ICTを導入した学習環境においてディスプレイの配置がグループワークへ与える影響 : PBLのための学習環境の開発に関する研究（その2）

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(1)日本建築学会計画系論文集第83巻第753号， 2131-2139，2018年11月 J. Archit. Plann., AIJ, Vol. 83 No. 753, 2131-2139, Nov., 2018 DOI http://doi.org/10.3130/aija.83.2131. 【カテゴリーⅡ】. ICT を導入した学習環境においてディスプレイの配置が ICT ࢆᑟධࡋࡓᏛ⩦⎔ቃ࡟࠾࠸࡚ࢹ࢕ࢫࣉࣞ࢖ࡢ㓄⨨ࡀࢢ࣮ࣝࣉ࣮࣡ࢡ࡬୚࠼ࡿᙳ㡪グループワークへ与える影響 PBL ࡢࡓࡵࡢᏛ⩦⎔ቃࡢ㛤Ⓨ࡟㛵ࡍࡿ◊✲㸦ࡑࡢ 2㸧 PBL のための学習環境の開発に関する研究（その 2） THE EFFECT OF THE LOCATION FOR THE DISPLAY ON A GROUP WORK IN ICT-ENHANCED THE EFFECT OF THE LOCATION FOR THE DISPLAY ON A GROUP WORK LEARING ENVIRONMENTS IN ICT-ENHANCED LEARNING ENVIRONMENTS A study on developing the environment for PBL (Part2) A study on developing the environment for PBL (Part2). 掛井秀 ⚽୍ 一＊1*，花田ឡ ** 愛＊2 ᥃஭ 㸪ⰼ⏣ Hidekadu KAKEI and Ai HANADA Hidekazu KAKEI and Ai HANADA The effects of the location for the display on a group work, which was important factor for PBL, were verified on following 2 aspects by the experiments. The data obtained from the experiments were analyzed using the Brunner-Munzel test and Bayesian inference. 1. The interaction between using the ICT tools for sharing ideas and the location for the display was analyzed. And it was shown that an unsuitable location for the display decreased the merits in using ICT tools. 2. The actions of members during the group work were examined. And it was demonstrated turning one's eyes to the other members were influenced with the f location for the display.. Keywords : Learning Environment, PBL, Group Work, Communication, Location for the Display, Bayesian Inference Ꮫ⩦⎔ቃ㸪PBL㸪ࢢ࣮ࣝࣉ࣮࣡ࢡ㸪ࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥ㸪ࢹ࢕ࢫࣉࣞ࢖㓄⨨㸪࣋࢖ࢬ᥎ᐃ 1.. ◊✲ࡢ⫼ᬒ࡜┠ⓗ. ኱ Ꮫ ᩍ ⫱ ࡢ ࢝ ࣜ ࢟ ࣗ ࣛ ࣒ ࡟ ᪊ ࠸ ࡚ PBL 㸦ㄢ㢟ゎ Ỵ ᆺ Ꮫ ⩦ 㸸. ࢢ࣮ࣝࣉ࣮࣡ࢡ࡬ཬࡰࡍᙳ㡪࡟ࡘ࠸᳨࡚ドࡋࡓ㸬 ๓ሗ࡛ࡣࢢ࣮ࣝࣉ࣮࣡ࢡ᫬࡟⏝࠸ࡿࢸ࣮ࣈࣝࡢኳᯈᙧ≧࡟╔┠ࡋ㸪. Project-Based Learning / Problem-Based Learning㸧ࡀ㔜せᛶࢆቑ. ࢹࢨ࢖ࣥࡀ࣓ࣥࣂ࣮ࡢ⾜Ⅽ࡟ᙳ㡪ࢆཬࡰࡋᚓࡿࡇ࡜ࢆ♧ࡋࡓ. ࡋ࡚࠸ࡿ.. ᮏሗ࡛ࡣ✵㛫ⓗ㛵ಀᛶ࡛࠶ࡿ㓄⨨ࡀ࣓ࣥࣂ࣮ࡢ⾜Ⅽ࡟ᙳ㡪ࢆཬࡰࡍ. ࡋ࠿ࡋ㸪PBL ࡛ࡣ㸪Ꮫ⏕ࡀ୺యⓗ࡟ཧຍࡋ㸪ከᵝ࡞άືࢆ⾜࠸㸪. 1)ࡀ㸪. ྍ⬟ᛶ࡟ࡘ࠸᳨࡚ウࢆࡍࡿ㸬. ㆟ㄽࢆ㔜ࡡ࡞ࡀࡽᡂᯝࢆ⏕ࡳฟࡍ࡜࠸࠺ᤵᴗࢫࢱ࢖ࣝࡀ࡜ࡽࢀࡿࡓ. PBL ࡟┦ᛂࡋ࠸Ꮫ⩦⎔ቃࢆᵓ⠏ࡍࡿࡓࡵ࡟ࡣ㸪ᐙලࡑࡢࡶࡢࡢࢹ. ࡵ㸪୍᪉ྥࡢ᝟ሗᥦ౪ࡀ୺࡜࡞ࡿㅮ⩏ᆺᤵᴗࢆ๓ᥦ࡜ࡋࡓᏛ⩦⎔ቃ. ࢨ࢖ࣥ࡜ඹ࡟ᐙලࡢ㓄⨨࡟ࡘ࠸࡚ࡢ▱ぢࡶᚲ㡲࡛࠶ࡿ࡜⪃࠼ࡽࢀࡿ. ࡛ࡣ PBL ࡟ࡼࡿᩍ⫱ຠᯝࢆຠ⋡ⓗ࡟ᚓࡿࡇ࡜ࡣ㞴ࡋ࠸㸬᪂ࡋ࠸ᙧ. ࡓࡵ࡛࠶ࡿ㸬. ែࡢᏛ⩦࡟ࡣࡑࢀ࡟┦ᛂࡋ࠸⎔ቃࡀᚲせ࡛࠶ࡿ㸬 ࡇࡢㄆ㆑࡟ᇶ࡙ࡁ㸪➹⪅ࡽࡣ኱Ꮫ࡟࠾ࡅࡿ PBL ࡟㐺ࡋࡓᏛ⩦⎔ ቃࡢᐇ⌧ࢆ┠ᣦࡋ㸪ࡇࡢᏛ⩦⎔ቃࡢ㛤Ⓨ࡟㈨ࡍࡿ㸪ᐙලࡸ ICT ࡀ PBL ୰ࡢཷㅮ⏕ࡢάື࡟ཬࡰࡍᙳ㡪࡟㛵ࡍࡿ▱ぢࢆᚓࡿࡓࡵࡢᐇ ドⓗ◊✲ࢆ⾜ࡗ࡚࠸ࡿ. 1)㸬. ᮏሗ࡛ࡣ PBL ࡟᪊࠸࡚㔜せ࡞఩⨨ࢆ༨ࡵࡿࢢ࣮ࣝࣉ࣮࣡ࢡ࡟↔ Ⅼࢆᙜ࡚ᐇ᪋ࡋࡓ㸪᝟ሗඹ᭷ࡢࡓࡵࡢ ICT ࢶ࣮ࣝ฼⏝࡜ࢹ࢕ࢫࣉࣞ ࢖㓄⨨࡜ࡢ┦஫స⏝㸪ཬࡧࡇࢀࡽࡀࢢ࣮ࣝࣉ࣮࣡ࢡ࡬ཬࡰࡍᙳ㡪ࡢ ᳨ドࢆ┠ⓗ࡜ࡍࡿ 2 ࡘࡢᐇ㦂࡟ࡘ࠸࡚ሗ࿌ࡍࡿ㸬 1 ࡘࡵࡢᐇ㦂࡛ࡣࢱࣈࣞࢵࢺ➃ᮎ౑⏝᫬࡟࠾ࡅࡿ᝟ሗඹ᭷ࢹ࢕ࢫ ࣉࣞ࢖ࡢᙳ㡪࡟ࡘ࠸᳨࡚ドࢆ⾜ࡗࡓ. 2 ࡘࡵࡢᐇ㦂࡛ࡣ 1 ࡘࡵࡢᐇ㦂⤖ᯝࢆ㋃ࡲ࠼᝟ሗඹ᭷ࢹ࢕ࢫࣉࣞ ࢖࡜ࢢ࣮ࣝࣉ࣮࣡ࢡ࣓ࣥࣂ࣮ࡢ఩⨨㛵ಀࡀ ICT ࢶ࣮ࣝࢆ฼⏝ࡋࡓ. ICT ࡢᏛ⩦࡬ࡢᑟධ࡟ࡘ࠸࡚ࡣᩥ㒊⛉Ꮫ┬࡟ࡼࡿ኱つᶍ࡞ㄪᰝࡀ ᐇ᪋ࡉࢀ㸪ICT ά⏝ࡢຠᯝࡀሗ࿌ࡉࢀ࡚࠸ࡿ 2)㸬ࡲࡓ㸪ᩍ⫱ᕤᏛ࡞ ࡝ࡢศ㔝࡛ࡶ ICT ࡢຠᯝ࡟ࡘ࠸࡚ᵝࠎ࡞᳨ドࡀ⾜ࢃࢀ࡚࠸ࡿ㸬 ᭱㏆ࡢ◊✲࡟࠾࠸࡚ࡶ Wheeler ࡽࡣ㸪ᑠᏛ⏕ᑐ㇟࡛࠶ࡿࡀ㸪ICT ࡢά⏝࡛⏕ᚐࡢ๰㐀ⓗᛮ⪃ࡀಁ㐍ࡉࢀࡿྍ⬟ᛶ࡟ࡘ࠸࡚. 3)㸪ᴬཎࡽ. ࡣ㸪ࢱࣈࣞࢵࢺᆺ➃ᮎࢆ฼⏝ࡍࡿࡇ࡜࡛ࢹ࢕࣮࣋ࢺ࡟࠾ࡅࡿཧຍ⪅ ࡢពḧࡀ㧗ࡲࡿࡇ࡜࡟ࡘ࠸࡚ሗ࿌ࡋ࡚࠸ࡿ 4)㸬 ࡋ࠿ࡋ㸪ࡇࢀࡽࡢ◊✲࡛ࡣ ICT ᑟධ࡟ࡼࡿᙳ㡪࡟ࡘ࠸࡚ࡣ᳨ウࡀ ⾜ࢃࢀ࡚࠸ࡿࡶࡢࡢ㸪ྠ᫬࡟౑ࢃࢀࡿᐙලࡸᐙලࡢ㓄⨨࡞࡝࡜ࡢ㛵㐃ᛶ࡟ࡘ࠸࡚ࡣゐࢀࡽࢀ࡚࠸࡞࠸㸬 ICT ࡀᑟධࡉࢀࡓᏛ⩦⎔ቃࡘ࠸࡚ࡣᘓ⠏ศ㔝࡟࠾࠸࡚ᢅࢃࢀ࡚࠸ ࡿ㸬 ᑠ಴ࡽࡣ㸪ᐇ㝿ࡢᑠᏛᰯࢆㄪᰝࡍࡿࡇ࡜࡟ࡼࡾ㟁Ꮚ㯮ᯈࡢ౑ࢃࢀ. ＊1 Assoc. Prof., Graduate School of Technology, and Social Sciences, ෸ᩍᤵ࣭ᕤ༤ Assoc. Prof., *ᚨᓥ኱Ꮫ኱Ꮫ㝔♫఍⏘ᴗ⌮ᕤᏛ◊✲㒊♫఍⥲ྜ⛉Ꮫᇦ 徳島大学大学院社会産業理工学研究部社会総合科学域 Graduate School of Technology, Industrial Industrial and Social Sciences, Tokushima University, 准教授・工博 Tokushima University, Dr.Eng. Dr. Eng. ＊2 ㈱岡村製作所オフィス研究所芸修 Office Research Center, Okamura Corporation, M.Design M. Design ⱁಟ **ᰴᘧ఍♫ᒸᮧ〇సᡤ࢜ࣇ࢕ࢫ◊✲ᡤ Office Research Center, Okamura Corporation,. ─ 2131 ─.

(2) ᪉࡟ࡘ࠸࡚ሗ࿌ࢆࡋ࡚࠸ࡿ 5)㸬. ⪃࠼ࡿ㸬. ᚋ⸨ࡽࡣ㸪ICT ᩍ⫱ࡀ✚ᴟⓗ࡟᥎㐍ࡉࢀ࡚࠸ࡿ㡑ᅜࡢᏛᰯࢆㄪᰝ. ࢭࢡࢩࣙࣥ ࣉࣞࢮࣥࢸ࣮ࢩࣙࣥ‽ഛ㸦5 ศ௨ෆ㸧 ࢱࣈࣞࢵࢺ➃ᮎ࡟࢖ࣥࢫࢺ࣮ࣝࡉࢀࡓ࢔ࣉࣜࡢ 1 ࢩ࣮ࢺ࡟ࣉࣞࢮ. ࡋ㸪ICT ᑟධ࡟ࡼࡾ㓄⨨ィ⏬ࡸタ࠼࡟ኚ໬ࡀồࡵࡽࢀ࡚࠸ࡿࡇ࡜ࢆ ᣦ᦬ࡋ࡚࠸ࡿ. 6)㸬. ࣥࢸ࣮ࢩࣙࣥࡍࡿࡓࡵࡢ⣲ᮦࢆసᡂࡍࡿ㸬5 ศ⛬ᗘ࡛⣲ᮦࢆసᡂࡍ. ୗ಴ࡣ㸪࣮ࣚࣟࢵࣃࡢᏛᰯࢆㄪᰝࡋ㸪㟁Ꮚ㯮ᯈࡸ࣍࣡࢖ࢺ࣮࣎ࢻ㸪 ᮘ࡞࡝ࡢᐙල࣭タ࠼ࡢ㛵ಀ࡟ࡘ࠸࡚ሗ࿌ࢆࡋ࡚࠸ࡿ. 7)㸬. ࡿࡼ࠺ᣦ♧ࡋ㸪⣲ᮦࡀ᏶ᡂࡋࡓࡽ⤊஢ࡍࡿ㸬 ࢭࢡࢩࣙࣥ ࣉࣞࢮࣥࢸ࣮ࢩࣙࣥ㸦5 ศ⛬ᗘ㸧 ࢭࢡࢩࣙࣥ 4 ࡛సᡂࡋࡓࣉࣞࢮࣥࢸ࣮ࢩࣙࣥ⣲ᮦࢆᥦ♧ࡋ㸪5 ศ. ࡇࢀࡽࡢ◊✲࡟ࡼࡾ ICT ࡀᑟධࡉࢀࡓᏛ⩦⎔ቃࡢ⌧≧࡟ࡘ࠸࡚ ࡣ☜ㄆࡍࡿࡇ࡜ࡀ࡛ࡁࡿࡀ㸪ICT ࡢᑟධ࡜Ꮫ⩦⎔ቃࡢ㛵ಀᛶࡀᏛ⩦. ⛬ᗘࡢࣉࣞࢮࣥࢸ࣮ࢩࣙࣥࢆ⾜࠺㸬 ࢢ࣮ࣝࣉ࣮࣡ࢡ୰ࡣࣅࢹ࢜࡟ࡼࡾྛᐇ㦂ཧຍ⪅ࡢ࢔ࢡࢩࣙࣥࢆ᧜. ⪅࡟ཬࡰࡍᙳ㡪࡟ࡘ࠸࡚ࡣ᫂ࡽ࠿࡛ࡣ࡞࠸㸬 ࡼࡗ࡚㸪ICT ࡟ࡼࡾᨭ᥼ࡉࢀࡓ㸪PBL ࡟㐺ࡋࡓᏛ⩦⎔ቃࢆᐇ⌧ࡍ. ᙳࡋࡓ㸬ࡲࡓ㸪ࢢ࣮ࣝࣉ࣮࣡ࢡ⤊஢ᚋ࡟ 5 ẁ㝵ࡢࣜࢵ࣮࢝ࢺᑻᗘࢆ. ࡿࡓࡵ࡟ࡣ㸪ᛴ㏿࡟ྲྀࡾධࢀࡽࢀࡘࡘ࠶ࡿ ICT ࡀ༢⊂࡛ཬࡰࡍຠᯝ. ᥇⏝ࡋࡓ࢔ࣥࢣ࣮ࢺ࡬ࡢᅇ⟅ࢆồࡵࡓ㸬. ࡔࡅ࡛ࡣ࡞ࡃ㸪ࡑࢀࡽࡀ≀⌮ⓗ࡞Ꮫ⩦⎔ቃࡢ୰࡛฼⏝ࡉࢀࡿ᫬ࡢᙳ.

(3) ᐇ㦂ཧຍ⪅ཬࡧᐇ㦂⩌ ᪥ᮏㄒࢆẕㄒ࡜ࡍࡿ 18 ṓࠥ23 ṓ㸦ᖹᆒ 21.0 ṓ㸪ᶆ‽೫ᕪ 1.43㸧. 㡪ࢆᐇドⓗ࡟᳨ウࡍࡿࡇ࡜࡟ࡣ኱ࡁ࡞ព⩏ࡀ࠶ࡿ࡜⪃࠼ࡿ㸬 ࡞࠾㸪ᮏ✏ࡢ୍㒊ࡣ 2013 ᖺᗘ᪥ᮏᘓ⠏Ꮫ఍኱఍࡟࠾ࡅࡿሗ࿌. 8), 9)㸪. ࡞ࡽࡧ࡟᪥ᮏᘓ⠏Ꮫ఍➨ 37 ᅇ᝟ሗ࣭ࢩࢫࢸ࣒࣭฼⏝࣭ᢏ⾡ࢩ࣏ࣥ. ࡢ኱Ꮫ⏕ཬࡧ኱Ꮫ㝔⏕ࢆ௨ୗࡢ 2 ࡘࡢᐇ㦂⩌࡟ྛ 12 ྡ㸦3 ࢢ࣮ࣝࣉ㸧 ࡎࡘ㓄⨨ࡋࡓ㸬. ࢪ࣒࢘࡟࠾ࡅࡿሗ࿌ 10)࡟ᇶ࡙࠸࡚࠸ࡿ㸬ᮏ✏࡛ࡣ㸪ศᯒࡢಙ㢗ᛶࢆ. ZLWK$ ⩌ ᝟ሗඹ᭷ࢹ࢕ࢫࣉࣞ࢖࡟࣓ࣥࣂ࣮ࡀ᭩ࡁ㎸ࡳࢆ⾜ࡗ࡚࠸ࡿࢩ࣮. 㧗ࡵࡿࡓࡵ᪤ሗ࿌࡜ࡣ␗࡞ࡿᡭἲࢆ᥇⏝ࡋศᯒࢆ⾜ࡗࡓ㸬. ࢺ඲యࢆᖖ᫬⾲♧ࡍࡿ㸬㸰. ᝟ሗඹ᭷ࢹ࢕ࢫࣉࣞ࢖ᐇ㦂㸦Experiment A㸧. ZLWKRXW$ ⩌ ᝟ሗඹ᭷ࢹ࢕ࢫࣉࣞ࢖࡟ࡣఱࡶ⾲♧ࡋ࡞࠸.

(4) ᐇ㦂┠ⓗ ࢢ࣮ࣝࣉ࣮࣡ࢡ࣓ࣥࣂ࣮ྛ⮬ࡀࢱࣈࣞࢵࢺ➃ᮎ࡟ࡼࡾᡭඖ࡛᝟ሗ. ࡲࡓ㸪࣓ࣥࣂ࣮㛫ࡢ㛵ಀᛶࡀࢢ࣮ࣝࣉ࣮࣡ࢡ࡬୚࠼ࡿᙳ㡪ࢆ࡛ࡁ. ඹ᭷࡛ࡁࡿ≧ἣ࡟࠾࠸࡚㸪࣓ࣥࣂ࣮඲ဨࡀྠᵝ࡟᭩ࡁ㎸ࡳ඲యࢆ୍. ࡿࡔࡅ㍍ῶࡍࡿࡓࡵ㸪ࢢ࣮ࣝࣉ࣓ࣥࣂ࣮࡟ࡣᑡ࡞ࡃ࡜ࡶ཭ேࡀ 1 ྡ. ぴ࡛ࡁࡿ᝟ሗඹ᭷ࢶ࣮ࣝ㸦ࢹ࢕ࢫࣉࣞ࢖㸧ࡀࢱࣈࣞࢵࢺ➃ᮎࡢ౑⏝. ࡣྵࡲࢀࡿࡼ࠺ࢢ࣮ࣝࣉศࡅࢆ⾜ࡗࡓ㸬 ࢢ࣮ࣝࣉ࣓ࣥࣂ࣮ࡢᛶูࡢෆヂࡣ୧ᐇ㦂⩌࡜ࡶ㸪඲ဨዪᛶࡢࢢࣝ. ࡟ཬࡰࡍᙳ㡪࡟ࡘ࠸᳨࡚ドࡍࡿ. ඲ဨ࡛᝟ሗඹ᭷ࢆࡍࡿࡓࡵࡢࢹ࢕ࢫࣉࣞ࢖ࡢタ⨨ࡣ㸪ࢱࣈࣞࢵࢺ. ࣮ࣉࡀ 1 ࢢ࣮ࣝࣉ㸪⏨ᛶ 1 ྡዪᛶ 3 ྡࡢࢢ࣮ࣝࣉࡀ 1 ࢢ࣮ࣝࣉ㸪⏨. ➃ᮎࡣ᭩ࡁ㎸ࡳ㸦᝟ሗ⏕ᡂ㸧㸪ࢹ࢕ࢫࣉࣞ࢖ࡣ୍ぴ㸦᝟ሗྲྀᚓ㸧࡜ゝ. ᛶ 2 ྡዪᛶ 2 ྡࡢࢢ࣮ࣝࣉࡀ 1 ࢢ࣮ࣝࣉ࡛࠶ࡗࡓ㸬. ࠺ᶵ⬟ศ໬ࢆⓎ⏕ࡉࡏࡿ࡜⪃࠼ࡓࡓࡵ࡛࠶ࡿ㸬.

(5) ࣞ࢖࢔࢘ࢺ ࣓ࣥࣂ࣮4 ྡࡣࢸ࣮ࣈࣝࢆᣳࢇࡔ୧ഃ࡟ 2 ྡࡎࡘ୪ࢇ࡛╔ᗙࡋ㸪.

(6) ᐇ㦂᪉ἲ ᐇ㦂ᑐ㇟⪅ࡣ 4 ྡ 1 ⤌ࡳ࡜࡞ࡾࢱࣈࣞࢵࢺ➃ᮎࢆ฼⏝ࡋ࡚ࢢ࣮ࣝ ࣉ࣮࣡ࢡࢆ⾜࠺㸬 ᐇ㦂ᑐ㇟⪅ྛ⮬࡟⏝ពࡉࢀ࡚࠸ࡿࢱࣈࣞࢵࢺ➃ᮎ࡟ࡣ Wi-Fi ⤒⏤. ࢹ࢕ࢫࣉࣞ࢖ࡣ࣓ࣥࣂ࣮ࡀ╔ᗙࡋ࡚࠸࡞࠸୍➃࡟タ⨨ࡍࡿ㸬ࢹ࢕ࢫ ࣉࣞ࢖ࡢタ⨨㧗ࡉࡣ࣓ࣥࣂ࣮ࡀぢୖࡆࡓࡾ㸪ぢୗࡆࡓࡾࡍࡿࡇ࡜࡞ ࡃぢࡽࢀࡿ㧗ࡉ࡜ࡋࡓ㸦Fig.1㸧㸬. ࡛඲ဨࡀྠ୍ࡢࢩ࣮ࢺࢆඹ᭷ࡋ࡞ࡀࡽ⮬⏤࡟ྠ᫬୪⾜࡛᭩ࡁ㎸ࡳࡀ ࡛ࡁࡿ࣍࣡࢖ࢺ࣮࣎ࢻࢆᶍࡋࡓ࢔ࣉࣜࡀ࢖ࣥࢫࢺ࣮ࣝࡉࢀ࡚࠾ࡾ㸪 ࡇࡢ࢔ࣉࣜࢆ౑ࡗ࡚ࢢ࣮ࣝࣉ࣮࣡ࢡࢆ㐙⾜ࡍࡿ.ᐇ㦂ཧຍ⪅ྛ⮬ࡣ ᡭඖࡢࢱࣈࣞࢵࢺ➃ᮎ࡟ࢩ࣮ࢺ඲యࢆ⾲♧ࡍࡿࡇ࡜ࡶ㸪ࢩ࣮ࢺࡢ୍ 㒊ࢆᣑ኱ࡋ࡚⾲♧ࡍࡿࡇ࡜ࡶྍ⬟࡛࠶ࡿ㸬 ࢢ࣮ࣝࣉ࣮࣡ࢡࡣ௨ୗࡢ 5 ࡘࡢࢭࢡࢩࣙࣥ࠿ࡽᡂࡾ㸪୚࠼ࡽࢀࡓ ࢸ࣮࣐ࠕ᪥ᮏ࡟᪂ࡋ࠸ఇ᪥ࢆタࡅࡿ࡜ࡋࡓࡽ㸪࠸ࡘ㸪࡝ࡢࡼ࠺࡞᪥ ࡟ࡍࡿ࠿ࠖ࡟ࡘ࠸᳨࡚ウࡍࡿ㸬 ࢭࢡࢩࣙࣥ ࢔࢖ࢹ࢕࢔ࢆฟࡍ㸦5 ศ㛫㸧 ࢱࣈࣞࢵࢺ➃ᮎࢆ⮬⏤࡟฼⏝ࡋ࡚㸪࢔࢖ࢹ࢕࢔ࢆฟࡋྜ࠺㸬࢔࢖ ࢹ࢕࢔ࡢ㉁ࡣẼ࡟ࡏࡎ㸪ࡼࡾከࡃࡢ࢔࢖ࢹ࢕࢔ࢆฟࡍࡼ࠺ಁࡍ㸬 ࢭࢡࢩࣙࣥ ࢔࢖ࢹ࢕࢔ࢆ⭾ࡽࡲࡍ㸦15 ศ㛫㸧ヰࡋྜ࠸࡟ࡼࡾࢭࢡࢩࣙࣥ 1 ࡛ฟࡉࢀࡓ࢔࢖ࢹ࢕࢔ࢆᇶ࡟ 5 ࡘࡢ. )LJ)XUQLWXUHDQGOD\RXW ([SHULPHQW$

(7) . ࢔࢖ࢹ࢕࢔ࢆ㑅ᢥࡋ㸪ෆᐜࢆ⭾ࡽࡲࡏࡿ㸬ࡑࡢ㝿㸪ලయᛶཬࡧ⌧ᐇ.

(8) ศᯒ᪉ἲ. ᛶ࡟ࡘ࠸࡚ࡶ⪃៖ࡍࡿࡼ࠺ồࡵࡿ㸬. ձ࢔ࣥࢣ࣮ࢺᅇ⟅. ࢭࢡࢩࣙࣥ ࢔࢖ࢹ࢕࢔ࢆࡲ࡜ࡵࡿ㸦5 ศ㛫㸧. ࢱࣈࣞࢵࢺ➃ᮎ࡜ࢹ࢕ࢫࣉࣞ࢖ࡢᶵ⬟ศ໬ࡢ⛬ᗘࢆࡳࡿࡓࡵ࡟. ࢭࢡࢩࣙࣥ 2 ࡛⭾ࡽࡲࡏࡓ࢔࢖ࢹ࢕࢔ࡢ୰࠿ࡽ᭱ࡶලయᛶ㸪⌧ᐇ. Q1ࠕ௚ࡢ࣓ࣥࣂ࣮ࡢ᭩ࡁ㎸ࡳࡢぢࡸࡍࡉ㸦1:㠀ᖖ࡟ぢ࡟ࡃ࠸я5:㠀. ᛶࡀ࠶ࡾ㸪ࢢ࣮ࣝࣉࡢ࣓ࣥࣂ࣮඲ဨࡀⰋ࠸࡜ᛮ࠺࢔࢖ࢹ࢕࢔ࢆ 1 ࡘ. ᖖ࡟ぢࡸࡍ࠸㸧ࠖ㸪࠾ࡼࡧ Q2ࠕࢹ࢕ࢫ࢝ࢵࢩࣙࣥ᫬ࡢ᭩ࡁ㎸ࡴࢫ࣌. ࡟⤠ࡿ㸬ከᩘỴ࡛ࡣ࡞ࡃ㸪ࡑࡢ࢔࢖ࢹ࢕࢔࡟⤠ࡗࡓ᰿ᣐ࡟ࡘ࠸࡚ࡶ. ࣮ࢫࡢᗈࡉ㸦1:࡜࡚ࡶ⊃࠸я5:࡜࡚ࡶᗈ࠸㸧ࠖ࡟ᑐࡍࡿᅇ⟅࡟ࡘ࠸࡚. ─ 2132 ─.

(9) 㡪ࡀ㠀ᖖ࡟ᙅ࠸ᙅ᝟ሗ஦๓ศᕸࢆᣦᐃࡋࡓ 15)㸬. ศᯒࡋࡓ㸬 ᡭἲ㸸Brunner-Munzel ᳨ᐃ࡟ࡼࡿ௬ㄝ᳨ᐃ.

(10) ศᯒ⤖ᯝ. せᅉ㸸ࢹ࢕ࢫࣉࣞ࢖࡟ࡼࡿ᝟ሗඹ᭷. ձ࢔ࣥࢣ࣮ࢺᅇ⟅. ᖐ↓௬ㄝ㸸୧ᐇ㦂⩌ࡢᅇ⟅ࡣྠࡌศᕸ࡟ᚑ࠺. タၥ࡟ᑐࡍࡿᅇ⟅ࢆ Fig. 2㸪Fig. 3 ࡟♧ࡍ㸬. ᭷ពỈ‽㸸10%. ᳨ᐃࡢ⤖ᯝ㸪Q1ࠕ௚ࡢ࣓ࣥࣂ࣮ࡢ᭩ࡁ㎸ࡳࡢぢࡸࡍࡉࠖ࡟ࡘ࠸࡚. ࣜࢵ࣮࢝ࢺᑻᗘ࡟ࡼࡿᅇ⟅ࡢ᳨ᐃ࡟ࡣ㞳ᩓኚᩘࡢ᳨ᐃ࡟ࡶ⢭ᗘࡀ 㧗ࡃ. 11)㸪ࢧࣥࣉࣝࢧ࢖ࢬࡀᑠࡉ࡞ሙྜ࡟ࡶ᭷ຠ࡛࠶ࡿ 12)࡜ࡉࢀࡿ. ᐇ㦂⩌㛫࡟᭷ពᕪࡀㄆࡵࡽࢀ㸦p = 0.0603㸧㸪ᖐ↓௬ㄝࡣᲠ༷ࡉࢀࡓ㸬 ᅇ⟅ࡢ୰ኸ್ࡣ with-A ⩌ࡀ 3㸪without-A ⩌ࡀ 4 ࡛࠶ࡾ㸪with-A. Brunner-Munzel ᳨ᐃࢆ᥇⏝ࡋࡓ㸬. ⩌ࡼࡾࡶ without-A ⩌ࡣ௚ࡢ࣓ࣥࣂ࣮ࡢ᭩ࡁ㎸ࡳࡀぢࡸࡍ࠸࡜ឤࡌ. ղ௚ࡢ࣓ࣥࣂ࣮࡬ྥࡅࡿど⥺. ࡚࠸ࡿࡇ࡜ࡀ♧ࡉࢀࡓ㸦Fig. 2㸪Table 1㸧㸬. ᧜ᙳࡉࢀࡓࣅࢹ࢜ࡼࡾ࣓ࣥࣂ࣮ྛ⮬ࡀ௚ࡢ࣓ࣥࣂ࣮࡟ど⥺ࢆྥࡅ. ୍᪉㸪Q2ࠕࢹ࢕ࢫ࢝ࢵࢩࣙࣥ᫬ࡢ᭩ࡁ㎸ࡴࢫ࣮࣌ࢫࡢᗈࡉࠖ࡟ࡘ. ࡓᅇᩘࢆ࢝࢘ࣥࢺࡋ㸪୧ᐇ㦂⩌㛫࡛ẚ㍑ࡋࡓ㸬ど⥺ࡀ≉ᐃࡢ࣓ࣥࣂ. ࠸࡚ࡣᐇ㦂⩌㛫࡟᭷ពᕪࡣㄆࡵࡽࢀࡎ㸦p = 0.793㸧㸪ᖐ↓௬ㄝࡣᲠ. ࣮࡟ 2 ⛊௨ୖ␃ࡲࡗ࡚࠸ࡿ࡜ุ᩿ࡉࢀࡓሙྜ㸪࣓ࣥࣂ࣮ࡀ௚ࡢ࣓ࣥ. ༷ࡉࢀ࡞࠿ࡗࡓ㸦Fig. 3㸪Table 1㸧㸬. ࣂ࣮࡬ど⥺ࢆྥࡅ࡚࠸ࡿ࡜ゎ㔘ࡋࡓ㸬 ᭷ពỈ‽ࢆ 10%࡜ࡋࡓ Smirnov-Grubbs ᳨ᐃ࡟ࡼࡾእࢀ್ࢆ㝖እ ࡋࡓࢹ࣮ࢱࢆᑐ㇟࡜ࡋ࡚ศᯒࢆ⾜ࡗࡓ㸬 ᡭἲ㸸Bayes ᥎ᐃ࡟ࡼࡿẕ㞟ᅋࡢᖹᆒ್ࡢᕪࡢ᥎ᐃὀ 1) Stan2.16.2 ࢆ⏝࠸㸪㛗ࡉ 10000 ࡢࢳ࢙࢖ࣥࢆ 4 ࡘⓎ⏕ࡉ ࡏ㸪ࣂ࣮ࣥ࢖ࣥᮇ㛫ࢆ 5000 ࡜ࡋ㸪HMC ἲ࡟ࡼࡾᚓࡽࢀ ࡓ 20000 ಶࡢ஘ᩘ࡛஦ᚋศᕸࢆ㏆ఝࡍࡿ㸬 Ⅼ᥎ᐃ࡟ࡣ EAP ᥎ᐃ㔞ࢆ⏝࠸ࡿ㸬 ཰᮰ุᐃᣦᶆ Rhat ࡀ 1.1 ௨ୗ࠿ࡘ᭷ຠ⚊ᮏᩘ neff ࡀ 2000 ὀ 2) ௨ୖࡢሙྜ㸪ᚓࡽࢀࡓࢧࣥࣉࣝࡣồࡵࡿ࡭ࡁ஦ᚋศᕸ. ࡟཰᮰ࡋ࡚࠸ࡿ࡜ุ᩿ࡍࡿ 13)㸬 ᝟ሗ௬ㄝ Hi㸸with-A ⩌ࡢᅇᩘࡢẕᖹᆒ್ȣ0 ࡣ without-A ⩌ࡢ ᅇᩘࡢẕᖹᆒ್ȣ1 ࡼࡾࡶ኱ࡁ࠸ ⿵௬ㄝ Hu㸸with-A ⩌ࡢᅇᩘࡢẕᖹᆒ್ȣ0 ࡣ without-A ⩌ࡢᅇ. )LJ7KHDQVZHUVWR4͆KRZHDVLO\GLG\RXVHHWKHRWKHUV̓. ᩘࡢẕᖹᆒ್ȣ1 ௨ୗ࡛࠶ࡿ. LGHDV"͇ ([SHULPHQW$

(11). ஦๓ศᕸ㸸ᙅ᝟ሗ஦๓ศᕸ ȣ ~ normal(mean(x), 1000 * sd(x)) Ȫ ~ uniform(sd(x) / 1000, 1000 * sd(x)) ࡇࡇ࡛ ȣ㸸᥎ᐃᑐ㇟࡜࡞ࡿᖹᆒ್ Ȫ㸸᥎ᐃᑐ㇟࡜࡞ࡿᶆ‽೫ᕪ x㸸ᶆᮏࢹ࣮ࢱ ~㸸ᕥ㎶ࡀྑ㎶࠿ࡽ☜⋡ⓗ࡟⏕ᡂࡉࢀࡿࡇ࡜ࢆ♧ࡍ㛵 ಀ₇⟬Ꮚ normal(a, b)㸸ᖹᆒ a㸪ᶆ‽೫ᕪ b ࡢṇつศᕸࢆ⏕ᡂ ࡍࡿ㛵ᩘ uniform(a, b)㸸ୗ㝈 a㸪ୖ㝈 b ࡜ࡍࡿ୍ᵝศᕸࢆ⏕ᡂ ࡍࡿ㛵ᩘ mean(v)㸸࣋ࢡࢺࣝ v ࡢᖹᆒ್ࢆ㏉ࡍ㛵ᩘ. )LJ7KHDQVZHUVWR4͆KRZZLGHLVWKHVSDFHWRQRWHGXULQJ. sd(v)㸸࣋ࢡࢺࣝ v ࡢᶆ‽೫ᕪࢆ㏉ࡍ㛵ᩘ. WKHGLVFXVVLRQ"͇ ([SHULPHQW$

(12). ࡜ࡍࡿ ࢹ࣮ࢱ⏕ᡂศᕸ㸸ṇつศᕸ ⏕ᡂ㔞㸸ᖹᆒ್ࡢᕪ㸪ຠᯝ㔞㸦Cohen ࡢ d㸧 ஦๓ศᕸ࡟ࡘ࠸࡚ࡣ᥎ᐃᑐ㇟࡜࡞ࡿࣃ࣓࣮ࣛࢱ࡟ᑐࡍࡿ▱㆑ࡀ༑ ศ࡛࡞࠸ሙྜ㸪୺ほᛶࢆ᤼㝖ࡍࡿࡓࡵ↓᝟ሗ஦๓ศᕸࢆᣦᐃࡍࡿࡇ. ղ௚ࡢ࣓ࣥࣂ࣮࡬ྥࡅࡿど⥺ ᥎ᐃᑐ㇟࡜࡞ࡿࣃ࣓࣮ࣛࢱ࠾ࡼࡧ⏕ᡂ㔞㸪ࡍ࡭࡚࡟ᑐࡋ࡚ Rhatӌ 1.1 ࠿ࡘ neffӍ2000 ࡜࡞ࡾ㸪ᚓࡽࢀࡓࢧࣥࣉࣝࡣ஦ᚋศᕸ࡟཰᮰ࡋ ࡓ㸦Table 2㸧㸬. ࡜ࡀ୍⯡ⓗ࡛࠶ࡿࡀ㸪↓᝟ሗ஦๓ศᕸࡣࢧࣥࣉࣝࢧ࢖ࢬࡀᑠࡉ࠸ሙ. ᥎ᐃࡢ⤖ᯝ㸪⿵௬ㄝ Hu ࡟ᑐࡍࡿ᝟ሗ௬ㄝ Hi ࡢ࡭࢖ࢬࣇ࢓ࢡࢱ࣮. ྜ㸪ࣃ࣓࣮ࣛࢱࡢ஦ᚋศᕸࡀ୙㐺ษ࡟࡞ࡿྍ⬟ᛶࡀ࠶ࡿ 14)㸬ࡇࢀࢆ. ࡣ 61.7 ࡜࡞ࡾ㸦Table 3㸧㸪᝟ሗ௬ㄝࡀᙉࡃᨭᣢࡉࢀࡓ㸦Table 4㸧㸬. ᅇ㑊ࡍࡿࡓࡵ௒ᅇࡢศᯒ࡛ࡣ஦๓ศᕸ࡜ࡋ࡚㸪஦ᚋศᕸ࡟ཬࡰࡍᙳ. ຠᯝ㔞ࡣ 0.983 ࡛࠶ࡾ㸦Table 3㸪Fig. 4㸧㸪ᐇ㦂⩌ࡢຠᯝࡢ኱ࡁࡉ. ─ 2133 ─.

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(20) . ࡶࡋ㸪ࢹ࢕ࢫࣉࣞ࢖ࢆ౑⏝ࡋࡓᐇ㦂⩌ࡀࢹ࢕ࢫࣉࣞ࢖ࢆ↓どࡋ࡚ ࠸ࡓࡢ࡛࠶ࢀࡤ㸪ୖ㏙ࡋࡓ࢔ࣥࢣ࣮ࢺᅇ⟅㸪௚ࡢ࣓ࣥࣂ࣮࡬ど⥺ࢆ ྥࡅࡿᅇᩘ࡟୧ᐇ㦂⩌࡛ᕪ␗ࡣ⏕ࡌ࡞࠸ࡇ࡜࡜࡞ࡿ㸬. ࡣ Large ࡛࠶ࡗࡓ㸦Table 5㸧㸬ࡲࡓ㸪஦ᚋศᕸ࡟᪊࠸࡚᝟ሗ௬ㄝ Hi ࡀᡂ❧ࡍࡿ☜⋡ὀ㸱㸧ࡣ 98.5%࡛࠶ࡗࡓ㸦Table 3㸪Fig. 5㸧㸬. ࡋ࠿ࡋ㸪ᐇ㦂⤖ᯝ࠿ࡽࡣ࢔ࣥࢣ࣮ࢺᅇ⟅࡟ࡶ௚ࡢ࣓ࣥࣂ࣮࡬ど⥺ ࢆྥࡅࡿᅇᩘ࡟ࡶᕪࡀ࠶ࡿࡇ࡜ࡀ♧ࡉࢀࡓ㸬 ࡇࡢࡇ࡜ࡣ㸪ࢹ࢕ࢫࣉࣞ࢖ࡢ౑⏝ࡀᐇ㦂ཧຍ⪅࡟ࢱࣈࣞࢵࢺ➃ᮎ. ࡇ ࢀ ࡽ ࡼ ࡾ ᝟ ሗ ௬ ㄝ ࡀ ᡂ ❧ ࡍ ࡿ ࡇ ࡜ ࡀ ♧ ࡉ ࢀ 㸪 with-A ⩌ ࡣ. ࡜ࢹ࢕ࢫࣉࣞ࢖࡜ࡢ౑࠸ศࡅࢆព㆑ࡉࡏ࡚࠸ࡓࡇ࡜ࢆ♧ࡋ࡚࠸ࡿ㸬. without-A ⩌ࡼࡾࡶ௚ࡢ࣓ࣥࣂ࣮࡬ど⥺ࢆྥࡅࡿᅇᩘࡀከ࠸ࡇ࡜ࡀ. ࡋ࠿ࡋ㸪ࢹ࢕ࢫࣉࣞ࢖࡛௚ࡢ࣓ࣥࣂ࣮ࡢ᭩ࡁ㎸ࡳࢆ୍ぴࡍࡿࡓࡵ࡟. ᫂ࡽ࠿࡟࡞ࡗࡓ㸬. ࡣ㤳ࢆ࡯ࡰ 90rᅇࡋ㸪㢦ࢆព㆑ⓗ࡟ࢹ࢕ࢫࣉࣞ࢖࡬ྥࡅࡿᚲせࡀ࠶.

(21) ⪃ᐹ. ࡗࡓ㸬. ᝟ሗඹ᭷ࢹ࢕ࢫࣉࣞ࢖ࡢ౑⏝ࡣࠕࢹ࢕ࢫࣉࣞ࢖࡛௚ࡢ࣓ࣥࣂ࣮ࡢ. ࡇࡢࢹ࢕ࢫࣉࣞ࢖ࢆぢࡿࡇ࡜࡟క࠺↹ࢃࡋࡉ࡟ࡼࡾ㸪ࢹ࢕ࢫࣉࣞ. ពぢࢆ୍ぴࡋ㸪ࢱࣈࣞࢵࢺ➃ᮎ࡟⮬㌟ࡢពぢࢆ᭩ࡁ㎸ࡴࠖ࡜ゝ࠺ᶵ. ࢖ࢆ౑⏝ࡋࡓᐇ㦂⩌ࡢ௚ࡢ࣓ࣥࣂ࣮ࡢ᭩ࡁ㎸ࡳࡢぢࡸࡍࡉ࡟ᑐࡍࡿ. ჾࡢ౑࠸ศࡅࢆᐇ㦂ཧຍ⪅࡟ಁࡋ㸪ぢࡸࡍࡉࡸ᭩ࡁ㎸ࡴࢫ࣮࣌ࢫࡢ. ホ౯ࡣࢹ࢕ࢫࣉࣞ࢖ࢆ౑⏝ࡋ࡞࠸ᐇ㦂⩌ࡢぢࡸࡍࡉ࡟ᑐࡍࡿホ౯ࡼ. ᗈࡉឤࢆྥୖࡉࡏࡿ࡜ண᝿ࡋ࡚࠸ࡓ㸬. ࡾࡶపࡃ࡞ࡗࡓ࡜ᛮࢃࢀࡿ㸬. ࡋ࠿ࡋ㸪࢔ࣥࢣ࣮ࢺࡢᅇ⟅࠿ࡽࡣ㸪ࡇࡢᐇ㦂࡟࠾ࡅࡿ᝟ሗඹ᭷ࢹ. ࡲࡓ㸪ࢱࣈࣞࢵࢺ➃ᮎ࡜ࢹ࢕ࢫࣉࣞ࢖࡜ࡢ౑࠸ศࡅࢆព㆑ࡣࡋ࡚. ࢕ࢫࣉࣞ࢖ࡢ౑⏝ࡣぢࡸࡍࡉ㸪᭩ࡁ㎸ࡴࢫ࣮࣌ࢫࡢᗈࡉឤࡢྥୖ࡟. ࠸ࡿࡶࡢࡢࢹ࢕ࢫࣉࣞ࢖ࢆぢࡿࡇ࡜࡟క࠺↹ࢃࡋࡉࡢࡓࡵ㸪ᐇ㝿࡟. ࡣ⤖ࡧࡘ࠿࡞࠸࡜࠸࠺⤖ᯝࡀᚓࡽࢀࡓ㸬. ௚ࡢ࣓ࣥࣂ࣮ࡢ᭩ࡁ㎸ࡳࢆ୍ぴࡍࡿ㝿࡟ࡣࢹ࢕ࢫࣉࣞ࢖࡛ぢࡿࡇ࡜. ࡑࡢ⣲ᅉࡣࢹ࢕ࢫࣉࣞ࢖ࡢ㓄⨨ࡔ࡜᥎ ࡉࢀࡓ㸬. ࡶ࠶ࢀࡤࢱࣈࣞࢵࢺ➃ᮎ࡛⾲♧⠊ᅖࢆኚ᭦ࡋぢࡿࡇ࡜ࡶ࠶ࡿ࡜࠸࠺. ࢹ࢕ࢫࣉࣞ࢖ࢆ౑⏝ࡋࡓᐇ㦂⩌ࡣࢹ࢕ࢫࣉࣞ࢖ࢆ౑⏝ࡋ࡞࠸ᐇ㦂. ࡼ࠺࡟ᶵ⬟ศᢸࡀ༑ศ࡟ࡣⅭࡉࢀ࡞࠿ࡗࡓ㸬. ⩌࡜ྠᵝ࡟㸪ࢹ࢕ࢫࣉࣞ࢖ࢆぢ࡞ࡃ࡜ࡶࢱࣈࣞࢵࢺ➃ᮎ࡛௚ࡢ࣓ࣥ. ࡇࢀ࡟ࡼࡾࢱࣈࣞࢵࢺ➃ᮎࢆ᭩ࡁ㎸ࡳᑓ⏝ࡢࢶ࣮ࣝ࡜ࡋ࡚฼⏝ࡍ. ࣂ࣮ࡢ᭩ࡁ㎸ࡳࢆ୍ぴࡍࡿࡇ࡜ࡶྍ⬟࡛࠶ࡗࡓ㸬ࡋࡓࡀࡗ࡚㸪ࢹ࢕. ࡿࡇ࡜ࡀ࡛ࡁࡎ㸪ࢹ࢕ࢫࣉࣞ࢖౑⏝࡟ࡼࡿࢱࣈࣞࢵࢺ➃ᮎ࡬ࡢ᭩ࡁ. ࢫࣉࣞ࢖ࢆ↓どࡋࡓࢢ࣮ࣝࣉ࣮࣡ࢡࡢ㐙⾜ࡶྍ⬟࡛࠶ࡗࡓ㸬. ㎸ࡳࡸࡍࡉࡢྥୖࡀㄆࡵࡽࢀ࡞࠿ࡗࡓࡢ࡛ࡣ࡞࠸࠿࡜⪃࠼ࡽࢀࡓ㸬. ─ 2134 ─.

(22) ௚ࡢ࣓ࣥࣂ࣮࡟ど⥺ࢆྥࡅࡿᅇᩘࡀ᝟ሗඹ᭷ࢹ࢕ࢫࣉࣞ࢖ࢆ౑⏝ ࡋ࡞࠸ሙྜ࡟ᑡ࡞࠸⌮⏤࡟ࡘ࠸࡚ࡣ௨ୗࡢᵝ࡟⪃࠼ࡽࢀࡿ㸬 ࢹ࢕ࢫࣉࣞ࢖ࢆ౑⏝ࡍࡿᐇ㦂⩌࡛ࡣࢹ࢕ࢫࣉࣞ࢖ࢆぢࡿ᫬࡟ࡶ㢦 ࢆୖࡆ㸪㤳ࢆᅇࡋ㸪ࢹ࢕ࢫࣉࣞ࢖࡟㢦ࢆྥࡅࡿࡇ࡜࡟࡞ࡿ㸬ࡇࡢࡓ ࡵࢹ࢕ࢫࣉࣞ࢖ࢆぢࡿ࡜࠸࠺୍㐃ࡢ⾜Ⅽࡢὶࢀࡢ୰࡛ࡶ㸪ᐜ᫆࡟௚ ࡢ࣓ࣥࣂ࣮࡬ど⥺ࢆྥࡅࡿ࡜࠸࠺⾜ⅭࡀⓎ⏕ࡋᚓࡿ㸬 ୍᪉㸪ࢹ࢕ࢫࣉࣞ࢖ࢆ౑⏝ࡋ࡞࠸ᐇ㦂⩌࡛ࡣ᭩ࡁ㎸ࡳࡶぢࡿࡇ࡜ ࡶࢱࣈࣞࢵࢺ➃ᮎࡢࡳ࡛᏶⤖ࡍࡿ㸬ࡇࡢࡓࡵࢱࣈࣞࢵࢺ➃ᮎ࡬ὀព ࡀྥࡁ㸪㢦ࢆୖࡆࡿࡢࡣ௚ࡢ࣓ࣥࣂ࣮࡟ど⥺ࢆྥࡅࡿ࡜ࡁࡔࡅ࡜࡞ ࡿ㸬ࡋࡓࡀࡗ࡚㸪㢦ࢆୖࡆ࡚௚ࡢ࣓ࣥࣂ࣮࡟ど⥺ࢆྥࡅࡿࡇ࡜ࡢព ㆑ⓗ࡞ປຊࡀࢹ࢕ࢫࣉࣞ࢖ࢆ౑⏝ࡍࡿᐇ㦂⩌࡟ẚ㍑ࡋ࡚㧗ࡃ࡞ࡿ࡜ ⪃࠼ࡽࢀࡿ㸬 3. ࢹ࢕ࢫࣉࣞ࢖㓄⨨ᐇ㦂 ([SHULPHQW%

(23)

(24) ᐇ㦂┠ⓗ ᝟ሗඹ᭷ࢹ࢕ࢫࣉࣞ࢖ࡢ㓄⨨ࡀ௚ࡢ࣓ࣥࣂ࣮ࡢ᭩ࡁ㎸ࡳࡢぢࡸࡍ. )LJ)XUQLWXUHDQGOD\RXW ([SHULPHQW%

(25) . ࡉ㸪᭩ࡁ㎸ࡴࢫ࣮࣌ࢫࡢᗈࡉឤ㸪௚ࡢ࣓ࣥࣂ࣮࡬ྥࡅࡿど⥺ࡢᅇᩘ. . ࡟ᙳ㡪ࡍࡿ࡜ࡋࡓ᝟ሗඹ᭷ࢹ࢕ࢫࣉࣞ࢖ᐇ㦂ࡢ⤖ᯝ࡟ᑐࡍࡿ⪃ᐹࢆ. ձ࢔ࣥࢣ࣮ࢺᅇ⟅. ᳨ドࡍࡿ㸬

(26) ᐇ㦂᪉ἲ ᝟ሗඹ᭷ࢹ࢕ࢫࣉࣞ࢖ᐇ㦂࡜ྠᵝࡢ᪉ἲ࡟ࡼࡾᐇ㦂ࢆ⾜ࡗࡓ㸬

(27) ᐇ㦂ཧຍ⪅ཬࡧᐇ㦂⩌. タၥ࡟ᑐࡍࡿᅇ⟅ࢆ Fig. 7㸪Fig. 8 ࡟♧ࡍ㸬 ᳨ᐃࡢ⤖ᯝ㸪Q1ࠕ௚ࡢ࣓ࣥࣂ࣮ࡢ᭩ࡁ㎸ࡳࡢぢࡸࡍࡉࠖ࡟ࡘ࠸࡚ ࡣᐇ㦂⩌㛫࡟᭷ពᕪࡣㄆࡵࡽࢀࡎ㸦p = 0.545㸧㸪ᖐ↓௬ㄝࡣᲠ༷ࡉ ࢀ࡞࠿ࡗࡓ㸦Fig. 7㸪Table 6㸧㸬. ᝟ሗඹ᭷ࢹ࢕ࢫࣉࣞ࢖ᐇ㦂ࡢཧຍ⪅࡜ࡣ㔜」ࡋ࡞࠸㸪᪥ᮏㄒࢆẕ. ୍᪉㸪Q2ࠕࢹ࢕ࢫ࢝ࢵࢩࣙࣥ᫬ࡢ᭩ࡁ㎸ࡴࢫ࣮࣌ࢫࡢᗈࡉࠖ࡟ࡘ. ㄒ࡜ࡍࡿ 19 ṓࠥ28 ṓ㸦ᖹᆒ 21.5 ṓ㸪ᶆ‽೫ᕪ 1.72㸧ࡢ኱Ꮫ⏕ཬ. ࠸࡚ࡣᐇ㦂⩌㛫࡟᭷ពᕪࡀㄆࡵࡽࢀ㸦p = 0.0219㸧㸪ᖐ↓௬ㄝࡣᲠ༷. ࡧ኱Ꮫ㝔⏕ࢆ௨ୗࡢ 2 ࡘࡢᐇ㦂⩌࡟ྛ 12 ྡ㸦3 ࢢ࣮ࣝࣉ㸧ࡎࡘ㓄⨨. ࡉࢀࡓ㸬. ࡋࡓ㸬 ZLWK% ⩌. ᅇ⟅ࡢ୰ኸ್ࡣ with-B ⩌ࡀ 3㸪without-B ⩌ࡀ 2 ࡛࠶ࡾ㸪 without-B ⩌ࡣ with-B ⩌ࡼࡾࡶࢹ࢕ࢫ࢝ࢵࢩࣙࣥ᫬ࡢ᭩ࡁ㎸ࡴࢫ. 46 ࢖ࣥࢳࢹ࢕ࢫࣉࣞ࢖࡟࣓ࣥࣂ࣮ࡀ᭩ࡁ㎸ࡳࢆ⾜ࡗ࡚࠸ࡿࢩ. ࣮࣌ࢫࢆ⊃࠸࡜ឤࡌ࡚࠸ࡿࡇ࡜ࡀ♧ࡉࢀࡓ㸦Fig. 8㸪Table 6㸧. ࣮ࢺ඲యࢆᖖ᫬⾲♧ࡍࡿ㸬. ղ௚ࡢ࣓ࣥࣂ࣮࡬ྥࡅࡿど⥺. :LWKRXW% ⩌ 46 ࢖ࣥࢳࢹ࢕ࢫࣉࣞ࢖࡟ࡣఱࡶ⾲♧ࡋ࡞࠸ ࡲࡓ㸪࣓ࣥࣂ࣮㛫ࡢ㛵ಀᛶࡀࢢ࣮ࣝࣉ࣮࣡ࢡ࡬୚࠼ࡿᙳ㡪ࢆ࡛ࡁ ࡿࡔࡅ㍍ῶࡍࡿࡓࡵࢢ࣮ࣝࣉෆ࡟ࡣᑡ࡞ࡃ࡜ࡶ཭ேࡀ 1 ྡࡣධࡿࡼ ࠺ࢢ࣮ࣝࣉศࡅࢆ⾜ࡗࡓ㸬. ᥎ᐃᑐ㇟࡜࡞ࡿࣃ࣓࣮ࣛࢱ࠾ࡼࡧ⏕ᡂ㔞㸪ࡍ࡭࡚࡟ᑐࡋ࡚ Rhatӌ 1.1 ࠿ࡘ neffӍ2000 ࡜࡞ࡾ㸪ᚓࡽࢀࡓࢧࣥࣉࣝࡣ஦ᚋศᕸ࡟཰᮰ࡋ ࡓ㸦Table 7㸧㸬 ᥎ᐃࡢ⤖ᯝ㸪⿵௬ㄝ Hu ࡟ᑐࡍࡿ᝟ሗ௬ㄝ Hi ࡢ࡭࢖ࢬࣇ࢓ࢡࢱ ࣮ࡣ 1.06 ࡜࡞ࡾ㸦Table 8㸧㸪᝟ሗ௬ㄝ Hi ࢆ✚ᴟⓗ࡟᥇ᢥࡍࡿ࢚ࣅ. ࢢ࣮ࣝࣉ࣓ࣥࣂ࣮ࡢᛶูࡢෆヂࡣ with-B ⩌࡛ࡣ඲ဨዪᛶࡢࢢࣝ. ࢹࣥࢫࡣᚓࡽࢀ࡞࠿ࡗࡓ㸦Table 4㸧㸬ຠᯝ㔞ࡣ 0.0175 ࡛࠶ࡾ㸦Table. ࣮ࣉࡀ 1 ࢢ࣮ࣝࣉ㸪඲ဨ⏨ᛶࡢࢢ࣮ࣝࣉࡀ 1 ࢢ࣮ࣝࣉ㸪⏨ᛶ 2 ྡዪ. 8㸪Fig. 9㸧㸪ᐇ㦂⩌ࡢຠᯝࡢ኱ࡁࡉࡣㄆࡵࡽࢀ࡞࠿ࡗࡓ(Table 5).ࡲ. ᛶ 2 ྡࡢࢢ࣮ࣝࣉࡀ 1 ࢢ࣮ࣝࣉ㸬without-B ⩌࡛ࡣ඲ဨዪᛶࡢࢢࣝ. ࡓ㸪஦ᚋศᕸ࡟᪊࠸࡚ȣ0 > ȣ1 ࡜࡞ࡿ☜⋡ࡣ 51.8%࡛࠶ࡗࡓ. ࣮ࣉࡀ 2 ࢢ࣮ࣝࣉ㸪඲ဨ⏨ᛶࡢࢢ࣮ࣝࣉࡀ 1 ࢢ࣮ࣝࣉ࡛࠶ࡗࡓ㸬. 㸦Table 8㸪Fig. 10㸧㸬.

(28) ࣞ࢖࢔࢘ࢺ ᝟ሗඹ᭷ࢹ࢕ࢫࣉࣞ࢖ࢆ඲ဨࡀṇ㠃ࢆྥ࠸ࡓ࡜ࡁ࡟ぢ࠼ࡿࡼ࠺㓄 ⨨ࡋ㸪4 ྡࡢᐇ㦂ཧຍ⪅ࡣࢸ࣮ࣈࣝ௜ࡁࢳ࢙࢔࡟╔ᗙࡍࡿ㸦Fig. 6㸧㸬

(29) ศᯒ᪉ἲ. ࡇࢀࡽࡼࡾ᝟ሗ௬ㄝࡣ᥇ᢥࡉࢀ࡞࠿ࡗࡓ㸬

(30) ⪃ᐹ ௚ࡢ࣓ࣥࣂ࣮ࡢ᭩ࡁ㎸ࡳࡢぢࡸࡍࡉ࡟ࡘ࠸࡚㸪᝟ሗඹ᭷ࢹ࢕ࢫࣉ ࣞ࢖ᐇ㦂࡛ࡣࢹ࢕ࢫࣉࣞ࢖ࢆ౑⏝ࡋࡓᐇ㦂⩌ࡣࢹ࢕ࢫࣉࣞ࢖ࢆ౑⏝. ᝟ሗඹ᭷⏝ࢹ࢕ࢫࣉࣞ࢖ᐇ㦂࡜ྠᵝࡢ᪉ἲ࡟ࡼࡾศᯒࢆ⾜ࡗࡓ.. ࡋ࡞࠸ᐇ㦂⩌ࡼࡾࡶホ౯ࡀప࠿ࡗࡓࡀ㸪ࢹ࢕ࢫࣉࣞ࢖ࢆ඲ဨࡀᐜ᫆. ణࡋ㸪௚ࡢ࣓ࣥࣂ࣮࡬ྥࡅࡿど⥺࡟ࡘ࠸࡚ࡣ㸪╔ᗙ఩⨨ࡢ㛵ಀ࡛௚. ࡟ぢࡽࢀࡿ఩⨨࡟㓄⨨ࡋࡓࢹ࢕ࢫࣉࣞ࢖㓄⨨ᐇ㦂࡛ࡣ᭷ពᕪࡀㄆࡵ. ࡢ࣓ࣥࣂ࣮ࡢㄡ࠿࡟ど⥺ࢆྥࡅ࡚࠸ࡿࡇ࡜ࡣ☜ㄆ࡛ࡁࡓࡀ㸪࡝ࡢ࣓. ࡽࢀ࡞࠿ࡗࡓ㸬. ࣥࣂ࣮࡟ど⥺ࢆྥࡅ࡚࠸ࡿ࠿ࢆ≉ᐃࡍࡿࡇ࡜ࡀ㞴ࡋࡃᅇᩘࢆ࢝࢘ࣥ ࢺࡍࡿࡇ࡜ࡣ࡛ࡁ࡞࠿ࡗࡓ㸬 ࡇࡢࡓࡵࢹ࢕ࢫࣉࣞ࢖㓄⨨ᐇ㦂࡛ࡣ௚ࡢ࣓ࣥࣂ࣮࡬ྥࡅࡿど⥺ࡢ ᅇᩘ࡛ࡣ࡞ࡃ᫬㛫ࢆィ ࡋ㸪ࡇࢀࢆศᯒࡋࡓ㸬

(31) ศᯒ⤖ᯝ. ࡇࢀࡣࢹ࢕ࢫࣉࣞ࢖ࡀᐜ᫆࡟ぢࡽࢀࡿ఩⨨࡟㓄⨨ࡉࢀࡓࡇ࡜࡟ࡼ ࡾ㸪᝟ሗඹ᭷ࢹ࢕ࢫࣉࣞ࢖ࡀ᭷ຠ࡟ᶵ⬟ࡋ㸪᝟ሗࢆ⾲♧ࡍࡿ࡜࠸࠺ ᙺ๭ࡀ༑ศ࡟ᯝࡓࡉࢀࡓࡓࡵ࡛࠶ࡿ࡜⪃࠼ࡽࢀࡿ㸬 ᭩ࡁ㎸ࡴࢫ࣮࣌ࢫࡢᗈࡉ࡟ࡘ࠸࡚㸪᝟ሗඹ᭷ࢹ࢕ࢫࣉࣞ࢖ᐇ㦂࡛ ࡣ᭷ពᕪࡀㄆࡵࡽࢀ࡞࠿ࡗࡓࡀ㸪ࢹ࢕ࢫࣉࣞ࢖㓄⨨ᐇ㦂࡛ࡣࢹ࢕ࢫ. ─ 2135 ─.

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(39) . ぴࡋ࡞ࡅࢀࡤ࡞ࡽ࡞࠿ࡗࡓ㸬ࡇࡢࡓࡵࢹ࢕ࢫࣉࣞ࢖ࢆ౑⏝ࡋ࡞࠸ᐇ 㦂⩌ࡣࢱࣈࣞࢵࢺ➃ᮎ࡟ࢩ࣮ࢺ඲యࢆ⾲♧ࡋ࡞ࡀࡽ᭩ࡁ㎸ࡴ㸪࠶ࡿ ࠸ࡣ᭩ࡁ㎸ࡴ࡜ࡁ࡜୍ぴࡍࡿ࡜ࡁ࡛ࢩ࣮ࢺࡢ⾲♧⠊ᅖࢆኚ໬ࡉࡏ࡞ ࡅࢀࡤ࡞ࡽ࡞࠿ࡗࡓ㸬 ࡇࡢࡇ࡜ࡀ᝟ሗඹ᭷ࢹ࢕ࢫࣉࣞ࢖ᐇ㦂࡟࠾ࡅࡿ᭩ࡁ㎸ࡴࢫ࣮࣌ࢫ. ࣉࣞ࢖ࢆ౑⏝ࡋ࡞࠸ᐇ㦂⩌ࡣࢹ࢕ࢫࣉࣞ࢖ࢆ౑⏝ࡋࡓᐇ㦂⩌ࡼࡾࡶ ᗈࡉࡀ⊃࠸࡜ホ౯ࡋ࡚࠸ࡿ㸬. ࡢᗈࡉឤ࡟ᑐࡍࡿᐇ㦂⩌㛫ࡢ┦㐪࡟ࡘ࡞ࡀࡗࡓ࡜⪃࠼ࡽࢀࡿ㸬 ௚ࡢ࣓ࣥࣂ࣮࡟ྥࡅࡿど⥺࡟ࡘ࠸࡚㸪᝟ሗඹ᭷ࢹ࢕ࢫࣉࣞ࢖ᐇ㦂. ࢹ࢕ࢫࣉࣞ࢖㓄⨨ᐇ㦂ࡢࢹ࢕ࢫࣉࣞ࢖ࢆ౑⏝ࡋࡓᐇ㦂⩌࡛ࡣ㸪᝟. ࡛ࡣࢹ࢕ࢫࣉࣞ࢖ࢆ౑⏝ࡋࡓᐇ㦂⩌ࡣࢹ࢕ࢫࣉࣞ࢖ࢆ౑⏝ࡋ࡞࠸ᐇ. ሗඹ᭷ࢹ࢕ࢫࣉࣞ࢖ࡀ᭷ຠ࡟ᶵ⬟ࡋࡓࡇ࡜࡟ࡼࡾ㸪ࢱࣈࣞࢵࢺ➃ᮎ. 㦂⩌ࡼࡾࡶど⥺ࢆྥࡅࡿᅇᩘࡀከ࠿ࡗࡓࡀ㸪㢦ࢆୖࡆࡿࡔࡅ࡛ぢࡽ. ࢆ᭩ࡁ㎸ࡳ࡟≉໬ࡋࡓࢶ࣮ࣝ࡜ࡋ࡚฼⏝ࡍࡿࡇ࡜ࡀ࡛ࡁ㸪ࢱࣈࣞࢵ. ࢀࡿ఩⨨࡟ࢹ࢕ࢫࣉࣞ࢖ࢆ㓄⨨ࡋࡓࢹ࢕ࢫࣉࣞ࢖㓄⨨ᐇ㦂࡛ࡣ᭷ព. ࢺ➃ᮎ࡟ࡣ⮬ศࡀ᭩ࡁ㎸ࡴࢫ࣮࣌ࢫࡔࡅࢆ⾲♧ࡋ⥆ࡅࡿࡇ࡜ࡀ࡛ࡁ. ᕪࡀㄆࡵࡽࢀ࡞࠿ࡗࡓ㸬. ࡓ㸬 ୍᪉㸪ࢹ࢕ࢫࣉࣞ࢖ࢆ౑⏝ࡋ࡞࠸ᐇ㦂⩌࡛ࡣ㸪ࢱࣈࣞࢵࢺ➃ᮎ࡛. ─ 2136 ─. ࡇࢀࡣࢹ࢕ࢫࣉࣞ࢖ࢆぢࡿ࡜࠸࠺⾜Ⅽࡀ௚ࡢ࣓ࣥࣂ࣮࡬ど⥺ࢆྥ ࡅࡿ⾜ⅭࢆㄏⓎࡋᚓࡿ࡜࠸࠺᝟ሗඹ᭷ࢹ࢕ࢫࣉࣞ࢖ᐇ㦂ࡢ⤖ᯝ࡟ᑐ.

(40) ⰼ⏣ឡྜྷ⏣೺௓᥃஭⚽୍ᮘୖ㠃࡟ᙧᡂࡉࢀࡿᚰ⌮ⓗ㡿ᇦ࡬ࡢኳ. ࡍࡿ⪃ᐹࢆᨭᣢࡋ࡚࠸ࡿ࡜⪃࠼ࡽࢀࡿ㸬. ᯈᙧ≧ࡢᙳ㡪3%/ ࡢࡓࡵࡢᏛ⩦⎔ቃࡢ㛤Ⓨ࡟㛵ࡍࡿ◊✲㸦ࡑࡢ 㸧᪥ ᮏᘓ⠏Ꮫ఍ィ⏬⣔ㄽᩥ㞟➨ ᕳ➨ ྕSS. 4. ⤖ㄽ.

(41). ࢺ➃ᮎࢆ౑⏝ࡋࡓ 4 ྡ⛬ᗘࡢᑡேᩘࢢ࣮ࣝࣉ࡛⾜ࢃࢀࡿࣈࣞ࢖ࣥࢫ. Wheeler, S., Waite, S. J. and Bromfield, C.: Promoting Creative. http://onlinelibrary.wiley.com/doi/10.1046/j.0266-4909.2002.00247.x/. ࡏࡿ࡜࠸࠺࣐࢖ࢼࢫࡢຠᯝࢆ⏕ࡳฟࡋ࡚ࡋࡲ࠺. full (accessed 2017.11.30)

(42). Sakakibara, N., Matsuzawa, T. et al.: A Study of the Effect on Listeners' Learning Motivation in Debate: Using Tablet Terminals. ⨨ࡀ᝟ሗⓎಙࡢࡓࡵࡢࢶ࣮࡛ࣝ࠶ࡿࢱࣈࣞࢵࢺ➃ᮎࡢ౑࠸. with Synchronous CSCL for Visualizing of Thinking, Journal of. ࡸࡍࡉ࡟ࡶᙳ㡪ࡍࡿ. Science Education in Japan, Vol.41, No. 2, pp.85-95, 2017.7 (in Japanese) ᴬ ཎ⠊ ஂ, ᯇ ⃝೺ ᙪ ௚ 3 ྡ: ࢱ ࣈ ࣞ ࢵࢺ ᆺ ➃ ᮎ ࢆ฼ ⏝ ࡋ ࡓ ྠᮇ ᆺ. ࢹ࢕ࢫࣉࣞ࢖ࡢ㓄⨨࡟ࡼࡾど⥺ࢆ௚ࡢ࣓ࣥࣂ࣮࡬ྥࡅࡿ࡜ ࠸࠺⾜ⅭࢆㄏⓎࡍࡿࡇ࡜ࡀྍ⬟࡛࠶ࡿ. CSCL ࡟ࡼࡿᛮ⪃ࡢྍど໬ࡀࢹ࢕࣮࣋ࢺ࡟ཧຍࡍࡿ⪺ࡁᡭࡢᏛ⩦ពḧ ࡟୚࠼ࡿຠᯝ࡟㛵ࡍࡿ◊✲, ⛉Ꮫᩍ⫱◊✲, ➨ 41 ᕳ, ➨ 2 ྕ, pp.85-95,. 1)࠾ࡼࡧ 2)࠿ࡽࡣ㸪Ꮫ⩦⎔ቃ࡟࠾ࡅࡿ ICT ࢶ࣮ࣝࡢ౑⏝࡟ࡘ࠸࡚ ࡣ㸪ࢶ࣮ࣝࡑࡢࡶࡢࡀ༢⊂࡛ࡶࡓࡽࡍຠᯝࢆぢ✚ࡶࡿࡔࡅ࡛ࡣ୙༑. Jisshokenkyu. Thinking through the Use of ICT, Journal of Computer Assisted Learning,. ฼⏝ࡋ࡞࠸ሙྜࡼࡾࡶ᝟ሗࡢ୍ぴᛶ࡟ᑐࡍࡿホ౯ࢆపୗࡉ. 3). Jigyo. pdf 㸦ཧ↷ 2017.11.30㸧

(43). ሗඹ᭷࡜࠸࠺┠ⓗࢆᦆ࡞࠺ࡔࡅ࡛ࡣ࡞ࡃ㸪ࢹ࢕ࢫࣉࣞ࢖ࢆ. ᝟ሗྲྀᚓࡢࡓࡵࡢࢶ࣮࡛ࣝ࠶ࡿ᝟ሗඹ᭷ࢹ࢕ࢫࣉࣞ࢖ࡢ㓄. Innovation. ᩥ㒊⛉Ꮫ┬⦅: Ꮫࡧࡢ࢖ࣀ࣮࣋ࢩࣙࣥ஦ᴗᐇド◊✲ሗ࿌᭩, http://jouhouka.mext.go.jp/school/pdf/manabi_no_innovation_report.. ⏬㠃ࢆぢࡿࡓࡵࡔࡅ࡟㤳ࢆᅇࡍ࡜࠸࠺㈇ᢸࡀ⏕ࡌࡿࢹ࢕ࢫ. 2). Manabino. pdf (in Japanese, accessed 2017.11.30). ࢀࡓ㸬 ࣉࣞ࢖ࡢ㐺ษ࡜ࡣゝ࠼࡞࠸㓄⨨ࡣ㸪ࢹ࢕ࢫࣉࣞ࢖฼⏝ࡢ᝟. ed.:. http://jouhouka.mext.go.jp/school/pdf/manabi_no_innovation_report.. ࢺ࣮࣑ࣥࢢⓗ࡞ࢢ࣮ࣝࣉ࣮࣡ࢡࡢ⎔ቃ࡟ࡘ࠸࡚㸪௨ୗࡢ▱ぢࡀᚓࡽ 1). MEXT,. Houkokusho(the Empirical Research Report on Learning Innovation Project),. ௒ᅇᐇ᪋ࡋࡓ 2 ࡘࡢᐇ㦂ࡼࡾ㸪᝟ሗඹ᭷ࢹ࢕ࢫࣉࣞ࢖࡜ࢱࣈࣞࢵ.

(44). 2017.7 Ogura, H., Uchida, T., Yanagisawa, K. and Morita, M.: A Study on. ศ࡛࠶ࡾ㸪ࢶ࣮ࣝࢆᶵ⬟ࡉࡏࡿࡓࡵ࡟ࡣࡑࢀࡽࡢ㓄⨨࡬ࡢ⪃៖ࡶ㔜. the Class Space Utilization toward Educational Computerizaion and Variation, Summaries of Technical Papers of Annual Meeting,. せ࡛࠶ࡿࡇ࡜ࡀ♧ࡉࢀࡓ㸬. Architectural Institute of Japan, Architectural Planning and Design, pp.317-318, 2014. 9 (in Japanese). 3)࠿ࡽࡣ௚ࡢ࣓ࣥࣂ࣮࡬ࡢど⥺ࡀࢶ࣮ࣝࡢ㓄⨨࡟ࡼࡾᕥྑࡉࢀ. ᑠ಴୍⨾, ෆ⏣Ṋ, ᰗ⃝せ, ᳃⏣⯙: ᩍ⫱ࡢ᝟ሗ໬࣭ከᵝ໬࡟ᑐᛂࡋࡓᩍ. ࡿࡇ࡜ࡀ♧ࡉࢀࡓࡀ㸪ど⥺ࡣࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥ࡟᪊࠸࡚㔜せ࡞ᙺ. ᐊ✵㛫ࡢᅾࡾ᪉࡟㛵ࡍࡿㄪᰝ◊✲ -す༡Ꮫ㝔ᑠᏛᰯࢆࢣ࣮ࢫࢫࢱࢹ࢕. ๭ࢆᢸࡗ࡚࠸ࡿࡇ࡜ࡀ▱ࡽࢀ࡚࠸ࡿ 18)㸬ࡇࡢࡇ࡜ࡣࢶ࣮ࣝࡢ㓄⨨ࡀ. ࡜ࡋ࡚-, ᪥ᮏᘓ⠏Ꮫ఍኱఍Ꮫ⾡ㅮ₇᱾ᴫ㞟ᘓ⠏ィ⏬SS . ࢢ࣮ࣝࣉ࣮࣡ࢡࡢࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥ࡟ࡶᙳ㡪ࡍࡿࡇ࡜ࢆព࿡ࡋ࡚.

(45). ࠸ࡿ㸬. Papers of Annual Meeting, Architectural Institute of Japan, Architectural Planning and Design, pp.319-320, 2014. 9 (in. ௨ୖࡼࡾ㸪PBL ࢆᑐ㇟࡜ࡍࡿ ICT ࢆᑟධࡋࡓᏛ⩦⎔ቃࡢᐇ⌧ࡢ ࡓࡵ࡟ࡣ✵㛫࡜ࢶ࣮ࣝࡢ┦஫౫Ꮡᛶࢆᤊ࠼ࡓᏛ⩦⎔ቃࡢᅾࡾ᪉ࢆ᳨. Japanese) ᚋ⸨⏤ె, ප↧ጨ, ᰗ⃝せ ௚ 2 ྡ: 㡑ᅜࡢ ICT ᩍ⫱࡜᪋タ࣭✵㛫࡟㛵. ウࡍࡿᚲせࡀ࠶ࡿࡇ࡜ࡀ☜ㄆࡉࢀࡓ㸬. ࡍ ࡿ ㄪ ᰝ ◊ ✲ , ᪥ ᮏ ᘓ ⠏ Ꮫ ఍ ኱ ఍ Ꮫ ⾡ ㅮ ₇ ᱾ ᴫ 㞟 ᘓ ⠏ ィ ⏬ SS. ௒ᅇࡢᐇ㦂᮲௳ࡣ⿕㦂⪅ࡢᛶู㸪ぶᐦࡉ࡞࡝ࡣ⤫ไࡉࢀ࡚࠾ࡽࡎ㸪 ศᯒ⤖ᯝࢆࡇࡢࡲࡲᬑ㐢໬ࡍࡿࡇ࡜ࡣᅔ㞴࡛࠶ࡿ㸬.

(46). ࡋ࠿ࡋ㸪௒ᅇࡢᐇ㦂ཧຍ⪅ࡣ୍⯡ⓗ࡞኱Ꮫ⏕࡛࠶ࡾ㸪ᐇ㦂ཧຍ⪅. Shimokura, R.: Room Arrangements to Use ICT in Schools in the UK, Sweden and Spain, Summaries of Technical Papers of Annual Meeting, Architectural Institute of Japan, Architectural Planning and Design, pp.321-322, 2014. 9 (in Japanese). ࡢᛶ᱁࡞࡝ࡢ≉ᛶࡣ୍ᐃࡢ⠊ᅖ࡟཰ࡲࡗ࡚࠸ࡿ࡜᝿ᐃࡍࡿࡇ࡜࡟↓ ⌮ࡣ࡞ࡃ㸪ཷㅮ⏕ࡢ≉ᛶࢆࢥࣥࢺ࣮ࣟࣝࡍࡿࡇ࡜ࡀᅔ㞴࡞኱Ꮫࡢᤵ. ୗ಴⋹Ꮚ: ࣮ࣚࣟࢵࣃࡢᏛᰯ࡟࠾ࡅࡿ㟁Ꮚ㯮ᯈ࡜ࣃࢯࢥࣥࡢ㓄⨨, ᪥ᮏ ᘓ⠏Ꮫ఍኱఍Ꮫ⾡ㅮ₇᱾ᴫ㞟ᘓ⠏ィ⏬SS. ᴗࡢ≧ἣࢆ⪃៖ࡍࡿ࡞ࡽࡤ௒ᅇࡢᐇ㦂᮲௳ࡣ㸪ࡼࡾ⌧ᐇ࡟༶ࡋ࡚࠸ ࡿ࡜⪃࠼ࡽࢀࡿ㸬. Goto, Y., Yoo, Y., Yanagisawa, K. et al.: Analysis on ICT for Education, Facility and Space in Korea, Summaries of Technical.

(47). ௒ᅇࡢศᯒ⤖ᯝ࠿ࡽࡣ㸪㐺⏝⠊ᅖࡣ㝈ᐃⓗ࡛࠶ࡿࡀ㸪኱Ꮫ࡟࠾ࡅ. Yoshida, K., Hanada, A. and Kakei, H.: The Effects of Information Sharing Tool on Communication in Group Work: the Outline of the. ࡿ PBL ࡢᏛ⩦⎔ቃࢆᐇ⌧ࡍࡿୖ࡛ᐇ㊶ⓗ࡟ά⏝࡛ࡁࡿ▱ぢࡀᚓࡽ. Experiment and the Analysis Items, Summaries of Technical Papers of Annual Meeting, Architectural Institute of Japan, Architectural. ࢀࡓ㸬. Planning and Design, pp.895-896, 2013.8 (in Japanese) ྜྷ⏣೺௓ⰼ⏣ឡ᥃஭⚽୍ࢢ࣮ࣝࣉ࣮࣡ࢡࡢࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥ. ࢢ࣮ࣝࣉ࣮࣡ࢡ࣓ࣥࣂ࣮ಶࠎࡢ≉ᛶࢆ㓄៖ࡋࡓᬑ㐢໬ࡉࢀࡓ▱ぢ㸪. ࡟᝟ሗඹ᭷ࢶ࣮ࣝࡀ୚࠼ࡿᙳ㡪㸸ᐇ㦂ᴫせ࠾ࡼࡧศᯒ㡯┠᪥ᮏᘓ⠏Ꮫ ఍኱఍Ꮫ⾡ㅮ₇᱾ᴫ㞟ᘓ⠏ィ⏬SS. ␗࡞ࡿ✀㢮ࡢ ICT ฼⏝᫬ࡢ▱ぢࡢ⋓ᚓ࡟ࡘ࠸࡚ࡣ௒ᚋࡢㄢ㢟࡜ࡋ ࡓ࠸㸬.

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(49) Hanada, A., Yoshida, K. and Kakei, H.: The Effect of the Table Top. Planning and Design, pp.897-898, 2013.8 (in Japanese) ⰼ⏣ឡྜྷ⏣೺௓᥃஭⚽୍ࢢ࣮ࣝࣉ࣮࣡ࢡࡢࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥ. Shape on a Psychological Territory Generated on the Surface: A. ࡟᝟ሗඹ᭷ࢶ࣮ࣝࡀ୚࠼ࡿᙳ㡪㸸ᐇ㦂ᴫせ࠾ࡼࡧศᯒ㡯┠᪥ᮏᘓ⠏Ꮫ. Study on Developing the Environment for PBL(Part1), Journal of Architecture and Planning (Transactions of AIJ), Vol. 80, No. 710, pp.823-830, 2015.5 (in Japanese). ఍኱఍Ꮫ⾡ㅮ₇᱾ᴫ㞟ᘓ⠏ィ⏬SS

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(66) THE EFFECT OF THE LOCATION FOR THE DISPLAY ON A GROUPWORK IN ICT-ENHANCED LEARING ENVIRONMENTS THE EFFECT OF THEonLOCATION THE DISPLAY ON A GROUP WORK A study developing theFOR environment for PBL (Part2) IN ICT-ENHANCED LEARNING ENVIRONMENTS A study on developing the environment for PBL (Part2). Hidekazu KAKEI* and Ai HANADA **. *. Hidekazu KAKEI ＊1 and Ai HANADA ＊2. Assoc. Prof., Graduate School of Technology, Industrial and Social Sciences, Tokushima University, Dr. Eng. ＊1. ** Okamura Corporation, M. Design Assoc. Prof., Graduate School of Technology, Industrial and Social Sciences, Tokushima University, Dr.Eng. ＊2 Office Research Center, Okamura Corporation, M.Design. This study seeks to contribute to the design of the environment which will support students’ activities in PBL (Project Based Learning or Problem Based Learning). In the curriculum of university education, PBL is increasingly important. And learning of a new style requires an environment suitable for it. In this paper, we aim at verifying the interaction between ICT tools for information sharing and furniture layout, focusing on group work which occupies an important position in PBL. We report on 2 experiments. The experiment method and the analysis method were common in both experiments, but furniture layout was different in both experiments. The experiment method: The experiment participants were one group of 4 people. And they performed group work using the tablet devices. To the tablet device prepared for each participants, an application simulating a white board was installed. The application enabled every participants to write simultaneously on the simulated white board.. On the tablet device at hand, they could display the entire white board or enlarge and display a part. of it. The 2 experimental groups were compared. On one group, the entire white board, which was the same on the tablet device, was always displayed on the wide display device (46 inch) for sharing ideas. On the other group, nothing was displayed on the display device. The analysis method: The data obtained from the experiments were analyzed using the Brunner-Munzel test and Bayesian inference. They were evaluated by p-value, effect size and posterior distribution. Layout: At Experiment-A, 2 members were seated side by side on each side across the table, and the display device was set on one end where the members were not seated. The height of the display was set as the height that the member could see without looking up or looking down (Fig.1). At Experiment-B, the display device was arranged so that it could be seen when everyone faced the front, and 4 experiment participants sat on the table with chairs (Fig. 6) Conclusion: The following findings are obtained from the 2 experiments conducted this time. 1) Display device with inappropriate arrangement not only doesn't function as an information sharing tool, but also creates a negative effect of lowering the evaluation of information browsability compared with the case of not using a display 2) The arrangement of the information sharing display which is a tool for acquiring information also affects the ease of use of the tablet device which is a tool for information transmission 3) It is possible to induce the act of directing the line of sight to other members by arranging the display From the above, it is confirmed that to realize the learning environment introducing the ICT targeted at PBL, it is necessary to consider the learning environment that takes the interdependence of space and tools. （2017 年 12 月 7 日原稿受理，2018 年 8 月 1 日採用決定）. ─ 2139 ─.

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