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Masanori Yamada Last modified date：2022.06.28

Associate Professor / Division for Theoretical Natural Science
Faculty of Arts and Science


Graduate School
Department of Education
Graduate School of Human-Environment Studies
Other Organization
The University Education Innovation Initiative
Learning Analytics Center
Promotion Office for Data-Driven Innovation
Library


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Homepage
https://kyushu-u.pure.elsevier.com/en/persons/masanori-yamada
　Reseacher Profiling Tool　Kyushu University Pure
http://mark-lab.net/english.php
Academic Degree
Ph.D
Country of degree conferring institution (Overseas)
No
Field of Specialization
Educational Technology, Learning Science
Total Priod of education and research career in the foreign country
01years00months
Research
Research Interests
  • CSCL design, development, and evaluation based on Community of Inquiry

    Design, development, and evaluation of active learning environment out of class

    The relationship among self-regulated learning, academic procrastination and learning performance

    Redesign and evaluation of learning commons

    Game-based Learning

    Learning Analytics

    Agriculture expertise
    keyword : CSCL(Computer Supported Collaborative Learning), Learning environment design, Self-regulated learning, Academic procrastination, Social media, ICT use in education and learning, Learning Analytics
    2003.05.
Academic Activities
Books
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Papers
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1. Yamada,M., Akahori, K. , Using Videoconferencing Software in Learner-centered Communication Instruction: Does Raising Consciousness Promote Learning?, Educational Technology Research, 29, 43101.0, 1-11, 2006.09.
2. Yamada,M., Akahori,K., Social Presence in Synchronous CMC-based Language Learning -How Does It Affect the Productive Performance and Consciousness of Learning Objectives?, Computer-Assisted Language Learning, 20, 1, 37-65, 2007.01.
3. Yamada,M., Akahori, K. , Presenting Information to Assist Learners in Learner-centered Communicative Language Learning Using Videoconferencing, The Journal of Information and Systems in Education, 5, 1, 5-16, 2007.01.
4. Yamada,M., Akahori,K. , Awareness and performance through self-and partner’s image in videoconferencing, CALICO Journal, 27, 1-25, 2009.01.
5. Yamada, M., Kitamura, S., Shimada, N., Utashiro, T., Shigeta, K., Yamaguchi, E., Harrison, R., Yamauchi, Y., Nakahara, J., Development and evaluation of English listening study materials for business people that use mobile devices: A case study, CALICO Journal, 29, 1, 44-66, 2011.09.
6. Yamada, M., Goda, Y., Matsukawa, H., Hata, K., Yasunami, S., C4 (C quad): Development of the Application for Language Learning Based on Social and Cognitive Presences, EuroCALL 2013, 258-264, 2013.12.
7. Yamada, M., Goda, Y., Matsukawa, H., Hata, K., Yasunami, S., What Psychological Factors Enhance a Language Learning Community? Toward Effective CSCL Design for Language Learning Based on a CoI Framework, ICWL 2014, Lecture Notes in Computer Science 8613, 10.1007/978-3-319-09635-3_5, 43-55, 2014.08.
8. Yamada, M., Kitamura, S., Matsukawa, H., Misono, T., Kitani. N., Yamauchi, Y., Collaborative filtering for expansion of learner’s background knowledge in online language learning: does “top-down” processing improve vocabulary proficiency?, Educational Technology Research & Development, 10.1007/s11423-014-9344-7, 62, 5, 529-553, 2014.09.
9. Yamada, M., Yin, C., Shimada, A., Kojima, K., Okubo, F., and Ogata, H., Preliminary Research on Self-regulated Learning and Learning Logs in a Ubiquitous Learning Environment, The 15th IEEE International Conference on Advanced Learning Technologies(ICALT 2015), 93-95, 2015.07, This preliminary research investigates the relationship between psychometric data and learning behaviors in the learning analytics research field, specifically, the relationship between self-regulated learning and learning behavior. The results of this limited research show that marker and annotation use have a weak significant relationship with self-efficacy and the intrinsic value of learning materials..
10. Yamada, M., Goda, Y., Matsuda, T., Kato, H. and Miyagawa, H., The Relationship among Self-regulated Learning, Procrastination, and Learning Behaviors in Blended Learning Environments., the 12th Cognition and Exploratory Learning in Digital Age 2015(CELDA 2015), 67-74, 2015.09, This research aims to investigate the relationship among the awareness of self-regulated learning (SRL), procrastination, and learning behaviors in blended learning environment. One hundred seventy nine freshmen participated in this research, conducted in the blended learning style class using learning management system. Data collection was conducted in two ways; questionnaires for SRL scale “Motivated Strategies for Learning Questionnaire” (Pintrich and DeGroot, 1990), and procrastination, and data log for learning behavior (report submission time). Students were asked to take the questionnaires in both pre and post class. As for learning behaviors, report submission time and one-minute paper submission time were collected using learning management system. The results revealed that internal value, self-regulation, and procrastination were fundamental elements that enhance the awareness of time management for learning plan, and positive time management awareness promoted to submit one-minute paper report within deadline, and regular report early..
11. Yamada, M., Goda, Y., Matsukawa, H., Hata,K. and Yasunami, S. , A Computer-Supported Collaborative Learning Design for Quality Interaction, IEEE Multimedia, 10.1109/MMUL.2015.95, 23, 48-59, 2016.01.
12. Yamada,M., Goda, Y., Matsuda, T., Saito, Y., Kato, H. and Miyagawa, H. , How does self-regulated learning relate to active procrastination and other learning behaviors?, Journal of Computing in Higher Education, 10.1007/s12528-016-9118-9, 28, 3, 326-343, 2016.07.
13. Yamada,M., Goda, Y., Matsukawa, H., Hata, K. and Yasunami, S. , Flip-J: Development of the system for flipped jigsaw supported language learning, EUROCALL 2016, 10.14705/rpnet.2016.eurocall2016.612, 490-495, 2016.08.
14. Yamada,M., Kaneko, K. and Goda, Y., Social Presence Visualizer: Development of the Collaboration Facilitation Module on CSCL, CollaboTech, 647, 174-189, 2016.09.
15. Yamada, M., Okubo, F., Oi, M., Shimada, A., Kojima, K. and Ogata, H. , Learning Analytics in Ubiquitous Learning Environments: Self-Regulated Learning Perspective, the 24th International Conference on Computers in Education (ICCE2016), 306-314, 2016.12.
16. Yamada, M., Shimada, A., Okubo, F., Oi, M., Kojima, K. & Ogata, H._, Learning analytics of the relationships among self-regulated learning, learning behaviors, and learning performance, Research and Practice in Technology Enhanced Learning, 10.1186/s41039-017-0053-9, 12, 13, 13, 2017.06.
17. Yamada, M., Goda, Y., Matsuda, T., Saito, Y., Kato, H., & Miyagawa, H., Self-Regulator: Preliminary research of the effects of supporting time management on learning behaviors, The 17th IEEE International Conference on Advanced Learning Technologies (ICALT 2017), 370-372, 2017.07.
18. Yamada, M., Oi, M., & Konomi, S., Are learning logs related to procrastination? From the viewpoint of self-regulated learning, CELDA 2017, 3-10, 2017.10.
19. Yamada, M.,& Goda, Y. , The Effects of Social Presence Visualization based on Community of Inquiry Framework, SITE 2018, 1014-1019, 2018.03.
20. Yamada, M., Goda, Y., Imamura, R., and Egi, H., The Effects of Seat Location-based Teaching Assistant Support System on the Awareness of Self- Regulated Learning and Learning Performance, IEEE TALE 2019, 625-631, 2019.12.
Membership in Academic Society
  • SoLAR
  • Japan Society of Educational Technology
  • Japanese Society for Information and Systems in Education
  • IEEE(Institute of Electrical and Electronics Engineers)
  • Information Processing Society of Japan
  • Japanese Cognitive Science Society
Awards
  • This research aims to investigate the relationship among the awareness of self-regulated learning (SRL), procrastination, and learning behaviors in blended learning environment. One hundred seventy nine freshmen participated in this research, conducted in the blended learning style class using learning management system. Data collection was conducted in two ways; questionnaires for SRL scale “Motivated Strategies for Learning Questionnaire” (Pintrich and DeGroot, 1990), and procrastination, and data log for learning behavior (report submission time). Students were asked to take the questionnaires in both pre and post class. As for learning behaviors, report submission time and one-minute paper submission time were collected using learning management system. The results revealed that internal value, self-regulation, and procrastination were fundamental elements that enhance the awareness of time management for learning plan, and positive time management awareness promoted to submit one-minute paper report within deadline, and regular report early.
  • The relationship between learning logs and self-regulated learning theory


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