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Development and Evaluation of Presence-enhanced e-larning design

在线学习设计的开发和评估

基本信息

批准号：
16300264
负责人：
AKAHORI Kanji
金额：
$ 9.15万
依托单位：
Tokyo Institute of Technology
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (B)
财政年份：
2004
资助国家：
日本
起止时间：
2004 至 2006
项目状态：
已结题

项目摘要

This study aims to develop and evaluate e-learning design methods for the enhancement of learner's presence, in order to prevent drop-out. "Presence" referred in this research means perceived feeling as learners take a face-to-face class in e-learning environment. Suggestion from this research allows educator to promote the use of e-learning and use essential points to design learner-friendly e-learning system and contents.We research overall of e-learning design using company and educational organization in domestic and foreign countries in 2004. We interviewed with domestic and foreign researchers about practical design of e-learning for the enhancement of learner's presence. The results show that it is important for educator to have practical knowledge which let learners feel immergence in virtual e-learning environment without consciousness of applied media.In 2005, we evaluate the effect of computer-mediated communication (CMC) tools (Bulletin Board Systems (BBS), e-mail, and interactive blachboard) on the enhancement of learner's presence from the affective viewpoint. Results from this research reveal learners evaluated significantly high social presences in the lecture by using an interactive blackboard. Results from research about E-mail and BBS suggest the influence by a partner's status was seen in the learner's emotions produced by reading, their interpretation of other learner's emotional states, the contents of the message, and how to write the reply.We designed and developed presence-enhanced e-learning, and evaluated its effects from the viewpoints of affective side and learning performance. The results show that real-time communication using Synchronous CMC tools such as chat enhanced learner's presence, and promote high learning performance. We conducted another experiment for evaluation of handwriting, typing, and pen-tablet system. The results shows handwriting-based media had a positive effect on learner's memorization ability and presence.

本研究旨在开发和评估电子学习设计方法，以增强学习者的存在感，以防止辍学。本研究中提到的“临场感”是指学习者在电子学习环境中面对面上课时所感受到的感受。这项研究的建议使教育者能够促进电子学习的使用，并利用要点来设计学习者友好的电子学习系统和内容。我们于2004年利用国内外的公司和教育组织对电子学习设计进行了总体研究。我们采访了国内外研究人员，探讨了电子学习的实际设计，以提高学习者的存在感。结果表明，教育者拥有实践知识非常重要，可以让学习者在没有应用媒体意识的情况下感受到虚拟电子学习环境的沉浸感。 2005年，我们从情感角度评估了计算机媒介通信（CMC）工具（公告板系统（BBS）、电子邮件和交互式黑板）对增强学习者存在感的效果。这项研究的结果表明，学习者通过使用交互式黑板在讲座中对社交存在感的评价显着较高。关于电子邮件和BBS的研究结果表明，伙伴状态的影响体现在学习者阅读时产生的情绪、他们对其他学习者情绪状态的解释、消息的内容以及如何撰写回复。我们设计和开发了存在感增强的电子学习，并从情感方面和学习绩效的角度评估了其效果。结果表明，使用同步 CMC 工具（例如聊天）进行实时交流可以增强学习者的临场感，并促进高学习绩效。我们进行了另一项实验来评估手写、打字和手写板系统。结果表明，基于手写的媒体对学习者的记忆能力和表现力有积极的影响。