Yu Okita
大喜多 優 オオキタ ユウ

環境情報学部特別招聘准教授
学位Ph.D. (教育心理学、学習科学)スタンフォード大学 2008年
専門分野ロボットや仮想現実と教育心理、学習科学、認知科学とテクノロジー
担当科目TECHNOLOGY IN EDUCATION, EMERGENCE OF A GLOBAL CURRICULUM
主要著作・論文・作品PEER REVIEWED ARTICLES AND JOURNAL PUBLICATIONS

Okita, S. Y. (2014). Learning from the folly of others: Learning to self-correct by monitoring the reasoning of virtual characters in a computer-supported mathematics learning environment. Computers and Education. 71, 257-278.

Okita, S. Y. (2013). The relative merits of transparency: Investigating situations that support the use of robotics in developing student learning adaptability across virtual and physical computing platforms. British Journal of Educational Technology. 45(5), 844-862.

Okita, S. Y., & Schwartz, D. L. (2013). Learning by teaching human pupils and teachable agents: The importance of recursive feedback. The Journal of the Learning Sciences, 22(3), 375-412.

Okita, S. Y. (2013). Self-other’s perspective taking: The use of therapeutic robot companions as social agents for reducing pain and anxiety in pediatric patients. Cyberpsychology, Behavior, and Social Networking, 16(6), 436-441.

Okita, S. Y., Turkay, S., Kim, M., & Murai, Y. (2013). Learning by teaching with virtual peers and the effects of technological design choices on learning. Computers and Education. 63, 176-196.

Okita, S. Y., & Wright, D. (2013). Investigating the use of robotics in elementary schools: Increasing self-concept in STEM and identifying situations that influence performance and learning adaptability. International Journal of Robots, Education and Art, 3(1), 1-14.

Ng-Thow-Hing, V, & Okita, S. Y. (2012). Playdates with robots, IEEE Computer Society. Computer, 45(8), 73-75.

Okita, S. Y., Ng-Thow-Hing, V, & Sarvadevabhatla, R. K. (2011). Multimodal approach to affective human-robot interaction design with children. ACM Transactions on Interactive Intelligent Systems (TiiS), 1(1), Article 5, 1-29.

Okita, S. Y., & Jamalian, A. (2011). Current challenges in integrating educational technology into elementary and middle school mathematics education. Journal of Mathematics Education at Teachers College, 2(2), 49-58.

Gordon, A. M., & Okita, S. Y. (2010). Augmenting pediatric constraint-induced movement therapy and bimanual training with video gaming technology. Technology and Disability, IOS Press, 22, 179-191.

Okita, S. Y., & Schwartz, D. L. (2006). Young children’s understanding of animacy and entertainment robots. International Journal of Humanoid Robotics (IJHR), World Scientific, 3(3), 393-412.

Okita, S. Y. (2004). Effects of age on associating virtual and embodied toys. CyberPsychology & Behavior, 7(4), 464-471.


PEER REVIEWED BOOK CHAPTERS

Okita, S.Y., & Ng-Thow-Hing, V. (2014). The effects of design choices on human-robot interactions in children and adults. In J. Marwowitz (Ed.), Robots that talk and listen. (pp. 291-320). De Gruyter.

Okita, S.Y. (2014). Turning to Embodied Technological Artifacts to Learn about Ourselves: Augmenting Performance and Learning through Recursive Feedback. In V. R. Lee (Ed.), Learning technologies and the body: Integration and implementation in formal and informal learning environments. (pp. 74-95). New York, NY: Routledge.

Okita, S.Y. (2013). Educational technology and instructional design in synchronous blended learning environments. In E. J. Francois (Ed.), Transcultural blended learning and teaching in postsecondary education (pp.170-192). Hershey, PA: IGI Global.

Okita, S. Y. (2012). Social interactions and learning. In N. M. Seel (Ed.), Encyclopedia of the sciences of learning (pp. 3104-3107). New York, NY: Springer.

Okita, S. Y. (2010). E-collaboration between people and technological boundary objects: A new learning partnership in knowledge construction. In B. Ertl (Ed.), Technologies and practices for constructing knowledge in online environments: Advancements in learning (pp. 133-167). Hershey, PA: IGI Global.

Schwartz, D. L., Chase, C., Chin, D. B., Oppezzo, M., Kwong, H. Y., Okita, S. Y., Biswas, G., Roscoe, R., Jeong, H., & Wagster, J. (2009). Interactive metacognition: Monitoring and regulating a teachable agent. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Handbook of metacognition in education (pp. 340-358). New York, NY: Routledge.
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慶應義塾大学湘南藤沢キャンパス