Comparison of Technical Terms and Consciousness of Blended Classes in ‘AI Technology’ and ‘Artificial Intelligence'

Isao Miyaji


APA 6th edition
Miyaji*, I. (2019). Comparison of Technical Terms and Consciousness of Blended Classes in ‘AI Technology’ and ‘Artificial Intelligence'. European Journal of Educational Research, 8(1), 107-121. doi:10.12973/eu-jer.8.1.107

Harvard
Miyaji* I. 2019 'Comparison of Technical Terms and Consciousness of Blended Classes in ‘AI Technology’ and ‘Artificial Intelligence'', European Journal of Educational Research , vol. 8, no. 1, pp. 107-121. Available from: http://dx.doi.org/10.12973/eu-jer.8.1.107

Chicago 16th edition
Miyaji*, Isao . "Comparison of Technical Terms and Consciousness of Blended Classes in ‘AI Technology’ and ‘Artificial Intelligence'". (2019)European Journal of Educational Research 8, no. 1(2019): 107-121. doi:10.12973/eu-jer.8.1.107

Abstract

Target subject is a module called ‘AI Technology’, which applied the ideas of blended learning. Firstly, lecture-style teaching was conducted with presentation slides in order to explain the contents of a textbook. Secondly, students were required to do exercises and quizzes. By using the last eight weeks, they were asked to create presentation slides outside a class to introduce the up-to-date topics on artificial intelligence. These slides were mutually evaluated among them so that they developed their own slides based on the feedback before the tenth week of the course for the second round of mutual evaluations. Questionnaires concerning students’ understanding technical terms of the field and consciousness-raising towards competence were also conducted before and after the programs. The learning effects of a module in ‘AI Technology’ are compared with my previous research outcome of the module, ‘Artificial Intelligence’. The reasons of difference between both modules are discussed. This paper reports their results.

Keywords: Blended learning, class analysis, learning effects, creating presentation slides, e-learning.


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