An investigation into encouraging higher user self-disclosure during text-based Computer Mediated Communication (CMC) system known as the Prompter Communication system (PCS), proposed by Yonemura et al. in previous studies, in which 1 to 3 black circular prompter images ("•") are embedded onto the background of a text-field canvas as stimuli and as an embryonic basis for conversation, have been investigated and evaluated. The effects on supporting the projection or reflection of generated mental representations onto messages with the "•" prompter image as part of the representations within the message contents have also been examined. During the investigation, the concepts and features of the Geneplore cognitive creative thinking process model, together with self-projections, were integrated into the proposed system. Based on these concepts and features, the PCS aims to encourage users to express their mental representations by projecting or reflecting them onto the messages in combination with the provided "•" prompter image as part of the message contents. Communication experiments using the prototype PCS system have been conducted, where a Normal Communication System, NCS which uses only a plain text-field canvas without the "•" prompter image, is compared with the PCS. The experimental results indicate that communication conducted using the PCS results in an increased number of messages with the "•" prompter image(s) involved as part of the message contents than as background images. Further analysis into the self-disclosure level of the message contents and the relationships between the degree of self-disclosure and the representations of the "•" prompter image(s) within the messages have indicated that the degrees of self-disclosure increases when the "•" prompter image(s) are used to represent the participant him/herself, or the participant's thoughts and emotions, and decreases when the "•" prompter image(s) are used to represent animals or objects, or when the "•" prompter image(s) presented within the messages have been ignored. Investigations into the differences in self-disclosure level between message contents from both the PCS and the NCS have shown that using the PCS results in a generally higher degree in the average frequency of the appearance of high self-disclosure information than when using the NCS. During the conversation, these messages contain information with a high level of self-disclosure, which, consequently, may further lead to the development of intimate and deep interpersonal relationships.

In this research, it connects between Waseda University and Okazaki Women's Junior College by using video conferencing system, and the exchange learning was executed in the following three features: an eye-contact type distance environment, the former type (without eye contact) distance environment and a face-to-face environment. In this paper, the content of the exchange learning that consists of the composition of three stages executed for three years between two universities is reviewed, evaluated, and the following result is discussed. As a result of covariance structural analysis on result of questionnaire surveys in exchange learning, it has been understood to approximate eye-contact type distance environment to face-to-face environment, the effect of face-to-face environment or more was achieved in the debate study. Because there is a study environment difference in without eye contact distance environment, the satisfaction to study decreases, it was clarified that teaching method that supplemented this was necessary.

<p>In distance education, there is no precedent for research of debate that can be eye contact. In this research, 5 learning environments, the eye-contact type and former (non-eye-contact) type systems of distance learning through Video Conferencing System (screen size 15 and 30 inches), and the real (face-to-face) class, were compared. Number of remarks, effective remarks and learning behavior factor were acquired from each class, and analysis of variance, covariance structure analysis was executed. As a result, in the number of effective remarks, there is no difference between eye-contact type and the real class, and it has decreased in former type. In eye-contact type and the real class, the learned behavior that raises learning effects most is "verbal communications". In former type, the decrease in the learning effect by "getting tired, relaxation" is remarkable. The strategy that draws out "verbal communications", "non-verbal communications", "attention of eye" amplification of screen size, is necessary to control the decrease in the learning effect.</p>

<p>This research aimed to clarify the difference of learning effect according to learner's property by distance learning using eye-contact type, conventional non-eye-contact type video conferencing systems and the real class by facing. The learner's property was obtained beforehand, learning behavior factor and the learning effect was obtained from each class. As a learning model by simultaneous lecture, the recursive model was assumed, covariance structure analysis was executed. As a result, the following have been understood. At the real class, the learner with high "grounding" raises the learning effect. At the conventional type, the learner with high "maladaptive tendency" and "superiority complex" lower the learning effect. At the eye-contact type, the learner with high "extroversion" raises the learning effect, while the learner with high "insensitivity" lower the learning effect.</p>

In distance education at a simultaneous lecture, this kind of research is without precedent which learners' eyes meet, contactable, their teacher. In this research, the lecture was executed by three different methods. Two of the lectures were executed through Video Conferencing Systems, new one to which a look can be matched and another former one that a look cannot be matched. To them, another was executed by the real facing lecture. In each lecture, questionnaires and learning effect measurement examinations were given. Using them, the comparative analysis of the educational effect were made. From a decentralized analysis of the examination results, result difference was not found among the lectures. Analysis of variance and the multiple comparison estimated the questionnaire evaluation. In addition, factors about understood feeling and study volition were excluded as subjective study evaluation, and then factor analysis were executed. As a result, the following six factors have been extracted: "non-verbal communication" "getting tired" "strain" "a look, real existence desire" "fatigue, dissatisfaction" "relaxation" Each factor was assumed to be an independent variable, examination result, objective study evaluation, and subjective study evaluation were assumed to be a dependent variable. Using them, single recurrence analysis and multiple regression analysis were executed. As a result, the following were clarified. "Non-verbal communication" has a positive influence on the understood feeling, volition, and understanding level. The learning environment which a look cannot be matched becomes an obstacle for the learner's study activity. Although, the distance education with a look can be matched form applies the teaching method for a facing simultaneous lecture, measures against "getting tired" are necessary.

本研究では,エンジンの動作する原理を,コンピュータグラフィックス(CG)アニメーションを用いることで,各構成部品の働きを,動きの中で有機的に結びつけて示し,効率よく学習させるマルチメディアコンテンツを開発した.本コンテンツを神奈川工科大学工学部機械工学科1年生の機械実習実験科目で行われる「エンジンの分解・組み立て実習」の授業において実践し,学生に対して行った小テストおよびアンケートの結果からその学習効果について検討を行った.その結果,本コンテンツはエンジンの動作メカニズムを理解させる教育支援コンテンツとして有効であることを確認した.