Ritsumeikan Intelligent Cyber Space Project

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Project for Future Education with Ritsumeikan Moriyama Junior & Senior High School

Support for Autonomous Learning through the Power of ICT Based on the adaptive learning platform for which OPEN INNOVATION LAB. is proceeding ahead with research and development, this project seeks to construct an ICT system for Ritsumeikan Moriyama Junior & Senior High School (i.e., RICS: Ritsumeikan Intelligent Cyber Space). It is a jointly conducted project that seeks to equip an actual school with the environment and functions sought in adaptive learning and verify the validity of the service content and rate structure for use on the platform.

OPEN INNOVATION LAB. has repeatedly done demonstration experiments based on the concept of “Adaptive x Social.” In 2012, OPEN INNOVATION LAB. joined with the publicly run Okinokuni Learning Center (the town of Ama on a small island of Shimane prefecture) to do verification testing of an iPad-based educational platform for high school students. And in 2013 as well, children getting ready for entry exams into elementary school – and their guardians as well – were asked to use digital learning materials in order to do verification of the requirements sought in functions for UI/UX intended for use by children and their guardians.

Based on the insights gained in these demonstration experiments, the RICS project was started in the spring of 2014. A total 500 individuals, including both new students and their teachers, started using RICS, each person with an iPad of their own. RICS began with the two subjects of English and math, saw the addition of science and social studies, and is slated for further additions in the future.


Main Features

Rather than setting as a goal the establishment of a function that automatically recommends content, which is the hallmark of the standard model, we aimed to create an environment in which students can progress with their learning as they bear in mind how they are connected to each other mutually. We are providing support for independent study by students by making it possible to achieve through the system the type of incidental communication that would be seen in the day-to-day classroom: e.g. students recommending learning materials to each other, students asking other students questions about things they do not understand.


Continuing to evolve

Learning Map, a new function that was released in July 2015, encourages more proactive learning by stimulating students’ desire to learn through the visualization and sharing of the learning status of other students. As student response to Learning Map has been hugely favorable, we look forward to seeing what sort of verification results it generates.

Now that a year has elapsed since the start of the RICS Project, massive amounts of data on student learning records and behavior histories are accumulating on the platform. We plan on continuing our analysis of this data so that IT can be applied to achieving an environment that makes it possible for students to more enjoyably and efficiently learn.

Text: Akihiro Ujiie