologies. On the other hand, after setting initial knowledge status, learners are able to follow a personalized learning process, which includes knowledge comparison to support learner comprehension of new grammar points.

Window Control Interface to Attract Teacher’s Gaze Area for Watching a Reaction of Remote Learners

We have developed the TERAKOYA learning system, which helps students study actively anywhere on a local area network (LAN) linked to multipoint remote users. However, if many students frequently sent their questions to the teacher, it is very difficult to correspond to quickly answer that for the teacher. In addition, the teacher hardly clarifies how much each student understood because he cannot watch students’ face and reaction. This paper discusses the graphical user interface (GUI) system that is used a little ingenuity to prioritize students’ screens through variably changing the GUI interface on the teacher’s PC. The aspect of window that was displayed as thumbnails of the students’ PC screen was zoomed dynamically each thumbnail by their understanding level. By sorting out their priorities on the teacher’s PC screen, the teacher can timely observe the students’ work and support their thinking process.