Yoshihiko Kubota

Tangible earth: tangible learning environment for astronomy education

To support astronomy education, we developed a tangible learning environment called the tangible earth system. To clarify its problems, we defined an assessment framework from the aspects of curriculum guidelines, design guidelines of tangible learning environments, and epistemology of agency. Based on the analysis of our small-scale user study, we identified problems of the system in terms of location, dynamics, and correspondence parameters.

Development of a Tangible Learning System that Supports Role-Play Simulation and Reflection by Playing Puppet Shows

This paper describes the development of a tangible puppetry role-play simulation system called “EduceBoard”, which enables students to role-play, based on various character’s voices, in role-play simulation. It is to be noted that students are unable to play the diverse roles of children due to psychological inhibition and other factors in face-to-face self-performed role-play. EduceBoard is a tangible puppetry role-play simulation system that assists improvisational role-play, such as microteaching, by enabling students to play using puppets. It also provides web animation and comment functions for reflecting upon their play, recorded in a server. This paper describes the design specifications and implementation of the EduceBoard system, and discusses the current and future system applications.

Exploiting Bodily Movement to Regulate Collaborative Learning by Designing a Tablet-Based CSCL System

This paper describes the design of XingBoard (Crossing Board) system from the viewpoint of bodily control of interaction. XingBoard is a tablet-based tool that supports a bi-directional transition between personal and collective activities in collaborative learning process. For this purpose, this system provides a shared space for discussion comprised of multiple, connected tablet terminals and allows users to move post-it like cards from one terminal to another. In addition, the sys-tem can copy cards from a shared space to each learner’s tablet for individual work, which consists of reflection on or revision of the results of the group discussion. To evaluate the system from an interaction perspective, we record scenes where a group of 4 subjects use XingBoard. As a result of interaction analysis, it turns out that XB, by its tangible nature, supports collaborative work by enabling learners to use their bodily movements as interaction re-source.

Thoughts on Effective Learning Procedure for Tangible Learning Environment Based on Embodied Design

Based on an observational study of astronomy education using a tangible globe system, this paper aims to elicit implications for effective learning procedure for tangible learning environments. By analyzing the experiment based on “embodied design” concept, we found that, when appropriate instruction is not provided, intuitive operability of tangible user interface at times rather disturbs learners’ thinking opportunities. We also found that by properly limiting the information to show learners, the system can make learners be more conscious of the meaning of manipulating tangible objects and result in better understanding of the learning content.