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Yoko Kosugi for helping me edit the whole proceedings. Since version 2. This kind of basic setting, of course, has been available in Moodle since its beginnings. This paper summarizes the principles and possiblities of gamification within Moodle, and provides links to further information about the process of gamification.
Introduction 2. Should I use gamification? Gamification is increasingly being utilized as a tool to Gamification is different from gaming and may not make content more interesting and engaging. So what is suited to every kind of education. For example, gamification? Gamification is taking game elements and gamification may just be a collection of tasks with points incorporating them into content [3]. By using different or some form of reward.
Gamification is much easier and settings and features in Moodle, it is possible to gamify cheaper to build than a formal online game. your course and achieve a more interesting and engaging course for your students. Before creating or modifying your course, you should ask yourself some questions first to determine whether gamification is a suitable method to utilise.
Simply introducing gamified aspects to a course may not be enough. For gamification to truly work, every aspect of the course needs to be considered and tailored to create a complete experience, that will have the maximum impact with your students. Player types Something very important to consider are the different types of participants that are going to be using your course.
Students fall into numerous different categories and may actually evolve and move from one category to another. These changes depend on mood and experience with the system. Marczewski suggested that player types can be classified into two major sections [3]. These sections are intrinsic and extrinsic. The motivation for interacting with the system will determine which section the participant will fall into. Intrinsic motivation revolves around playing for the internal rewards created by the system, Socialisers are looking to interact and connect with such as the thrill of exploration, or the joy of helping another student, where as extrinsic are more external other players [1].
rewards such as obtaining badges, and entries on the Achievers are looking to master the system and leader boards. Intrinsic player types are Socialisers, Free spirits, Achievers, and Philanthropists. possible [1]. Each one has a different type of other players [1]. from the system with little or no interaction with other people [1]. To compliment your quizzes the inclusion of the quiz results block creates a leader board for students to compete with each other.
This reward type is shown to match up with the self seeker player type. Achievements are good for rewarding different types of behaviour in the courses. This sort of reward is valued by Networkers, Exploiters and Self seekers. Moodle has a badges system, but a different method for presenting achievements may be more suitable for this type of reward. Using Moodle for gamification activities. The current conditional parameters allow for a Hiding course content is a great start to gamifying your large amount of variation when determining when to course.
Some Universities are required to provide the award an achievement. It is possible to create an student with a curriculum outline at the start of a semester. achievement section on the course page and use labels This document lays out all of the assessments that the with conditional access to award these rewards [5]. student will have to undertake to successfully complete Open badges are a display of skills that can be seen and the course.
This is a lot of information for the student to verified by the online community [2]. As these are based digest, and seeing the equivalent of this in a Moodle on the acquisition of skills, they should not be used for course could cause some apprehension. Hiding the achievements that are not related to competency in some majority of the content and allowing access only once area. Flooding the internet with badges reduces the previous activities have been finished, allows for prestige of the issuing institution and the value of the digesting the course in manageable portions.
To create a course that has activities that will unlock themselves; conditional viewing of resources and activity 5.
Course review completion and tracking need to be enabled. Conditional After the course has been completed it is important to viewing of resources allows for logic statements to be put determine how successful it was. Feedback is important in place to restrict access to activities until the conditions for improving your future courses. Moodle has a few have been met.
These conditional statements can now be programs that can help provide feeback from the course. quite complex, and can produce some interesting Areas of Moodle that are handy for feedback are: The possibilities for your gamified course. One such activity completion report, surveys, and the feedback possibility is creating branches for the student to choose module. and follow. The conditional statements can be configured to open one path while blocking one or more different paths. Creating multiple paths will increase the amount of content that you will need to provide for the course, but this is balanced with the course being more rewarding for the student.
Creating a multiple path course allows for exploration which is one of the intrinsic rewards that insert player type here are looking for.
Quizzes are a valuable tool in the creation of a gamified course. One of the key features of a game is that the difficulty will increase as you progress further. To create a similar sensation in a gamified course, so too should quizzes also increase in difficulty. Gamification Education. Gamify your Moodle courses in under 20 minutes - YouTube.
The feedback module allows you to create a custom survey with specific questions that can be modified to obtain the desired information from the participants. The activity completion report on the other hand show which activities were completed by which students in the course. The report layout is in a table format and quickly shows the areas that were not popular with the students.
This information is instrumental in fine tuning your course to be successful. Summary For success with your gamified Moodle course it is important to remember the following things. Think about whether a gamified course is really needed; Plan out the course first before creating it; Try to pick rewards that will encourage all player types to participant; Use open badges sparingly for such things as core competencies; Closely assess your course and look for ways to improve for the next one.
Careful consideration of these factors should help increase participation and engagement in your course. References [1] User Types - Andrzej's Blog. User Types - Andrzej's Blog. About Open Badges. From MMO Player Types to Gamification User Types. For language learners in countries or regions where there is limited opportunity to interact with other cultures and speakers of the target language TL physically, this is a particularly important feature of telecollaboration.
Moodle is an excellent platform on which to run telecollaboration projects because of the many features it includes and this paper will outline how it was used for two different types of successful telecollaboration between students in different countries. It will go on to show how the author used Moodle to allow his students, who study English in a regional university in the north of Japan, to interact with students in several countries thus giving them greater motivation to use the language they are studying.
The students used English in activities that promote cultural awareness and developed all five of the language skills.
Data suggests the methods used were beneficial to language acquisition and cultural understanding and were popular with students. It also shows there are clear differences between the two types of telecollaboration outlined. Introduction cultures Chen and Yang, ; Thorne and Black, These studies have all been either SLT or DLT. Nor have there been papers looking at how Moodle mediated communication, eTandem and virtual exchange in helps in the facilitation of such exchanges. addition to others have all been used to date.
In this paper, telecollaboration will be the term used. It involves students, 2. Moodle language L1 and the target language TL and the latter combines all of these tools in one easy to use package, which involved only English as a lingua franca. This distinction is students can access at any time and from anywhere. and DLT will be used to differentiate these different types of In both the SLT and DLT projects, students used Moodle exchange. forums, chat and wikis to carry out projects.
Within the forums, Though the field is young, it has already developed a students attached audio files, video files and other multimedia. strong body of research that shows the benefits of In the ongoing exchanges from , students no longer have to telecollaboration.
It has been shown to increase the level and attach these to forums as they can directly add them using the amount of participation in communicative events, Pais Marden Poodll add-on. In addition to Moodle, Skype was used by some and Herrington, ; Sotillo, ; increase the amount of of the students to carry out synchronous oral exchanges. The interaction of people with lower power positions Kern and benefits of this setup are obvious. Students have access to all Warschauer, ; improve peer feedback Bower and the material they are sharing in one space.
When needed, they can exchange ideas in real time via the chat. Over a period of three years the author created tutorials mail to view.
The teacher can also supply students with the for the teachers in Vietnam and went there to carry out necessary language scaffolding using other features of Moodle. This questionnaire modules as well as the page resource. involvement included the teacher checking what her students were doing in the forums and giving feedback — something that 3.
SLT and DLT course outline was not being done in previous projects, thus resulting in less extrinsic motivation for the students to participate. This was Both the SLT and DLT courses detailed here were born out in the statistics from the various courses done over the carried out on Moodle.
In the SLT, Japanese university students, last 5 years. English was the course participation reports. In the course just completed, the only language used. The topics covered were introductions, participation reports for both the DLT and SLT courses had fashion, holidays and also a project.
The project entailed similar outcomes. students, in groups that included students from both countries, Another enormous benefit of the SLT course is the deciding on the design of a multi-cultural home.
To compare the affordance of cultural exchange. Though still needing two styles of telecollaboration, the DLT was carried out with improvement, Japanese students understanding of the majority the same topics covered and the same project. The students in of cultures where the English language is used as the main the DLT were students from the same university in Japan and language in the country, is greater than that of the cultures of high school students in the United States.
The students in the non-English speaking countries. Japanese students have little to United States were studying Japanese so that this course no knowledge of the culture of Vietnam and it is this that leads involved students exchanging in both English and Japanese.
them to negotiate cultural standing — something that requires Forums for each language were set up so that only one language them to use the language they are studying. interaction theory promotes the negotiation of meaning as an Since the author has been carrying out both SLT important factor in acquiring a language, but in the case of and DLT projects. However, initially only the DLT projects had English as a foreign language in telecollaboration, it is not only the full cooperation of the teacher in the U.
The SLT projects negotiation of meaning that occurs but also negotiation of were more informal and often revolved around the students in cultural standing. This makes for deeper discussions. It can also Vietnam and other countries volunteering. Their teachers were result in misunderstandings but, in the classroom environment, not involved to any degree.
Importantly for this paper, the such misunderstandings can be used to teach intercultural teacher in Vietnam became involved for this course in second communicative competence as outlined in Byram semester To date, the most active students — 20 Japanese and 27 American. The SLT course varied course the author has carried out was in where comprised 36 Japanese and 25 active Vietnamese students for a students from Colombia, Korea, Taiwan, Vietnam and Japan all total of 61 students.
The Japanese students were from the same interacted in a single course. department and randomly assigned into one of the two classes. There are drawbacks to SLT. This very negative. Other problems arise with differing levels of technical quite low. Their average TOEIC scores were in the to know-how, which leads to a power imbalance regarding range.
The course they were participating in was a general organizing the online platform. Discussions between teachers English communication course. based on their participation in the forums, with a holistic grade being assigned to each forum based on the amount of language 3.
In the DLT course the English forums were given a smaller grade than in the SLT The first benefit of DLT is the dynamic that develops. This becomes a powerful motivator for students, particularly if they see the students in the other country making 3. Competition also develops.
There are many more students questionnaires. Japanese students also have expressed their studying English as a Foreign Language EFL than there are satisfaction at being able to interact with native speakers — native English speakers studying Japanese as a Foreign something they can seldom do if they live and study in a Language JFL or indeed, native speakers of English. As this is regional university in Japan. Amongst the teachers there is not the case, finding partner schools or classes should, in theory, be as big a communication problem regarding content as with the much easier to do.
The author approached the international office at his teacher is regarding the English content, there is no need to university to attain a letter of introduction to the teachers in the agree on content and hence there is less of a power imbalance sister school in Vietnam.
This was obtained and signed by the between teachers. In the majority of cases, the JFL students and dean of the school. Emails were exchanged and the course teachers are in developed countries where they both have a began but it was the student body in the university in Vietnam greater understanding of the technology being used. Less time that carried the exchange in the early years.
This also any time, it is considerable. In addition to actual production, translates into more motivation to use the site. Forum views, at an average of almost per 4. There are also not possible with email exchanges. The interaction took place over a 6-week Japanese student as the DLT course.
Japanese students created period in second semester, Students created some video an average of almost 25 words per forum post — considerably exchanges as well in these courses but only the text exchanges less than the DLT course students. Their consumption of will be reviewed here. language was a little more than views per active student. Japanese and 27 American and looking at the course It is still, however, a large amount of input that was being administration reports section, there were views of the consumed outside of class time.
English forums in this course this figure covers both Japanese What the SLT course did result in was new knowledge. and U. S student views. The Japanese students used 10, The majority of topics in the DLT course developed from a words in the English forums for an average of Many of the exchanges were based student in a total of forum postings though in actual fact on reciprocal understanding.
Total activity in the course as measured by the Moodle never heard of …. The fact that they did not page. There were communication. At present, it would seem that DLT is easier to views of the English forums this figure covers both carry out and results in more interaction between students. Vietnamese and Japanese student views and the Japanese However, as teachers in countries where EFL is taught become students used words in the English forums for an average more technology literate, the ease of creating SLT courses of words per student though again some of the students should improve.
Once this happens and if agreement can be were responsible for a lot more than others. This from a total reached between the teachers involved regarding content, of forum posts. Total activity in the course as measured by means of assessment and promotion to students, then increased the Moodle course overview statistics was or per interaction would follow.
Discussion Acknowledgments For both courses, students appreciated Moodle as a The author gratefully acknowledges that the research for this platform. Privacy, in Japan in particular, is a major issue.
number Moodle, as a closed, password-protected platform is ideal for this reason. The constructivist theories on which Moodle is References based ensure that the platform is one on which students can share their ideas freely and easily and create representations of 1 Bower, J. Retrieved from something they would have struggled to be able to do without it.
pdf The DLT course resulted in a good deal of language production per Japanese student and this language production 2 Byram, M. Clevedon, Multilingual Matters. words for an average of 49 words per post. Though perhaps not a great amount by general standards, for engineering students 3 Chen, J. pdf 4 Kern, R. Theory and practice of network-based language teaching.
Kern Eds. New York: Cambridge University Press. Ritchie and T. Bhatia eds Handbook of Language Acquisition, Volume II: Second Language Acquisition pp. New York: Academic Press. and Herrington, J. World Conference on Educational Multimedia, Hypermedia and Telecommunications, Discourse functions and syntactic complexity in synchronous and asynchronous communication.
html 8 Thorne, S. Language and literacy development in computer-mediated contexts and communities. Annual Review of Applied Linguistics, 27, Peer feedback on language form in telecollaboration.
This situation makes it difficult for teachers to respond to each student's learning conditions. Learning in such situation tends to rely on students' self-learning. This kind of environment is likely for students to dropout easily. In our university, a high rejection ratio in certificate exams and many students re-taking classes are problems in fundamental programing courses.
To support self-learning, within a face-to-face programing course in our university, we have introduced and practiced self-learning quizzes since the academic year.
One of the findings from this practice is that rejected students use self-learning quizzes many times and continue to use them until getting a perfect score for each quiz. Another is that the passed students use self-learning quizzes a few times and spend time to learn the material before getting a perfect score for each quiz.
It is thought that the former students focus to get high scores on quizzes rather than to understand learning items handled in quizzes, and that the latter students focus to read and understand the explanation shown after quizzes.
Based on the above results and consideration, we set some restrictions on the use of quizzes and we also set that the explanation are shown before quizzes in some classes. はじめに 2. 実施概要と提供教材 3. 実践の詳細と結果 9 つの小テストすべてを多数利用し，どの小テストでも一 度は 点を取っている．このような受験傾向にも関わら 4. We presented the MS-Excel materials on the Moodle LMS, and the students completed the activities and handed in files using moodle.
After several weeks of self-education, they competed for profits in the game, and completed a survey in the form of a questionnaire on the learning contents or way of learning. We show the points of e-learning using business games through this practice.
はじめに 行っている． 著者は，長期間にわたり，ゲームを導入した経営教育を 前半の「経営シミュレーション I」では，数式で表現さ 実践してきた．導入したゲームには，会社の重役研修など れたビジネスゲーム[4]を，Microsoft Excel 以下，MS-Excel で用いられる「GOM」のように，数人でチームを組み， を利用して記述し，再計算機能を利用して，学習者に制約 社長・販売・生産・財務といった会社の主要業務をシミュ 条件のもとでのシミュレーションを行わせ，ソルバー，ゴ レーションする本格的なもの[1]や，経営行動をその中に含 ールシーク，条件付き書式など，シミュレーションに必要 み，学習者同士が交渉する過程で，その影響を学習する な MS-Excel の機能を学習させている[5]． SIMINSOC[2]などがある．学習目的に応じて，実際の話し 後半の「経営シミュレーション II」では， 「やってみ店長」 合いや交渉を含むものや，スタンドアロンのコンピュータ などのビジネスゲームを学習者に講義内で実践させ，学習 で行うものなどさまざまなゲームを用いて，講義を展開し のポイントに従って，各回の計画と結果を分析させる自学 ている[3]．本論では， 「経営シミュレーション II」という 2 自習スタイルを用いて，売上高や純利益を向上させるため 年次生対象講義の前半において，「やってみ店長」[a]とい に必要な内容を学習させている．本論で扱うのはこの自学 うビジネスゲーム（コンビニ経営ゲーム）ソフトウェアを 自習を伴う部分である． 自学自習スタイルで利用した事例を扱う．学習者がゲーム 2.
講義の概要 に向けての意思決定を行う．ゲームの状況に応じて， 「パー トが辞める」 ，「強盗・万引き」などのイベントが発生し， 2. Moodle を利用した自学自習講義の成果 4. x, we have developed a tool which converts quiz questions containing sound and picture created in Excel sheet into Moodle-compatible XML files. In this paper, we will introduce the following: 1 insertion of image and audio files to the feedback; 2 insertion of video files and YouTube links; and 3 adding the ability to convert Excel sheet to the export file from the Moodle 2.
Using this tool, quiz questions can be accumulated in an Excel sheet for batch conversion. In addition, this is a useful way to share quiz questions among teachers. Moodle のテスト問題一括作成ツールの開発 Moodle のような学習管理システム（LMS）のテストツー 開発しているテスト問題一括作成ツールは，Web アプリ ルは，受講者にとってはその結果やフィードバック，進捗 ケーションタイプと Windows アプリケーションタイプが 率がリアルタイムに提示されるので，学力向上やスキルア ある．いずれのタイプも表計算ソフトウエア Excel の定型 ップへの道筋がつかみやすい．また講師にとっても，テス 書式に質問，選択肢やフィードバックを入力し，ユーティ トの結果が自動採点され，その解答に応じたフィードバッ リティによって，Moodle 上でインポートが可能な形式に変 クも自動的にされるため， 添削の負担がなくなる． 一方で， 換するものであるが，メディアファイルの組み込みに対応 受講者のレベル差やスキルアップに対応させるには，さま しているのは Windows アプリケーションタイプであり，今 ざまなレベル，かつ多くの問題を用意することが必要にな 回，これを改良し新機能を追加した。 るが，Web 上で展開される LMS での問題作成には冗長的 2.
図 4 変換された XML ファイルのコード例（一部） Figure 4 Example of XML File which is Converted - Partially. ンポートし，小テスト受験後のフィードバックとして表示 したものが図 6 である． 表 1 メディアファイルの挿入が可能な箇所 Table 1 Places which can be Inserted Media Files.
図 3 ツール実行前と実行後のフォルダ Figure 3 Before and After Execution for Tool. Figure 7 Example of Question Include Video Files Spreadsheet 図 8 YouTube へのリンクを含む問題の記述例 図 6 フィードバックへのメディアファイル挿入の例 Figure 8 Example of Question Containing YouTube Link Figure 6 Inserted of Media Files to Feedback. html ァイルも独立ファイルとして同じフォルダ内に表示される． 5 Blackboard Inc.
Despite the importance of listening skills development in acquiring second language proficiency, educators are often baffled as to how to nurture this ability in learners. The Moodle platform offers numerous possibilities for enhancing the listening skills of already competent listeners and supporting those for whom listening poses a challenge.
This paper will highlight a number of task types that target lower-order skills such as phoneme or word decoding and higher-order skills such as comprehension and syntactic processing. The authors argue that traditional classroom activities such as minimal pairs distinction and dictation are greatly enhanced when adapted for use in Moodle. In addition to introducing a variety of task types, this paper will demonstrate how these tasks have been integrated into a self-study program that is both monitored and assessed using a variety of Moodle features.
Likewise, Kiany and Shiramiry found example, Buck, ; Chaudron, ; Krashen, ; Rost that frequent use of dictation led to a significant improvement However, despite a broad consensus supporting the in listening comprehension.
It is often and sound correlations of English, uncovers comprehension and assumed that listening skills will develop spontaneously during grammatical weaknesses in learners for the teacher to analyse the course of more general language tasks. true to an extent, there are compelling reasons for prioritizing Abundant aural input is considered necessary for language listening in language learning regimens.
Among these is the fact acquisition, whether it is the first language or a foreign tongue. depends on the difference of just one phoneme Roach, A variety of learning and testing techniques have been developed over the years pertaining to listening.
According to phoneme level are usually referred to minimal pairs tasks. pronunciation in the target language. Nation and Newton report the benefits of language.
While minimal pairs distinction tasks may be facilitative of improvements in both listening and spoken production, they 4. Task Design have the added benefit of identifying those with chronic difficulties mapping phonemes to graphemes. Those who 4. Moodle dictations begins with a spoken passage.
However, there are teachers attention to those who are likely to struggle in more general principles of listening text construction that may acquiring second language skills. be brought to bear. Perhaps the biggest challenge when it comes to preparing a 2. Challenges and Limitations suitable listening text is capturing the features of authentic speech.
Dictations usually take the form of highly scripted A significant drawback of traditional listening tasks is that, monologues designed to highlight specific lexical and in most cases, the locus of control resides not with the learners grammatical features of the target language.
In the age of digital but with the teacher. This is especially true of an activity such recording, however, it is possible to use an interlocutor to create as dictation, wherein the teacher speaks from the front of the dialogues with a style of discourse that is more akin to natural room and the learners are compelled to keep pace.
The design speech. Buck recommends the use of semi-scripted texts, of the task presupposes a uniformity of ability that rarely exists where the content, though not the actual words, are decided in in actual classrooms. Those who struggle receive abundant advance of recording. Additionally, the experience may vary among p. learners in the same classroom environment, as audibility and Once a text has been recorded, the file must be placed in the level of distraction differ from one location to the next.
Moodle course for the learner to access. While it is possible to Despite having firm theoretical underpinnings, dictation place the file inside an assignment or on an html page, the suffers from the fact that teachers have often failed to authors recommend using the quiz module.
Although there are distinguish between the assessment and pedagogical functions various question types that may be used, the one most amenable of the task type.
Dictation as an integrative test of language to the dictation task type is Embedded answers Cloze. The learner must fill with appropriate words from the listening text. notion that learners should receive dictation at a set pace over a Although texts may vary in length, it is best to avoid passages set number of repetitions implies an assessment objective. The behavior is opt-in based on jaba presence of the jdk.
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Note that the property does not apply to X. Windows 大至急、大至急、大至急高３女子です。助けて下さいいまさっき怒った出来事なんですが普通に寝ていたらなんか手に違和感があって起きたんです。そしたら母親が私の手を引いて何か物を持たせようとしてくるんです。 母は私が起きてることに気づいてないです 最初は何か分からなかったんですけど、何か丸いものが手に触れた 至急です。今寝ていたら親が聞いたことの無い不気味な声で叫んでいました。結構長かったです。 4〜6秒くらい あわてて体を揺さぶっても起きなく、無理やり起き上がらせたら気が付きました。親は悪夢を見ていた気はするけど叫んでいたのは覚えてないって言ってました。突然の出来事すぎて家族みんな今焦って色々検索して この御写真、なぜか不評なんです。 なぜですか？. 心の中に何かたくらみがある様子という意味の慣用句で「（ ）に一物」 （ ）の中に入る言葉は何ですか.
Windows 7. Windows 8. Windows Vista. Windows XP. Windows 全般. JAPAN ヘルプ. IDでもっと便利に 新規取得 ログイン. Windows10にて、VMware Workstation 14 playerをダウンロードし、仮想マシンを作成したのですが、起動してみると、 Windows10にて、VMware Workstation 14 playerをダウンロードし、仮想マシンを作成したのですが、起動してみると、 「このホストは、リアルモードの仮想化をサポートしていません。 この仮想マシンをIntelプロセッサで実行するには、Intelの「VMX Unrestricted Guest」機能が必要です モジュール CPUIDEarly のパワーオンに失敗しました。 仮想マシンの起動に失敗しました。」 と表示されました。どうすればこのPCで仮想マシンを動かせるようになるでしょうか? ThanksImg 質問者からのお礼コメント. Windows10proで仮想マシンを使いたいです。 Virtual BoxやVMware、HyperVなどありますが、Windows サンドボックスってどうでしょうか？ 設定などが簡単なようで使ってようと思うのですが、諸先輩方の意見を伺いたいです。 （用途は野良アプリのお試し利用です）.
macで仮想マシンの下にwindows10をインストールして使用しています。 両方にウイルス対策する方法はどうすればいいでしょうか？. Windows10で使う仮想マシンで最も前の環境に戻しやすい仮想マシンソフトは何でしょうか？ チェックポイントの戻しやすさです。 宜しくお願いします｡.
mac os をwindows10のPCに仮想マシンを使わずにそのままインストールする方法はありますか? Windows11になって2ヶ月が経ちますが、問題なく使えておりますか。 非適応のWindows10を11にアップグレードしましたが（CPUのみ非適合） 10の時より調子が良いですが、何か問題等はありましたか。. 仮想マシンでのウイルス感染について。 仮想マシン（Windowsxp）でウイルス感染した時 仮想マシンを起動しているPC（Windows１０）に悪影響ありますか？ 昔のゲームやソフトを遊びたいので XPのパソコン買おうか仮想でしようか悩んでいます ソフトもChromeでたまに弾かれるので インターネットエクスプローラーでしかインストールできない ものです 一応マカフィー等を入れてありますが大 この背景の画像は何てファイルに入っているんですか？ また削除の方法を教えて下さい.
自分の好きな曲をつける事が出来る、写真のスライドショーを作成出来るPC用のアプリはありますか？当方はWindowsを使用しています。 もしなければiOS版のアプリはありませんか？. 買って3日のノートパソコンwin10です 電源がついてデスクトップ画面になるやいなや とマイクロソフトエッジが開きます スタートアップを確認してもマイクロソフトエッジはないです 電源つけていきなりネットはしませんので止めたいです どこの設定をいじればいいでしょうか？ あと、 電源ボタンを押してないのに開くと自動的に電源オンになるのは何故？ どうせ電源つけるんですが、参考までに解除の仕方を教えてください.
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