2022 Fiscal Year Final Research Report

Development and practical evaluation of a collaborative learning environment that fosters the ability to identify truth from seemingly conflicting information

Research Project

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Project/Area Number	20H01729
Research Category	Grant-in-Aid for Scientific Research (B)
Allocation Type	Single-year Grants
Section	一般
Review Section	Basic Section 09070:Educational technology-related
Research Institution	Senshu University
Principal Investigator	Mochizuki Toshio 専修大学, ネットワーク情報学部, 准教授 (50379468)
Co-Investigator(Kenkyū-buntansha)	山口悦司神戸大学, 人間発達環境学研究科, 教授 (00324898) 鈴木栄幸茨城大学, 人文社会科学部, 教授 (20323199) 舟生日出男創価大学, 教育学部, 教授 (20344830) 大島純静岡大学, 情報学部, 教授 (70281722) 加藤浩放送大学, 教養学部, 教授 (80332146) 大浦弘樹東京理科大学, 教育支援機構, 准教授 (90466871)
Project Period (FY)	2020-04-01 – 2023-03-31
Keywords	認識的認知 / 複数文章読解 / 協調学習 / 学習科学 / 情報教育 / 認識的足場かけ
Outline of Final Research Achievements	This study aims to cultivate the students' ability to draw reasonable conclusion as the truth through integrated evaluation of evidence that appear in multiple pieces of information, based on their creation of a visual graphic organizer on that students examine quality, quantity, and mutual relevance of evidence and source information in a collaborative discussion. We developed EDDiE (Electronic Documents Disagreement Evaluation), a CSCL environment in which learners collaboratively consider the reasons for disagreements among information based on the analysis of evidence and source information described in multiple conflicting information. Some practical and experimental evaluation revealed that EDDiE can support learning activities in which learners can systematically analyze evidence in the documents to consider reasons for disagreement and try to integrate the information to find a conclusion while also considering various reasons for disagreement.
Free Research Field	教育工学・学習科学
Academic Significance and Societal Importance of the Research Achievements	本研究の成果は、複数の矛盾する情報を的確に統合して理解するための方略を明らかにするとともに、素人の学習者がそうした方略を学ぶことができる協調学習支援システムを開発して、その一定の効果を示したものである。今後、ポスト真実時代における科学情報リテラシー教育に資する基盤となる成果であると考えられ、学術的意義は極めて大きい。また、科学技術の社会問題のような様々な論争的課題において議論するための基盤となるものとも考えられ、その社会的意義は大きいと考えられる。