Updated on 2026/03/26

写真a

 
SAKUMA DAI
 
Organization
School of Environment and Society Researcher
Title
Researcher

Research Interests

  • 混合研究法

  • 教育情報工学

  • 学習デザイン

  • オーケストレーション

  • 計量心理学

  • ISM法

  • 組織経営

Research Areas

  • Manufacturing Technology (Mechanical Engineering, Electrical and Electronic Engineering, Chemical Engineering) / Design engineering  / Interpretive Structure Modeling

  • Humanities & Social Sciences / Education on school subjects and primary/secondary education  / 情報教育／探究学習

  • Humanities & Social Sciences / Educational technology  / 人材育成

Education

  • 東京工業大学大学院   社会理工学研究科 人間行動システム専攻 博士課程

    2014.4 - 2020.3

  • 東京工業大学大学院   社会理工学研究科 人間行動システム専攻 修士課程

    2012.4 - 2014.3

Research History

  • 山形大学大学院 理工学研究科 数理情報システム専攻

    2025.10

  • Yamagata University

    2025.10

  • Yamagata University   Lecturer

    2025.4

  • 一般社団法人HR Buddy研究所   フェロー

    2026.1

  • 株式会社ビヨンドフロー   開発アドバイザー（顧問）

    2024.9

  • Edtech関連企業 研究員   教育総研

    2023.7 - 2026.3

  • Shumei University

    2023.4 - 2025.3

  • 東京科学大学(旧東京工業大学) 環境社会理工学院 研究員

    2022.4

  • Edtech関連企業   リサーチフェロー

    2022.4 - 2023.3

  • 私立中高一貫校   中高一貫コース，社会科，技術科，探究科

    2017.4 - 2022.3

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Professional Memberships

  • 日本教授学習心理学会

    2023.12

  • 電子情報通信学会

    2023.12

  • 日本教育工学会

    2014.4

Papers

  • 'Development of an S-R Score Table-based Diagnostic Support System for Students' Structural Understanding Reviewed

    Proceedings of the 18th International Conference on Computer Supported Education(印刷中)   1 - 12   2026.5

    　More details

    Language：English   Publishing type：Research paper (international conference proceedings)  

    Developing students’ structural understanding across subject areas involves systematically organizing relations among learning contents. Concept mapping is one approach to fostering such understanding. Tokutake et al. (2024) proposed the S-R Score Table as a method for comparing connections between teacher-generated and student-generated concept maps to discern class-level learning tendencies. However, applying this method in practice requires teachers to extract information manually and organize link information from the students’ maps, making the procedure time-consuming and cumbersome. Moreover, the method does not adequately support teachers when diagnosing individual students’ understanding. To address these limitations, the authors developed an integrated diagnostic support system that streamlines concept map creation, link extraction, and automatic S-R Score Table generation. The system produces individual diagnostic reports that visualize each student’s structural understanding. Twenty high school students and six in-service teachers evaluated the system’s usability. The results suggest that the system reduces the time needed to generate the S-R Score Table and that the system supports teachers in interpreting each student’s structural understanding.

  • Modelling Instructional-Design Cognition: A Pilot Probabilistic Study Reviewed

    Dai SAKUMA, Keitaro TOKUTAKE, Masao MUROTA

    Proceedings of the 18th International Conference on Computer Supported Education(印刷中)   2026.5

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    Language：English   Publishing type：Research paper (international conference proceedings)  

    This report describes development and assessment of a probabilistic framework for visualizing instructional design thinking by integrating the Bradley–Terry model and Markov chain analysis. A pilot study of 44 preservice teachers was conducted to collect lesson-design data for probabilistic modeling. The framework quantitatively represents both procedural priorities and sequential transitions among instructional design steps, thereby facilitating comparative visualization across domains. Results revealed distinct domain-specific orientations: mathematics preservice teachers emphasized process-based reasoning centered on flow and structuring, whereas social studies preservice teachers showed resource-based reasoning grounded in document interpretation. These findings suggest that lesson-design cognition can be represented as a structured cognitive network. Moreover, these findings provide diagnostic insights for reflective use in teacher education.

  • Classification of Prompts to Generative AI and Relationship to Structural Understanding in Concept Map-Based History Learning Reviewed

    Keitaro Tokutake, Dai Sakuma, Masao Murota

    Transactions of the Japanese Society for Artificial Intelligence   40 ( 6 )   C - P72_1   2025.11

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    Publishing type：Research paper (scientific journal)   Publisher：Japanese Society for Artificial Intelligence  

    File： ja.pdf

    DOI： 10.1527/tjsai.40-6_c-p72

  • Promoting Sustained Use of Assistive Technology Among the Elderly: A User Experience and Causal Attribution Theory Perspective on Caregiver Utterances Reviewed International coauthorship International journal

    Takeru Komori, Dai Sakuma, Miki Saijo, Takumi Ohashi

    Communications in Computer and Information Science   2454   317 - 338   2025.3

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    Language：English   Publishing type：Research paper (scientific journal)  

    File： 978-3-031-87569-4_15.pdf

    DOI： 10.1007/978-3-031-87569-4_15

  • Experiential Process Model for Enhancing Classroom Management Skills in Teacher Training through Microteaching Reviewed

    14th   2025.3

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    Authorship：Lead author   Language：English   Publishing type：Research paper (international conference proceedings)  

    Effective classroom management remains a persistent challenge in teacher education, as prospective teachers often struggle to balance instructional delivery with behavioral interventions. Despite its importance, existing training programs rarely provide structured opportunities for experiential learning in real-time decision-making. This study proposes an Experiential Process Model to systematically cultivate classroom management skills through microteaching. Expanding upon Yoshizaki’s (1988) decision-making framework, this model emphasizes behavioral cue recognition, multi-level decisionmaking, and adaptive rule adjustments. To examine its effectiveness, microteaching sessions were conducted using student behavior image cards (Sakuma et al., 2024), simulating diverse classroom interactions, including disruptive behaviors. Findings indicate that participants in the teacher role improved situational awareness, strategic adaptability, and behavioral management skills. Reflection data further highlighted the complexity of managing unpredictable classroom dynamics while maintaining lesson objectives. The results suggest that the Experiential Process Model offers a structured approach to integrating decision-making training into teacher education, bridging theory and practice. Future research should explore its applicability across different educational contexts.

    File： Experiential Process Model for Enhancing Classroom Management Skills in Teacher Training through Microteaching.pdf

  • Elucidating the Inspirational Factors in School-Based FabLab Activities and the Development of Independence Reviewed International journal

    14   1 - 9   2025.3

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    Authorship：Last author,　Corresponding author   Language：English   Publishing type：Research paper (international conference proceedings)   Publisher：https://www.academia.edu/128612860/New_Perspectives_in_Science_Education_Conference_Proceedings_2025  

    How can schools cultivate individuals who engage in creative making? This study investigates the role of school-based FabLabs in fostering student engagement and learning. Through an analysis of activity types, motivational triggers, and formed subjectivity, the findings reveal that students actively engage in both skill acquisition and exploratory challenges, predominantly driven by intrinsic motivation. Participation in school-based FabLabs enhances autonomy, execution skills, technical proficiency, and inquiry ability, while external inspirational factors, such as peer interactions and resource discovery, further stimulate engagement. These results underscore the significance of school-based FabLabs as dynamic learning environments that cultivate self-directed learning, technical skill development, and sustained intellectual curiosity.

    File： Elucidating the Inspirational Factors in School-Based FabLab Activities and the Development of Independence.pdf

  • Development of Image-Cards "Variety" in Microteaching to Assist the Association and Performance of Various Learning situation Reviewed

    Sakuma, D., Tokutake, K., Hasegawa, K., & Murota, M. (2024). Development of image-cards "Variety" in microteaching to assist the association and performance of various learning situations. The Japanese Journal of Psychology in Teaching and Learning, 19(2), 77–88.   19 ( 2 )   77 - 88   2024.12

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    Authorship：Lead author   Language：Japanese   Publishing type：Research paper (scientific journal)  

    File： 模擬授業における様々な学習状況の連想・演技を補助するイメージカード.pdf

  • Design and Evaluation of Microteaching: Emergent Learning for Acquiring Classroom Management Skill in Teacher Education Reviewed International journal

    Sakuma, D., Tokutake, K., Murota, M.

    In Proceedings of the 16th International Joint Conference on Knowledge Discovery, Knowledge Engineering and Knowledge Management - Volume 3: KMIS   3   222 - 229   2024.11

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    Authorship：Lead author   Language：English   Publishing type：Research paper (international conference proceedings)  

    File： Design and Evaluation of Microteaching_Emergent Learning for Acquiring Classroom Management Skill in Teacher Education.pdf

    DOI： 10.5220/0012942200003838

  • Development of a Concept Map Evaluation Support System for Social Studies Learning Reviewed International journal

    Tokutake, K., Sakuma, D., Murota

    Engineering and Knowledge Management   ( 3 )   214 - 221   2024.11

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    Language：English   Publishing type：Research paper (international conference proceedings)  

    DOI： 10.5220/0012926700003838

  • Development of Item Structuring Method with ISM Modeling and Learning Element Tag Reviewed

    SAKUMA Dai, KANETAKA Ukyo, GOTO Takumi, HASEGAWA Katsuhisa, SATO Takahiro

    Japan Journal of Educational Technology   47 ( Suppl. )   197 - 200   2024.3

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    Authorship：Lead author   Language：Japanese   Publisher：Japan Society for Educational Technology  

    File： 47_S47100.pdf

    DOI： 10.15077/jjet.s47100

    CiNii Research

  • Decoding the Language of Care: A Typology of Caregiver Utterances and Their Influence on Assistive Technology Use Reviewed

    Takeru Komori, Dai Sakuma, Miki Saijo, Takumi Ohashi

    Proceedings of the 15th International Joint Conference on Knowledge Discovery, Knowledge Engineering and Knowledge Management   3   286 - 293   2023.11

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    Publishing type：Research paper (international conference proceedings)   Publisher：SCITEPRESS - Science and Technology Publications  

    File： Komori et al 2023.pdf

    DOI： 10.5220/0012234800003598

    Scopus

  • A Study on Formative Feedback Categories for the Period for Integrated Studies Reviewed

    Dai Sakuma, Takuya Yoshii, Masao Murota

    Information and Technology in Education and Learning   1 ( 1 )   Trans - p003   2021

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    Authorship：Lead author   Publishing type：Research paper (scientific journal)   Publisher：Japanese Society for Information and Systems in Education  

    File： 1_1.1.Trans.p003.pdf

    DOI： 10.12937/itel.1.1.trans.p003

  • Analysis of Learning Students by Role-play of Pupils in Micro-Teaching Reviewed

    IMAI Tomoki, SAKUMA Dai, HASEGAWA Katsuhisa

    Japan Journal of Educational Technology   43 ( 4 )   484 - 494   2020.3

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    Language：Japanese   Publishing type：Research paper (scientific journal)   Publisher：Japan Society for Educational Technology  

    File： 43_43076.pdf

    DOI： 10.15077/jjet.43076

    CiNii Research

  • Design a Micro-Teaching Using Imagination-Cards of Pupil’s Actual Condition Reviewed

    SAKUMA Dai, TAKAISHI Tetsumi, IMAI Tomoki, HASEGAWA Katsuhisa, MUROTA Masao

    Japan Journal of Educational Technology   43 ( 2 )   91 - 103   2019.9

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    Authorship：Lead author   Language：Japanese   Publisher：Japan Society for Educational Technology  

    The purpose of this study is to make a scene and situation like that of the actual class on a micro-teaching. Therefore, we developed "Imagination-Cards of Pupil’s Actual Condition", and designed Micro-Teaching using it. (1) We incorporated "Micro-Teaching Design by Using Imagination Cards" into a class which students attend, and carried out Micro-Teaching. Moreover, we acquired subjective evaluation from participants. (2) Virtual situations that occur in designed Micro-Teaching would be similar to an actual lesson. To provide verification, it was evaluated by eight teachers. From the results of analysis, participants in "designed Micro-Teaching group" experienced more realistic situations than the participants in "traditional Micro-Teaching design group" on the middle class model. Moreover, it is clear that in situations occurring in Micro-Teaching, where both a teacher and pupils use an imagination-card, are more similar to an actual class than those in Micro-Teaching where pupils only use an imagination-card on the middle class model.

    File： 43_42163 (1).pdf

    DOI： 10.15077/jjet.42163

    CiNii Books

    CiNii Research

  • A Study on Formative Feedback Categories for the Period for Integrated Studies Reviewed

    SAKUMA Dai, YOSHII Takuya, MUROTA Masao

    Japan Journal of Educational Technology   40 ( 2 )   57 - 74   2016

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    Authorship：Lead author   Language：Japanese   Publisher：Japan Society for Educational Technology  

    The objective of this study is to categorize formative feedback for Period for Integrated Studies in the 5th grade. For that, following two assumptions are considered; there might be differences of formative feedback usages and how to give between an expert-level teacher and a competent-level teacher; a formative feedback would influences on pupils' actions during the learning process. To analyze those two assumed points, interactions between each teacher and his or her pupils in the class were observed. Also, quantitative analysis using the data obtained with the self-made rubric was carried out. The results indicated that an expert tended to utilize more various formative feedback than the competent-level teacher did. Moreover, the expert teacher tended to tailor formative feedback in a proper way depending on pupils' learning condition. In addition, it was found that a competent-level teacher frequently used similar kinds of formative feedback regardless of pupil’s learning condition. In addition, it may be suspected that an expert teacher uses some formative feedbacks such as the feedback; to have a problem consciousness in learning; to embody the solution from the inside of him; for improving the quality of pupil’s leaning.

    File： 40_40005.pdf

    DOI： 10.15077/jjet.40005

    DOI： 10.5926/arepj.57.136_references_DOI_OfvGFyH2zliMxx3t9hhH5oCZdCP

    CiNii Books

    CiNii Research

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Books

  • 進学レーダー「東洋大学附属牛久のこの授業が受けたい！自由権って何だろう？」

    （pp.6-7）

    みくに出版  2017.7 

  • 『「社会科，地歴科・公民科指導法」，社会系教科の授業を創る』

    高石哲巳, 矢城勇, 佐久間大（ Role： Joint author第２部（pp.112-162））

    三省堂書店オンデマンド  2013.3 

  • 『MATERIALS・教職概論 教師を目指す』

    高石哲巳・矢城勇(編著)（ Role： Joint authorpp.2-10，pp.34-38）

    三省堂書店オンデマンド  2012.3 

MISC

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Awards

  • ICT夢コンテスト 審査委員長特別賞

    2022.3   日本教育情報化振興会（JAPET&CEC）  

    徳竹 圭太郎, 附属牛久中学校, 高等学校, 佐久間 大, 藤原 喜仁

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    2020年から一人一台端末としてChromebookの導入をし，多くの授業でICT機器を用いた実践が行われるようになった．しかし，サービスの使用方法を熟知した「優秀な消費者」を育成することは出来たが，その一方で「クリエイター」としての能力の育成は不十分であった．これを実現するため，①ICTを用いた創作活動への興味関心を引き出し，②そこで得たスキルを用いて校内外の団体と協力しながら問題を解決する姿勢を養うとともに，③FabLab に参加していない生徒にも ICT 活用の可能性の認知を広めることを目的として，校内FabLab の設置と，効果的な運営のための学習環境の開発を行った．

  • 個人奨励賞(優秀賞)

    2014.11   第 25 回教育システム若手の会  

Research Projects

  • 中高探究学習における生成AI対話と教師フィードバックの調査研究

    2026.4 - 2027.3

    公益財団法人 日本教育公務員弘済会  日教弘本部奨励金 

    佐久間大

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    Authorship：Principal investigator 

  • 山形県農業における若者創業の可能性と支援策の検討

    2025.11 - 2026.3

    山形大学と交流する会  山形県の課題解決研究への支援事業 

    佐久間大

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    Authorship：Principal investigator 

    本研究は、農業分野における若者の創業ニーズを明らかにするため、次の２段階で実施する。
    【１】文献・二次資料調査
    「令和５年度創業意識調査」（三菱UFJリサーチ＆コンサルティング, 2024）や農業分野の創業支援関連文献を整理し、若者の創業意識に影響する要因を把握する。あわせて山形県「第４次総合発展計画」に掲げられた「競争力のある力強い農林水産業の振興・活性化」や「担い手確保」の施策との接点を確認する（山形県, 2020）。
    【２】エキスパートインタビュー調査
    農業組合（JA）、農業法人経営者、若手農業従事者など、農業分野の現場を熟知する関係者に対して半構造化インタビューを実施する。インタビューでは、(1)若者の農業分野での創業意識に関する評価、(2)創業を阻む要因（資金調達・技術習得・販路開拓等）、(3)必要とされる支援策や教育的アプローチ、の３点を中心に聞き取る。
    得られた内容を質的に分析し、農業分野に特有の創業ニーズと支援方策を抽出する。
    これらを通じて、農業分野における若者創業の可能性と、それを支える施策・教育的支援の方向性を提示する。

  • 教師のICT活用力向上を目指した到達目標の体系化

    2025.9 - 2027.3

    公益財団法人やまがた教育振興財団  教員養成に関する調査研究事業 

    佐久間大

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    Authorship：Principal investigator 

  • メタバースを活用した仮想空間共有型の複式授業を実現するための教員養成プログラム

    Grant number：24K00423  2024.4 - 2029.3

    日本学術振興会  科学研究費助成事業  基盤研究(B)

    倉田 伸, 藤木 卓, 小清水 貴子, 佐久間 大, 寺嶋 浩介, 今野 貴之

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    Grant amount：\18330000 （ Direct Cost: \14100000 、 Indirect Cost：\4230000 ）

  • 中日科学教育比較研究

    2019.4 - 2020.3

    教育信息技術学院, 講師 王世娟, Wang SHIJUAN

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    Authorship：Collaborating Investigator(s) (not designated on Grant-in-Aid) 

  • Robogals 学校連携企画 Science Bravo

    2016.7 - 2017.3

    東京工業大学  東京工業大学基金 ものつくり人材の裾野拡大支援プロジェクト 

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    Authorship：Principal investigator 

  • Robogals 学校連携企画 Robo Tech in Tokyo

    2015.10 - 2016.3

    東京工業大学  東京工業大学基金 科学と技術で未来を創造するプロジェクト 

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    Authorship：Collaborating Investigator(s) (not designated on Grant-in-Aid) 

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Other

  • 山形大学「つなぐちから」社会共創活動推進プロジェクト 起業家育成ワークショップ－地域のパワフル人材発掘大作戦

    2025.12

  • 山形大学「つなぐちから。」社会共創活動推進プロジェクト スマート農業を加速させるデジタル人材の育成ワークショップ

    2025.12

  • 東洋大学附属校 DX推進事業 教員研修 「システムズアプローチに基づく学習設計の基本原理」

    2024.4

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    オンデマンド授業を整備する上で必要とされる研修において，「授業設計の考え方」に関する講義を担当した．

  • 千葉県八千代市教育第９回サミット，「誰一人取り残さない教育活動の実現のために」，アドバイザー

    2023.8

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    八千代市内の各学校が有機的に連携することを目指し，小学校，中学校，義務教育学校，特別支援学校，高等学校，大学の長が集い，教育環境の向上についてテーマに基づく研修会が行われた．参加した市内の学校長が抱える様々な課題（若手教師の授業設計や，保護者への対応など）に対して助言を行った。

  • 茨城県牛久市教育委員会主催，牛久市校長研修会 「コロナ対策や働き方改革等に伴うICT活用事例の紹介」

    2020.10

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    茨城県牛久市教育委員会主催，牛久市校長研修会にて「コロナ対策や働き方改革等に伴うICT活用事例の紹介」という題目で講演した。内容は校内におけるインフラ整備，組織開発，人材育成に関連するものである。

  • ロイロノート活用実践事例(中学校社会科)

    2018.4

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    https://n.loilo.tv/ja/LNScase291

  • 津田塾大学主催 津田塾大学の公開講座 総合 2017 「学びの零（ゼロ）：自分の学びをデザインし続けよう—」一般公開授業

    2017.11

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    津田塾大学主催 津田塾大学の公開講座 総合 2017 「学びの零（ゼロ）：自分の学びをデザインし続けよう—」にて講演を行った。内容は，学習科学，教育工学の知見に基づき，キャリアデザインについて考えを深めるものである。

  • 津田塾大学主催 津田塾大学の公開講座 総合2016 「進歩 再考—その先の私ー：私の学び”をデザインしよう」一般公開授業

    2016.5

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    津田塾大学主催 津田塾大学の公開講座 総合2016 「進歩 再考—その先の私ー：私の学び”をデザインしよう」にて講演を行った。内容は，学習科学，教育工学の知見に基づき，キャリアデザインについて考えを深めるものである。

  • 日本科学未来館 ひな祭りイベント「おひなさまがさらわれた！？ロボットで助け出そう！」

    2015.2

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    日本科学未来館にて開催されたひな祭りイベント「おひなさまがさらわれた！？ロボットで助け出そう！」にて講師を務めた。内容は，レゴマインドストームを用いたソフトウェア，ハードウェアにおけるモノづくり学習に関連するものである。

  • 東京都立大泉学園中学校 総合的な学習の時間 「ドラえもんが存在する“これからの時代”を創るには？」 特別授業

    2014.5

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    特別授業「ドラえもんが存在する“これからの時代”を創るには？」の授業者を務めた。内容は，プログラミング教育と学校での学び，およびキャリア形成との関連について考えを深めるものである。

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Teaching Experience

  • データサイエンス（山形大学大学院 基盤共通科目）

    2025.10 Institution：山形大学大学院

  • ICT

    2025.10 Institution：Yamagata University

  • 教職実践演習（幼・小・中・高）

    2025.10

  • KT

    2025.4 Institution：Yamagata University

  • educational technology

    2025.4 Institution：Yamagata University

  • 初等ICT教材研究

    2024.4 - 2025.3 Institution：秀明大学

  • EDU

    2024.4 - 2024.9 Institution：Toyo University

  • Seminar

    2023.10 - 2025.3 Institution：Shumei University

  • 情報メディアの活用

    2023.10 - 2025.3 Institution：秀明大学

  • 教育と方法の技術

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