Authorship：Lead author   Language：Japanese   Publisher：一般社団法人 日本教育心理学会  

DOI： 10.5926/arepj.62.325

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Language：Japanese   Publisher：国立大学入学者選抜研究連絡協議会  

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Language：Japanese   Publisher：The Japanese Association of Educational Psychology  

Because of the expanding COVID-19, it has become more important that students acquire learning skills by themselves and become self-regulated learners. Considering such circumstances with COVID-19, motivation for using ICT in education at schools is relatively higher than in earlier years. The current study has developed an "online-based learning skills improvement program" conducted in a public high school to support students' learning skills for studying by themselves. The participants were 33 10th-grade students who voluntarily participated in the program. The program included six sessions and gave concrete instructions on how to study more in-depth. As a result, students showed an orientation toward self-regulated learning, such as a proactive attitude toward analyzing their failure and utilizing it in subsequent learning. The current paper also discusses the factors and conditions of change in learners' behaviours.

DOI： 10.5926/jjep.70.404

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Language：English   Publishing type：Research paper (international conference proceedings)   Publisher：SPRINGER INTERNATIONAL PUBLISHING AG  

Diagrams are considered a powerful strategy for understanding and problem-solving. Self-explanation is believed to be behind the effectiveness of diagrams. However, it is not clear to what extent students engage in self-explanation. The possibility that students do not always engage in self-explanation is suggested by empirical studies showing that diagrams do not always produce efficacious outcomes. Ichikawa [1] also argued that it is unclear how students interpret diagrams and discussed the need to have students explain themselves using diagrams. In science learning, diagrams effectively help students learn the principles behind phenomena. Having students use diagrams to explain phenomena may help them understand the principles of the phenomena correctly and integrate their knowledge effectively across subject areas. Therefore, in this study, we developed lesson instructions in which students were required to explain the phenomenon using diagrams after the teacher had explained it. Students were also given the opportunity to solve the problem collaboratively after the explanation had been provided. The study involved 71 8th-grade students in one school. Fifty-eight same grade students from a traditional public school also participated in the study and served as the control group. A "basic knowledge test", which tested students' knowledge in a fill-in-the-blank format, and a "principle understanding test" and "transfer test," which tested students' knowledge in an explanation format, were administered. The results demonstrated no significant difference in the basic knowledge test, but the score in the principle understanding test and the transfer knowledge test was higher for the students who received the experimental instruction. This study indicates that deeper understanding is facilitated by combining the experience of using diagrams with peer explanation.

DOI： 10.1007/978-3-031-15146-0_33

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Authorship：Lead author   Language：Japanese   Publisher：The Japanese Association of Educational Psychology  

The present study examined how the learning strategies used by secondary school students who are studying English vocabulary differ across grade levels, and the extent to which the effectiveness of those strategies may differ across grade levels, and also investigated factors that may influence those strategies. Japanese junior high school students (grades 7-9; n=233) and high school students (grades 10-12; n=304) completed questionnaires. ANOVA showed that a repetition strategy was the most used by the students at all grade levels, and that the use of an association strategy and a utilization strategy did not change or declined across increasing grade level. Vocabulary size was found to be correlated positively with an association strategy only for those students who were in the ninth grade or higher, which suggests that the association strategy may be important as learning progresses. Multiple population analysis revealed that strategy use and learning goals influenced vocabulary size for the high school students, although none of the variables measured was found to influence the vocabulary size of the junior high school students. The results suggest that there was no increase in the use of an association strategy by the high school students, even when that strategy was effective. Teachers should use the results of this study to improve students' learning of English vocabulary.

DOI： 10.5926/jjep.69.366

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Other Link： https://www.jstage.jst.go.jp/article/jjep/69/4/69_366/_pdf

Authorship：Lead author   Language：Japanese   Publishing type：Research paper (bulletin of university, research institution)  

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Language：Japanese   Publisher：The Japan Association for Research on Testing  

Cognitive diagnostic models (CDMs) have been attracting attention as a method for diagnosing the learning subgoals mastered by examinees. In particular, CDMs for multiple-choice item assessments have been developed to elicit more information on examinees when they choose an incorrect option. However, the CDMs for multiple-choice items require test developers to specify a Q-matrix for each option of the items. Owing to the difficulty of developing such multiple-choice tests as well as the unavailability of a public dataset, existing studies have often conducted only simulation studies. Nevertheless, they have not examined their application to real data. Hence, knowledge regarding the empirical performance of CDMs for multiple-choice items is limited. To address this problem, this study composed a multiple-choice assessment of English with a Q-matrix and evaluated the performance of a CDM for multiple choices. The results imply that, although the model passed the predictive check, the examinees’ answering process to multiple-choice items could not be fully captured by the model, indicating the need for further model development.

DOI： 10.24690/jart.17.1_45

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Event date： 2021

Language：Japanese   Presentation type：Poster presentation  

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Event date： 2021

Language：Japanese   Presentation type：Symposium, workshop panel (public)  

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Event date： 2020

Language：Japanese   Presentation type：Poster presentation  

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Event date： 2018

Language：Japanese   Presentation type：Poster presentation  

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Language：English   Presentation type：Poster presentation  

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Presentation type：Symposium, workshop panel (public)  

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Presentation type：Poster presentation  

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Language：English  

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Language：English  

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Presentation type：Poster presentation  

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Language：English   Presentation type：Oral presentation (general)  

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Presentation type：Poster presentation  

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Presentation type：Poster presentation  

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Language：English   Presentation type：Oral presentation (general)  

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Presentation type：Oral presentation (general)  

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Presentation type：Poster presentation  

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Presentation type：Poster presentation  

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