Development of "Instructional Activities Game" for supporting student teachers who go to practice teaching from comprehensive universities.

本研究的目的是改进Matsuda等人开发的“教学设计培训系统：TSID”和“教学活动游戏：IAG”，以支持实习教师去实践教学。为此，我们设置并遵循了以下步骤：(1)使TSID的任务能够在Web上执行；(2)实现新的IAG功能，模拟学习者的错误和对教师指令的反应，表明学习者情绪状态或行为的变化；(3)进行试验，评价系统的效果。对于(1)和(2)，我们首先检查了一个自动生成消息的模型，并用Lisp实现了它。然而，在实践教学中，检查教学计划流程的效率更重要，因此我们拒绝了第一种想法。相反，我们决定将TSID的功能集成到IAG中，以提高执行任务的效率和灵活性。更具体地说，我们实现了以下新功能：a)分析目标和制定教学计划作为IAG的对话界面，b)暂停和恢复游戏的执行，c)使用TSID的规则文件在每个任务中提供反馈。此外，我们使用Javascript将分层菜单系统引入到对话界面中，用于具体的教学计划和课程流程分析，以便于查找菜单项。(2)从实习教师的课堂观察以及对学生和指导教师的实践教学问卷中提取了学习者认知、情绪和行为状态变化的规律。基于这些规则，我们在IAG上实现了基于网络的微教学系统。关于(3)，我们进行的实验表明，基于网络的微教学系统对实习教师产生了提高实践教学意识、提高课堂决策能力等效果。少

The purpose of this study is to improve both "Training System for Instructional Design : TSID" and "Instructional Activities Game : IAG" which are developed by Matsuda et al. to support student teachers who go to practice teaching. For this purpose, we set and followed the steps as listed below:(1) Making it possible to perform the tasks of TSID on Web ;(2) Realizing a new IAG function to simulate learner's errors and the response to teacher's instructions that indicates the change of learner's emotional states or behavior ;(3) Conducting an experiment to evaluate the effects of the systems.As for (1) and (2), we first examined a model to automatically generate a message and implemented it by Lisp. However, efficiency in examining the flow of an instructional plan was more important in practice teaching, thus we rejected the first idea. Instead, we decided to integrate the functions of TSID into IAG in order to attain the increase in efficiency and flexibility of performing the tasks. … More Specifically, we implemented the following new functions : a) analyzing objectives and making an instructional plan as the dialog interfaces of IAG, b) pausing and resuming the execution of a game, c) providing feedback in each task by using rule files of TSID. Moreover, using Javascript, we introduced the hierarchical menu system into the dialog interfaces for specific instructional-planning and lesson flow analysis so as to facilitate finding a menu-item.Concerning (2), rules on the change of learner's cognitive, emotional, and behavioral states were extracted from the observations of student teachers' lessons as well as the questionnaire to students and supervisor teachers for practice teaching. Based on these rules, we implemented a web-based micro-teaching system on IAG.Regarding (3), the experiment we conducted showed that the web-based micro-teaching system had effect on the student teachers such as raising their consciousness towards practice teaching and heightening decision-making capability in a lesson. Less