Directory of Researchers

HORIGUCHI Tomoya
Graduate School of Maritime Sciences / Department of Maritime Sciences
Professor
Engineering / Other Field
Last Updated :2022/09/23

Researcher Profile and Settings

Affiliation

  • <Faculty / Graduate School / Others>

    Graduate School of Maritime Sciences / Department of Maritime Sciences
  • <Related Faculty / Graduate School / Others>

    Faculty of Oceanology / Department of Oceanology, Faculty of Maritime Sciences / Department of Global Transportation Sciences

Teaching

Research Activities

Research Interests

  • Cognitive Science
  • Educational Technology
  • Knowledge Engineering
  • Artificial Intelligence

Research Areas

  • Humanities & social sciences / Educational technology
  • Humanities & social sciences / Cognitive sciences
  • Informatics / Intelligent informatics

Awards

  • Jun. 2019 人工知能学会, 研究会優秀賞, モデリング学習環境における支援タイプの違いが学習者の振舞いおよび学習効果に与える影響の検証

    堀口 知也, 益田 哲宏, 東本 崇仁, 平嶋宗

  • 2011 人工知能学会, 2010年度人工知能学会研究会優秀賞, Error-based Simulationのモデリング学習環境への展開へ向けて

    Horiguchi Tomoya, Hirashima Tsukasa

    Japan society

  • 2009 教育システム情報学会, 平成21年度教育システム情報学会論文賞, 中学理科におけるError-based Simulationを用いた授業実践-「ニュートンに挑戦」プロジェクト-

    Imai Isao, Toumoto Takahito, Horiguchi Tomoya, Hirashima Tsukasa

  • 2009 International Artificial Intelligence in Education Society, The 14th Int. Conf. on Artificial Intelligence in Education: Best Paper Award Honourable Mention, Error-Based Simulation to Promote Awareness of Errors in Elementary Mechanics and Its Evaluation

    Hirashima Tsukasa, Imai Isao, Horiguchi Tomoya, Toumoto Takahito

  • 2008 教育システム情報学会, 平成20年度教育システム情報学会論文賞, 実験方法の考案による学習を支援する仮想実験環境の構築

    Toumoto Takahito, Horiguchi Tomoya, Hirashima Tsukasa, Takeuchi Akira

  • 2008 人工知能学会, 2007年度人工知能学会研究会優秀賞, 問題ベースの作問学習支援システムの設計開発

    Ura Tomoyuki, Waki Hiromi, Horiguchi Tomoya, Hirashima Tsukasa

  • 2003 人工知能学会, 2002年度人工知能学会研究会優秀賞, 「思考実験」を補助する枠組みの提案とロバストシミュレータの実現

    Horiguchi Tomoya, Hirashima Tsukasa

Published Papers

  • Navigation strategy in collision avoidance judgement at sea: Using landscape information vs. using radar information

    加藤由季, 堀口知也, 村井康二, 渕真輝

    Last, Dec. 2020, 認知科学, 27 (4), Japanese

    [Refereed]

    Scientific journal

  • Koike Kento, Tomoto Takahito, Horiguchi Tomoya, Hirashima Tsukasa

    Recently, the demand for programming education is increasing worldwide. Enhancing intelligent tutoringsystems (ITSs) in programming education is therefore very important. For a computer to intelligently support suchlearning, it is desirable that it be adaptive to individual learning. In ITS research, learning effectiveness is enhancedby (A) controlling features of the question or problem to be asked by indexing based on characteristics of targetdomains, or by (B) making appropriate interventions such as feedback by grasping problem-solving processes basedon explainable problem-solving models.

    It is important to reuse knowledge acquired through problem-solving in programming. To reuse knowledge, itis effective to first understand differences between knowledge items and then to organize that knowledge. In programming,requirements become a problem to be solved. Requirements are defined separately in the software engineeringfield as functional requirements and non-functional requirements. Functional requirements are requirements for whatis satisfied, while non-functional requirements are characteristics for satisfying the functional requirements such asinterface or security. The purpose of this study is to organize the knowledge related to this process by regarding theachievement of functional requirements as problem-solving in programming.

    Assuming that problem-solving is directed toward acquisition of knowledge required for a solution, descriptionsof the programming knowledge itself lead to indexing of the problem. Some studies have utilized function–behavior–structure aspects, combining each aspect to handle knowledge in parts and using them for knowledge descriptions.We have considered that the problem-solving process in this programming can be explained according tothe definition of function–behavior–structure aspects. Therefore, we proposed a model of parts based on function–behavior–structure aspects. And, we further proposed a model of the problem-solving process of parts.

    In order to verify the effectiveness of feedback by the proposed models, an evaluation experiment was performedin comparison with the feedback by our previous system. Feedback by the proposed models is that can begenerated based on "parts management" function and "grasp behavior of structure" function of the ITS functions thatcan be realized by the proposed model.

    Experiment results are suggested that the proposed models can provide more appropriate feedback that can berealized in the system, suggesting that effective support can be realized through learning of parts under the proposedmodels.

    In this research, by defining programming knowledge as parts, we approach various elements related to programmingthat have previously been considered tacit and clarify and organize each element independently of theprogramming language used. In this way, we try to construct a model of the problem-solving process using partsfrom the viewpoint of learning and formalize tacit knowledge.

    The Japanese Society for Artificial Intelligence, 2020, Transactions of the Japanese Society for Artificial Intelligence, 35 (5), C - J82_1-17, Japanese

  • Kento Koike, Tomohiro Mogi, Takahito Tomoto, Tomoya Horiguchi, Tsukasa Hirashima

    2020, 151 - 162

    International conference proceedings

  • Supporting Knowledge Organization for Reuse in Programming: Proposal of a System Based on Function-Behavior-Structure Models

    Koike, K., Tomoto, T., Horiguchi, T., Hirashima, T.

    Corresponding, Dec. 2019, Workshop proceedings of the International Conference on Computers in Education ICCE2019, 382 - 392, English

    [Refereed]

    International conference proceedings

  • A Support System for Learning Physics in Which Students Identify Errors Using Measurements Displayed by a Measurement Tool

    Ueno, U., Tomoto, T., Horiguchi, T., Hirashima, T.

    Corresponding, Dec. 2019, Workshop proceedings of the International Conference on Computers in Education ICCE2019, 426 - 434, English

    [Refereed]

    International conference proceedings

  • Koike Kento, Tomoto Takahito, Horiguchi Tomoya, Hirashima Tsukasa

    Blocks of programming code can be understood according to the functions they serve, and these blocks can be saved for later reuse. When trying to grasp the functioning of large programs, it is important to understand blocks of code as functionally significant chunks, which this study refers to as "modules". Further, we position "structural understanding" as the ability to recognize and acquire significant blocks of code as modules, to recognize and acquire combinations of modules as larger modules, and to create combinations of these larger modules. We propose the Expandable Modular Statements Method as a learning support method for structural understanding in which learners first examine programs line-by-line to construct modules for each significant chunk of code and modify constructed modules by adding code or existing modules. Development and evaluation of a system employing this method demonstrate learner receptivity and the system's usefulness for structural understanding.

    Corresponding, Japanese Society for Information and Systems in Education, Jul. 2019, Transactions of Japanese Society for Information and Systems in Education, 36 (3), 190 - 202, Japanese

    [Refereed]

    Scientific journal

  • Comparison between behavioral and structural explanation in learning by model-building

    Horiguchi, T., Masuda, T., Tomoto, T., Hirashima, T.

    Lead, Mar. 2019, Research and Practice in Technology Enhanced Learning, 14 (6), English

    [Refereed]

    Scientific journal

  • 軌跡を題材とした数学の表現変換と能動的誤りの発見支援機能を有する学習支援システムの開発と評価

    KUROKAWA Kai, TOMOTO Takahito, HORIGUCHI Tomoya, HIRASHIMA Tsukasa

    2018, 電子情報通信学会論文誌, J101-D (6), 864 - 873, Japanese

    [Refereed]

    Scientific journal

  • Characteristics of Collision Avoidance Judgment Using Landscape and Radar Information in Simulator-based Experiments

    KATO Yuki, MURAI Koji, HORIGUCHI Tomoya, MORISHITA Namiko, FUCHI Masaki

    2018, Proceedings of 16th World Congress of the International Association if Institutes of Navigation (IAIN2018), English

    [Refereed]

    International conference proceedings

  • Behavioral Explanation versus Structural Explanation in Learning by Model-Building

    HORIGUCHI Tomoya, MASUDA Tetsuhiro, TOMOTO Takahito, HIRASHIMA Tsukasa

    2018, Proceedings of 19th International Conference on Artificial Intelligence in Education (AIED2018), English

    [Refereed]

    International conference proceedings

  • Kai Kurokawa, Takahito Tomoto, Tomoya Horiguchi, Tsukasa Hirashima

    2018, 288 - 299

    International conference proceedings

  • Kento Koike, Takahito Tomoto, Tomoya Horiguchi, Tsukasa Hirashima

    2018, 266 - 277

    International conference proceedings

  • Tomoya Horiguchi, Tetsuhiro Masuda

    In science education, the model-building learning environment is one of the promising methods for promoting learners’ ability to make appropriate models of various phenomena with scientific concepts. However, it isn’t an easy task for most learners and some assistance is necessary. We have developed the function that detects difference between learners’ models and the correct models and gives feedback about errors to learners. We conducted an experiment for evaluating the function which revealed that: (1) the degree of model completion increased by using the function, (2) the degree of final model completion was correlated with the frequency of using the function, and the correlation was clearer for easier tasks, and (3) the learners who preferred mathematical explanation of errors thought more deeply about why their models were erroneous.

    Springer Verlag, 2017, Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), 10274, 40 - 49, English

    [Refereed]

    International conference proceedings

  • Tsukasa Hirashima, Tomoya Shinohara, Atsushi Yamada, Yusuke Hayashi, Tomoya Horiguchi

    MIF (Motion Implies a Force) misconception is commonly observed in elementary mechanics learning where students think some force is applied to moving objects. This paper reports a practical use of Error-based Simulation (EBS) for correcting students’ MIF misconceptions in a junior high school and a technical college. EBS is a method to generate a phenomenon by using students’ erroneous idea (e.g., if a student thinks forward force applied to a skater traveling straight on ice at a constant velocity, EBS shows the skater accelerates). Such a phenomenon is supposed to work as a counterexample to students’ misconception. In the practice, students first worked on pre-test of five problems (called ‘learning task’), in each of which they drew all the forces applied to objects in a mechanical situation. They then worked on the same problems on system where EBSs were shown based on their answer. They last worked on post-test of the previous plus four new problems (called ‘transfer task’). As a result, in both schools, the numbers of MIF-answers (the erroneous answers supposed due to MIF misconception) in learning task decreased significantly between pre-test and post-test. Effect sizes of the decrease of MIF-answers were larger than that of other erroneous answers. Additionally, the percentages of MIF-answers to the whole erroneous answers in transfer task were much lower than those in learning task. These results suggest learning with EBS not only has the effect on the resolution of MIF misconception, but also promoted the correction of errors in conceptual level.

    Springer Verlag, 2017, Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), 10331, 90 - 101, English

    [Refereed]

    International conference proceedings

  • A Learning Support System for Mathematics with Visualization of Errors in Symbolic Expression by mapping to Graphical Expression

    KUROKAWA Kai, TOMOTO Takahito, HORIGUCHI Tomoya, HIRASHIMA Tsukasa

    2017, Workshop Proceedings of ICE2017, 461 - 470, English

    [Refereed]

    International conference proceedings

  • 山田 敦士, 篠原 智哉, HORIGUCHI TOMOYA, 林 雄介, 平 嶋宗

    電子情報通信学会, Dec. 2016, 電子情報通信学会論文誌, J99-D (12), 1158 - 1161, Japanese

    [Refereed]

    Scientific journal

  • Riichiro Mizoguchi, Tsukasa Hirashima, Tomoya Horiguchi

    Current methods for teaching about “force and motion” depend on the use of equations and do not place emphasis on adequately supporting an understanding based on causality. One possible reason for this is the lack of a causality-compliant theory that gives a consistent treatment of the problem of action and reaction, the problem of apparent forces like centrifugal force, and so on. By adopting a naive view of causality (causality-based understanding) that agrees with human experience, we constructed a causal theory of force and motion. This theory can serve as the foundation for an educational approach in helping junior high and high school students understand and explain various phenomena related to forces and motion. Using this approach, it will be possible to design and develop educational support methods and systems expected to reduce student misunderstandings. It will also afford the creation of a general-purpose motion simulator with the ability to provide automated causal explanations of physical phenomena.

    Japanese Society for Artificial Intelligence, 12 Aug. 2016, Transactions of the Japanese Society for Artificial Intelligence, 31 (4), A - F44_1-13, Japanese

    [Refereed]

    Scientific journal

  • 篠原 智哉, 今井 功, 東本 崇仁, HORIGUCHI TOMOYA, 山田 敦士, 山元 翔, 林 雄介, 平嶋 宗

    初等力学の問題解決においては,対象としている系にはたらく力の把握が必要であるが,この過程が最も難しいとされており,学習支援の対象として重要といえる.筆者らはこれまでに,このはたらく力を対象とした学習支援として,物体が速度をもたない静止系における力の把握を対象として,学習者の誤りに基づくシミュレーションであるError-based Simulation(EBS)の利用を試みており,授業での利用を通して学習効果の確認も行っている.本研究では,物体が速度をもつ運動系を対象としたEBS による学習支援効果の調査を授業での利用を通して行った.結果として,事前テストにおける成績と,利用方法により効果が異なることが示された.

    電子情報通信学会, Apr. 2016, 電子情報通信学会論文誌, J99-D (4), 439 - 451, Japanese

    [Refereed]

    Scientific journal

  • 人間の素朴な因果理解に準拠した汎用運動シミュレータ

    Horiguchi Tomoya, Hirashima Tsukasa, Mizoguchi Riichiro

    May 2015, 人工知能学会全国大会(第29回)論文集, CD - ROM, Japanese

    Symposium

  • 力と運動に関する誤概念の修正を目的としたError-based Simulationの開発と中学校での実践的利用

    Shinohara Tomoya, Imai Isao, Tomoto Takahito, Horiguchi Tomoya, Yamada Atsushi, Yamamoto Sho, Hayashi Yusuke, Hirashima Tsukasa

    Mar. 2015, 人工知能学会研究会資料, 61 - 66, Japanese

    Symposium

  • A Framework of Generating Explanation for Conceptual Understanding based on 'Semantics of Constraints'

    Horiguchi Tomoya, Tomoto Takahito, Hirashima Tsukasa

    World Scientific Publishing Company, 2015, Research and Practice in Technology Enhanced Learning, accepted, English

    [Refereed]

    Scientific journal

  • Tomoya Horiguchi, Takahito Tomoto, Tsukasa Hirashima

    2015, 313 - 322

    International conference proceedings

  • Structured Explanation Generation for Conceptual Understanding in Physics

    Horiguchi Tomoya, Tomoto Takahito, Hirashima Tsukasa

    Nov. 2014, Workshop Proc. of ICCE2014, 359 - 368, English

    [Refereed]

    International conference proceedings

  • Scaffolding for Self-overcoming of Impasse by Using Problem Simplification

    Hayashi Naoya, Shinohara Tomoya, Yamamoto Sho, HayashiYusuke, Horiguchi Tomoya, Hirashima Tsukasa

    Nov. 2014, Proc. of ICCE2014, 50 - 58, English

    [Refereed]

    International conference proceedings

  • A Framework of Generating Explanation for Conceptual Understanding based on 'Semantics of Constraints'

    Horiguchi Tomoya, Tomoto Takahito, Hirashima Tsukasa

    Nov. 2014, Proc. of ICCE2014, 107 - 109, English

    [Refereed]

    International conference proceedings

  • Error-Based Simulation for Error-Awareness in Learning Mechanics: An Evaluation

    Horiguchi Tomoya, Imai Isao, Tomoto Takahito, Hirashima Tsukasa

    Aug. 2014, Journal of Educational Technology & Society, 17 (3), 1 - 13, English

    [Refereed]

    Scientific journal

  • Tomoto Takahito, Horiguchi Tomoya, Hirashima Tsukasa

    Springer, Jul. 2013, Proc. of HCI2013 (Springer LNCS8018), 147 - 156, English

    [Refereed]

    International conference proceedings

  • モデルの誤りに関する説明能力を持つモデリング学習環境の開発

    HORIGUCHI TOMOYA, Toumoto Takahito, Hirashima Tsukasa

    Mar. 2013, 人工知能学会先進的学習科学と工学研究会(ALST-67), 7 - 12, Japanese

    Symposium

  • 誤りの可視化による階層構造の理解を指向したコンセプトマップ構築学習の支援環境

    Toumoto Takahito, Imai Isao, HORIGUCHI TOMOYA, Hirashima Tsukasa

    Jan. 2013, 教育システム情報学会誌, 30 (1), 42 - 53, Japanese

    [Refereed]

    Scientific journal

  • Error-based Simulation for Learning of Meaning of Class Structure by Concept Mapping

    Toumoto Takahito, Imai Isao, HORIGUCHI TOMOYA, Hirashima Tsukasa

    Dec. 2012, Proc. Of ICCE2012, English

    [Refereed]

    International conference proceedings

  • A Model-Building Learning Environment with Error-based Simulation

    HORIGUCHI TOMOYA, Hirashima Tsukasa, Forbus Kenneth D

    Jul. 2012, Proc. Of QR2012, English

    [Refereed]

    International conference proceedings

  • Tomoya Horiguchi, Tsukasa Hirashima, Kenneth D. Forbus

    Many model-building learning environments (MBEs) have been developed to support students in acquiring the ability to build appropriate models of physical systems. However, they can't explain how the simulated behavior of an erroneous model is unnatural. Additionally, they can't create any feedback when the model is unsolvable. We introduce a MBE which overcomes these problems with two technical ideas: (1) robust simulator which analyzes the consistency of a model and relaxes some constraints if necessary, and (2) semantics of constraints which is a systematic description of physical meanings of constraints and provides heuristics for explaining the behavioral unnaturalness. © 2012 Springer-Verlag.

    2012, Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), 7315, 620 - 621, English

    [Refereed]

    International conference proceedings

  • Preliminary Evaluation of an Intelligent Authoring System for 'Graph of Microworlds'

    HORIGUCHI TOMOYA, Hirashima Tsukasa

    Dec. 2011, Proc. Of ICCE2011, English

    [Refereed]

    International conference proceedings

  • Error-based Simulation in Dynamics and its Evaluation in Junior High School

    Toumoto Takahito, Imai Isao, HORIGUCHI TOMOYA, Hirashima Tsukasa

    Dec. 2011, Proc. Of ICCE2011, 81 - 85, English

    [Refereed]

    International conference proceedings

  • 階層構造の意味的理解のための誤りへのフィードバック環境の設計と評価

    Tomoto Takahito, Imai Isao, Horiguchi Tomoya, Hirashima Tsukasa

    Aug. 2011, 教育システム情報学会第37回全国大会公演論文集, 270 - 271, Japanese

    Symposium

  • 生物領域におけるコンセプトマップ構築学習のための誤りの可視化

    Tomoto Takahito, Imai Isao, Horiguchi Tomoya, Hirashima Tsukasa

    Jul. 2011, 人工知能学会研究会資料, 1 - 6, Japanese

    Symposium

  • A Technique of Error Awareness for Pencil Drawing

    Matsuda Noriyuki, HORIGUCHI TOMOYA, Hirashima Tsukasa, Taki Hirokazu

    Dec. 2010, Proc. Of ICCE2010, 275 - 279, English

    [Refereed]

    International conference proceedings

  • 運動状況を対象としたError-based Simulation と中学校理科における授業実践

    Imai Isao, Hirashima Tsukasa, HORIGUCHI TOMOYA, Toumoto Takahito

    Sep. 2010, 日本科学教育学会第34回年会論文集, Japanese

    Symposium

  • Error-based Simulationの静止状況から運動状況への拡張及び授業実践

    Toumoto Takahito, Imai Isao, HORIGUCHI TOMOYA, Hirashima Tsukasa

    Aug. 2010, 教育システム情報学会第35回全国大会公演論文集, 423 - 424, Japanese

    Symposium

  • コンセプトマップへのフィードバックを目的とする誤りの可視化

    Toumoto Takahito, Imai Isao, HORIGUCHI TOMOYA, Hirashima Tsukasa

    Jul. 2010, 人工知能学会先進的学習科学と工学研究会(ALST-59), 25 - 30, Japanese

    Symposium

  • Error-based Simulationのモデリング学習環境への展開へ向けて

    HORIGUCHI TOMOYA, Hirashima Tsukasa

    Jul. 2010, 人工知能学会先進的学習科学と工学研究会(ALST-59), Japanese

    Symposium

  • モデリング学習環境におけるフィードバック設計の枠組み

    HORIGUCHI TOMOYA, Hirashima Tsukasa

    Jun. 2010, 人工知能学会全国大会(第24回)論文集, Japanese

    Symposium

  • 初等力学を対象とした問題変更演習支援システムの設計・開発

    Waki Hiromi, Ura Tomoyuki, Horiguchi Tomoya, Hirashima Tsukasa

    教育システム情報学会事務局, Nov. 2009, 教育システム情報学会誌, 26 (4), 329 - 338, Japanese

    [Refereed]

    Scientific journal

  • Tomoya Horiguchi, Tsukasa Hirashima

    In science education, in order to facilitate a student's conceptual understanding, it is important to sequence a set of microworlds (which means a system and its model limited from educational viewpoint) of various complexity adaptively to the context of learning. We previously proposed Graph of Microworlds (GMW), a framework for indexing a set of microworlds based on their models. With GMW, it is possible to adaptively select the microworld a student should learn next, and to assist him/her in transferring between microworlds. However, it isn't easy to describe GMW because, for model-based indexing, an author must have the expertise in the process of modeling. In this paper, we propose a method for semi-automating the description of GMW by introducing an automatic modeling mechanism: compositional modeling. Our method assists an author in generating a set of indexed microworlds and also in considering educational meanings of the relations between them. We present flow to design such a function and also illustrate how it works. A preliminary test with a prototype system showed the effectiveness of our method.

    IOS PRESS, 2009, ARTIFICIAL INTELLIGENCE IN EDUCATION, 200, 207 - +, English

    [Refereed]

    International conference proceedings

  • Tomoya Horiguchi, Tsukasa Hirashima

    In science education, in order to facilitate a student's conceptual understanding, it is important to sequence a set of microworlds (which means a system and its model limited from educational viewpoint) of various complexity adaptively to the context of learning. We previously proposed Graph of Microworlds (GMW), a framework for indexing a set of microworlds based on their models. With GMW, it is possible to adaptively select the microworld a student should learn next, and to assist him/her in transferring between microworlds. However, it isn't easy to describe GMW because, for model-based indexing, an author must have the expertise in the process of modeling. In this paper, we propose a method for semi-automating the description of GMW by introducing an automatic modeling mechanism: compositional modeling. Our method assists an author in generating a set of indexed microworlds and also in considering educational meanings of the relations between them. We present flow to design such a function and also illustrate how it works. A preliminary test with a prototype system showed the effectiveness of our method.

    IOS PRESS, 2009, ARTIFICIAL INTELLIGENCE IN EDUCATION, 200, 207 - +, English

    [Refereed]

    International conference proceedings

  • Tsukasa Hirashima, Isao Imai, Tomoya Horiguchi, Takahito Toumoto

    Error-based simulation (EBS) has been developed to generate phenomenon by using students' erroneous idea and also it is considered as a promising method to promote the Students be aware of their errors. In this paper, we used the EBS in learning of "normal reaction force" in a junior high school, and then compared the EBS class (where students learned the concept with EBS) and the usual class (where students learned the concept as usual) by using the results of a pre-test, post-test, delayed post-test and all interview after the delayed post-test. The results suggest that EBS contributed to generalization and retention of the learned concept as for "normal reaction force".

    IOS PRESS, 2009, ARTIFICIAL INTELLIGENCE IN EDUCATION, 200, 409 - +, English

    [Refereed]

    International conference proceedings

  • Error-based Simulationを用いた中学理科の授業実践 −ニュートンの第三法則を事例として−

    Horiguchi Tomoya, Imai Isao, Toumoto Takahito, Hirashima Tsukasa

    Dec. 2008, 日本教育工学会論文誌, 32巻Suppl.号, pp.113-116, Japanese

    [Refereed]

    Scientific journal

  • 中学理科におけるError-based Simulationを用いた授業実践-「ニュートンに挑戦」プロジェクト-

    Imai Isao, Toumoto Takahito, Horiguchi Tomoya, Hirashima Tsukasa

    Sep. 2008, 教育システム情報学会誌, Vol.25, No.2, pp.194-203, Japanese

    [Refereed]

    Scientific journal

  • Intelligent Support for Authoring ’Graph of Microworlds’ based on Compositional Modeling Technique

    Horiguchi Tomoya, Hirashima Tsukasa

    Jun. 2008, Proc. of QR'08, pp.49-57, English

    [Refereed]

    International conference proceedings

  • 鉛筆デッサンが表す写実誤りの三次元モデルによる顕在化

    Matsuda Noriyuki, Takagi Saeko, Soga Masato, Horiguchi Tomoya, Hirashima Tsukasa, Taki Hirokazu, Yoshimoto Fujiichi

    Feb. 2008, 電子情報通信学会論文誌, J91-D, No.02, pp.324-332, Japanese

    [Refereed]

    Scientific journal

  • シミュレーションに基づく学習環境における漸進的な知識獲得支援のためのマイクロワールドグラフ

    Toumoto Takahito, Horiguchi Tomoya, Hirashima Tsukasa

    Feb. 2008, 電子情報通信学会論文誌, J91-D, No.02, pp.303-313, Japanese

    [Refereed]

    Scientific journal

  • Domain-Independent Error-Based Simulation for Error-Awareness and Its Preliminary Evaluation

    Tomoya Horiguchi, Tsukasa Hirashima

    Error-based Simulation (EBS) is a framework for assisting a learner to become aware of his errors. It makes a simulation based on his erroneous hypothesis to show what unreasonable phenomena would occur if his hypothesis were correct, which has been proved effective as counterexamples to cause cognitive conflict. In making EBS, it is necessary (1) to make a simulation by dealing with a set of inconsistent constraints because erroneous hypotheses often contradict the correct knowledge, and (2) to estimate the 'unreasonableness' of phenomena in a simulation because it must be recognized as 'unreasonable.' We previously proposed a technique (called 'Partial Constraint Analysis (PCA)') for making EBS based on any inconsistent simultaneous equations, and a set of domain-independent heuristics to estimate the 'unreasonableness' of physical phenomena. In this paper, we describe a prototype EBS-system implemented by using these, and show the results of preliminary test which verified the usefulness of our method.

    SPRINGER-VERLAG BERLIN, 2008, PRICAI 2008: TRENDS IN ARTIFICIAL INTELLIGENCE, 5351, 951 - +, English

    [Refereed]

    International conference proceedings

  • Virtual Experimental Environment to Support Learning by Designing Physical Experiment

    Toumoto Takahito, Horiguchi Tomoya, Hirashima Tsukasa, Takeuchi Akira

    Acquiring the ability to use physical laws to deal with concrete physical situations is one of the most important targets in physics learning. In the learning, however, students are usually required only to solve exercise problems by using the physical laws. The students who can solve exercise problems with the laws cannot always use the laws to deal with the concrete physical situation. We, therefore, propose a virtual experimental environment where students are required to deal with physical situations with the laws measuring several attributes in order to derive an attribute. In this paper, the implementation of the environment and the results of experimental are also described.

    教育システム情報学会, Jun. 2007, Transactions of Japanese Society for Information and Systems in Education, Vol.24, No.02, pp.83-94 (2), 83 - 94, Japanese

    [Refereed]

    Scientific journal

  • A Classroom Practice of Error-Based Simulation as Counterexample to Students' Misunderstanding of Mechanics

    Tomoya Horiguchi, Isao Imai, Takahito Toumoto, Tsukasa Hirashima

    This paper reports on the practice of a lesson in a junior high school in which Error-based Simulation (EBS) was used for helping students learn elementary mechanics. EBS simulates the motion of mechanical system assuming that students' erroneous solutions were correct, which has been proved to be effective through laboratory experiments [4, 6, 7, 9]. Twenty-four students participated in the lesson of 110minutes and learned mechanics by using the system which generates and shows EBS. They also worked on the pre-/post-/delay-tests and were interviewed by the teacher after the lesson. The results are: (1) the lesson in this practice caused the greatly motivated learning activities through which the students discovered the knowledge of mechanics by themselves, (2) it had great effect to improve and keep the students' performance in solving mechanics problems, and (3) the usability of the system was sufficient for the practice in classroom lessons. From these results, we got a good prospect for practical use of EBS in more large-scale and continuous lessons in junior high school.

    I O S PRESS, 2007, SUPPORTING LEARNING FLOW THROUGH INTEGRATIVE TECHNOLOGIES, 162, 519 - 526, English

    [Refereed]

    International conference proceedings

  • 東本 崇仁, 堀口 知也, 平嶋 宗

    本研究では適応的なマイクロワールド系列を生成するための枠組みとしてマイクロワールドグラフの提案と,そのグラフにおいて重要な意味を持つ移行タスクとその自動生成手法および開発した自動生成システムについて述べる

    一般社団法人 人工知能学会, 2007, 人工知能学会全国大会論文集, 7 (0), 2E43 - 2E43, Japanese

  • Learning Environment for Designing Physics Experiment: DEEP

    Toumoto Takahito, Horiguchi Tomoya, Hirashima Tsukasa, Takeuchi Akira

    Nov. 2006, Proc. of ICCE2006 DSC Paper, pp.659-660, English

    [Refereed]

    International conference proceedings

  • Interactive Environment to Support Learning by Designing Physics Experiments

    Toumoto Takahito, Horiguchi Tomoya, Hirashima Tsukasa, Takeuchi Akira

    Oct. 2006, Proc. of E-Learn2006, pp.3067-3075, English

    [Refereed]

    International conference proceedings

  • Virtual Experimental Environment to Support Learning by Designing Physics Experiment

    Toumoto Takahito, Horiguchi Tomoya, Hirashima Tsukasa, Takeuchi Akira

    Jun. 2006, Proc. of ED-MEDIA2006, pp.2443-2445, English

    [Refereed]

    International conference proceedings

  • Robust simulator: A method of simulating learners' erroneous equations for making error-based simulation

    Tomoya Horiguchi, Tsukasa Hirashima

    Error-based Simulation (EBS) is a framework for assisting a learner to become aware of his errors. It makes a simulation based on his erroneous hypothesis to show what unreasonable phenomena would occur if his hypothesis were correct, which has been proved effective in causing cognitive conflict. In making EBS, it is necessary (1) to make a simulation by dealing with a set of inconsistent constraints because erroneous hypotheses often contradict the correct knowledge, and (2) to estimate the 'unreasonableness' of phenomena in a simulation because it must be recognized as 'unreasonable.' Since the method used in previous EBS-systems was very domain-dependent, this paper describes a method for making EBS based on any inconsistent simultaneous equations by using TMS. It also describes a set of general heuristics to estimate the `unreasonableness' of physical phenomena. By using these, a prototype EBS-system was implemented and examples of how it works are described.

    SPRINGER-VERLAG BERLIN, 2006, INTELLIGENT TUTORING SYSTEMS, PROCEEDINGS, 4053, 655 - 665, English

    [Refereed]

    Scientific journal

  • Tomoya Horiguchi, Tsukasa Hirashima

    Error-baaed Simulation (EBS) is a framework for assisting a learner to become aware of his error. It makes simulation based on his erroneous hypothesis to show what unreasonable phenomena would occur if the hypothesis were correct, which has been proved effective in causing cognitive conflict. In making EBS, it is necessary (1) to make simulation by dealing with a set of inconsistent constraints because erroneous hypotheses often contradict the correct knowledge, and (2) to estimate the 'unreasonableness' of phenomena in simulation because it must be recognized to be 'unreasonable' by a learner. Since the method used in previous EBS-systems was much domain-dependent, this paper describes a method for making EBS based on any inconsistent simultaneous equations/inequalities by using TMS (it is called 'Partial Constraint Analysis (PCA)'). It also describes a set of general heuristics to estimate the 'unreasonableness' of physical phenomena. By using PCA and the heuristics, a prototype of EBS-system for elementary mechanics and electric circuit problems was implemented in which a learner is asked to set up equations of the systems. A preliminary test proved our method useful in which most of the subjects agreed that the EBSs and explanations made by the prototype were effective in making a learner be aware of his error.

    Japanese Society for Artificial Intelligence, 2006, Transactions of the Japanese Society for Artificial Intelligence, 21 (6), 514 - 525, Japanese

    [Refereed]

    Scientific journal

  • Error Visualization to Scaffold Metacognitive Activity

    Hirashima Tsukasa, Horiguchi Tomoya

    Sep. 2005, Proc. of JWCL2005, pp.1-6, English

    [Refereed]

    International conference proceedings

  • Graph of Microworlds: A Framework for Assisting Progressive Knowledge Acquisition in Simulation-based Learning Environments

    Tomoya Horiguchi, Tsukasa Hirashima

    A framework for assisting a learner's progressive knowledge acquisition in simulation-based learning environments (SLEs) is proposed. In SLE, usually a learner is first given a simple situation to acquire basic knowledge, then given more complicated situation to refine it. Such change of situation often causes the change of the model to be used. Our GM W (graph of microworlds) framework effifiently assists a learner in such 'progressive' knowledge acquisition by adaptively giving her/him microworlds. A node of GMW has the description of a microworld which includes the model, its modeling assumptions (which can explain why the model is valid in the situation) and the tasks through which one can understand the model. The GM W, therefore, can adaptively provide a learner with the microworld and the relevant tasks to understanding it. An edge has the description of the difference/change between microworlds. The GM W, therefore, can provide the relevant tasks which encourage a learner to transfer to the next microworld and can explain how/why the behavioral change of the model is caused by the change of the situation in model-based way. This capability of GMW greatly helps a learner progressively reline, that is, reconstruct her/his knowledge in a concrete context.

    I O S PRESS, 2005, ARTIFICIAL INTELLIGENCE IN EDUCATION, 125, 670 - 677, English

    [Refereed]

    International conference proceedings

  • Conceptual Changes in Learning Mechanics by Error-based Simulation

    Tomoya Horiguchi, Tsukasa Hirashima, Masahiko Okamoto

    This paper reports on the experiment and its results which was conducted to examine what conceptual changes are caused by using Error-based Simulation (EBS) in learning mechanics. The EBS simulates the motion of mechanical systems based on students' erroneous ideas to promote the awareness and correction of their errors. Ninety undergraduate students learned mechanics by solving problems and also worked on the pre-/post-tests. Two-thirds of them used EBSs and the rest didn't. One-third of them were interviewed about their problem-solving. The results were as follows. First, for novice students, the EBS significantly increased their performance in problem-solving and its effect was much greater than the one of interviews for facilitating students' reflection. Second, the effect of EBS was sufficient in simple problems, but insufficient in more complex problems especially for the correction of errors. Third, the effect of EBS on expert students was unclear in this experiment. Finally, though the effect of EBS on the transfer of learning wasn't clarified sufficiently, it was suggested that the EBS promoted the deeper understanding toward the transfer which was beyond merely providing the explanation of correct solutions. From these results, we concluded the EBS was useful to cause some conceptual change in learning mechanics.

    I O S PRESS, 2005, TOWARDS SUSTAINABLE AND SCALABLE EDUCATIONAL INNOVATIONS INFORMED BY LEARNING SCIENCES, 133, 140 - 147, English

    [Refereed]

    International conference proceedings

  • Error-visualization in multi-agent social simulations for developing children's statistical skills

    Horiguchi Tomoya, Hirashima Tsukasa

    Dec. 2004, Proc. of ICCE2004, pp.105-111, English

    [Refereed]

    International conference proceedings

  • A simulation-based learning environment assisting scientific activities based on the classification of 'surprisingness'

    T Horiguchi, T Hirashima

    In this paper, we propose a general framework of the learning environment in which the system can explicitly assist a learner's scientific activity. A learner can improve her hypothesis and model of the domain developmentally with the guidance of the tutoring system. First, we present the framework for generally representing the models of the domain and their relations. Then, we classify the differences between the erroneous and correct models' behaviors of physical systems. This classification is conducted by a process ontology of physical systems, and used as the guideline for representing the knowledge of model modifications. The example of how our method works in an elementary mechanics problem is also presented.

    ASSOC ADVANCEMENT COMPUTING EDUCATION, 2004, ED-MEDIA 2004: World Conference on Educational Multimedia, Hypermedia & Telecommunications, Vols. 1-7, pp.497-504, 497 - 504, English

    [Refereed]

    International conference proceedings

  • Tutoring System for Pencil Drawing Discipline

    MATSUDA N, TAKAGAI S, SOGA M, HIRASHIMA T, HORIGUCHI Tomoya, TAKI H, SHIMA T, YOSHIMOTO F

    2003, Proceedings of International Conference on Computers in Education(ICCE2003), pp.1163-1170, English

    Scientific journal

  • A Computational Framework of Thoought Experiment Environments

    HORIGUCHI Tomoya, HIRASHIMA T

    2003, Proceedings of International Conference on Computers in Education(ICCE2003), pp.1074-1078, English

    Scientific journal

  • 平嶋 宗, 堀口 知也, 岡本 真彦

    日本教育心理学会, 2004, 日本教育心理学会総会発表論文集, 46, 74 - 74, Japanese

  • 堀口 知也, 平嶋 宗, 岡本 真彦

    日本教育心理学会, 2004, 日本教育心理学会総会発表論文集, 46, 73 - 73, Japanese

  • HORIGUCHI Tomoya, HIRASHIMA Tsukasa

    In simulation-based learning environments, 'unexpected' phenomena often work as counterexamples which promote a learner to reconsider the problem. It is important that counterexamples contain sufficient information which leads a learner to correct understanding. This paper proposes a method for creating such counterexamples. Error-Based Simulation (EBS) is used for this purpose, which simulates the erroneous motion in mechanics based on a learner's erroneous equation. Our framework is as follows: (1) to identify the cause of errors by comparing a learner's answer with the problem-solver's correct one, (2) to visualize the cause of errors by the unnatural motions in EBS. To perform (1), misconceptions are classified based on problem-solving model, and related to their appearance on a learner's answers (error-identification rules). To perform (2), objects' motions in EBS are classified and related to their suggesting misconceptions (error-visualization rules). A prototype system is implemented and evaluated through a preliminary test, to confirm the usefulness of the framework.

    The Japanese Society for Artificial Intelligence, 01 Nov. 2002, Transactions of the Japanese Society for Artificial Intelligence, 17, 462 - 472, Japanese

  • Automatic Generation Rules for Auxiliary Problems Based on Causal Relationships for Force in a Mechanics Learning Support System

    Aikawa, N, Koike, K, Tomoto, T, Horiguchi, T, Hirashima, T

    Last, Jun. 2022, Proceedings of 24th International Conference on Human-Computer Interaction (HCII2022), 13305, 437 - 450, English

    [Refereed]

    International conference proceedings

  • Yuki Kato, Tomoya Horiguchi

    Abstract Remote monitoring and control systems are being used with more frequency, but the characteristics of situational awareness and decision-making from remote locations are largely unknown. Remote operators’ sources of information differ from on-board sources greatly in terms of perspective, field of view, and available data type (qualitative or quantitative). This study focused on clarifying the cognitive effects of first- and third-person perspectives on ship handling. A working hypothesis was formulated based on the findings of visual information processing and previous studies and tested using a developed ship handling simulator. The results revealed that: (1) the cognitive characteristics of the first-person perspective make it more effective in safely guiding ship handling than does the third-person perspective, and (2) the deviation in cognitive characteristics is prominent where collision can be easily avoided. The findings will aid the development of on-board and remotely piloted vessels and ensure the safety of their crews.

    Last, Cambridge University Press (CUP), May 2022, Journal of Navigation, 75 (3), 727 - 744, English

    [Refereed]

    Scientific journal

  • Proposal of Learning Support System for Improving Skills in Inferring Background Knowledge in Conversation

    Mogi, T, Koike, K, Tomoto, T, Horiguchi, T, Hirashima, T

    Last, Jul. 2021, Proceedings of 23rd International Conference on Human-Computer Interaction (HCII2021), 12766, 104 - 114, English

    [Refereed]

    International conference proceedings

  • Characterization of Auxiliary Problems for Automated Generation in Error-based Simulation

    Aikawa, N, Koike, K, Tomoto, T, Horiguchi, T, Hirashima, T

    Last, Jul. 2021, Proceedings of 23rd International Conference on Human-Computer Interaction (HCII2021), 12766, 3 - 13, English

    [Refereed]

    International conference proceedings

  • Learner Model for Adaptive Scaffolding in Intelligent Tutoring Systems for Organizing Programming Knowledge

    Koike, K, Fujishima, Y, Tomoto, T, Horiguchi, T, Hirashima, T

    Last, Jul. 2021, Proceedings of 23rd International Conference on Human-Computer Interaction (HCII2021), 12766, 63 - 744, English

    [Refereed]

    International conference proceedings

  • Yuki Kato, Koji Murai, Tomoya Horiguchi, Namiko Morishita, Masaki Fuchi

    Lead, Sep. 2020, Transactions of Navigation, 5 (2), 47 - 53, English

    [Refereed]

    Scientific journal

MISC

  • Development of a Learning Support System in Physics using Failure Diagnosis through Exploring Parameters by Learners

    植野 和, 東本 崇仁, 堀口 知也, 平嶋 宗

    人工知能学会, 09 Mar. 2020, 先進的学習科学と工学研究会, 88, 103 - 108, Japanese

  • 知識モデリングに基づく学習支援

    堀口知也, 東本崇仁, 平嶋宗

    Lead, Mar. 2020, 人工知能, 35 (2), 192 - 200, Japanese

    [Refereed][Invited]

    Introduction scientific journal

  • Intelligent Learning Support for Reusability Oriented Knowledge Organization in Programming Learning A Model of Problem-Solving Process Based on Function-Behavior-Structure Aspects

    古池謙人, 東本崇仁, 堀口知也, 平嶋宗

    2020, 人工知能学会論文誌(Web), 35 (5)

  • Proposal of a Learning Support System Considering Learners' Problem-solving Process of Parts in Programming

    古池 謙人, 東本 崇仁, 堀口 知也, 平嶋 宗

    人工知能学会, 06 Jul. 2019, 先進的学習科学と工学研究会, 86, 66 - 69, Japanese

  • Development of a Learning Support System with Measurement for Assisting Trial and Error in Physics

    植野 和, 東本 崇仁, 堀口 知也, 平嶋 宗

    人工知能学会, 06 Jul. 2019, 先進的学習科学と工学研究会, 86, 70 - 73, Japanese

  • A Model of Process for Acquire and Expand Activity of Parts in Programming

    古池 謙人, 東本 崇仁, 堀口 知也, 平嶋 宗

    人工知能学会, 07 Mar. 2019, 先進的学習科学と工学研究会, 85, 104 - 109, Japanese

  • Influence of Perspective of Information Source on Navigation Strategy for Collision Avoidance Judgement at Sea

    加藤由季, 堀口知也, 村井康二, 守下奈美子, 渕真輝

    2019, 人工知能学会先進的学習科学と工学研究会資料, 85th

  • Development of Learning Support System with Drawing Interface and Conversion Function from Graphic to Symbolic Sentence in Locus Problem

    黒川 魁, 東本 崇仁, 堀口 知也, 平嶋 宗

    人工知能学会, 23 Nov. 2018, 先進的学習科学と工学研究会, 84, 9 - 14, Japanese

  • Evaluation of Learning Activities of a Learning Support System enabling for Graphical Feedback to Template-Based Answers in Mathematics

    黒川 魁, 東本 崇仁, 堀口 知也, 平嶋 宗

    人工知能学会, 14 Jul. 2018, 先進的学習科学と工学研究会, 83, 13 - 18, Japanese

  • Development of a Learning Support System with Manipulate Measurement for Assisting Trial-and-Error and Understanding in Physics

    植野 和, 東本 崇仁, 堀口 知也, 平嶋 宗

    人工知能学会, 14 Jul. 2018, 先進的学習科学と工学研究会, 83, 25 - 28, Japanese

  • An evaluation of how students' behavior and understanding are influenced by the method of assistance in model building learning environment

    堀口 知也, 益田 哲宏, 東本 崇仁, 平嶋 宗

    人工知能学会, 14 Jul. 2018, 先進的学習科学と工学研究会, 83, 29 - 34, Japanese

  • Examination of a Task Presentation Method Adapted to Learners' Comprehension by Structuralized Task in Programming

    古池 謙人, 東本 崇仁, 堀口 知也, 平嶋 宗

    人工知能学会, 14 Jul. 2018, 先進的学習科学と工学研究会, 83, 35 - 40, Japanese

  • Development of a Learning Support System with Function for Facilitation of Active Error-Awareness through Graphical Feedback of Symbolic Sentence in Locus Problem Using Answer Template

    黒川 魁, 東本 崇仁, 堀口 知也, 平嶋 宗

    人工知能学会, 13 Mar. 2018, 先進的学習科学と工学研究会, 82, 1 - 6, Japanese

  • Study of Expanding a Task Sequence for Programming Learning

    古池 謙人, 東本 崇仁, 堀口 知也, 平嶋 宗

    人工知能学会, 13 Mar. 2018, 先進的学習科学と工学研究会, 82, 7 - 12, Japanese

  • Development and Evaluation of a Learning Support System with Error-Based Simulation by means of Speed and Weight Measurement in Physics Expressions

    植野 和, 東本 崇仁, 堀口 知也, 平嶋 宗

    人工知能学会, 13 Mar. 2018, 先進的学習科学と工学研究会, 82, 73 - 78, Japanese

  • Development of an Error-Based Simulation for Understanding Relationship to force, acceleration, velocity and movement

    平本 千裕, 東本 崇仁, 堀口 知也, 平嶋 宗

    人工知能学会, 13 Mar. 2018, 先進的学習科学と工学研究会, 82, 79 - 84, Japanese

  • Development of a Error based Simulation with Speed and Weight Measurement in Physics

    植野 和, 東本 崇仁, 堀口 知也, 平嶋 宗

    電子情報通信学会, 11 Nov. 2017, 電子情報通信学会技術研究報告 = IEICE technical report : 信学技報, 117 (296), 41 - 46, Japanese

  • Study of a Stepwise Task Sequence in Programming

    古池 謙人, 東本 崇仁, 堀口 知也, 平嶋 宗

    電子情報通信学会, 11 Nov. 2017, 電子情報通信学会技術研究報告 = IEICE technical report : 信学技報, 117 (296), 47 - 52, Japanese

  • The Effect of Problem Sequence on Learners' Conceptual Understanding in Mechanics

    堀口 知也, 東本 崇仁, 平嶋 宗

    人工知能学会, 12 Nov. 2016, 先進的学習科学と工学研究会, 78, 1 - 5, Japanese

  • Assisting Students in Embodying Their Knowledge for Model-building

    Tomoya Horiguchi, Faculty of Maritime Sciences Kobe University

    01 May 2015, 人工知能 = journal of the Japanese Society for Artificial Intelligence, 30 (3), 283 - 284, Japanese

  • 様々な教授法に対するマイクロワールドグラフの情報提供能力の評価 (テーマ:「学習モデルと知的支援」および一般)

    東本 崇仁, 堀口 知也, 平嶋 宗

    人工知能学会, 05 Nov. 2005, 先進的学習科学と工学研究会, 45, 23 - 28, Japanese

  • 「誤りからの学習」を指向した誤り可視化の試み

    Hirashima Tsukasa, Horiguchi Tomoya

    Jul. 2004, 教育システム情報学会誌, Vol.21, No.3, pp.178-186, Japanese

    [Refereed]

    Introduction scientific journal

  • 仮想実験環境における学習者による仮説設定と仮説に基づく実験評価 (「e-Learningにおける学習支援とコンテンツ開発」および一般)

    東本 崇仁, 平嶋 宗, 堀口 知也

    人工知能学会, 14 May 2004, 先進的学習科学と工学研究会, 41, 37 - 42, Japanese

  • Hypothesis-based Evaluation of Hypothesis-testing Experiment in a Virtual Experiment Environment

    TOUMOTO Takahito, HIRASHIMA Tsukasa, HORIGUCHI Tomoya, TAKEUCHI Akira

    Learning through experiments is performed by a process which is composed of (1) making a hypothesis, (2) planning an experiment, (3)practicing the experiment, and (4)examining the results. Although many virtual experiment environments have been developed to support the process of learning through experiments, they have only provided the experiment environment to make the practicing easier. We pay special attention that the meaning of the experiment should be evaluated based on the hypothesis that is the target of the experiment. To evaluate the experiment based on the hypothesis, two functions, (a) acquisition of hypothesis and (b) evaluation of experiment based on hypothesis, are required. In this paper, we explain the necessity of the two functions and introduce the framework of the virtual experiment environment with the two functions. We also report the results of the experimental use of the environment.

    The Institute of Electronics, Information and Communication Engineers, 07 May 2004, IEICE technical report. Education technology, 104 (48), 37 - 42, Japanese

  • Error-based Simulation to Support Learning by Concept Mapping

    TOMOTO Takahito, IMAI Isao, HORIGUCHI Tomoya, HIRASHIMA Tsukasa, NAGAOKA Keizo

    To support learning in a learning domain, it is important to consider relationship between important concepts in the domain, and it is effective learning method to let learners construct Concept Map in the domain. However, learners cannot construct it easily and individual diagnosis is required. Moreover, because it is hard for learners to adjust their concept map, feedback method for highly motivation is necessary. In this research, we design and develop functions for individual diagnosis for concept maps constructed by learners and for feedback using Error-based Simulation having highly motivation.

    The Institute of Electronics, Information and Communication Engineers, 04 Dec. 2009, IEICE technical report, 109 (335), 13 - 18, Japanese

  • 2M-02 誤り可視化シミュレーションを用いた授業実践とその評価 : ニュートンの第三法則を対象として(一般研究発表(口頭発表),日本理科教育学会第58回全国大会)

    今井 功, 平嶋 宗, 堀口 知也, 東本 崇仁

    日本理科教育学会, 2008, 日本理科教育学会全国大会要項, (58), 366 - 366, Japanese

  • 2-328 Development of a Virtual Experiment Environment for Learning by Designing Physical Experiment

    TOUMOTO Takahito, HIRASHIMA Tsukasa, HORIGUCHI Tomoya

    Japanese Society for Engineering Education, 09 Sep. 2005, 工学・工業教育研究講演会講演論文集, 17, 670 - 671, Japanese

  • Creating Cognitive Conflict by Error-Based Simulation in Mechanical Problem

    HIRASHIMA Tsukasa, HORIGUCHI Tomoya, KASHIHARA Akihiro, TOYODA Jun'ichi

    Transformation of representation is a promising method to visualize some constraint relations which are implicit in the original representation. In the environment where some constraint relations are visualized, (1) behaviors or thinking of learners are constrained, then the constraint relations prevent errors or promote successful behaviors on thinking, and (2) errors are visualized and the visualized errors create cognitive conflict. The cognitive conflict is very useful to motivate learners to correct their errors by themselves. In this paper, we propose Error-Based Simulation which generates behavior simulation based on learner's erroneous solution in a mechanical problem. The difference between EBS and normal simulation visualizes the error in the solution and creates learner's cognitive conflict. This paper also describes a control method to use EBS effectively.

    The Institute of Electronics, Information and Communication Engineers, 20 Apr. 1996, IEICE technical report. Education technology, 96 (16), 89 - 90, Japanese

  • A Learning Environment for Knowledge-Structuring in History

    HORIGUCHI Tomoya, HIRASHIMA Tsukasa, KASHIHARA Akihiro, TOYODA Jun'ichi

    In this paper, we present a system which explicitly helps a student structurize his/her knowledge in history, a subject in most cases learned by rote. In this system, we use two strategies to help the student : Knowledge-Structuring by Visualization (KSV) and Knowledge-Structuring by Reasoning (KSR). The former enables a student to communicate with the system smoothly by using a visualization tool. The latter enables him/her to firmly grasp knowledge by acquiring it through his/her own reasoning. We have implemented our system on a Sun SPARCstation10, and asked ten subjects to learn history with the system. With the result that seven of them reporting that the system contributed to a deeper understanding of history on his/her part.

    The Institute of Electronics, Information and Communication Engineers, 22 Apr. 1995, IEICE technical report. Education technology, 95 (14), 1 - 8, Japanese

  • Interactive Generation of Derivative Problems Using Graph of Microworlds

    上野 拓也, 堀口 知也, 平嶋 宗

    人工知能学会, 2009, 論文集, 23, 1 - 4, Japanese

  • A model-based indexing framework of physics problems and a method of the authoring : Compositional modeling approach

    堀口 知也, 平嶋 宗

    人工知能学会, 2009, 論文集, 23, 1 - 4, Japanese

  • Error Awareness:誤りへの気づきを支援する学習環境 (小特集 予兆・チャンスの発見と利用) -- (特別セッション チャンス発見2)

    平嶋 宗, 堀口 知也

    人工知能学会, 09 Nov. 2000, 人工知能基礎論研究会, 43, 59 - 64, Japanese

  • Error-Awarenessを支援する仮想実験環境の設計法について (テーマ:「一般」および「情報の可視化と知識マネジメント」)

    堀口 知也, 平嶋 宗

    人工知能学会, 29 Sep. 2001, 知的教育システム研究会, 33, 43 - 48, Japanese

  • 可視化効果を考慮した Error-Based Simulationの制御手法と実装--2つの視点を中心として (知的教育システム研究会(第23回)テ-マ:「情報の可視化/一般」)

    堀口 知也, 平嶋 宗, 柏原 昭博

    人工知能学会, 30 Oct. 1998, 知的教育システム研究会, (23), 7 - 12, Japanese

  • EBSの誤り可視化効果に関する2つの視点の導入とそれに基づく制御 (知的教育システム研究会(第17回)テ-マ:教育とコミニュケ-ション,招待講演)

    堀口 知也, 平嶋 宗, 柏原 昭博

    人工知能学会, Mar. 1997, 知的教育システム研究会, (17), 44 - 49, Japanese

  • A Simulator of Thought Experiment for Facilitating Intrinsic Motivation

    HIRASHIMA Tsukasa, HORIGUCHI Tomoya

    11 Oct. 2003, 日本教育工学会大会講演論文集, 19 (1), 121 - 122, Japanese

  • Discovery Learning with EBS Experiment of the Newtonian Third Law : Project of "Challenging to Newton!!"

    IMAI Isao, HIRASHIMA Tsukasa, HORIGUCHI Tomoya, TOUMOTO Takahito

    Japan Society for Science Education (JSSE), 10 Aug. 2006, 年会論文集;日本科学教育学会, 30, 245 - 246, Japanese

  • Error-Visualization for Error Awareness

    HIRASHIMA Tsukasa, HORIGUCHI Tomoya

    Japan Society for Science Education (JSSE), 06 Aug. 2004, 年会論文集;日本科学教育学会, 28, 109 - 112, Japanese

  • The Implementation of EBS Management System Considering Cause of Errors

    MASUDA Akinori, HORIGUCHI Tomoya, HIRASHIMA Tsukasa

    人工知能学会, 03 Jul. 2000, 人工知能学会全国大会論文集 = Proceedings of the Annual Conference of JSAI, 14, 53 - 56, Japanese

  • On the cognition of moving objects in kinetic simulation

    HORIGUCHI Tomoya, HIRASHIMA Tsukasa

    人工知能学会, 03 Jul. 2000, 人工知能学会全国大会論文集 = Proceedings of the Annual Conference of JSAI, 14, 59 - 62, Japanese

  • A Method to Motivate a Learner to Correct an Error : Error-Visualization with Error-Based Simulation

    Hirashima Tsukasa, Horiguchi Tomoya, Kashihara Akihiro, Toyoda Jun'ichi

    This paper describes a method to motivate a leaner to correct an error in an erroneous equation for a mechanical problem. The method visualizes the error by mapping the erroneous equation to the behavior simulation. The behavior simulation reflecting the erroneous equation is called Error-Based Simulation, EBS for short. This paper also proposes a framework to diagnose and control the effectiveness of EBS to visualize the erroneous equation by using qualitative reasoning techniques. A prototype system to generate and control EBS has implemented and evaluated through an experiment.

    Information Processing Society of Japan (IPSJ), 05 Jul. 1996, IPSJ SIG Notes, 96 (61), 9 - 16, Japanese

  • Management of Error-Based Simulation Using Qualitative Reasoning Techniques

    HORIGUCHI Tomoya, HIRASHIMA Tsukasa, KASHIHARA Akihiro, TOYODA Jun'ichi, Tomoya Horiguchi, Tsukasa Hirashima, Akihiro Kashihara, Jun'ichi Toyoda, The Institute of Scientific and Industrial Research Osaka University, The Institute of Scientific and Industrial Research Osaka University, The Institute of Scientific and Industrial Research Osaka University, The Institute of Scientific and Industrial Research Osaka University

    It is important for a student to understand that he/she made an error in problem solving in order to correct and prevent it from being repeated. We previously proposed a framework of a simulation which reflects an error a student made in solving a mechanics problem. Irregular and unnatural behavior of mechanics objects rcflecting an error helps a student understand that his/her solution is erroneous, because it visualizes what would happen based on his/her erroneous solution. We call the simulation "Error-Based Simulation (EBS)" and such a visualization "Error-Visualization". We have implemented a generator of EBS (EBS-generator) and evaluated the effectiveness of EBS on some examples of erroneous solution through an experiment. However, EBS isn't always effective for Error-Visualization. When EBS has only a quantitative difference from a normal simulation (NS), it isn't effective for a student to understand an error. EBS should have a qualitative difference from NS to be effective. Therefore, it is very important to diagnose the difference between EBS and NS in order to make use of EBS effectively for Error-Visualization. In this paper, we propose a framework for managing EBS and a method of its implementation based on qualitative reasoning techniques. The framework is based on an assumption that in order for EBS to be effective for Error Visualization, it should have a qualitative difference from NS in an object's velocity or in the ratio of an object's velocity's change to a parameter's change. The module which manages EBS is called EBS-manager. Its error management procedure consists of two phases. In Phase 1, by using qualitative simulation, behaviors of EBS and NS are predicted and then compared with each other. When a qualitative difference is found, EBS-manager judges that the EBS is effective. When a qualitative difference cannot be found, it proceeds to Phase 2. In Phase 2, by using comparative analysis, EBS-manager tries to find a parameter of which perturbation causes a qualitative difference between FBS and NS. When such a parameter is found, EBS-manager judges that the EBS with the perturbation is effective. When such a parameter cannot be found, EBS-manager judges that EBS isn't effective. We have implemented the EBS-manager and evaluated its effectiveness through an experiment. In this paper, we also discuss the result and outline our future work.

    人工知能学会, 01 Mar. 1997, Journal of Japanese Society for Artificial Intelligence, 12 (2), 285 - 296, Japanese

  • Simulation-Based Learning Environment for Assisting Error-Awareness - Management of Error-Based Simulation Considering the Expressiveness and Effectiveness -

    HORIGUCHI Tomoya, HIRASHIMA Tsukasa

    教育システム情報学会事務局, 01 Nov. 2001, 教育システム情報学会誌 = Transactions of Japanese Society for Information and Systems in Education, 18 (3), 364 - 376, Japanese

  • A Learning Environment for Knowledge-Structuring in History

    HORIGUCHI Tomoya, HIRASHIMA Tsukasa, KASHIHARA Akihiro, TOYODA Jun'ichi

    01 Jul. 1995, 教育システム情報学会誌 = Transactions of Japanese Society for Information and Systems in Education, 12 (2), 109 - 120, Japanese

  • A Learning Environment for Knowledge-Structuring in History

    HORIGUCHI Tomoya, HIRASHIMA Tsukasa, KASHIHARA Akihiro, TOYODA Jun'ichi

    22 Apr. 1995, 教育システム情報学会研究報告, 1995 (1), 1 - 8, Japanese

  • Learning environment for problem-based problem-posing

    浦 智幸, 脇 浩美, 堀口 知也

    人工知能学会, 14 Mar. 2008, 先進的学習科学と工学研究会, 52, 77 - 82, Japanese

  • A report on classroom practices error-based simulation to improve junior high school students' understanding of mechanics

    堀口 知也, 今井 功, 東本 崇仁

    人工知能学会, 27 Jul. 2007, 先進的学習科学と工学研究会, 50, 7 - 12, Japanese

  • Error-Based Simulation management considering cause of errors

    堀口 知也, 平嶋 宗

    日本教育工学会, 04 Dec. 1999, Research report of JET Conferences, 99 (6), 31 - 38, Japanese

  • 社会シミュレーションにおける誤りの可視化 (学習モデルの再考と知的学習支援システム)

    堀口 知也, 平嶋 宗

    教育システム情報学会, Sep. 2004, 教育システム情報学会研究報告, 19 (3), 43 - 48, Japanese

  • モデルグラフに基づく発展的知識獲得の支援環境 (「セマンティックWebとE-learning」および一般)

    堀口 知也, 平嶋 宗

    人工知能学会, 06 Nov. 2004, 先進的学習科学と工学研究会, 42, 7 - 14, Japanese

  • モデルグラフに基づく科学的探究の支援環境 (テーマ:「Learning TechnologyとLearning Scienceのよき協調を目指して--学習支援システムのデザイン,開発,評価の方法論再考」および一般)

    堀口 知也, 平嶋 宗

    人工知能学会, 26 Mar. 2004, 知的教育システム研究会, 40, 13 - 20, Japanese

  • Cognitive Analysis of the Effectiveness of EBS and Its Management

    HORIGUCHI Tomoya, HIRASHIMA Tsukasa, KASHIHARA Akihiro, TOYODA Jun'ichi

    16 Jun. 1998, 人工知能学会全国大会論文集 = Proceedings of the Annual Conference of JSAI, 12, 600 - 603, Japanese

  • Error visualization by Error-simulation and its managemant using qualitative reasoning techniques

    HORIGUCHI Tomoya, HIRASHIMA Tsukasa, KASHIHARA Akihiro, TAYODA Jun'ichi

    24 Jul. 1995, 人工知能学会全国大会論文集 = Proceedings of the Annual Conference of JSAI, 9, 581 - 584, Japanese

  • 誤り修正のための内発的動機付け--Error-Based Simulationによる誤りの可視化 (<テ-マ>サイバ-・エジュケ-ション)

    平嶋 宗, 堀口 知也, 柏原 昭博

    人工知能学会, Jul. 1996, ヒュ-マンインタフェ-スデザイン研究会, (28), 8 - 13, Japanese

  • 「思考実験」を補助する枠組みの提案とロバストシミュレータの実現 (テーマ:「新しいLearning Technology & Science」および一般)

    堀口 知也, 平嶋 宗

    人工知能学会, 15 Mar. 2003, 知的教育システム研究会, 37, 33 - 38, Japanese

  • 部分制約解析法による誤り方程式のシミュレーション (テーマ:「インタラクティブシステムとエージェント技術」および一般)

    堀口 知也, 平嶋 宗

    人工知能学会, 04 Oct. 2002, 知的教育システム研究会, 36, 1 - 8, Japanese

Books etc

  • Learning, Design, and Technology: An International Compendium of Theory, Research, Practice, and Policy

    HORIGUCHI TOMOYA, HIRASHIMA TSUKASA

    Joint work, Springer International Publishing, Mar. 2016, English, ISBN: 9783319177274

    Scholarly book

  • 教育工学とシステム開発

    矢野 米雄, 平嶋 宗, 笠井 俊信, 林 雄介, HORIGUCHI TOMOYA, 柏原 昭博, 三輪 和久, 小西 達裕, 松居 辰則, 緒方 広明, 小尻 智子, 林 佑樹, 松浦 健二, 植野 真臣, 松原 行宏, 仲林 清

    Joint work, ミネルヴァ書房, Oct. 2012, Japanese

    Scholarly book

Presentations

  • 軌跡を題材とした作図インタフェースから記号文への変換フィードバック機能を有する学習支援システムの開発

    KUROKAWA Kai, TOMOTO Takahito, HORIGUCHI Tomoya, HIRASHIMA Tsukasa

    第84回人工知能学会先進的学習科学と工学研究会, Nov. 2018, Japanese, 人工知能学会先進的学習科学と工学研究会, Domestic conference

    Oral presentation

  • 数学におけるテンプレート方式の解答へ図形フィードバックを可能とする学習支援システムの活動評価

    KUROKAWA Kai, TOMOTO Takahito, HORIGUCHI Tomoya, HIRASHIMA Tsukasa

    第83回人工知能学会先進的学習科学と工学研究会, Jul. 2018, Japanese, 人工知能学会先進的学習科学と工学研究会, Domestic conference

    Oral presentation

  • 観測器の操作を通して学習者試行錯誤促す力学学習支援システム

    UENO Urara, TOMOTO Takahito, HORIGUCHI Tomoya, HIRASHIMA Tsukasa

    第83回人工知能学会先進的学習科学と工学研究会, Jul. 2018, Japanese, 人工知能学会先進的学習科学と工学研究会, Domestic conference

    Oral presentation

  • モデリング学習環境における支援タイプの違いが学習者の振舞いおよび学習効果に与える影響の検証

    HORIGUCHI Tomoya, Masuda Tetsuhiro, TOMOTO Takahito, HIRASHIMA Tsukasa

    第83回人工知能学会先進的学習科学と工学研究会, Jul. 2018, Japanese, 人工知能学会先進的学習科学と工学研究会, Domestic conference

    Oral presentation

  • プログラミング課題を構造化することによる理解状態に適応した課題提示方法の検討

    KOIKE Kento, TOMOTO Takahito, HORIGUCHI Tomoya, HIRASHIMA Tsukasa

    第83回人工知能学会先進的学習科学と工学研究会, Jul. 2018, Japanese, 人工知能学会先進的学習科学と工学研究会, Domestic conference

    Oral presentation

  • 速度・重量の観測器による誤り可視化を目的とした 力学習支援システムの開発と評価

    UENO Urara, TOMOTO Takahito, HORIGUCHI Tomoya, HIRASHIMA Tsukasa

    第82回人工知能学会先進的学習科学と工学研究会, Mar. 2018, Japanese, 人工知能学会先進的学習科学と工学研究会, Domestic conference

    Oral presentation

  • 解答テンプレートを用いた軌跡題材とし記号文の図形的フィードバックによる能動誤り発見支援機能を有する学習システムの開発

    KUROKAWA Kai, TOMOTO Takahito, HORIGUCHI Tomoya, HIRASHIMA Tsukasa

    第82回人工知能学会先進的学習科学と工学研究会, Mar. 2018, Japanese, 人工知能学会先進的学習科学と工学研究会, Domestic conference

    Oral presentation

  • プログラミング学習を対象とした課題系列の拡張

    KOIKE Kento, TOMOTO Takahito, HORIGUCHI Tomoya, HIRASHIMA Tsukasa

    第82回人工知能学会先進的学習科学と工学研究会, Mar. 2018, Japanese, 人工知能学会先進的学習科学と工学研究会, Domestic conference

    Oral presentation

  • Error-Based Simulation のデータ分析に基づく素朴概念修正効果の検証とモニタリング機能の拡張

    YASUDA Kenta, HAYASHI Yusuke, HORIGUCHI Tomoya, HIRASHIMA Tsukasa

    第82回人工知能学会先進的学習科学と工学研究会, Mar. 2018, Japanese, 人工知能学会先進的学習科学と工学研究会, Domestic conference

    Oral presentation

  • Error-Based Simulationに対する力・加速度 ・運動間 の関係性理解 支援機能 の開発

    HIRAMOTO Chihiro, TOMOTO Takahito, HORIGUCHI Tomoya, HIRASHIMA Tsukasa

    第82回人工知能学会先進的学習科学と工学研究会, Mar. 2018, Japanese, 人工知能学会先進的学習科学と工学研究会, Domestic conference

    Oral presentation

  • 物理の概念的理解を指向した問題索引付けの枠組みに基づく説明生成器の構築と評価

    SHIMOSAKA Shoya, HORIGUCHI Tomoya

    第80回人工知能学会先進的学習科学と工学研究会, Jul. 2017, Japanese, 人工知能学会先進的学習科学と工学研究会, Domestic conference

    Oral presentation

  • モデリング学習環境におけるモデルの構造レベル及び振る舞いレベルの支援比較

    MASUDA Tetsuhiro, HORIGUCHI Tomoya

    第79回人工知能学会先進的学習科学と工学研究会, Mar. 2017, Japanese, 人工知能学会先進的学習科学と工学研究会, Domestic conference

    Oral presentation

  • 力学の概念的理解における問題系列の効果について

    Horiguchi Tomoya, Tomoto Takahito, Hirashima Tsukasa

    人工知能学会第78回先進的学習科学と工学研究会, Nov. 2016, Japanese, 人工知能学会, 神奈川, Domestic conference

    Oral presentation

  • 自己調整活動の経験型支援システムの設計・開発 -単純化方略を用いた行き詰まりの自己克服を対象として-

    Tsumori Yohei, Hayashi Naoya, Shinohara Tomoya, Yamamoto Sho, Horiguchi Tomoya, Hayashi Yusuke, Hirashima Tsukasa

    第30回人工知能学会全国大会, Jun. 2016, Japanese, 人工知能学会, 福岡, Domestic conference

    Oral presentation

  • モデリング学習環境におけるモデルの差異検出機能とその評価

    Masuda Tetsuhiro, Horiguchi Tomoya

    第30回人工知能学会全国大会, Jun. 2016, Japanese, 人工知能学会, 福岡, Domestic conference

    Oral presentation

  • 物体にはたらく力・加速度・速度の関連付けのためのError-Based Simulation

    Yasuda Kenta, Yamada Atsushi, Shinohara Tomoya, Yamamoto Sho, Horiguchi Tomoya, Hayashi Yusuke, Hirashima Tsukasa

    人工知能学会第76回先進的学習科学と工学研究会, Mar. 2016, Japanese, 人工知能学会, 兵庫, Domestic conference

    Oral presentation

  • Error-Based Simulationを用いた力学演習におけるモニタリングツールの設計・開発

    Yamada Atsushi, Yasuda Kenta, Shinohara Tomoya, Yamamoto Sho, Horiguchi Tomoya, Hayashi Yusuke, Hirashima Tsukasa

    2015年度JSiSE学生研究発表会, Feb. 2016, Japanese, 教育システム情報学会, 広島, Domestic conference

    Oral presentation

  • 日常知と学校知を結ぶモバイル型物理実験検索システムの開発

    Sumiyama Tonami, Horiguchi Tomoya

    2009年JSiSE(教育システム情報学会)学生研究発表会, Mar. 2009, Japanese, 岡山, Domestic conference

    Oral presentation

  • 現象のモデル化プロセスに基づく物理問題の特徴付けとその支援手法

    Horiguchi Tomoya, Hirashima Tsukasa

    人工知能学会全国大会(第23回), 2009, Japanese, 香川, Domestic conference

    Oral presentation

  • マイクロワールドグラフを用いた派生問題の対話的自動生成システム

    Ueno Takuya, Horiguchi Tomoya, Hirashima Tsukasa

    人工知能学会全国大会(第23回), 2009, Japanese, 香川, Domestic conference

    Oral presentation

  • A Report on Classroom Practices of Error-based Simulation to Improve Junior High School Students' Understanding of Mechanics

    Horiguchi Tomoya

    第50回人工知能学会先進的学習科学と工学研究会(ALST-50), Jul. 2007, Japanese, 東京, Domestic conference

    Oral presentation

  • Automatic Generation of Tasks for Progressive Knowledge Acquisition in Graph of Microworlds

    Takahito TOUMOTO, 堀口 知也, 平嶋 宗

    教育システム情報学会第31回全国大会, Aug. 2006, Japanese, 教育システム情報学会, 大阪, Domestic conference

    Oral presentation

  • Implementation and Evaluation of Robust Simulator for Error-based Simulation

    Tomoya HORIGUCHI

    人工知能学会全国大会(第20回), Jun. 2006, Japanese, 人工知能学会, 東京, Domestic conference

    Oral presentation

  • The effect of Error-based Simulation on students' conceptual change in learning mechanics

    Tomoya HORIGUCHI

    教育システム情報学会30周年記念全国大会, Aug. 2005, Japanese, 教育システム情報学会, Kanazawa, Domestic conference

    Oral presentation

  • モデルグラフに基づく科学的探究の支援環境、A simulation-based environment assisting scientific activities based on the graphs of models

    堀口 知也, 平嶋 宗

    人工知能学会研究会資料 SIG-IES-A303=03 pp.13-20, 2004, Japanese, 未記入, 未記入, Domestic conference

    Oral presentation

Association Memberships

  • International Artificial Intelligence in Education Society

  • 日本認知科学会

  • 日本教育心理学会

  • 日本教育工学会

  • 教育システム情報学会

  • 情報処理学会

  • 電子情報通信学会

  • 人工知能学会

Research Projects