It is difficult to capture a person’s thinking processes because of the invisible, shapeless, complex structure of thought. In order to approach implicit thinking processes, we propose a framework for capturing a portion of meta-level thinking processes from gaze behaviors. Here, we focus on the meta-level thinking processes in the dissolution of belief conflicts, and introduce the concept of semi-metacognitive-level thinking, which allows us to make assumptions about the monitoring/control cycle based on gaze behaviors toward externalization objects of base-level thinking. In this paper, we discuss a framework for capturing metacognitive thinking processes from gaze behaviors and propose an ontology to embody the concept of the framework.

If learners cannot form an intention to take an appropriate action with reference to the knowledge of information ethics, it cannot be said that the learners have working knowledge of ethical principles. In the present study, the two experiments are conducted with high school students to examine if the knowledge-to-action gap can be confirmed by means of paperand-pencil tests consisting of knowledge and intention tasks of information ethics. The knowledge task is to inquire about appropriate behavior regarding the correct knowledge, while the intention task is an inquiry whether the respondents consciously select the action or not. The experiments 1 and 2 indicated that participants take unethical behaviors even though they know appropriate behavior. In addition, the experiment 2 demonstrated that the participants estimated the number of classmates with unethical behavior is higher than the actual number. These results indicate the importance of education and teaching methods, which need to be carefully designed to reduce the gap between knowledge and action to comply with information ethics.

This article reveals the design of an ongoing research that investigates the effectiveness of an alternative learning environment Circuitously Collaborative Learning Environment (CirCLE), which is designed to enhance metacognitive awareness on the learning processes in algebraic mathematical word problem (MWP) solving environments. We perform the research based on the hypothesis that a student will be encouraged and can reflect his own thinking when he practicing a role of an inspector together with receiving appropriate feedback to revise his solutions.

This research explores the effects of using ePortfolio systems on student self-regulated learning. An ePortfolio system was developed based on self-regulated learning models and the relations among ePortfolio, competency, and self-regulated learning models. Then, the ePortfolio system was used for designing a learning model for self-regulated learning. The first experiments of the model were conducted in software engineering courses at the Hoa Sen University, Vietnam. The surveys with the Motivated Strategies for Learning Questionnaire (MSLQ) were conducted at the beginning and at the end of the courses. The differences in MSLQ scales between pre- and post-tests, and between control and experimental groups were evaluated. In addition, the trace data of learning was also analyzed in order to evaluate the effects of the learning model on student self-regulated learning. The results show that students could implement and link self-regulated learning processes in the ePortfolio system. In addition, the scores of MSLQ scales improved after applying the ePortfolio-based learning model in the courses. In conclusion, the ePortfolio system and the proposed learning model had positive effects on students’ self-regulated learning skills.

This paper describes a unique learning system that cultivates a positive attitude toward learning through presentation design activities. Learners are assigned two tasks: a declarative knowledge task, and a presentation task that involves selecting slides to create a presentation from among a set of slides that is provided. The slides have been prepared so that some of the slides are relevant and support the theme of the presentation while others are redundant or may even contain wrong information. A learner model is presented that captures the attitudes of subjects toward learning as they perform these tasks.

Hazard maps provide knowledge about evacuation behavior, in addition to graphical indications of areas influenced by a disaster. However, without prerequisite knowledge or map reading literacy, it is not easy for citizens to fully understand hazard maps. Learning support systems for disaster education must thus to be effective in lightening the learning load and enhancing motivation for learning. If the content is not held in memory, learners would need to repeat the learning session, which would lessen their motivation for learning. Moreover, natural disasters do not happen often, and cannot always be predicted. Therefore, it is not easy to enhance citizens’ motivation for disaster prevention learning. This can result in a vicious circle between degraded motivation and insufficient prerequisite knowledge. In this paper, we propose a learning support framework that helps gain learners’ attention by gaming at two different processing levels and facilitates retention of disaster prevention knowledge on the basis of priming effect on implicit memory. The key idea behind this framework is to utilize two components: implicit learning by means of implicit memory and memory retention based on levels-of-processing effect, so that the vicious circle between degraded motivation and insufficient prerequisite knowledge can be disrupted.

In this paper, we present plans for a retooled ubiquitous computer system that works towards facilitating knowledge acquisition and knowledge dissemination between learners during the process of acculturation. Focused on the foreign population of JAIST (Japan Advanced Institu te of Science and Technology - a Japanese post graduate university in Japan), the system provides a platform on which to study the behaviour of participants, and also the process of acculturation dynamically in context. In addition, the study works toward s understanding the feasibility of using such ubiquitous systems as possible support mechanisms in the future. In the current global environment, human beings via their own experiences acculturate at different speeds, and with different levels of success. By incorporating ubiquitous technology into the environment in which people are acculturating, we provide a new way to analyse the process of acculturation dynamically, and provide assertions as to how the system may benefit users in the future.

The Problem Oriented System (POS), SOAP, and Focus Charting are popular methods of recording nursing activities as a way to improve collaborative nursing practices. However, explicit training methods for what and how nurses should write these recording systems for their nursing have not been sufficiently established. In regard to such trainings, we consider that a tutor’s thinking process is more important than the actual thinking result (e.g., a comment document). Our approach is to express tutor’s intention of teaching as a map in order to develop an educational tool that can be used in trainings on what and how to think in recording their activities. This paper presents an overview of the reviewing tool we developed, which provides tags as criteria of a tutor’s judgment. We have confirmed that, at least, the proposed method does not hinder a tutor’s review of a nurse’s case writing.

As described in this paper, we propose a slide-selection approach to overcome the problem of realizing a learning environment in which learners can construct presentations by choosing prepared slides. The advantage of this approach from the viewpoint of generating content-dependent guidance messages is that the system can extract the contents of each slide by adding tags that have meanings specified by an ontology, which contributes to enhancement of ontology-based intelligent meta-learning support.

We aim at developing a semester course to train thinking skills for 1st year bachelor students who just entered a university. Our goal in the educational program is to let learners perceive the isomorphism between thinking process for self-dialogue and one for discussion, and motivate them to learn the logical structure of self-dialogue through workshop and to acquire meta-cognition abilities through leading the discussion. We give knowledge co-creation task with a case that requires them to perform their meta-cognitive activities. In this paper, we will discuss the theoretical foundation and the design intention of a thinking skill development program. Then, we will report the implementation of the semester program and interesting analysis of the data collected.

As described in this paper, we propose a presentation-based meta-learning scheme. First, we introduce the design rationale of our meta-learning scheme by introducing our conceptualization, which clarifies the kind of support to facilitate meta-learning that is embedded into our learning scheme. Secondly, we present support functions that we embed into the system. Thirdly, we conduct experiments to verify the meaningfulness of our learning scheme, which suggests the system can stimulate learners’ reflection on their learning processes. Furthermore, it can stimulate learners’ meta-learning communications. Results show that users tightened their criteria to evaluate their own learning processes and understanding states. It is useful for learners to facilitate change in their learning processes.

We can observe various kinds of interaction among members of a learning group during a collaborative learning session. It is difficult for even human users to analyze them in order to clarify what types of collaboration have occurred in the session and what educational benefits have been expected for the members through the session. So, we propose an interaction analysis support system that helps users to abstract the essence of interaction from raw protocol data, and to understand what types of collaboration have occurred in the session, and then infers educational benefits expected to be gained by the members through the interaction process.

Intellectual synergy is a major source of high competitive power for an organization. Through the authors research project, we have been developing an environment, Kfarm, to support creating/inheriting organizational intellect. Characteristic features of Kfarm include a dual loop model which represents ideal processes of knowledge-level communication among personnel to create/inherit organizational knowledge. In this paper, they focus on collaborative learning support functions of Kfarm. This research seeks to clarify the essential role of collaborative learning in an organization and provide an appropriate opportunity for collaborative learning for organization members. Attaining the goal requires construction of a design model of collaborative learning and realization of design support functions into Kfarm. This paper first introduces learning aspects of organizational activities, Then, it roughly outlines Kfarm while focusing on collaborative learning support functions.

It is necessary that the relations between individuals and organizations be properly understood and support learning for knowledge inheritance, and encourage the creation, the spreading and inheriting of new knowledge. This paper presents an framework of information systems for knowledge management focused on a learning system in organization. Major characteristics of this framework are derived from “Dual loop model” which represents the flow of knowledge in an organization. Since these two things enable the framework to grasp the meaning of knowledge and the progress of organizational learning, it can provides appropriate support for knowledge management Then we will introduce two systems as concrete examples, namely a knowledge management support environment: Kfarm.