■Faculty | Department of Informatics / Research Institute of Fundamental Technology for Next Generation |

■Position | Lecturer |

■Degree | |

■Commentator Guide | https://www.kindai.ac.jp/meikan/1338-yamamoto-sho.html |

■URL | |

Last Updated :2020/09/30

- 2009 04 - 2011 03 , Hiroshima University, Graduate School of Engineering
- 2011 04 - 2014 03 , Hiroshima University, Graduate School of Engineering

- 2017 04 , - 現在, Faculty of Engineering, Department of Informatics, Kindai University
- 2015 04 , - 2017 03 , Faculty of Engineering, Department of Informatics, Kindai University
- 2014 04 , - 2015 03 , Hiroshima University
- 2013 04 , - 2014 03 , Hiroshima National College of Maritime Technology

- Informatics, Learning support systems
- Informatics, Database science
- Humanities & social sciences, Educational technology

- A Learning Environment Case Study: Posing One-step Multiplication and Division Word Problems to Learners with Reading Disabilities, Sho Yamamoto, Tsukasa Hirashima, Proc. of ICCE2018, Proc. of ICCE2018, 322 - 327, Nov. 2018 , Refereed
- S.Yamamoto, T.Hirashima: A Case Study of Interactive Learning Environment for Building Structure of Arithmetic Word Problem in Language Delay, Sho Yamamoto, Tsukasa Hirashima, Proc. of ICCE2017, Proc. of ICCE2017, Dec. 2017 , Refereed
- A Case Study of Learning Environment for Building Structures for Learners with Reading Disabilities Based on Cognitive Load Theory, Sho Yamamoto, Tsukasa Hirashima, Proc. of ICCE2017, Proc. of ICCE2017, 493 - 503, Dec. 2017 , Refereed
- Practical Use of Triangle Block Model for Bridging between Problem and Solution in Arithmetic Word Problems, Tsukasa Hirashima, Yusuke Hayashi, Sho Yamamoto, Kazushige Maeda, Proc. of ICCE2016, Proc. of ICCE2016, 9 - 18, Dec. 2016 , Refereed
- A Case Study of Interactive Environment for Learning by Problem-posing in Special Classroom at Junior High School, Sho Yamamoto, Tsukasa Hirashima, Proc. of ICCE2016, Proc. of ICCE2016, 282 - 287, Dec. 2016 , Refereed
- A Case Study of Interactive Environment for Learning by Problem-posing Targeting Junior High School Students with Reading Disability, Sho YAMAMOTO, Tsukasa HIRASHIMA, Proc. of ICCE2016, Proc. of ICCE2016, 454 - 462, Nov. 2016 , Refereed
- Triangle Block Model for Bridging Conceptual Representation to Numerical Representation in Arithmetic Word Problems, Tsukasa Hirashima, Kazuhito Furukubo, Yusuke Hayashi, Sho Yamamoto, Kazushige Maeda, Proceedings of 13th International Conference on Intelligent Tutoring Systems, Springer International Publishing, Proceedings of 13th International Conference on Intelligent Tutoring Systems, Springer International Publishing, 464 - 466, Jun. 2016 , Refereed
- Experimental Use of Error‐Based Simulation for Dynamics Problems in National Institutes of Technology, T.Shinohara, I.Imai, T.Tomoto, T.Horiguchi, A.Yamada, S.Yamamoto, Y.Hayashi, T.Hirashima, Proc of ICCE2015, Proc of ICCE2015, 13 - 15, 2015 , Refereed
- Experimental Evaluation of Error‐Based Simulation for Dynamics Problems in Science Class at Junior High School, T.Shinohara, I.Imai, T.Tomoto, T.Horiguchi, A.Yamada, S.Yamamoto, Y.Hayashi, T.Hirashima, Proc of ICCE2015, Proc of ICCE2015, 265 - 270, 2015 , Refereed
- Bridging Model between Problem and Solution Representations in Arithmetic/Mathematics Word Problem, T.Hirashima, Y.Hayashi, S.Yamamoto, Kazuhisa Maeda, Proc of ICCE2015, Proc of ICCE2015, 9 - 18, 2015 , Refereed
- Triplet Structure, Model of Arithmetical Word Problems for Learning by Problem-Posing, T.Hirashima, Y.Hayashi, S.Yamamoto, Proc. of HCII2014, LNCS 8522, Springer International Publishing, Proc. of HCII2014, LNCS 8522, Springer International Publishing, 42 - 50, 2014 , Refereed
- Self-overcoming of Impasse by Using Problem Simplification, N.Hayashi, T.Shinohara, S.Yamamoto, Y.Hayashi, T.Horiguchi, T.Hirashima, Proc, Proc, 50 - 58, 2014 , Refereed
- Practical Use of Interactive Environment for Learning by Problem-posing for One-step Multiplication and Division Word Problems, S.Yamamoto, Y.Akao, M.Murotsu, T.Kanbe, Y.Yoshida, K.Maeda, Y.Hayashi, T.Hirashima, Proc. of ICCE2014, Proc. of ICCE2014, 369 - 378, 2014 , Refereed
- Interactive Environment for Learning by Problem-Posing of Arithmetic Word Problems Solved by One-step Multiplication and Division, S.Yamamoto, Y.Akao, M.Murotsu, T.Kanbe, Y.Yoshida, K.Maeda, Y.Hayashi, T.Hirashima, Proc. of ICCE2014, Proc. of ICCE2014, 89 - 94, 2014 , Refereed
- Development of MONSAKUN Touch and Practical Use in Class : Realization of Lesson of Posing of Arithmetical Word Problems, YAMAMOTO Sho, KANBE Takehiro, YOSHIDA Yuta, MAEDA Kazushige, HIRASHIMA Tsukasa, The IEICE transactions on information and systems (Japanese edition), The IEICE transactions on information and systems (Japanese edition), 96(10), 2440 - 2451, Oct. 01 2013 Summary:和若しくは差で解ける算数文章問題を対象とした単文統合型の作問学習支援システム"モンサクン"は数年に渡り複数の小学校の授業で利用されている.しかしながら,これらの授業では既に対象領域の学習を終えている2年生以上を対象としていたため,付加的な学習としての位置づけになっていた.本研究では,対象領域を学習中である1年生を対象に,単文統合型の作問の実施を目指した.このためにはシステムと授業の融合が必要となるため,(1)システムの通常教室での利用,(2)作問状況のリアルタイムでの把握,(3)作問法の教授,が解決すべき課題となった.本論文ではこれらの課題を解決するために行った,(I)モンサクンのタブレット化,(II)作問状況モニタリングと集計・可視化機能の実現,(III)作問法の教授法の考案,を述べる.またシステムを用いた9時限に渡る実践を行い,その分析結果から,システムが十分に利用可能であったこと,学習者の問題解決能力や作問能力の向上が見られたことが確認できたので,これを報告する.
- A Case Study of Learning Environment by Problem-Posing in Special Education Classroom, Yamamoto Sho, Hirashima Tsukasa, Transactions of Japanese Society for Information and Systems in Education, Transactions of Japanese Society for Information and Systems in Education, 30(4), 243 - 247, 2013 , Refereed
- Interactive Environment for Learning by Problem-Posing of Arithmetic Word Problems Solved by One-step Multiplication, S.Yamamoto, T.Hashimoto, T.Kanbe, Y.Yoshida, K.Maeda, T.Hirashima, Proc. of ICCE2013, Proc. of ICCE2013, 51 - 60, 2013 , Refereed
- A Case Study of Learning by Problem-Posing in Introductory Phase of Arithmetic Word Problems, S.Yamamoto, T.Kanbe, Y.Yoshida, K.Maeda, T.Hirashima, Proc. of ICCE2012, Proc. of ICCE2012, 25 - 32, 2012 , Refereed
- Kit-Build External Expression of Problem Solving Process in Physics Learning, T.Shinohara, S.Yamamoto, T.Hirashima, Proc. of ICCE2011, Proc. of ICCE2011, 70 - 75, 2011 , Refereed
- An Implementation of Learning Environment for Problem-Changing Exercise, S.Yamamoto, H.Waki, T.Hirashima, Proc. of ICCE2010, Proc. of ICCE2010, 86 - 87, 2010 , Refereed
- An Interactive Environment for Learning by Problem-Changing, S.Yamamoto, H.Waki, T.Hirashima, Proc. of ICCE2010, Proc. of ICCE2010, 1 - 8, 2010 , Refereed
- An Interactive Learning Environment for Problem-Changing Exercise, T.Hirashima, S.Yamamoto, H.Waki, Proc. of ITS2010, Springer International Publishing, Proc. of ITS2010, Springer International Publishing, 343 - 345, 2009 , Refereed
- An Approach to Promote Learning by Problem-Based Problem-Posing, S.Yamamoto, H.Waki, T.Hirashima, Proc. of Technology Enhanced Learning 2009, Proc. of Technology Enhanced Learning 2009, 343 - 345, 2009 , Refereed
- Problem Generation as Structure Simplification Following Problem-Solving Process, T.Hirashima, T.Ueno, S.Yamamoto, Proc. of International Workshop of Modeling, Management and Generation of Problems/Questions in Technology-Enhanced Learning, Proc. of International Workshop of Modeling, Management and Generation of Problems/Questions in Technology-Enhanced Learning, 10 - 14, 2009 , Refereed
- Experimental Use of Learning Environment by Posing Problem for Learning Disability, Sho Yamamoto, Tsukasa Hirashima, Akio Ogihara, APPLIED COMPUTING & INFORMATION TECHNOLOGY, APPLIED COMPUTING & INFORMATION TECHNOLOGY, 619, 101 - 112, 2016 , RefereedSummary:In this paper, we described about a design of learning environment based on information structure and a realization of problem posing for learning disability. We design and developed software by modeling information structure of subject that is operated on software. In this research, we aimed at the domain of education and developed a learning environment for posing arithmetic word problem. Problem posing is well-known as effective learning. But students who have learning disability are impossible to learn by this exercise because they cannot pose the problem from scratch and cannot read complex sentence. However, learner is able to pose a word problem by selecting three cards in our software. So we assumed that these learners are able to learn by problem posing by using our learning environment. Experimental use is also reported.
- Learning by problem-posing with online connected media tablets, Sho Yamamoto, Takehiro Kanbe, Yuta Yoshida, Kazushige Maeda, Tsukasa Hirashima, Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), 8018(3), 165 - 174, 2013 , RefereedSummary:We have developed an interactive environment for learning by posing arithmetic word problems that can be solved by either an addition or subtraction. Through experimental use of the environment on desktop computers, we have confirmed that problem posing with the environment is useful for arithmetic learning. In this paper, as the next step, we implemented the environment on media tablets connected by wireless LAN. Because of this implementation, we have realized development of environment for using usual classroom, visualization of the student's learning performance and suggestion of teaching a method of problem posing. Through this practice, we have confirmed that the first grade students were able to pose problems in the environment, and the teaching and learning by using environment were accepted by the teacher and students as the effective teaching. © 2013 Springer-Verlag Berlin Heidelberg.

- MONSAKUN AR: Prototyping of Interactive Environment for Problem-posing Using Augmented and Its Experimental Use by Collaborative Learning, Sho Yamamoto, Tsukasa Hirashima, The 43rd Annual Conference of JSiSE, 2018 09 06
- A Case Study of Interactive Environment for Learning by Problem-Posing in Special Education Classroom, YAMAMOTO Sho, HIRASHIMA Tsukasa, IEICE technical report. Education technology, 2013 03 22 Summary:We have already developed the learning environment by problem posing targeting arithmetic word problem. In this environment, a learner pose the problem by selecting the three cards from a set of given sentence cards and by arranging them. This method simplifies the problem posing activity. Therefore we have conducted an experimental use of the learning environment in special education room. The learning environment consists of "MONSAKUN Touch" implemented on media tablets connected by wireless LAN and "MONSAKUN Analyzer" for monitoring the student's learning data. In this paper, we described these systems and reported the result of experimental use.
- Design of an Interactive Environment for Learning by Problem-Changing, YAMAMOTO Sho, HIRASHIMA Tsukasa, IEICE technical report. Education technology, 2011 02 25 Summary:To make a new problem from the original one and to compare their solutions are promising activities to promote a learner to be aware of the relations between problems. We have designed and implemented a learning environment for this exercise. In this paper, elaborated problem changing model and classification of problem changing are described. We have then developed a new learning environment for Learning by problem changing based on this classification. The results of preliminary experimental use of the learning environment have also been reported.

- 2015 12 , ICCE2015 Best Overall Paper Award Nomination