再構成型概念マップの妥当性の検証と理解共有のための協調的利用に関する研究

広島大学(Hiroshima University)博士(工学)Doctor of Engineeringdoctora

概念マップと確信度情報に基づく適応的フィードバックに関する研究

広島大学(Hiroshima University)博士(工学)Doctor of Engineeringdoctora

Reliability Investigation of Automatic Assessment of Learner-Build Concept Map with Kit-Build Method by Comparing with Manual Methods

This paper describes an investigation into the reliability of an automatic assessment method of the learner-build concept map by comparing it with two well-known manual methods. We have previously proposed the Kit-Build (KB) concept map framework where a learner builds a concept map by using only a provided set of components, known as the set "kit". In this framework, instant and automatic assessment of a learner-build concept map has been realized. We call this assessment method the "Kit-Build method" (KB method). The framework and assessment method have already been practically used in classrooms in various schools. As an investigation of the reliability of this method, we have conducted an experiment to compare the assessment results of the method with the assessment results of two other manual assessment methods. In this experiment, 22 university students attended as subjects and four as raters. It was found that the scores of the KB method had a very strong correlation with the scores of the other manual methods. The results suggest that automatic assessment of the Kit-Build concept map can attain almost the same level of reliability as well-known manual assessment methods.'Artificial Intelligence in Education' 18th International Conference, AIED 2017, Wuhan, China, June 28 – July 1, 2017, Proceeding

Correctness- and Confidence-based Adaptive Feedback of Kit-Build Concept Map with Confidence Tagging

In this paper, we present an adaptive feedback of Kit-Build concept map with confidence tagging (KB map-CT) for improving the understanding of learners in a reading situation. KB map-CT is a digital tool that supports the concept maps strategy where learners can construct concept maps for representing their understanding as learner maps and can identify their confidence in each proposition of the learner maps as a degree of their understanding. Kit-Build concept map (KB map) has been already realized the propositional level automatic diagnosis of the learner maps. Therefore, KB map-CT can utilize both correctness and confidence information for each proposition to design and distinguish feedback, that is, (1) correct and confident, (2) correct and unconfident, (3) incorrect and confident, and (4) incorrect and unconfident. An experiment was conducted to investigate the effectiveness of the adaptive feedback. The results suggest that learners can revise their maps after receiving feedback appropriately. In “correct and unconfident” case, adaptive feedback is useful to improve the confidence. In the case of “incorrect and confident,” improvement of the propositions was the same ratio with the case of “incorrect and unconfident.” The results of the delay test demonstrate that learners can retain their understanding and confidence one week later.This work was supported by JSPS KAKENHI Grant Number 17H0183901.'Artificial Intelligence in Education' 19th International Conference, AIED 2018, London, UK, June 27–30, 2018, Proceedings, Part

Reciprocal Kit-Building of Concept Map to Share Each Other's Understanding as Preparation for Collaboration

Collaborative learning is an active teaching and learning strategy, in which learners who give each other elaborated explanations can learn most. However, it is difficult for learners to explain their own understanding elaborately in collaborative learning. In this study, we propose a collaborative use of a Kit-Build concept map (KB map) called “Reciprocal KB map”. In a Reciprocal KB map for a pair discussion, at first, the two participants make their own concept maps expressing their comprehension. Then, they exchange the components of their maps and request each other to reconstruct their maps by using the components. The differences between the original concept map and the reconstructed map are diagnosed automatically as an advantage of the KB map. Reciprocal KB map is expected to encourage pair discussion to recognize the understanding of each other and to create an effective discussion. In an experiment reported in this paper, Reciprocal KB map was used for supporting a pair discussion and was compared with a pair discussion which was supported by a traditional concept map. Nineteen pairs of university students were requested to use the traditional concept map in their discussion, while 20 pairs of university students used Reciprocal KB map for discussing the same topic. The results of the experiment were analyzed using three metrics: a discussion score, a similarity score, and questionnaires. The discussion score, which investigates the value of talk in discussion, demonstrates that Reciprocal KB map can promote more effective discussion between the partners compared to the traditional concept map. The similarity score, which evaluates the similarity of the concept maps, demonstrates that Reciprocal KB map can encourage the pair of partners to understand each other better compared to the traditional concept map. Last, the questionnaires illustrate that Reciprocal KB map can support the pair of partners to collaborate in the discussion smoothly and that the participants accepted this method for sharing their understanding with each other. These results suggest that Reciprocal KB map is a promising approach for encouraging pairs of partners to understand each other and to promote the effective discussions.This work was partially supported by JSPS KAKENHI Grant Number 17H01839 and 15H02931.'Artificial Intelligence in Education' 19th International Conference, AIED 2018, London, UK, June 27–30, 2018, Proceedings, Part

Improving Knowledge Structure through Extended Scratch-Build Concept Mapping

Extended concept mapping is a potential technique to elicit missing ideas and relationships. This study explored an Extended Scratch-Build (ESB) concept mapping in improving learners' knowledge structure. ESB is an expansion of an open-ended approach that asks students to connect the prior-existing original concept map with the new additional map on related material topics. The practical use of ESB has been conducted and proves positive effects on learning achievements. However, no information has been provided regarding the performance of the concept map components that describe the broad overview of students' attainments. This observational study focused on improving learners' knowledge using quantity measurements based on concept map features, consists of a number of concepts, number of links, and a number of propositions. University students (N = 27) with a major in Informatics Engineering participated in the study. The results reported that students' knowledge structure on additional maps significantly increased compared to the prior original map

A Creative Problem Solving Toolkit for Mild Traumatic Brain Injury Survivors

Abstract of Project A Creative Problem Solving Toolkit for Mild Traumatic Brain Injury Survivors Rebuilding and recreating one’s mental and physical life after traumatic brain injury is one of the most daunting of human experiences. At the same time, this is a perfect opportunity to adopt a creative life. With a mumble-jumble of seemingly random thoughts without much rhyme nor reason post-TBI, retraining one’s brain to deliberately establish a “new normal” life can be enhanced with the deliberate process of Creative Problem Solving. Working with a balance of divergent and convergent thinking, the major premise of creative problem solving, in and of itself, provides an initial framework for post-TBI brain re-training. While many of the tools commonly associated with CPS are too complex to be assimilated into a program of post-TBI brain retraining, some tools, with little modification, provide valuable pieces of a framework for post-TBI brain training. This project outlines the beginnings of a Do-It-Yourself program for TBI survivors incorporating the principles of creative problem solving and some of the existing CPS tools with others developed from my experience and the input of other TBI survivors