東京科学大学 環境・社会理工学院 融合理工学系. クロス研究室
Institute of Science Tokyo, School of Environment and Society
Transdisciplinary Science and Engineering
Meet The Team
クロス研究室の教育工学グループ
クロス研究室の教育工学グループの学生は、メタ認知、個人向けオンライン適応学習システム(POALS)の開発、VR(仮想現実)支援型言語学習、AI支援型ライティング、小学生のプログラム教育、生涯学習、3D 360度ビデオによる学習者エンゲージメントの向上、アイトラッキングと画像など、様々なテーマに取り組んでいます。特に、教育工学と人工知能をどのように組み合わせれば、学生の学習を改善できるか、そして、これらの新しい手法の有効性を評価できるかに関心があります。
Luc Gougeon (LUC)
GEDES D3+ student
Luc is a third-year Canadian working adult doctoral student. His research focuses on educational policies and computational thinking. He is interested in understanding if Japanese in-service teachers are ready to teach programming in 2020. Luc has been living in Japan since 2008 and has been working as a university lecturer since 2015. Luc uses technology in his classes on a daily basis and hopes that his research will help him train the new generation of educators.
Promoting University Students and Elementary School Teachers to Become Lifelong Learners Through Play
In 2020, Japanese primary school educators will face the difficult challenge of introducing programming in their classes despite the fact that they never studied programming themselves. Our research aims are mapping the specific contours of the knowledge gap in-service teachers and extend this surveying to current universities students who are also lacking computer literacy skills. Most research in the field of computer literacy places a strong emphasis on children while neglecting the needs of in-service educators and older students. We will tackle this research by both surveying a range of students and teachers while conducting case studies consisting of an education intervention meant to give university students a quick grasp of computational thinking, computer literacy and basic programming concepts. The case study approach intends to offer students essentials skills in an active learning environment, skills which will be transferable to their future workplace or classroom if they intend to become educators. The results of this study are intended to offer stakeholders and policy-makers a clearer picture of the current educational landscape and enlighten their decisions. Below is an illustration of summarizing the issues which will be investigated related to education approaches and students’ knowledge needs.
Robert Anthony Olexa (Tony)
GEDES D3+ student
Robert Anthony Olexa is conducting research on Japanese students studying English as a foreign language (EFL) in tertiary educational settings funded by a JSPS Kakenhi grant. The research focuses on how students use iconic gestures and embodied communication to acquire English in virtual environments. The compilation of an ongoing Virtual Reality (VR) Chat language learner corpus cross-referenced with video data and multimodal analysis is used to observe how embodied learning contributes to students’ EFL learning progress.
Embodiment and Iconicity for English as a Foreign Language Learning in Virtual Reality
VR's ability to transcend traditional classroom limitations offers new opportunities for EFL education in Japan. Iconicity, the perceived relationship between form and meaning, is crucial for interpreting face-to-face interaction in second language learning. However, it is often overlooked in formal adult language education, where grammar and compositionality are prioritized over iconic forms.
Recent advancements in commercial VR technology, such as the introduction of 6 degrees of freedom (6DoF), have unlocked new possibilities for embodied multimodal communication in language learning. Learners can now engage in immersive virtual environments that integrate gestures and object-directed actions (see image below), adding depth and authenticity to language practice.
Studies investigating the effects of immersion in VR have shown mixed results. While some studies demonstrate that immersion enhances vocabulary acquisition and reduces anxiety, others show little to no effect at all. However, by incorporating iconicity as a dimension in user evaluations of VR experiences, the PhD research reveals promising potential for improving app design and maximizing engagement and learning outcomes.
By prioritizing iconicity in the design and selection of VR language learning apps, educators and developers can create more immersive, engaging, and effective learning experiences that optimize learning outcomes and learner satisfaction. The liberation from traditional classroom constraints through the use of VR technology has the potential to revolutionize EFL teaching and learning in Japan and beyond.
Xing Yipeng
GEDES M2 student
Facilitating Personalized Online Learning of Linear Algebra Concepts using Large Language Models
This research investigates the effectiveness of personalized online self-learning facilitated by Large Language Models (LLMs) in the domain of linear algebra at the university level. The objective is to evaluate whether LLM-driven interventions can enhance students’ understanding and performance on abstract mathematical concepts compared to traditional learning methods. The study also explores the characteristics of effective prompts through Natural Language Processing (NLP) analysis of LLM chat histories, aiming to establish a protocol for enhancing personalized learning experiences in mathematical education.
Yuka Matsuno
GEDES M1 student
The Impact of Avatar Appearance in Online English Conversations: Exploring Anxiety and Nervousness among ESL Learners
With the growing interest in learning English, the use of avatars to practice English conversation, especially through virtual reality (VR) environments, has increased. Although a few studies have investigated the relationship between changes in avatar appearance in VR and participants' anxiety levels, there is a lack of research focusing on the psychological effects of avatar changes in online video settings. Hence, research is being conducted to elucidate the characteristics of avatars on online video platforms that foster conversation without causing apprehension or unease among English learners.
