表題番号：2025C-699
日付：2026/04/03
研究課題Investigating GenAI integration of online digital assessments and feedback
| 研究者所属（当時） | 資格 | 氏名 | |
|---|---|---|---|
| （代表者） | 教育・総合科学学術院 教育学部 | 教授 | オオガ‐ボールドウィン ウィリアム Ｌ． Ｑ． |
| （連携研究者） | University of Hong Kong | Associate Professor | Luke Fryer |
| （連携研究者） | Australian Catholic University | Professor | Richard M. Ryan |
| （連携研究者） | Royal Commission for Jubail and Yanbu | Associate Professor | Ali Al-Hoorie |
| （連携研究者） | Florida State University | Associate Professor | Phil Hiver |
- 研究成果概要
- This research project, titled "Investigating GenAI integration of online digital assessments and feedback," examines the evolution of language competencies in Japanese primary education (Grades 3–6) by bridging the gap between cognitive linguistics and modern technology. Findings highlight a significant "transfer effect," where a student's native language phonological awareness and sound-letter understanding directly influence their foreign language proficiency, suggesting that language instruction should be treated as an integrated, holistic process rather than a series of isolated domains. While the transition to Chromebook-based digital assessments reveals that fundamental skills transfer across mediums, a notable "feedback gap" persists where student preferences often diverge from evidence-based instructional efficacy. To resolve this, the project utilizes a gamified web application and big data to develop the world’s first developmental model for second-language acquisition, while integrating Generative AI (GenAI) to provide personalized, performance-triggered feedback messages. By moving toward a reciprocal feedback loop that includes GenAI-generated imagery and digital badges, this research seeks to harmonize cognitive skill development with psychological engagement, ultimately creating a more responsive and effective digital learning environment for the 21st-century classroom.