Tsukasa Hirashima

Last Updated :2020/07/01

Affiliations, Positions
Graduate School of Advanced Science and Engineering, Professor
E-mail
tsukasa-hirashimahiroshima-u.ac.jp

Basic Information

Academic Degrees

  • Ph.D., Osaka University

Research Fields

  • Complex systems;Science education / Educational technology;Educational technology

Research Keywords

  • Knowledge Engineering

Educational Activity

Course in Charge

  1. 2020, Undergraduate Education, 4Term, Databases
  2. 2020, Undergraduate Education, 3Term, Human Computer Interaction
  3. 2020, Graduate Education (Doctoral Program) , Year, Directed Study in Information Engineering V
  4. 2020, Graduate Education (Master's Program) , First Semester, Directed Study in Information Engineering IIA
  5. 2020, Graduate Education (Master's Program) , Second Semester, Directed Study in Information Engineering IIB
  6. 2020, Graduate Education (Master's Program) , First Semester, Seminar in Information Engineering IIA
  7. 2020, Graduate Education (Master's Program) , Second Semester, Seminar in Information Engineering IIB
  8. 2020, Graduate Education (Master's Program) , 1Term, Special Exercises on Informatics and Data Science A
  9. 2020, Graduate Education (Master's Program) , 2Term, Special Exercises on Informatics and Data Science A
  10. 2020, Graduate Education (Master's Program) , 3Term, Special Exercises on Informatics and Data Science B
  11. 2020, Graduate Education (Master's Program) , 4Term, Special Exercises on Informatics and Data Science B
  12. 2020, Graduate Education (Master's Program) , Academic Year, Special Study on Informatics and Data Science
  13. 2020, Graduate Education (Doctoral Program) , Academic Year, Special Study on Informatics and Data Science

Research Activities

Academic Papers

  1. Experimental Use of Kit-Build Concept Map System to Support Reading Comprehension of EFL in Comparing with Selective Underlining Strategy, INTERNATIONAL JOURNAL OF ADVANCED COMPUTER SCIENCE AND APPLICATIONS, 7(4), 80-87, 20160401
  2. Experimental Evaluation of the KB-mapping Method to Avoid Sentence-by-Sentence Map-building Style in EFL Reading with Concept Mapping, INFORMATION AND SYSTEMS IN EDUCATION, 15(1), 1-14, 201605
  3. Educational Externalization of Thinking Task by Kit-Build Method, International Conference on Human Interface and the Management of Information, 126-137, 201607
  4. An Open-Ended and Interactive Learning Using Logic Building System with Four-Frame Comic Strip, International Conference on Human Interface and the Management of Information, 146-158, 201607
  5. An Investigation of Learner's Actions in Problem-Posing Activity of Arithmetic Word Problems, 13th International Conference, ITS 2016, 487-489, 201606
  6. Triangle Block Model for Bridging Conceptual Representation to Numerical Representation in Arithmetic Word Problems: A Brief Report of Practical Use by Fourth Grade Students, 13th International Conference, ITS 2016, 464-466, 201606
  7. Visualizations of problem-posing activity sequences toward modeling the thinking process, Research and Practice in Technology Enhanced Learning, 11(14), 20160817
  8. A Framework of Generating Explanation for Conceptual Understanding Based on Semantics of Constraints, Research and Practice in Technology Enhanced Learning, 20150823
  9. A Generating Technique and Knowledge Representation of Multiple-Answer Problems for Learning with Solving Knowledge, Research and Practice in Technology Enhanced Learning, 20150623
  10. Comparison between Kit-Build and Scratch-Build Concept Mapping Methods in Supporting EFL Reading Comprehension, INFORMATION AND SYSTEMS IN EDUCATION, 14(1), 1-15, 20150423
  11. Framework of Kit-Build Concept Map for Automatic Diagnosis and Its Preliminary Use, Research and Practice in Technology Enhanced Learning, 10(17), 1-21, 20151005
  12. Comparison between Kit-Build and Scratch-Build Concept Mapping Methods in Supporting EFL Reading Comprehension, INFORMATION AND SYSTEMS IN EDUCATION, 14(1), 1-15, 20150423
  13. Error-Based Simulation for Error-Awareness in Learning Mechanics: An Evaluation, Journal of Educational Technology & Society, 17(3), 1-13, 20140701
  14. Triplet Structure, Model of Arithmetical Word Problems for Learning by Problem-Posing,, Proc. of HCII2014, 42-50, 20140722
  15. Report on Practice of Note-Rebuilding Support System, Proc. of HCII2014(LNCS 8522), 127-136, 20140722
  16. Kit-Build Concept Mapping for Being Aware of the Gap of Exchanged Information in Collaborative Reading of the Literature, Proc. of HCII2014(LNCS 8522), 32-41, 20140722
  17. Analysis of Problem-Posing Process of Arithmetical Word Problem as Sentence Integration: Viewpoint of First Selected Sentence, Proc. of ICSLE2014, 85-88, 20140624
  18. Interactive Environment for Learning by Problem-Posing of Arithmetic Word Problems Solved by One-step Multiplication and Division, Proc .of ICCE2014, 89-94, 20141130
  19. Practical Use of Interactive Environment for Learning by Problem-posing for One-step Multiplication and Division Word Problems, ICCE2014 Workshop Proceedings, 369-378, 20141130
  20. Learning by Posing Problems Using Illustrations Instead of Words, Proc. of ICCE2014, 285-292, 20141130
  21. Self-overcoming of Impasse by Using Problem Simplification, ICCE2014 Main Proceedings, pp.50-58 (2014)., Proc. of ICCE2014, 50-58, 20141130
  22. Knowledge Propagation in Practical Use of Kit-Build Concept Map System in Classroom Group Work for Knowledge Sharing, ICCE2014 Workshop Proceedings., 463-472, 20141130
  23. The Effects of Using Kit-Build Method to Support Reading Comprehension of EFL, HCI 2014, 3-11, 20140722
  24. Analyzer of Sentence Card Set for Learning by Problem-Posing, AIED 2013, 628-631, 2013
  25. Development and Evaluation of a Mobile Search System for Science Experiments to Connect School Knowledge to Common Knowledge, HIMI/HCII 2013,Part III, 192-201, 2013
  26. Error Analysis for Tablet User Interface Transfers Based on Operational Knowledge Interference, Lecture Notes in Computer Science, 8019, 84-93, 2013
  27. Fraction Block as a Tool for Learning & Teaching Fraction and Its Experimental Use in an Elementary School, 103-109, 2013
  28. Interactive Environment for Learning by Problem-Posing of Arithmetic Word Problems Solved by One-step Multiplication, 51-60, 2013
  29. Learning by Problem-Posing with Online Connected Media Tablets, HIMI/HCII 2013,Part III, 165-174, 2013
  30. Practical Use of Kit-Build Concept Map System for Formative Assessment of Learners' Comprehension in a Lecture, 892-901, 2013
  31. Robust simulator: A method of simulating learners' erroneous equations for making error-based simulation, INTELLIGENT TUTORING SYSTEMS, PROCEEDINGS, 4053, 655-665, 20060101
  32. Visualizing errors and its evaluation, INTELLIGENT TUTORING SYSTEMS, PROCEEDINGS, 4053, 744-746, 20060101
  33. Robust simulator: A method of simulating learners' erroneous equations for making error-based simulation, INTELLIGENT TUTORING SYSTEMS, PROCEEDINGS, 4053, 655-665, 2006
  34. Visualizing errors and its evaluation, INTELLIGENT TUTORING SYSTEMS, PROCEEDINGS, 4053, 744-746, 2006
  35. Realizing Adaptive Questions and Answers for ICALL Systems, AIED2005, 20050401
  36. Graph of Microworld, AIED2005, 20050401
  37. A Scaffold Process to Facilitate Comprehension in Web-Based Training, 15th Information Resources Management Association International Conference, 1187-1188, 20040701
  38. Partial exchange method for designing learning games and its application, ICCE2004, 257-264, 20041201
  39. Example retrieval of learning functions for supporting authoring of a WBT system, ICCE2004, 1627-1633, 20041201
  40. A Method of Judgment by Comparing Answer Sentences with Expected Correct Answers for Questions and Answers in CALL, EDMEDIA2004, 20040601
  41. "Context-sensitive filtering for the web", Web Intelligence and Agent Systems, International Journal of Pressure Vessels and Piping, 1, 249-257, 20030401
  42. A Computer-Based Learning Game Designed by Fusion Method, The Journal of Information and Systems in Education, 2(1), 7-13, 20030401
  43. Visualization of Bugs in Subtraction with Block-Box Model, ED-MEDIA2003, 777-783, 20030401
  44. A Metadata Editor of Exercise Problems for Adaptive Problem Sequencing, AIED2003, 425-427, 20030401
  45. A Computational Framework of Thought Experiment Environments, ICCE 2003, 1074-1078, 20030401
  46. Tutoring System for Pencil Drawing Discipline, ICCE 2003, 1163-1170, 20030401
  47. A Method to Resolve Ambiguity of Interpretation of English Sentences for Intelligent English Learning Support Systems, ICCE 2003, 20030401
  48. Formation of Oil Bodies in the Cultured Shoot Primordia of Matricaria chamomilla, Plant Tissue Culture Letter, 10, 289-292, 19930401
  49. Framework of Kit-Build Concept Map for Automatic Diagnosis and Its Preliminary Use, Research and Practice in Technology Enhanced Learning, 20151005
  50. Analysis of the Relationship Between Metacognitive Ability and Learning Activity with Kit-Build Concept Map, Proc. of HCI2015, 304-312, 201506
  51. The Effect of Problem Sequence on Students' Conceptual Understanding in Physics, Proc. of HCI2015, 313-322, 201506
  52. Analysis of Multiple-Choice Tests Through Erroneous Choices Using a Technique of Automatic Problem Generation, Proc. of HCI2015, 362-369, 201506
  53. Bridging Model between Problem and Solution Representations in Arithmetic/Mathematics Word Problem, proc. of ICCE2015, 9-18, 201511
  54. Investigation of Students' Performance in Monsakun Problem Posing Activity based on the Triplet Structure Model of Arithmetical Word Problems, Proc. of ICCE2015, 27-36, 201511
  55. The Effects of KB-mapping Method to Avoid Sentence-by-Sentence Comprehension Style in EFL Reading, Proc. of ICCE2015, 46-55, 201511
  56. Tracing Problem-Posing Activity Sequences toward Detection of Trap-States in Thinking, Proc. of ICCE2015, 85-90, 201511
  57. Experimental Evaluation of Error-Based Simulation for Dynamics Problems in Science Class at Junior High School, Workshop Proc. of ICCE2015, 265-270
  58. Analysis of Problem-Posing Activity Sequences toward Modeling Thinking Process and Detection of Trap States, Workshop Proc. of ICCE201, 558-567, 2015
  59. Experimental Use of Error-Based Simulation for Dynamics Problems in National Institutes of Technology, WIPP Proc. of ICCE2015, 13-15, 2015
  60. An analysis of learner outputs in problem posing as sentence-integration in arithmetic word problems, Research and Practice in Technology Enhanced Learning, 12(9), 1-16, 201702
  61. Triangle Block Model for Bridging Conceptual Representation to Numerical Representation in Arithmetic Word Problems, ITS2016, 464-466, 20160601
  62. An Investigation of Learners Actions in Problem-Posing Activity of Arithmetic Word Problems, ITS2016, 478-479, 20160601
  63. An Open-Ended and Interactive Learning Using Logic Building System with Four-Frame Comic Strip, HCII2016, 146-158, 20160717
  64. Educational Externalization of Thinking Task by Kit-Build Method, HCII2016, 126-137, 2016
  65. Analysis of Steps in Posing Arithmetic Word Problem as Sentence-Integration on Interactive Learning Environment, ICCE2016, 242-251, 2016
  66. Scaffolding of Thinking about Structure with Kit-Building Task, ICCE2016 workshop, 379-382, 2016
  67. Practical Use of Triangle Block Model for Bridging between Problem and Solution in Arithmetic Word Problems, ICCE2016, 36-45, 2016
  68. Ongoing Formative Assessment with Concept Map in Proposition Level Exact Matching, ICCE2016, 79-81, 2016
  69. Reliability Investigation of Automatic Evaluation of Kit-Build Concept Map by Comparing with Handmade Evaluation Methods, ICCE2016 workshop, 199-208, 2016
  70. Reference Information Model of Concept Map for Improving Learning Achievements, ICCE2016 DSC, 13-13, 2016
  71. Investigation of Reliability of Kit-Build Concept Map and Collaborative Approach to Build Sharable Knowledge, ICCE2016 DSC, 9-9, 2016
  72. Comparison of Concept Map Evaluation between Kit-Build Method and Handmade Method, ICCE2016 WIPP, 4-6, 2016
  73. Learning Task Generation from a Series of Propositions of a Learning Topic: Kit-Building Task of Concept Map and Multiple Choice Task of Fill-in-the-blank Questions, ICCE2016, 91-93, 2016
  74. An Investigation of Learner's Actions in Posing Arithmetic Word Problem on an Interactive Learning Environment, IEICE TRANSACTIONS ON INFORMATION AND SYSTEMS, E100D(11), 2725-2728, 201711
  75. Kit-Build Concept Map with Confidence Tagging in Practical Uses for Assessing the Understanding of Learners, INTERNATIONAL JOURNAL OF ADVANCED COMPUTER SCIENCE AND APPLICATIONS, 9(1), 79-91, 201801
  76. A Serious Game for Improving Inferencing in the Presence of Foreign Language Unknown Words, INTERNATIONAL JOURNAL OF ADVANCED COMPUTER SCIENCE AND APPLICATIONS, 9(2), 7-14, 201802
  77. Design of Multimedia-based Digital Storybooks for Preschool Education, INTERNATIONAL JOURNAL OF EMERGING TECHNOLOGIES IN LEARNING, 13(2), 211-225, 201802
  78. Validity of Kit-Build Method for Assessment of Learner-Build Map by Comparing with Manual Methods, IEICE TRANSACTIONS ON INFORMATION AND SYSTEMS, E101D(4), 1141-1150, 201804
  79. Model-based analysis of thinking in problem posing as sentence integration focused on violation of the constraints, Research and Practice in Technology Enhanced Learning, 12(12), 1-21, 201706
  80. Designing scaffolding system in a problem-posing learning environment, ICSITech2017, 546-551, 201710
  81. Computer-based intelligent support for moderately Ill-structured problems, ICSITech2017, 1-6, 201710
  82. Analysis of the concept mapping style in EFL reading comprehension comparison between kit-build and scratch-build concept mapping from the viewpoint of paragraph structure of text, ICSITech2017, 622-625, 201710
  83. Model-based approach for educational big data analysis of learners thinking with process data, IWIBS2017, 11-16, 201709
  84. Development and a Practical Use of Monitoring Tool of Understanding of Learners in Class Exercise, International Conference on Human Interface and the Management of Information 2017, 29-39, 201707
  85. Effects of Error-Based Simulation as a Counterexample for Correcting MIF Misconception, AIED2017, 90-101, 201706
  86. Transforming foreign language narratives into interactive reading applications designed for comprehensibility and interest, AIED2017, 510-513, 201706
  87. Reliability investigation of automatic assessment of learner-build concept map with Kit-Build method by comparing with manual methods, AIED2017, 418-429, 201706
  88. Process-based Assignment-Setting Change for Support of Overcoming Bottlenecks in Learning by Problem-Posing in Arithmetic Word Problems, Journal of Physics: Conference Series, 1-6, 201702
  89. Investigation of learning environment for arithmetic word problems by problem posing as sentence integration in Indonesian language, Journal of Physics: Conference Series, 812(1), 1-6, 201702
  90. Proposal of a Stepwise Support for Structural Understanding in Programming, ICCE2017 workshop, 471-481, 201712
  91. A Learning Support System for Mathematics with Visualization of Errors in Symbolic Expression by mapping to Graphical Expression, ICCE2017 workshop, 461-470, 201712
  92. Development and experimental evaluation of an interactive reading application designed for comprehensibility and interest, ICCE2017 workshop, 504-513, 201712
  93. Learning Arithmetic Word Problem Structure with a Picture Combination Application in Kindergarten, ICCE2017, 11-20, 201712
  94. Reciprocal Kit-Build Concept Map: An Approach for Encouraging Pair Discussion to Share Each Other's Understanding, IEICE TRANSACTIONS ON INFORMATION AND SYSTEMS, E101D(9), 2356-2367, 201809
  95. Reducing Cognitive Load during Closed Concept Map Construction and Consequences on Reading Comprehension and Retention, IEEE Transactions on Learning Technologies, 11(2), 1-11, 201806
  96. Reciprocal Kit-Building of Concept Map to Share Each Other's Understanding as Preparation for Collaboration, AIED2018, 599-612, 201806
  97. Correctness- and Confidence-based Adaptive Feedback of Kit-Build Concept Map with Confidence Tagging,, AIED2018, 395-408, 201806
  98. Robust simulator: A method of simulating learners' erroneous equations for making error-based simulation, INTELLIGENT TUTORING SYSTEMS, PROCEEDINGS, 4053, 655-665, 2006
  99. Visualizing errors and its evaluation, INTELLIGENT TUTORING SYSTEMS, PROCEEDINGS, 4053, 744-746, 2006
  100. Error-Based Simulation for Error-Awareness in Learning Mechanics: An Evaluation, EDUCATIONAL TECHNOLOGY & SOCIETY, 17(3), 1-13, 2014
  101. Experimental Use of Kit-Build Concept Map System to Support Reading Comprehension of EFL in Comparing with Selective Underlining Strategy, INTERNATIONAL JOURNAL OF ADVANCED COMPUTER SCIENCE AND APPLICATIONS, 7(4), 80-87, 2016
  102. An Investigation of Learner's Actions in Posing Arithmetic Word Problem on an Interactive Learning Environment, IEICE TRANSACTIONS ON INFORMATION AND SYSTEMS, E100D(11), 2725-2728, 2017
  103. Validity of Kit-Build Method for Assessment of Learner-Build Map by Comparing with Manual Methods, IEICE TRANSACTIONS ON INFORMATION AND SYSTEMS, E101D(4), 1141-1150, 2018,4
  104. Reciprocal Kit-Build Concept Map: An Approach for Encouraging Pair Discussion to Share Each Other's Understanding, IEICE TRANSACTIONS ON INFORMATION AND SYSTEMS, E101D(9), 2356-2367, 2018,9
  105. A survey on text similarity measure, International Journal of Advances in Intelligent Informatics, 4(1), 61-69, 2018,3
  106. The Relationship between Students’ Creative Attitudes and Consciousness of Computer Programming, ICCI2018, 58-72, 2018,9
  107. Comparison between behavioral and structural explanation in learning by model-building, Research and Practice in Technology Enhanced Learning, 14(1), 1-6, 201903

Invited Lecture, Oral Presentation, Poster Presentation

  1. Fostering Deep and Active Learning by Educational Externalization of Thinking Task on eLearning, Tsukasa Hirashima, International Seminar&Workshop DOED2016, 2016/07/27, With Invitation, University Indonesia, University Indonesia
  2. Externalization of Thinking Task. with Kit-Building Approach, Tsukasa Hirashima, Mathematics, Science and Computer Science Education International Seminar, 2016/10/15, With Invitation, Indonesia University of Education, Bandung, Indonesia
  3. How should Information Technology change Learning/Education?, Tsukasa Hirashima, Invited General Lecture of Computer Science Education Department, Indonesia University of Education, 2016/10/13, With Invitation, Computer Science Education Department, Indonesia University of Education, Bandung, Indonesia
  4. Model-Based Approach for Educational Big Data Analysis of Learners Thinking with Process Data, Tsukasa Hirashima, IWBIS2017, 2017/09/24, With Invitation, Jakarta, Indonesia
  5. COMPUTER-BASED INTELLIGENT SUPPORT FOR MODERATELY ILL-STRUCTURED PROBLEMS, Tsukasa Hirashima, ICSITec2017, 2017/10/25, With Invitation, Bandung, Indonesia
  6. Design of Moderately Ill-Structured Task and Intelligent Support with Information Structure Open Approach, Tsukasa Hirashima, ICCE2017, 2017/12/08, With Invitation
  7. Reconstructional concept map: automatic Assessment and reciprocal reconstruction., Tsukasa Hirashima, ICLI2018, 2018/08/08, With Invitation, Universitas Negeri Malang, Indonesia