{"links":{},"metadata":{"_oai":{"id":"oai:ipsj.ixsq.nii.ac.jp:02002288","sets":["1164:4842:1739765282477:1748496651788"]},"path":["1748496651788"],"owner":"80578","recid":"2002288","title":["生成AIによるフィードバックが小学校算数における児童の振り返り記述に与える影響：プロンプト設計の比較検討"],"pubdate":{"attribute_name":"PubDate","attribute_value":"2025-06-07"},"_buckets":{"deposit":"78397c18-f593-4667-aa7a-8c15f4fd2295"},"_deposit":{"id":"2002288","pid":{"type":"depid","value":"2002288","revision_id":0},"owners":[80578],"status":"published","created_by":80578},"item_title":"生成AIによるフィードバックが小学校算数における児童の振り返り記述に与える影響：プロンプト設計の比較検討","author_link":[],"item_titles":{"attribute_name":"タイトル","attribute_value_mlt":[{"subitem_title":"生成AIによるフィードバックが小学校算数における児童の振り返り記述に与える影響：プロンプト設計の比較検討","subitem_title_language":"ja"},{"subitem_title":"The Impact of AI-Generated Feedback on Elementary Students' Reflective Writing in Mathematics: Prompt Design Comparison","subitem_title_language":"en"}]},"item_type_id":"4","publish_date":"2025-06-07","item_4_text_3":{"attribute_name":"著者所属","attribute_value_mlt":[{"subitem_text_value":"電気通信大学／株式会社コードタクト"},{"subitem_text_value":"株式会社コードタクト"},{"subitem_text_value":"電気通信大学"}]},"item_4_text_4":{"attribute_name":"著者所属(英)","attribute_value_mlt":[{"subitem_text_value":"The University of Electro-Communications / codeTakt Inc.","subitem_text_language":"en"},{"subitem_text_value":"codeTakt Inc.","subitem_text_language":"en"},{"subitem_text_value":"The University of Electro-Communications","subitem_text_language":"en"}]},"item_language":{"attribute_name":"言語","attribute_value_mlt":[{"subitem_language":"jpn"}]},"item_publisher":{"attribute_name":"出版者","attribute_value_mlt":[{"subitem_publisher":"情報処理学会","subitem_publisher_language":"ja"}]},"publish_status":"0","weko_shared_id":-1,"item_file_price":{"attribute_name":"Billing file","attribute_type":"file","attribute_value_mlt":[{"url":{"url":"https://ipsj.ixsq.nii.ac.jp/record/2002288/files/IPSJ-CE25180011.pdf","label":"IPSJ-CE25180011.pdf"},"date":[{"dateType":"Available","dateValue":"2027-06-07"}],"format":"application/pdf","billing":["billing_file"],"filename":"IPSJ-CE25180011.pdf","filesize":[{"value":"991.2 KB"}],"mimetype":"application/pdf","priceinfo":[{"tax":["include_tax"],"price":"660","billingrole":"5"},{"tax":["include_tax"],"price":"330","billingrole":"6"},{"tax":["include_tax"],"price":"0","billingrole":"19"},{"tax":["include_tax"],"price":"0","billingrole":"44"}],"accessrole":"open_date","version_id":"ab625a76-1311-4ed9-83c8-6c523c569145","displaytype":"detail","licensetype":"license_note","license_note":"Copyright (c) 2025 by the Information Processing Society of Japan"}]},"item_4_creator_5":{"attribute_name":"著者名","attribute_type":"creator","attribute_value_mlt":[{"creatorNames":[{"creatorName":"江添,光城"}]},{"creatorNames":[{"creatorName":"後藤,正樹"}]},{"creatorNames":[{"creatorName":"高木,正則"}]}]},"item_4_creator_6":{"attribute_name":"著者名(英)","attribute_type":"creator","attribute_value_mlt":[{"creatorNames":[{"creatorName":"Mitsushiro Ezoe","creatorNameLang":"en"}]},{"creatorNames":[{"creatorName":"Masaki Goto","creatorNameLang":"en"}]},{"creatorNames":[{"creatorName":"Masanori Takagi","creatorNameLang":"en"}]}]},"item_4_source_id_9":{"attribute_name":"書誌レコードID","attribute_value_mlt":[{"subitem_source_identifier":"AN10096193","subitem_source_identifier_type":"NCID"}]},"item_4_textarea_12":{"attribute_name":"Notice","attribute_value_mlt":[{"subitem_textarea_value":"SIG Technical Reports are nonrefereed and hence may later appear in any journals, conferences, symposia, etc."}]},"item_resource_type":{"attribute_name":"資源タイプ","attribute_value_mlt":[{"resourceuri":"http://purl.org/coar/resource_type/c_18gh","resourcetype":"technical report"}]},"item_4_source_id_11":{"attribute_name":"ISSN","attribute_value_mlt":[{"subitem_source_identifier":"2188-8930","subitem_source_identifier_type":"ISSN"}]},"item_4_description_7":{"attribute_name":"論文抄録","attribute_value_mlt":[{"subitem_description":"本研究は，小学校5年生の算数の自由進度学習の授業において，生成AIによるフィードバックが児童の振り返り記述に与える影響を検証した．児童は7回の授業で学習の振り返りを記録し，振り返りの実践①（4回）ではシンプルなプロンプト，実践②（3回）ではHattieらのフィードバック理論に基づいたプロンプトによりAIフィードバックを受けた．その結果，振り返り記述の平均文字数および複数の大規模言語モデル等によって評価された振り返りの質の得点はいずれも介入前と比較して有意に向上し，とりわけ理論に基づくプロンプトを用いた実践②において効果が確認された．また，児童自身によるフィードバック評価においても，実践②の方が有意に高い評価を示した．これらの結果は，教育理論に基づいたプロンプト設計が生成AIの教育的効果を高める鍵であることを示すとともに，教員の負担を軽減しつつ，児童のメタ認知的活動を支援する有効な手段としてのAI活用の可能性を示唆している．","subitem_description_type":"Other"}]},"item_4_biblio_info_10":{"attribute_name":"書誌情報","attribute_value_mlt":[{"bibliographicPageEnd":"8","bibliographic_titles":[{"bibliographic_title":"研究報告コンピュータと教育（CE）"}],"bibliographicPageStart":"1","bibliographicIssueDates":{"bibliographicIssueDate":"2025-06-07","bibliographicIssueDateType":"Issued"},"bibliographicIssueNumber":"11","bibliographicVolumeNumber":"2025-CE-180"}]},"relation_version_is_last":true,"weko_creator_id":"80578"},"created":"2025-05-29T05:45:50.377006+00:00","updated":"2025-05-29T05:45:55.381704+00:00","id":2002288}