2021 Fiscal Year Final Research Report
Online collaborative environment for knowledge building with reciprocal kit-building of concept map
| Project/Area Number |
19H04227
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| Research Category |
Grant-in-Aid for Scientific Research (B)
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| Allocation Type | Single-year Grants |
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| Section | 一般 |
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| Review Section |
Basic Section 62030:Learning support system-related
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| Research Institution | Hiroshima University |
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Principal Investigator |
Hirashima Tsukasa 広島大学, 先進理工系科学研究科(工), 教授 (10238355)
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| Co-Investigator(Kenkyū-buntansha) |
堀口 知也 神戸大学, 海事科学研究科, 教授 (00294257)
東本 崇仁 東京工芸大学, 工学部, 准教授 (10508435)
林 雄介 広島大学, 先進理工系科学研究科(工), 准教授 (70362019)
山元 翔 近畿大学, 工学部, 講師 (90735268)
前田 一誠 環太平洋大学, 次世代教育学部, 教授 (90757634)
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| Project Period (FY) |
2019-04-01 – 2022-03-31
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| Keywords | 知識構築 / 協調活動 / 他者理解 / 概念マップ / 相互再構成法 |
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| Outline of Final Research Achievements |
Online available environment for collaborative knowledge building with reciprocal kit-building of concept maps was designed and developed, and experimental evaluation of the environment was conducted in this research. In the reciprocal kit-building of concept maps, learners are requested to create a concept map individually at first, then, they exchange the components and re-compose concept maps with each other. By overlapping the original map and re-composed map, the differences are extracted. It was confirmed that the visualized differences were effective to activate the discussion among learners. In this research, an environment where several learners are allowed to access at the same time online and to conduct reciprocal kit-building has been implemented. Through the experimental use of the environment, it was confirmed that the environment promoted discussion and knowledge building of participants more than the usual concept map creation tool.
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| Free Research Field |
教育工学
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| Academic Significance and Societal Importance of the Research Achievements |
知識構築を目的とした話し合いを実質化するうえで，話し合いの参加者が「「相手の理解」を理解」することが重要な役割を持つ．この相手の理解の理解を促進する方法はこれまでに様々に提案されてきているが，操作的な定義を行った例はこれまでに存在しておらず，したがって具体的な支援も難しかったといえる．本研究は，相手の理解の理解を「相手の概念マップの再構成」として操作的に定義し，その再構成が学習効果を持つことを確認している．本研究は，この「概念マップの再構成としての相手の理解の理解」をオンライン上で協調活動として実施できる環境を実装し，その有効性を実証することで，話し合いの実質化のための有力な方法を提案できた．
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