利用三次元假想空間的日語˙日本文化理解教育－日本與韓國的海外實驗性遠距離教學之實踐報告

本研究是於日韓的大學間所實施的日語˙日本文化理解教育之實驗性遠距離教學的實踐報告。於2003年度實行3D-MUD系統方式上課。3D-MUD（Multi User Dungeon）是指複數的參加者利用PC介面進入三次元假想空間，然後藉由聲音等相互交流的方式上課。實驗的結果可列舉「ubiquitous性」（無所不在性）、「遠距離性」、「交流性」等優點。藉由聲音或是從自家也可以捜尋之「ubiQuitous性」，特別是針對於日語教育、「遠距離性」、「主流性」等不同文化之理解有其功效。另外，在假想空間內藉由avatar（虛擬化身）和聲音之上課方式，可以提高ー部分的集中力、増加自由的討論的機會。其問題點可列舉為以下：「聲音上的問題」、「操作上的問題」、「avatar的問題」、「課業進行時的問題」、「會緊張」等等。最初的3點由於是技術上的問題，期待在不久的將來技術的進步可以將這個問題解決吧！第4點是「課業進行時的問題」，例如，開發適合假想空間之遠距離教課法、教學大綱設計及教師所持有的態度等問題是今後日語教育研究必須解決的課題。

關鍵字

三次元假想空間；日語教育；日本文化理解教育；遠距離教學

並列摘要

This study is the practical report of remote experimental lessons of Japanese language and Japanese cultural understanding education carried out between universities of Japan and South Korea. These lessons were performed using 3D-MUD (3-dimensional Multi User Dungeon) system in the 2003 fiscal year. 3D-MUD is the system that has 3-dimensional virtual space and two or more participants go into this space through PC and perform interactions with voice etc. As the result, ”ubiquitousness”, ”remoteness” and ”exchangeability” were mentioned as the strong points In that it acts voice as a go-between and makes the access even from students' homes possible, ”ubiquitousness” is effective for Japanese language learning. And ”remoteness” and ”exchangeability” are valid for intercultural understanding. Moreover, t he lessons with avatar and voice in the virtual space sometimes heighten their concentrations and promote their free discussions. The factors of ”sound” operation”, ”avatar” ”class management” and ”tense”, etc. were pointed out as problems. The 1st three are technical problems and they will be solved in the near future if we wait for technical progress. As for the 4th, w e will have to solve the subject along with the syllabus design and the teaching method, which are appropriate for the remote education in the virtual space, in the Japanese language education researches.