Faculty Profiles - SATO Kouki

Papers - SATO Kouki

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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

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