{"created":"2025-03-07T10:41:35.881670+00:00","id":2000199,"links":{},"metadata":{"_buckets":{"deposit":"d2b91bfe-db0e-4143-ab4c-c85885f08268"},"_deposit":{"created_by":21,"id":"2000199","owner":"21","owners":[21],"pid":{"revision_id":0,"type":"depid","value":"2000199"},"status":"published"},"_oai":{"id":"oai:fukuoka-pu.repo.nii.ac.jp:02000199","sets":["136:1741326717626"]},"author_link":["409","884","959","446"],"control_number":"2000199","item_30_biblio_info_7":{"attribute_name":"bibliographic_information","attribute_value_mlt":[{"bibliographicNumberOfPages":"6","bibliographic_titles":[{"bibliographic_title":"福岡県立大学研究奨励交付金成果報告書","bibliographic_titleLang":"ja"}]}]},"item_30_description_5":{"attribute_name":"抄録","attribute_value_mlt":[{"subitem_description":"アフターコロナ時代においてもさらにDX化を推進するために、デジタル技術を活用した新たな教育手法を検討し、実践していく必要がある。本研究では、アフターコロナ時代におけるDXの具体的な教育手法について検討した。具体的には、オンラインビデオシステム（EVO）を導入した学生参加型の学習形態を構築した。EVOのアクセスログの解析、学習意欲向上のための動機付けモデルARCSモデル（Keller,2010）の構成要素についてアンケート調査を実施した。結果、次のようなことが明らかとなった。学生は事前学習としてEVOを視聴することで、演習項目のイメージ化が図られ、演習のスムーズな導入になる。演習において難しい、修得できなかったと考えた項目において、EVOを繰り返し視聴することで学習強化につながる。教員は、視聴ログを解析することで、学生達が難しいと考えている技術項目等が客観的に把握できる。課題を出すなどEVOを視聴する事前の仕掛けが必要である。","subitem_description_language":"ja","subitem_description_type":"Abstract"}]},"item_creator":{"attribute_name":"著者","attribute_type":"creator","attribute_value_mlt":[{"creatorNames":[{"creatorName":"FUJINO, 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