scss - e-sato.net · tomomi%sato tokai&gakuin&university kaoru%takahashi...
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Proposal for a Computer System with Structured Chat and Social Stamp Functions
to Support Social Reading for High School Students’ Essay-Writing Process
SCSS(Structured Chat & Social Stamp )
Tomomi SATO Tokai Gakuin University
Kaoru TAKAHASHI The University of Tokyo
Toru FUJIMOTO The University of Tokyo
Kiyoshi TAKAHASHI Benesse Corpora6on
Masahiro YACHI Benesse Corpora6on
Yuhei YAMAUCHI The University of Tokyo
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Table Contents
ª Background ª Design Concept ª Development of the System ª Experiment and Evaluation ª Summary
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~Examination Essays Test ~
1. Background
Question xxxxxxxxxxxxxxxxxxxxx
Comprehension xxxxxxxxxxxxxxxxxxxxx Xxxxxxxxxxxxxxxxxxxxx Xxxxxxxxxxxxxxxxxxxxx Xxxxxxxxxxxxxxxxxxxxx Xxxxxxxxxxxxxxxxxxxxx Xxxxxxxxxxxxxxxxxxxxx Xxxxxxxxxxxxxxxxxxxxx Xxxxxxxxxxxxxxxxxxxxx
Short Essays ********************** Students should write essay in response to a question **********************
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Sono, M (2012) Social Reading Experiment: Stimulating reading behavior by sharing reading experience on electronic book,
Graduate School of Media Design, Keio University: Master’s Thesis.
Social Reading Question xxxxxxxxxxxxxxxxxxxxx
Comprehension xxxxxxxxxxxxxxxxxxxxx Xxxxxxxxxxxxxxxxxxxxx Xxxxxxxxxxxxxxxxxxxxx Xxxxxxxxxxxxxxxxxxxxx Xxxxxxxxxxxxxxxxxxxxx Xxxxxxxxxxxxxxxxxxxxx Xxxxxxxxxxxxxxxxxxxxx Xxxxxxxxxxxxxxxxxxxxx
important hard to understand
otherwise notable
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The most popular social media applications for Japanese high school students.
LINE
Cite from LINE web. http://lineblog.naver.jp/archives/22378567.html
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SCSS The system with Structured Chat and Social Stamp
2.Purposes
Question xxxxxxxxxxxxxxxxxxxxx
Comprehension xxxxxxxxxxxxxxxxxxxxx Xxxxxxxxxxxxxxxxxxxxx Xxxxxxxxxxxxxxxxxxxxx Xxxxxxxxxxxxxxxxxxxxx Xxxxxxxxxxxxxxxxxxxxx Xxxxxxxxxxxxxxxxxxxxx Xxxxxxxxxxxxxxxxxxxxx Xxxxxxxxxxxxxxxxxxxxx
Social Reading Social Stamps
+
Structured chat +
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3.Social Stamps
The Characters of SCSS
MARK Stamps
The kind of comments
Changing Appearance of Stamps with Increasing
Number of Ideas “GOOD” Stamp
Stamp the Good comment
Gives instrucJons
“Favorite” Stamp
Selects the comment
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Picking favorite ideas and comments
4.System Stage Question xxxxxxxxxxxxxxxxxxxxx
Comprehension xxxxxxxxxxxxxxxxxxxxx Xxxxxxxxxxxxxxxxxxxxx Xxxxxxxxxxxxxxxxxxxxx Xxxxxxxxxxxxxxxxxxxxx Xxxxxxxxxxxxxxxxxxxxx Xxxxxxxxxxxxxxxxxxxxx Xxxxxxxxxxxxxxxxxxxxx Xxxxxxxxxxxxxxxxxxxxx
Short Essays ********************** Students should write essay in response to a question **********************
Stage1
Stage3
Stage4
Stage2
Stage5 Understanding the questions
Achieving reading comprehension
Writing a short essay in the first person
Expressing ideas to answer the question
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4.System Stage
Stage1 Stage3 Stage4 Stage2 Stage5
Social Mode Personal Mode
Personal Mode But they can see other ideas
Personal Mode
Question xxxxxxxxxxxxxxxxxxxxx
Comprehension xxxxxxxxxxxxxxxxxxxxx Xxxxxxxxxxxxxxxxxxxxx Xxxxxxxxxxxxxxxxxxxxx Xxxxxxxxxxxxxxxxxxxxx Xxxxxxxxxxxxxxxxxxxxx Xxxxxxxxxxxxxxxxxxxxx Xxxxxxxxxxxxxxxxxxxxx Xxxxxxxxxxxxxxxxxxxxx
Short Essays ********************** Students should write essay in response to a question **********************
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System
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Stage 1 Instructions from dad
Participant and Numbers of stumps
Comment
“GOOD” Stamp
Stumps Current Stages
Next Stage Button
Questions
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Stage 2
Questions
Comprehension
Comment
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Stage 3
Idea Pin Buttons
Idea Comments
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Stage 4
Favorite Ideas
Participant tab
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The number of characters
Stage 5
Short essay
Questions Tab
Memo
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Experiment
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Time Schedule of the Experiment
PHASE STAGE MODE TIME (min)
Reading
1. Understanding the questions Personal mode 5 Social mode 5
2. Reading comprehension Personal mode 10 Social mode 5
3. Expressing Ideas Personal mode 15
4. Picking up and arranging content
Social mode 5
Personal mode 5
Writing 5. Writing a short essay Personal mode 50
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Questionnaire about SCSS
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System
The Number of ParJcipant = 24
QuesJon Yes No staJsJcal difference
1 Satisfied with SCSS 21 3 p<.01
2 Usability is good 20 4 p<.01
3 Stimulating and innovative 24 0 p<.01
4 System reaction is speedy 22 2 p<.01
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Social Stamps
QuesJon Yes No staJsJcal difference
1 Stamps feel friendly 17 7
2 Stamps are useful for learning 17 7
3 Stamps are useful for reading 14 10
4 Stamps are useful for comments 19 5 p<.05
5 Stamps are useful for ideas 13 11
The Number of ParJcipant = 24
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Stage1 and Stage2
QuesJon Yes No staJsJcal difference
1 [Stage1] Function of Lines/comments is useful
21 3 p<.01
2 [Stage1] Others’comments are useful 21 3 p<.01
QuesJon Yes No staJsJcal difference
1 [Stage2] Function of Lines/comments are useful
22 2 p<.01
2 [Stage2] Others’ comments are useful 21 3 p<.01
The Number of ParJcipant = 24
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Stage3 and Stage4
The Number of ParJcipant = 24
QuesJon Yes No 有意差
1 [Stage3] Function of Idea pins is useful 17 7
2 [Stage3] Others’ideas are useful 23 1 p<.01
QuesJon Yes No 有意差
1 [Stage4] Function of Retaining comments is useful
21 3 p<.01
2 [Stage4] Arranging comments is useful 18 6 p<.05
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Stage5
The Number of ParJcipant = 24
QuesJon Yes No staJsJcal difference
1 [Stage5] Function of arranging thinking is useful for writing
18 6 p<.05
2 [Stage5] Character count is useful 23 1 p<.01
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• We developed a system called SCSS to support the process of reading for essay writing.
• SCSS facilitates Social Reading, there are Structured Chat and Social Stamp functions.
5. Conclusion
Conclusion
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• SCSS was evaluated experimentally, and students found it useful for essay writing; furthermore, the structured chat and social stamp functions were useful for social reading.
• Sharing ideas for writing essays make easier, and SCSS increased students’ enjoyment and concentration.
5. Conclusion
Conclusion
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Thank you for your kind attention!