The LV Approach, a Revolutionary Approach to the Study of Kanji : First use of the Learner's Visual Cognition in a Kanji-Learning Support System The LV Approach, a Revolutionary Approach to the Study of Kanji : First use of the Learner's Visual Cognition in a Kanji-Learning Support System

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著者

    • INOSTROZA CUEVA Luis
    • Dept. of Human System Science, Graduate School of Decision Science and Technology, Tokyo Institute of Technology
    • MUROTA Masao
    • Dept. of Human System Science, Graduate School of Decision Science and Technology, Tokyo Institute of Technology
    • MITSUHARA Hiroyuki
    • Dept. of Information Science and Intelligent Systems, The University of Tokushima
    • GOTODA Naka
    • Dept. of Information Science and Intelligent Systems, The University of Tokushima
    • YANO Yoneo
    • Dept. of Information Science and Intelligent Systems, The University of Tokushima

抄録

Although there are plenty of studies about learning kanji, there are few if any that elucidate the key role and effect of the learners' personal visual cognitive processing in the learning process, specifically in the cognitive process that learners experience when guided to mentally divide the shapes of individual kanji into distinct parts as they view them. (We refer to these parts as the "visuospatial-temporal blocks", individually updatable visuospatial cognitive non-overlapping units). This study focuses on the question of whether or not guiding learners with a kanji-learning system that makes use of their personal visual cognition based on a suitably preestablished set of possible deconstructions (ways to divide a kanji into blocks) produces a significant effect on learner's recall of kanji's shapes and meanings. First, a novel approach to kanji-learning called "Learner's Visualization (LV) Approach" was conceived and formally proposed; the LV Approach includes a learner-guided technique that presents the user with a set of layouts representing how an individual kanji could be logically divided into blocks, allows the user to choose which layout he or she prefers (which layout currently appears the most logical or understandable to that user), and then guides the user in further exploration and learning about blocks within his or her chosen layout. This paper evaluates the merit of this novel approach for learners who are not accustomed to using a writing system similar to kanji, focusing specifically on the implications of taking into account learners' personal visual cognitive processing. The implementation of a learning support system based on the LV Approach and the positive experimental results of the proposed approach are discussed.

収録刊行物

  • Educational technology research

    Educational technology research 33(1-2), 1-10, 2010

    日本教育工学会

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各種コード

  • NII論文ID(NAID)
    110007880113
  • NII書誌ID(NCID)
    AA00174437
  • 本文言語コード
    ENG
  • 資料種別
    ART
  • ISSN
    0387-7434
  • データ提供元
    CJP書誌  CJP引用  NII-ELS  J-STAGE 
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