Self-directed learning in an appropriately designed environment can help learners retain knowledge tied to experience and motivate them to learn more. For teachers, however, it is difficult to design an environment to give to learners and to give feedback that reflects respect for their independent efforts, while for learners, it is difficult to set learning objectives on their own and to construct knowledge correctly based on their own efforts. In this research, we developed a learning support system that provides a mechanism for constructing an observational learning environment using virtual space and that encourages self-directed knowledge discovery. We confirmed that this system contributes to a learner's structural understanding and its retention and to a greater desire to learn at a level comparable to that of concept map creation, another active learning method.

When moving through space, we have to consider the route to the destination and gather real-world information to check that we are following this route correctly. In this study, we define spatial movement skill as this ability to associate information like maps and memory with real-world objects like signs and buildings. Without adequate spatial movement skills, people are liable to experience difficulties such as going around in circles and getting lost. Alleviating this problem requires better spatial movement skills, but few studies have considered how this can be achieved or supported, and we have found no research into how the improvement of these skills can be supported in practice. Since spatial cognition is always necessary for spatial movement, our aim in this study is to develop a spatial movement skill training system. To this end, we first overviewed the use of knowledge gained from the research literature on spatial cognition. From these related studies, we systematically summarized issues and challenges related to spatial movement and the stages of spatial information processing, and created a new learning model for the improvement of spatial movement skills. Then, based on this model, we developed a system that uses position information to support the improvement of spatial movement skills. Initial experiments with this system confirmed that its use promotes recognition from a global viewpoint to the current location and direction, resulting in the formation of a cognitive map, which suggests that it has an effect on spatial movement skills.

The purpose of this research is to support learners in self-directed learning on the Internet using automatically generated support using the current state of the semantic web. The main issue of creating meaningful content-dependent questions automatically is that it requires the machine to understand the concepts in the learning domain. The originality of this work is that it uses Linked Open Data (LOD) to enable meaningful content-dependent support in open learning space. Learners are supported by a learning environment, the Semantic Open Learning Space (SOLS). Learners use the system to build a concept map representing their knowledge. SOLS supports learners following the principle of inquiry-based learning. Learners that request help are provided with automatically generated questions that give them learning objectives. To verify whether the current system can support learners with fully automatically generated support, we evaluated the system with three objectives: judge whether the LOD based support was feasible and useful, whether the question support improved the development of historical considerations in the learners' mind and whether the engagement of learners was improved by the question support. The results showed that LOD based support was feasible. Learners felt that the support provided was useful and helped them learn. The question support succeeded in improving the development of learners' deep historical considerations. In addition, the engagement and interest in history of learners was improved by the questions. The results are meaningful because they show that LOD based question support can be a viable tool to support self-directed learning in open learning space.