Kyushu University Academic Staff Educational and Research Activities Database
List of Papers
Misato Oi Last modified date:2020.02.28

Associate Professor / Innovation Center for Educational Resource


Papers
1. Tomoko Shiraishi, Hirofumi Saito, Hiroshi Ito, Misato Oi, Observation and imitation of nursing actions
A NIRS study with experts and novices, 9th International Congress on Nursing Informatics, NI 2006 Consumer-Centered Computer-Supported Care for Healthy People - Proceedings of NI 2006 The 9th International Congress on Nursing Informatics, 820-821, 2006.01, We used near-infrared spectroscopy (NIRS) to study the difference in brain activity among three types of observers (novices, junior-experts (JE), and an expert in the field of nursing) who observed and imitated nursing actions, to assess whether the cerebral processes of action observation and imitation are modulated by the existing expertise and motor-skills repertoire of the observer. Our results suggest that in nursing, expertise in JE and motor-skills repertoire in high-scoring novices enhance their sensibilities in the integration and recognition of somatosensory input in the imitation of nursing actions..
2. Misato Oi, Hirofumi Saito, Hiroshi Ito, Paul L. Rumme, Semantic judgment of Chinese-Japanese bilinguals
A near-infrared spectroscopy study, NeuroReport, 10.1097/WNR.0b013e328334f235, 21, 2, 127-131, 2010.04, We used functional near-infrared spectroscopy to investigate the role of the dorsolateral prefrontal cortex of bilinguals in semantic processing. Chinese-Japanese bilinguals and Japanese monolinguals judged if visually presented pairings of a word and a definition were Japanese. The four types of pairs appeared in Japanese and/or Chinese dictionaries: both, Japanese-specific, Chinese-specific, and neither. The bilinguals showed greater oxy-hemoglobin concentrations in their left dorsolateral prefrontal cortex for the Chinese-specific pair, while those in its right homologue were greater for the Japanese-specific, the Chinese-specific, and the neither pairs. These results imply that in the bilinguals, the left dorsolateral prefrontal cortex is related to reducing activation of semantic information in the nontarget language, while its right homologue focuses attention on the target language..
3. Tao Liu, Hirofumi Saito, Misato Oi, Distinctive activation patterns under intrinsically versus extrinsically driven cognitive loads in prefrontal cortex
A near-infrared spectroscopy study using a driving video game, Neuroscience Letters, 10.1016/j.neulet.2011.11.009, 506, 2, 220-224, 2012.01, To investigate the neural bases of intrinsically and extrinsically driven cognitive loads in daily life, we measured repetitively prefrontal activation in three (one control and two experimental) groups during a driving video game using near-infrared spectroscopy. The control group drove to goal four times with distinct route-maps illustrating default turning points. In contrast, the memory group drove the memorized default route without a route-map, and the emergency group drove with a route-map, but was instructed to change the default route by an extrinsically given verbal command (turn left or right) as an envisioned emergency. The predictability of a turning point in the route in each group was relatively different: due to extrinsic dictate of others in the emergency group, intrinsic memory in the memory group, and route-map aid in the control group. We analyzed concentration changes of oxygenated hemoglobin (CoxyHb) in the three critical periods (pre-turning, actual-turning, and post-turning). The emergency group showed a significantly increasing pattern of CoxyHb throughout the three periods, and a significant reduction in CoxyHb throughout the repetitive trials, but the memory group did not, even though both experimental groups showed higher activation than the control group in the pre-turning period. These results suggest that the prefrontal cortex differentiates the intrinsically (memory) and the extrinsically (dictate of others) driven cognitive loads according to the predictability of turning behavior, although the two types of cognitive loads commonly show increasing activation in the pre-turning period as the preparation effect..
4. Tao Liu, Hirofumi Saito, Misato Oi, Matthew Pelowski, Appraisal of a copresent observer as supportive activates the left inferior parietal lobule
A near-infrared spectroscopy study using a driving video game, NeuroReport, 10.1097/WNR.0b013e328357bb3b, 23, 14, 835-839, 2012.10, The role of the presence of others in a social context has been debated widely. Although the importance of mutual cognitive functions between performer and observer is generally accepted, little is known about the neural correlates of paired performers and observers themselves. In this near-infrared spectroscopy (NIRS) study we measured the activation in the bilateral inferior parietal lobule (IPL) when driver-observer pairs of participants performed a driving video game task. The performer's task was to drive from start to goal using a default route map, while their partner observed the performance. According to the performer's subjective appraisal of the copresent observer obtained after the driving task, the pairs were divided into three groups: supportive, nonsupportive, and neutral. The driving time, error, and tension score did not show significant differences between the three groups. However, NIRS data of performers in the supportive group showed significantly higher activation in the left IPL than those in the nonsupportive group, but not in the right IPL. NIRS data of observers in the concerned two groups did not show significant differences bilaterally in IPL. These results suggest that the left IPL distinctively responds according to a performer's cognitive appraisal of a copresent observer..
5. Misato Oi, Hirofumi Saito, Zongfeng Li, Wenjun Zhao, Co-speech gesture production in an animation-narration task by bilinguals: A near-infrared spectroscopy study, Brain and Language, 10.1016/j.bandl.2013.01.004, 125, 1, 77-81, 2013.04, To examine the neural mechanism of co-speech gesture production, we measured brain activity of bilinguals during an animation-narration task using near-infrared spectroscopy. The task of the participants was to watch two stories via an animated cartoon, and then narrate the contents in their first language (Ll) and second language (L2), respectively. The participants showed significantly more gestures in L2 than in L1. The number of gestures lowered at the ending part of the narration in L1, but not in L2. Analyses of concentration changes of oxygenated hemoglobin revealed that activation of the left inferior frontal gyrus (IFG) significantly increased during gesture production, while activation of the left posterior superior temporal sulcus (pSTS) significantly decreased in line with an increase in the left IFG. These brain activation patterns suggest that the left IFG is involved in the gesture production, and the left pSTS is modulated by the speech load..
6. Misato Oi, Chengjiu Yin, Fumiya Okubo, Atsushi Shimada, Kentaro Kojima, Masanori Yamada, Hiroaki Ogata, Analysis of Links among E-books in undergraduates E-Book Logs, 23rd International Conference on Computers in Education, ICCE 2015 Workshop Proceedings of the 23rd International Conference on Computers in Education, ICCE 2015, 665-669, 2015.01, The purpose of this study is to investigate the relationship between academic achievement and learning patterns of students using e-book logs. Specifically, we examined how students who maintain good academic achievement link among knowledge of different e-books. We hypothesized that good achievers might access e-books sequentially those were used in the same class session and/or consecutive class sessions, for systematically linking among the different knowledge of related e-books. Logs were collected from first-year students in an information science course at Kyushu University. The present study revealed that the good achievers more frequently linked e-books which were used in the same class sessions than the poor achievers. This result suggests that the good achievers more frequently linked knowledge of e-books which deeply related each other..
7. Atsushi Shimada, Fumiya Okubo, Chengjiu Yin, Misato Oi, Kentaro Kojima, Masanori Yamada, Hiroaki Ogata, Analysis of preview behavior in E-Book system, 23rd International Conference on Computers in Education, ICCE 2015 Workshop Proceedings of the 23rd International Conference on Computers in Education, ICCE 2015, 593-600, 2015.01, This paper proposes a method to analyze preview behaviors of students using a learning management system (LMS) and an e-book system. We collected a large number of operation logs from e-books to analyze the process of learning. In addition, we conducted a quiz to test the level of understanding. This study especially focuses on an analysis of the relationship between learning behavior in preview and its effectiveness in the corresponding quiz. We apply a machine learning and classification methodology for behavior analysis. Experimental results report that students who undertake good preview achieve better scores in quizzes..
8. Misato Oi, Fumiya Okubo, Atsushi Shimada, Chengjiu Yin, Hiroaki Ogata, Analysis of preview and review patterns in undergraduates' e-book logs, 23rd International Conference on Computers in Education, ICCE 2015 Proceedings of the 23rd International Conference on Computers in Education, ICCE 2015, 166-171, 2015.01, The purpose of this study is to investigate the relationship between academic achievement and learning patterns of students using e-book logs. Specifically, we examined patterns of students' e-book logs before and after the main content learning in class (that is, 'Preview' and 'Review'). Logs were collected from first-year students in an information science course at Kyushu University. To measure preview and review learning, we analyzed data using three types of measurement: Change indicates how many times a student changed e-books over the course of one hour. Duration indicates how many seconds a student access a given e-book for during one Change (i.e., one turn). Page flip indicates how many pages of a given e-book a student flipped through during one Change. To analyze the relationship between academic achievement and preview/review, the students were categorized into six groups according to their scores on midterm and final (term-end) examinations. For preview, students who had consistent good achievement showed higher values for all three measurements than students who showed poor achievement. In contrast, for review, none of the three measurements showed differences among the six groups. These results suggest that preview is more deeply relevant to academic achievement and assessment than review..
9. Chengjiu Yin, Fumiya Okubo, Atsushi Shimada, Misato Oi, Sachio Hirokawa, Masanori Yamada, Kentaro Kojima, Hiroaki Ogata, Analyzing the features of learning behaviors of students using e-Books, 23rd International Conference on Computers in Education, ICCE 2015 Workshop Proceedings of the 23rd International Conference on Computers in Education, ICCE 2015, 616-626, 2015.01, The analysis of learning behavior and identification of learning style from learning logs are expected to benefit instructors and learners. This study describes methods for processing learning logs, such as data collection, integration, and cleansing, developed in Kyushu University. The research aims to analyze learning behavior and identify students' learning style using student's learning logs. Students were clustered into four groups using k-means clustering, and features of their learning behavior were analyzed in detail. We found that Digital Backtrack Learning style is better than Digital Sequential Learning style..
10. Hiroaki Ogata, Chengjiu Yin, Misato Oi, Fumiya Okubo, Atsushi Shimada, Kentaro Kojima, Masanori Yamada, E-book-based learning analytics in University education, 23rd International Conference on Computers in Education, ICCE 2015 Proceedings of the 23rd International Conference on Computers in Education, ICCE 2015, 401-406, 2015.01, This paper provides an overview of the Educational Big Data research project at Kyushu University, Japan. This project uses an e-book system called BookLooper. which allows students to browse e-books in Web browser, PC, mobile devices such as smartphone. This paper shows research issues in this project. Currently, about 2,700 first-year students are using the e-book system and approximately 2.2 million log data have been accumulated as of May 20, 2015. This paper describes why we introduce e-book in the University education and initial findings..
11. Chengjiu Yin, Fumiya Okubo, Atsushi Shimada, Misato Oi, Sachio Hirokawa, Hiroaki Ogata, Identifying and analyzing the learning behaviors of students using e-books, 23rd International Conference on Computers in Education, ICCE 2015 Proceedings of the 23rd International Conference on Computers in Education, ICCE 2015, 118-120, 2015.01, Analyses on students' learning behaviors comprise an important thrust in education research. This study focused on e-books system used in the classroom and this system recorded students' learning logs in their daily academic life. These learning logs can be used to analysis students' learning behaviors. By performing partial correlation analysis, the study found that a number of learning behaviors have a significant relation with students' test scores..
12. Sachio Hirokawa, Chengjiu Yin, Jingyun Wang, Misato Oi, Hiroaki Ogata, Visualization of e-Book learning logs, 23rd International Conference on Computers in Education, ICCE 2015 Workshop Proceedings of the 23rd International Conference on Computers in Education, ICCE 2015, 659-664, 2015.01, Learning environment with e-book enables learners to learn anytime and anywhere they like according to their own pace. There is a large expectation on e-book as personal learning tool. Understanding and grasping the learning status of students is crucial matter for teachers and for the learning system. Access log of e-books should be basis for analyzing the learning behavior. The authors are constructing an analysis system of learning logs kept in BookLooper system operated in Kyushu University. The present paper overviews the system and shows some "learning log graphs" which represent the learning process of students. The graphs tell which pages a student had difficulties and if the student grasps the thread of course as the teacher expected..
13. Tao Liu, Hirofumi Saito, Misato Oi, Online monitoring of the social presence effects in a two-person-like driving video game using near-infrared spectroscopy, Japanese Psychological Research, 10.1111/jpr.12080, 57, 3, 242-253, 2015.07, We examined how a friend's presence affects a performer's prefrontal activation in daily-life activities using two wireless portable near-infrared spectroscopy (NIRS) devices. Participants played a driving video game either solely in the single group or with a friend in the paired group. The two groups (single and paired) were subdivided according to their game proficiency (low and high). The NIRS data demonstrated a significant interaction of group by proficiency. Low-proficiency players in the paired group showed lower activation than those in the single group, but high-proficiency players did not. In the paired group, high-proficiency players showed higher activation than low-proficiency players, but not in the single group. These results suggest that NIRS detects social presence effects in everyday situations: decreasing prefrontal activation in low-proficiency performers due to tension reduction and increasing prefrontal activation in high-proficiency performers due to increased arousal..
14. Tao Liu, Hirofumi Saito, Misato Oi, Role of the right inferior frontal gyrus in turn-based cooperation and competition
A near-infrared spectroscopy study, Brain and Cognition, 10.1016/j.bandc.2015.07.001, 99, 17-23, 2015.10, Interpersonal interaction can be classified into two types: concurrent and turn-based interaction, requiring synchronized body-movement and complementary behaviors across persons, respectively. To examine the neural mechanism of turn-based interaction, we simultaneously measured paired participants activations in their bilateral inferior frontal gyrus (IFG) and the bilateral inferior parietal lobule (IPL) in a turn-taking game using near-infrared spectroscopy (NIRS). Pairs of participants were assigned to either one of two roles (game builder and the partner) in the game. The builder's task was to make a copy of a target disk-pattern by placing disks on a monitor, while the partner's task was to aid the builder in his/her goal (cooperation condition) or to obstruct it (competition condition). The builder always took the initial move and the partner followed. The NIRS data demonstrated an interaction of role (builder vs. partner) by task-type (cooperation vs. competition) in the right IFG. The builder in the cooperation condition showed higher activation than the cooperator, but the same builder in the competition condition showed lower activation than in the cooperation condition. The activations in the competitor-builder pairs showed positive correlation between their right IFG, but the activations in the cooperator-builder pairs did not. These results suggest that the builder's activation in the right IFG is reduced/increased in the context of interacting with a cooperative/competitive partner. Also, the competitor may actively trace the builder's disk manipulation, leading to deeper mind-set synchronization in the competition condition, while the cooperator may passively follow the builder's move, leading to shallower mind-set synchronization in the cooperation condition..
15. Fumiya Okubo, Sachio Hirokawa, Misato Oi, Atsushi Shimada, Kojima Kentaro, Masanori Yamada, Hiroaki Ogata, Learning activity features of high performance students, 1st International Workshop on Learning Analytics Across Physical and Digital Spaces, CrossLAK 2016 CEUR Workshop Proceedings, 1601, 28-33, 2016.01, In this paper, we present a method of identifying learning activities that are important for students to achieve good grades. For this purpose, the data of 99 students were collected from a learning management system and an e-book system, including attendance, time on preparation and review, submission of reports, and quiz scores. We applied a support vector machine to these data to calculate a score of importance for each learning activity reflecting its contribution to the attainment of an A grade. Selecting certain important learning activities by following several evaluation measures, we verified that these learning activities played a crucial role in predicting final student achievements. One of the obtained results implies that time on preparation and review in the middle part of a course influences a student's final achievement..
16. Masanori Yamada, Fumiya Okubo, Misato Oi, Atsushi Shimada, Kentaro Kojima, Hiroaki Ogata, Learning analytics in ubiquitous learning environments
Self-regulated learning perspective, 24th International Conference on Computers in Education, ICCE 2016 ICCE 2016 - 24th International Conference on Computers in Education Think Global Act Local - Main Conference Proceedings, 306-314, 2016.01, This research aims to investigate the relationship between self-regulated learning awareness, learning behaviors, and learning performance in ubiquitous learning environments. In order to do so, psychometric data about self-regulated learning and log data such as marker, annotation, accessing device types that stored the learning management system were collected and analyzed using multiple regression analysis with stepwise method. The results indicated that self-efficacy, internal value, and the number of read slides had a significant influence on the final score, and the awareness of cognitive learning strategy use has slightly significant power to predict the final score..
17. Misato Oi, Hiroshi Ito, Hirofumi Saito, Shuang Meng, Victor Alberto Palacios, Cognitive empathy modulates the visual perception of human-like body postures without imitation, Journal of Cognitive Psychology, 10.1080/20445911.2015.1127250, 28, 3, 319-328, 2016.04, To examine the mechanism of visual perception of human-like body postures, we conducted a posture recognition task, a questionnaire survey, and the Interpersonal Reactivity Index (IRI). The majority of participants perceived the pseudo-posture as a human posture in the early stage (78%), but only approximately half of them reported the imagination of bodily movement (66%). These results suggest that the majority of observers perceive pseudo-postures as human postures in the early stage of perception, but this human posture perception does not necessarily lead to the visualisation of bodily movement. In a group of who received the pseudo posture as a human-posture regardless of the perception stages, the participants who imagined bodily movement (64%) showed significantly higher scores than those who did not on the Fantasy subscale of the IRI. Highly empathic participants are more likely to detect a kinematic relation between the pseudo-postures..
18. Tao Liu, Hirofumi Saito, Misato Oi, Obstruction increases activation in the right inferior frontal gyrus, Social Neuroscience, 10.1080/17470919.2015.1088469, 11, 4, 344-352, 2016.07, The right inferior frontal gyrus (IFG) is involved in intention understanding during interpersonal interactions. To examine how prior experience of cooperation and competition affects one’s right IFG activation in the subsequent interaction, using near-infrared spectroscopy (NIRS) we simultaneously measured paired participants’ bilateral IFG activations during a turn-taking game. Participant pairs were assigned to either one of two roles: a Builder taking the initial move to copy a target disk-pattern on monitor and the Partner taking the second move to aid in (cooperation) or to obstruct (competition) the Builder. The experiment consisted of two sessions. One participant (B-P) played as a Builder (B-) in session 1 and changed the role to the Partner (-P) in session 2, and vice versa for the paired participant (P-B). NIRS data in competition demonstrated that the Builder (B-) being obstructed in session 1 showed higher right IFG activation when (s)he took a role of obstructor (-P) in session 2 (the obstructed effect), whereas “the cooperated effect” was not revealed in cooperation. These results suggest that prior experience of being obstructed may facilitate understanding of the Builder and/or the obstructor’s tactical move, thereby increasing his/her right IFG activation when one is meant to obstruct in subsequent competitions..
19. Shuang Meng, Misato Oi, Kaoru Sekiyama, Hirofumi Saito, The neural mechanism of biomechanical constraints in the hand laterality judgment task
A near-infrared spectroscopy study, Neuroscience Letters, 10.1016/j.neulet.2016.05.069, 627, 211-215, 2016.08, The mental rotation (MR) task is defined as a discrimination task between mirror-reversed images involving discrepancy in angular orientation. Various studies have shown that the MR task likely causes mental imagery, that is, visual and/or motor imagery, depending on stimulus types. When figures of rotated hands are presented to be identified as a left or right hand, reaction times (RTs) usually show an effect of biomechanical constraints (BC): a hand in a position difficult to reach with a real movement results in longer RTs. The BC effect as a marker of motor imagery has been investigated by brain function measures (fMRI, PET, EEG and MEG) as well as by RTs. Unlike other neuroimaging techniques, NIRS (near-infrared spectroscopy) imposes few physical constraints on participants and is relatively unaffected by motion artifact, which permits serial assessments of tasks in relaxed and natural environment. Focusing on these advantages, a NIRS study on motor imagery in HLJ was carried out in which we measured the brain activation during the HLJ task and a single character judgment task. In the HLJ task, both the RTs and the activity of the left superior parietal lobe (SPL) showed an interaction between Hand (left, right) and Orientation (135°, 225°) i.e., the BC effect, but not in the character judgment task. More specifically, in the analysis of BC-related activity of SPL, although the Hand × Orientation interaction was significant, the left SPL for the left hand significantly increased from 135° to 225°, but the reversed increase (from 225° to 135°) was not found for the right hand. These results suggest that left SPL is involved in the BC effect and NIRS differentiates left hand awkwardness of right-hander in the HLJ task..
20. Matthew Pelowski, Misato Oi, Tao Liu, Shuang Meng, Godai Saito, Hirofumi Saito, Understand after like, viewer's delight? A fNIRS study of order-effect in combined hedonic and cognitive appraisal of art, Acta Psychologica, 10.1016/j.actpsy.2016.06.005, 170, 127-138, 2016.10, We investigate neural and behavioral aspects of the interrelation between ‘liking’ and ‘understanding’ when both appraisals are made within one judgment task. Our goal was to explore questions regarding how these appraisals combine, and specifically whether there is an order-effect when both are employed in sequence. To this end, we tested a hypothesis derived from new models in neuroaesthetics, and concerning processing of art, which suggest that perception may involve a natural sequence from first processing for hedonic quality (i.e., liking) followed by processing for understanding. Thus, due to the initial liking assessment's capacity to prime deepened cognitive involvement, a Liking-Understanding order may show key differences in final assessments or brain activation when compared to an Understanding-Liking sequence. Thirty-two participants evaluated a range of paintings, balanced for visual appeal and understandability, in a two-part task in which half evaluated for understanding followed by liking and the other half had question order reversed. Brain activity was recorded via functional Near Infrared Spectroscopy (fNIRS). Results showed no assessment interrelation or order effect in artwork evaluations. However, participants who began with evaluation for liking, and who came to incongruent combinations (i.e., “I like, but I don't understand” or “I don't like, but I understand”), showed significantly higher activation in left medial prefrontal cortex. This area is functionally associated with attention and integration of hedonic/informational elements. Findings provide tentative support for a liking-driven order-effect, as well as for physiological connection between appraisals, which may not appear in behavioral evidence, and suggest need for further consideration of this topic in appraisal research..
21. Masanori Yamada, Misato Oi, Shin'Ichi Konomi, Are learning logs related to procrastination? From the viewpoint of self-regulated learning, 14th International Conference on Cognition and Exploratory Learning in the Digital Age, CELDA 2017 14th International Conference on Cognition and Exploratory Learning in the Digital Age, CELDA 2017, 3-10, 2017.01, This study investigated the relationships between self-regulated learning (SRL) awareness, time-management awareness, learning behaviors (report submission), and learning performance. Psychometric data and learning logs for both in-class and out-of-class activities were collected in the lecture course, and their relationships were analyzed using Pearson's correlation analysis. The results indicated that awareness of self-efficacy, intrinsic value, and cognitive learning strategies use had significant correlations with the frequency of out-of-class activities, submission time of report, and learning performance. Regarding the relationships between SRL awareness and out-of-class activities, usual reading activities as well as additional actions, such as bookmarking, had significant correlations with SRL awareness..
22. Misato Oi, Fumiya Okubo, Yuta Taniguchi, Masanori Yamada, Shinichi Konomi, Effects of prior knowledge of high achievers on use of e-book highlights and annotations, 25th International Conference on Computers in Education, ICCE 2017 Proceedings of the 25th International Conference on Computers in Education, ICCE 2017 - Main Conference Proceedings, 682-687, 2017.01, To identify “good performance,” this study analyzed the highlighting and annotating action logs of undergraduates during their e-book usage. To reveal “good performance,” the study focused on the learning behavior of high achieving students. Few highlights and annotations were observed for both rich knowledge and poor knowledge high achievers. Moreover, in the spontaneous usage of e-books outside the classroom, high and poor knowledge students did not display differences in highlights and annotations..
23. Misato Oi, Masanori Yamada, Fumiya Okubo, Atsushi Shimada, Hiroaki Ogata, Finding traces of high and low achievers by analyzing undergraduates' e-book logs, Joint 6th Multimodal Learning Analytics Workshop and the Second Cross-LAK Workshop, MMLA-CrossLAK 2017 CEUR Workshop Proceedings, 1828, 15-22, 2017.01, We investigated the learning behavior of undergraduates with e-book logs. E-book logs from 99 undergraduates taking an information science course were collected. First, we analyzed differences between nine high-achieving students and three low-achieving students. A log recorded before a class session in which the same e-book was used as a textbook was considered a preview log, and one recorded after a class session was considered a review log. The analysis of preview frequency indicates that the low achievers did not perform the previews, but many high achievers frequently did. The review frequency demonstrates that regardless of high and low achievements, students performed reviews. We added the logs of six relatively low achievers and analyzed more details of the preview logs of high and low achievers. The number of page flips and durations of preview logs revealed that relatively low achievers tried to perform previews, but they gave the endeavor up easily..
24. Misato Oi, Masanori Yamada, Fumiya Okubo, Atsushi Shimada, Hiroaki Ogata, Reproducibility of findings from educational big data
A preliminary study, 7th International Conference on Learning Analytics and Knowledge, LAK 2017 LAK 2017 Conference Proceedings - 7th International Learning Analytics and Knowledge Conference Understanding, Informing and Improving Learning with Data, 10.1145/3027385.3029445, 536-537, 2017.03, In this paper, we examined whether previous findings on educational big data consisting of e-book logs from a given academic course can be reproduced with different data from other academic courses. The previous findings showed that (1) students who attained consistently good achievement more frequently browsed different e-books and their pages than low achievers and that (2) this difference was found only for logs of preparation for course sessions (preview), not for reviewing material (review). Preliminarily, we analyzed e-book logs from four courses. The results were reproduced in only one course and only partially, that is, (1) high achievers more frequently changed e-books than low achievers (2) for preview. This finding suggests that to allow effective usage of learning and teaching analyses, we need to carefully construct an educational environment to ensure reproducibility..
25. Hiroaki Ogata, Misato Oi, Kousuke Mohri, Fumiya Okubo, Atsushi Shimada, Masanori Yamada, Jingyun Wang, Sachio Hirokawa, Learning analytics for E-book-based educational big data in higher education, Smart Sensors at the IoT Frontier, 10.1007/978-3-319-55345-0_13, 327-350, 2017.05.
26. Shuang Meng, Misato Oi, Godai Saito, Hirofumi Saito, The neural correlates of biomechanical constraints in hand laterality judgment task performed from other person’s perspective
A near-infrared spectroscopy study, PloS one, 10.1371/journal.pone.0183818, 12, 9, 2017.09, Previous studies, mainly using a first-person perspective (1PP), have shown that the judgments of the hand laterality judgment (HLJ) task are dependent on biomechanical constraints (BC). Specifically, differing reaction times (RT) for hand pictures rotated medially or laterally around the mid sagittal plane are attributed to the BC effect on motor imagery. In contrast, we investigated whether the HLJ task is also subject to BC when performed from a third-person perspective (3PP) as well as 1PP using near-infrared spectroscopy (NIRS) to measure the brain activity of prefrontal cortex (PFC) in right-handed participants assigned to 1PP or 3PP groups. The 1PP group judged whether a presented hand was their own left or right hand, and the 3PP group whether it was the other’s left or right hand. Using their HLJ task error rates, the 1PP and 3PP groups were subdivided into an Error Group (EG) and No Error Group (NEG). For the 1PP group, both EG and NEG showed a significant Hand Laterality × Orientation interaction for RT, indicating the BC effect on motor imagery. For the 3PP group, however, neither EG nor NEG showed the interaction, even though EG showed a significantly longer RT than NEG. These results suggest that the 3PP EG appropriately followed the 3PP task instruction, while the NEG might have taken 1PP. However, the 3PP EG NIRS profile of left PFC showed a significant Hand Laterality × Orientation interaction, while the 1PP EG did not. More noteworthy is that the left PFC activation of EG showed an interaction between the 1PP and 3PP groups when the left hand was presented. Furthermore, in the NEG, the PFC activation was not influenced by the BC in either the 1PP or 3PP condition. These results indicate that BC interferes with the HLJ task performed from the 1PP and 3PP..
27. Masanori Yamada, Atsushi Shimada, Fumiya Okubo, Misato Oi, Kentaro Kojima, Hiroaki Ogata, 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, 1, 2017.12, This research aims to investigate the relationship between self-regulated learning awareness, learning behaviors, and learning performance in ubiquitous learning environments. In order to conduct this research, psychometric data about self-regulated learning and log data, such as slide pages that learners read, marker, and annotate, was collected. The accessing activity of device types that stored the learning management system was collected and analyzed by applying path analysis and correlation analysis using data divided into high and low performers. The results indicated that the slide pages which learners read for a duration of between 240 and 299 s had positive effects on the promotion of annotation and the learning performance directly, and albeit indirectly, the enhancement of self-efficacy was affected by other self-regulated learning factors. The results of the correlation analysis indicated that self-efficacy and test anxiety are a key factor that has different effects on the number of the read slide pages in both high and low performers..
28. Masanori Yamada, Atsushi Shimada, Misato Oi, Yuta Taniguchi, Shinichi Konomi, Br-MAP
Concept map system using e-book logs, 15th International Conference on Cognition and Exploratory Learning in the Digital Age, CELDA 2018 Proceedings of the 15th International Conference on Cognition and Exploratory Learning in the Digital Age, CELDA 2018, 248-254, 2018.01, This preliminary study developed the concept map tool “BR-Map” using learning logs on eBook viewer, and investigated the relationships between self-regulated learning (SRL) awareness, learning behaviors (usage of BR-Map, and one-minute paper and report submission), and learning performance. Psychometric data and learning logs were collected in the lecture course, and their relationships were analyzed using Spearman’s correlation analysis. The results indicated that awareness of intrinsic value, use of cognitive learning strategies, and self-regulation had significant correlations with the usage of BR-Map. The awareness of cognitive learning strategies had significant correlation with standard deviation of one-minute paper submission hours. With regard to relationships between the BR-Map usage and learning behaviors, the relationships between the usage of BR-Map and one-minute paper submissions, which was a regularly weekly assigned task, were found..
29. Masanori Yamada, Misato Oi, Shinichi Konomi, Effective learning environment design for aging well
A review, 6th International Conference on Distributed, Ambient and Pervasive Interactions, DAPI 2018 Held as Part of HCI International 2018 Distributed, Ambient and Pervasive Interactions Technologies and Contexts - 6th International Conference, DAPI 2018, Held as Part of HCI International 2018, Proceedings, 10.1007/978-3-319-91131-1_20, 253-264, 2018.01, This paper reviewed the previous studies with respect to education neuro and cognitive psychology research in elderly and suggested learning environments design with information and communication technologies for the elderly. In the relationship with education, elderly has less memorization, much time to be used to new environments, but aware of building new social relationships, tends to play important roles in learning community, according to the previous research review about learning behaviors using ICT and so on. Therefore, we extracted two perspectives for effective learning environments for the elderly: perception of the self that recognizes learning as a self-behavior and building social relationships. In the relationship with cognitive strategies, the importance of strategic support for cognitive function was extracted. Considering the above, collaborative learning environments that facilitate self-perception and cognitive strategies such as visualization of the relationships between self-learning and collaborative learning with the enhancement of reflection awareness should be one of the effective learning environments for the elderly..
30. Shinichi Konomi, kohei hatano, Miyuki Inaba, Misato Oi, Tsuyoshi Okamoto, Fumiya Okubo, Atsushi Shimada, Jingyun Wang, Masanori Yamada, Yuki Yamada, Towards supporting multigenerational co-creation and social activities
Extending learning analytics platforms and beyond, 6th International Conference on Distributed, Ambient and Pervasive Interactions, DAPI 2018 Held as Part of HCI International 2018 Distributed, Ambient and Pervasive Interactions Technologies and Contexts - 6th International Conference, DAPI 2018, Held as Part of HCI International 2018, Proceedings, 10.1007/978-3-319-91131-1_6, 82-91, 2018.01, As smart technologies pervade our everyday environments, they change what people should learn to live meaningfully as valuable participants of our society. For instance, ubiquitous availability of smart devices and communication networks may have reduced the burden for people to remember factual information. At the same time, they may have increased the benefits to master the uses of new digital technologies. In the midst of such a social and technological shift, we could design novel integrated platforms that support people at all ages to learn, work, collaborate, and co-create easily. In this paper, we discuss our ideas and first steps towards building an extended learning analytics platform that elderly people and unskilled adults can use. By understanding the characteristics and needs of elderly learners and addressing critical user interface issues, we can build pervasive and inclusive learning analytics platforms that trigger contextual reminders to support people at all ages to live and learn actively regardless of age-related differences of cognitive capabilities. We discuss that resolving critical usability problems for elderly people could open up a plethora of opportunities for them to search and exploit vast amount of information to achieve various goals..
31. Kaori Tamura, Min Lu, Shin’ichi Konomi, Kohei Hatano, Miyuki Inaba, Misato Oi, Tsuyoshi Okamoto, Fumiya Okubo, Atsushi Shimada, Jingyun Wang, Masanori Yamada, Yuki Yamada, Integrating Multimodal Learning Analytics and Inclusive Learning Support Systems for People of All Ages, 11th International Conference on Cross-Cultural Design, CCD 2019, held as part of the 21st International Conference on Human-Computer Interaction, HCI International 2019 Cross-Cultural Design. Culture and Society - 11th International Conference, CCD 2019, Held as Part of the 21st HCI International Conference, HCII 2019, Proceedings, 10.1007/978-3-030-22580-3_35, 469-481, 2019.01, Extended learning environments involving system to collect data for learning analytics and to support learners will be useful for all-age education. As the first steps towards to build new learning environments, we developed a system for multimodal learning analytics using eye-tracker and EEG measurement, and inclusive user interface design for elderly learners by dual-tablet system. Multimodal learning analytics system can be supportive to extract where and how learners with varied backgrounds feel difficulty in learning process. The eye-tracker can retrieve information where the learners paid attention. EEG signals will provide clues to estimate their mental states during gazes in learning. We developed simultaneous measurement system of these multimodal responses and are trying to integrate the information to explore learning problems. A dual-tablet user interface with simplified visual layers and more intuitive operations was designed aiming to reduce the physical and mental loads of elderly learners. A prototype was developed based on a cross-platform framework, which is being refined by iterative formative evaluations participated by elderlies, in order to improve the usability of the interface design. We propose a system architecture applying the multimodal learning analytics and the user-friendly design for elderly learners, which couples learning analytics “in the wild” environment and learning analytics in controlled lab environments..
32. Li Chen, Hirokazu Uemura, Hao Hao, Yoshiko Goda, Fumiya Okubo, Yuta Taniguchi, Misato Oi, Shinichi Konomi, Hiroaki Ogata, Masanori Yamada, Relationships between Collaborative Problem Solving, Learning Performance and Learning Behavior in Science Education, 2018 IEEE International Conference on Teaching, Assessment, and Learning for Engineering, TALE 2018 Proceedings of 2018 IEEE International Conference on Teaching, Assessment, and Learning for Engineering, TALE 2018, 10.1109/TALE.2018.8615254, 17-24, 2019.01, This study was designed to identify correlations between students' awareness of Collaborative Problem Solving (CPS) and learning performance and learning behavior in science education. The topic of the course was Genetic Diseases which was implemented in a twelfth-grade class. To assess the effectiveness of this instructional design, and to find out potential factors that affect the using of CPS skills, multiple data sources including learning test scores, questionnaire feedback, and learning logs were analyzed. First, results indicated significant improvements in students' knowledge acquisition and awareness of Participation and Learning and Knowledge Building in CPS during the course. Furthermore, when we investigated the correlations between CPS awareness and learning performance and learning behavior, the findings indicated significant positive correlations between students' learning motivation and their awareness of CPS processes. However, there were negative correlations found between certain learning behavior factors with CPS awareness and learning motivation factors respectively..
33. Chengjiu Yin, Masanori Yamada, Misato Oi, Atsushi Shimada, Fumiya Okubo, Kojima Kentaro, Hiroaki Ogata, Exploring the Relationships between Reading Behavior Patterns and Learning Outcomes Based on Log Data from E-Books
A Human Factor Approach, International Journal of Human-Computer Interaction, 10.1080/10447318.2018.1543077, 35, 4-5, 313-322, 2019.03, Online learning environments presently accumulate large amounts of log data. Analysis of learning behaviors from these log data is expected to benefit instructors and learners. This study was intended to identify effective measures from e-book materials used at Kyushu University and to employ these measures for analyzing learning behavioral patterns. In an evaluation, students were grouped into four clusters using k-means clustering, and their learning behavioral patterns were analyzed. We examined whether the learning behavioral patterns exhibited relations with the learning outcomes. The results reveal that the learning behavior of “backtrack” style reading exerts a significant positive influence on learning effectiveness, which can aid students to learn more efficiently..
34. Kaori Tamura, Tsuyoshi Okamoto, Misato Oi, Atsushi Shimada, Kohei Hatano, Masanori Yamada, Min Lu, Shin'ichi Konomi, Pilot study to estimate “difficult” area in e-learning material by physiological measurements, 6th ACM Conference on Learning at Scale, L@S 2019 Proceedings of the 6th 2019 ACM Conference on Learning at Scale, L@S 2019, 10.1145/3330430.3333648, 2019.06, To improve designs of e-learning materials, it is necessary to know which word or figure a learner felt "difficult" in the materials. In this pilot study, we measured electroencephalography (EEG) and eye gaze data of learners and analyzed to estimate which area they had difficulty to learn. The developed system realized simultaneous measurements of physiological data and subjective evaluations during learning. Using this system, we observed specific EEG activity in difficult pages. Integrating of eye gaze and EEG measurements raised a possibility to determine where a learner felt “difficult” in a page of learning materials. From these results, we could suggest that the multimodal measurements of EEG and eye gaze would lead to effective improvement of learning materials. For future study, more data collection using various materials and learners with different backgrounds is necessary. This study could lead to establishing a method to improve e-learning materials based on learners' mental states..
35. Min Lu, Kaori Tamura, Tsuyoshi Okamoto, Misato Oi, Atsushi Shimada, Kohei Hatano, Masanori Yamada, Shin'ichi Konomi, Proposal and implementation of an elderly-oriented user interface for learning support systems, 6th ACM Conference on Learning at Scale, L@S 2019 Proceedings of the 6th 2019 ACM Conference on Learning at Scale, L@S 2019, 10.1145/3330430.3333650, 2019.06, Extended learning support systems for all-age education requires inclusive user interface design, especially for elderly users. A dual-tablet user interface with simplified visual layers and more intuitive operations was proposed aiming to reduce the physical and mental loads of elderly learners. An initial prototype with basic functions of viewing learning material was developed based on a cross-platform framework. Two preliminary user experiments participated by elderly volunteers were carried out for formative evaluations, in order to improve the usability of the interface design iteratively. The prototype was modified based on the participants’ comments and observation of their operations during the experiments. Additional findings of the elderly users’ preference and tendency were discussed for further development..
36. Li Chen, Nobuyuki Yoshimatsu, Yoshiko Goda, Fumiya Okubo, Yuta Taniguchi, Misato Oi, Shin’ichi Konomi, Atsushi Shimada, Hiroaki Ogata, Masanori Yamada, Direction of collaborative problem solving-based STEM learning by learning analytics approach, Research and Practice in Technology Enhanced Learning, 10.1186/s41039-019-0119-y, 14, 1, 2019.12, The purpose of this study was to explore the factors that might affect learning performance and collaborative problem solving (CPS) awareness in science, technology, engineering, and mathematics (STEM) education. We collected and analyzed data on important factors in STEM education, including learning strategy and learning behaviors, and examined their interrelationships with learning performance and CPS awareness, respectively. Multiple data sources, including learning tests, questionnaire feedback, and learning logs, were collected and examined following a learning analytics approach. Significant positive correlations were found for the learning behavior of using markers with learning performance and CPS awareness in group discussion, while significant negative correlations were found for some factors of STEM learning strategy and learning behaviors in pre-learning with some factors of CPS awareness. The results imply the importance of an efficient approach to using learning strategies and functional tools in STEM education..