2009/09/11 1 Interaction-Oriented CSCL Environment Based on Focusing Intentions of Learners Interaction-Oriented CSCL Environment Based on Focusing Intentions of Learners Yuki HAYASHI, Tomoko KOJIRI, Toyohide WATANABE Graduate School of Information Science, Nagoya University
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Interaction-Oriented CSCL Environment Based on Focusing ... · 2009/09/11 2 Outline 1. Research Background and Objective • Target Learning Environment 2. Approach • Focusing Intention
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2009/09/11 1
Interaction-Oriented CSCL Environment Based on
Focusing Intentions of Learners
Interaction-Oriented CSCL Environment Based on
Focusing Intentions of Learners
Yuki HAYASHI,Tomoko KOJIRI,
Toyohide WATANABEGraduate School of Information Science,
Nagoya University
2009/09/11 2
OutlineOutline
1. Research Background and Objective• Target Learning Environment
2. Approach• Focusing Intention for Other Learners• Focusing Intention for Utterances
3. System Operation
4. Experiment and Summary
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BackgroundBackgroundDevelopment of computer technologies• Many people can easily study with others through
network independent of time and location.
Real-time communication tools commonly used in collaborative learning• Communication means are restricted.• Display image of information are same for all cases.
It is hard for learners to study with other learners smoothly and effectively.
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Research ObjectiveResearch Objective
Learners progress learning collaboratively by focusing on particular learners/utterances.
To construct interface for collaborative learning where learners can feel interaction with others To construct interface for collaborative learning where learners can feel interaction with others
Focusing target• Other learner whom learner is interested in
Focusing utterance• Utterance which relates to learner himself/herself
Focusing utterance• Text color: highlighted • Font size: bigger• Fade-out time: longer
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DemonstrationDemonstration
Learner ALearner BLearner C
Utterance text
Learner viewRound-table window
Chat window Memo window
Focusing target
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Experimental SettingExperimental Setting
Participants• 2 groups of 4 college students
Task• To discuss current topic of Japanese society
Evaluation method• To answer questionnaire about display method of
utterances [1(worst) to 5(best)]
To evaluate effectiveness of display method of utterancesTo evaluate effectiveness of display method of utterances
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Experimental ResultExperimental ResultAverage score of questions
Questions Average
(a) Could you recognize transitions of utterances? 4.00
(b) Could you read utterance texts? 3.63
(c) Did moving texts prevent smooth communication? 4.75
(d) Could you grasp display differences of focusing utterances? 3.25
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Experimental ResultExperimental ResultAverage score of questions
Questions Average
(a) Could you recognize transitions of utterances? 4.00
(b) Could you read utterance texts? 3.63
(c) Did moving texts prevent smooth communication? 4.75
(d) Could you grasp display differences of focusing utterances? 3.25
Majority of participants could recognize utterers and utterance targets.
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Experimental ResultExperimental ResultAverage score of questions
Questions Average
(a) Could you recognize transitions of utterances? 4.00
(b) Could you read utterance texts? 3.63
(c) Did moving texts prevent smooth communication? 4.75
(d) Could you grasp display differences of focusing utterances? 3.25
Some participants could not read allutterance texts when they were long.
Participants could communicate with others naturally through round-table window.
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Experimental ResultExperimental ResultAverage score of questions
Questions Average
(a) Could you recognize transitions of utterances? 4.00
(b) Could you read utterance texts? 3.63
(c) Did moving texts prevent smooth communication? 4.75
(d) Could you grasp display differences of focusing utterances? 3.25
Participants were able to grasp detected focusing utterances to some extent.
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SummarySummaryWe construct intuitive collaborative learning interface based on focusing intentions of learners.• Changing learner view according to focusing target• Moving utterance by target information
Future work• Modification of display method for utterance
• To distinguish learner’s own utterance from other learner• To divide utterance into several texts according to text length