Research Issues to Be Useful in Educational/Learning Field

  • Toyohide WatanabeEmail author
Conference paper
Part of the Smart Innovation, Systems and Technologies book series (SIST, volume 98)


The educational/learning research field has counted up over 60 years since “Educational Technology” had been established as one of new research frontiers. For 60 years, the research viewpoints have been shifted from teaching-specific functions to learning-based functions, owing to the enormous evolution of information technology. This shift has enforced to evolve research issues with smart teaching/learning support systems. This research field is generally characterized as one of field-fusion types of existing related research fields, and may be often said that the original discussion points are not sharply recognized. In this paper, we survey our current educational/learning research viewpoints and re-consider innovative research topics over the accumulated results with a view to attaining the advanced educational/learning paradigm or framework as one step-up subject in the next age.


Usefulness Knowledge transfer scheme Cognitive load Goal achievement Learning support Reasoning 


  1. 1.
    AECT Task Force on Definition and Terminology: The Definition of Educational Technology, p. 16. AECT (1977)Google Scholar
  2. 2.
    Japan Society for Educational Technology (ed.): Educational Technology Dictionary. Jikkyo Shuppan Co. Ltd. (2000)Google Scholar
  3. 3.
    Watanabe, T.: Trends in teaching/learning research through analysis of conference presentation articles. In: Proceedings of KES/IIMSS 2016, pp. 309–322 (2016)Google Scholar
  4. 4.
    Watanabe, T.: Architectural framework in next learning support environment. In: Proceedings of ACM/IMCOM 2017, #S1-6 (2017)Google Scholar
  5. 5.
    Watanabe, T.: Learning support specification, based on viewpoint of knowledge management. In: Proceedings of E-Learn 2012, pp. 1596–1605. AACE (2012)Google Scholar
  6. 6.
    Watanabe, T.: Research view shift for supporting learning action from teaching action. In: Proceedings of KES/IIMSS 2017, pp. 534–543 (2017)Google Scholar
  7. 7.
    Dweck, C.S.: Motivational processes affecting learning. Am. Psychol. 41, 1–9 (1986)CrossRefGoogle Scholar
  8. 8.
    Watanabe, T.: A framework of information technology supported intelligent learning environment. In: Proceedings of ACM/IMCOM 2016, #11-4 (2016)Google Scholar
  9. 9.
    Sweller, J., van Merrienboer, J.J.G., Paas, F.G.W.C.: Cognitive architecture and instructional design. Educ. Psychol. Rev. 10, 251–296 (1998)CrossRefGoogle Scholar
  10. 10.
    Watanabe, T.: Analysis of learning-support scheme, based on cognitive load. In: Proceedings of E-Learn 2015, #45716. AACE (2015)Google Scholar
  11. 11.
    Pearl, J.: Causality: Models, Reasoning, and Inference, 2nd edn. Cambridge University Press, Cambridge (2009)CrossRefGoogle Scholar
  12. 12.
    Watanabe, T.: Knowledge handling model to design learning activity. In: Proceedings of E-Learn 2005, pp. 1566–1571. AACE (2005)Google Scholar

Copyright information

© Springer International Publishing AG, part of Springer Nature 2019

Authors and Affiliations

  1. 1.Nagoya Industrial Science Research InstituteNagoyaJapan

Personalised recommendations