Abstract: Nowadays, in Japan, variety of students get into a university and one of the main roles of introductory courses for freshmen is to make such students well prepared for subsequent intermediate courses. For that purpose, the flipped-mastery model is not enough because videos usually used in a flipped classroom is not adaptive and does not fit all freshmen with different academic performances. This paper proposes an ontology-navigated tutoring system called EduGraph. Using EduGraph, students can prepare for and review a class, in a more flexibly personalizable way than by videos. Structuralizing learning materials by its ontology, EduGraph also helps students integrate what they learn as knowledge, and makes learning materials sharable. EduGraph was used for an introductory course for freshmen. This application suggests that EduGraph is effective.
Abstract: Guided by the theory of learning styles, this study is
based on the development of a multimedia learning application for
students with mastery learning style. The learning material was
developed by applying a graduated difficulty learning strategy.
Algebra was chosen as the learning topic for this application. The
effectiveness of this application in helping students learn is measured
by giving a pre- and post-test. The result shows that students who
learn using the learning material that matches their preferred learning
style perform better than the students with a non-personalized
learning material.
Abstract: Recently, ‘play of learning’ becomes important and is
emphasized as a useful learning tool. Therefore, interest in
edutainment contents is growing. Storytelling is considered first as a
method that improves the transmission of information and learner's
interest when planning edutainment contents. In this study, we
designed edutainment contents in the form of an adventure game that
applies the storytelling method. This content provides questions and
items constituted dynamically and reorganized learning contents
through analysis of test results. It allows learners to solve various
questions through effective iterative learning. As a result, the learners
can reach mastery learning.
Abstract: This paper proposes a novel e-learning model that is
based on a dynamic formative evaluation. On evaluating the existing
format of e-learning, conditions regarding repetitive learning to
achieve mastery, causes issues for learners to lose tension and become
neglectful of learning. The dynamic formative evaluation proposed is
able to supplement limitation of the existing approaches. Since a
repetitive learning method does not provide a perfect feedback, this
paper puts an emphasis on the dynamic formative evaluation that is
able to maximize learning achievement. Through the dynamic
formative evaluation, the instructor is able to refer to the evaluation
result when making an estimation about the learner. To show the flow
chart of learning, based on the dynamic formative evaluation, the
model proves its effectiveness and validity.