Field-based learning is central to developing ecological literacy and scientific inquiry, yet traditional outdoor education still struggles with fragmented observations, uneven student participation, and the loss of learning-relevant moments once the activity ends. This study introduces the Cyber Field Work System (CFWS), a cyber-physical approach that enables learners to document field experiences through multimodal evidence such as first-person videos, photos, audio notes, GPS traces, and short reflections, and later revisit them through an interactive mapping and replay environment. Central to the framework is the concept of Points of Interest (PoI)—learning-significant moments in which attention, curiosity, or collaboration emerges (e.g., observing organisms, discovering anomalies, asking questions, or sharing findings). By linking PoIs to time and space, CFWS supports students in rediscovering what mattered during fieldwork and helps instructors gain insight into individual learning trajectories and overlooked opportunities. Early deployments in forest and coastal courses indicate that this approach strengthens continuity between on-site experience and post-activity reflection, supports inquiry-driven learning, and enhances metacognitive awareness. The research ultimately proposes a scalable conceptual model for cyber-supported experiential learning, advancing field science education through the integration of embodied experience, shared attention, and technology-mediated reflection.
Education, Human-Computer-Interaction, Recommendation System, User Experience, Media Processing
| 氏名 | コース | 研究室 | 役職/学年 |
|---|---|---|---|
| XU ZIXIANG | 知能情報学コース | 中村研 | 博士2回生 |