警告メッセージの内容と提示場所における多義性に着目した化学実験の安全作業支援  [in Japanese] Effects of Presentation with Semantic and Spatial Ambiguity in a Chemistry Experiment Support System  [in Japanese]

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Author(s)

    • 宗官 祥史
    • 東京農工大学大学院工学府情報科学専攻|現在,大日本印刷株式会社
    • 藤波 香織
    • 東京農工大学大学院工学研究院先端情報科学部門

Abstract

教育現場におけるICTの活用は進んでいるが,依然として大学初年次における化学実験中の事故は後を絶たない.その原因の1つに,安全学習の場と実践の場の時間的・空間的な分離があると考えられる.実験の最中に安全作業を支援するシステムが有効であると考えられるが,実験教育という背景を考えると作業者を重大な危険から回避させるだけでなく,将来の独立作業のためにシステムへの依存を避ける必要がある.我々は,危険の内容や発生源,対処方法などを学習者が能動的に思考することが必要であると考え,提示された情報の解釈における多義性の活用を提案する.本論文では,警告情報の内容と提示場所に関する多義性が学習者に対して与える効果を,危険回避と技能獲得(学習)の観点から明らかにすることを目的として,ユーザ調査を通じて多義的な情報提示の効果を明らかにした.その結果,危険回避と学習の2つの目的に応じて意味的な多義性と空間的な多義性の組合せを使い分ける必要があることを明らかにした.A chemistry experiment in a school should be conducted safely, yet provide an effective education. In this paper, we explore the impacts of nondirective presentation on on-site safety training for avoiding prospective danger and learning safe experimental operations in chemistry experiment. The nondirective presentation is intended for a student's future independent operation by facilitating active-thinking, which is realized by two aspects of presentation ambiguity: multiple interpretations in the content of a message (semantic ambiguity) and its positioning on a table (spatial ambiguity). Based on a preliminary experiment to define the two types of ambiguous presentations, we conduct comparative experiments with high and low level of ambiguity to see their impact on safe and learning aspects. As a result, we show design suggestions to determine an appropriate level ambiguity for avoiding danger or learning safe way of experiment.

A chemistry experiment in a school should be conducted safely, yet provide an effective education. In this paper, we explore the impacts of nondirective presentation on on-site safety training for avoiding prospective danger and learning safe experimental operations in chemistry experiment. The nondirective presentation is intended for a student's future independent operation by facilitating active-thinking, which is realized by two aspects of presentation ambiguity: multiple interpretations in the content of a message (semantic ambiguity) and its positioning on a table (spatial ambiguity). Based on a preliminary experiment to define the two types of ambiguous presentations, we conduct comparative experiments with high and low level of ambiguity to see their impact on safe and learning aspects. As a result, we show design suggestions to determine an appropriate level ambiguity for avoiding danger or learning safe way of experiment.

Journal

  • IPSJ Journal

    IPSJ Journal 56(4), 1269-1277, 2015-04-15

    Information Processing Society of Japan (IPSJ)

Codes

  • NII Article ID (NAID)
    110009890366
  • NII NACSIS-CAT ID (NCID)
    AN00116647
  • Text Lang
    JPN
  • Article Type
    Journal Article
  • ISSN
    1882-7764
  • Data Source
    NII-ELS  IPSJ 
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