Faculty Profiles - SATO Kouki

Papers - SATO Kouki

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Utilization of ChatGPT in a Japanese Writing Class for Undergraduate International Students: Analysis of Changes in Students' Attitudes

SATO Kouki

JSiSE Research Report Vol. 38 ( 6 ) page： 9 - 14 2024.3

Analysis on Humanities Undergraduate University Students' Descriptions of Social Media Use

Kouki SATO

JSiSE Research Report Vol. 37 ( 6 ) page： 80 - 85 2023.3

Analysis on the Effectiveness of the Online Lecture Using the Tool to Collect and Share Feedback from Students in Real Time

Kouki SATO

JSiSE Research Report Vol. 36 ( 6 ) page： 102 - 108 2022.3

Cause and Effect Analysis on the Teacher's Presence in Lectures Using the Interactive Blackboard

Sato, K.

JSiSE Research Report Vol. 34 ( 6 ) page： 215 - 222 2020

Effects of the Teacher’s Presence in Lectures Using the Interactive Blackboard for the Learner’s Note-taking

Sato, K.

JSiSE Research Report Vol. 33 ( 6 ) page： 93 - 100 2019

Analysis on Effect of the Learner’s Experience Using SNS to Evaluation of the Communication Tools Enhancing Social Presence at the Lecture

Sato, K.

Research Report of JSET Conferences Vol. 18 ( 1 ) page： 287 - 294 2018

Experimental Discussion on Effects of the Teacher's Presence in Lectures Using the Interactive Blackboard

Sato, K.

JSiSE Research Report Vol. 31 ( 6 ) page： 75 - 82 2017

Analysis on the Effect of Collecting and Sharing Real-time Feedback from Learners –Analysis by Types of Learner's Assessment for the Tool-

Sato, K.

JSiSE Research Report Vol. 30 ( 5 ) page： 59 - 66 2016

Analysis on the Learners' Note-Takings in the Experimental Lecture Using an Interactive Blackboard

Sato, K.

JSiSE Research Report Vol. 29 ( 6 ) page： 103 - 110 2015

Analysis on Effects of Posting, Feedback, Sharing Learners' Comments onto CMS and SNS

Sato, K.

JSiSE Reseach Report Vol. 28 ( 7 ) page： 23-30 2014.3

Analysis on Effects of Differences in the Interfaces of Interactive Blackboard for the Learners' Note-Takings

Sato, K.

JSiSE Research Report Vol. 28 ( 5 ) page： 43-48 2014.1

大学授業技法データベースの開発と授業改善への適用 Reviewed

赤堀侃司, 上岡丈敏, 神戸文朗, 益田勇一, 柳沢昌義, 佐藤弘毅

白鷗大学経営学部論集 Vol. 28 ( 2 ) page： (印刷中) 2014

The Effect of Question Styles and Methods in Quizzes Using Mobile Devices on Student Motivation and Percentage of Correct Answers: Focusing on Student Test Approach-Avoidance Tendencies Reviewed

Kitazawa, T., Sato, K., Akahori, K.

Japan Journal of Educational Technology Vol. 38 ( 3 ) page： 193 - 209 2014

Analysis on Effect of Sharing the Learners' Comments for Lecture by Social Networking Service Reviewed

Sato, K.

Research Report of JSET Conferences Vol. JSET12 ( 4 ) page： 1-8 2012.10

Analysis on Differences of Subjective Assessments between Students and Teachers for the Interfaces of Interactive Blackboard and Projector

Sato, K.

Proceedings of the 28th Annual Conference of Japan Society for Educational Technology page： 983-984 2012.9

Effect of Differences in the Interfaces of Interactive Blackboard and Projector for Subjective Assessments of the Teacher Reviewed

Sato, K.

Research Report of JSET Conferences Vol. JSET12 ( 1 ) page： 119-126 2012.3

大学の授業デザインの研究方法とその試行 Reviewed

赤堀侃司, 小原政敏, 神戸文朗, 柳沢昌義, 佐藤弘毅, 三柴涼太

白鷗大学教育学部論集 Vol. 6 ( 2 ) page： 1-18 2012

Effect of Differences in the Interfaces of Interactive Blackboard and Projector for Subjective Assessments of Students Reviewed

Sato, K.

Research Report of JSET Conferences Vol. JSET11 ( 5 ) page： 145-152 2011.12

Analysis on Effect of Feedback for the Comments Posted by Classroom Management Systems

Sato, K.

Research Report of JSET Conferences Vol. JSET11 ( 4 ) page： 125-132 2011.10

Effect of Anonymity in the Bulletin Board System to the Social Presence in the User's Message Reviewed

Sato, K.

Research Report of JSET Conferences Vol. JSET11 ( 1 ) page： 273-280 2011.3

Effect of Anonymity in the Bulletin Board System to the User's Social Presence

Sato, K.

Proceedings of the 26th Annual Conference of Japan Society for Educational Technology (JSET) page： 947-948 2010.9

ICT機器・教材を活用しよう(第3回)普通教室で活用する電子黒板の3つのタイプ

佐藤弘毅, 山田智之

視聴覚教育 Vol. 64 ( 8 ) page： 31-37 2010.8

とよた日本語学習支援システムの取り組みと地域の日本語学習におけるe-ラーニングの可能性 Invited

佐藤弘毅

2010世界日本語教育大会講演論文集 page： (CD-ROM) 2010.7

Authorship：Lead author Language：Japanese

本発表では、名古屋大学留学生センターが豊田市から委託を受けて行っている「とよた日本語学習支援システム」について紹介する。また、本システムにおけるe-ラーニングの位置づけを検討することで、地域の日本語教育支援においてe-ラーニングが果たす役割と可能性を考える。本システムは、地域コミュニティの維持・向上を図るため、豊田市内に在住あるいは在勤の外国人が円滑な日常生活を営むために最低限必要な日本語能力を習得することを支援する包括的なシステムである。具体的には、(1)教室開設支援、(2)人材育成、(3)能力判定などの活動が含まれている。(1)教室開設支援としては、地域コミュニティや企業のニーズに応じて、地域に密着し交流の要素を兼ね備えた日本語教室の開設・運営・改良の支援を行っている。(2)人材育成としては、個々の日本語教室の活動内容や運営を行う「プログラム・コーディネーター」、個々の日本語教室で同僚や近隣の外国人たちと交流することにより日本語学習を支援する「日本語パートナー」を募集・育成・派遣している。(3)能力判定としては、日本語教室、地域コミュニティ、企業のニーズに応じて、「とよた日本語能力判定試験」を実施し、外国人の日本語能力レベルを判定している。上記の活動に加えて、Web上で日常会話やひらがな等の文字、日常的な語彙を自律的に学習できるe-ラーニング教材を開発している。会話教材では、豊田市在住の外国人が日常で触れる機会が多いと考えられる市役所、病院、学校の3場面における会話が動画で見られ、関連する表現や語彙などが勉強できる。文字教材ではひらがな・カタカナの50音表に加え、履歴書の書き方やそこに出てくる語彙が勉強できる。地域の日本語学習におけるe-ラーニングの目的としては、(1)日本語教室に参加できない外国人が自宅で自律的に勉強できる教材を提供する、(2)地域で開催されている日本語教室等で利用できる教材を提供する、の2点が考えられる。(1)については、実際に地域の外国人に対してモニター調査を行い、開発した教材の有効性を確認し、調査の結果をふまえた改善も行っている。一方で、e-ラーニングは個人学習であるため、動機づけが高めにくく学習の持続が難しい問題も考えられる。(2)については、ひらがな50音表を印刷し教室活動で利用する等の活用が見られた。今後は、教室活動の実態と連動した教材の開発について検討していく必要がある。

Application of Interactive Blackboard for Elementary Japanese Kanji Class Reviewed

Sato, K.

Studies in Japanese Language and Culture, Education Center for International Students, Nagoya University Vol. 17 page： 87-106 2010.3

Patterns of Emotional Transmission in Japanese Young People's Text-Based Communication in Four Basic Emotional Situations Reviewed

Kato, Y., Kato, S., Scott, D.J., & Sato, K.

International Journal of E-Learning Vol. 9 ( 2 ) page： 203-227 2010

Language：English Publishing type：Research paper (scientific journal)

Text-based communication, such as a mobile phone email, is the essential communication tool for Japanese youth. in this article, the authors conducted a paper-based survey in order to investigate what kind of patterns of emotional transmission are used when composing text-based messages to four kinds of emotional scenarios (e.g., joy, sadness, anger, and guilt). 91 first-year students at a Japanese university were given four scenarios each with three questionnaires for each scenario. The questionnaires addressed the emotions the participants experienced, the emotions the participants wanted to convey to their partners, and the emotions the participants anticipated their partners would experience. The relationships among the emotions experienced, conveyed, and anticipated were considered in determining the patterns of emotional transmission. according to the results, one pattern of emotional transmission was seen in joy and guilt scenarios, while two or more patterns of emotional transmission were seen in sad or angry scenarios. That is, when sadness or anger is involved, it is considered that emotional transmissions become more complicated leading to the use of more and different emotional transmission patterns.

Analysis on Practical Use of Large-Scale Display by Combinations of ICT Devices in Elementary and Junior High School

Sato, K., Hotta, H., Fujitani, S., Naruse, K., Inagaki, T., Iguchi, I., Sato, Y., & Yamada, T.

Research Report of JSET Conferences Vol. JSET09 ( 4 ) page： 1-4 2009.10

An Survey regarding Intention of the Use of Information and Communication Technology on Course Instruction for Online Teaching Plan Database Development Reviewed

Fujitani, S., Hotta, H., Inagaki, T., Sato, K., Naruse, K., Iguchi, I., Sato, Y., & Yamada, T.

Proceedings of World Conference on E-Learning in Corporate,Government, Healthcare, and Higher Education 2009 page： 265-268 2009.10

Analysis on Emotional Strategies and Emotional Transmission on Email Communication Reviewed

Sato, K., Kato, Y., & Kato, S.

Proceedings of the 26th Annual Meeting of the Japanese Cognitive Science Society page： (CD-ROM) 2009.9

Authorship：Lead author Language：Japanese

In this study, the easiness of emotions to transmit in the emotional strategies was analyzed by comparing the sender's evaluation with the receiver's evaluation of emotions in their emails. Results suggested that the difference appeared in the easiness of emotions to transmit in the situation of sadness and anger depending on the writer though it was easy to have transmitted in emotions in the situation of joy and guilt.

Analyzing email contents in mobile phone email communication in anger and guilt scenarios -Focusing on degrees of intimacy with partners- Reviewed

Kato, Y., Kato, S., & Sato, K.

Proceedings of the 26th Annual Meeting of the Japanese Cognitive Science Society page： (CD-ROM) 2009.9

Language：Japanese

This study examined the emotions senders of mobile
phone email wanted to convey and the email contents
relevant to emotional cues transmissions composed by
the senders. In particular, we focused on the influence
of the degree of intimacy between senders and
receivers. Main results include the tendency for the
participants to weaken the degree of anger they
communicated relative to the degree of anger they felt.
In contrast, emotions of guilt tended to be conveyed at
the same degree to which they were experienced.
Content analysis revealed of the message contents
showed that messages of guilt tended to be longer than
messages of expressing anger.

The Research about Safety Education in the Kindergartens that Needed Online Learning Materials for Anticrime

Hotta, H., Inaguma, T., Uesugi, H., Sato, K., & Sakamoto, T.

Proceedings of the 25th Annual Conference of Japan Society for Educational Technology page： 763-764 2009.9

The Research about Differencial Backup of Safety Information for Children on the Police Departments' Web Sites

Uesugi, H., Inaguma, T., Sato, K., Hotta, H., Sakamoto, T., Meguro, K., & Hara, K.

Proceedings of the 34th Annual Conference of Japan Society fot Information and Systems in Education (JSiSE2009) page： 322-323 2009.8

Analysis on Changes and Improvements of Learners' Social Presences in the Comments Posted by Classroom Management Systems

Sato, K.

Research Report of JSET Conferences Vol. JSET09 ( 3 ) page： 95-102 2009.7

An Attitude Survey for Elementary and Junior High School Teachers in Terms of Their Intentions Regarding the Use of ICT

Fujitani, S., Hotta, H., Inagaki, T., Sato, K., Iguchi, I., Sato, Y., & Yamada, T.

Technical Report of the Institute of Electronics, Information and Communication Engineers (IEICE) Vol. 108 ( 354 ) page： 77-80 2008.12

Language：Japanese

The authors are conducing a research project in a part of the initiative promotion program on digitization of education which is sponsored by MEXT (Ministry of Education, Culture, Sports, Science and Technology) and is entrusted with JAVEA (Japan Audio-Visual Education Association).
This research project is aimed for expanding the use of ICT facilities and audio-visual materials on school coursework, which is through the collection and distribution of tangible teaching plans for effective use of ICT.
This paper reports the result of an attitude survey at pilot schools of the research project.
Teachers at eight elementary schools and two junior high schools in Japan have made a reply about their intentions regarding the use of ICT on school coursework.

Analysis on Practical Use of Combination Patterns of ICT Devices towards the Widespread Use of a Large-Scale Display in Elementary and Junior High School Reviewed

Sato, K., Iguchi, I., Hotta, H., Fujitani, S., Shimokawa, M., Sato, Y., & Umegae, A.

Proceedings of the 24th Annual Conference of Japan Society for Educational Technology page： 117-120 2008.10

Exploring Emotional Strategies in Mobile Phone Email Communication: Analysis on the Impact of Social Presence Reviewed

Sato K., Kato, Y. & Kato, S.

Proceedings of the 16th International Conference on Computers in Education (ICCE2008) page： 253-260 2008.10

Authorship：Lead author Language：English

As a first step to barrier emotional troubles in educational computer-mediated communication such as e-learning using mobile devices or "m-learning", emotional strategies used in mobile phone email in response to four kinds of emotion evocation situation (joy, sadness, anger, and guilt) are explored. In this study, the emotional strategies in different social presence situations which the participants communicate to four kinds of partner on different socio- psychological distance (close friend, not close friend, close teacher, and not close teacher) are compared. From the results, one unified emotional strategy which the participants asked for sympathy to the partner was seen in situations concerning emotions of joy in all social presence situations. On the other hand, various emotional strategies which the participants intended to control the partners' emotions were seen in other emotion evocation situations depending on the social presence situations.

Experimental Analysis on Effects of an Interactive Blackboard to Enhance Teacher's Social Presence

Sato, K.

Proceedings of the 24th Annual Conference of Japan Society for Educational Technology page： 887-888 2008.10

学校における先進的なICT 環境の整備と学習効果

井口磯夫, 堀田博史, 藤谷哲, 佐藤弘毅, 下川雅人, 佐藤喜信, 梅香家絢子

日本教育情報学会第24回年会論文集 page： 156-157 2008.9

ICT機器・教材を活用したデジタル指導案とWEB検索DBの開発

佐藤喜信, 井口磯夫, 堀田博史, 藤谷哲, 佐藤弘毅, 梅香家絢子, 山田智之

日本教育情報学会第24回年会論文集 page： 160-161 2008.9

複数のICT 機器を円滑に活用するための簡易型コントローラの効果

堀田博史, 井口磯夫, 藤谷哲, 佐藤弘毅, 下川雅人, 佐藤喜信, 梅香家絢子

日本教育情報学会第24回年会論文集 page： 158-159 2008.9

Selection of ICT in emotional communication for Japanese students: Focusing on emotional strategies and gender differences Reviewed

Kato, S., Kato, Y., Scott, D.J., & Sato, K.

Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications (ED-MEDIA) Vol. 2008 ( 1 ) 2008.6

Language：English

This paper describes the selection of media in emotional communications by Japanese college students, especially as they reveal gender differences. Sad and joy situations were prepared and participants could select from face-to-face (F2F), telephone, mobile phone email, PC email and letter as the means of communication. Familiarity with the recipient was used as a factor of communication. The main findings were the followings. To a familiar partner, participants tended to choose media based on an quick reply, sharing joy or sympathy at the time of communication. These decisions can be regarded as the emotional strategy in media selection. Participants wanted to convey their emotion to a familiar partner as soon as possible and as accurately as possible. On the other hand, it seemed that sharing of emotions was not desired to a unfamiliar recipient.

Emotional Strategies in Mobile Phone Email Communication in Japan: Focusing on Four Kinds of Basic Emotions Reviewed

Kato, Y., Kato, S., Scott, D.J., & Sato, K.

Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications (ED-MEDIA) Vol. 2008 ( 1 ) 2008.6

Language：English

In this paper, the authors investigated what kind of emotional strategies are used when sending mobile phone email in response to four kinds of emotional scenarios (joy, sadness, anger, and guilt). Specifically, the relationships among the emotions which participants experienced, the emotions which the participants wanted to convey to their partners, and the emotions which the participants anticipate the partners will experience was considered in the emotional strategies. From the result, one emotional strategy was seen in situations concerning emotions of joy or guilt, while two or more emotional strategies were seen in the situations related to sadness or anger. That is, when sadness or anger is involved, it is considered that emotional transmissions become more complicated and it may lead to the use of different emotional strategies.

Exploring the Impact of Social Presence as Socio-Psychological Distance to the Emotional Strategy on Mobile Phone Email Communication

Sato, K., Kato, Y., & Kato, S.

Research Report of JSET Conferences Vol. JSET08 ( 2 ) page： 87-94 2008.5

Study on Application of Interactive Blackboard Tool Visualizing Learners' Note-Taking on Paper for Japanese-language Education

Sato, K.

Research Report of JSET Conferences Vol. JSET08 ( 1 ) page： 1-8 2008.3

Features and Applications of an Interactive Blackboard Focusing on Advantage of the Traditional Blackboard- Towards Effective Utilization for Japanese-language Education - Reviewed

Sato, K.

Studies in Japanese Language and Culture, Education Center for International Students, Nagoya University Vol. 15 page： 79-100 2008.3

Analysis on Selection of Media Focusing on Emotional Strategies

Kato, S., Sato, K., & Kato, Y.

Research Report of JSET Conferences Vol. JSET07 ( 5 ) page： 37-42 2007.12

Analysis of Emotional Strategies in Email Communication - Focusing on four kinds of emotional scenes -

Kato, Y., Kato, S., & Sato, K.

Research Report of JSET Conferences Vol. JSET07 ( 5 ) page： 43-54 2007.12

Analysis on Impact of Social Presence to Effective Discussion on Bulletin Board System Reviewed

Sato, K.

Proceedings of the 24th Annual Meeting of the Japanese Cognitive Science Society page： 340-341 2007.9

*Development of "Social Presenter": Interactive Blackboard Software Visualizing Learners' Note-Taking on Paper

Sato, K.

Proceedings of the 23th Annual Conference of Japan Society for Educational Technology page： 665-666 2007.9

*Impact of Social Presence in Computer-Mediated Communication to Effective Discussion on Bulletin Board System Reviewed

Sato, K.

Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications (ED-MEDIA) Vol. 2007 ( 1 ) page： 722-731 2007.6

Authorship：Lead author Language：English

This paper describes social presence, the degree to which a person feel socially and emotionally connected, as an important factor for effective computer-mediated communication (CMC). In this study, effects of social presence to effective discussion on an online Bulletin Board System (BBS) were analyzed. Also factors which enhance social presence were investigated. An experimental discussion was conducted by using general time-series BBS. According to analysis of the content of the discussion logs and the result of pre and post questionnaires, the user which mainly used e-mail, one of personal CMC media, as his/her usual usage of the Internet, tended to perceive social presence in the experiment. It was also found that the social presence effected number of remarks, ratio of replies, and perceived effectiveness of the discussion.

Experimental Analysis on Effects of Board-Mediated Communication on an Interactive Blackboard to Enhance "Presence" in a Lecture

Sato, K.

Proceedings of the 22nd Annual Conference of Japan Society for Educational Technology (JSET) page： 349-350 2006.11

Practical Experiment on Effect of Board-Mediated Communication on an Interactive Blackboard

Sato, K.

page： 893-896 2006.11

Effect of Social Presence Caused by Non-Verbal Cues on a Bulletin Board System to Enhance Subsequent Interactions Reviewed

Sato, K.

Proceedings of the 23rd Annual Meeting of the Japanese Cognitive Science Society page： 438-439 2006.8

Effect of Social Presence Caused by Non-Verbal Cues on a Bulletin Board System to Enhance Subsequent Communication Reviewed

Sato, K.

Proceedings of the 5th International Conference on Cognitive Science (ICCS2006) page： 179-180 2006.7

Authorship：Lead author Language：English

Social presence, the degree to which persons feel socially and emotionally connected, is an important factor for promoting Computer-Mediated Communication. Some interfaces to visualize non-verbal cues of social interactions within computer-mediated communication were proposed and later developed on a Bulletin Board System. These effects to enhance social presence and to promote communication were examined by analyzing the content of the discussion logs. The results suggested that the visualizations enhance social presence, and that the social presence promotes subsequent messages.

*Effect of Board-Mediated Communication on an Interactive Blackboard to Enhance Social Presence and Affective Learning of the Learners Reviewed

Sato, K. & Akahori, K.

Japan Journal of Educational Technology Vol. 29 ( 4 ) page： 501-513 2005.12

Authorship：Lead author Language：Japanese Publishing type：Research paper (scientific journal)

This study concerns one of a feature of a blackboard, so-called "effects of collecting learners' glances". Because learners in a whole lecture see a blackboard in concert, they will sense other learners' social presences, and they will feel positive for affective learning. In this study, this effect was examined by conducting experimental lectures by using information sharing on an interactive blackboard. Eight conditions of the lectures were set by combinations of following three factors; blackboard factor (exist an interactive blackboard or not); teacher factor (exist a role of teacher or not); lecture-style factor (individual or collaborative). Questionnaires for learners after the each lecture were compared and tested by analysis of valiance (ANOVE) and covariance structure analysis. DV records of the lectures were also analyzed. Results revealed the learners evaluated significantly high social presences in the lecture by using an interactive blackboard. Seeing the blackboard predicted a social presence, and social presence predicted an affective learning.

Effect of Board-Mediated Communication on an Interactive Blackboard to Enhance Social Presence of the Learners

Sato, K. & Akahori, K.

Proceedings of the 21st Annual Conference of Japan Society for Educational Technology page： 191-192 2005.9

Effect of Visualizing Social Interaction on Bulletin Board Systems to Enhance Social Presence of the User Reviewed

Sato, K. & Akahori, K.

Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications (ED-MEDIA) Vol. 2005 ( 1 ) page： 814-821 2005.7

Authorship：Lead author Language：English

In this study, a social presence theory was examined to evaluate effectiveness of visualizing social interactions within computer mediated communication (CMC). The following three Bulletin Board Systems (BBS) were compared to investigate the relationship between visualizing interaction and enhancing the social presence of the user: a "time-series BBS" which displays writings in time-series; a "tree BBS" which displays relations between writings as a two dimensional tree structure; and a "special visualization system" in which the relation between writings is displayed as a three dimensional tree structure, and the learner's impression and popularity of a writing and the communication flow are visualized using color variations on a writing display. The results revealed significantly different social presence between the three systems, and suggest that the visualization of interaction might be a non-verbal cue to enhance social presence within the CMC context.

Development and evaluation of DInCo: using digital ink to correct Japanese compositions Reviewed

Li, K., Sato, K., & Akahori, K.

Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications (ED-MEDIA) Vol. 2005 ( 1 ) page： 3698-3702 2005.7

Language：English

This paper describes an online handwriting correction system and also explains about the survey conducted on the utilization of the system to correct Japanese compositions. From the result, we conclude that teachers find the digital pen-based system helpful and they are also interested in using it in their future lectures. The system, however, still have many problems in terms of its utilization, which need to be resolved. We look forward to using this system to support teachers at work as well as to improve the performance of students.

Effect of Visualizing Non-verbal Cues on Bulletin Board Systems to Enhance Social Presence of the Users Reviewed

Sato, K. & Akahori, K.

Proceedings of the Japanese Cognitive Science Society 22th Annual Meeting page： 304-305 2005.7

Development and Evaluation of Software Displaying Students' Feedback on Blackboard Reviewed

Sato, K., Yanagisawa, M., & Akahori, K.

Journal of Science Education in Japan Vol. 28 ( 5 ) page： 295-305 2004.12

Authorship：Lead author Language：Japanese Publishing type：Research paper (scientific journal)

This paper describes development and evaluation of an interactive blackboard software collecting and displaying students' real-time feedback in class. Lack of interaction between teachers and students is one of the serious educational problems in Japan. In addition, an interactive blackboard is often used as a teaching tool to support a teacher's presentation by means of a computerization of traditional "blackboard" concepts. This study aims to provide students and a teacher with the means to interact with each other in real time in a variety of ways. Some of the "blackboard" concepts were used to develop interactive blackboard software that allowed students to issue real time feedback, comments, ideas and suggestions using either a web browser or a cellular phone. Feedback is displayed on a screen of the blackboard. A class was conducted to evaluate effectiveness of the system. Results revealed almost a student evaluated that the feedback functions were effective and the class was interactive when compared with a traditional class.

Social Presence of Learner within Interactive Blackboard Mediated Information Sharing

Sato, K. & Akahori, K.

Proceedings of the 20th Annual Conference of Japan Society for Educational Technology page： 927-928 2004.9

Enhancing Interactivity in Face-to-Face Lecture by Using "Board Mediated Communication" Reviewed

Sato, K. & Akahori, K.

Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications (ED-MEDIA) Vol. 2004 ( 1 ) page： 146-153 2004.6

Authorship：Lead author Language：English

This study is concerned about how teachers can enhance interactivity during face-to-face lectures. Toward this objective, the authors have developed a teaching tool which allows learners to send feedback during a lecture and displays the feedback, in real-time, on a projected screen (herein referred to as a "blackboard") (Sato et al. 2002). In this paper, the "Board Mediated Communication" (BMC) method is proposed as a critical feature of the tool to promote interactions both of a teacher-to-learner and learner-to-learner nature via the blackboard. Experiments were conducted to provide learners and teachers with a means to interact with each other and later evaluated. Results reveal that a teacher's questions ("scaffolding") of learners to promote feedback was an important factor in enhancing interactivity and improving BMC of typical quiet learners, by using the tool.

Enhancing Interactivity in Silent Classroom by Practical Use of Blackboard Displaying Students' Feedback

Sato, K., Yanagisawa, M., & Akahori, K.

Proceedings of the 2003 Conference of Japan Society for Educational Technology Vol. 2 page： 737-738 2003.10

Interactive Blackboard Software Visualizing Students' Feedback - Toward "i-room": Classroom Computerization - Reviewed

Sato, K., Yanagiwasa, M., & Akahori, K.

Proceedings of International Conference on Computers in Education (ICCE) 2002 Vol. 1 page： 823-827 2002.12

Authorship：Lead author Language：English

This paper explores the issues surrounding the use of an interactive blackboard as a teaching tool. A conceptual computerized learning environment termed "i-room" is proposed as a future technology deliverable, its objective being to provide students and teacher with the means to interact with each other in real time in a variety of ways. Some of the concepts within the "i-room" were used to develop an interactive blackboard that allowed subjects to issue real time feedback, comments, ideas and suggestions using either a web browser or a cellular phone. A class was conducted to evaluate effectiveness of the system. Results revealed almost a student evaluated the feedback functions was effective and the class was interactive when compared with a traditional class. But subject feedback suggests that there are a number of problems associated with the implementation of an interactive blackboard namely the real time feedback causes confusion and that the covert nature of sending feedback may result in improper use.

Class Practice by Using Interactive Blackboard Visualizing Students' Feedback and Evaluation of Its Effectiveness

Sato, K., Yanagisawa, M., & Akahori, K.

Proceedings of the 18th National Conference of Japan Society for Educational Technology page： 204-205 2002.11

Development and Evaluation of an Interactive Presentation Board Software Displaying Students' Feedback

Sato, K., Yanagisawa, M., & Akahori, K.

Proceedings of the 17th National Conference of Japan Society for Educational Technology page： 529-530 2001.11

Development and Evaluation of an Electronic Bulletin Board System Visualizing User Interaction Reviewed

Sato, K., Yokoyama, S., & Akahori, K.

Proceedings of International Conference on Computers in Education (ICCE/SchoolNet) 2001 Vol. 1 page： 114-121 2001.10

Authorship：Lead author Language：English

Today, many electronic Bulletin Board Systems (BBS) are established on the Internet and have been used in many researches of Computer Supported Collaborative Learning (CSCL). And then, in this study, (1) the authors picked up and identified necessary functions and interfaces to exchange ideas. And then (2) the authors developed and evaluated a new electronic Bulletin Board System including the functions and the interfaces described above. In part (1), the authors carried out a research using standard Bulletin Board System displaying time-series. Accordingly, it was identified the necessity for displaying the relation between writings and visualizing user's impression and popularity of the writing. In part (2), the authors developed a system based on the above results. This system displays the writing connection using 3D-tree-structure. In addition, it can visualize the user's impression and popularity using color variation. Then the authors carried out an experiment for the evaluation of this system. It was cleared that visualizing interactions are effective in interchanging ideas. But there is room for improvement in the method of visualizing and user-friendly operationally of this system.

Development and Evaluation of an Electronic Bulletin Board System Visualizing User Interaction

Sato, K., Yokoyama, S., & Akahori, K.

Proceedings of the 26th National Conference of Japanese Society for Information and Systems in Education page： 67-70 2001.8

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