© 2020, Springer Nature B.V. This study designed a science course following collaborative problem solving (CPS) processes, and examined the effect on students’ CPS awareness. The Limnic Eruption CPS course was implemented using a Moodle system in a tenth-grade class. Considering the complex and coordinated nature of CPS, in order to improve CPS skills, it is important to identify what are related with the development of all sub-skills of CPS. Thus this study aimed to determine potential factors that affect the use of CPS skills in students’ motivational and behavioral dimensions. Multiple data sources including learning tests, questionnaire feedback, and learning logs were collected and examined by learning analytics approach. The relationships between students’ CPS awareness with their learning motivation and learning behaviors were explored. The research findings indicated a significant positive correlation between CPS awareness and certain learning motivation factors and learning behavior factors. Considering the students’ individual differences in learning abilities, we also compared the results of high and low performance groups. As a result, low performers’ learning motivation and learning behaviors were correlated with the social domain of CPS awareness, while those of high performers were correlated with their cognitive awareness.

本稿では、オンライン教材の開発を組織はどう支援すべきかについて、本邦の高等教育機関における現状を踏まえ、課題を整理し、論考を進める。まず、現在、本邦において実施されている教材開発支援を大まかに分類したうえで、高等教育機関におけるオンライン教材開発支援と、その土台となるICT（Information and Communication Technology）を利活用した教育に関する現状について概括した。現在、オンライン教材開発に対する組織的な支援のノウハウおよび知見は、蓄積の途上にあり、現時点では、効果的な支援方法を体系的に、また定量的に示すことは困難である。そこで、本稿では、オンライン教材開発の組織による支援の具体例として、九州大学附属図書館付設教材開発センターにおける事例を紹介した。今後、より効果的な支援へと発展させるためには、組織ごとに異なるニーズを的確に調査し、対応していく必要性があると考えられる。In this study, I discuss how academic organizations support the development of online educational materials based on the current situation of and issues related to higher education institutions in Japan. First, I discuss the rough classification of activities for supporting the development of educational materials. I then briefly report on the current situation of education using Information and Communications Technology (ICT), which is the foundation of online education and support for development of online educational resources in higher education institutions in Japan. To introduce some examples supporting the development of online educational materials by an academic organization, I report some cases of Innovation Center for Educational Resources (ICER) in Kyushu University. Currently, systematic support for the development of online educational materials is in the introductory stage. However, some cases are introduced in the present study although it is difficult to show effective support methods systematically and quantitatively. To develop more effective support, it is necessary to investigate and respond to different needs appropriately in each organization.

This study presents an ontology-based visualization support system for e-book learners which promotes both meaningful receptive learning and meaningful discovery learning. To examine the system effectiveness, two learning modes are used: (a) reception comparison mode, where at the outset learners are shown complete versions of expert-generated topic maps; and (b) “cache-cache comparison mode,” where at the first stage of learning all information concerning relations is concealed, and at the second stage learners are encouraged to actively create those relations before comparing the learner-generated and expert-generated relations. The 50 control group participants studied in reception comparison mode while the 146 experimental groupparticipants studied in cache-cache comparison mode. Differences in learning perception and achievement between the two groups are examined, as is the effect of learner expertise level on learning mode effectiveness. Although the control group reported significantly more pressure and less satisfaction than the experimental group, no significant learning achievement differences were found between the two groups. However, in cache-cache comparison mode, the performance of learners with low prior knowledge increased more than that of learners with high prior knowledge; on the other hand, for learners with high prior knowledge, no significant effect of learning mode on learning achievement was found.

© 2019, The Author(s). The purpose of this study was to explore the factors that might affect learning performance and collaborative problem solving (CPS) awareness in science, technology, engineering, and mathematics (STEM) education. We collected and analyzed data on important factors in STEM education, including learning strategy and learning behaviors, and examined their interrelationships with learning performance and CPS awareness, respectively. Multiple data sources, including learning tests, questionnaire feedback, and learning logs, were collected and examined following a learning analytics approach. Significant positive correlations were found for the learning behavior of using markers with learning performance and CPS awareness in group discussion, while significant negative correlations were found for some factors of STEM learning strategy and learning behaviors in pre-learning with some factors of CPS awareness. The results imply the importance of an efficient approach to using learning strategies and functional tools in STEM education.

Previous studies, mainly using a first-person perspective (1PP), have shown that the judgments of the hand laterality judgment (HLJ) task are dependent on biomechanical constraints (BC). Specifically, differing reaction times (RT) for hand pictures rotated medially or laterally around the mid sagittal plane are attributed to the BC effect on motor imagery. In contrast, we investigated whether the HLJ task is also subject to BC when performed from a third-person perspective (3PP) as well as 1PP using near-infrared spectroscopy (NIRS) to measure the brain activity of prefrontal cortex (PFC) in right-handed participants assigned to 1PP or 3PP groups. The 1PP group judged whether a presented hand was their own left or right hand, and the 3PP group whether it was the other's left or right hand. Using their HLJ task error rates, the 1PP and 3PP groups were subdivided into an Error Group (EG) and No Error Group (NEG). For the 1PP group, both EG and NEG showed a significant Hand Laterality x Orientation interaction for RT, indicating the BC effect on motor imagery. For the 3PP group, however, neither EG nor NEG showed the interaction, even though EG showed a significantly longer RT than NEG. These results suggest that the 3PP EG appropriately followed the 3PP task instruction, while the NEG might have taken 1PP. However, the 3PP EG NIRS profile of left PFC showed a significant Hand Laterality x Orientation interaction, while the 1PP EG did not. More noteworthy is that the left PFC activation of EG showed an interaction between the 1PP and 3PP groups when the left hand was presented. Furthermore, in the NEG, the PFC activation was not influenced by the BC in either the 1PP or 3PP condition. These results indicate that BC interferes with the HLJ task performed from the 1PP and 3PP.

This study investigated the relationships between self-regulated learning (SRL) awareness, time-management awareness, learning behaviors (report submission), and learning performance. Psychometric data and learning logs for both in-class and out-of-class activities were collected in the lecture course, and their relationships were analyzed using Pearson's correlation analysis. The results indicated that awareness of self-efficacy, intrinsic value, and cognitive learning strategies use had significant correlations with the frequency of out-of-class activities, submission time of report, and learning performance. Regarding the relationships between SRL awareness and out-of-class activities, usual reading activities as well as additional actions, such as bookmarking, had significant correlations with SRL awareness.

手の左右判断課題(HLJ)において1人称視点(1PP)を用いた先行研究は、その左右判断が手の回転への生体力学的制約を受けること(BC効果)を示す。我々は、三人称視点(3PP)からの手の左右判断もBC効果を示すことを検討するために、近赤外分光法（NIRS）を用いて前頭前皮質(PFC）の賦活を計測した。右利きの参加者は、回転された手の図が自分のあるいは他人の左手か右手かを判断した（1PP vs.3PP群）。参加者の誤答率に基づき、両群は誤答下位群(EsG)と非誤答（正答）下位群とに分けられた。3PP群のEsGに対するNIRS分析結果は左PFCで手の左右判断と回転角度とに交互作用を示した。特に1PP群と3PP群間でEsGの左PFCの賦活は左手図形に対して、有意な交互作用を示した。これらの実験の結果は、生体力学的制約が自己視点1PPからと同様に他者視点3PPからHLJに影響することを示す。

© 2017 Asia-Pacific Society for Computers in Education. All rights reserved. To identify “good performance,” this study analyzed the highlighting and annotating action logs of undergraduates during their e-book usage. To reveal “good performance,” the study focused on the learning behavior of high achieving students. Few highlights and annotations were observed for both rich knowledge and poor knowledge high achievers. Moreover, in the spontaneous usage of e-books outside the classroom, high and poor knowledge students did not display differences in highlights and annotations.

© 2017, The Author(s). This research aims to investigate the relationship between self-regulated learning awareness, learning behaviors, and learning performance in ubiquitous learning environments. In order to conduct this research, psychometric data about self-regulated learning and log data, such as slide pages that learners read, marker, and annotate, was collected. The accessing activity of device types that stored the learning management system was collected and analyzed by applying path analysis and correlation analysis using data divided into high and low performers. The results indicated that the slide pages which learners read for a duration of between 240 and 299 s had positive effects on the promotion of annotation and the learning performance directly, and albeit indirectly, the enhancement of self-efficacy was affected by other self-regulated learning factors. The results of the correlation analysis indicated that self-efficacy and test anxiety are a key factor that has different effects on the number of the read slide pages in both high and low performers.

We investigate neural and behavioral aspects of the interrelation between 'liking' and 'understanding' when both appraisals are made within one judgment task. Our goal was to explore questions regarding how these appraisals combine, and specifically whether there is an order-effect when both are employed in sequence. To this end, we tested a hypothesis derived from new models in neuroaesthetics, and concerning processing of art, which suggest that perception may involve a natural sequence from first processing for hedonic quality (i.e., liking) followed by processing for understanding. Thus, due to the initial liking assessment's capacity to prime deepened cognitive involvement, a Liking-Understanding order may show key differences in final assessments or brain activation when compared to an Understanding-Liking sequence. Thirty-two participants evaluated a range of paintings, balanced for visual appeal and understandability, in a two-part task in which half evaluated for understanding followed by liking and the other half had question order reversed. Brain activity was recorded via functional Near Infrared Spectroscopy (fNIRS). Results showed no assessment interrelation or order effect in artwork evaluations. However, participants who began with evaluation for liking, and who came to incongruent combinations (i.e., "I like, but I don't understand" or "I don't like, but I understand"), showed significantly higher activation in left medial prefrontal cortex. This area is functionally associated with attention and integration of hedonic/informational elements. Findings provide tentative support for a liking-driven order-effect, as well as for physiological connection between appraisals, which may not appear in behavioral evidence, and suggest need for further consideration of this topic in appraisal research. (C) 2016 Elsevier B.V. All rights reserved.

The mental rotation (MR) task is defined as a discrimination task between mirror-reversed images involving discrepancy in angular orientation. Various studies have shown that the MR task likely causes mental imagery, that is, visual and/or motor imagery, depending on stimulus types. When figures of rotated hands are presented to be identified as a left or right hand, reaction times (RTs) usually show an effect of biomechanical constraints (BC): a hand in a position difficult to reach with a real movement results in longer RTs. The BC effect as a marker of motor imagery has been investigated by brain function measures (fMRI, PET, EEG and MEG) as well as by RTs. Unlike other neuroimaging techniques, NIRS (near-infrared spectroscopy) imposes few physical constraints on participants and is relatively unaffected by motion artifact, which permits serial assessments of tasks in relaxed and natural environment. Focusing on these advantages, a NIRS study on motor imagery in HLJ was carried out in which we measured the brain activation during the HLJ task and a single character judgment task. In the HLJ task, both the RTs and the activity of the left superior parietal lobe (SPL) showed an interaction between Hand (left, right) and Orientation (135 degrees, 225 degrees) i.e., the BC effect, but not in the character judgment task. More specifically, in the analysis of BC-related activity of SPL, although the Hand x Orientation interaction was significant, the left SPL for the left hand significantly increased from 135 degrees to 225 degrees, but the reversed increase (from 225 degrees to 135 degrees) was not found for the right hand. These results suggest that left SPL is involved in the BC effect and NIRS differentiates left hand awkwardness of right-hander in the HLJ task. (C) 2016 Elsevier Ireland Ltd. All rights reserved.

Educational Big Data (EBD) and Learning Analytics (LA) have being attracted enormous attention in recent years. Data collection process is the first step of EBD and LA. Based on the data source, data collection can be classified into two categories: manual data collection, and automatic data collection. This paper describes two educational systems: SCROLL (System for Capturing, Reusing, Reminding Of Learning Logs) as manual data collection and, M2B (Moodle, Mahara, Booklooper) as automatic data collection.

The right inferior frontal gyrus (IFG) is involved in intention understanding during interpersonal interactions. To examine how prior experience of cooperation and competition affects one's right IFG activation in the subsequent interaction, using near-infrared spectroscopy (NIRS) we simultaneously measured paired participants' bilateral IFG activations during a turn-taking game. Participant pairs were assigned to either one of two roles: a Builder taking the initial move to copy a target disk-pattern on monitor and the Partner taking the second move to aid in (cooperation) or to obstruct (competition) the Builder. The experiment consisted of two sessions. One participant (B-P) played as a Builder (B-) in session 1 and changed the role to the Partner (-P) in session 2, and vice versa for the paired participant (P-B). NIRS data in competition demonstrated that the Builder (B-) being obstructed in session 1 showed higher right IFG activation when (s) he took a role of obstructor (-P) in session 2 (the obstructed effect), whereas "the cooperated effect" was not revealed in cooperation. These results suggest that prior experience of being obstructed may facilitate understanding of the Builder and/or the obstructor's tactical move, thereby increasing his/her right IFG activation when one is meant to obstruct in subsequent competitions.

To examine the mechanism of visual perception of human-like body postures, we conducted a posture recognition task, a questionnaire survey, and the Interpersonal Reactivity Index (IRI). The majority of participants perceived the pseudo-posture as a human posture in the early stage (78%), but only approximately half of them reported the imagination of bodily movement (66%). These results suggest that the majority of observers perceive pseudo-postures as human postures in the early stage of perception, but this human posture perception does not necessarily lead to the visualisation of bodily movement. In a group of who received the pseudo posture as a human-posture regardless of the perception stages, the participants who imagined bodily movement (64%) showed significantly higher scores than those who did not on the Fantasy subscale of the IRI. Highly empathic participants are more likely to detect a kinematic relation between the pseudo-postures.

TThis research was originally designed to contribute to the growing literature of deception-detection by examining the behavioral/neural differences between (1) lies of what people say (Speech-Lies) and of what people do (Action-Lies) and (2) a single liar in Exp. 1 versus a paired liar with detector in Exp. 2 & 3. Three experiments were conducted to examine the neural correlates for lies of Action (enactment of a presented sentence) and Speech (reading aloud of a presented sentence) in Exp. 1-3, and also for its detection in Exp. 2-3. Here, specifically, we focused on the behavioral and neural aspects of lie Detector in a face-to-face communication condition. The NIRS data of Detector in the left IPL and the right IFG for Lie showed higher neural activity than Truth, nevertheless the detection rates of a Detector did not show differences between Truth and Lie of the paired Liar.

This paper provides an overview of the Educational Big Data research project at Kyushu University, Japan. This project uses an e-book system called BookLooper. which allows students to browse e-books in Web browser, PC, mobile devices such as smartphone. This paper shows research issues in this project. Currently, about 2,700 first-year students are using the e-book system and approximately 2.2 million log data have been accumulated as of May 20, 2015. This paper describes why we introduce e-book in the University education and initial findings.

The purpose of this study is to investigate the relationship between academic achievement and learning patterns of students using e-book logs. Specifically, we examined patterns of students' e-book logs before and after the main content learning in class (that is, 'Preview' and 'Review'). Logs were collected from first-year students in an information science course at Kyushu University. To measure preview and review learning, we analyzed data using three types of measurement: Change indicates how many times a student changed e-books over the course of one hour. Duration indicates how many seconds a student access a given e-book for during one Change (i.e., one turn). Page flip indicates how many pages of a given e-book a student flipped through during one Change. To analyze the relationship between academic achievement and preview/review, the students were categorized into six groups according to their scores on midterm and final (term-end) examinations. For preview, students who had consistent good achievement showed higher values for all three measurements than students who showed poor achievement. In contrast, for review, none of the three measurements showed differences among the six groups. These results suggest that preview is more deeply relevant to academic achievement and assessment than review.

This paper proposes a method to analyze preview behaviors of students using a learning management system (LMS) and an e-book system. We collected a large number of operation logs from e-books to analyze the process of learning. In addition, we conducted a quiz to test the level of understanding. This study especially focuses on an analysis of the relationship between learning behavior in preview and its effectiveness in the corresponding quiz. We apply a machine learning and classification methodology for behavior analysis. Experimental results report that students who undertake good preview achieve better scores in quizzes.

We examined how a friend's presence affects a performer's prefrontal activation in daily-life activities using two wireless portable near-infrared spectroscopy (NIRS) devices. Participants played a driving video game either solely in the single group or with a friend in the paired group. The two groups (single and paired) were subdivided according to their game proficiency (low and high). The NIRS data demonstrated a significant interaction of group by proficiency. Low-proficiency players in the paired group showed lower activation than those in the single group, but high-proficiency players did not. In the paired group, high-proficiency players showed higher activation than low-proficiency players, but not in the single group. These results suggest that NIRS detects social presence effects in everyday situations: decreasing prefrontal activation in low-proficiency performers due to tension reduction and increasing prefrontal activation in high-proficiency performers due to increased arousal.

Interpersonal interaction can be classified into two types: concurrent and turn-based interaction, requiring synchronized body-movement and complementary behaviors across persons, respectively. To examine the neural mechanism of turn-based interaction, we simultaneously measured paired participants activations in their bilateral inferior frontal gyrus (IFG) and the bilateral inferior parietal lobule (IPL) in a turn-taking game using near-infrared spectroscopy (NIRS). Pairs of participants were assigned to either one of two roles (game builder and the partner) in the game. The builder's task was to make a copy of a target disk-pattern by placing disks on a monitor, while the partner's task was to aid the builder in his/her goal (cooperation condition) or to obstruct it (competition condition). The builder always took the initial move and the partner followed. The NIRS data demonstrated an interaction of role (builder vs. partner) by task-type (cooperation vs. competition) in the right IFG. The builder in the cooperation condition showed higher activation than the cooperator, but the same builder in the competition condition showed lower activation than in the cooperation condition. The activations in the competitor-builder pairs showed positive correlation between their right IFG, but the activations in the cooperator-builder pairs did not. These results suggest that the builder's activation in the right IFG is reduced/increased in the context of interacting with a cooperative/competitive partner. Also, the competitor may actively trace the builder's disk manipulation, leading to deeper mind-set synchronization in the competition condition, while the cooperator may passively follow the builder's move, leading to shallower mind-set synchronization in the cooperation condition. (c) 2015 Elsevier Inc. All rights reserved.

To examine how prior experience of role-playing affects an individual’s activation in their inferior frontal gyrus (IFG) during subsequent cooperation and competition, using near-infrared spectroscopy we simultaneously measured pairs of participants’ bilateral IFG activation when they played a computerized turn-taking game. Pairs of participants were assigned to either one of two roles in the game: a Builder taking the initial move to copy a disk-pattern on a monitor and a Partner taking the second move to aid the Builder in his/her goal in a cooperative game or to obstruct it in a competitive game. Two participants changed their Builder-Partner roles in two continuous sessions. The results suggest that one could draw from prior experience of being disturbed to more tactically disturb others in the subsequent competition. The better understanding of the Builder’s position increased one’s right IFG activation when (s)he was meant to disturb in the session 2.

In the present study we examined the neural correlates for incidental learning of three kinds of memory: outer speech (reading aloud), action (gesturing), and inner speech (silent reading). We hypothesized that action-based memory would have a stronger memory trace than speech- and silent reading-based memories because action seems to facilitate memory and we hypothesize that these memories will each activate distinct areas of the brain such as the left middle and superior temporal regions. Participants accurately distinguished between performing an action for each sentence and accurately perceived when a new sentence was presented. However, participants did not accurately distinguish between inner and outer speech (i.e., reading aloud and reading silently). The result suggests that the memory traces for action are stronger than other kinds of memories, and this implication will be confirmed by NIRS data analysis.

To examine the neural mechanism of co-speech gesture production, we measured brain activity of bilinguals during an animation-narration task using near-infrared spectroscopy. The task of the participants was to watch two stories via an animated cartoon, and then narrate the contents in their first language (L1) and second language (L2), respectively. The participants showed significantly more gestures in L2 than in L1. The number of gestures lowered at the ending part of the narration in L1, but not in L2. Analyses of concentration changes of oxygenated hemoglobin revealed that activation of the left inferior frontal gyrus (IFG) significantly increased during gesture production, while activation of the left posterior superior temporal sulcus (pSTS) significantly decreased in line with an increase in the left IFG. These brain activation patterns suggest that the left IFG is involved in the gesture production, and the left pSTS is modulated by the speech load. (c) 2013 Elsevier Inc. All rights reserved.

To investigate the neural bases of intrinsically and extrinsically driven cognitive loads in daily life, we measured repetitively prefrontal activation in three (one control and two experimental) groups during a driving video game using near-infrared spectroscopy. The control group drove to goal four times with distinct route-maps illustrating default turning points. In contrast, the memory group drove the memorized default route without a route-map, and the emergency group drove with a route-map, but was instructed to change the default route by an extrinsically given verbal command (turn left or right) as an envisioned emergency. The predictability of a turning point in the route in each group was relatively different: due to extrinsic dictate of others in the emergency group, intrinsic memory in the memory group, and route-map aid in the control group. We analyzed concentration changes of oxygenated hemoglobin (CoxyHb) in the three critical periods (pre-turning, actual-turning, and post-turning). The emergency group showed a significantly increasing pattern of CoxyHb throughout the three periods, and a significant reduction in CoxyHb throughout the repetitive trials, but the memory group did not, even though both experimental groups showed higher activation than the control group in the pre-turning period. These results suggest that the prefrontal cortex differentiates the intrinsically (memory) and the extrinsically (dictate of others) driven cognitive loads according to the predictability of turning behavior, although the two types of cognitive loads commonly show increasing activation in the pre-turning period as the preparation effect. (C) 2011 Elsevier Ireland Ltd. All rights reserved.

The role of the presence of others in a social context has been debated widely. Although the importance of mutual cognitive functions between performer and observer is generally accepted, little is known about the neural correlates of paired performers and observers themselves. In this near-infrared spectroscopy (NIRS) study we measured the activation in the bilateral inferior parietal lobule (IPL) when driver-observer pairs of participants performed a driving video game task. The performer's task was to drive from start to goal using a default route map, while their partner observed the performance. According to the performer's subjective appraisal of the copresent observer obtained after the driving task, the pairs were divided into three groups: supportive, nonsupportive, and neutral. The driving time, error, and tension score did not show significant differences between the three groups. However, NIRS data of performers in the supportive group showed significantly higher activation in the left IPL than those in the nonsupportive group, but not in the right IPL. NIRS data of observers in the concerned two groups did not show significant differences bilaterally in IPL. These results suggest that the left IPL distinctively responds according to a performer's cognitive appraisal of a copresent observer. NeuroReport 23:835-839 (C) 2012 Wolters Kluwer Health vertical bar Lippincott Williams & Wilkins.

To examine the neural bases of co-speech gesture production and perception, using the animation narration task in a face-to-face condition, we examined the brain activity changes in the prefrontal cortex (PFC). The prefrontal activity was measured in 34 participant pairs of speaker and listener using NIRS. The speaker’s task was to watch an animation and to narrate the story to the listener. Based on the number of gestures produced by each speaker, 34 participant pairs were divided into two groups (high vs. low gesture groups). The results showed that the left prefrontal activity of speakers in the high-gesture group was significantly lower than that of speakers in the low-gesture group, while the bilateral prefrontal activity of listeners did not show any significant differences between the two groups. These findings suggest that production of gestures functions to reduce the cognitive load of memory retrieval and narrative framing in the left PFC.

To examine facilitative effects of experiential cognition in imitation learning, we conducted three experiments using varied observation and imitation tasks of a nursing action involving the movement of a sham patient (university student) from a bed to a wheelchair. The basic imitation task was to observe a videotape of the nursing action performed by an expert, and then to imitate it with the patient. Participants in Experiment 1 (N = 75) saw photographs of the patient in the bed and then in the wheelchair and based only on this information moved the patient without observing the videotape. Participants in Experiment 2 (N = 15) observed the videotape and imitated the movement of the patient. Thereafter, participants in Experiments 1 and 2 received the basic imitation task. Participants in Experiment 3 (N = 17) observed the videotape as many times as they wanted, and imitated the nursing action with pantomiming without the patient, and then with the patient. The results showed that preceding experiential cognition, i.e., estimation of actions (Exp. 1), repetition of the observation and performance (Exp. 2), and self-paced repetition of the observation (Exp. 3) improve performance in the successive imitation task. We conclude that the combination of estimation, observation, and pantomime of actions is a promising method for imitation learning of such pragmatic skills as nursing actions.

We used functional near-infrared spectroscopy to investigate the role of the dorsolateral prefrontal cortex of bilinguals in semantic processing. Chinese-Japanese bilinguals and Japanese monolinguals judged if visually presented pairings of a word and a definition were Japanese. The four types of pairs appeared in Japanese and/or Chinese dictionaries: both, Japanese-specific, Chinese-specific, and neither. The bilinguals showed greater oxy-hemoglobin concentrations in their left dorsolateral prefrontal cortex for the Chinese-specific pair, while those in its right homologue were greater for the Japanese-specific, the Chinese-specific, and the neither pairs. These results imply that in the bilinguals, the left dorsolateral prefrontal cortex is related to reducing activation of semantic information in the nontarget language, while its right homologue focuses attention on the target language. NeuroReport 21:127-131 (C) 2010 Wolters Kluwer Health vertical bar Lippincott Williams & Wilkins.

This study employs a word-definition judgment task to examine whether unbalanced bilinguals inhibit first language (L1) semantic processing when second language (L2) semantic processing is required. Two Chinese-Japanese bilingual groups (high-proficiency and low-proficiency) and a group of Japanese monolinguals were asked to judge whether visually presented pairings of a word (interlingual homograph) and a phrase (definition) were Japanese. The pairs were categorized into three types based on whether they appear in Japanese and/or Chinese dictionaries: Shared, Japanese-specific, and Chinese...

This paper provides an overview of the Educational Big Data research project at Kyushu University, Japan. This project uses an e-book system called BookLooper. which allows students to browse e-books in Web browser, PC, mobile devices such as smartphone. This paper shows research issues in this project. Currently, about 2,700 first-year students are using the e-book system and approximately 2.2 million log data have been accumulated as of May 20, 2015. This paper describes why we introduce e-book in the University education and initial findings.

本研究の目的は，学生の学習行動の履歴である学習ログの分析結果に基づき効果的なフィードバック方法を開発し，その学習に対する効果を行動データと脳活動測定とによって検証することにある。この目的を達成するために，本年度は以下を実施した。 1.学習に対するフィードバックや介入を効果的にするには，目標となる具体的な「優れたパフォーマンス（good performance）」と自身の現在の状態との差を明確に示す必要がある。そのため，まず，本研究では，「優れたパフォーマンス」である高成績者の効果的な学習方法を明らかにすることとした。 具体的には，e-bookの閲覧ログを中心とする学習ログの分析によって，授業外での予習・復習における高成績者のe-bookおよびそのページを参照するタイミングや頻度を分析したうえで，どのようにページ間やe-book間の概念をつなぎ，理解を深めていくのかを検討した。本成果は，国際誌に投稿予定である。 2.現在の大学における情報通信技術（ICT: Information and Communication Technology）教育において，重要な地位を占めるMOOC（Massive Open Online Course）講座を受講した際の学習を想定し，その基礎となる「動画を観察しながら理解する状態」と「理解内容を伝える状態」の行動データおよび脳活動データを測定する実験を実施した。具体的には，大学生30名を実験参加者として，「動画の観察」と「動画観察で理解した内容を伝達すること」を求め，その際の脳活動データをNIRS（近赤外分光法: Near-Infrared Spectroscopy）を利用して計測した。本成果は，国際会議および国際誌に投稿予定である。

本研究の目的は，ジェスチャー産出が，発話における単語検索と情報の組み立ての側面のいずれか，または双方に影響し，発話が促進されるのか，また，この促進効果は，ジェスチャー産出頻度の個人差およびジェスチャー自発性とどのような関係にあるのかを明らかにすることにあった。さらに，本研究では，これまでの研究では積極的に検討されてこなかったジェスチャー産出の神経機構についても検討を加えた。

本研究では,二言語併用者が単言語使用者よりも優れた認知機能を示すことと,二言語併用者が言語間の干渉を解決する機構との関連に着目した。本研究の目的は,二言語併用者の言語処理において,言語間の干渉を低減する脳基盤について,行動実験と生理実験を用いて解明することにあった。本研究では,次の2点について成果を得た。 1.「発話」において認知的な負荷を軽減する要因とその脳内機構。 2.「読み」において言語間の干渉を低減する要因とその脳内機構。