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.

本研究では,視線一致型TV会議システムを利用し,早稲田大学と岡崎女子短期大学間を接続し,視線が一致する遠隔環境と一致しない遠隔環境,および対面による環境で交流学習を実施した。本稿では,これまで3年間にわたり2大学間で,実施した3段階の構成からなる交流学習の内容を概観・評価するとともに,下記の成果について論じる。交流学習における質問紙調査の結果を共分散構造分析した結果,視線が一致する遠隔学習環境では対面による学習環境に近いことが分かったほか,ディベート学習では対面以上の効果が得られた。視線が合わない遠隔学習環境では,学習環境格差があり学習に対する満足感が低下することから,これを補う方術が必要であることが明らかになった。

<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>

教授者と学習者の視線が一致する一斉講義における遠隔教育の研究事例はない.本研究では,視線一致型テレビ会議システム,従来型(視線不一致)テレビ会議システムを利用した授業と,対面授業における教育効果の比較分析を行った.各授業では質問紙調査と学習効果測定試験を実施した.試験成績を分散分析した結果,各授業間の成績差は見出されなかった.質問紙評価を分散分析および多重比較により評価した後,主観学習評価として理解感と学習意欲に関する項目を省き,因子分析をした結果,「ノンバーバルコミュニケーション」「飽き」「緊張」「視線・姿欲求」「疲労・不満」「弛緩」の6因子が抽出された.各因子を独立変数,試験成績(客観学習評価)および主観学習評価を従属変数として,単回帰分析および重回帰分析を行った.結果,以下のことが明らかとなった.「ノンバーバルコミュニケーション」は,主観学習評価および客観学習評価に対し正の影響を与える.視線が合わない学習環境では,学習者に学習活動の負荷を与える.視線が一致する遠隔教育は,対面一斉講義の教授方略が適用できるが,「飽き」に関する対策が必要である.

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.