Yasuhisa Okazaki’s research while affiliated with Saga University and other places

We used subjective assessments from learners as well as eye trackers for gaze analysis to investigate and analyze differences between two cases: when learners were presented with a writing process, such as on a chalkboard, and when only the final results of writing were presented. The results indicate a relation between subjective learner assessment and gaze. More specifically, there were differences in gaze between learners who reported that watching the writing process was beneficial to learning and those who reported otherwise. We discuss the influences on understanding that result from showing the writing process and propose new ideas for presentation named "information push" and "information pull".

We used an eye tracker to record and analyze the gaze of learners watching text and drawings being written, as in the case of a teacher writing on a blackboard. Many teachers and learners understand the benefit of using blackboards, but there remains insufficient scientific evaluation of their use. Course content presentation that includes in-process writing of text is highly characterized by the sequential presentation of the writing processes. We believe that this presents a visualization of the thought process, and is thus far richer in educational information than simple presentation of completed forms. We focus on gaze during the presentation of graphs and equations as fundamental research to elucidate the benefit of presenting the writing process.

In this study, we have developed a handwriting learning system using the LCD pen tablet in order to help dysgraphia children to learn Kanji. Teaching materials with a handwriting interface are available on the market. However, these materials have been developed for healthy people. The degree of the writing difficulty is different for each child. Therefore, the guidance adapted for each child is necessary to teaching materials. In this research, in order to perform detailed guidance in accordance with the degree of writing difficulties, we have realized functions of handwriting learning support, as described below. Firstly, we have realized the function of practicing the character, while looking at the model. For children unable to write correctly only by looking at the form of the final character, our system includes a function to display the model along the stroke order sequentially depending on the process of handwriting. Secondly, we have realized the function of tracing a model for children who can not transcribe it. These two functions are able to use at the same time. Furthermore, our system also have a function to support handwriting learning by evaluating each written stroke automatically whether it is right order or a shape of stroke and giving feedback. Currently, we are evaluating our system in using for instruction to dysgraphia children at a special support classroom of a primary school.

In this research, we have developed a system which supports Japanese pronunciation learning for foreign students by using speech recognition software named Julius. We have realized automatic evaluation of learner’s pronunciation by using speech recognition software. In our system, beginners can check their pronunciation without depending on a teacher. We have also implemented learning courses which meet the needs of learners. The learner can learn according to the level of own Japanese by the pronunciation learning course that corresponds to the level of the Japanese-Language Proficiency Test. In addition, the learner can learn one’s weak pronunciation selectively by learning course according to the country in consideration of the native language interference.

In this research, we develop a supporting system for nature observation and investigation activities around users using smartphones. By using smartphones equipped with GPS and a camera for nature observation, users can record the target pictures and position information to observe. Users can share many data by uploading these records with the others. Moreover, it is useful to data map creation of observation information by performing continuous use. We are developing the system which users enable to learn about natural environment by observation and investigation activities of dragonflies, being familiar with the nature around users using smartphones equipped with GPS. Since dragonflies are one of the index insects of waterside environment, users enable to learn about natural environment through observation and investigation activities of dragonflies. We aim at visualization of changes of natural environment by performing natural observational-research activities using this system.

We have developed a field work type topographical map learning support system using mobile terminals. Our system is a field work type system that learners move around a set up multiple check points. They enable to learn topographical map at each check point. Features are points which learners can answer characteristic quizzes according to check points about a topographical map on places. Moreover, learners can receive advices from teachers and find situations of other learners by server communication. We expect these motivate learners.

It is known that notetaking instruction leads to improvement of students' motivation for learning and understanding. However, it is not easy to instruct how to take notes enough for each student in classroom. We have developed a notetaking instruction system with handwriting interface. Our prototype system is designed for arithmetic calculation by writing. The user can take notes on the system the same as usual notetaking because our system is equipped with a handwriting interface. We have defined three instruction rules. They are laying out group heads, inserting blank spaces and separating the page for additional information. The diagnosis results and instructions are immediately presented to the user. Our system has realized individual notetaking instruction in which the user can learn the basics of how to take notes through real-time instruction.

This paper describes the development of a food education system that utilizes a cell phone camera. As eating habits have become rich, a lot of consequent problems have been pointed out. To overcome them, people need to monitor their eating habits and learn how to improve eating habits. The distinctive features of our system are as follows: (1) accumulation and understanding of meal records using photos and comments, (2) learning by reflecting on one's eating histories, (3) learning by comparing one's history with those of others, (4) knowledge acquisition by quizzes and explanations, and (5) increasing motivation by a point-based game system. The results of our experiment have confirmed that our system works as we expected and that participants could improve their eating habits by learning about food and meals, and by reflecting on their own eating habits through the learning activities in our system.

We are developing "the ubiquitous environment house" for observational learning in science education. The house can produce weather condition artificially. Also, the house gets real-time weather data from remote site via the Internet. Then, the system reproduces the remote weather condition in the environment house. If there are the same environment in the house and outside the house, students can compare differences of plants growing depend on the different weather conditions at the same time. This provides a good material for observation learning. The system provides not a virtual learning environment but a real learning environment. We have developed the prototype system. We had an experiment to confirm how the system works. In the experiment, the system produced fog and frost in the house. This result shows the system worked without problem.

Users prefer to navigate subjects from organized topics in an abundance resources than to list pages retrieved from search engines. We propose a framework to cluster frequent itemsets (sets of common words) into topics, produce a hierarchical list, and then generate topics sequence from a collection of documents. The framework will regenerate a next sequence when users click a topic. Consider browsing to any topic as a kind of searching for that topic, the framework makes an inquiry using feature terms within the document representation of selected topic as query keywords. Our ranking method in searching process considers content analysis that still retaining spatial information of search keywords and link analysis of documents. Utilizing implementation of navigation generating system the experiments show that a navigation list from clustering results can be settled with regard to variance ratio of between and within distances. Agglomerative clustering is used in restructuring the extracted topics in order to produce a hierarchical navigation list.