Tokushima University / Educator and Researcher Directory --- Sakata, Hiroshi

Personal Web Page

https://researchmap.jp/read0088035 (researchmap)

Field of Study

○	Teaching English as a Foreign Language (TEFL), Cross-cultural Communication Studies
○	Teaching English as a Foreign Language (TEFL)

Subject of Study

○	Development of an Educational Program/Material for Longitudinal Autonomous English Learning, Cross-cultural Communication Training (English language teaching, Learning Autonomy, Intercultural Training) (My current interest in research is about the development of (1) an educational program/material to enhance learners' autonomous learning for English and (2) a practical intercultural training program for Japanese college students.)
○	Support for the Development of Autonomous English Learning (Learning Autonomy, English Learning)

Book / Paper

Book:

1.	Hiroshi Sakata and Steve Toshihisa Fukuda : Learning How to Learn:Worksheet for Autonomous English Learning Version 5.7, 徳島大学生協, 2014. (Keyword) English language teaching
2.	Steve Toshihisa Fukuda, Pope J. Christopher, Hiroshi Sakata and Takaki Fukumori : I Am Me !: Getting to Know Yourself through Language Lerarning, Perceptia Press, 2014.
3.	Hiroshi Sakata and Steve Toshihisa Fukuda : Advising Language Learners in Large Classes to Promote Learner Autonomy, IATEFL (International Association of Teachers of English as a Foreign Language), 2012. (Keyword) Learner Autonomy / Self-coaching / Learning How to Learn

Academic Paper (Judged Full Paper):

1.	Steve Toshihisa Fukuda and Hiroshi Sakata : Learning How to Learn in Large Classrooms, --- A Pilot Study of the `Learning How to Learn' Worksheet ---, Hyperion, Vol.58, 14-24,
2.	Chihori Kono, Hiroshi Sakata and Meredith Anne Stephens : Understanding Japanese EFL Students' Preferences for a Live to an Audio Delivery of Shadowing in Terms of Seligman's (2011) PERMA, Journal of Language and Literature, Faculty of Integrated Arts and Sciences, The University of Tokushima, Vol.28, 139-164, 2020. (Summary) Ninety-five EFL students at a Japanese university shadowed both a live and an audio-recording of a text delivered by the same teacher. Most students preferred shadowing the live delivery to the audio-recording. Their responses were organized according to Seligman's (2011) PERMA: Positive Emotion, Engagement, Relationships, Meaning and Accomplishment. The current study found that the learners preferred the live shadowing because (1) the teacher adjusted her speed and pronunciation according to the students' understanding, (2) she paid attention to the students through eye contact, facial expression, and posture, and (3) observing her lip movement was helpful when listening. (Tokushima University Institutional Repository) ● Metadata: 115557 (Link to Search Site for Scientific Articles) ● CiNii @ National Institute of Informatics (CRID): 1050020840088356864 (Tokushima University Institutional Repository: 115557, CiNii: 1050020840088356864)
3.	Steve Toshihisa Fukuda, Hiroshi Yoshida, Maiko Kamioka, Hiroshi Sakata and Pope J. Christopher : The Proof of the Pudding: Active Learning and Self-Regulated Learning Skills in University Classrooms, On CUE Journal, Vol.9, No.4, 344-371, 2016. (Tokushima University Institutional Repository) ● Metadata: 113917 (Link to Search Site for Scientific Articles) ● CiNii @ National Institute of Informatics (CRID): 1050583647829576832 (Tokushima University Institutional Repository: 113917, CiNii: 1050583647829576832)
4.	Steve Toshihisa Fukuda, Hiroshi Sakata and Pope Christopher : The GAS that Fuels Motivation, --- Satisfying the Need for Relatedness in the Guided-Autonomy Syllabus ---, Electronic Journal of Foreign Language Teaching, Vol.12, No.2, 219-237, 2015. (Link to Search Site for Scientific Articles) ● Summary page in Scopus @ Elsevier: 2-s2.0-84953274931 (Elsevier: Scopus)
5.	Steve Toshihisa Fukuda and Hiroshi Sakata : 学生の視点から見た学習環境の改善のすすめ, Journal of University Education Research, No.9, 114-122, 2012. (Keyword) Self-access Center / 英語学習 / 自律学習 (Tokushima University Institutional Repository) ● Metadata: 96851 (Link to Search Site for Scientific Articles) ● CiNii @ National Institute of Informatics (CRID): 1050020697877922688 (Tokushima University Institutional Repository: 96851, CiNii: 1050020697877922688)
6.	Steve Toshihisa Fukuda, Hiroshi Sakata and Mitsue Takeuchi : Facilitating Autonomy to Enhance Motivation: Examining the Effects of a Guided-Autonomy Syllabus, Electronic Journal of Foreign Language Teaching, Vol.8, No.1, 71-86, 2011. (Link to Search Site for Scientific Articles) ● Summary page in Scopus @ Elsevier: 2-s2.0-79960583230 (Elsevier: Scopus)
7.	Steve Toshihisa Fukuda and Hiroshi Sakata : Classrooms without Butterflies or Cold Feet, --- Enhancing Emotional Intelligence in EFL Classrooms ---, Hyperion, Vol.57, 1-19, 2011. (Link to Search Site for Scientific Articles) ● CiNii @ National Institute of Informatics (CRID): 1573668926836337152 (CiNii: 1573668926836337152)
8.	Steve Toshihisa Fukuda and Hiroshi Sakata : 学習方略形成を中心とした英語授業に関する一考察, Journal of University Education Research, Vol.7, 30-40, 2010. (Tokushima University Institutional Repository) ● Metadata: 82708 (Link to Search Site for Scientific Articles) ● CiNii @ National Institute of Informatics (CRID): 1050583647831445632 (Tokushima University Institutional Repository: 82708, CiNii: 1050583647831445632)
9.	Steve Toshihisa Fukuda and Hiroshi Sakata : Fostering Autonomy through Dialogue, --- Is Counselor-learner Dialogue the Key in Fostering Learner Autonomy? Investigating Effective Approaches for Self-access Language Learning Centers ---, Hyperion, Vol.56, 1-18, 2010. (Link to Search Site for Scientific Articles) ● CiNii @ National Institute of Informatics (CRID): 1573105976882915840 (CiNii: 1573105976882915840)
10.	Steve Toshihisa Fukuda and Hiroshi Sakata : 学生の授業外学習時間の現状とこれからの課題, Journal of University Education Research, No.7, 138-146, 2010. (Tokushima University Institutional Repository) ● Metadata: 82847 (Link to Search Site for Scientific Articles) ● CiNii @ National Institute of Informatics (CRID): 1050302172854730112 (Tokushima University Institutional Repository: 82847, CiNii: 1050302172854730112)
11.	Hiroshi Sakata : 個人的構成体理論と異文化感受性発達モデル, Hyperion, No.49, 1-13, 2004.
12.	Hiroshi Sakata : 学生の多様性に対応した授業設計とリスク管理, 大学教育ジャーナル, Vol.3, 10-20, 2004. (Keyword) 学習スタイル / KOLB / 授業設計 / 多様性 (Tokushima University Institutional Repository) ● Metadata: 82384 (Tokushima University Institutional Repository: 82384)
13.	Hiroshi Sakata : A Study on the Intercultural Sensitivity Level of Japanese University Students, Journal of Intercultural Communication, Vol.7, No.7, 137-157, 2004. (Keyword) Developmental Model of Intercultural Sensitivity (Link to Search Site for Scientific Articles) ● CiNii @ National Institute of Informatics (CRID): 1520572357653347200 (CiNii: 1520572357653347200)
14.	Hiroshi Sakata : NS-NNSの会話における共笑とその機能について, Hyperion, No.46, 7-18, 2000.
15.	Hiroshi Sakata : Gender and Listener Response Strategies: How Do Japanese Men and Women Manage talks as the Listener?, Language Laboratory, Vol.35, 17-34, 1998. (Keyword) Conversational Analysis / Gender Difference / Backchannel
16.	Hiroshi Kobayashi : On Back-channel Performance in an Intercultural Conversation in English: Between Japanese and a Native Speaker of English, Language Laboratory, No.32, 151-166, 1995. (Keyword) Backchannel / Conversation Analysis

Academic Paper (Unrefereed Paper):

1.	HoangNam Tran, Cheng-Hai Jin, Hiroshi Sakata and Satoshi Hashimoto : International Student Policies: Perspectives from the United States, Europe, China, and Japan, 徳島大学高等教育研究センター学修支援部門国際教育推進班紀要年報, Vol.2023, 1-9, 2024. (Summary) International student mobility has become a significant aspect of higher education policies worldwide, contributing to cultural exchange, economic growth, and knowledge sharing. We conducted a comparative analysis of international student policies in four major regions: the United States, Europe, China, and Japan. This paper aims to offer insights into the diverse approaches taken by these regions to attract and retain international students. (Keyword) comparative analysis / higher education / international student mobility / international student policies (Tokushima University Institutional Repository) ● Metadata: 119133 (Tokushima University Institutional Repository: 119133)
2.	HoangNam Tran, Cheng-Hai Jin, Hiroshi Sakata and Satoshi Hashimoto : Fostering Global Partnership at Tokushima University: The Vital Role of Academic Agreements, Bulletin of International Office, Tokushima University, Vol.2023, 12-18, 2023. (Summary) Universities in Japan are putting efforts into establishing international academic agreements, as they recognize the benefits that these partnerships can bring in terms of research, academic exchange, and cultural understanding. This paper aims to show the current situation of international academic exchange agreements at Tokushima University (TU) in the context of Japans higher education. From the situation, breakdown, trends, and challenges of TUs international partnerships over the years, the authors show their perspectives on the vital importance of agreements are a keyway to collaborating, sharing resources, creating opportunities, promoting global understanding, and preparing students for a world where cross-cultural and international collaboration is becoming increasingly important. (Keyword) higher education institution / internationalization / Tokushima University / partnership / agreement (Tokushima University Institutional Repository) ● Metadata: 118120 (Tokushima University Institutional Repository: 118120)
3.	Ryushun Kiyofuji, Satoshi Hashimoto, Hiroshi Sakata, George Moreton and HoangNam Tran : 徳島大学GRIP(第1期生・第2期生)の実践報告 ―新たな全学的なグローバル人材教育プログラム―, 徳島大学高等教育研究センター学修支援部門国際教育推進班紀要年報, 1-10, 2022. (Summary) 徳島大学高等教育研究センターは2021年度前期から全学的なグローバル人材育成を目的をとしたプログラム「グローバル・パーソン集中プログラム(Global Person Resource Intensive Program(GRIP))」を開始した．本稿では2021年度前期(第1期生)と後期(第2期生)を取り上げ，その実践報告および効果を検証していく．分析は学生のアンケートを用いたが，英語力だけでなく異文化理解などの面においても一定の効果があり，GRIPにはグローバル人材育成において一定の効果があったことが明らかとなった． (Keyword) GRIP / グローバル人材育成 / オンライン交流 (Tokushima University Institutional Repository) ● Metadata: 116848 (Link to Search Site for Scientific Articles) ● CiNii @ National Institute of Informatics (CRID): 1520855132285784832 (Tokushima University Institutional Repository: 116848, CiNii: 1520855132285784832)
4.	HoangNam Tran, Ryushun Kiyofuji, Hiroshi Sakata, Satoshi Hashimoto and Cheng-Hai Jin : Campus Images: Implications from a Photo Exhibition, Kiyo, International Office, Tokushima University, 32-37, 2022. (Summary) 本稿は，パンデミックが発生してからほぼ2年後の2021年12月から2022年1月に徳島大学で開催された写真コンテスト兼展示会の結果と展望を示しています．このコンテスト兼展示会は，徳島大学の学生とスタッフ全員に，キャンパスライフの思い出に残る体験と魅力を伝える機会として開かれました．写真の内容，説明テキスト，フィードバックフォームを分析しました．その結果，写真は大学の学生やスタッフの自己表現の潜在的なツールとなり，写真展はデジタルトランスフォーメーションの時代に大学のイメージを広げるための効果的なアプローチとして使用できることが実証されました． (Keyword) exhibition / photo contest / international student / photo element analysis / sentiment analysis (Tokushima University Institutional Repository) ● Metadata: 116846 (Link to Search Site for Scientific Articles) ● CiNii @ National Institute of Informatics (CRID): 1520573657308762112 (Tokushima University Institutional Repository: 116846, CiNii: 1520573657308762112)
5.	Hiroshi Sakata and Steve Toshihisa Fukuda : 日本人の英語学習時間について:これまでの学習時間とこれから求められる学習時間, Annual Report. International Center, The University of Tokushima, 11-27, 2019. (Keyword) 自律英語学習 / 学習時間 / FSI / CEFR (Tokushima University Institutional Repository) ● Metadata: 113723 (Link to Search Site for Scientific Articles) ● CiNii @ National Institute of Informatics (CRID): 1050020697876216192 (Tokushima University Institutional Repository: 113723, CiNii: 1050020697876216192)
6.	Hiroshi Sakata : Self-Access Learning Center(SALC)における英語学習プロセス再考, Kiyo. International Center, The University of Tokushima, 20-31, 2017. (Keyword) セルフアクセス / 英語学習 (Tokushima University Institutional Repository) ● Metadata: 111796 (Link to Search Site for Scientific Articles) ● CiNii @ National Institute of Informatics (CRID): 1520009409911079296 (Tokushima University Institutional Repository: 111796, CiNii: 1520009409911079296)
7.	Hiroshi Sakata, Satoshi Hashimoto, Steve Toshihisa Fukuda and Pope Christopher : 継続的自律外国語学習を支える自己評価に関する一考察, Kiyo. International Center, The University of Tokushima, 14-23, 2016. (Tokushima University Institutional Repository) ● Metadata: 111420 (Link to Search Site for Scientific Articles) ● CiNii @ National Institute of Informatics (CRID): 1520290884886840960 (Tokushima University Institutional Repository: 111420, CiNii: 1520290884886840960)
8.	Satoshi Hashimoto and Hiroshi Sakata : アクティブラーニングを取り入れた授業∼外国人留学生と日本人学生混在の授業での試行, 2014年度徳島大学国際センター紀要, 13-18, 2015. (Tokushima University Institutional Repository) ● Metadata: 109428 (Link to Search Site for Scientific Articles) ● CiNii @ National Institute of Informatics (CRID): 1050865122807850496 (Tokushima University Institutional Repository: 109428, CiNii: 1050865122807850496)
9.	Hiroshi Sakata, Steve Toshihisa Fukuda and Pope Christopher : 継続的自律英語学習の支援を目的とした授業における自己評価ワークシートの作成について, 2013年度徳島大学国際センター紀要・年報, 23-34, 2014. (Keyword) 自己評価 / 学習の先延ばし / 自律英語学習 (Tokushima University Institutional Repository) ● Metadata: 109425 (Tokushima University Institutional Repository: 109425)
10.	Hiroshi Sakata and Steve Toshihisa Fukuda : 継続的自律英語学習におけるネガティブな感情への対応:マインドフルネスを中心とした対応の可能性を探る, 2012年度徳島大学国際センター紀要・年報, 7-19, 2013. (Keyword) マインドフルネス / 学習不安 / 自律英語学習 (Tokushima University Institutional Repository) ● Metadata: 109417 (Tokushima University Institutional Repository: 109417)
11.	Hiroshi Sakata and Steve Toshihisa Fukuda : 継続的英語自律学習を支援するためのワークシート Learning How to Learn と自己評価用紙の作成について, 2011年徳島大学国際センター紀要・年報, 14-24, 2012. (Keyword) 自己評価 / 学習不安 / 情意的要因 / 継続的自律学習 (Tokushima University Institutional Repository) ● Metadata: 109414 (Link to Search Site for Scientific Articles) ● CiNii @ National Institute of Informatics (CRID): 1520009409919630336 (Tokushima University Institutional Repository: 109414, CiNii: 1520009409919630336)
12.	Hiroshi Sakata and Steve Toshihisa Fukuda : セルフ・コーチングに基づく自律英語学習支援に関する一考察, Kiyo. International Center, The University of Tokushima, Vol.6, No.6, 5-11, 2010. (Keyword) 自律学習 / 英語教育 / 自己調整学習 / セルフ・コーチング (Tokushima University Institutional Repository) ● Metadata: 106320 (Link to Search Site for Scientific Articles) ● CiNii @ National Institute of Informatics (CRID): 1050583647831183360 (Tokushima University Institutional Repository: 106320, CiNii: 1050583647831183360)
13.	Hiroshi Sakata and Steve Toshihisa Fukuda : 大学英語教育におけるTask-Basedlnstruction(TBI)の可能性と限界, 徳島大学国際センター紀要, No.5, 15-23, 2009. (Tokushima University Institutional Repository) ● Metadata: 106292 (Tokushima University Institutional Repository: 106292)
14.	Steve Toshihisa Fukuda and Hiroshi Sakata : Fostering Teacher-Learner Interaction in the Classroom, Journal of University Education Research, No.6, 2009.
15.	Steve Toshihisa Fukuda and Hiroshi Sakata : Initial Investigation of a Meaningful Language Learning Center in the Making, Journal of University Education Research, No.6, 2009.
16.	Steve Toshihisa Fukuda and Hiroshi Sakata : English: Do students need it? Do they want it?, 徳島大学留学生センター紀要, Vol.4, No.4, 31-37, 2008. (Keyword) Students' beliefs / Compulsory English / Action Plan (Tokushima University Institutional Repository) ● Metadata: 106287 (Link to Search Site for Scientific Articles) ● CiNii @ National Institute of Informatics (CRID): 1050583647831186432 (Tokushima University Institutional Repository: 106287, CiNii: 1050583647831186432)
17.	Hiroshi Sakata and Steve Toshihisa Fukuda : 効果的短期語学研修プログラムの開発を目指して, 徳島大学留学生センター紀要, 2008. (Keyword) 異文化適応 / 異文化感受性 / 短期海外研修 (Tokushima University Institutional Repository) ● Metadata: 106284 (Tokushima University Institutional Repository: 106284)
18.	Hiroshi Sakata : 「聞き手」からの英語スピーキング指導の可能性, 徳島大学留学生センター紀要, Vol.2, No.2, 1-11, 2006. (Summary) This paper discusses the potential possibility of applying current research findings on listener responses for the development of more effective speaking instructions for the novice Japanese learner of English. Listener is an active entity in communication and they conjointly construct a conversation with the speaker by sending various backchannel signals (Maynard, 1993) like "uh huh" and "yeah" and by making a variety of listening queries to the speaker (Ross, 1996). Though the listener is sometimes regarded as a passive entity in a conversation, they sometimes take over the speaker's "floor" (Hayashi, 1996) for a brief moment and take a lead of the local interactions like the speaker. For Japanese EFL learners, speaking is said to be the most challenging learning issue (ACTFL-ALC Press, 2000), and developing more effective speaking instructions is one of the most urgent issues to be considered. However, looking at the current trends of English speaking instructions in Japanese high schools, many teachers administer such high-risk communication activities (See Bennett, 2003) as speech presentation, debate and direct contact with international students, which can eventually rather decrease learners' learning motivation. To avoid this negative possibility of those communication activities, we propose in this paper that teachers should set some introductory classes for learners to learn how to behave in a conversation as the listener, not as the speaker, before starting more speaker-oriented communication activities. Listener responses in a conversation are generally shorter than the speaker's utterances and learning how to speak as the listener will be more suitable for the novice Japanese learners. (Keyword) 聞き手 / リスニング / スピーキング / あいづち (Tokushima University Institutional Repository) ● Metadata: 155 (Link to Search Site for Scientific Articles) ● CiNii @ National Institute of Informatics (CRID): 1050583647831786368 (Tokushima University Institutional Repository: 155, CiNii: 1050583647831786368)
19.	Hiroshi Sakata and 前田有香 : Assessment if a Diversity Training Program for Japanese University Students Using Intercultural Development Inventory (IDI), 徳島大学留学生センター紀要, Vol.1, No.1, 1-18, 2005. (Summary) The present study examines the general effect of a four-day diversity training program for 27 Japanese university students using the Intercultural Development Inventory (IDI) (Hammer, Bennett & Wiseman, 2003) and presents some tips to develop more effective training programs for Japanese university students. Bennett, M.J. (1986 ; 1993) presented the Developmental Model of Intercultural Sensitivity (DMIS), and IDI was developed as a tool to measure a person's intercultural sensitivity level on DMIS and to illustrate the person's cultural worldview orientation in terms of cultural differences. In DMIS, Bennett, M.J. (1986 ; 1993) assumes that a person's intercultural sensitivity (or worldview orientation) develops from ethnocentrism to ethnorelativism in six developmental stages: (1) Denial, (2) Defense/Reversal, (3) Minimization, (4) Acceptance, (5) Adaptation and (6) Integration. Pre-and post-IDIs were administered to the students to assess the general effect of the three-day training program. Although the program was not designed to facilitate the students' sensitivity development, results show that the students' overall intercultural sensitivity level progressed from Denial to Minimization. Finally, the study presents a discussion about how to design more effective training to Japanese university students. (Keyword) Diversity Training / Intercultural Sensitivity / Intercultural Development Inventory (IDI) (Tokushima University Institutional Repository) ● Metadata: 149 (Link to Search Site for Scientific Articles) ● CiNii @ National Institute of Informatics (CRID): 1050583647831788288 (Tokushima University Institutional Repository: 149, CiNii: 1050583647831788288)
20.	Hiroshi Sakata : Designing English Classroon Based on Experiential Learning Theory, LET Kyushu-Okinawa Bulletin, Vol.4, No.4, 1-15, 2004. (Keyword) Learning Style / English Education / Experiential Learning (Link to Search Site for Scientific Articles) ● CiNii @ National Institute of Informatics (CRID): 1520572358368808576 (CiNii: 1520572358368808576)
21.	Hiroshi Sakata : 教室に見る多様性と文化相対主義, Hyperion, Vol.49, 1-13, 2003. (Keyword) Learning Style / Diversity / Cultural Relativism / Intercultural Communication (Link to Search Site for Scientific Articles) ● CiNii @ National Institute of Informatics (CRID): 1571698601828989568 (CiNii: 1571698601828989568)
22.	Hiroshi Kobayashi : On Japanese Floor Management Strategies: A New Dimension of Bakchannel, Journal of Language and Literature, Faculty of Integrated Arts and Sciences, The University of Tokushima, Vol.5, 205-221, 1998. (Keyword) Floor Management / Conversatinal Analysis / Backchannel (Tokushima University Institutional Repository) ● Metadata: 389 (Tokushima University Institutional Repository: 389)
23.	Hiroshi Kobayashi : Why Do Speakers Say 'uh huh'?, Hyperion, Vol.44, 1-10, 1997. (Keyword) Backchannel / Conversational Analysis
24.	Hiroshi Kobayashi, Nakano Hideko and Hase Tomoko : On Cloze Tests as the Measurement of Learner's Achievement/Proficiency, KASELE Bulletin, No.24, 75-81, 1996. (Keyword) Cloze Test / English Education
25.	Hideko Nakano, Tomoko Hase and Hiroshi Kobayashi : Conversational Cloze Tests and Oral Communication Ability, KASELE Bulletin, No.23, 83-89, 1995. (Keyword) Conversational Close Test / English Education
26.	Hiroshi Kobayashi : Japanese Back Channels and Shared Laughter in Multiparty Intercultural Conversation, --- Between Japanese Participants and a Native Speaker of English ---, 英語学と英語教育, 61-71, 1994. (Keyword) Shared Laughter / Backchannel / Listener Response / Affiliative Connection

Proceeding of International Conference:

1.	Junko Minato, Hiroyuki Mitsuhara, Kenji Kume, Noriko Uosaki, Mihoko Teshigawara, Hiroshi Sakata and Yoneo Yano : Student Centered Method to Create Learning Materials for Niche-Learning, IADIS Multimedia Conference on Computer Science and Information Systems Proceedings of e-Learning 2008, Vol.Vol.1, 177-184, Amsterdam, Jul. 2008. (Summary) This paper considers approaches to learning material creation for Niche-Learning, nonintrusive information delivery via a monitor placed in a lounge area on our university campus that adopted student point of view. We examined learning materials created by a student centered approach in which students control topic selection, organization and script writing and by a teacher led approach in which teachers choose topics, organize group members and write scripts that are interpreted by students. This paper describes preliminary experiments in learning material creation using both approaches and discusses the features of each approach. (Keyword) project-based learning / learning material development / student-centered / collaboration

Et cetera, Workshop:

1.	若松清江, Motohiro Sakai, Kenji Sato, Takuji Kawano, Hiroshi Sakata and Steve Toshihisa Fukuda : 日本語版Mindful Attention Awareness Scale(MAAS)の開発:注意機能とマインドフルネスおよび抑うつとの関連についての検討, 日本行動療法学会第37回大会発表論文集, 462-463, Nov. 2011.
2.	Hiroyuki Mitsuhara, 松本純子, 魚崎典子, 勅使河原三保子, Steve Toshihisa Fukuda, Hiroshi Sakata, 久米健司 and 矢野米雄 : Niche-Learning: Learning Contents Delivery Focusing on Student's Break Time, 日本教育工学会第24回全国大会講演論文集, Oct. 2008.

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Associate Professor : Sakata, Hiroshi

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