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記述言語：日本語   出版者・発行元：情報処理学会  

我が国の大学等において，サイバーセキュリティ教育をeラーニングで行うことは主に監督官庁からの通達に従う形で行われてきた．eラーニングコースの開発には多大のコストを要するにも関わらず，アリバイ作り的な運用が散見される．加えて，そのようなコースが学習者の意欲を高めるものとなっておらず，それらを構成するコンテンツ，とりわけテストについて，一貫した設計・評価基準が適用されていないのが現状である．この問題意識のもと，著者らはサイエンティフィック・システム研究会サイバーセキュリティ・情報倫理eラーニング教育の課題解決WGにおける活動を通じ，より良いサイバーセキュリティ教育のためのテストを作成するため(1)「知識」の有無ではなく，判断スキルの習得を前提とする「態度」獲得を目指した，インストラクショナル・デザインの考え方を取り入れる(2)共有リポジトリを構築し，同じ課題を持つ関係者が共同で作問することを提案する．本提案は，著者らがこれまで取り組んできた，共通LMSによるサイバーセキュリティ教育と比較して，各大学等の事情に応じて問題を取捨選択できること，各大学のプラットフォームを活用でき責任分界点が明確になるという利点があり，より持続的な取り組みを目指すものである．現在，Moodle3.8.1にStudentQuizプラグインを導入したコースを共有リポジトリRepos-csel(https://csel.media.hosei.ac.jp/)として公開している．同リポジトリにおいて，WGメンバーがテスト問題を作成・共有し，その評価を行う機能の検証を行っている．

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担当区分：筆頭著者  

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記述言語：英語   掲載種別：研究論文（国際会議プロシーディングス）   出版者・発行元：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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記述言語：英語   掲載種別：研究論文（国際会議プロシーディングス）   出版者・発行元：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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記述言語：日本語   掲載種別：研究論文（学術雑誌）  

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記述言語：日本語   出版者・発行元：情報文化学会  

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担当区分：筆頭著者  

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担当区分：筆頭著者  

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記述言語：日本語  

J-GLOBAL

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記述言語：日本語   出版者・発行元：社団法人情報科学技術協会  

最近,ゲームの教育利用に関する研究・実践や学習成績の評価など様々な事例が報告されてきている。特にゲーミフィケーションやシリアスゲーム,ソーシャルゲームなども教育に取り入れられてきている。しかし,これらの相違点を明記した論文や書籍は少ない。そこで,本稿では,ゲーミフィケーションとシリアスゲーム,ソーシャルゲームの相違点について解説するとともに,それぞれ教育を進めるうえで考慮すべき長所と短所を整理し,解説する。そして,ゲーミフィケーション,シリアスゲーム,ソーシャルゲームそれぞれを効果的に導入するためのために考慮すべき今後の課題も含めて議論を行う。

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担当区分：筆頭著者  

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記述言語：日本語   出版者・発行元：CIEC研究会論文誌編集委員 編  

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J-GLOBAL

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記述言語：日本語   出版者・発行元：一般社団法人情報処理学会  

情報通信機器を活用したコミュニケーションは視覚障害者と晴眼者との有効な情報伝達手段であるが，視覚障害者には大きな壁が存在する．それは『漢字仮名交じり文』を作成することである．視覚障害者が使用する点字には，ひらがな，カタカナ，漢字の区別がなく，表音文字だけをどんどん読み進んで文字の意味を理解するため，『墨字』という大きな壁にぶちあたってしまう．これまでも視覚障害者向けに点字ワープロなどが開発されてきたが，これらの機器を有効に活用するためには，視覚障害者の墨字リテラシ強化が必要不可欠である．そこで我々は，筆順に着目し，触覚と音声ガイドによる自学自習および対面指導を支援するシステムを開発し，視覚障害者を被験者とした評価実験を行った．We develop a Sumiji learning support system for visually impaired people. The system is based on hand writing using tactile stroke order to be displayed. In order to validate the system, we perform experimental evaluation of the system with visually impaired people. As a result, it is clarified that our system is very effective for the blind to learn Sumiji. Its hand writing is accompanied by shortening of acquisition time and the improvement in the rate of learning is compared with the conventional face to face instruction.

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担当区分：筆頭著者  

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担当区分：筆頭著者  

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記述言語：日本語  

情報通信機器を活用したコミュニケーションは視覚障害者と晴眼者との有効な情報伝達手段であるが，視覚障害者には大きな壁が存在する．それは 『漢字仮名交じり文』 を作成することである．視覚障害者が使用する点字には，ひらがな，カタカナ，漢字の区別がなく，表音文字だけをどんどん読み進んで文字の意味を理解するため， 『墨字』 という大きな壁にぶち当ってしまう．これまでも視覚障害者向けに点字ワープロ等が開発されてきたが，これらの機器を有効に活用するためには，視覚障害者の墨字リテラシー強化が必要不可欠である．そこで我々は，筆順に着目し，触覚と音声ガイドによる自学自習および対面指導を支援するシステムを開発し，視覚障害者を被験者とした評価実験を行った．We develop a Sumiji learning support system for visually impaired people. The system is based on hand writing using tactile stroke order to be displayed. In order to validate the system, we perform experimental evaluation of the system with visually impaired people. As a result, it is clarified that our system is very effective for the blind to learn Sumiji. Its hand writing is accompanied by shortening of acquisition time and the improvement in the rate of learning is compared with the conventional face to face instruction.

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記述言語：日本語   出版者・発行元：教育システム情報学会  

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記述言語：英語   掲載種別：研究論文（国際会議プロシーディングス）   出版者・発行元：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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担当区分：筆頭著者  

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記述言語：英語   掲載種別：研究論文（学術雑誌）  

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記述言語：日本語   出版者・発行元：奈良女子大学  

In this paper, we have developed manga based e-Learning contents. Different from the usualtext based e-Learning contents, manga based contents have advantages such as it is easy to read and easy to understand. We have used the ADDIE model to create contents. The ADDIE model is one of the instructional design model and is constituted by the following five phases; Analysis, Design, Development, Implementation and Evaluation. Using this model, we can clarify the critical point of the problem and develop the e-Learning contents effectively. We use thus created manga contents for the learningquestionnaire. The result show that manga media make the contents more creativity and keep student ﾕs motivation of learning high.

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担当区分：筆頭著者  

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記述言語：英語   掲載種別：研究論文（国際会議プロシーディングス）   出版者・発行元：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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会議種別：口頭発表（一般）  

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会議種別：口頭発表（一般）  

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会議種別：口頭発表（一般）  

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会議種別：公開講演，セミナー，チュートリアル，講習，講義等  

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会議種別：口頭発表（一般）  

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会議種別：公開講演，セミナー，チュートリアル，講習，講義等  

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会議種別：シンポジウム・ワークショップ パネル（指名）  

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会議種別：公開講演，セミナー，チュートリアル，講習，講義等  

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記述言語：日本語   会議種別：口頭発表（一般）  

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記述言語：日本語   会議種別：口頭発表（一般）  

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記述言語：日本語   会議種別：口頭発表（一般）  

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記述言語：日本語   会議種別：口頭発表（一般）  

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記述言語：日本語   会議種別：口頭発表（一般）  

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記述言語：日本語   会議種別：口頭発表（一般）  

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記述言語：日本語   会議種別：口頭発表（一般）  

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記述言語：日本語   会議種別：口頭発表（一般）  

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記述言語：日本語   会議種別：口頭発表（一般）  

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記述言語：日本語   会議種別：口頭発表（一般）  

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対象： 社会人・一般,　企業,　市民団体

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