Learning Support for Historical Interpretation Using Semantically Enhanced Historical Cartoons
Learning Support for Historical Interpretation Using Semantically Enhanced Historical Cartoons
复制标题
使用语义增强的历史漫画学习对历史解释的支持
DOI：
10.1007/978-3-030-50017-7_14
复制
发表时间：
2020
期刊：
影响因子：
--
通讯作者：
Yuki Hayashi
中科院分区：
文献类型：
--
作者：
Daiki Muroya;Kazuhisa Seta;Yuki Hayashi
培养学习态度的重要性使学习者不仅能记住关键事实，而且能深入了解这些事实的背景，这一点得到了广泛的认可。在本研究中，我们的目标是开发一种新颖的学习支持系统，通过使用历史漫画作为学习材料，以探索性的方式进行历史解释活动，以赋予学习者积极的学习态度。在本文中，我们提出了一个基于卡通语义的历史解说活动支持系统，学习者可以根据历史解说过程模型逐步进行自我探索学习，并根据自己的兴趣和学习情况提供支持，鼓励自己的历史解说活动。因此，我们确认该系统有助于促进学习者对历史的解释，而不是死记硬背的学习，并有可能改变他们对历史的学习态度。
The importance of cultivating learning attitudes that enable learners not only to memorize key facts but also gain insights into the background of these facts is widely recognized. In this study, we aim to develop a novel learning support system that imparts a positive learning attitude to learners by having them perform historical interpretation activities in an exploratory way using historical cartoons as learning materials that are provided to illustrate historical events. In this paper, we propose a historical interpretation activity support system based on cartoon semantics whereby learners can perform self-exploratory learning in a step-by-step manner according to the historical interpretation process model as well as they are provided with support to encourage their historical interpretation activity according to their interests and learning situations. As a result, we confirmed that the system helps promote the learner’s interpretation of history apart from rote learning and has a potential to change their learning attitude of history.
影响因子：
2.6
作者：
C. Jouault;Kazuhisa Seta;Yuki Hayashi
通讯作者：
C. Jouault;Kazuhisa Seta;Yuki Hayashi