1. C4 (C quad): Development of the
application for language learning
based on social and cognitive
presences
Masanori Yamada, Kyushu University
Yoshiko Goda, Kumamoto University
Hideya Matsukawa, Osaka University
Kojiro Hata, Otema University
Seisuke Yasunami, Kumamoto University
113年9月13日金曜日

2. CMC use in Language Learning
•Many types of CMC are used in
language learning
•Text-based CMC
•BBS, Chat, SNS (included in the
use of picture)
•Rich-media CMC
•Videoconferening
•Audioconferening
213年9月13日金曜日

3. CMC use in Language Learning
•Many types of CMC are used in
language learning
•Text-based CMC
•BBS, Chat, SNS (included in the
use of picture)
•Rich-media CMC
•Videoconferening
•Audioconferening
Collaborative learning (Social
learning)
×
Language Learning
213年9月13日金曜日

4. Problem (Goda and Yamada, 2012)
•Focusing on communication for
interpersonal relationship
•Not use high-order cognitive
learning
313年9月13日金曜日

5. Problem (Goda and Yamada, 2012)
•Focusing on communication for
interpersonal relationship
•Not use high-order cognitive
learning
Application of Community of Inquiry
framework (Garrison and Anderson, 2003)
to collaborative language learning
313年9月13日金曜日

6. Community of Inquiry Framework
• Social Presence: the ability of participant to make
interpersonal relationship through social interaction
• Cognitive Presence: learner s perception of cognitive
learning activities (e.g., information sharing and integration)
• Teaching Presence: learner s perception of learning
guidance by others (e.g, facilitation)
Teaching
Presence
Cognitive
Presence
Social
Presence
Learning
Experience
Garrison and Anderson
(2003)
413年9月13日金曜日

7. Problem (Goda and Yamada, 2012)
•Students must be supported to enhance
social presence
•Teaching and social presences have
effects on the promotion of students
contribution
•Teaching and social presences have
significant correlation with satisfaction
•Cognitive presence should be more
supported (information integration,
articulating solution)
Goda, Y. & Yamada, M. (2012). Application of CoI to Design CSCL for EFL Online Asynchronous Discussion,
Z.Akyol. & D.R. Garrison (Eds.) Educational Community of Inquiry: Theoretical Framework, Research and Practice
(pp. 295-316), Hershey, Pennsylvania, USA:IGI Global
513年9月13日金曜日

8. Research purposes
•Development of CMC-based
application for the support of
communication-based language
learning in out-of-class situation
•Evaluation of its effects on
•affective side
•language learning
•Open to all academics and language
teachers who want to use this system
(not open for commercial use)
6
613年9月13日金曜日

9. Research purposes
•Development of CMC-based
application for the support of
communication-based language
learning in out-of-class situation
•Evaluation of its effects on
•affective side
•language learning
•Open to all academics and language
teachers who want to use this system
(not open for commercial use)
6
613年9月13日金曜日

10. System design
•Community of Inquiry (e.g., Garrison,
2011)
•Social Presence
•support to social interaction
•Cognitive Presence
•support critical thinking
•Moodle module (Ver 2.4.1)
•easy install, easy use for all teachers
•Low cost
•not require to buy additional server
software such as Flash Media Server7
713年9月13日金曜日

11. Community of Inquiry Framework
• Social Presence: the ability of participant to make
interpersonal relationship through social interaction
• Cognitive Presence: learner s perception of cognitive
learning activities (e.g., information sharing and integration)
• Teaching Presence: learner s perception of learning
guidance by others (e.g, facilitation)
Teaching
Presence
Cognitive
Presence
Social
Presence
Learning
Experience
Garrison and Anderson
(2003)
813年9月13日金曜日

12. Community of Inquiry Framework
• Social Presence: the ability of participant to make
interpersonal relationship through social interaction
• Cognitive Presence: learner s perception of cognitive
learning activities (e.g., information sharing and integration)
• Teaching Presence: learner s perception of learning
guidance by others (e.g, facilitation)
Teaching
Presence
Cognitive
Presence
Social
Presence
Learning
Experience
Garrison and Anderson
(2003)
813年9月13日金曜日

13. Main functions
• Chatbot Mondo (問答)
• modify Eliza program (Welzenbaum, 1966)
using Socratic dialogue method
• support cognitive presence
• Constitutive chat CD-Map
• make causal relations between postings in chat
• not synchronous
• emoticons, like button, save and share mind
map
• support social and cognitive presence
• Visualization
• visualize login frequency and contribution
• support social presence9
913年9月13日金曜日

14. 10
1013年9月13日金曜日

15. 10
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16. 10
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17. 10
1013年9月13日金曜日

18. 11
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19. 12
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20. 12
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21. 12
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22. 12
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23. 12
1213年9月13日金曜日

24. Formative evaluation (usability)
•Subjects: 7 university students
• Group 1: 3 students
• Group 2: 4 students
•Talking about entrance examination
in Japan
• 40 mins
• use all functions
• answer usability and perceived effects of
each function
1313年9月13日金曜日

25. Results (Mondo)
14
1.00$$ 2.00$$ 3.00$$ 4.00$$ 5.00$$
Perceived easiness of "Mondo" use
Perceived effect of "Mondo" on your critical thinking
Perceived effect of "Mondo" on active participation in
discussion on "CD-Map"
3.43
2.86
3.71
1413年9月13日金曜日

26. Results (Login frequency)
15
1.00$$ 2.00$$ 3.00$$ 4.00$$ 5.00$$
Intuitive display of login frequency
Perceived effect of login display on perception of
others' presence
3.29
3.43
1513年9月13日金曜日

27. Results (Contribution)
16
1.00$$ 2.00$$ 3.00$$ 4.00$$ 5.00$$
Intui.ve$display$of$contribu.on$
Perceived$effect$of$contribu.on$display$on$
percep.on$of$others'$presence$
Perceived$effect$of$contribu.on$display$on$your$
reflec.on$on$your$ac.vity$in$online$discussion$
2.00
3.14
3.00
1613年9月13日金曜日

28. Results (CD-Map)
17
1.00$$ 2.00$$ 3.00$$ 4.00$$ 5.00$$
Perceived easiness of "CD-Map" use
Perceived effect of "CD-Map" on critical thinking
Perceived effect of "CD-Map" on perception of
others presence
Perceived effect of "CD-Map" on acknowledgement
by other members
4.00
3.57
3.86
3.29
1713年9月13日金曜日

29. Results (Like button)
181.00$$ 2.00$$ 3.00$$ 4.00$$ 5.00$$
Intuitive display of favorite button
Perceived effect of favorite button on perception of
others presence
Perceived effect of favorite button on acknowledgement
by other members
Perceived effect of favorite button on group work
facilitation
4.29
3.86
4.43
3.43
1813年9月13日金曜日

30. Results(Sharing mindmap)
19
1.00$$ 2.00$$ 3.00$$ 4.00$$ 5.00$$
Perceived effect of sharing mindmap function on
critical thinking
Perceived effect of sharing mindmap function on
perceiption of others' presence
Perceived effect of sharing mindmap function on
acknowledgement by other members
Perceived effect of sharing mindmap function on
active participation in disucussion on "CD-Map"
3.57
4.57
3.71
3.86
1913年9月13日金曜日

31. Results
Functions Evaluation
Mondo (Chatbot) ×
Visualization △
CD-Map (Chat) ○
2013年9月13日金曜日

32. Future works
•evaluate the effects on language
learning and affective side of learning
as formative evaluation
•comparative evaluation (with and
without functions)
•improve the functions which were
badly evaluated(chatbot, login
frequency, contribution display)
•smart phone(?) for out-of-class
situation
•evaluate its effects in out-of-class
situation 21
2113年9月13日金曜日

33. Questions?
mark@mark-lab.net
http://mark-lab.net/
Twitter: @mark_yk
2213年9月13日金曜日