| Project/Area Number |
23650530
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| Research Category |
Grant-in-Aid for Challenging Exploratory Research
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| Allocation Type | Multi-year Fund |
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| Research Field |
Educational technology
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| Research Institution | Tokyo Institute of Technology |
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Principal Investigator |
NISHIHARA Akinori 東京工業大学, 大学院・社会理工学研究科, 教授 (90114884)
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| Co-Investigator(Kenkyū-buntansha) |
ARA Yu 東京大学, 大学院・情報学環, 特任助教 (60612439)
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| Project Period (FY) |
2011 – 2012
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| Project Status |
Completed (Fiscal Year 2012)
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| Budget Amount *help |
¥3,250,000 (Direct Cost: ¥2,500,000、Indirect Cost: ¥750,000)
Fiscal Year 2012: ¥1,560,000 (Direct Cost: ¥1,200,000、Indirect Cost: ¥360,000)
Fiscal Year 2011: ¥1,690,000 (Direct Cost: ¥1,300,000、Indirect Cost: ¥390,000)
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| Keywords | 遠隔教育・同期型 / 画像解析 / 拡張現実感 / 可視化 / 遠隔講義 / 遠隔教育 / 教員支援 |
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| Research Abstract |
Previous researches reported that, in general distance education environments, novice instructors tend to fail to perform effective educational interventions to distant learners due to deterioration of the quantity and the quality of communication information. This inadequate educational interaction further results in low learners’ satisfaction and poor learning outcomes. The authors addressed this issue by developing a new synchronous distance education system. The system was designed to provide instructors with enough learner’s status information, to ensure better educational communications between instructors and learners at the far end.The system consists of two subsystems, i.e. (i) learner’s internal state estimation (LISE) algorithm and (ii) AR enhanced learner’s state visualization (LSV) system. LISE algorithm estimates learner’s learning status based on time series trajectory of their head positions. Evaluation test revealed that LISE algorithm holds satisfactory accuracy in status estimation and that LSV system supports instructors to perceive learner’s status more easily than ever, with the help of AR.As a conclusion, this study demonstrated that visualizing learner’s status with AR facilitates the perception of learner’s status by instructors in synchronous distance education environment and promotes effective interventions to distant learners.
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