Once again, it was a sudden announcement. At the international conference “ICCE,” they announce candidates beforehand, but this conference was sudden as well. I was just at my computer checking a paper I was co-authoring and adding comments when… the announcement came…

It is a great honor to have received the Best Paper Award at the 12th International Conference on Cognition and Exploratory Learning in Digital Age 2015 (CELDA 2015) in Maynooth, Ireland!! Thank you so much. This research would not have been possible without the cooperation of my KAKENHI co-researchers: Dr. Goda (Kumamoto University), Dr. Matsuda (Tokyo Metropolitan University), Mr. Saito (Fuji Electric), Dr. Kato (The Open University of Japan), and Dr. Miyagawa (Aoyama Gakuin University). I am very grateful to them. I would also like to thank the committee members who evaluated this research.

At this conference, I presented the results of my KAKENHI-funded project related to the development of a Self-Regulated Learning support system. This project is entering its third phase this year. Thankfully, we have received new KAKENHI funding starting this fiscal year, and we will now be developing a Self-Regulated Learning support system that provides feedback to individual learners.

Although it has been a challenge since the previous KAKENHI project, when we analyzed various learner types, we found that 70% of students fall into the “procrastination” type. When we examined whether there was a difference in academic performance, it was shown that the habitual learning type had significantly higher results (Goda, et al, 2015). However, from the perspective of Self-Regulated Learning, procrastination is not necessarily viewed as something negative; there are learners who intentionally procrastinate to enhance their learning performance. People who engage in this type of procrastination are called “Active Procrastinators” (Chu and Choi, 2005). I believe it is necessary to distinguish between learners who procrastinate aimlessly and those who procrastinate to activate metacognition and improve learning performance. For more details, please read the paper by Dr. Goda (Kumamoto University), who is also working with me on the Aoyama Gakuin KAKENHI project.

Goda, Y., Yamada, M., Matsuda, T., Saito, Y., Kato, H. and Miyagawa, H.(2015). Procrastination and Other Learning Behavioral Types in e-Learning and Their Relationship with Learning Outcomes, Learning and Individual Difference, 37, 72-80 (Impact factor: 1.565(2013))
http://www.sciencedirect.com/science/article/pii/S104160801400199X

This time, I presented the results of an analysis on the relationship between Self-Regulated Learning, procrastination, and actual learning behaviors (submission times for minute papers and reports). I am not sure yet how this perspective will be applied to system development, but since procrastination is an important aspect for observing learning outcomes, I would like to apply it to various studies.

Thank you very much. I will continue to work hard to conduct good research, disseminate research results, and contribute to the design of better educational and learning environments.
#Finally, I took a picture with Dr. Dirk Ifenthaler, who is a committee member for this conference.
#I studied by buying his book, so it was fun to meet him in person and talk. Currently, my supervised student is
#also doing game research, and I have given them his book to study.
#I introduce his book in “For those who want to study Educational Technology“.

Yamada, M., Goda, Y., Matsuda, T., Kato, H. and Miyagawa, H.(2015). The Relationship among Self-regulated Learning, Procrastination, and Learning Behaviors in Blended Learning Environments. Proceedings of the 12th Cognition and Exploratory Learning in Digital Age 2015(CELDA 2015), 67-74.