![](bg6.png)
expand the scale of the system. Thus, we will make
the proposed system more experiential than
conventional learning methods or contents.
4 CONCLUSIONS
While learning about extinct animals and the
environment in which they lived, learners cannot
actually watch or experience the environment.
Hence, it is difficult for learners to understand
the linkages between real things and attain a greater
degree of learning. Thus, to compensate for this, we
have focused on the body experience component of
learning, and have proposed a learning support
system in which users learn by moving their body.
In this system, the learning content is controlled
according to the location, status, and actions of
thelearner. By moving their own bodies, learners can
obtain a near-real experience, as if they have entered
the environment, and this improves their
understanding of the learning target. In this paper,
towards the realization of such a system, we
developed a learning support system that moves in
synchronization with the learner’s location and
actions (walking or stopping). After confirming that
the system operated as intended, we conducted a
questionnaire survey. From the results of the
experiment, we have confirmed the potential for
improvement in the learning effect due to the
enjoyment of moving their bodies while learning. In
the future, we intend to develop the system so that
one can synchronize with not only walking also the
other action. And then we intend to conduct
evaluation test for more subjects.
ACKNOWLEDGEMENTS
I am particularly grateful for the illustration (Figure
1) provided by Ms Midori Aoki.
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LearningSupportSystemforPaleontologicalEnvironmentBasedonBodyExperienceandSenseofImmersion-Extinct
AnimalsMoveinSynchronizationwithHumanActions
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