マイクロコンピュータによるマークカード採点システムILC-MARK1の開発

　The paper depicts a quick mark answer card processing system [ILC-MARK1] in a user\u27s manual fashion. 　　The system was designed to process a deck of mark cards [up to 150 cards] in some fifteen minutes. The outputs include tables showing student performance, group statistics, score distribution, item analysis, and choice analyses. 　The system is now operational at the instructional product development room in ILC

Index to Computer-Based Learningに見るコンピュータの学習利用ソフトウェアプログラム開発の推移

著者は先に,1978年版のIndex to Computer Based Learningその他の資料にもとづいて,CAIコースウエアプログラム(広義にはCBLプログラム-後述)開発の趨勢を報告した。(視聴覚教育研究第11号(1980)p.75-p.83)本稿は,先般入手した1981年版のIndex to Computer Based Leariing にもとづいて,その後のコースウエア開発の状況を概観しようと試みたものであるが,コンピュータの学習への利用が最近飛躍的に伸びている事実を浮きばりにするため,先に報告した内容と対比させて叙述する。Index to Computer Based LearningはUniversity of Wisconsin-MilwaukeeのEducational Communication Divisionによって1969年に創刊され,その後1970年,71年,73年,76年,78年,81年版が出版されている。1981年版に掲載されているデータは1980年夏に収集されたもので,全世界のCBL(Computer Based Learing)実施機関に質問紙を送り,その機関が開発し所蔵しているプログラムについて情報を収集し,収録している。The author depicts the recent trends in the developments of computer assisted instruction materials based on Index to Computer Based Learning, a resource catalogue of CBL courseware programs, published by Instructional Media Laboratory at the University of Wisconsin-Milwaukee. Time series analyses are applied to the number of programs by various classification in order to describe the increase of CAI utilization mostly in institutions of higher education for the last few years. Summarized data include type of CBL activities, the number of institutions by country, programs by source, total programs by subject matter, by author language, by type of central processer unit

マイクロコンピュータを用いた訓練によるリーディングスピードの増強の効果と実用のためのトレーナの開発

　The purposes of the study are: to clarify the effects of the use of a microcomputer to facilitate reading speed, and to develop a microcomputer based training system for practical use. 　Sets of NEC\u27 PC-8000 microcomputer system were used in the experiment as a speed reading training device (SRT). The experimental subjects were forty ICU freshmen. Twenty of them were for the Exprimental Group, and another twenty, for the Control Group. 　In the first session of the experiment, the subjects in the both groups received an initial test which required them individually to read a material in conventional speed reading classroom fashion. Time spent to finish up reading was recorded for each subject. From the second session through seventh session, the subjects in the Experimental Group received training by making use of a microcomputer training system. The subjects of the Control Group were trained, in every session, in the same manner as in the initial session. A short quiz was given to the subjects in the both groups at the end of each session. 　A post test was administered individually when each subject completed a series of training lessons. The test material was the same text used in the initial session, and it was given in the same manner. At the conclusion of the post test, subjects were also asked to respond to a questionnaire designed to examine their attitude toward, the interest in, and the impression of the method and the device used for the training. The major findings were summarized as follows: 1. While little improvement in reading speed was achieved in the Control Group, a statistically significant progress was observed in the Experimental Group. 2. The training contributed to the comprehension of the reading material, however, the subjects in both groups made progress to the almost same degree. 3. Comprehensive reading efficiency was observed, and the efficiency in the Experimental Group was higher than the one in the Control Group. This proves that the SRT is an effective device for the training. 4. More than two-thirds of the subjects reported that immediate feedback of results of comprehension quizes was essential for the training. 5. There was few subject whose attitude toward computerrized SRT was negative. 6. All subjects in the Experimental Group responded that the training system was "not so easy to operate". The fact implies the need for further improvement of the SRT system, even though the most of them expressed their interest in the method of training applied. 7. The impressions expressed by the subjects in the Experimental Group support the findings described in 1-3. Namely, many of them considered "got speed" in reading, however, "no change" in comprehension. Based on these facts it can be said that the effects of the SRT is more than equal to the effects of the training method applied to the Control Group. 8. The most of the subjects in the Experimental Group complained that the text materials displayed on the TV screen was a little difficult to read compared to the hard copy print of the same material. 9. The range of the choice of speed (from 100wpm to 200wpm with 10wpm interval) was adequate to the most subjects. 10. Most of the subjects considered that individualized training was effective for improvement in reading speed, because a learner was isolated from others and he could read in his own pace. 　These findings of the training experiment were carefully examined, and a speed reading training system was designed and developed for TRS-80 Model 1 microcomputer equiped with two floppy disk drives and a printer. System softwares developed are a file conversion program and a speed reading trainner program. A commercially-developed word processing software and its spell-checking software (SCRIPSIT and CHECK/CMD) play an important roll in the system. 　The performance of the system, the legibility of the display, and the ease of operation were all improved besides improvement of text creation process which utilized word processing and spell-checking software programs. Only reasonable typing skill is required on the part of text file creator or teacher, and special instruction is no more needed for anyone who learns with this system

日本語教育(上級レベル)のためのCAIシステムの開発

In teaching Japanese at advanced levels, the aim is to have students acquire sufficient Japanese language skills to enable them to take specialized courses conducted only in Japanese. However, this aim is often difficult to achieve because of the students\u27 diverse backgrounds and levels of Japanese proficiency. If a suitable CAI system can be developed and course were prepared with a text related to each student\u27s major field of study, effective individual teaching will be possible thereby enabling each student to acquire sufficient language skills to take specialized courses. In this paper we will discuss, firstly, the necessity of teaching reading of Japanese with a text which relates to the student\u27s major field of study and second, the development of a CAI system for teaching advanced level Japanese language courses

テレビニュースの聴解練習用学習パッケージの開発 ―適用実験と評価―

News on air tends to have special structures and expressions compared to the Japanese used in ordinary conversation and in written form. In addition, a different set of vocabulary is used for different genre of news. With this as a starting point, learning material was selected from news on election and was organized for the development of CAI for training listening comprehension. Pilot experiment took place in summer of 1990. The purpose of this study is to develop a learning package composed of 5 lessons based on the pilot experiment and to evaluate its effectiveness. This learning package utilizes pictures, voice, and script where necessary. It is also programmed so that the sentence structures and expressions may be heard repeatedly and that vocabulary could be practiced for memorization. Since long noun phrases are thought to interfere the listening of news, three lessons focus on the listening practice of noun phrases using still pictures. In order to strengthen the memory of vocabulary, cloze procedure was also applied. The subjects of the experiment were 14 students in the Advanced Class of ICU Japanese Language program. The effect of the learning package was studied based on pre-test, post-test, and questionnaire. The average scores of the post-test on the listening comprehension of noun phrases and on the vocabulary rose. According to the questionnaire, many positive evaluation were given by the subjects, where nine of them replied that they are now able to listen to news. The result of the experiment shows the effectiveness of the learning package develped. However, improvement in the design of the courseware based on the replies on the questionnaire is necessary. Continued experiments are also vital for giving statistical conclusions. In addition, further research is necessary on the factors interfering listening comprehension and on the development of materials in other genres