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

本研究的目的在于改善松田等人所开发的“教学设计训练系统TSID”与“教学活动游戏IAG”，以支援实习教师。为此，我们设计并实现了以下步骤：（1）在Web上实现TSID的任务：（2）实现一个新的IAG功能来模拟学习者的错误和对教师指令的反应，反映学习者的情绪状态或行为的变化;（3）进行实验以评估系统的效果。对于（1）和（2），我们首先研究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，更重要的是检查教学计划流程的效率，因此我们拒绝了第一个想法。相反，我们决定将TSID的功能整合到IAG中，以提高执行任务的效率和灵活性。 关于我们 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）通过使用TSID的规则文件在每个任务中提供反馈。此外，在对话界面中使用JavaScript语言引入了层次菜单系统，以便于具体的教学计划和教学流程分析。（2）通过对实习教师授课的观察以及对学生和指导教师的问卷调查，提取了学习者认知、情感和行为状态变化的规律。针对（3）实验结果表明，基于网络的微格教学系统对提高实习教师的实践教学意识、提高课堂决策能力有一定的作用。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