琉球大学 · 教育学部 · 准教授

研究关键词generative AI literacy・ARCS motivation model・individualized learning support・mathematics teacher learning communities・reflective practice・teacher reflection curriculum

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• 教育学部学生を対象にした生成AIリテラシー教育プログラムの設計とARCS学習動機づけモデルによる評価2025 · <p>This study develops a generative AI literacy education program for students at the Faculty of Education, University of the Ryukyus, and assesses its effectiveness using the ARCS Motivation Model. With the rapid advancement of generative AI technology, AI literacy is increasingly important in the educational field. The program, part of the 7th-grade course “Utilization of ICT in Education”, includes lectures and practical exercises on the mechanisms and application of generative AI. To evaluate the program's effectiveness, a questionnaire based on Keller's ARCS model was administered, assessing four factors: Attention, Relevance, Confidence, and Satisfaction. The results indicated that students rated the program particularly highly on the factors of “Attention” and “Satisfaction”, demonstrating increased interest and a sense of achievement toward generative AI. These findings confirm the effectiveness of the program and validate its design.</p>
• 水産高校における個別学習支援システムの長期的実装における教育効果の検証2025 · <p>Currently, the “Small Boat Lecture Class” at fisheries high schools faces challenges with varying individual student progress within the curriculum. To address these issues, we designed a personalized learning support system (Referred to as “the system”) utilizing video lectures based on instructional design theory. The effectiveness of the system was evaluated by comparing it with traditional lecture-based teaching. The system integrated Microsoft Teams and video lectures and was implemented through a learning management system. The educational effectiveness of the proposed system was verified throughout the annual curriculum by conducting knowledge assessment tests confirmed. It was shown that self-paced learning improved student motivation and outcomes. Additionally, challenges such as sample size, the development workload of instructional materials, and the need for tailored approaches to students with slower comprehension were identified.</p>
• 地域における数学教育実践者集団による自主的学習活動 －「高校数学教育を楽しく考えよう！の会」を事例として－2024 · 比嘉 辰美，多和田 実
• 教職大学院における省察力育成カリキュラムの実践報告 －授業科目「授業分析・リフレクションの理論と実践」の内容と評価－2023 · 多和田 実，金城 満，杉尾 幸司

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