Takahito Tomoto

Development of a Learning Support System for Source Code Reading Comprehension

In this paper, we describe the development of a support system that facilitates the process of learning computer programming through the reading of computer program source code. Reading code consists of two steps: reading comprehension and meaning deduction. In this study, we developed a tool that supports the comprehension of a programs reading. The tool is equipped with an error visualization function that illustrates a learners mistakes and makes them aware of their errors. We conducted experiments using the learning support tool and confirmed that the system is effective.

Development of a computer programming learning support system based on reading computer program

In this paper, we describe the development of a support system that facilitates the process of learning computer programming through the reading of computer program. Reading code consists of two steps: reading comprehension and meaning deduction. In this study, we developed a tool that supports the deduction of a programs meaning. The tool is equipped with an error visualization function that illustrates a learners mistakes and makes them aware of their errors. We conducted experiments using the learning support tool and confirmed that the system is effective.

An Improved Teaching Behavior Estimation Model from Student Evaluations

Many universities conduct student evaluations. Their purpose is to encourage improvement in teaching. However, the evaluations are merely subjective assessments by students, meaning that instructors cannot necessarily easily relate evaluations to areas for improvement in teaching. To address this issue, we suggest a teaching behavior estimation model that can estimate teaching behaviors from student evaluations of each lesson. In previous research, we built a model on the assumption that teaching behaviors are not correlated with other behaviors and that student evaluation items are uncorrelated to other evaluation items. However, this assumption could not be verified. Our research suggests a new teaching behavior estimation model that represents the correlation between factors of teaching and factors of student evaluations. To analyze this, we conducted canonical correlation between two kinds of factors and obtained correlations. This result shows that it is possible to construct a teaching behavior estimation model based on factors of teaching behavior and factors of student evaluations.

Proposal of a Framework for a Stepwise Task Sequence in Programming.

The execution process for solutions in problem-solving usually involves multiple operations; however, in many cases, the learner does not recognize why individual operations are performed. Therefore, the importance of understanding the grounds for performing individual operations has been pointed out. To fully understand individual operations in task presentation for learning support, it is necessary to discuss not only the properties of a single task, but also the kind of task sequence that should be designed within a continuous task. In general, the order and grain size of tasks presented in programming learning are determined by the teacher. However, if tasks are not presented in a stepwise manner, the learner may have difficulty or may have an incomplete understanding. In continuous tasks, such as programming learning, we assert that a framework based on the qualitative consideration of various properties, such as the order and granularity of tasks presented to learners, is necessary. Therefore, in this study, we examined the properties of sequential tasks to provide a framework for designing stepwise task sequences for programming learning support.

Development of a Mathematical Solution Environment to Understand Symbolic Expressions in Mathematics

This paper describes problems in mathematics learning, the development of a system to address them, and its effectiveness and considerations. We realize a function that converts symbolic expressions entered by learners to graphical representations and a function for manipulating the converted graphic. The conversion function enables the visualization of an input symbolic expression as a graphic. If the symbolic expression contains an error, the function visualizes the error so that learners can become aware of it. Through their operations, learners deepen their understanding of how the symbolic sentence influences the graphic and clarify their understanding of the relation between the symbolic expression and its graphical representation.

Development of a Blended Learning System for Engineering Students Studying Intellectual Property Law and Access Log Analysis of the System

In this paper, we analyzed access logs to this blended learning system. The blended learning system is divided into a login section, a menu section, a news section, a video viewing section, an exercise section, and a pdf output section. Therefore, we analyzed relationship between (a) access frequency, (b) video viewing time, (c) exercise system use time, and (d) pdf output count and students’ achievement, respectively. The main results were as follows. (1) Of the 30 students who took the final exam, 22 students accessed the system one or more times. (2) The total access count was 81 times, the total video viewing time was 79 h 56 min 51 s, the exercise system use time was 22 h 20 min 58 s, the number of pdf output was 83 times (278 sheets). (3) Achievement superiors used all of the (a), (b), (c) and (d) more times or more hours than the achievement subordinate. (4) In the basic problems, there was a positive correlation between the students’ achievement and video viewing, exercise system utilization time, respectively. (5) In the applied problems, there was a high positive correlation between the students’ achievement and the use time of the exercise system. (6) In the problem with a low percentage of correct answers, a high positive correlation was found between the score and the use time of exercise system. From the above results, it seems that both video and exercise system are useful for acquiring basic knowledge, and exercise system is useful for developing applied abilities. In addition, it was considered that utilizing the exercise system also contributes to solving high difficulty problems.

Behavioral Explanation versus Structural Explanation in Learning by Model-Building.

How students learn modeling skills and concepts of system dynamics through building models was investigated, focusing on how students’ behavior and understanding are influenced by the type of assistance and their prior knowledge. We implemented a function in a model-building learning environment that detects the difference between a model by students and the correct model and gives one of the two types of feedback: structural explanation which indicates structurally erroneous parts of a model by students to promote model completion, while behavioral explanation which suggests erroneous behavior of a model by students to promote reflection on the cause of error. Our experiment revealed: (1) Students assigned to structural explanation showed high model completion, but their understanding depended on whether they used feedback appropriately or not. (2) Students assigned to behavioral explanation showed less model completion, but once they completed models, they acquired a deeper understanding.

A Problem-Solving Process Model for Learning Intellectual Property Law Using Logic Expression: Application from a Proposition to a Predicate Logic

We have previously proposed a problem-solving process model using logical expressions, based on the observation that legal statements can be described using logical expressions when considering the problem-solving process model used by engineering students in the study of law. However, propositional logic alone has a limited range of application to practice problems, and so here we examine the description of practice problems using predicate logic by extending propositional logic to first-order predicate logic, and consider the effectiveness of this approach.

Report on Practice of a Learning Support System for Reading Program Code Exercise

Reading the source code of software programs is an effective way of learning, but novice programmers need (1) exercises that involve reading programs by tracing execution manually, and (2) feedback when they interpret the program incorrectly. In this paper, we propose exercises in which students read programs, and we report on the development of a system that provides feedback on mistakes. Furthermore, we also report the results of a comparison, conducted in a laboratory environment, between the approach proposed here and the conventional approach of learning via creating programs, as well as the results of two teaching trials.

運動する物体にはたらく力を対象としたError-based Simulationの中学校理科における実践利用

初等力学の問題解決においては，対象としている系にはたらく力の把握が必要であるが，この過程が最も難しいとされており，学習支援の対象として重要といえる．筆者らはこれまでに，このはたらく力を対象とした学習支援として，物体が速度をもたない静止系における力の把握を対象として，学習者の誤りに基づくシミュレーションであるError-based Simulation（EBS）の利用を試みており，授業での利用を通して学習効果の確認も行っている．本研究では，物体が速度をもつ運動系を対象としたEBS による学習支援効果の調査を授業での利用を通して行った．結果として，事前テストにおける成績と，利用方法により効果が異なることが示された．