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Language：Japanese  

In this study, we propose two solutions to improve quiz for cyber security awareness education through activities in The Society of Scientific Systems : (1) Adopt Instructional Design to achieve not only knowledge, but an attitude that is able to learn ability to judge. (2) Shared repository to collaborate over institutions or organization. The motivation of this study is that, it is big challenge to provide good cyber security awareness e-learning for students in Japanese universities. Because learners has no positive attitude to such kind of e-learning in many cases and no one has clear and general criteria to evaluate the quiz, main content of e-learning course. Our proposal is sustainable and has advantage that each institution can make a choice quizzes from the repository circumstantially and can provide quizzes via own learning management system (LMS), compared with our recent work based on shared LMS. Currently, we, the member of the working group of cyber security e-learning of The Society of Scientific Systems, started make quizzes and upload them to the repository, Repos-csel (https://csel.media.hosei.ac.jp/), based on Moodle 3.8.1 and StudentQuiz Plugin.

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Language：English   Publishing type：Research paper (international conference proceedings)   Publisher：IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT  

The flipped classroom is an inverted version of the traditional learning model. On the one hand, the flipped classroom is still at the early stage in Japan. As a reason for this might be the lack of good quality electronic learning materials and teaching method. This paper presents a review of an instructional design framework of "flipped classroom on the basis of gamification". Recently, growing attention has been paid to game-informed education. Gamification is one form of the above game-informed education. Gamification is a new coinage. We use of game design elements in non-game contexts. It means an implementation and use of game design elements and techniques. It is necessary to consider uses of gamification according to the varying needs of learners. Furthermore, usefulness of gamification is shown in some studies. However, gamification is not necessarily beneficial for all learners. Therefore, "flipped classroom based on gamification" is helpful in improving learners' understanding level and motivation.

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Language：English   Publishing type：Research paper (international conference proceedings)   Publisher：IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT  

The flipped classroom is an inverted version of the traditional learning model. In the flipped classroom, instructors typically assign recorded video lectures as homework, and use class time for active learning exercises and direct engagement with students. This strategy yields a number of benefits to both learner and teacher. On the one hand, the flipped classroom is still at the early stage in Japan. As a reason for this might be the lack of good quality electronic learning materials and teaching method. This paper presents a review of an instructional design framework of "flipped classroom on the basis of gamification". Purpose of using gamification is to try supporting self-learning motivation effectively. Recently, growing attention has been paid to game-informed education. Gamification is one form of the above game-informed education. Gamification is a new coinage. We use of game design elements in non-game contexts. It means an implementation and use of game design elements and techniques. However, it is necessary to consider uses of gamification according to the varying needs of learners. Furthermore, usefulness of gamification is shown in some studies. However, gamification is not necessarily beneficial for all learners. Therefore, "flipped classroom based on gamification" is helpful in improving learners' understanding level and motivation.

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Language：Japanese   Publishing type：Research paper (scientific journal)  

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Language：Japanese   Publisher：情報文化学会  

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Language：Japanese  

J-GLOBAL

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Language：Japanese   Publisher：社団法人情報科学技術協会  

Game of education is not necessarily beneficial for all learners. In fact, it is possible for game of education to inhibit learner motivation. Gamification, based serious games and the social game have been taken to the education of the game. However, there are neither a thesis nor a book that describes these different points clearly. This paper will report the results of the questionnaire as well as discuss the points that need to be considered when applying gamification, based serious games and social games.

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Language：Japanese   Publisher：CIEC研究会論文誌編集委員 編  

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J-GLOBAL

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Language：Japanese   Publisher：一般社団法人情報処理学会  

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Language：Japanese  

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Language：Japanese   Publisher：教育システム情報学会  

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Language：English   Publishing type：Research paper (international conference proceedings)   Publisher：IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT  

This paper proposes the e-learning support methods using the Gamification. This support method is development of the contents using the Gamification. E-learning has major three disadvantages of high dropout rates, degrading motivation and lack of community support. The proposed e-learning support methods using the Gamification are effective to solve the three disadvantages of e-learning I mentioned. To show the proposed e-learning support method based on Gamification could overcome the already mentioned. Gamification is a new coinage. Gamification is the use of game play mechanics for non-game applications particularly consumer-oriented web and mobile sites. Especially, there is continuance in the game mechanics. The Gamification consists chiefly of the following four elements: Interest, Competition, Share, and communications. I focus the first elements of the Gamification. I developed contents based on the manga. Manga media for the e-learning support which is presented for students with easily attracting their empathy and interest. But, the manga based e-learning content are temporarily effective and there are no long-term effect in them. To generate interest, Competition, Share and Communications high quality manga contents should be developed. I developed contents that not only the element of the game but also the quality of the education had secured. I show you evaluation results of the manga based e-learning content by testee to 77 high school school students who use the e-learning contents. The evaluation table shows that most students satisfy and the point of the test went up.

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Language：English   Publishing type：Research paper (scientific journal)  

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Language：Japanese   Publisher：奈良女子大学  

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Language：English   Publishing type：Research paper (international conference proceedings)   Publisher：IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT  

This paper proposes the e-learning support methods using e-WOM, which stands for e-word of mouth, using twitter and blog, Facebook. The proposed e-learning support methods using the e-WOM are effective to solve the three disadvantages of e-learning I mentioned. E-learning has major three disadvantages of high dropout rates, degrading motivation and lack of community support. To show the proposed e-learning support method based on e-WOM could overcome the already mentioned. This support method is development of the contents using the APSAS. The APSAS model consists of the following five phases: Attend, participate Search, Act, Share. APSAS model has improved the AISAS model, The AISAS model consists of the following five phases: Attention, Interest, Search, Action, and Share where Action means Purchase and Share means Information Sharing. Application of the AISAS online consumer behavior model to e-learning education APSAS model. I focus the first phases of the APSAS model. I use Manga media for the e-learning support which is presented for students with easily attracting their empathy and interest. But, the manga based textbooks have rooms for improvement as follows. 1) Character dependent, 2) a lot of explanatory sentences, 3) no difference from normal textbook. Using such manga based e-learning content, no e-WOM would be generated. To generate e-WOM, high quality manga contents should be developed. The important thing is that characters must be very friendly to learners so that they empathize the characters as virtual experience. The existing manga based text book is too formal for leaner to empathize. I will show you more concrete example of a narrative approach. I show you evaluation results of the manga based e-learning content for PC by questionnaires to 216 students and 357 students who use the e-learning contents. The evaluation table shows that most students satisfy with the e-learning content. In addition, the evaluation results show that manga based e-learning contents seems to be effective for generating e-WOM.

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Presentation type：Oral presentation (general)  

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Presentation type：Public lecture, seminar, tutorial, course, or other speech  

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Presentation type：Public lecture, seminar, tutorial, course, or other speech  

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Presentation type：Symposium, workshop panel (nominated)  

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Presentation type：Public lecture, seminar, tutorial, course, or other speech  

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Language：Japanese   Presentation type：Oral presentation (general)  

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Language：Japanese   Presentation type：Oral presentation (general)  

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Language：Japanese   Presentation type：Oral presentation (general)  

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Language：Japanese   Presentation type：Oral presentation (general)  

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Language：Japanese   Presentation type：Oral presentation (general)  

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Language：Japanese   Presentation type：Oral presentation (general)  

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Language：Japanese   Presentation type：Oral presentation (general)  

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Language：Japanese   Presentation type：Oral presentation (general)  

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Language：Japanese   Presentation type：Oral presentation (general)  

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Language：Japanese   Presentation type：Oral presentation (general)  

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Audience： General,　Company,　Civic organization

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