The objective of our research is to develop a support system for creating presentation speech, especially speech that explains relations between two slides (complementary speech). Complementary speech is required between slides whose relations are difficult to understand from their contents, such as texts, figures, and tables. If presenters could notice relations between created slides that are recognized by audiences, they would prepare appropriate complementary speech at the right places. To make presenters notice slides where complementary speech is needed, our system analyzes relations between slides based on their texts and visualizes them. Four slide relations are defined and the method for detecting these relations from the slide texts is proposed. Then, analyzed relations are arranged in two-dimensional spaces that represent sequential relation and inclusive relation of their topics. The experimental results showed that most detected slide relations were the same as what examinees understood, and visualization of slide relations was useful in creating complementary speech, especially for less-experienced presenter.

This paper focuses on the collaborative learning of mathematics in which learners effectively acquire knowledge of common exercises through discussion with other learners. During collaborative learning, learners sometimes cannot solve exercises successfully, because they cannot derive answers by themselves or they hesitate to propose answers through discussion. To cope with such situations, this paper proposes two support functions using diagrams to encourage active discussion, since diagrams are often used to graphically illustrate mathematical concepts. One function indicates the differences between learner diagrams and the group diagram in order to encourage participation in discussions. To compare the characteristics of diagrams drawn by different learners, internal representation of the diagram, which consists of types of figures and remarkable relations to other figures, is introduced. The other function provides hints in the group diagram so that all learners can consider their answers collaboratively through discussions. Since preparing hints for all exercises is difficult, rules for drawing supplementary figures, which are general methods for drawing supplementary figures that correspond to individual answering methods/formulas, are also developed. By applying available rules to current group diagram, appropriate supplementary figures that can solve current learning situations may be generated. The experimental results showed that the generated hints successfully increased the number of utterances in the groups. Moreover, learners were also able to derive answers by themselves and tended to propose more opinions in discussions when the uniqueness of their diagrams was indicated.

In historical learning, to grasp the causal relationship between historical events and to understand factors that bring about important events are significant for fostering the historical thinking. However, some students are not able to find historical events that have causal relationships. The view of observing the historical events is different among individuals, so it is not appropriate to define the historical events that have causal relationships and impose students to remember them. The students need to understand the definition of the causal relationships and find the historical events that satisfy the definition according to their viewpoints. The objective of this paper is to develop a support system for understanding the meaning of a causal relationship and creating causal relation graphs that represent the causal relationships between historical events. When historical events have a causal relationship, a state change caused by one event becomes the cause of the other event. To consider these state changes is critically important to connect historical events. This paper proposes steps for considering causal relationships between historical events by arranging the state changes of historical people along with them. It also develops the system that supports students to create the causal relation graph according to the state changes. In our system, firstly, the interface for arranging state changes of historical people according to the historical events is given. Then, the interface for drawing the causal relation graph of historical events is provided in which state changes are automatically indicated on the created links in the causal relation graph. By observing the indicated state changes on the links, students are able to check by themselves whether their causal relation graphs correctly represent the causal relationships between historical events.