Tsukasa Hirashima

Last Updated :2021/04/13

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. 2021, Undergraduate Education, 4Term, Databases
  2. 2021, Undergraduate Education, 3Term, Human Computer Interaction
  3. 2021, Graduate Education (Doctoral Program) , Academic Year, Special Study on Informatics and Data Science
  4. 2021, Graduate Education (Master's Program) , 1Term, Special Exercises on Informatics and Data Science A
  5. 2021, Graduate Education (Master's Program) , 2Term, Special Exercises on Informatics and Data Science A
  6. 2021, Graduate Education (Master's Program) , 3Term, Special Exercises on Informatics and Data Science B
  7. 2021, Graduate Education (Master's Program) , 4Term, Special Exercises on Informatics and Data Science B
  8. 2021, Graduate Education (Master's Program) , Academic Year, Special Study on Informatics and Data Science
  9. 2021, Graduate Education (Master's Program) , 2Term, Human Computer Interaction
  10. 2021, Graduate Education (Doctoral Program) , Academic Year, Special Study on Informatics and Data Science

Research Activities

Academic Papers

  1. Posing Arithmetic Word Problems in a Sentence Integration Learning Environment in English and Indonesian: A Utilization Analysis, The Journal of Information and Systems in Education, 18(1), 51-62, 20190402
  2. 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
  3. 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
  4. ★, Educational Externalization of Thinking Task by Kit-Build Method, International Conference on Human Interface and the Management of Information, 126-137, 201607
  5. 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
  6. An Investigation of Learner's Actions in Problem-Posing Activity of Arithmetic Word Problems, 13th International Conference, ITS 2016, 487-489, 201606
  7. 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
  8. ★, Visualizations of problem-posing activity sequences toward modeling the thinking process, Research and Practice in Technology Enhanced Learning, 11(14), 20160817
  9. ★, A Framework of Generating Explanation for Conceptual Understanding Based on Semantics of Constraints, Research and Practice in Technology Enhanced Learning, 20150823
  10. A Generating Technique and Knowledge Representation of Multiple-Answer Problems for Learning with Solving Knowledge, Research and Practice in Technology Enhanced Learning, 20150623
  11. ★, 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
  12. ★, 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
  13. ★, 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
  14. ★, Error-Based Simulation for Error-Awareness in Learning Mechanics: An Evaluation, Journal of Educational Technology & Society, 17(3), 1-13, 20140701
  15. ★, Triplet Structure, Model of Arithmetical Word Problems for Learning by Problem-Posing,, Proc. of HCII2014, 42-50, 20140722
  16. Report on Practice of Note-Rebuilding Support System, Proc. of HCII2014(LNCS 8522), 127-136, 20140722
  17. 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
  18. Analysis of Problem-Posing Process of Arithmetical Word Problem as Sentence Integration: Viewpoint of First Selected Sentence, Proc. of ICSLE2014, 85-88, 20140624
  19. Interactive Environment for Learning by Problem-Posing of Arithmetic Word Problems Solved by One-step Multiplication and Division, Proc .of ICCE2014, 89-94, 20141130
  20. Practical Use of Interactive Environment for Learning by Problem-posing for One-step Multiplication and Division Word Problems, ICCE2014 Workshop Proceedings, 369-378, 20141130
  21. Learning by Posing Problems Using Illustrations Instead of Words, Proc. of ICCE2014, 285-292, 20141130
  22. Self-overcoming of Impasse by Using Problem Simplification, ICCE2014 Main Proceedings, pp.50-58 (2014)., Proc. of ICCE2014, 50-58, 20141130
  23. Knowledge Propagation in Practical Use of Kit-Build Concept Map System in Classroom Group Work for Knowledge Sharing, ICCE2014 Workshop Proceedings., 463-472, 20141130
  24. The Effects of Using Kit-Build Method to Support Reading Comprehension of EFL, HCI 2014, 3-11, 20140722
  25. Analyzer of Sentence Card Set for Learning by Problem-Posing, AIED 2013, 628-631, 2013
  26. 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
  27. Error Analysis for Tablet User Interface Transfers Based on Operational Knowledge Interference, Lecture Notes in Computer Science, 8019, 84-93, 2013
  28. Fraction Block as a Tool for Learning & Teaching Fraction and Its Experimental Use in an Elementary School, 103-109, 2013
  29. Interactive Environment for Learning by Problem-Posing of Arithmetic Word Problems Solved by One-step Multiplication, 51-60, 2013
  30. Learning by Problem-Posing with Online Connected Media Tablets, HIMI/HCII 2013,Part III, 165-174, 2013
  31. Practical Use of Kit-Build Concept Map System for Formative Assessment of Learners' Comprehension in a Lecture, 892-901, 2013
  32. Robust simulator: A method of simulating learners' erroneous equations for making error-based simulation, INTELLIGENT TUTORING SYSTEMS, PROCEEDINGS, 4053, 655-665, 20060101
  33. Visualizing errors and its evaluation, INTELLIGENT TUTORING SYSTEMS, PROCEEDINGS, 4053, 744-746, 20060101
  34. Robust simulator: A method of simulating learners' erroneous equations for making error-based simulation, INTELLIGENT TUTORING SYSTEMS, PROCEEDINGS, 4053, 655-665, 2006
    Link to Paper Search Results by DOI
  35. Visualizing errors and its evaluation, INTELLIGENT TUTORING SYSTEMS, PROCEEDINGS, 4053, 744-746, 2006
    Link to Paper Search Results by DOI
  36. Realizing Adaptive Questions and Answers for ICALL Systems, AIED2005, 20050401
  37. Graph of Microworld, AIED2005, 20050401
  38. A Scaffold Process to Facilitate Comprehension in Web-Based Training, 15th Information Resources Management Association International Conference, 1187-1188, 20040701
  39. Partial exchange method for designing learning games and its application, ICCE2004, 257-264, 20041201
  40. Example retrieval of learning functions for supporting authoring of a WBT system, ICCE2004, 1627-1633, 20041201
  41. A Method of Judgment by Comparing Answer Sentences with Expected Correct Answers for Questions and Answers in CALL, EDMEDIA2004, 20040601
  42. "Context-sensitive filtering for the web", Web Intelligence and Agent Systems, International Journal of Pressure Vessels and Piping, 1, 249-257, 20030401
  43. A Computer-Based Learning Game Designed by Fusion Method, The Journal of Information and Systems in Education, 2(1), 7-13, 20030401
  44. Visualization of Bugs in Subtraction with Block-Box Model, ED-MEDIA2003, 777-783, 20030401
  45. A Metadata Editor of Exercise Problems for Adaptive Problem Sequencing, AIED2003, 425-427, 20030401
  46. A Computational Framework of Thought Experiment Environments, ICCE 2003, 1074-1078, 20030401
  47. Tutoring System for Pencil Drawing Discipline, ICCE 2003, 1163-1170, 20030401
  48. A Method to Resolve Ambiguity of Interpretation of English Sentences for Intelligent English Learning Support Systems, ICCE 2003, 20030401
  49. Formation of Oil Bodies in the Cultured Shoot Primordia of Matricaria chamomilla, Plant Tissue Culture Letter, 10, 289-292, 19930401
  50. ★, Framework of Kit-Build Concept Map for Automatic Diagnosis and Its Preliminary Use, Research and Practice in Technology Enhanced Learning, 20151005
  51. Analysis of the Relationship Between Metacognitive Ability and Learning Activity with Kit-Build Concept Map, Proc. of HCI2015, 304-312, 201506
  52. The Effect of Problem Sequence on Students' Conceptual Understanding in Physics, Proc. of HCI2015, 313-322, 201506
  53. Analysis of Multiple-Choice Tests Through Erroneous Choices Using a Technique of Automatic Problem Generation, Proc. of HCI2015, 362-369, 201506
  54. ★, Bridging Model between Problem and Solution Representations in Arithmetic/Mathematics Word Problem, proc. of ICCE2015, 9-18, 201511
  55. ★, 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
  56. The Effects of KB-mapping Method to Avoid Sentence-by-Sentence Comprehension Style in EFL Reading, Proc. of ICCE2015, 46-55, 201511
  57. Tracing Problem-Posing Activity Sequences toward Detection of Trap-States in Thinking, Proc. of ICCE2015, 85-90, 201511
  58. Experimental Evaluation of Error-Based Simulation for Dynamics Problems in Science Class at Junior High School, Workshop Proc. of ICCE2015, 265-270, 201511
  59. Analysis of Problem-Posing Activity Sequences toward Modeling Thinking Process and Detection of Trap States, Workshop Proc. of ICCE201, 558-567, 2015
  60. Experimental Use of Error-Based Simulation for Dynamics Problems in National Institutes of Technology, WIPP Proc. of ICCE2015, 13-15, 2015
  61. 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
  62. Triangle Block Model for Bridging Conceptual Representation to Numerical Representation in Arithmetic Word Problems, ITS2016, 464-466, 20160601
  63. An Investigation of Learners Actions in Problem-Posing Activity of Arithmetic Word Problems, ITS2016, 478-479, 20160601
  64. An Open-Ended and Interactive Learning Using Logic Building System with Four-Frame Comic Strip, HCII2016, 146-158, 20160717
  65. ★, Educational Externalization of Thinking Task by Kit-Build Method, HCII2016, 126-137, 2016
  66. Analysis of Steps in Posing Arithmetic Word Problem as Sentence-Integration on Interactive Learning Environment, ICCE2016, 242-251, 2016
  67. Scaffolding of Thinking about Structure with Kit-Building Task, ICCE2016 workshop, 379-382, 2016
  68. Practical Use of Triangle Block Model for Bridging between Problem and Solution in Arithmetic Word Problems, ICCE2016, 36-45, 2016
  69. Ongoing Formative Assessment with Concept Map in Proposition Level Exact Matching, ICCE2016, 79-81, 2016
  70. Reliability Investigation of Automatic Evaluation of Kit-Build Concept Map by Comparing with Handmade Evaluation Methods, ICCE2016 workshop, 199-208, 2016
  71. Reference Information Model of Concept Map for Improving Learning Achievements, ICCE2016 DSC, 13-13, 2016
  72. Investigation of Reliability of Kit-Build Concept Map and Collaborative Approach to Build Sharable Knowledge, ICCE2016 DSC, 9-9, 2016
  73. Comparison of Concept Map Evaluation between Kit-Build Method and Handmade Method, ICCE2016 WIPP, 4-6, 2016
  74. 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
  75. 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
    Link to Paper Search Results by DOI
  76. 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
  77. 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
  78. Design of Multimedia-based Digital Storybooks for Preschool Education, INTERNATIONAL JOURNAL OF EMERGING TECHNOLOGIES IN LEARNING, 13(2), 211-225, 201802
    Link to Paper Search Results by DOI
  79. ★, 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
    Link to Paper Search Results by DOI
  80. 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
  81. Designing scaffolding system in a problem-posing learning environment, ICSITech2017, 546-551, 201710
  82. Computer-based intelligent support for moderately Ill-structured problems, ICSITech2017, 1-6, 201710
  83. 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
  84. Model-based approach for educational big data analysis of learners thinking with process data, IWIBS2017, 11-16, 201709
  85. 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
  86. ★, Effects of Error-Based Simulation as a Counterexample for Correcting MIF Misconception, AIED2017, 90-101, 201706
  87. Transforming foreign language narratives into interactive reading applications designed for comprehensibility and interest, AIED2017, 510-513, 201706
  88. ★, Reliability investigation of automatic assessment of learner-build concept map with Kit-Build method by comparing with manual methods, AIED2017, 418-429, 201706
  89. 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
  90. 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
  91. Proposal of a Stepwise Support for Structural Understanding in Programming, ICCE2017 workshop, 471-481, 201712
  92. A Learning Support System for Mathematics with Visualization of Errors in Symbolic Expression by mapping to Graphical Expression, ICCE2017 workshop, 461-470, 201712
  93. Development and experimental evaluation of an interactive reading application designed for comprehensibility and interest, ICCE2017 workshop, 504-513, 201712
  94. Learning Arithmetic Word Problem Structure with a Picture Combination Application in Kindergarten, ICCE2017, 11-20, 201712
  95. 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
    Link to Paper Search Results by DOI
  96. ★, 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
  97. ★, Reciprocal Kit-Building of Concept Map to Share Each Other's Understanding as Preparation for Collaboration, AIED2018, 599-612, 201806
  98. ★, Correctness- and Confidence-based Adaptive Feedback of Kit-Build Concept Map with Confidence Tagging,, AIED2018, 395-408, 201806
  99. Robust simulator: A method of simulating learners' erroneous equations for making error-based simulation, INTELLIGENT TUTORING SYSTEMS, PROCEEDINGS, 4053, 655-665, 2006
  100. Visualizing errors and its evaluation, INTELLIGENT TUTORING SYSTEMS, PROCEEDINGS, 4053, 744-746, 2006
  101. Error-Based Simulation for Error-Awareness in Learning Mechanics: An Evaluation, EDUCATIONAL TECHNOLOGY & SOCIETY, 17(3), 1-13, 2014
  102. 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
  103. 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
  104. 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
  105. ★, 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
  106. A survey on text similarity measure, International Journal of Advances in Intelligent Informatics, 4(1), 61-69, 201803
  107. The Relationship between Students’ Creative Attitudes and Consciousness of Computer Programming, ICCI2018, 58-72, 201809
  108. Comparison between behavioral and structural explanation in learning by model-building, Research and Practice in Technology Enhanced Learning, 14(1), 1-6, 201903
  109. An Intelligent Learning Environment for Learning by Problem Posing, The transactions of the Institute of Electronics, Information and Communication Engineers. D-I, 83(6), 539-549, 20000625
  110. Extraction of Shot/Reverse-shot Including Camera Work, 50(4), 1421-1430, 20090415
  111. Proposal of a Note-Rebuilding Method and Development of a Support System for Understanding for Lectures, 31(4), 264-269, 2014
  112. The Process of Integrating Information Received in a University Class to a Knowledge Structure: Analysis Using Scratch-Build Concept Maps, 1-15, 201903
  113. Reflection on Teaching Practices Promoted by the Visualization of Students' Understanding of Lecture Content, 97-118, 20200331
  114. Design, Development and Experimental Use of Problem-Posing Exercise System for Factorization, Transactions of Japanese Society for Information and Systems in Education, 37(3), 206-211, 202007
  115. Design of Intelligent Tutoring based on Knowledge Modeling, 35(2), 192-200, 202003
  116. The Process of Integrating Information Received in a University Class to a Knowledge Structure : Analysis Using Scratch-Build Concept Maps, 1-15, 2018
  117. Trial Practice of Programming Workshop of Smartphone Application Development for University Students Focusing on Differences Between GUI and CUI Programming in Implementation Targets, 135-143, 201811
  118. The Relationship between High School Students' Creative Attitudes and the Consciousness of Computer Programming, Educational Information Research, 34(3), 19-28, 201906
  119. Proposal of the Expandable Modular Statements Method for Structural Understanding of Programming, and Development and Evaluation of a Learning Support System, Transactions of Japanese Society for Information and Systems in Education, 36(3), 190-202, 201907
  120. Integration of Knowledge in a Concept Map: Relationship among a Scratch-Build Concept Map, Kit-Build Concept Map and Report, 1-12, 20180331
  121. Integration of Knowledge in a Concept Map : Relationship among a Scratch-Build Concept Map, Kit-Build Concept Map and Report, 1-12, 2017

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, English, 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, English, 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, English, 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, English, Jakarta, Indonesia
  5. COMPUTER-BASED INTELLIGENT SUPPORT FOR MODERATELY ILL-STRUCTURED PROBLEMS, Tsukasa Hirashima, ICSITec2017, 2017/10/25, With Invitation, English, 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, English
  7. Reconstructional concept map: automatic Assessment and reciprocal reconstruction., Tsukasa Hirashima, ICLI2018, 2018/08/08, With Invitation, English, Universitas Negeri Malang, Indonesia