| 研究課題/領域番号 |
15K01080
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| 研究機関 | 公立はこだて未来大学 |
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研究代表者 |
Michael Vallance 公立はこだて未来大学, システム情報科学部, 教授 (00423781)
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| 研究期間 (年度) |
2015-04-01 – 2018-03-31
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| キーワード | active learning / 3D / 学習環境 |
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| 研究実績の概要 |
The pedagogic rationale is to combine a 3D simulation space for real world collaboration; in this case, the programming of robots contextualized by simulating a robot navigating within a restricted area.
To additionally engage the learners in the active design and construction of their learning environment both in the 3D space and the real world lab, a virtual abandoned factory space was designed for initial training and familiarity with 3D virtual maneuvers, interactions and ‘emotion-mind’ conflict that often results in motion sickness.
Data is continually being collected and collated as students in Japan, UK and USA participate in tasks requiring collaboration and communication. Task complexity (i.e. task problem and solution measures) are determined from the robot tasks. Discourse of screen capture of all simulated tasks in the 3D virtual space and video capture of all real-world tasks is being analyzed to identify instances of lexical evidence of cognition of remember, understand, apply, analyze, evaluate and create. Participants’ experiences using pre and post-task surveys are being analyzed for descriptors of declarative knowledge (recall), procedural knowledge (apply) and meta-cognitive (understand) knowledge. Collating quantatitive and qualitative data from multiple sources offers a broader interpretation and understanding of the complicated issue of effectively measuring learning and knowledge development. Researchers’ observations merged with students’ self-reporting contribute to help interpret the quantitative data obtained from the robot tasks.
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| 現在までの達成度 (区分) |
現在までの達成度 (区分)
2: おおむね順調に進展している
理由
It is reasoned that a 3D virtual world as a simulation for collaborative efforts can result in measurable learning outcomes measured as declarative, procedural and meta-cognitive knowledge. However, research into the efficacy of online 3D virtual collaborations for effective learning must be persevered in order to determine its value to educators and promote new, transformative learning in Higher Education: “Even though video captures of robot movements and the online collaboration, transcriptions of in-world communication, and post-task reflections are collated as data for this research, at present the data only superficially demonstrates a development of procedural knowledge and collaborative fluency”. Moreover, if the promotion of Computational Thinking across disciplines is desired by Education authorities, as shown in the literature review of this paper, there needs to be a transformation in academic practice which is informed by the research in cognitive science. For Computational Thinking, active learning, and 3D virtual worlds to transform education, quantifiable metrics of learning are therefore required. Much more work needs to be done as the research hypothesis currently remains inconclusive.
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| 今後の研究の推進方策 |
Continue the design of the 3D virtual space; now including the Oculus Rift for a more immersive environment to support active learning.
Year 2 will continue the implementation but with a specific emphasis on collecting data from virtual and real world tasks. In Phase 2 (FY2016) tasks of specified complexity will be conducted with students collaborating in the 3D virtual space. Data will be collected and analyzed, and then tasks iteratively made more complex by utilizing a Task Fidelity metric.
Conduct more challenging tasks (with obstacles and sensors).
Researchers will record student procedures and conduct a post-task survey to determine extent of procedural, declarative and meta-cognitive knowledge development. In addition, students will participate in international collaboration maneuvering a virtual robot in the 3D simulation space with task complexity values as per real-world task. International collaboration provides authentic scenarios for science, engineering and communication contexts.
Conduct a field test (trial pilot study) with new students in and out of the university
Data collection and analysis.
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| 次年度使用額が生じた理由 |
Field tests in Hokkaido函館ラ・サール学園 La Salle High School x 2.
But only did 1.
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| 次年度使用額の使用計画 |
Field test in Hokkaido函館ラ・サール学園 La Salle High School x 1.
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| 備考 |
Research website.
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