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HORIGUCHI Tomoya
Graduate School of Maritime Sciences / Department of Maritime Sciences
Professor

Researcher basic information

■ Research Keyword
  • Cognitive Science
  • Educational Technology
  • Knowledge Engineering
  • Artificial Intelligence
■ Research Areas
  • Humanities & social sciences / Educational technology
  • Humanities & social sciences / Cognitive sciences
  • Informatics / Intelligent informatics

Research activity information

■ Award
  • 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
    共同研究・競争的資金等の業績IDIRI

  • 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

■ Paper
  • Learning Support System for Relationships among Forces, Accelerations, Velocities, and Movements in Error-based Simulation
    Aikawa, N., Hiramoto, C., Tomoto, T., Horiguchi, T., Hirashima, T.
    Jul. 2024, Lecture Notes in Computer Science, 14691, 3 - 15, English
    [Refereed]
    International conference proceedings

  • Nonoka Aikawa, Shintaro Maeda, Tomohiro Mogi, Kento Koike, Takahito Tomoto, Isao Imai, Tomoya Horiguchi, Tsukasa Hirashima
    Error-based Simulation (EBS) is a learning support framework that visualizes learners’ errors and encourages trial and error. However, when a learner is stuck, EBS has difficulty in helping them overcome the impasse. Additionally, giving a correct answer to a learner who is stuck may interfere with the trial-and-error activity that EBS is oriented toward. Therefore, it is necessary to encourage learners during trial-and-error activities without giving them correct answers. In this study, we confirm the effectiveness of our system, which is based on conventional mechanics EBS and provides adaptive auxiliary problems based on learners’ errors. Furthermore, we analyze force-based self-overcoming to evaluate our system. Self-overcoming means that the learner can eliminate errors by using the system without the intervention of the teacher. If self-overcoming occurs, the learner can continue trial-and-error with the auxiliary problems, even if they are stuck. To verify the learning effectiveness of such a system, we conducted a classroom implementation with 86 third-year junior high-school learners and analyzed the results. The system logs from the exercises revealed that self-overcoming was taking place, and that it was reflected in the test results.
    Asia-Pacific Society for Computers in Education, Jan. 2024, Research and Practice in Technology Enhanced Learning, 19, 026 - 026
    [Refereed]
    Scientific journal

  • 林 直也, 津守 庸平, 山元 翔, 堀口 知也, 林 雄介, 平嶋 宗
    Oct. 2023, 教育システム情報学会誌, 40(4) (4), 295 - 300, Japanese
    [Refereed]
    Scientific journal

  • Nonoka Aikawa, Shintaro Maeda, Tomohiro Mogi, Kento Koike, Takahito Tomoto, Isao Imai, Tomoya Horiguchi, Tsukasa Hirashima
    Springer Nature Switzerland, Jul. 2023, Lecture Notes in Computer Science, 213 - 224, English
    [Refereed]
    In book

  • プログラミングの機能的階層構造の学習環境における習熟度を考慮した適応的フィードバック機能の評価
    古池謙人, 藤島優希, 東本崇仁, 堀口知也, 平嶋宗
    Jul. 2023, 教育システム情報学会誌, 40(3) (3), 234 - 239, Japanese
    [Refereed]
    Scientific journal

  • Tomoya Horiguchi, Tsukasa Hirashima, Yusuke Hayashi
    Corresponding, Wiley, Mar. 2023, Journal of Computer Assisted Learning, English
    [Refereed]
    Scientific journal
    Link to Kobe Univ. Repository (Kernel)

  • A Presentation System for Auxiliary Problems to Resolving Learners’ Stuck in Error-based Simulation for Mechanics
    相川野々香, 古池謙人, 東本崇仁, 堀口知也, 平嶋宗
    Feb. 2023, 電子情報通信学会論文誌 D, J106-D(2) (2), 132 - 143, Japanese
    [Refereed]

  • Practical Use of an Error-based Problem Presentation System in Mechanics
    Aikawa, N, Maeda, S, Mogi, T, Koike, K, Tomoto, T, Imai, I, Horiguchi, T, Hirashima, T
    Dec. 2022, Proceedings of the International Conference on Computers in Education (ICCE 2022), 118 - 123, English
    [Refereed]
    International conference proceedings

  • 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
    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) (3), 727 - 744, English
    [Refereed]
    Scientific journal
    Link to Kobe Univ. Repository (Kernel)

  • Proposal of Learning Support System for Improving Skills in Inferring Background Knowledge in Conversation
    Mogi, T, Koike, K, Tomoto, T, Horiguchi, T, Hirashima, T
    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
    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
    Jul. 2021, Proceedings of 23rd International Conference on Human-Computer Interaction (HCII2021), 12766, 63 - 744, English
    [Refereed]
    International conference proceedings

  • 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) (4), Japanese
    [Refereed]
    Scientific journal

  • Yuki Kato, Koji Murai, Tomoya Horiguchi, Namiko Morishita, Masaki Fuchi
    Last, Sep. 2020, Transactions of Navigation, 5(2) (2), 47 - 53, English
    [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) (5), C - J82_1-17, Japanese
    [Refereed]

  • Kento Koike, Tomohiro Mogi, Takahito Tomoto, Tomoya Horiguchi, Tsukasa Hirashima
    Springer, 2020, HCI International 2020 - Late Breaking Papers: Interaction, Knowledge and Social Media - 22nd HCI International Conference, 151 - 162
    [Refereed]
    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.
    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.
    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.

    Japanese Society for Information and Systems in Education, Jul. 2019, Transactions of Japanese Society for Information and Systems in Education, 36(3) (3), 190 - 202, Japanese
    [Refereed]
    Scientific journal

  • Horiguchi, T., Masuda, T., Tomoto, T., Hirashima, T.
    Lead, Mar. 2019, Research and Practice in Technology Enhanced Learning, 14(6) (6), 6 - 6, English
    [Refereed]
    Scientific journal
    Link to Kobe Univ. Repository (Kernel)

  • Proposal of an adaptive programming-learning support system utilizing structuralized tasks
    Kento Koike, Takahito Tomoto, Tomoya Horiguchi, Tsukasa Hirashima
    Asia-Pacific Society for Computers in Education, Nov. 2018, ICCE 2018 - 26th International Conference on Computers in Education, Workshop Proceedings, 278 - 287, English
    International conference proceedings

  • Kai Kurokawa, Takahito Tomoto, Tomoya Horiguchi, Tsukasa Hirashima
    Springer, 2018, Human Interface and the Management of Information. Information in Applications and Services - 20th International Conference, 288 - 299
    [Refereed]
    International conference proceedings

  • Kento Koike, Takahito Tomoto, Tomoya Horiguchi, Tsukasa Hirashima
    Springer, 2018, Human Interface and the Management of Information. Information in Applications and Services - 20th International Conference, 266 - 277
    [Refereed]
    International conference proceedings

  • 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) (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 of Institutes of Navigation (IAIN2018), English
    [Refereed]
    International conference proceedings

  • HORIGUCHI Tomoya, MASUDA Tetsuhiro, TOMOTO Takahito, HIRASHIMA Tsukasa
    Springer, 2018, Proceedings of 19th International Conference on Artificial Intelligence in Education (AIED2018), 139 - 144, English
    [Refereed]
    International conference proceedings

  • Tomoya Horiguchi, Tetsuhiro Masuda
    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
    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) (12), 1158 - 1161, Japanese
    [Refereed]
    Scientific journal

  • Riichiro Mizoguchi, Tsukasa Hirashima, Tomoya Horiguchi
    Japanese Society for Artificial Intelligence, Aug. 2016, Transactions of the Japanese Society for Artificial Intelligence, 31(4) (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) (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
    人工知能学会, May 2015, 人工知能学会全国大会（第29回）論文集, 29, 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
    人工知能学会, Mar. 2015, 人工知能学会研究会資料, 73, 61 - 66, Japanese
    Symposium

  • Experimental evaluation of error-based simulation for dynamics problems in science class at junior high school
    Tomoya Shinohara, Isao Imai, Takahito Tomoto, Tomoya Horiguchi, Atsushi Yamada, Sho Yamamoto, Yusuke Hayashi, Tsukasa Hirashima
    Asia-Pacific Society for Computers in Education, 2015, Workshop Proceedings of the 23rd International Conference on Computers in Education, ICCE 2015, 265 - 270, English
    International conference proceedings

  • Experimental use of error-based simulation for dynamics problems in national institutes of technology
    Tomoya Shinohara, Takahito Tomoto, Tomoya Horiguchi, Atsushi Yamada, Sho Yamamoto, Yusuke Hayashi, Tsukasa Hirashima
    Asia-Pacific Society for Computers in Education, 2015, Work-In-Progress Poster - Proceedings of the 23rd International Conference on Computers in Education, ICCE 2015, 13 - 15, English
    International conference proceedings

  • Tomoya Horiguchi, Takahito Tomoto, Tsukasa Hirashima
    2015, 313 - 322
    International conference proceedings

  • Horiguchi Tomoya, Tomoto Takahito, Hirashima Tsukasa
    In science education, conventional problem practice hardly helps students reach "conceptual understanding" with which they can solve various problems by making appropriate models of target systems. Students often superficially read the solution of a problem and apply it wrongly to others without understanding the model. It is difficult to teach how to make appropriate models because model-making expertise includes a lot of implicit knowledge. In this paper, we propose a general framework for systematically describing such knowledge, which makes it possible not only to explain various models and the difference between them but also to design/sequence a set of problems appropriate for promoting conceptual understanding. Our framework was proved useful through a preliminary experiment in which the explanations generated based on our framework promoted subjects' (15 graduates and undergraduates) conceptual understanding in mechanics. The framework can be the basis for designing intelligent tutoring systems which explicitly help students reach conceptual understanding.
    World Scientific Publishing Company, 2015, Research and Practice in Technology Enhanced Learning, 10(1) (1), accepted - 2, English, International magazine
    [Refereed]
    Scientific journal
    Link to Kobe Univ. Repository (Kernel)

  • 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) (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
    教育システム情報学会事務局, Jan. 2013, 教育システム情報学会誌, 30(1) (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

  • Error-based simulation in concept mapping for learning about meaning of class structure
    Takahito Tomoto, Isao Imai, Tomoya Horiguchi, Tsukasa Hirashima
    National Institute of Education, Nanyang Technological University, 2012, Work-in-Progress Poster (WIPP) Proceedings of the 20th International Conference on Computers in Education, ICCE 2012, 9 - 11, English
    International conference proceedings

  • Tomoya Horiguchi, Tsukasa Hirashima, Kenneth D. Forbus
    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
    人工知能学会, Jul. 2011, 人工知能学会研究会資料, 62, 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
    人工知能学会, Jun. 2010, 人工知能学会全国大会（第24回）論文集, 24, 1 - 4, 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) (4), 329 - 338, Japanese
    [Refereed]
    Scientific journal

  • Tomoya Horiguchi, Tsukasa Hirashima
    2009, ARTIFICIAL INTELLIGENCE IN EDUCATION, 200, 207 - +, English
    [Refereed]
    International conference proceedings

  • Tomoya Horiguchi, Tsukasa Hirashima
    2009, ARTIFICIAL INTELLIGENCE IN EDUCATION, 200, 207 - +, English
    [Refereed]
    International conference proceedings

  • Tsukasa Hirashima, Isao Imai, Tomoya Horiguchi, Takahito Toumoto
    2009, ARTIFICIAL INTELLIGENCE IN EDUCATION, 200, 409 - +, English
    [Refereed]
    International conference proceedings

  • Horiguchi Tomoya, Imai Isao, Toumoto Takahito, Hirashima Tsukasa
    中学理科において,Error-based Simulation (EBS)を用いて力学を学習させる授業実践を行った.EBSとは生徒の誤答が正しいと仮定したときの対象系の振る舞いを模擬するシミュレーションである.事前/事後/遅延テストの結果,EBSは生徒の問題解決における達成度の大きな改善をもたらし,その効果は3ヶ月後も持続した.また,生徒は授業時とは異なる問題の解決においても高い達成度を示し,概念的理解が起こっていることが示唆された.
    Japan Society for Educational Technology, Dec. 2008, 日本教育工学会論文誌, 32巻Suppl.号, pp.113-116, 113 - 116, Japanese
    [Refereed]
    Scientific journal

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

    This paper reports on the practice of a lesson in a junior high school in which Error-based Simulation (EBS) was used to help students learn elementary mechanics. EBS simulates the motion of a mechanical system assuming that studentsﾕ erroneous solutions were correct. EBS has been proved to be effective in laboratory experiments. Twenty-four students participated in the lesson lasting 110 minutes 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 as follows: (1) Through the highly motivating lesson activities, the students discovered the knowledge of mechanics by themselves, (2) It was highly effective in improving the studentsﾕ performance in solving mechanics problems. Furthermore, this improvement was maintained, and (3) the usability of the system proved sufficient for practice in classroom lessons. These results are encouraging for the practical use of EBS in junior high school lessons.

    Japanese Society for Information and Systems in Education, Sep. 2008, 教育システム情報学会誌, Vol.25, No.2, pp.194-203(2) (2), 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(2) (2), 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
    ある現象の理解を深める際,現象のシミュレーションであるMW (MicroWorld)を用いて現象を擬似体験させることは有用であるとされている.また,あるMWを体験し理解させるだけでなく,そのMWから徐々に複雑なものへと移行していくことで,複雑な現象の理解へとつなげていくICM (Increasingly Complex Microworld)のアプローチは効果的であるとされている。これまで,ICMに基づく様々な学習環境が開発され,有用性の検証も行われている.しかし,従来の研究では,固定的なMW系列を用意するものがほとんどであり,適応性において問題があった.本論文では,適応的な制御において重要な課題である(1)移行という観点からのMW間の関係記述,(2)移行に伴い発生する学習者にとって克服すべき課題の抽出とその対応への支援,に対する一つの解決手法として(a)個々のMWの特徴及びMW間の関係を記述する枠組みとしてマイクロワールドグラフを提案し,この枠組みに基づいて,(b)隣接する二つのMW間の移行に伴う課題(タスク)を抽出する機能,及びそれに関する説明を生成する機能の実現手法を述べる.
    The Institute of Electronics, Information and Communication Engineers, Feb. 2008, 電子情報通信学会論文誌, J91-D, No.02, pp.303-313(2) (2), 303 - 313, Japanese
    [Refereed]
    Scientific journal

  • Domain-Independent Error-Based Simulation for Error-Awareness and Its Preliminary Evaluation
    Tomoya Horiguchi, Tsukasa Hirashima
    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) (2), 83 - 94, Japanese
    [Refereed]
    Scientific journal

  • 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) (0), 2E43 - 2E43, Japanese

  • A Classroom Practice of Error-Based Simulation as Counterexample to Students' Misunderstanding of Mechanics
    Tomoya Horiguchi, Isao Imai, Takahito Toumoto, Tsukasa Hirashima
    2007, SUPPORTING LEARNING FLOW THROUGH INTEGRATIVE TECHNOLOGIES, 162, 519 - 526, English
    [Refereed]
    International conference proceedings

  • Learning Environment for Designing Physics Experiment: DEEP
    Toumoto Takahito, Horiguchi Tomoya, Hirashima Tsukasa, Takeuchi Akira
    IOS Press, Nov. 2006, Proc. of ICCE2006 DSC Paper, pp.659-660, 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
    2006, INTELLIGENT TUTORING SYSTEMS, PROCEEDINGS, 4053, 655 - 665, English
    [Refereed]
    Scientific journal

  • Tomoya Horiguchi, Tsukasa Hirashima
    Japanese Society for Artificial Intelligence, 2006, Transactions of the Japanese Society for Artificial Intelligence, 21(6) (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
    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
    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

  • 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

  • A simulation-based learning environment assisting scientific activities based on the classification of 'surprisingness'
    T Horiguchi, T Hirashima
    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

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

  • PCA: Simulating erroneous equations for error-visualization
    T Horiguchi, T Hirashima
    2002, INTERNATIONAL CONFERENCE ON COMPUTERS IN EDUCATION, VOLS I AND II, PROCEEDINGS, 552 - 556, English
    [Refereed]
    International conference proceedings

  • Tomoya Horiguchi, Tsukasa Hirashima
    Springer Verlag, 2001, Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), 2253, 468 - 474, English
    International conference proceedings

  • Error-visualization by error-based simulation considering its effectiveness - Introducing two viewpoints
    T Horiguchi, T Hirashima, A Kashihara, J Toyoda
    1999, ARTIFICIAL INTELLIGENCE IN EDUCATION, 50, 421 - 428, English
    [Refereed]
    International conference proceedings

  • Error-visualization by Error-Based Simulation and its management
    T Hirashima, T Horiguchi, A Kashihara, J Toyoda
    1997, ARTIFICIAL INTELLIGENCE IN EDUCATION, 39, 450 - 457, English
    [Refereed]
    International conference proceedings

  • Tomoya Horiguchi, Tsukasa Hiroshima, Akihiro Kashihara, Jun'ichi Toyoda
    Elsevier, 1995, Advances in Human Factors/Ergonomics, 20(C) (C), 833 - 838, English
    Scientific journal

■ MISC
  • プログラミングを対象としたサブゴール学習支援における振る舞い可視化の効果
    古池謙人, 東本崇仁, 堀口知也, 平嶋宗
    Dec. 2024, 情報通信学会技術研究報告, 124(306) (306), 27 - 34

  • Error-based Simulationにおける学習者の誤りと力の因果関係に基づく補助問題自動生成システムの授業実践のテスト結果の分析
    相川野々香, 前田新太郎, 茂木誠拓, 古池謙人, 東本崇仁, 林健彦, 今井功, 堀口知也, 平嶋 宗
    Aug. 2024, 教育システム情報学会全国大会講演論文集, 255 - 256

  • EBSにおける力の因果関係に基づく補助問題自動生成システムの授業実践の結果の分析
    相川野々香, 前田新太郎, 茂木誠拓, 古池謙人, 東本崇仁, 林健彦, 今井功, 堀口知也, 平嶋宗
    Mar. 2024, 人工知能学会第100 回先進的学習科学と工学研究会資料, 30 - 35

  • VR型及び従来型操船シミュレータにおける状況認識および意思決定に関する学習効果の違いについて
    西村和真, 平野学志, 堀口知也
    Last, Aug. 2023, 第48回教育システム情報学会全国大会論文集, 127 - 128, Japanese
    Summary national conference

  • 論理的推論の習得を指向した学習支援システムに関する研究
    小橋明生, 堀口知也, 平嶋宗
    Last, Jul. 2023, 第98回人工知能学会先進的学習科学と工学研究会資料, 13 - 18, Japanese
    Summary national conference

  • 論理的推論の習得を指向した学習支援システムの設計・開発
    小橋明生, 堀口知也, 平嶋宗
    Last, Nov. 2022, 第96回人工知能学会先進的学習科学と工学研究会資料, 1 - 5, Japanese

  • VR型及び従来型操船シミュレータにおける文脈の有無が状況認識に与える影響
    平野学志, 山田匠馬, 堀口知也
    Last, Aug. 2022, 第47回教育システム情報学会全国大会論文集, 95 - 96, Japanese

  • VR型及び従来型操船シミュレータにおける視覚情報の違いが大型船の衝突判断に与える影響
    日野浦聖也, 山田匠馬, 堀口知也
    Last, Aug. 2022, 第47回教育システム情報学会全国大会論文集, 93 - 94, Japanese

  • 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) (2), 192 - 200, Japanese
    [Refereed][Invited]
    Introduction scientific journal

  • 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, 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) (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) (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) (3), 283 - 284, 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) (335), 13 - 18, 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

  • 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

  • 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) (58), 366 - 366, 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

  • 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

  • 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

  • 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

  • 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

  • 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) (3), 43 - 48, 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

  • 「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(3) (3), 178 - 185, 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) (48), 37 - 42, 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

  • 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) (1), 121 - 122, 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

  • 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) (3), 364 - 376, 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

  • 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

  • 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

  • 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) (6), 31 - 38, 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) (23), 7 - 12, 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

  • 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) (2), 285 - 296, 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) (17), 44 - 49, 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) (61), 9 - 16, 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) (28), 8 - 13, 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) (16), 89 - 90, 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

  • 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) (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), 1 - 8, 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) (14), 1 - 8, Japanese

■ Books And Other Publications
  • 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

■ Lectures, oral presentations, etc.
  • 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

■ Affiliated Academic Society
  • 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 Themes
  • Development of a Problem Practice System That Promotes Knowledge Generalization based on Analogy
    堀口 知也, 平嶋 宗, 東本 崇仁
    Japan Society for the Promotion of Science, Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (B), Grant-in-Aid for Scientific Research (B), Kobe University, Apr. 2021 - Mar. 2025

  • Online collaborative environment for knowledge building with reciprocal kit-building of concept map
    Hirashima Tsukasa
    Japan Society for the Promotion of Science, Grants-in-Aid for Scientific Research, Grant-in-Aid for Scientific Research (B), Hiroshima University, 01 Apr. 2019 - 31 Mar. 2022
    Online available environment for collaborative knowledge building with reciprocal kit-building of concept maps was designed and developed, and experimental evaluation of the environment was conducted in this research. In the reciprocal kit-building of concept maps, learners are requested to create a concept map individually at first, then, they exchange the components and re-compose concept maps with each other. By overlapping the original map and re-composed map, the differences are extracted. It was confirmed that the visualized differences were effective to activate the discussion among learners. In this research, an environment where several learners are allowed to access at the same time online and to conduct reciprocal kit-building has been implemented. Through the experimental use of the environment, it was confirmed that the environment promoted discussion and knowledge building of participants more than the usual concept map creation tool.

  • 堀口 知也
    科学研究費補助金／基盤研究(B), Apr. 2017 - Mar. 2021, Principal investigator
    Competitive research funding

  • Support of Structural Comprehension of Mathematics World Problem
    Hirashima Tsukasa
    Japan Society for the Promotion of Science, Grants-in-Aid for Scientific Research, Grant-in-Aid for Scientific Research (B), Hiroshima University, 01 Apr. 2015 - 31 Mar. 2019
    Arithmetic/mathematic word problems can be defined as a problem that requires a solver to transfer a linguistic representation into a mathematical representation and to derive required values by using the mathematical representation. The word problem is an important learning item that promotes a learner to master the use of mathematics to solve real-world problems. In this research, the process of transferring from linguistic representation to mathematics representation is modeled as a triangle block model. Then, it has been designed and developed a learning environment where a learner is able to conduct the transformation by using the model interactively and exploratory. The learning environment has been evaluated through practical uses of it in classes.

  • 堀口 知也
    学術研究助成基金助成金／挑戦的萌芽研究, Apr. 2016 - Mar. 2019, Principal investigator
    Competitive research funding

  • 堀口 知也
    科学研究費補助金／基盤研究(B), Apr. 2014 - Mar. 2017, Principal investigator
    Competitive research funding

  • 堀口 知也
    学術研究助成基金助成金／挑戦的萌芽研究, Apr. 2014 - Mar. 2016, Principal investigator
    Competitive research funding

  • Causality-compliant theory of force and motion for its innovative instruction
    MIZOGUCHI Riichiro, HIRASHIMA Tsukasa, HORIGUCHI Tomoya
    Japan Society for the Promotion of Science, Grants-in-Aid for Scientific Research, Grant-in-Aid for Challenging Exploratory Research, Japan Advanced Institute of Science and Technology, 01 Apr. 2013 - 31 Mar. 2015
    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, we developed an outline of educational support methods and a general-purpose motion simulator with the ability to provide automated causal explanations of physical phenomena.

  • Support of Knowledge Construction with Kit-Build Concept Map
    HIRASHIMA Tsukasa, HORIGUCHI Tomoya, TOMOTO Takahito, FUNAOI Hideo, UMETSU Takanobu
    Japan Society for the Promotion of Science, Grants-in-Aid for Scientific Research, Grant-in-Aid for Scientific Research (B), Hiroshima University, 01 Apr. 2012 - 31 Mar. 2015
    In this research, we have implemented knowledge construction support system with kit-build concept map. Firstly, we gathered data of learner maps from practical uses in science learning in an elementary school, social study in an junior high school and social science in an collage. Based on analysis of the errors in kit-build concept maps and categorization of them, we have implemented support function for the errors in concept map building as support of knowledge construction. Through experimental evaluation, we have confirmed that support for mis-connected links is positive effect to the size and completeness of map. As or the support for un-connected links, it is effective to promote learner deeper comprehension of a learning material.

  • Concept Change with Counterexamples of Thought Experiment
    HIRASHIMA Tsukasa, HORIGUCHI Tomoya, TOMOTO Takahito
    Japan Society for the Promotion of Science, Grants-in-Aid for Scientific Research, Grant-in-Aid for Challenging Exploratory Research, Hiroshima University, 2010 - 2011
    In this research, we have proposed a framework of promotion of concept change with counterexamples generated by thought experiment. We have designed and implemented two concrete systems for normal reaction in mechanics and for classification tree of animals and plants. Through experimental uses of the systems, we have confirmed the counterexamples generated by the systems were useful to promote subjects concept changes.

  • Interactive Concept Map with Kit-Build Method
    HIRASHIMA Tsukasa, FUNAOI Hideo, HORIGUCHI Tomoya, FUKUNAGA Yoshihiro
    Japan Society for the Promotion of Science, Grants-in-Aid for Scientific Research, Grant-in-Aid for Scientific Research (B), Hiroshima University, 2009 - 2011
    In this research, we have proposed kit-build method to realize diagnosable concept maps. In the kit-build method, a goal map is prepared beforehand and parts of concept map are generated by decomposing the goal map. Learners build their concept map by using the parts. The concept maps composed by the parts are easily diagnosed by comparing the original goal map. We have implemented a system based on the framework and use the system practically in an elementary school. Through the experiment, we have confirmed that the framework and the system is promising.

  • 堀口 知也
    学術研究助成基金助成金／基盤研究(C), 2011, Principal investigator
    Competitive research funding

  • 堀口 知也
    科学研究費補助金／基盤研究(C), 2008, Principal investigator
    Competitive research funding

  • 堀口 知也
    科学研究費補助金／基盤研究(C), 2005, Principal investigator
    Competitive research funding

  • 田中 直樹
    科学研究費補助金／基盤研究(C), 2005
    Competitive research funding

  • 仮想実験環境における仮説・検証を補助する思考実験シミュレータ
    平嶋 宗, 堀口 知也
    日本学術振興会, 科学研究費助成事業, 特定領域研究, 2003 - 2004
    本研究では,仮想実験環境における仮説・検証を補助する思考実験シミュレータの設計・開発を試みた.このシミュレータを構成する三つのモジュール,(1)仮説解釈器,(2)ロバストシミュレータ,(3)教育的評価器,のうち,学習者の誤った仮説を真とした上でのシミュレーションを実行するロバストシミュレータについては,前年度までに実現していたので,本年度においては,残りの(1)仮説解釈器,と(3)教育的評価器,を高校程度の力学を具体的な対象領域として実現を目指して,その基本設計とプロトタイプの作成を行った.仮説解釈においては,まず学習者に力学系を与え,グラフィカルツールを用いてその力学系についての定性モデルを作成させ,それを仮説として定性方程式化する機能が実現されている.入力された方程式に基づいてロバストシミュレータがシミュレーションを行うが,方程式が誤っていた場合には,方程式の表す制約集合(全体系)から,互いに矛盾しない全ての部分集合(部分系)を取り出し,その部分系の範囲でシミュレーションを行う.このため,複数のシミュレーション結果が出力されることになる.出力された複数の結果を教育的観点から評価し,学習者に仮説の誤りに気づかせ,その誤りの修正へと導くために有用な情報を含んでいると判断できるものだけを学習者に提示する機能が,教育的評価器として設計された.

  • 発見的な知識の構成を支援する仮想実験環境の構築
    堀口 知也
    日本学術振興会, 科学研究費助成事業, 若手研究(B), 神戸大学(海事科学部), 2002 - 2003
    研究計画に基づき,仮想実験環境を構成する主要モジュールである,1a)仮説生成器,2a)実験計画器,1b)仮説入力インターフェース,2b)実験計画インターフェニスの設計と実装を行った.仮説生成器は,対象系において成立する定性的・定量的制約の集合(あらかじめ与えておくから,観測(既知)事実を説明できる部分集合を求める能力を持つ.実験計画器は,仮説を説明するために必要な事実を推論する能力を持つ.また,対象系においてしばしば現れる定性的・定量的制約の組み合わせを抽出し,「モデルグラフ」(各ノードがモデル(制約の1つの組み合わせ)に,その間のエッジが仮説(モデル)の切り替えに対応する)として記述しておくことにより,推論の効率化を実現した.インターフェースとしては,初等力学を例として,概念マップ.(意味ネットワーク)の形で仮説・実験計画を入力できるものを実装した. これらのモジュールを,平成14年度に作成した仮想実験シミュレータおよび可視化モジュールと統合し,発見学習を支援する仮想実験環境のプロトタイプを作成した.現在は,初等力学のいくつかの例題を対象として動作しているが,汎用的な設計のため,他の領域(電気回路,熱力学等を検討中)に対しても使用可能である.学習効果の検証は今後の課題であるが,予備実験の結果では,システムの助言は被験者によって有効であると評価され,システムの生成したシミュレーションを観察した被験者の多くが適切に誤りを認識するという,良好な結果が得られている.

  • Categorization of Parts of Intelligent Virtual Experiment Development of Parts Database
    HIRASHIMA Tsukasa, HORIGUCHI Tomoya, KUNITIKA Hidenobu, TAKEUCHI Akira, YAMAMOTO Hideki, INADA Akiko
    Japan Society for the Promotion of Science, Grants-in-Aid for Scientific Research, Grant-in-Aid for Scientific Research (B), Kyushu Institute Of Technology, 2001 - 2003
    In this research, we have developed ontology for components of virtual experiment environment, database of the components and an authoring tool to design virtual experiment environment. In the developing the ontology, we examine several virtual experiments that are already developed, and analyze functions and components of that the virtual experiment environments are composed. In the database of the components, a user can retrieve components by using function the user needs to develop a virtual experiment environment. The authoring tool helps the user to find and combine the components. We have also developed a concrete virtual experiment environment as an example to the effectiveness of the ontology and the analysis. Thought experiment environment is a framework to simulate, thought experiment on computer, and provides useful information with learners for reflecting their errors, that is designed based on the analysis. We also have also proposed a method to realize robust simulation "PAC : Partial Constraint Analysis", and implemented. This method is indispensable to generate behavior simulation based on the learner's errors. By calculating the numerical behavior based on learner's error, with PAC, Error-Based Simulation is generated to visualize the error. The difference between normal simulation and the EBS makes obvious the error. Through these researches, we categorize and lines up components of virtual experiment environment. Currently, this research only deals with mechanical problems. To expand the domain in the whole physics and the other scientific domain is our future work.

  • 仮想実験環境の高度化を指向した思考実験シミュレータ
    平嶋 宗, 堀口 知也
    日本学術振興会, 科学研究費助成事業, 特定領域研究, 九州工業大学, 2002 - 2002
    自然への知的好奇心や探究心を高め,論理的思考能力や創造性を伸ばす上で,「実験を通した学習」の有効性が広く認められている.仮想実験環境とは,計算機上に仮想的な実験環境を構築し,より安全かつ手軽に,またより多くの学習者が主体的に実験に参加できるようにすることを目指して研究されているものである.平成14年度においては,仮想実験環境を構成するモジュールの一つである「思考実験シミュレータ」のプロトタイプを実現した.この「思考実験シミュレータ」では,学習者の仮説を入力として,生起する現象をその仮説に基づいて予測し,その推論過程と生起する現象を学習者に可視化する機能を実現している.この際,学習者の立てた誤った仮説に基づいて,ありえない現象を予測し,またその現象を可視化することによって学習者に仮説の誤りに気づかせることを狙っている点が特色となる. 本思考実験シミュレータは,実験の対象を力学系とした上で,(1)仮説入力インタフェイス,(2)定性的因果推論モジュール,(3)可視化モジュール,により構成されている.仮説入力インタフェイスにおいては,学習者が入力できる仮説を,対象となる力学系において観測可能なパラメータの定性的振る舞い間の因果関係のみに制限している.定性的因果推論モジュールでは,予め力学系についての因果関係モデルを用意しておき,そのモデルに対して学習者の仮説を追加することにより,学習者の仮説を反映した現象の予測を行う.可視化モジュールは,さらに,(a)推論過程可視化機能,と(b)現象可視化機能,により構成している.

  • 仮想実験環境における定性推論の技法を用いた誤りの可視化とその制御
    堀口 知也
    日本学術振興会, 科学研究費助成事業, 奨励研究(A), 神戸商船大学, 1998 - 1999
    知的教育支援システム研究分野では,計算機上に構築された仮想実験環境内での挙動シミュレーションを用いて,様々な物理概念を説明する機能の実現が,近年の重要な課題となっている.本研究の目的は,学習者が誤った物理概念を有する場合に,その発見・修正を支援するシミュレーションの生成・提示の枠組みの提案である. 第1年度は,学習者の誤りを反映した挙動シミュレーションの生成法を提案・実装し,シミユレ一ション上のおかしな動きが予想と異なるとき,誤りへの気づきが生起することを確認した.シミュレータの設計においては提示された現象が予想される現象と「速度」において定性差を持つ場合に差異を認識できるという条件を仮定しこれに基づいて可視化効果を診断する機能を実現した.定性推論機構(QSlM)による自動化が実現されている. 第2年度は,シミュレータの扱える誤りの範囲を拡大するため,提示された現象と予想される現象との定性差が「速度」のみならず「速度の変化率」の場合にも効果的であると仮定し,可視化効果の診断機能を拡張した.定生推論機構(DQ解析)による自動化が実現されている.また,可視化効果の診断条件を検証するための認知実験を,専用に設計されたシミユレータを用いて行い,仮説を裏付ける結果を得た. 設計・構築されたシミュレーション制御システムは,人間の観察者による検証実験により,その効果が確認された.本研究により,シミュレーションを用いた仮想実験環境の,教育効果を考慮した運用法に関する指針が得られたと考える.また,人間の運動視に関する,有益な認知的知見も得られた.研究成果は,別掲の雑誌掲載論文,国際会議発表論文などにより公表されている.

  • Management of Cognitive Conflict with Qualitative Reasoning Techniques in Virtual Experimental Environment
    TOYODA Junichi, INABA Akiko, MATSUDA Noriyuki, KASHIHARA Akihiro, HORIGUCHI Tomoya, HIRASHIMA Tsukasa
    Japan Society for the Promotion of Science, Grants-in-Aid for Scientific Research, Grant-in-Aid for Scientific Research (B), Osaka University, 1997 - 1999
    In the field of intelligent tutoring systems, how to motivate learners has been one of central issues recently. Many researchers insist that creation of cognitive conflict is an effective way. It occurs when a phenomenon in real world is different from a learner's prediction. Behavior simulation is a promising method to do this. A simulation which reflects a learner's error can be different from the simulation of correct behavior which he/she predicted. The purpose of our research is to establish the method how to create conflict effectively by using behavior simulation. The followings are necessary : (1) to generate unreal simulation based on a learner's erroneous formula, (2) to identify the mechanism by which human differentiate two phenomena and to automatize it, (3) to evaluate whether the "different" phenomena really cause cognitive conflict and to implement this mechanism. In the first year, task (1) has been performed. The difficulty is that the violation of constraint in learners' formulae is too various to generate simulation by the unified method. We solved this problem by limiting the variation of errors to deal with. The simulator which generate unreal simulation has been implemented and evaluated. In the second year, we worked at task (2). The criteria which human is supposed to use to differentiate two phenomena is assumed and verified by cognitive experiments. The mechanism which diagnoses the difference with this criteria is proposed (by using qualitative reasoning). It has been implemented and evaluated. In the last year, we accomplished task (3). Various factors which affect the total performance of simulation (i. e. whether it cause cognitive conflict) are structurized by introducing two viewpoints. One of them concerns the visual effect of simulation and the other its method of expression. Each factor's way of influence has been verified by cognitive experiments. Based on these analyses, we have constructed the mechanism which controls behavior simulations considering their educational effectiveness. The implemented system has been evaluated, and the result was mostly supportable. Through this research project, the method how to create cognitive conflict effectively by using behavior simulation has been established, and it gives a guideline to utilize virtual experimental environments of great potential, we believe.

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