Tokyo Gakugei University, Natural Sciences DivisionFundamental Natural Sciences 理科教育学分野, Professor

Tokyo Gakugei University, Science, Professor

Tokyo Gakugei University, Mathematics and Natural Science Education (Doctoral Course), Professor

Doctor of Science

Science education
Science education

AR, VR, AI, TopicMaps ontology

Education of Human-Machine Symbiosis in Elementary Schools
01 Apr. 2019 - 31 Mar. 2022

Education Support and Team Approach
Sep. 2016, 松田恵示，大澤克美，加瀬進，木原俊行，松浦執，杉森進吉，鈴木聡，松尾直博，朝倉隆司，新崎国広，君塚仁彦，倉持伸江，中西史，他９名, 教育支援と教育課題ー社会に開かれた学びと学校ー, 書肆クラルテ（京都市）, 次期学習指導要領では，教育課程を介して学ぶ者が社会や世界と接点を持つことの意義を「社会に開かれた教育課程」として議論している．これを更に進めて，学校が地域コミュニティの一つの中心として再生される将来を考え，創造性の源泉，社会科された子育て，子どもが大人にインスピレーションを与える，という観点から，コミュニティの創造エンジンとしての学校の新たな可能性を考える．一方で実感的世界とのつながりの欠落としての悪の心の問題への配慮に触れる．

Novel Photonics and Media Technologies
Mar. 2005, Support of Introductory Education of Physics by E-learning, PWC Publishing, 光工学とメディア技術に関する国際会議後に編纂された多様な分野の多数の研究者による共著。松浦は”Support of Introductory Education of Physics by E-learning (pp.97-102)”の記事で次の内容を執筆した：日本の大学物理教育でのe-Learningの活用状況に関して、メールによるヒアリング調査の結果をまとめた。

形の科学百科事典
Sep. 2004, 小川泰，木村淳，清水英男，高木隆司，種村正美，徳永英二，細矢治夫，宮崎興二，柳井浩，渡辺泰成，松浦執他執筆者多数, カビは美しい, 朝倉書店（東京）, 「その現象はどのように生じるのか。その形はどのようにして生まれたのか」を念頭に置き、自然の法則と形の関係、形態形成の仕組み、新しい造形物等について、多分野の研究成果を一般向けに解説した百科事典である。形の科学会編集。そのうち、「カビは美しい」を担当。糸状菌は培養条件によって多様な菌糸体コロニーパターンを示すことを紹介。これを物理的なモデルにより再現する試みを解説した。

かたちの事典
Mar. 2003, 高木隆司，松浦執　他執筆者97名, 空間曲線，合同，自己相似性，結び，立体らせん，類似，連結, 丸善株式会社（東京）, 「かたち」を、理系・文系の多数の学者の協力を得て、統一的に捉え直した総合事典。「かたち」のあらゆる疑問を解くカギを網羅している。空間曲線 pp.177〜180，合同 pp.258〜259，自己相似性 pp.319〜321，結び pp.769〜771，

立体らせん pp.810〜812，類似 pp.821〜826，連結 pp.831〜834の各項目について記述した。

Fractals in Biology and Medicine
Feb. 1994, T. F. Nonnenmacher, G. A. Losa, E. R. Weibel, S. Miyazima, S. Matsuura, et al., Colony Morphology of the Fungus Aspergillus Oryzae, Birkhauser Verlag, In his seminal book The Fractal Geometry of Nature Benoit Mandelbrot made the point that the mathematical construct of a geometry which allows for fractional dimensions will prove most useful in the characterization of natural phenomena, structures and processes alike.

Formation, Dynamics and Statistics of Patterns Vol.2
Sep. 1993, Kyozi Kawasaki, Masuo Suzuki, Sasuke Miyazima, Shu Matsuura, et al., Fractal Analysis of Front Pattern of Fungus Aspergillus Oryzae Colony, World Scientific (Tokyo)

Interaction between generative AI and critical thinking
-Research on the application and impact of ChatGPT in educational settings-
Jun. 2024, Katsuhiro Goto, Shu Matsuura, joint, Computer & Education, Community for Innovation of Education and learning through Computers and communication networks, 56, Research paper (scientific journal), 10.14949/konpyutariyoukyouiku, 2188-6962, Recent advances in AI have enabled generative AI such as ChatGPT to interact in natural language, and its use in education is increasing. However, with this advancement, there is concern about the decline of critical thinking. In this study, in order to demonstrate critical thinking ability while using AI, we devised a method to utilize AI as a partner for mutual evaluation of GCT models that foster critical thinking ability. Then, we conducted a class in which students compared their own and AI's ideas when designing a science experiment, and verified the effectiveness of this method. The results showed that the children regarded the AI not only as a source of information but also as a partner for mutual evaluation, and deepened their own ideas through active questioning and discussion. This suggests that when utilizing AI, students can demonstrate critical thinking by clearly holding their own ideas.

ハマりグセと知の設置面積
Mar. 2022, Shu Matsuura, only, 東京学芸大学附属世田谷小学校研究紀要, 東京学芸大学附属世田谷小学校, 52-53, Research paper (bulletin of university, research institution), 0912-8832

HMD Eye-Tracking Measurement of Miniature Eye Movement toward VR Image Navigation
16 Jun. 2022, Seita Fujimoto, Masayuki Iwase, Shu Matsuura, joint, Universal Access in Human-Computer Interaction. User and Context Diversity. HCII 2022. Lecture Notes in Computer Science, Eds: Margherita Antona, Constantine Stephanidis, Springer, Cham., 13309, Research paper (international conference proceedings), 10.1007/978-3-031-05039-8_14, We conducted preliminary eye and head mount display (HMD) movement measurements to collect primary data to create a spatio-temporal virtual reality (VR) navigation system. Furthermore, we used the eye-tracking function of the Vive Pro Eye HMD to perform eye and rotational movement measurements of the HMD when gazing at a VR marker. We compared gazing at a fixed point with randomly bouncing linear motion along with horizontal and vertical motion by determining the Hurst exponent and the anisotropy of the gaze trajectories.
Trajectories of the fixed vision and the slow marker chasing showed the Hurst exponent less than 1/2, indicating anti-persistency. In contrast, as the marker velocity increased, the displacements of gaze trajectories were stretched and showed persistency to the marker motion direction. As the marker speed decreased, the gaze trajectory expanded perpendicular to the marker motion, suggesting that the antipersistent miniature motion enhanced the collection of visual information. Users were found unconsciously superimposed a persistent motion of HMD on the gaze motion in the horizontal direction. We inferred this tendency to help to generate miniature gaze motion to collect visual information.

Development and Practice of Science Education to Cultivate Innovative Mindset Through the Design Thinking Process
16 May 2022, Shuntaro Goseki, Katsuhiro Goto, Shu Matsuura, joint, STEM教育研究, Japan Society for STEM Education, 4, Research paper (scientific journal), 10.57333/jjstem.4.0_21

Learning Visual Illusions as an Approach to Overcoming Child's Misconception about Mass and Shape
Oct. 2021, Katsuhiro Goto and Shu Matsuura, joint, Forma, SCIPRESS, 36, 1, Research paper (scientific journal), 10.5047/forma.2021.003, 2189-1311, Many elementary students have a well-known misconception that when the shape of an object changes, its weight also changes. To overcome this misconception, students need to rethink critically on their sensory judgments about shape and weight. In this viewpoint, examples of the visual illusions were introduced to let students be interested in their restriction of visual recognition. In this study, we hypothesized that discussions on the visual illusion are effective for elementary students to understand the volume and weight of objects correctly. Pre- and post-class tests showed that the students in the class who experienced the visual illusions and discussed them made significant improvements in overcoming misconception about the weight of the object.

Communication Robot as a Weekly Online Quiz Presenter
Jul. 2021, Shu Matsuura, Satoe Kon, and Sakura Kuwano, joint, LNCS 12769, Universal Access in Human-Computer Interaction, Access to Media, Learning and Assistive Environments., Springer Nature Switzerland AG, 12769, Research paper (international conference proceedings), 10.1007/978-3-030-78095-1_12, To add a humorous interface to online quizzes for elementary school students, we demonstrate a video of a humanoid robot as a quiz presenter. The quiz was a fun way to learn various related knowledge starting with eating habits. The purpose of using a robot was to make the quiz interesting for students of all grades in elementary school and for them to enjoy the quiz with their parents. The video was a short quiz that lasted a few minutes wherein the robot interacts with a human voice, presenting the viewer with a multiple-choice quiz.
We distributed one robot-video quiz every week for six months, obtaining the following results. The number of students who responded to the quiz decreased sharply in the first month and stabilized at ~10% of the total number of students in the school. At first, most of the comments were about the quiz’s difficulty, but gradually, most of the comments became about quiz’s contents, suggesting the viewers established interest in the quiz topic. Many comments about the robot as a unique entity with its personality suggest that the viewers empathetically accepted the robot’s existence.

Development of Thought Using a Humanoid Robot in an Elementary School Classroom
06 Jun. 2018, Reika Omokawa, Shu Matsuura, joint, Universal Access in Human-Computer Interaction. Virtual, Augmented, and Intelligent Environments, Lecture Notes in Computer Science, Springer, 10908, Research paper (international conference proceedings), 10.1007/978-3-319-92052-8_43, Sociable robots are being used increasingly as interfaces for various services. In this case study, the NAO humanoid robot was introduced to elementary school students, where the topic focused on the question “What is life for me?” Learning activities involved collaborative discussions with NAO, questioning a NAO programmer, watching a movie about a care robot, group discussions, activities in which the students pretended to be NAO while speaking to a human, and individual reflective writing. The learning activities did not involve lectures. Changes in student awareness were tracked based on their writings and recorded discussions.
Initially, the students were interested in the robot’s mechanical functions. However, over time, following programming activities, consideration of NAO’s commonalities with humans, and discussions about the life of NAO, the students became aware that it was natural to feel that NAO possessed life while simultaneously understanding its mechanical nature. It is considered that the students projected their own consciousness onto NAO and expected NAO and expected it to feel happiness when working together.

Being Aware of One’s Self in the Auto-generated Chat with a Communication Robot
Jul. 2020, Shu Matsuura, Reika Omokawa, joint, Universal Access in Human-Computer Interaction. Design Approaches and Supporting Technologies, Lecture Notes in Computer Science, Springer Nature Switzerland AG, 12188, Research paper (international conference proceedings), 10.1007/978-3-030-49282-3, 0302-9743, We consider a friendly robot set in the elementary school classroom. The robot should work as an extra existence in the classroom. The robot chat was generated by a recurrent neural network that learned a resource of the students’ written sentences. Since the learned data were small, response speeches were imperfect, but some of the students noticed that the robot’s words were about the students’ activities. Many of the students remarked that they want to have a friendship with the robot, feeling the robot’s self through its attitudes of talk and the word resources of students’ activities. Chatting with the classroom robot and grow it might be a new way to reflect on students’ activities.

Expressing the Personality of a Humanoid Robot as a Talking Partner in an Elementary School Classroom
Jul. 2019, Reika Omokawa, Makoto Kobayashi, and Shu Matsuura, joint, Lecture Notes in Computer Science (LNCS) , Universal Access in Human-Computer Interaction, Theory, Method and Tools, LNCS 11572, Springer, 11572, Research paper (international conference proceedings), 10.1007/978-3-030-23560-4_36, A humanoid robot NAO was introduced as a talking partner of teaching AI and robot to the elementary school students to stimulate empathy for the intelligent machines. Two dialog types were defined: the query type and the phatic type dialogs. While the former type dialog is initiated by formulated questioning, the latter type response can even be induced by misrecognition of human speech.
Applying this simple method, the same unit sessions for each of the three classrooms on AI and robot were conducted. During the sessions, students’ burst of laughter was induced at 83% of the phatic type dialog, and the laughing response was found at 44% of the query type dialogs. By this representation, it became easier for the students to empathize with the robot.
After this session, a questionnaire survey on the preference of robot pet, on what the students wanted to talk with the robot that dreams at night, and on their view of life if AI robots replaced human workers was conducted. The results suggested that the students got to imagine a virtual subjectivity of the intelligent machines and considered a better life for the human with them.

"Does a robot have life?" - a series of classroom discussions on the heart of the human and the robot in a second-grade elementary school class of morality.
Dec. 2018, 面川怜花、松浦執, joint, Computer & education, コンピュータ利用教育学会CIEC, 45, 小学校 2 年生の 4 ヶ月に渡る道徳の授業で、教室にコミュニケーション・ロボットを交え、命とは何か、ロボットに命はあるのかについて児童が話し合い学習を重ねた。本研究の第1の目的は，本研究の道徳教育として、自他の命を認識し命のかけがえなさを理解す ることである。第2の目的は、知能機械との共生の観点で、自らの命のかけがえなさに立脚してロボットに生命性を見出し共感できる かを明らかにすることである。授業実践では次のような児童の変容が見られた。児童はロボットのコミュニケーション機能に着目する ようになり、会話プログラミングの体験などを通じ、人の自律的な意識に着目できた。ロボットに命はあるのかという討論を通じて， 生命の自己認知性と自己決定性への気づきが生まれた。さらに本実践を通じて，児童は，自らの生活感情に共感するロボットのあり方 を描き出した。

Using Dialogues with Humanoid Robots for Information Retrieval in an Online Learning System
Dec. 2017, Shu Matsuura, only, Chen, W. et al. (Eds.) (2017). Proceedings of the 25th International Conference on Computers in Education. New Zealand, Asia-Pacific Society for Computers in Education, A humanoid robot can be used as a partner in classroom learning. This study attempts to use an online learning system as an information source in a classroom with a humanoid robot, NAO, providing the verbal interface of the system. The dialogue between a human user and the robot plays a role of presenting knowledge along the lecture context.
To enable the learning system to “talk”, we built a Topic Maps (ISO/IEC 13250:2002) ontology of the knowledge provided by the system. In the Topic Maps ontology, subject topics are interconnected with specific associations. NAO connects to the online system through a topic map remote access protocol. Various types of associations among the topics are defined. These associations shape the dialogues linking the specific topics and data provided by the system.

Collaborative Inductive Problem Solving Using an ICT Tool in an Elementary Science Classroom
Dec. 2017, Hirokazu KAWANO, Shu MATSUURA, joint, Proceedings of the 25th International Conference on Computers in Education. New Zealand, Asia-Pacific Society for Computers in Education, This paper describes the effect of a real-time tool, MetaMoji ClassRoom, on collaborative discussions around the varied results of science experiments in an elementary school. The principle of our science education is to find materials and scientific questions from everyday experiences and investigate these questions with experiments and observations. Sharing the results of varied group experiments, the class attempts inductive inference to arrive at a generalized conclusion. The effects of the collaboration tool on students’ awareness of other groups’ results were suggested from their notes. Significantly, more texts referring to others’ results were found in the students’ notes when the experimental results were shared using the tool. We then measured the time process of commenting on the results of the group experiments, visualized by the collaboration tool. Comments fulfilling students’ discussions were indicated within 20 min. This efficiency of collaboration enables the classroom to take enough time to carry out inductive inference to arrive at a generalized conclusion based on the variety of experimental observations.

Shaping Dialogues with a Humanoid Robot Based on an E-Learning System
Aug. 2016, Shu Matsuura, Motomu Naito, joint, 2016 11th International Conference on Computer Science & Education (ICCSE), IEEE Conference Publication, IEEE, 10.1109/ICCSE.2016.7581546, This paper examines an optimum type of dialogue between teacher and a humanoid robot, particularly appropriate for the situation where the students listen to the teacher-robot dialogue in a classroom. We extracted the types of dialogues from the comedy talks, the plot of movies, and the science shows. The generalized structure of the dialogue is a series of activation, main idea, and feedback. To interact with students and to retrieve information from a web learning system, the activation and feedback are assigned to the teacher, while the robot took part in the main idea. In the activation phase, the teacher provides a topic keyword to trigger the robot to make a URL query request on the topic. Topic Maps ontology of the web learning system enables the robot to talk on the topic in the main idea phase. Finally, the teacher makes the point clear in the feedback phase to set up interest and fun of the topic. The teacher interacts with the students in the activation or feedback phase.

Use of See-Through Wearable Display as an Interface for a Humanoid Robot
Jun. 2016, Shu Matsuura, only, In: Antona M., Stephanidis C. (eds) Universal Access in Human-Computer Interaction. Interaction Techniques and Environments. UAHCI 2016. Lecture Notes in Computer Science, vol 9738. Springer, Cham, Springer, 9738, 10.1007/978-3-319-40244-4_41, This paper describes the development of a monitoring system for the NAO humanoid robot for speaking presentations. The dialog between the human and the robot is based on both a dialog list stored by the robot and its dynamic retrieval of information from an external topic map server. The stereoscopic 3D capability of a see-through wearable binocular-type display, i.e., the EPSON MOVERIO BT-200, is used to allow simultaneous observation of the robot and the retrieved information, and the distance between the side-by-side images is controlled to create a converged image overlaid on the robot’s body. This image shift method is examined using simple line images with the see-through display, and the effect of pictorial cues of a real object on the generated images is discussed.

Effects of Superimposing Salient Graphics on Learning Material
Jul. 2015, Shu Matsuura, Takumi Shigihara, joint, Universal Access in Human-Computer Interaction. Access to Learning, Health and Well-Being, Lecture Notes in Computer Science, Springer International Publishing, 9177, 10.1007/978-3-319-20684-4_17, We investigate the effects of superimposing animated graphics of a virtual character (VC) on physics simulation learning material. Eye-tracking experiments revealed that the VC drew attention to the animated simulation display in a tutorial mode in which the user remained passive to instruction. No similar effect of superimposing was found when the user was engaged in the interface of waiting for key-in mode. Visual incongruity together with contextual congruity is believed to work as a stimulus to raise interest in the intuitive elements of the material. As one application, we describe the development of a visual annotation system based on augmented reality technology. The annotations were visualized in stereoscopic three-dimensional graphics using a see-through wearable binocular-type display. This system is useful for users to obtain in-depth knowledge individually from a large projected image shared with an entire class. This is expected to enable learners to retrieve knowledge at their own paces, while raising interest in the entire view.

Reconstruction of a Link-List Type Learning System into an Explorative Virtual Learning Portal Based on an Avatar–Agent Model
Nov. 2014, Shu MATSUURA, Shoko FUJIMOTO, Motomu NAITO, joint, The 22nd International Conference on Computers in Education, Work-in-Progress Poster (WIPP) Proceedings, ICCE 2014 Organizing Committee, Japan, This study describes the reconstruction of our Topic Maps-based e-learning system into an explorative online learning portal. Topic map ontology provides a structured system of knowledge, learning resources, a webpage design, and methods of recommendation. The previous system’s webpages were essentially organized link lists annotated with learning records and evaluations. The purpose of this study was to transform the previous site into a virtual environment portal that facilitates explorative self-learning. For this purpose, an avatar–agent model was introduced, with the avatar representing the learner and the agent representing the system and instructor. This model implements the visualization of personal learning development and motivates exploration based on communication.

Development of Augmented Reality Teaching Materials with Projection Mapping on Real Experimental Settings
Jun. 2014, Shohei Tsuchida, Narumi Yumoto, Shu Matsuura, joint, Communications in Computer and Information Science, HCI International 2014 - Posters' Extended Abstracts, Springer, 435, 10.1007/978-3-319-07854-0_32, An augmented reality (AR) technology was applied in connection with a method of projection mapping to display physical quantities on real experimental settings. Physical quantities such as force and velocity were visualized by AR objects and projected onto real objects in an experiment. This image projection onto real objects was found to be effective in such a case where a user manipulates the real object resulting in changes of the magnitudes of physical quantities and the object position. The time delay between the motion of projected AR objects and the video images of real objects was measured on a simple rotating bar object. It was found that the phase delay between the AR objects and the projected image of the real object increased with the angular velocity of the object. The present method seems to be most relevant to static or quasi-static content in which user manipulation is included.

Effectiveness of Virtual Hands in 3D Learning Material
Jun. 2014, Tetsufumi Mikami, Shu Matsuura, joint, Human-Computer Interaction. Advanced Interaction Modalities and Techniques, Lecture Notes in Computer Science, Springer International Publishing, 8511, 978-3-319-07230-2_9, A virtual reality model for a motional electromotive force physics experiment, “Fleming’s rail,” was designed and developed. A hand gesture interface was constructed to control a virtual simulation using a Microsoft Kinect sensor and a finger-gesture interface SDK. A gesture-based object tracking test was performed to examine the effects of virtual hand visualization. In addition, motion trajectories of real hands with and without hand visualization were analyzed. Trajectories obtained with hand visualization exhibited higher Hurst exponent values compared with those obtained without virtual hand visualization. This suggests that the displacement change was more persistent with positive fluctuation feedback, indicating sensory feedback for real hand motions. For comparison, the effects of the model on learning Fleming’s left- and right-hand rules were experimentally tested. Results exhibited that knowledge acquisition from the model was almost equivalent to that from the real experiment.

Effective Usage of Stereoscopic Visualization for the Learning of a Motional Mechanism
Jul. 2013, Shu Matsuura, only, Lecture Notes in Computer Science, Springer Berlin Heidelberg, 8011, 978-3-642-39194-1_22, 3D stereoscopic display is expected to be an advantageous interface of the learning materials to facilitate viewer’s spatial recognition. To reduce the visual fatigue in viewing rotational motions, and to make use of the effect of stereoscopic display, an intermittent exposure method was considered and compared with continuous exposure method. Further, the effect of one-second exposure supplemented with the projected rotational motion was examined. It was suggested that even such a short-time exposure was effective for improving spatial recognition, reducing the visual fatigue remarkably.

Usage of stereoscopic visualization in the learning contents of rotational motion
Jul. 2013, Shu Matsuura, only, Engineering in Medicine and Biology Society (EMBC), 2013 35th Annual International Conference of the IEEE, IEEE, EMBC.2013.6611217, Rotational motion plays an essential role in physics even at an introductory level. In addition, the stereoscopic display of three-dimensional graphics includes is advantageous for the presentation of rotational motions, particularly for depth recognition. However, the immersive visualization of rotational motion has been known to lead to dizziness and even nausea for some viewers. Therefore, the purpose of this study is to examine the onset of nausea and visual fatigue when learning rotational motion through the use of a stereoscopic display. The findings show that an instruction method with intermittent exposure of the stereoscopic display and a simplification of its visual components reduced the onset of nausea and visual fatigue for the viewers, which maintained the overall effect of instantaneous spatial recognition.

Creation of a Topic Maps-Based Wiki with an Article Similarity Measurement
Nov. 2012, Shu Matsuura, Motomu Naito, Hiromi Toyota, joint, Proceedings of the 20th International Conference on Computers in Education ICCE 2012, Asia-Pacific Society for Computers in Education, We created a pilot case of a Topic Maps-based wiki site to exchange ideas about children’s behavior in elementary schools. The topic map of this site consisted of the article and subject topic types. The subject topic type consisted of topics classified into areas such as “behavior,” “competence,” “field,” and “school time.” Each article was registered as an instance of the article topic type and associated with relevant subject topics. To measure the similarity between two articles and to relate articles on the basis of the similarity, we used the Tanimoto Similarity. To improve similarity-based retrieval, it was suggested that more specific subject topics characterize the articles.

Educational Benefits of Stereoscopic Visualization from Multiple Viewpoints, Illustrated with an Electrical Motor Model
Dec. 2011, Takuya Yoshii, Shu Matsuura, joint, International Conference on 3D Imaging 2011 Proceedings, IEEE Signal Processing Society, インタラクティブな立体映像では、静止系および運動座標系のいずれからでも物体の立体的観察が可能である。この利点を生かして、やや構造が複雑な直流モーターのしくみを理解するための、多視点型立体映像教材を制作した。これを中学校の授業で実践活用し、次の結果を見いだした。立体映像は興味を惹くとともに、運動物体の理解を助ける効果を有する。しかし、２次元図での理解が確立していないと、立体映像だけで理解困難を克服する効果は十分とはいえない。

Use of camera drive in stereoscopic display of learning contents of introductory physics
Apr. 2011, Shu Matsuura, only, Proceedings of SPIE-IS&T Electronic Imaging, The society for Imaging Science and Technology, 7863, 分子間力や温度などを変えることのできる分子動力学シミュレーションの立体映像3DCG教材を作成した。Lennard-Jonesポテンシャル、静電相互作用の有無による運動の把握しやすさの違いを、立体映像表示と通常の3DCGとで教材効果を比較し、立体映像に有利性があることが示唆された。また仮想カメラをキーボードやwiiリモコンで視点移動しながら探索することで臨場感が高まることが示唆された。

Development of a Subject-centric Web Learning Portal Based on Topic Maps
Jul. 2010, 松浦執、内藤求, joint, Journal of the Visualization Society of Japan, 社団法人可視化情報学会, 30, Suppl. 1, インターネット上の優れた学習資源を、その内容で関連づけ、多分野を横断的に学習するための、web学習システムの設計および構築を行った。このためにISO標準技術であるトピックマップを利用し、トピックマップ駆動型学習ポータルwebサイトを構築、公開した。さらに、オントロジーを標準webナビゲーションデザインにマッピングする手法を考案した。

発達障害児への，視覚情報に注目した実験体験教室の試み
Jun. 2010, 松浦執, only, 形の科学会誌, 形の科学会, 25, 1, 発達障害児の学習をすすめるための視覚的な「構造化」の概念にもとづいて、認知のしやすさを高めた、発達障害児向けの理科実験体験教室の教材づくりを行った。そして、巨大風船などを用いた飛行安定性の実験、密度を色で可視化した密度勾配をもつ液体での浮力の実験について、朝霞手をつなぐ育成会と協力して発達障害児のための実験教室の実践を行った。

A Simple Mathematical Model for Chamber Arrangement of Planktic Foraminifera
Apr. 2010, Takashi Yoshino, Katsunori Kimoto, Naoko Kishimoto, Atsushi Matsuoka, Toshiyuki Kurihara, Naoto Ishida, Shu Matsuura, joint, Forma, SCIPRESS, 24, 種々の半径をもつ球殻を、様々な結合角度で結合させた一般的な形態モデルを考案し、これらのパラメータの組み合わせの中から、実際のplanktic foraminiferaの形態に合致するものを探索し、その性質を調べた。

Development of a Trans-Field Learning System Based on Multidimensional Topic Maps
Nov. 2009, Shu Matsuura, only, Leipziger Beiträge zur Informatik: BandXIX, Linked Topic Maps., University of Leipzig, 19, 自然科学分野から、日常生活、環境、持続性などの、分野を横断した学習を促進するため、情報整理技術、情報提示技術としてトピックマップを活用した学習システムを構築した。１つのトピックが複数分野のトピックとして位置づけられる場合、そのトピックは多次元的なオントロジーに位置づけられることになる。分野横断的トピックマップを多次元オントロジーにより表現することを提案した。

Evolution of Radiolarian Mirifusus (Marine Plankton) and Mechanical Optimization of Frame Structure -Structual Mechanical Verification of Succession of Its Skeleton Shape-
Aug. 2009, 吉野隆，石田直人，岸本直子，松岡篤，栗原敏之，木元克典，松浦執, joint, 応用力学論文集, 社団法人土木学会, 12, 海洋性プランクトンである放散虫Mirifusus属について、節を連結する骨組構造をを出現順に3つにモデル化し、網目構造に圧縮加重やせん断荷重をかけ、最上部構造の変位が最小となる構造を線形弾性解析により調べ、三角形のフレーム構造の力学的最適性を確認した。

Development of Contents and a System for Physics e-Learning
Jan. 2009, Shu Matsuura, only, Proceedings of the International Conference on Physics Education 2006, The Physics Education Society of Japan, 対面授業と相補的な学習環境として物理学のe-Learningを構築した。このシステムでは、初等物理学の5つの分野を「基礎—応用」の関連で意味的に結合したグラフ図をインタフェースとして持たせた。このシステムで学習した学生の学習履歴から、最初は受講している分野の学習から入るものの、多分野の関連事項にも学習を拡張していく挙動が見出された。

Product of DVD Tool of Remedial Physics for the College Students
Jan. 2009, Arisato Ejiri, Masatoshi Namiki, Akizo, Kobayashi, Tadayoshi Tanaka, Shu Matsuura, Yasuo Suzuki, Minoru Sato, Akira Akabane, joint, Proceedings of the International Conference on Physics Education 2006, The Physics Education Society of Japan, 物理学の基礎力が不足している理工系大学入学生を対象として、力学、電磁気学、波動、熱、原子についての基礎知識と科学史を学習するためのDVD教材を制作した。全般にわたり実際の実験を撮影し、物理現象を観察できるようにしたことなどを特徴とする。（このDVDの制作では松浦は「熱」の項目を担当した）

学習を広げるトピックマップ型e-Learningによる物理学入門
Nov. 2008, 松浦執, only, IT活用教育方法研究, 社団法人私立大学情報教育協会, 11, 1, トピックマップの概念を用い、初等物理学5分野のトピックとその関連のグラフ図をインタフェースとしたweb学習支援システムを構築した。このシステムで、学習者がどの程度広い範囲に興味を拡張していくかを、5つの分野の学習の偏りを測定することで調べた。その結果、講座型のe-Learningに比べて、広くまんべんなく学習するタイプや、特定の領域を徹底的に学習するタイプなど、学習傾向に多様性の出現が見出された。

Creating a Topic Maps Based e-Learning System on Introductory Physics
Oct. 2008, Shu Matsuura, Motomu Naito, joint, Subject-centric computing. Fourth International Conference on Topic Maps Research and Application. Leipziger Beitrage zur Informatik, Universitat Leipzig, 12, 初等物理学の5分野内の種々の主題について基礎—応用関連を中心としたトピックマップを作成し、これで駆動するe-Learningシステムを構築した。利用学生にアンケートを行い、内容のつながりを中心とした学習システムの可能性を検証した。そこでさらに、知識主題の関連のネットワークを主題層とし、これに学習資源層と学習記録層を伴わせる拡張性の高い多層トピックマップを考案した。

Learning Trajectory on a Topic Map of Introductory Physics e-Learning
Dec. 2007, Shu Matsuura, only, Asian Topic Maps Summit 2007 Proceedings, AToMS/Japan, 株式会社ナレッジシナジー, 初等物理学の諸分野の主題に関して、主題間の基礎−応用関連を中心としたトピックマップを作成し、そのグラフ図をインタフェースとしたe-Learningシステムを構築した。これを対面授業と相補的に学生の自主学習に用いさせ、学生が主題を選択しながら学習する履歴を主題ネットワーク上の軌跡として捉え、その軌跡の統計的性質を調べた。この結果、基礎から応用への遷移が優勢であることが見出された。

形を通じた領域横断的知の統合の可能性
Apr. 2007, 松浦執, only, 横幹, 特定非営利活動法人　横断型基幹科学技術研究団体連合, 1, 1, 分野横断的な知識の統合に関する、形の科学会の活動にもとづく論考。形の科学会は物理学から人文科学にわたる広範な分野の研究者が、「形」をキーワードにすることによって知識の交換を可能にしてきた。形の科学会では、着目点をどの分野にもあらわれる「形」という概念にすることで、通常は交流の起きにくい異分野の研究者間で、知識を交流させ、共通の認識を持つことを容易にしている。

形を通じた領域横断的知の活用
Mar. 2006, 松浦執, only, 形の科学会誌, 形の科学会, 21, 3, 形に着目した研究は数多く、異分野同士が、形態形成機構、形態の機能、形の空間的性質にもとづいて知識交流をすることが可能になっている。さらに、形の科学は科学とアートの架け橋をするものでもある。将来については形やネットワークの複雑性、形が人に及ぼす影響、自立分散システム等について様々な分野からのブレークスルーが期待される。

初等物理学e-Learningでのドリル反復学習支援
Dec. 2005, 松浦執, only, 日本教育工学会論文誌, 日本教育工学会, 29(suppl.), e-Learningのドリル学習において、反復学習を促進し、理解を定着するために、分散学習の理論に基づき、ドリルの反復学習履歴から時間を含む累積正答率の評価関数を提案した。これを用いた学習システムを実際に物理学の授業の予復習に用いさせたところ、反復学習が多数回実施され、かつ反復するとともに正答率が向上することが確認された。

分散型反復学習アドバイスを活用したe-Learningによる初等物理の学習促進
Nov. 2005, 松浦執, only, IT活用教育方法研究, 社団法人私立大学情報教育協会, 8, 1, e-Learningと対面授業を統合するシステムを構築し、予復習でのe-Learning学習と、授業時演習の連関を図った。予復習のe-Learningドリルでは時間を含む累積正答率の評価を実施することで反復学習が促進されることが見出された。さらに、反復の際の正答率の変化の過程を分析した。

物理教育に向けたe-Learning利用の動向
Aug. 2005, 松浦執, only, 応用物理教育, 応用物理学会, 29, 1

Support of Introductory Education of Physics by E-learning
Mar. 2005, Shu Matsuura, only, Novel Photonics and Media Technologies, PWC Publishing

インターネットへの物理教育の展開
Mar. 2005, 松浦執, only, 日本物理学会誌, 日本物理学会, 60, 3

Use of ChatGPT in the Classrooms of a Junior Highschool Science to Invoke Ability of Questioning
03 Jul. 2024, 26th International Conference on Human-Computer Interaction, 2024, Oral presentation(general), We attempted a science lesson that encourages middle school students to ask their own questions through ChatGPT. First, in a literacy session, stu-dents experienced the merits and demerits of ChatGPT by having the teacher ask questions to ChatGPT on their behalf about what they wanted to ask the AI. Next, as an introduction to the sound unit, a hands-on session was conducted in which the students themselves asked questions to ChatGPT while experiencing the experimental manipulation. Finally, a reflection ses-sion was conducted in which feedback comments by ChatGPT on the stu-dents' questioning of ChatGPT were presented to the students.
　During the hands-on session, most students asked a single question, similar to a web search, where the search term was submitted once. A few students, however, repeated the question around 10 times. In the process of repeating the dialogue, questions that led to scientific inquiry emerged, such as how and why the phenomenon is the way it is. The most common reason for students' desire to repeat the question was that the dialogue helped them understand what they wanted to ask. A large number of stu-dents in the reflection sessions were positively receptive to the assess-ments from the ChatGPT.
These results suggest that a generative AI that responds to students' questions individually can be a learning partner for learning to ignite ques-tioning and thinking, provided that appropriate literacy education is pro-vided.

自由記述へのChatGPTによるフィードバック生成
14 Oct. 2023, 第95回形の科学シンポジウム「プラネタリウムと形の科学」, Oral presentation(general), Feedback using ChatGPT was given to the free-type answers of university students to provide new perspectives and ideas not found in the answers and to introduce phatic expressions as a communication interface. Learners could sense that the feedback was appropriately based on the content of the answers and that new insights could be gained.

Toward Education to Live with AI
11 Jun. 2023, 第94回形の科学シンポジウム「デザインと設計」, Oral presentation(general), The child practicing critical thinking similarly invoked this ability when interacting with ChatGPT. It could be said that ChatGPT is also looking for appropriate feedback from humans. The Japanese also have a unique culture of attachment to mechanical objects. These may suggest the possibility of a form of education in which machines and humans coexist empathetically.

CTを誘発する実験計画立案時におけるChatGPTの活用ーAIと共生する教育
24 Sep. 2023, 第73回日本理科教育学会全国大会, Oral presentation(general)

ChatGPTとの会話を通して「考えること」を意識させるための試み
24 Sep. 2023, 第73回日本理科教育学会全国大会, Oral presentation(general), Free dialogue with ChatGPT was introduced in the science class to motivate students to think independently. The combination of a media literacy class was also used as a prerequisite to build understanding of ChatGPT.

Education with ICT -ChatGPT, A Big Trend in ICT Education-
19 May 2023, 10th Anniversary of Mongolian Association of Lesson Study (MALS) 'Theoretical and practical conference on 'Child-centered teaching method -Lesson study', Oral presentation(invited, special), 大規模言語モデルChatGPTは社会に大きなインパクトを与え、教育に対する問い直しが
始まっている。ChatGPTの影響が低いとされている科学やクリティカル・シンキング・スキルが主役となる分野の教育の重要性は高い。ChatGPTを批判的かつ有益に用いるためにもこれらのスキルが有意義である。また、ChatGPTをはじめとする生成型AIは人工物をリソースとして生成するので、その成果に人間の評価が不可欠である。ここに人間と生成型AIとの共生の鍵がある。そして生成型AIと人間とのポジティブな共生には、人間の「自分は何をやりたいのか」「そのために自分をどうデザインするか」を求めて行く人材が必要ではないか。

IT-based School - Lesson Study and School Management
18 May 2023, 10th Anniversary of Mongolian Association of Lesson Study (MALS) 'Theoretical and practical conference on 'Child-centered teaching method - Lesson study', Oral presentation(keynote), 10年前のプロジェクト・フェーズ2では子ども中心の授業を目指し多くの試みがあった。コロナパンデミックを迎え、日本では個別最適化、自己調整的教育を前倒しされたGIGAスクール構想にのせてテクノロジーベースで進められている。短期にIT化を進めるために学校マネジメントにも工夫が凝らされた例がある。

Why critical thinking happens in opinion exchanges - Interacting with a robot
20 Nov. 2022, 93-th Symposium of Science on Form, Oral presentation(general), The use of a common expression tool eases changes in the insight of self. However, the exchange of thinking with a machinery correction system suppresses oneself. Caring for the machine will instead bring about a change in the inner self.

HMD Eye-Tracking Measurement of Miniature Eye Movement toward VR Image Navigation
30 Jun. 2022, Human Computer Interaction International 2022, Oral presentation(general), We conducted preliminary eye and head mount display (HMD) movement measurements to collect primary data to create a spatio-temporal virtual reality (VR) navigation system. Furthermore, we used the eye-tracking function of the Vive Pro Eye HMD to perform eye and rotational movement measurements of the HMD when gazing at a VR marker. We compared gazing at a fixed point with randomly bouncing linear motion along with horizontal and vertical motion by determining the Hurst exponent and the anisotropy of the gaze trajectories.

Trajectories of the fixed vision and the slow marker chasing showed the Hurst exponent less than 1/2, indicating anti-persistency. In contrast, as the marker velocity increased, the displacements of gaze trajectories were stretched and showed persistency to the marker motion direction. As the marker speed decreased, the gaze trajectory expanded perpendicular to the marker motion, suggesting that the antipersistent miniature motion enhanced the collection of visual information. Users were found unconsciously superimposed a persistent motion of HMD on the gaze motion in the horizontal direction. We inferred this tendency to help to generate miniature gaze motion to collect visual information.

中学校化学での化学式の導入に手作り分子模型を用いる効果
13 Nov. 2021, 第91回形の科学シンポジウム, Oral presentation(general), In secondary chemistry education, the students learn the concept of atoms and molecules for the first time, followed by the introduction of chemical equations that depict chemical reactions. This often brings about the difficulty for the students in understanding the quantitative relationships
in the chemical reactions. In this study, we consider the effects of hand-crafted molecular models on the enjoyment and collaborative learning as well as on the intuitive grasp of form-quantity relationships.

イノベイティブなマインドセットを意識した理科授業
19 Sep. 2021, 日本理科教育学会第71回全国大会, Oral presentation(general)

Communication Robot as a Weekly Online Quiz Presenter
26 Jul. 2021, Human Computer Interaction International 2021 (HCI International 2021), Oral presentation(general)

Online学習において批判的思考能力を育成する図を活用した授業
22 Aug. 2020, 日本理科教育学会第70回全国大会, Other, 小学校理科のオンライン授業で、直流電流で電球を点灯する図を描かせ、Webカメラを用いて相互評価する活動を行った。活動前後で批判的思考態度尺度の質問紙調査を行ったところ、カメラを通じての相互評価のもとで電流の説明が向上するとともに批判的思考態度の向上が見られた。

理科教育学リモート授業でのグループ活動導入
22 Aug. 2020, 日本理科教育学会第70回全国大会, Other, 新型コロナウイルス感染拡大に伴う大学のオンライン授業化の下で、Microsoft Teamsを用いた同期型授業でのグループ活動の試みを行った。教授形態ごとのネットワーク負荷の実測と、グループ活動上の問題点を報告した。

Being Aware of One’s Self in the Auto-generated Chat with a Communication Robot
20 Jul. 2020, 22nd Human Computer Interaction International Conference, Oral presentation(general), We consider a friendly robot set in the elementary school classroom. The robot should work as an extra existence in the classroom. The robot chat was generated by a recurrent neural network that learned a resource of the students’ written sentences. Since the learned data were small, response speeches were imperfect, but some of the students noticed that the robot’s words were about the students’ activities. Many of the students remarked that they want to have a friendship with the robot, feeling the robot’s self through its attitudes of talk and the word resources of students’ activities. Chatting with the classroom robot and grow it might be a new way to reflect on students’ activities.

Forming an Empathy with a Machine through Knowing a Humanoid Robot in the Classroom
Sep. 2019, 日本物理学会2019年秋季大会, Oral presentation(general), 本実践研究では、Society5.0 をテーマとした小学校 5 年生の授業で、ロボットをパートナーとして AIとロボットについての説明を行い、児童の質疑を受けた。ロボットの会話にクエリ型と交感タイプを設定した。ロボットと講師の会話を通じて、児童が機械に主体を仮想する契機を持ち得たかどうかを次の３つの質問への回答から推測した。1) 人や動物に似たロボットを好むか？ 2) 自分の家に夜夢を見るロボットがあるとしたら何を話したいか？ 3) 将来ロボットが労働を代替してくれるなら、何をしたいか？1)には 73%が受容的で、その 83%が直感的擬人化に分類できた。2)には意識と共感の内的問題が半数を占め、残りを情報と役割とに分類できた。3)には半数が自らも働きたいとし、AI やロボットを制御する仕事が 32%を占めた。他は、より自分自身の希望に忠実な活動を求めていた。回答傾向から、ロボットに主体を仮想して人間とのコミュニケーションを求める傾向が見られた。

Expressing the Personality of a Humanoid Robot as a Talking Partner in an Elementary School Classroom
Jul. 2019, 21st International Conference on Human-Computer Interaction

On the supposition of a subject of a robot
Jun. 2019, 第87回形の科学シンポジウム

錯視により物の量の判断を考え直す3年生理科「物と重さ」の授業
09 Jun. 2019, 第87回形の科学シンポジウム, Oral presentation(general), Many children have notions that objects of different shapes have different
weights. To develop scientific thinking, it is necessary to consider critically on sensory
judgement. In this viewpoint, one can rethink his visual judgement if he/she finds
visual illusions. In this study, we conducted a questionnaire survey on a question of
visual judgement that include visual illusion to 3rd, 4th, and 5th-grade students. The results showed that many of the students are likely to believe their visual judgement without using the scales and did not understand correctly the relation between the volume and the weight of objects.

大学生の理科教育での記述回答に見られる特徴
Sep. 2018, 日本物理学会2018年秋季大会

授業でのヒューマノイド・ロボットとの連携
Sep. 2018, 日本物理学会秋季大会

Development of Thought using a Humanoid Robot in an Elementary School Classroom
Jul. 2018, he First International Symposium on CNS Germ Cell

オンライン学習システムでの学生の記述ドリル解答にみられる文章パターン
Jun. 2018, 第85回形の科学シンポジウム

ロボットとともに命を考える小学校低学年道徳-ケーススタディ
Mar. 2018, かたちシューレ2017 in 富山県立大学

ヒューマノイドとの自動会話の形
Dec. 2017, 第84回形の科学シンポジウム

Using Dialogues with Humanoid Robots for Information Retrieval in an Online Learning System
Dec. 2017, 25人の作家たち　佐藤国際文化育英財団25周年記念奨学生選抜

Collaborative Inductive Problem Solving Using an ICT Tool in an Elementary Science Classroom
Dec. 2017, 25th International Diatom Symosium.

チャットボットを用いた情報可視化による授業補助の可能性
Aug. 2017, 2017 PCカンファレンス

Chatbot and dialogue demonstration with a humanoid robot in the lecture class
Jul. 2017, 19th International Conference on Human-Computer Interaction

伝統芸能の対話の形を自動会話に応用する
Jun. 2017, 第83回形の科学シンポジウム

可視化された相互コメントの時間的変化の分析
Oct. 2016, 第82回形の科学シンポジウム「産業技術とかたち」

「アクティブ・ラーニング」を支えるICT活用ー多量の結果への書き込みから生まれる協働学習
Sep. 2016, 日本教育工学会 第32回全国大会

視点の転換を助ける拡張現実表現の効果
Sep. 2016, 日本物理学会 2016年秋季大会

「アクティブ・ラーニング」を支えるICT活用
Aug. 2016, 日本理科教育学会第６６回全国大会

月の満ち欠けにおける拡張現実を利用した教材の効果の検証
Aug. 2016, 日本理科教育学会第６６回全国大会

Shaping Dialogues with a Humanoid Robot Based on an E-Learning System
Aug. 2016, IEX2016 International Conference on Ion Exchange

Web学習システムのインタフェースとしてのヒューマノイド・ロボットとの対話開発
Aug. 2016, 2016 PC カンファレンス

A Role of Augmented Reality in Educational Contents: Intermediating between Reality and Virtual Reality
Jul. 2016, 18th International Conference of Human Computer Interaction

Use of See-Through Wearable Display as an Interface for a Humanoid Robot
Jul. 2016, 18th International Conference on Human-Computer Interaction

ジグソー学習を取り入れた「理科読」による日本列島の形の探究に関する実践研究
Jun. 2016, 第81回形の科学シンポジウム

お笑いフレームと対話の形
Jun. 2016, 第81回形の科学シンポジウム

オンライン学習資源のインタフェースとしてのヒューマノイド・ロボットの可能性
Mar. 2016, 日本物理学会第７１回年次大会

糸状菌コロニーのパターン選択則のモデル化の研究
Dec. 2015, 数学協働プログラム　ワークショップ「細胞システムの理解と制御にむけた幾何学的方法の検討」

Effects of Superimposing Salient Graphics on Learning Material
Aug. 2015, 17th International Conference on Human-Computer Interaction

デジタル学習環境における際立つ仮想キャラクターの効果
Jun. 2015, 第79回形の科学シンポジウム

Linguistic Interactions in Digital Learning Materials
Mar. 2015, 日本物理学会第70回年次大会

授業開発とデータの分析・活用
Dec. 2014, 統計数理研究所「2014年度 数学協働プログラム採択ワークショップ」知能システム工学専攻談話会

小学生のつくる正方格子上の迷路のかたちの変化
Nov. 2014, 第78回形の科学シンポジウム

Reconstruction of a Link-List Type Learning System into an Explorative Virtual Learning Portal Based on an Avatar–Agent Model
Nov. 2014, International Conference on Critical Pedagogies and Philosophies of Education

拡張現実によるデモ教材の開発
Sep. 2014, 日本物理学会2014秋季大会

迷路づくりの共同作業の授業の試み
Aug. 2014, 日本理科教育学会第64回全国大会

プロジェクション・マッピングを用いた力の釣り合いの拡張現実教材の開発
Aug. 2014, 日本理科教育学会第64回全国大会

Development of Augmented Reality Teaching Materials with Projection Mapping on Real Experimental Settings
Jun. 2014, 16th International Conference on Human-Computer Interaction

拡張現実(AR)教材による協調的学習増進の可能性
Jun. 2014, 第77回形の科学シンポジウム

タブレットで共有する迷路づくり小学生向け教材の試み
Jun. 2014, 第77回形の科学シンポジウム

Improving the Chance to Learn Open Education Resources Using a Topic Maps-Based Learning Portal
Dec. 2013, Polish Academy of Sciences

Misperception of rotational motion images displayed with and without stereoscopy
Dec. 2013, 3rd International Conference on Ambulatory Monitoring of Physical Activity and Movement

Development of a Learning Material that Displays Hand Gestures in the Virtual Space
Nov. 2013, かたちシューレ2013

For an effective use of stereoscopic 3D visualization for the learning of a rotational motion
Sep. 2013, 日本物理学会2013年秋季大会

仮説推論を練習する授業をめざして
Aug. 2013, 日本理科教育学会第63回全国大会

アバターシステムによる対話指向学習ポータルの構築
Aug. 2013, 2013 PC CONFERENCE

Effective Usage of Stereoscopic Visualization for the Learning of a Motional Mechanism
Jul. 2013, HCI International 2018 20th International Conference on Human-Computer Interaction

Usage of Stereoscopic Visualization in the Learning Contents of Rotational Motion
Jul. 2013, 35th International Conference of High Energy Physics

Use of Projection Mapping in Class Rooms
Jun. 2013, 第75回形の科学シンポジウム

Creating a Unified Web-Tool for Child Assessment and Knowledge Sharing Based on Topic Maps
Dec. 2012, Pacifichem 2005

Creation of a Topic Maps-Based Wiki with an Article Similarity Measurement
Nov. 2012, The 20th World Congress of International Federation for Home Economics

アバダーとエージェントによるwebシステムでの学習活動の可視化
Nov. 2012, 第74回形の科学シンポジウム

教員養成大学での物理学概論講義における学習ポータルの任意利用の状況
Sep. 2012, 日本物理学会2012年秋季大会

共通関連事項から記事類似度を測定するトピックマップ駆動 wiki の試作
Aug. 2012, 2012 PC Conference

関連事項の集合で記事を特徴づけるwiki サイトの開発
Jun. 2012, 第73回形の科学シンポジウム

錯視ワークショップでの立体映像の利用
Mar. 2012, 形の科学談話会「かたちシューレ2012」

Educational benefits of stereoscopic visualization from multiple viewpoints, illustrated with an electrical motor model
Dec. 2011, International Conference on Cognitive Science

Construction of a Topic Map-Driven Learning Portal Federating Climate Change Issues with Introductory Sciences
Oct. 2011, PNC 2011 Annual Conference and Joint Meeting -Managing Climate Change: From Science to Digital Humanities and Sustainability.

Construction of a Semantically Integrated e-Learning System Based on Topic Maps for Multidisciplinary Learning
Oct. 2011, PNC 2013 Annual Conference and Joint Meetings, New Paradigms on Humanities Computing - Linking Knowledge of Human Activities

Topic Mapを用いた小学校学級作りのための教師コミュニケーションwebサイトの試作
Sep. 2011, 日本教育工学会第27回全国大会

関連性指向理科学習ポータルにおける推奨型ナビゲーションの創出
Sep. 2011, 日本物理学会2011年秋季大会

Topic Maps駆動学習ポータルによるピア・インストラクション型物理学講義の自宅学習支援
Aug. 2011, 2011 PC Conference

立体映像の学習利用の可能性
Jun. 2011, 第71回形の科学シンポジウム

立体映像を用いた学習コンテンツ制作の試み
Mar. 2011, 日本物理学会第66回年次大会

Use of camera drive in stereoscopic display of learning contents of introductory physics
Jan. 2011, ISA RC06 International Seminar on the "Reconstruction of Intimate and Public Spheres in a Global Perspective”

トピックマップサーバーを軸にした学習システムにおけるインタフェースデバイスの展開
Nov. 2010, 第70回形の科学シンポジウム「色と構造」

Use of the Wii Remote for Interaction in a Topic Map-Based Learning Web Site
Sep. 2010, Sixth NICE Conference Network for Inter-Asian Chemistry Educators NICE2015

Topic Maps による主題中心指向Web学習ポータルの開発
Jul. 2010, 第38回可視化情報シンポジウム

Designing a trans-field learning system based on Topic Maps.
Sep. 2009, 日本物理学会2009年秋季大会

Development of a Trans-field Web Learning Environment on Science based on Topic Maps
Sep. 2009, 日本教育工学会　第25回全国大会

楽しさを重視した力学ドリルアプリケーションの設計
Aug. 2009, 第26回物理教育研究大会／2009年度日本物理教育学会年会

Construction of trans-disciplinary topic map extended from "dissolution" subjects in chemistry
Jun. 2009, 第67回形の科学シンポジウム

Ontological consideration of traditional unit structure of high school chemistry
Jun. 2009, 第67回形の科学シンポジウム

Making devices that exhibit images in an introductory mechanics drill application
Jun. 2009, 第67回形の科学シンポジウム

Geometry of pore arrangement in cortical shell of Mesozoic radiolarian Pantanellium
Jun. 2009, 第67回形の科学シンポジウム

Mode of pore arrangement in cortical shell of Mesozoic radiolarian Pantanellium
Jun. 2009, 第67回形の科学シンポジウム

Applicability of Interactive Virtual Experience Media for Learners
Jun. 2009, 第67回形の科学シンポジウム

OKS(Ontopia Knowledge Suite)及びトピックマップ適用事例
Mar. 2009, セマンティックWebコンファレンス2009

Creating a Topic Maps Based e-Learning System on Introductory Physics
Oct. 2008, TRACING THE STUDY OF JAPANESE BUDDHISM

トピックマップを軸に学習を広げる物理学入門e-Learning
Sep. 2008, 平成20年度全国大学IT活用教育方法研究2次選考会

初等物理学e-Learningのためのトピックマップ開発
Sep. 2008, 日本物理学会2008年秋季大会

トピックマップを軸に学習を広げる物理学入門e-Learning
Jul. 2008, 平成20年度全国大学IT活用教育方法研究発表会

物理入門教材のトピックマップの制作
Jun. 2008, 第65回形の科学シンポジウム

e-Learningにおけるトピックマップ上の学習軌跡の特徴2
Mar. 2008, 日本物理学会第63回年次大会

Learning Trajectory on a Topic Map of Introductory Physics e-Learning
Dec. 2007, Asian Youths Conferece 2007

e-Learningにおけるトピックマップ上の学習軌跡の特徴
Sep. 2007, 日本物理学会第62回年次大会

e-Learningでの知的インタラクションの形
Sep. 2007, 日本リメディアル教育学会第3回全国大会

トピックマップを活用した初等物理e-Learningでの学習機会増進
Mar. 2007, 日本物理学会2007年春季大会

トピックマップによる知識構造表示を軸とした初等物理学e-Learningシステムの開発と運用
Mar. 2007, 第13回大学教育研究フォーラム

リメディアル物理DVD教材制作とその利用
Sep. 2006, 日本リメディアル教育学会第2回全国大会

つながりを促進するe-Learningの機能
Sep. 2006, 日本物理学会2006年秋季大会

Product of DVD Remedial Physics for The College Students
Aug. 2006, International Conference on Physics Education 2006

Development of Contents and a System for Physics e-Learning
Aug. 2006, INTERNATIONAL CONFERENCE ON PHYSICS EDUCATION 2006 - Toward Development of Physics for All -

かたちを生かす学習支援システムの制作
May 2006, 第61回形の科学シンポジウム

初等物理のe-Learning教材の開発4
Mar. 2006, 日本物理学会第61回年次大会

分散型反復学習アドバイスを活用したe-Learningによる初等物理の学習促進
Sep. 2005, 平成17年度全国大学IT活用教育方法研究発表会2次選考会

基礎教育理解のための個別学習支援システム
Sep. 2005, 平成17年度大学情報化全国大会

対面授業でのe-learning活用のためのマルチユーザー・アプリケーション
Sep. 2005, 日本教育工学会第21回全国大会

初等物理のe-learning教材の開発3
Sep. 2005, 日本物理学会2005年秋季大会

Support of self-learning by physics E-learning
Aug. 2005, International Conference on Physics Education 2006

分散型反復学習アドバイスを活用したe-Learningによる初等物理の学習促進
Jul. 2005, 平成17年度全国大学IT活用教育方法研究発表会

インタラクションを促進するかたち
Jun. 2005, 第59回形の科学シンポジウム

e-Learningを用いた初等物理教育の動向と方法の模索
Mar. 2005, 第11回大学教育研究フォーラム

初等物理のe-learning教材の制作2
Mar. 2005, 日本物理学会　第60回年次大会

物理教育に向けたe-Learning利用の動向
Jan. 2005, 物理教育に関するシンポジウム「大学の理工系教育におけるe-Learningの利用」

附属世田谷小6年生のオンライン学習支援Webサイト「小ほ＋＋」の開発・実践
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子どもが安心して学べる学級づくりのためのWikiサイト「せんせいfolio」の開発と公開
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「子どもが安心して学べる学級づくりのためのアセスメント」webツールEduNaviの開発と公開
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力学ドリルアプリケーション"PhysPractice"の開発と公開(http://topicmaps.u-gakugei.ac.jp/)
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Topic Map駆動web学習ポータル"Everyday Physics on Web Topic Map" http://tm.u-gakugei.ac.jp/epw/ の公開
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形の科学会功労賞
22 Jun. 2024, He was the longest-serving Secretary General of the Society for Science of Form, Japan for 20 years and was instrumental in solving various problems of the Society.

CIEC学会賞論文賞
07 Aug. 2019, 小学校 2 年生の 4ヶ月にわたる道徳の授業で，教室にコミュニケーション・ロボットを交え，命とは何か，ロボットに命はあるのかについて児童が話し合い学習を重ねた。本研究の第 1 の目的は，道徳教育として，自他の命を認識し命のかけがえなさを理解することである。第 2 の目的は，知能機械との共生の観点で，自らの命のかけがえなさに立脚してロボットに生命性を見出し共感できるかを明らかにすることである。授業実践では次のような児童の変容が見られた。児童はロボットのコミュニケーション機能に着目するようになり，会話プログラミングの体験などを通じ，人の自律的な意識に着目できた。ロボットに命はあるのかという討論を通じて，生命の自己認知性と自己決定性への気づきが生まれた。さらに本実践を通じて，児童は，自らの生活感情に共感するロボットのあり方を描き出した。