Nishinomiya, Japan
Nishinomiya, Japan

Otemae University is a liberal arts oriented school that began in 1946. It is in the Kansai region of Japan and has three campuses: one in Itami, one in Osaka, and a co-educational university in Nishinomiya. The school has research institutes in history and intercultural studies. The Nishinomiya campus features a traditional Japanese teahouse.Study abroad programs are offered by the school to Canada, China, South Korea, the United Kingdom, and the United States Wikipedia.

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Goda Y.,Kumamoto University | Yamada M.,Kyushu University | Hata K.,Otemae University | Matsukawa H.,Tohoku University | Yasunami S.,Kumamoto University
Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics) | Year: 2017

This research aims to investigate the effects of a blended learning approach that combines flipped learning with the jigsaw method of open educational resources for collaborative learning on English as a foreign language (EFL)-related learning anxiety (hereinafter referred to as flipped jigsaw). EFL learning anxiety was measured via the Foreign Language Classroom Anxiety Survey (FLCAS) prior to and following flipped jigsaw collaborative learning activities. Eighty-nine sophomores enrolled in Computer Assisted Language Learning participated in this study, and the data of the seventy-four participants who completed both pre- and post-FLCAS assessments were analyzed via a paired-t test. The results show that EFL learning anxiety items related to course preparation demonstrated significant changes following the flipped jigsaw activities. This implies that flipped jigsaw collaborative learning activities may promote learners’ outside-the-classroom preparation, and that such preparation may lead to better performance and learning anxiety reduction. © Springer International Publishing AG 2017.

Sheng W.,Ritsumeikan University | Okamoto A.,Otemae University | Tanaka S.,Ritsumeikan University
Proceedings - 2015 International Conference on Culture and Computing, Culture and Computing 2015 | Year: 2015

Recently, terrestrial laser scanners (TLS) are actively used to acquire point cloud data of historical sites, and visualization of these data is becoming an important research target. A major purpose of the visualization is to extract 3D structures of laser-scanned historical sites such as culturally important buildings and monuments. In our previous work, we reported the stochastic point-based rendering (SPBR), which we recently proposed, realizes quick and precise transparent visualization of laser-scanned point cloud data. In this paper, we further extend this work by proposing a new method for visual analyses of laser-scanned point cloud data. We analyze point density distribution by projecting 3D points onto a plane and executing a logical operation process with the analyzed result. This prescription can extract information that is useful for porting laser-scanned point cloud data to a CAD system. For example, positions of wall, floor and ceiling can be automatically extracted. © 2015 IEEE.

Yamada M.,Kyushu University | Goda Y.,Kumamoto University | Matsukawa H.,Center for Education in Liberal Arts and science | Hata K.,Otemae University | Yasunami S.,Kumamoto University
Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics) | Year: 2014

The current study investigated the relationship between psychological factors and learning behaviors related to the application of a community of inquiry (CoI) framework for learning English as a foreign language (EFL). An online asynchronous discussion was examined, and data included questionnaires assessing perceived psychological factors and communication logs related to the efficacy of the CoI. Results of a path analysis showed that perceived social presence plays an important role in enhancing perceived cognitive presence, which indirectly increases social interaction and deeper discussions. © 2014 Springer International Publishing.

Arima M.,University of Hyogo | Fujita M.,Otemae University | Kato Y.,Nippon COMSYS Corporation
Studies in Regional Science | Year: 2012

With the recent penetration of the Internet, local governments as well as local companies are recognizing more and more that transmitting local information to residents through the Internet can contribute to regional vitalization and enhancement of residents' lives. However, residents are not always provided with necessary information in the form on the websites of local governments that provide information in a conventional way or private companies that post only information related to their own company. Local governments can cut costs by entrusting their service to private companies, while private companies can profit from advertising revenues by transmitting administrative information along with private sector information. However, some issues arise from providing local information this way. Our study aimed to identify how residents evaluate the value of local portal sites where both public and private information that had been provided separately, is provided in a single local portal site. Based on a questionnaire survey we conducted in Itami City in 2008, we determined the value of local portal sites to residents and estimated the benefits from information provided by Itami City's local portal site operated by a public private partnership. In our study, we applied several types of conjoint analyses to observe how respondents react to differentiated questioning methods and verify whether the same estimated value of local portal sites was also obtained from the respondents. © (JSRSAI) 2012.

Goda Y.,Kumamoto University | Yamada M.,Kyushu University | Ishige Y.,Otemae University | Handa J.,Saitama Institute of Technology
Proceedings of the 22nd International Conference on Computers in Education, ICCE 2014 | Year: 2014

The purpose of this research is to report university students' learning experiences with information communication technology (ICT) and open educational sources (OES) for global learning in Japan. The survey of 327 Japanese university students included seven multiple-choice items and 16 open-ended questions about students' learning experiences. The results showed that the most frequent use of ICT, including computer-mediated communication, is a discussion function of Blackboard for formal collaborative learning and LINE for informal learning. Learning with OES is less popular; only one student had taken a two-month course via YouTube provided by a Japanese university, and only two students had learned with foreign students online. The students' preferred activities for future international collaborative learning included project-based learning, casual chats and conversation, discussion, and e-mail exchange. Favored topics were ones related to their majors, international situations, the environment, cultural differences, and school life. Language proficiency, communication, cultural differences, and values and beliefs caused the most anxiety and concern for international collaboration, but the time gap, legal issues, and infrastructure were also considered.

Goda Y.,Kumamoto University | Yamada M.,Kyushu University | Matsukawa H.,Osaka University | Hata K.,Otemae University | Yasunami S.,Kumamoto University
Doctoral Student Consortium (DSC) - Proceedings of the 23rd International Conference on Computers in Education, ICCE 2015 | Year: 2015

This research reported on a trial practice of a flipped jigsaw collaborative learning (flipped jigsaw) of English as a foreign language (EFL) at a university in Japan. Its design, preparation, implementation, and overall evaluation were introduced. Individual works set as outside-class activities adopted a flipped classroom approach to jigsaw collaborative learning to free more class time for collaborative learning. The EFL students needed more opportunities to practice their target language with quality interactions among other students and teachers. The flipped jigsaw was designed to increase learners' quality interactions and reach their higher cognitive goals. Three video clips were selected for expert group learning, and a report with four open-ended questions was assigned to each expert group as a pre-expert group discussion activity. The expert group discussion was conducted face-to-face in a classroom, and the jigsaw group discussion was held in an online chat format. The overall evaluation based on students' perceptions of the flipped jigsaw (Class A: N = 89, Class B: N = 74) indicated that they might think that they were practicing English more than in the usual computer-assisted language learning activities. Interest in the final topic, expectation to improve their English, and satisfaction scored over 3 points in a 6-point Likert questionnaire. The results showed slightly positive attitudes toward the flipped jigsaw, regardless of the registered classes.

Sheng W.,Ritsumeikan University | Hasegawa K.,Ritsumeikan University | Okamoto A.,Otemae University | Tanaka S.,Otemae University
Communications in Computer and Information Science | Year: 2016

A new approach to visualize the laser-scanned point cloud of historical buildings is introduced. It has 2 advanced features: transparent rendering effect and an unsupervised extraction of architectural information. The transparent rendering is conducted using our previously reported rendering tool, Stochastic Point-based Rendering (SPBR). The architectural information extraction is realized with the point cloud clustering method, which considers pre-segmented sub point sets as the primitive units in the feature space for clustering instead of using raw points. This method increases the accuracy and reduces the computational cost of architectural information extraction. © Springer Science+Business Media Singapore 2016.

Yamada M.,Kyushu University | Goda Y.,Kumamoto University | Matsukawa H.,Osaka University | Hata K.,Otemae University | Yasunami S.,Kumamoto University
IEEE Multimedia | Year: 2016

This study investigated, through both formative and practical evaluation, the relationships among the use of functions in computer-supported collaborative learning (CSCL), psychological factors, and learning behaviors related to applying the Community of Inquiry (CoI) framework. The goal was to increase active interaction among learners. In two experiments inside and outside the classroom, the authors examined an online discussion and collected data using questionnaires that assessed perceived psychological factors, as well as communication logs related to the efficacy of CoI. The results of a path analysis showed two points. First, cognitive learning tools support the enhancement of expressive cognitive presence that promotes the perception of CoI as formative evaluation. Second, the frequency of the use of the functions fostered expressive social and cognitive presence (which enhanced the perception of both), perceived contribution, and satisfaction with online discussion. This article is part of a special issue on social media for learning. © 1994-2012 IEEE.

Nakayasu H.,Konan University | Miyoshi T.,Toyohashi Sozo University | Kondo N.,Otemae University | Aoki H.,Hitachi Ltd. | Patterson P.,Texas Tech University
Journal of Advanced Computational Intelligence and Intelligent Informatics | Year: 2011

The relationships between eye movement and behavior when driving in situations of familiar and unfamiliar highway regulations was investigated using a driving simulator and an eye tracking system. The experimental system proposed in this paper is useful for analyzing human error induced from differing traffic regulations, specifically between Japan and USA scenarios. It was found, from the time histories of eye movements by synchronizing vehicle trajectories, the different traffic regulations of Japan and USA caused an overshooting when taking right turns and an undershooting when taking left turns. Such overshooting and undershooting may lead to head-on crashes. It was also noted that duration time and number of eye fixation during overshooting or undershooting increased when compared to situations without overshooting and undershooting.

Nagayuki Y.,Otemae University
Proceedings of the 16th International Symposium on Artificial Life and Robotics, AROB 16th'11 | Year: 2011

In multi-agent environments, it is important that the agents have the "sociality". In this article, I propose a reinforcement learning framework, which is based on Q-learning, that the agent is able to learn the "sociality" in a multi-agent environment. In this framework, the agent learns to ignore the near goal, which is left for the other agent, and go toward the farther goal, if the agent judges that the decision is effective from the social viewpoint, but not from the agent's greedy viewpoint. © 2011 ISAROB.

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