Koji Tanaka

Development of students providing online communication for peer support during the coronavirus pandemic 

Cognitive Studies: Bulletin of the Japanese Cognitive Science Society, 29(2) 222-242, Jun, 2022  Peer-reviewedLead author

What Did the Students Reflect on College Life during the Coronavirus Pandemic? —Using Knowledge from Lectures in Educational and School Psychology— 

Transactions of Japanese Society for Information and Systems in Education, 39(1) 49-61, Jan, 2022  Peer-reviewedLead author

The knowledge-to-intention gap revealed in the collaborative argumentation for learning opportunity 

Bulletin of Hokuriku Psychological Society of Japan, 9(1) 9-16, Dec, 2020  Peer-reviewedLead author

Increasing Readiness for PBL through Gamification to Learn Psychological Viewpoints on Artifact Design 

Journal of JSEE, 67(5) 56-62, Sep, 2019  Peer-reviewedLead author

The knowledge-to-intention gap for information ethics within university students: Investigating the factors of the theory of planned behavior 

The Japanese Journal of Cognitive Psychology, 17(1) 11-25, Aug, 2019  Peer-reviewedLead author

The construction of a weekly training report for supporting new employees' learning how to learn: A case study with qualitative data analysis method by steps for coding and theorization (SCAT) 

The IEICE Transactions on Information and Systems(Japanese Edition), J101-D(6) 874-883, Jun, 2018  Peer-reviewedLead author

Learning how to learn meta-cognitive skills to improve knowledge co-creation ability: Experiential learning through facilitation of discussion 

The IEICE Transactions on Information and Systems(Japanese Edition), J101-D(6) 830-842, Jun, 2018  Peer-reviewedLead author

A learning support method to raise awareness of the knowledge-to-action gap in information ethics: Using experimental method of cognitive psychology 

Transactions of Japanese Society for Information and Systems in Education, 35(2) 111-121, Apr, 2018  Peer-reviewedLead author

Understanding how learner learns learning strategy and mentor supports the learn with the weekly reports of sales training: A case study with qualitative data analysis method by steps for coding and theorization (SCAT) 

Japan Journal of Educational Technology, 41(1) 1-12, May, 2017  Peer-reviewedLead author

Learning support method to induce unsafe evacuation behavior by simulated disaster experience 

Transactions of Japanese Society for Information and Systems in Education, 34(1) 44-53, Jan, 2017  Peer-reviewedLead author

Experimental studies on knowledge-to-action gap to comply with information ethics 

Japan Journal of Educational Technology, 40(3) 153-164, Dec, 2016  Peer-reviewedLead author

Experimental studies on perceived danger of unsafe evacuation behavior seen in knowledge-to-action gap 

Cognitive Studies, 22(3) 356-367, Sep, 2015  Peer-reviewedLead author

A proposal and evaluation of a learning support method to facilitate retention of disaster prevention knowledge prerequisite for understanding flood hazard map 

The Transactions of Human Interface Society, 16(3) 211-220, Aug, 2014  Peer-reviewedLead author

Easy-to-understand design of flood hazard map: An investigation from a cognitive psychological viewpoint 

Journal of disaster information studies, 12(12) 88-99, Mar, 2014  Peer-reviewedLead author

The emergency exit sign can be made more effective with advance information on the evacuation route 

Shinrigaku Kenkyu, 83(3) 182-192, Aug, 2012  Peer-reviewedLead author

Perceived danger can be influenced by how the emergency information is expressed 

The Japanese Journal of Cognitive Psychology, 9(1) 1-7, Aug, 2011  Peer-reviewedLead author

Preventing unsafe acts in inspection tasks 

Shinrigaku Kenkyu, 81(1) 35-42, Apr, 2010  Peer-reviewedLead author

The robustness of the spacing effect in the acquisition of unfamiliar real-world knowledge 

The Japanese Journal of Cognitive Psychology, 7(1) 39-47, Aug, 2009  Peer-reviewedLead author