# Towards a Collaborative Society through Creative Learning: Book of Abstracts

Toshinori Saito, Tetsuro Kakeshita

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## To cite this version:

Toshinori Saito, Tetsuro Kakeshita. Towards a Collaborative Society through Creative Learning: Book of Abstracts. World Conference on Computers in Education 2022, Aug 2022, Hiroshima, Japan. 10.52545/2-3. hal-04048127

HAL Id: hal-04048127

https://inria.hal.science/hal-04048127

Submitted on 27 Mar 2023

HAL is a multi-disciplinary open access archive for the deposit and dissemination of scientific research documents, whether they are published or not. The documents may come from teaching and research institutions in France or abroad, or from public or private research centers.

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Distributed under a Creative Commons Attribution 4.0 International License
WCCE 2022

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Hiroshima, Japan

IFIP

WORLD CONFERENCE

ON COMPUTERS IN

EDUCATION

20-24 August 2022 in Hiroshima, Japan

Towards a Collaborative Society through Creative Learning

BOOK OF ABSTRACTS

A Hybrid Conference

https://wcce2022.org/

Edited by Toshinori Saito and Tetsuro Kakeshita

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Information Processing
Society of Japan

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# Table of Contents

<table><tr><td>WELCOME NOTE</td><td>1</td></tr><tr><td>ORGANIZING AND INTERNATIONAL PROGRAM COMMITTEES</td><td>2</td></tr><tr><td>LOCATION GUIDE</td><td>4</td></tr><tr><td>International Conference Center, Hiroshima (ICCH)</td><td></td></tr><tr><td>Why Hiroshima?</td><td></td></tr><tr><td>Access to Hiroshima</td><td></td></tr><tr><td>Hiroshima City Map</td><td></td></tr><tr><td>KEYNOTES</td><td>7</td></tr><tr><td>SPONSORED SYMPOSIA</td><td>12</td></tr><tr><td>PLENARY AND SPECIAL SESSIONS</td><td>15</td></tr><tr><td>IFIP WCCE PROGRAMME</td><td>18</td></tr><tr><td>SOCIAL PROGRAMME</td><td>40</td></tr><tr><td>Welcome Reception</td><td></td></tr><tr><td>Banquet</td><td></td></tr><tr><td>Excursions</td><td></td></tr><tr><td>REGISTRATION AND ASSISTANCE</td><td>43</td></tr><tr><td>Registration Desk</td><td></td></tr><tr><td>Name Badge</td><td></td></tr><tr><td>Smoking Policy</td><td></td></tr><tr><td>COVID-19 Care</td><td></td></tr><tr><td>Wireless Networking</td><td></td></tr><tr><td>Howspace Guide</td><td></td></tr><tr><td>LOCAL INFORMATION</td><td>45</td></tr><tr><td>Hiroshima City Transport</td><td></td></tr><tr><td>Traveler's Ticket</td><td></td></tr><tr><td>Hiroshima City Share Cycle</td><td></td></tr><tr><td>Useful Links</td><td></td></tr><tr><td>ABSTRACTS</td><td>47</td></tr><tr><td>Abstracts Numbered 1-165</td><td></td></tr><tr><td>PARTNERS</td><td>210</td></tr><tr><td>ADVERTISEMENTS</td><td>212</td></tr></table>
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## Welcome message from the IFIP TC3 Chair

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It is my great pleasure to welcome you to the International Federation for Information Processing (IFIP) Technical Committee 3 (TC3) World Conference on Computers in Education 2022 (WCCE 2022), to be held onsite in Hiroshima, Japan, 21st - 24th August 2022, but also virtually online. The national representative to IFIP TC3 initially introduced the idea for this conference, and I am delighted that we are, as a result, being kindly hosted by the Information Processing Society of Japanese, in the heart of Hiroshima for those on-site.

The conference theme, "Towards a Collaborative Society through Creative Learning", reflects a long-standing commitment to both learning and technology that has concerned members of TC3 and its working groups within the IFIP. Many, many dedicated and committed individuals have made this conference possible, allowing us to continue to explore our interests and concerns about the futures of computing and education. The Local Organising Committee has been actively involved in preparing for this conference, meeting the challenges created by the ever-evolving circumstances faced during the past two years, working out solutions and managing all the necessary detail, keeping the website up-to-date, producing this very book of abstracts, making sure that all of us, whether on-site or off-site, can engage and share effectively and easily. The co-chairs of the conference have, through their willingness, patience and dedication, managed and handled the elements of the programme – the submissions of the many willing contributors, the submission reviews supported by the generosity of the panel of reviewers, the final abstracts for this publication, and putting the programme together. The International Programme Committee members have regularly contributed and supported, with ideas and advice, and academic outcomes of our work will be handled by the lead editor in taking the publication of selected papers forward beyond the period of the conference itself.

Whether you are an existing member of IFIP, a non-member researcher, policy maker, developer, teacher, or learner, I welcome you. Please come and join this conference, to share and discuss, to consider the current and the future, and to focus on how we can continue to progress for the benefit of all.

I know that Japan as a nation recognises innovation and learning as being so important for its future. I am sure that through our contact with this environment and with those who help to shape it, that this conference will allow innovation and learning to prosper – and will help to lead us towards an important and sustainable future.

**Prof Don Passey**
**Chair, IFIP TC3**
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**International Program Committee (IPC)**

* Rosa Bottino, Co-Chair of the IPC, Istituto Tecnologie Didattiche, Genoa, Italy

* Torsten Brinda, Co-Chair of the IPC, University of Duisburg-Essen, Essen, Germany

* Jaana Holvikivi, WG3.4 representative, Samtaim Oy, Finland

* Cathy Lewin, lead editor, Manchester Metropolitan University, UK

* Javier Osorio, WG3.7 representative, Universidad de las Palmas de Gran Canaria, Spain

* Don Passey, chair TC3, Lancaster University, UK

* Toshinori Saito, LOC representative, Seisa University, Japan (Vice Chair LOC)

**Local Organizing Committee (LOC)**

* HAGIYA Masami, Chair of the LOC, The University of Tokyo, Japan

* SAITO Toshinori, Vice Chair of the LOC, Seisa University, Japan

* INAMI Masahiko, The University of Tokyo, Japan

* KASHIHARA Akihiro, The University of Electro-Communications, Japan

* KUMAHIRA Mika, Showa Woman's University, Japan

* MIMA Noyuri, Future University Hakodate, Japan

* MURAI Jun, Keio University, Japan

* OIWA Hajime, ex.Keio University, Japan

* SUZUKI Kan, The University of Tokyo/Keio University, Japan

* TAKAHASHI Naoko, Kokugakuin University, Japan

* TAKEUCHI Ikuo, ex. The University of Tokyo, Japan

* UEMATSU Eriko, Musashino Gakuin University, Japan
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## Steering Committee (SC)

* SAITO Toshinori, Chair of the SC, Seisa University, Japan

* Chengjiu Yin, Kobe University, Japan

* EMI Keiji, Hagoromo University of International Studies, Japan

* HAYASHI Yusuke, Hiroshima University, Japan

* HIKITA Atsushi, Hiroshima University, Japan

* INAGAKI Tomohiro, Hiroshima University, Japan

* INOUE Hitoshi, Nakamura Gakuen University, Japan

* KAJITA Shoji, Kyoto University, Japan

* KAKESHITA Tetsuro, Saga University, Japan

* MURAKAMI Yuko, Hiroshima University, Japan

* NAKANO Yoshiaki, Junior&Senior High School of Kogakuin University, Japan

* NAKAYAMA Yasuichi, The University of Electro-Communications, Japan

* NISHIDA Tomohiro, Osaka Gakuin University, Japan

* SHIMADA Atsushi, Kyushu University, Japan

* SHIRAI Shizuka, Osaka University, Japan

* SHO Yukari, Hiroshima Bunkyo University, Japan

* SUMIYA Takahiro, Hiroshima University, Japan

* TAKAGI Masanori, Iwate Prefectural University, Japan

* TAKENAKA Akimasa, Nara Women's University, Japan

* TANI Seiichi, Nihon University, Japan

* TATSUMI Takeo, The Open University of Japan, Japan

* TOHYAMA Sayaka, Shizuoka University, Japan

* URANISHI Yuki, Osaka University, Japan

* WATANABE Hiroyoshi, Teikyo University, Japan

* YANAKA Hitomi, Tokyo University, Japan
## International Conference Center, Hiroshima (ICCH)

All conference sessions for the IFIP WCCE 2022 conference will be held at the International Conference Center Hiroshima (ICCH). ICCH stands in Hiroshima's sacred Peace Memorial Park. Completed in July 1989, ICCH is a commemorative facility built, in part, to celebrate the centennial of Hiroshima's official designation as a city.

ICCH includes Phoenix Hall, which seats 1,504, the Himawari Conference Hall (from 300 up to 800 seats), and other large, medium and small conference rooms, with lighting, sound, and simultaneous interpretation equipment. All are available for concerts, lectures, conferences, and other events that bring people together.

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Address: 1-5, Nakajima-cho, Naka-ku, Hiroshima, Japan

Tel. 082-242-7777

Open from 9:00 to 21:00 JST

https://www.pcf.city.hiroshima.jp/icch/english.html

## Why Hiroshima?

Hiroshima has two UNESCO World Heritage Sites: the Hiroshima Peace Memorial (Genbaku Dome) and the Itsukushima Shinto Shrine.
# LOCATION GUIDE

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## World Peace

The Hiroshima Peace Memorial (Genbaku Dome) was the only structure left in the area where the first atomic bomb exploded on 6 August 1945. It also expresses the hope for world peace and the ultimate elimination of all nuclear weapons.

## Scenic Beauty

Itsukushima Shinto Shrine consists of magnificent floating buildings. It plays on the contrasts of color and form between mountains and the sea. It is one of the Three Views of Japan and is also a Special Historic Site.

## Manufacturing Technology

Hiroshima is also known as a hub for manufacturing technology. Hiroshima has peacefully developed from the ashes of devastation, with achievements in research by Hiroshima University, the Japan Fisheries Research and Education Agency, and others, as well as global success achieved through corporations in the automotive, machinery, chemical, and other industries.

## Change Learning by Digital

Hiroshima has an education motto as follows: 'Pupils or students take pride in studying in Hiroshima. Be proud and talk about “Hiroshima” and “Japan.” Work with people all over the world with high aspirations and create new value or innovation.' They use digital equipment to attain their goals.

## Easy to approach

Hiroshima is easy to access from the primary international airport. It takes one hour to go from Fukuoka to Hiroshima by Shinkansen. If you go from Osaka Kansai Airport, It takes two hours by Express and Shinkansen.

## Access to Hiroshima

### Access to Hiroshima by Air

There are two daily flights from Narita International Airport to Hiroshima Airport and 16 flights from Tokyo International Airport to Hiroshima Airport.

There are more than 10 buses daily from Hiroshima Airport to the Hiroshima Bus Centre. Please take the limousine bus bound for Hiroshima Bus Center from the 1st floor of the arrival gate, and get off at the Hiroshima Bus Center.
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The local venue is the International Conference Centre Hiroshima (ICCH), located in Hiroshima's sacred Peace Memorial Park, about 15 minutes on foot from the Hiroshima Bus Centre.

## Access to Hiroshima by Train

The Shinkansen is a convenient way to reach Hiroshima from major Japanese cities such as Tokyo, Nagoya, Osaka, Kyoto, and Fukuoka. Take a tram bound for Eba or Miyajima from Hiroshima Station, and get off at "Genbaku Dome Mae." ICCH is a 10-minute walk from there.

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# Possibilities of CoCreative STEAM Ecosystem in the 21st Century, to Democratize

<figure><img src="image_15.png" /><figcaption>Sachiko Nakajima</figcaption></figure>

**Date and Time:** Sunday, August 21, 10:00-11:00 JST

**Location:** Dahlia and Live Streaming (via Howspace)

Presentation Video will be provided via Howspace after the talk.

## Abstract

During the pandemic, we have been suffering from lots of anxiety and inconvenience due to lack of the "in-person meetings". However, ironically, that also brought out the huge possibilities of "remote live communications" over various boundaries of countries, places, ages and sectors.

At our company steAm, Inc., we have been constructing the co-creative network "(Future) Earth School", and connected various diversified points on the Earth. There, under the belief that "Everyone has the superb diversified creativity inside", we have been trying to share various "instruments" like computational media, physical computing, AI, XR, math x design, regional value creations ... and found that we could deliver the joy of creations and various computational skills over online conference systems, also with videos, worksheets, mentorings and ecosystem. Computational thinking, which can draw out your creativity together with physical senses and liberal arts, can be grown through ICT.

In this talk, I would introduce various cases at schools and what not. For example, people in Cambodia who had never learned any coding, got really passionate in creating the cultural digital arts through online sessions with Japan. Like this, I would like to present cases which show the dramatic potentials of growing computational thinking through ICT and co-creative network on the Earth. Also, I would talk about how to grow mentors on computational skills to construct the social STEAM ecosystem, and some of our experimental "future" live performance with coding. During the session, I also would like to get various real-time ideas and questions on these so that we ourselves can co-create the playful STEAM "scene" of today there.
## Sachiko Nakajima - short bio

Born in Osaka, in 1979. Thematic Project Producer for World Expo, Osaka, Kansai, Japan 2025. Gold Medalist at International Mathematical Olympiad (unique female in Japan as of now). While majoring in mathematics (number theory) at University of Tokyo, she encountered with jazz and rock, and she started her music professional career after graduation. Now, she is working actively on 3 main field: Music, Mathematics, and STEAM Education. She has been designated as one of the STEM Girls Ambassadors in Japan by Japanese Cabinet Office and a member of "Learning Innovation" Study Group by Ministry of Economy, Trade and Industries in Japan. She also explored the intersection of art(s) and technology in NY, at ITP (Interactive Telecommunications Program), Tisch School of the Arts, New York University. As for educational activities, she also develops and provides SURIJOSHI (math-loving girls) workshops, Playful Coding/Playful Physical Computing/Playful AI, Sports x STEAM, Agriculture x STEAM, STEAM PBL/Exploration Support, Music x Math performance, talks and articles all over Japan (and in the world).

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# Creativity, Computing Power, and Children's Future in Civil Society of the 21st Century (tentative)

<figure><img src="image_18.png" /><figcaption>Taiwanese Digital Minister Audrey Tang</figcaption></figure>

**Date and Time:** Monday, August 22, 10:00-11:00 JST

**Location:** Dahlia and Live Streaming (via Howspace)

Presentation Video will be provided via Howspace after the talk.

## Abstract

Keynote speaker Audrey Tang, Taiwan's Minister of Digital Affairs, has worked to promote access to digital services for citizens. She also has advocated for the open data and open government to create an environment that allows citizens to benefit more from free data use. In this keynote, she will address the following question: how can we contribute to the emergent linkage between creativity, computing power, and the future of children in the civil society of the 21st century? Her wisdom shown in this address is based on her vision as a critical person in Taiwan's digital development and her belief as a promoter of education to liberate children's creativity as its central principle. In addition, the findings of this keynote will necessarily be the essence for us to solve the key issue of WCCE 2022: "To-ward a Collaborative Society through Creative Learning."

## Audrey Tang - short bio

Audrey Tang is a Taiwanese free software programmer and Digital Minister of Taiwan. As a free software programmer, she is a community leader of Perl and Haskell and actively contributes to g0v ("gov zero"). This community takes the initiative in creating tools for the citizens of Taiwan's civil society. She also served on Taiwan's National Development Council's Open data committee and K-12 curriculum committee and acted as a leader of Taiwan's first e-Rulemaking project. She has been described as one of the "ten greatest Taiwanese computing personalities."
# Computing for All – Some Thoughts on the What, Why and How

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**Date and Time:** Tuesday, August 23, 14:00-15:30 JST

**Location:** Dahlia and Live Streaming (via Howspace)

Presentation Video will be provided via Howspace after the talk.

## Abstract

Mastery of skills of working with computers and knowledge of computing concepts have become an essential part of a modern education. A well-educated learner, in a modern society, should have foundational knowledge of the digital world, just as knowledge of foundations of the physical world – taught in Physics and Chemistry classes – has been considered part of a well-rounded education for many decades.

Most educators and education bodies agree on this goal; the details, however, are still unclear. What exactly are the concepts that should be taught? How deep, how technical, does the education need to be? How should we approach teaching these topics? What are the experiences that we should create for our students? What tools should we use?

In this talk, I will present my thoughts on these questions and discuss some possible answers. We should be prepared, however, for the possibility to end up with more questions than we started out with.

## Michael Kölling - short bio

Michael Kölling is the Vice Dean (Education) in the Faculty of Natural & Mathematical Sciences and a Professor of Computer Science at King's College London, UK. He holds a PhD in computer science from Sydney University, and has worked in Australia, Denmark and the UK. Michael's research interests are in the areas of object-oriented systems, programming languages, software tools, computing education and HCI. He has published numerous papers on object-orientation and computing education topics and is the author and co-author of two Java programming textbooks. Michael is the lead developer of BlueJ and Greenfoot, two educational programming environments. He is a UK National Teaching Fellow, Fellow of the UK Higher Education Academy, Oracle Java Champion, and a Distinguished Educator of the ACM. In 2013, he received the ACM SIGCSE Award for Outstanding Contribution to Computer Science Education. Michael is a founding member of ‘Computing At School’, a UK organisation furthering computing teaching at school level.
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# Data and Evidence - Informed Education and Learning in Post Covid-19

<figure><img src="image_21.png" /><figcaption>Professor Hiroaki Ogata</figcaption></figure>

**Date and Time:** Wednesday, August 24, 9:00-10:30 JST

**Location:** Dahlia and Live Streaming (via Howspace)

Presentation Video will be provided via Howspace after the talk.

## Abstract

We all experienced and witnessed some big changes in education during Covid-19 since January 2020. This talk will summarize what we learned from the emergency remote teaching during Covid-19 and what we should take out from our experiences for the next new normal in a post Covid-19 Era. In Particular, I will explain how it is very important to capture and analyze the teaching and learning process data, and to find and share the evidences in the nation-wide for a Post Covid-19 Era. Also, it is crucial to foster the self-direction skills of students by using their own learning data for the next new normal era.

## Hiroaki Ogata - short bio

Hiroaki Ogata is a Professor at the Academic Center for Computing and Media Studies, and the Graduate School of Informatics, Kyoto University, Japan. His current research focuses on Educational Data Science and Learning Analytics. He has published more than 500 peer-reviewed papers including SSCI Journals, international conferences and book chapters. He received several Best Paper Awards and gave keynote lectures in several countries. He is an editorial board member of IEEE TLT, IJCSCL, IJAIED, JLA, RPTEL, SLE, etc.
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Date and Time: Sunday, August 21, 13:00-14:00 JST

Location: Dahlia and Live Streaming (via Howspace)

# Digital Literacy Activities at a Japanese Cyber Security
Company

LAC Co., Ltd.

cgj-info@lac.co.jp

**Abstract.** LAC Co., Ltd. is a leading company in security safeguards which provide cyber security service and system integration in Tokyo, Japan.

For the future business cultivation and security aware safety for ICT users, LAC supports a lot of nationwide schools from elementary to high school, college, university, etc. as a research study.

How can we learn to utilize ICT effectively and how can we develop young generations to lead Japanese society in the future?

We will introduce followings our study outcomes that we are using actual research activities.

1. "Cyber Security Job File vol.1"
   A professional referral guide to get children interested in cybersecurity.

2. "The Compass for Information Literacy Enlightenment"
   This series of guidebooks, that compiles our study essence, can be used commonly in awareness-raising activities and utilizes them in teaching class in Japan.

3. "The LAC Radio"
   An online radio program that introduces listeners with information on the activities of teachers who are dedicated to the education utilizing ICT in class.

Please feel free to join us!

**Keywords:** Cybersecurity, ICT, Information Literacy.
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Date and Time: Monday, August 22, 13:00-14:00 JST

Location: Dahlia and Live Streaming (via Howspace)

# Issues and Practices in Information Education in School Settings

## As Seen Through Using an ICT Proficiency Assessment and Teaching Materials

Nawoko Sugasaki and Kazuki Miya

Benesse Corporation

Shinjyuku Mitsui Bldg., 2-1-1, Nishi Shinjuku, Shinjuku-ku, Tokyo 163-0413, Japan

https://www.benesse-hd.co.jp/en/

https://www.p-pras.com/

### Abstract

As society and lifestyles continue to undergo profound changes driven by the spread of AI and internet connectivity to all kinds of things, Japan has been promoting information education, including programming, in all elementary, junior high, and high schools in phases starting in 2020.

Benesse Corporation provides educational materials and services based on feedback from the classroom to deliver quality information education to all children with a focus on supporting schools and teachers. In this session, centered on issues and practice in schools, we will introduce P-Study, an online digital teaching material that supports information education, and P-Plus, a CBT-type assessment test.

AIの普及、あらゆるものへのインターネット接続など、社会や生活は大きく変わりつつある中、日本では、2020年から段階的に、すべての小学校、中学校、高校でプログラミングをはじめとする情報教育を進めています。

ベネッセコーポレーションでは、学校や先生の支援を中心に、すべての子どもたちに良質な情報教育が届けられるよう、現場の声を活かした教材・サービスを提供しています。本セッションでは、学校現場の課題と実践を中心に、情報教育を支援するオンライン型デジタル教材PスタディとCBT型のアセスメントテストPプラスをご紹介します。

**Keywords:** ICT Proficiency Assessment, Teaching materials, computing, data science, Information design, Information ethics, K-12
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Date and Time: Wednesday, August 24, 13:00-14:00 JST

Location: Dahlia and Live Streaming (via Howspace)

# DX of learning materials in Japan; Development of basic skills and abilities through automatic scoring and establishment of learning habits

Taichi Oda, Hiroshi Ota, Shiho Noichi

Fujitsu Japan Limited, Educational Solution Business Division

fjj-bunkyo-promotion@cs.jp.fujitsu.com

**Abstract.** Under the GIGA <fnref n="1" /> School concept promoted by the Ministry of Education, Culture, Sports, Science and Technology in 2019, each student has a tablet and a network environment.

As a result, the use of digital technology in Japanese education is rapidly expanding.

In this presentation, we will focus on realizing personalized learning, which is the subject of the GIGA School Initiative.

This section introduces an outline and practical example of a digital teaching material service using automatic scoring function based on handwritten character recognition technology developed by Fujitsu Japan Limited to promote further DX.

We focused on developed learning materials that support basic learning and repetitive practice, which are used daily in Japanese schools like "kanji", "calculation", etc.

This system automatically recognizes the stroke order (the order in which characters are written) unique to kanji, scores them, and stores thought processes written in the margins of learning materials as learning histories.

Toward the realization of the integration of personalized learning and collaborative learning that Japanese education aims for, learning using these materials will be incorporated into daily educational activities and will greatly contribute to the development of basic skills and abilities that form the basis of these activities.

**Keywords:** automatic scoring, personalized learning, learning habit

<footnote n="1">¹ GIGA: Global and Innovation Gateway for All</footnote>
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Date and Time: Sunday, August 21, 14:00-16:00 JST

Location: Dahlia and Live Streaming (via Howspace)

A panel session on Japanese education policy about ICTs
and Society 5.0

Toshinori Saito<fnref n="1" />, Kosei Abiko<fnref n="2" />, Daisuke Asano<fnref n="3" />, Rie Hirakawa<fnref n="4" />, Mika Kumahira<fnref n="5" />,
Hiroshi Suzuki<fnref n="6" /> and Don Passey<fnref n="7" />

**Abstract.** This panel session is to share the voices from policy sides regarding Japanese education's challenges to create new education norms suitable for "Society 5.0" utilizing the potential of digital technologies. The vision for "Society 5.0" is defined as a desirable future society that comes after "Information Society (Society 4.0)" by the Japanese government. Japanese policymakers in charge of education have begun their challenges to reform Japanese education traditions, lagging behind digital technology use and maintaining old-fashioned education norms. This challenge is still ongoing under the collaboration of several different organizations, which is a new challenge for the Japanese policy sides. This panel session attempts to share such policymakers' voices and creates a new vision for the global educational challenges. For this purpose, we shall invite some influential Japanese policymakers and the experts concerned with Japanese educational reform together with the chair of IFIP TC3 and exchange their ideas about education's innovation for the coming new society.

**Keywords:** Society 5.0, GIGA School Program, Learning Innovation.

<footnote n="1">¹ Seisa University, Nihon-Odoori 11, Naka-ku, Yokohama, Kanagawa, Japan</footnote>

<footnote>t-saito@gred.seisa.ac.jp</footnote>

<footnote n="2">² Ministry of Education, Culture, Sports, Science and Technology, 3-2-2 Kasumigaseki, Chiyoda-ku, Tokyo, Japan</footnote>

<footnote n="3">³ Ministry of Economy, Trade, and Industry, 1-3-1 Kasumigaseki, Chiyoda-ku, Tokyo, Japan</footnote>

<footnote n="4">⁴ Organization of Prefectural Board of Education in Hiroshima, 9-42, Motomachi, Naka-ku, Hiroshima, Hiroshima, Japan</footnote>

<footnote n="5">⁵ Showa Women's University Career College, 1-7-57 Taishidou, Setagaya-ku, Tokyo, Japan</footnote>

<footnote n="6">⁶ The University of Tokyo / Keio University, 7-3-1 Hongo, Bunkyo-ku, Tokyo Japan / 5322 Endo, Fujisawa, Kanagawa, Japan</footnote>

<footnote n="7">⁷ Department of Educational Research Lancaster University, LA1 4YD, United Kingdom</footnote>
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Open Science for a Collaborative Society

Achmad Basuki¹, Ai Sugiura², Alwin Melkie Sambul³, Cher Ping Lim⁴, Eliko Akashi⁵, Fitrie Atviana Nurritasari², Goki Miyakita⁶, Keiko Okawa⁷,⁸, Kiyoko Itagaki⁵, Khaing Khaing Wai⁹, Khin Mar Soe⁹, Muhammad Niswar¹⁰, Nasuha Lee Abdullah¹¹, Noorsaadah A. Rahman¹², Marcos Sadao Maekawa¹³, Rahmad Dawood¹⁴, Seck Lynn Nyi¹⁵, Yung-Wey Chong¹⁶

¹ Universitas Brawijaya, Department of Informatics Engineering

²Science Policy Capacity Building, the United Nations Educational, Scientific and Cultural Organization (UNESCO) Regional Science Bureau for Asia and the Pacific, Office Jakarta

³Sam Ratulangi University ICT Support Unit

⁴The Education University of Hong Kong Curriculum and Instruction

⁵Keio University Global Research Institute

⁶Keio Museum Commons

⁷Director of School on the Internet (SOI) Asia

⁸Keio University Graduate School of Media Design

⁹University of Computer Studies, Yangon, Faculty of Computer Science

¹⁰Universitas Hasanuddin Informatics

¹¹Universiti Sains Malaysia, School of Computer Sciences

¹²University of Malaya, Institute for Advanced Studies

¹³APNIC Foundation

¹⁴Universitas Syiah Kuala, Computer Engineering

¹⁵³XVIVR Production Golden Elephants Dragons Company Limited

¹⁶Universiti Sains Malaysia National Advanced IPv6 Centre

**Abstract.** Under the Internet society, the volume and way of people's communication has transformed significantly. Especially in science, the Internet enables researchers to collaborate on their research on a global scale, which accelerates research, mobilizes more stakeholders and strengthens the connection between science policy and society. At the 41st General Conference of UNESCO in November 2021, the first universal framework on Open Science was adopted by 193 countries as the UNESCO Recommendation on Open Science. The implementation of this framework would be a milestone for our society into a collaborative one. However, there are various challenges and issues that we need to think about for Open Science to ensure its fair and inclusive implementation. In this workshop, first, the culture, movement, and core values of Open Science will be shared by Dr. Ai Sugiura from UNESCO Jakarta. Then, four speakers who have been working in the fields of; ICT and culture, ICT and education, and ICT and science will share their experiences and challenges for realizing Open Science in their own fields. The discussion will be continued by a dialogue among the participants from different economies, positions, or roles, for anchoring Open Science movement beyond the traditional scientific community. Discussion topics will be divided into, culture, education and science. Participants will share their thoughts on the topics that are of particular interest and discuss the benefits, diverse paths, expectations, and foreseen challenges of the implementation of Open Science. Then, they will reflect on an action plan for fostering a culture of inclusive and fair Open Science with participants and facilitators. At the conclusion of this workshop, participants are expected to share a common understanding of Open Science and its benefits and challenges.

**Keywords:** Open Science, ICT, Asian Pacific
<figure><img src="image_27.png" /></figure>

Date and Time: Monday, August 22, 14:00-16:00 JST

Location: Dahlia and Live Streaming (via Howspace)

# JST Global Science Campus (GSC) Experts in Information Science Program

JST[1] with NII, IPSJ and JCIOI

¹ Japan Science and Technology Agency, https://www.jst.go.jp/EN/

**Abstract.** The Informatics Experts Program is a Global Science Campus (GSC) program supported by JST and administered by NII since FY 2019. The program aims to provide students in junior and senior high schools and technical colleges with world-class understanding of mathematics, algorithmics, programming, and software development skills through exposure to cutting-edge informatics research, and to provide them opportunities to conduct collaborative research with top-class Japanese researchers in the field of informatics. The program is currently in its third year, with its third cohort of students conducting their research.

In this poster presentation, first- and second-year students who conducted research through this program will present the results of their research.

1. Development of an app that connects teachers and students and solves questions

Shintaro Morimoto (Koshi high school)

2. *CurtainRail*: A linear-structure based kinetic data structure for continuous spatial searching

Teruki Tada (Future University Hakodate)

3. Time-leaping classroom experience for active learning

4. *Flaming Analysis of Social Media with Transformer-based Model* Fumiya Uchiyama (The University of Tokyo)

5. Right-to-left online construction of augmented position heaps

6. Enumerating ordered trees with degree bounds by ZDD
   Kohei Ohno (National Institute of Technology, Tokyo College)

7. Improving the High School Course Allocation System using Market Design
   Mitsuka Kiyohara (Menlo School)

8. Coloring a Chessboard with a Generalized Knight
   Yuya Kobayashi (Fujishima High School)

9. *Coa: Parallel-native Programming Language and Yarnkey: A Thigh-worn Wearable Input Device for 2D Alphabetic Patterns using Conductive-threads-based Touch Sensing*

Ken Shibata (William Lyon Mackenzie Collegiate Institute)

10. An automatic generation system of crochet charts for scrubbies
    Mayu Arino (Senri International School of Kwansei Gakuin)

11. Optimize saliency in specified region in images
    Mutsuha Asada (University of Tsukuba)

12. Nash equilibria in a biased rock-paper-scissors-urn game
    Mizuki Murayama (The University of Tokyo Secondary school)
<figure><img src="image_28.png" /></figure>

## Sunday, August 21

### Opening ceremony

Time: 9:00-10:00, Room: Dahlia

### 1 : Keynote Speech: Ms. Sachiko Nakajima

Time: 10:00-11:00, Room: Dahlia

Possibilities of CoCreative STEAM Ecosystem in the 21st Century, to Democratize

### Coffee Break

Time: 11:00-11:30

### 2B : Workshop Session

Time: 11:30-13:00, Room: Cosmos-1

Practical Online Method of Situated Learning for Programming involving Interaction with a Computer

Riko Takanohashi, Naoya Yamanaka and Shinya Cho

### 2C : Learning with Digital Technologies in Higher Education

Time: 11:30-13:00, Room: Cosmos-2

How Mature is m-Learning in an Educational Institution?

Muasaad Alrasheedi and Luiz Fernando Capretz

Stress from COVID-19 Disaster and Awareness of Learning: A Case Study of Japanese University Students

Yutaro Ohashi

How ICT Tools Support a Course Centered on International Collaboration Classes

Shigenori Wakabayashi, Jun Iio, Kumaraguru Ramayah, Rie Komoto and Junji Sakurai

### 2D : Computing Education in Secondary and Higher Education

Time: 11:30-13:00, Room: Ran-1

A Proposal for Intermediate Content: Transition from Visual to Text-Based Languages

Katsuyuki Umezawa, Makoto Nakazawa and Shigeichi Hirasawa
<figure><img src="image_29.png" /></figure>

Registered participants can access all technical sessions via Howspace.

Evaluation of a System for Generating Programming Problems Using Form Services
Takumi Daimon and Kensuke Onishi

How to Quickly Acquire Basic Knowledge in Introductory Programming with PBL: Clarify the Relationship between Drawing Materials and Textbooks
Natsuko Uchida and Yasushi Kuno

2E : Digital Education in Schools, Universities, and Other Educational Institutions

Time: 11:30-13:00, Room: Ran-2

Information Design Education as Unplugged Computer Science Using School Library: Exercises of Information Organization Based on LATCH
Nagayoshi Nakazono

Educational Support to Develop Socially Disadvantaged Young People's Digital Skills and Competencies: An Exploration on Collaborative Relationship's Contribution toward Young People's Empowerment
Toshinori Saito

Building Primary School Teachers "Technology" Capacity for STEM Programs
Tanya Linden, Therese Keane, Anie Sharma and Andreea Molnar

2F : Poster Session: Learning with Digital Technologies

Time: 11:30-13:00, Room: Conference room A

An Interactive 3D CG Visualization of Speech Organs for Speech Therapy Education using MetaHuman
Tatsuro Kudo, Shiho Tajiri, Sachiyo Hasegawa, Yuri Fujiwara, Ichiro Yamamoto, Kar-en Kugishima and Kuriko Kudo

Practical Experiences of Using ICT for Online Architectural Design Classes Linking up Five Japanese Technical Colleges
Daisei Yamano, Takeshi Kobayashi and Hideki Watanabe

ShadowingPlayerPlus: Pronunciation Learning Application with Automatic Feedback/Repeat - Easy Pronunciation Exercise Method
Hirokazu Tanaka and Naotaka Kato

Training of Central Vein Catheterization in Virtual Reality with Real-Time Cross Section Visualization of an Anatomical Model
Satoki Shibata, Rukumo Higuchi, Ryota Yamamoto, Yudai Nagano and Haruka Muraka
<figure><img src="image_30.png" /></figure>

mi

Creating Effective Student Engagement in the Digital Learning Environment by using MOOCs and Gamification Concepts

Akihiro Nishikawa, Yui Kenjo, Momoko Nakamura, Chie Gondo and Makiko Oyama

Different Time Zones, Different Cultures and Active Learning: Teaching Software Engineering Online

Simona Vasilache

ParoTone: Development of a System to Build a Relationship between Imitating and Being Imitated by Instrumentalists through an Intuitive Interface

Dai Taniguchi, Shinjiro Mita, Kazuki Nakayama, Shunichi Sugimoto and Satoru Iwasaki

Evaluating Course Grading Fairness in Comparison of Learning Activity Logs Before and After COVID-19

Hiroyuki Kuromiya, Rwitajit Majumdar and Hiroaki Ogata

**2G: Paper Session: Computing Education in Elementary and Primary Schools**

Time: 11:30-13:00, Room: Conference room B

Research on Enhancing Computational Thinking of Elementary School Student

Raoul Joseph Olinga Toh and Takaoka Eiko

Developing Gender-Neutral Programming Materials: A Case Study of Children in Lower Grades of Primary School

Sayaka Tohyama and Masayuki Yamada

Robotics in Primary Education: a Lexical Analysis of Teachers' Resources across Robots

Christophe Reffay, Gabriel Parriaux, Béatrice Drot-Delange and Mehdi Khaneboubi

**Lunch Break**

Time: 13:00-14:00

**3: Sponsored Symposium: LAC**

Time: 13:00-14:00, Room: Dahlia

Digital Literacy Activities at a Japanese Cyber Security Company

**4A: Plenary Session: Society 5.0**

Time: 14:00-16:00, Room: Dahlia

A Panel Session on Japanese Education Policy about ICTs and Society 5.0
# IFIP WCCE PROGRAMME

<figure><img src="image_31.png" /></figure>

Registered participants can access all technical sessions via Howspace.

## 4F : Symposium Session

Time: 14:00-16:00, Room: Conference room A

Educating All Teachers in Informatics: Necessities and Strategies

Torsten Brinda, Ludger Humbert, Matthias Kramer and Denise Schmitz

## 4G : Learning with Digital Technologies

Time: 14:00-16:00, Room: Conference room B

Analysis of Facial Expressions for the Estimation of Concentration on Online Lectures

Renjun Miao, Haruka Kato, Yasuhiro Hatori, Yoshiyuki Sato and Satoshi Shioiri

Using a Cloud-based Video Platform for Pre-Service Teachers' Reflection

Tomohito Wada, Chikako Kakoi, Koji Hamada and Chikashi Unoki

Comparison of Teaching Environment in Hybrid-Flexible Class

Naru Miyake, Noboru Nakamichi and Kazuaki Yoshihara

Enhanced Online Academic Success and Self-Regulation through Learning Analytics Dashboards

Yassine Safsouf, Khalifa Mansouri and Franck Poirier

## Coffee Break

Time: 16:00-16:30

## Poster Presentation Core Time

Time: 16:00-16:30, Room: B1 Robby

## 5A : Symposium Session

Time: 16:30-18:00, Room: Dahlia

Japanese Lessons on ICT in Education with GIGA School Program

Sayaka Tohyama

## 5B : Symposium Session

Time: 16:30-18:00, Room: Cosmos-1

Features of Innovative use of Technology during the COVID-19 Period in India

Amina Charania, Durba Sarkar, Babita Majumder, Sohini Sen, Raoson Singh and Lina Adinolfi
<figure><img src="image_32.png" /></figure>

Registered participants can access all technical sessions via Howspace.

## 5C: Informatics in Secondary and Higher Education

Time: 16:30-18:00, Room: Cosmos-2

What Students Can Learn about Artificial Intelligence - Recommendations for K12 Computing Education

Tilman Michaeli, Ralf Romeike and Stefan Seegerer

How Do Students Learn in an Online Programming Course?

Keiichi Takahashi

Web Application Development Achievement: Clarifying the Relationship between Visual
GUI Design and Textual Programming

Djordje Kadijevich

## 5E: National Session

Time: 16:30-18:00, Room: Ran-2

Shedding Light on Shadow: Leveraging Global Open Source and Open Standard for K12
and Higher Education I

Shoji Kajita and Tsuneo Yamada

## 5F: Symposium Session

Time: 16:30-18:00, Room: Conference room A

Educating All Teachers in Informatics: Necessities and Strategies (Symposium Session Part
II)

Torsten Brinda, Ludger Humbert, Matthias Kramer and Denise Schmitz

Foundations of Computer Science in General Teacher Education – Findings and Experiences from a Blended-Learning Course

Stefan Seegerer, Tilman Michaeli and Ralf Romeike

## 5G: Panel Session

Time: 16:30-18:00, Room: Conference room B

Informatics Reference Framework for School

Mary Webb and Don Passey

## Welcome Reception

Time: 18:15-19:45, Room: Dahlia
<figure><img src="image_33.png" /></figure>

## Monday, August 22

### 6: Keynote Speech: H.E. Audrey Tang

Time: 10:00-11:00, Room: Dahlia

Creativity, Computing Power, and Children's Future in Civil Society of the 21st Century
(tentative)

### Coffee Break

Time: 11:00-11:30

### Poster Presentation Core Time and Morning Break

Time: 11:00-11:30, Room: B1 Robby

### 7A: Special Session by SOI Asia

Time: 11:30-13:00, Room: Dahlia

Open Science for Collaborative Society

### 7B: National Session

Time: 11:30-13:00, Room: Cosmos-1

Shedding Light on Shadow: Leveraging Global Open Source and Open Standard for K-12
and Higher Education II

Shoji Kajita and Tsuneo Yamada

### 7C: Learning with Digital Technologies in Higher Education

Time: 11:30-13:00, Room: Cosmos-2

Distance Learning in Sports: Collaborative Learning in Ice Hockey Acquisition Processes
Masayuki Yamada, Yuta Ogai and Sayaka Tohyama

Digital Object-based Learning with Curated Resources in University Museums and Libraries during the COVID-19 Pandemic

Sayuri Tanabashi

Development Plan and Trial of Japanese Language e-Learning System Focusing on Content
and Language Integrated Learning (CLIL) Suitable for Digital Education

Shizuka Nakamura and Katsumi Wasaki

An Easy-to-Use Screen Capturing Tool for Supporting in-Class CS Learning Activity
<figure><img src="image_34.png" /></figure>

Registered participants can access all technical sessions via Howspace.

Hiroyuki Nagataki and Maiko Shimabuku

## 7D: Digital Education in Schools, Universities, and Other Educational Institutions

Time: 11:30-13:00, Room: Ran-1

Trends of Checklist Survey of Computer Operational Skills for First-Year Students: Over the Past Four Years

Daisuke Kaneko, Yukiya Ishida, Masaki Omata, Masanobu Yoshikawa and Takaaki Koga

Response to Online Classes at Dokkyo University

Lumi Tatsuta, Ikumi Horie and Kai Li

An Analysis of Practical Example in Real-time Online Classes of Fundamental Course for the Universe in a Flipped Classroom Format Using Digital Diamond Mandala Matrix

Seiichiro Aoki, Shinzo Kobayashi, Toshihiko Naraki, Gary Hoichi Tsuchimochi and Toshio Okamoto

National Policies and Services for Digital Competence Advancement in Estonia

Mart Laanpere, Linda Helene Sillat, Piret Luik, Piret Lehiste and Kerli Pozhogina

## 7E: Workshop Session

Time: 11:30-13:00, Room: Ran-2

Non-English-based Programming

Keiji Emi and Akimasa Takenaka

## 7F: Computing Education in Higher Education

Time: 11:30-13:00, Room: Conference room A

Evaluation of a Data Structure Viewer for Educational Practice

Kensuke Onishi

Development of Education Curriculum in the Data Science Area for a Liberal Arts University

Zhihua Zhang, Toshiyuki Yamamoto and Koji Nakajima

Improving Motivation in Undergraduate Data Science Education by Using Dilemma Problems

Yuko Murakami, Yukari Sho and Tomohiro Inagaki

## Lunch Break

Time: 13:00-14:00
<figure><img src="image_35.png" /></figure>

Registered participants can access all technical sessions via Howspace.

## 8: Sponsored Symposium: Benesse Corp.

Time: 13:00-14:00, Room: Dahlia

Issues and Practices in Information Education in School Settings: As Seen through Using an ICT Proficiency Assessment and Teaching Materials

## 9A: Special Session by National Institute of Informatics

Time: 14:00-16:00, Room: Dahlia

JST Global Science Campus (GSC) Experts in Information Science Program
A Poster Session for Nominated Secondary and High-school Students

## 9B: National Session

Time: 14:00-16:00, Room: Cosmos-1

Digital Technologies in a STEM Curriculum
Pieter Hogenbirk

## 9C: Learning with Digital Technologies in Secondary and Higher Education

Time: 14:00-16:00, Room: Cosmos-2

LeaP- Quest in Madrasahs of West Bengal, India during COVID-19 Pandemic: Perspectives, Opportunities, and Challenges
Babita Dutta Majumder, Raoson Singh and Nikhat Nasrin

Digital Education in the Post-Covid Era: Challenges and Opportunities to Explore
Kleopatra Nikolopoulou

Design and Performance of Video Interview in a MOOC
Halvdan Haugsbakken

Users' Satisfaction and Effectiveness in Practice of e-learning: Midlands State University, Zimbabwe Case Study
Shepard Pondiwa, Nicholas Mavengere, Nyarai Chibanda, Festus Adedoyin, Angelos Stefanidis, Francis Manzira and Umayra Said El-Nabahany

Text-Mining Analysis of What Students Think about e-Learning and Face-to-Face Class on Account of COVID-19.
Minae Nishimoto and Keiji Emi

## 9D: Digital Education in Schools, Universities, and Other Educational Institutions

Time: 14:00-16:00, Room: Ran-1
<figure><img src="image_36.png" /></figure>

Registered participants can access all technical sessions via Howspace.

Development and Evaluation of a Field Environment Digest System for Agricultural Education

Kanu Shiga, Tsubasa Minematsu, Yuta Taniguchi, Fumiya Okubo, Atsushi Shimada and Rin-Ichiro Taniguchi

Developing Teaching and Learning Innovations; a Case Study of Indo-Finnish Collaboration

Mikko Ruohonen and Gururaj Mahajan

Where is Technology in the ‘Golden Thread’ of Teacher Professional Development?

Chris Shelton and Mike Lansley

Professional, Higher and Vocational Education in ICT: IFIP WG3.4 Working Conference

Papers over the Years

Arthur Tatnall, Mikko Ruohonen and Barrie Thompson

## 9E: Symposium

Time: 14:00-16:00, Room: Ran-2

Informatics in Primary Education: Approaches, Current Issues and Lessons Learnt (Symposium Session Part I)

Ivan Kalas, Torsten Brinda and Peter Micheuz

## 9F: Computing Education in Higher Education

Time: 14:00-16:00, Room: Conference room A

Improvement of Fill-in-the-Blank Questions for Object-Oriented Programming Education

Miyuki Murata, Naoko Kato and Tetsuro Kakeshita

Automated Reporting of Code Quality Issues in Student Submissions

Oscar Karnalim, Simon, William Chivers and Billy Susanto Panca

Mitigating Accidental Code Plagiarism in a Programming Course through Code Referencing

Muftah Afrizal Pangestu, Simon and Oscar Karnalim

Coding Education for Adults Using Distance Learning in Japan

Takeo Tatsumi, Kumiko Aoki, Hiroaki Yuze and Takayuki Watanabe

Programming Education at Tokyo Online University

Joji Maeno, Katsuhiko Kakehi, Noriko Suzuki and Shinji Nakamura

## 9G: Poster Session: Learning with Digital Technologies

Time: 14:00-16:00, Room: Conference room B
# IFIP WCCE PROGRAMME

<figure><img src="image_37.png" /></figure>

Registered participants can access all technical sessions via Howspace.

Hybrid Mode of Counseling for Student Startups – A Success Story of University of Agricultural Sciences Dharwad (UASD), India

Mahadev Chetti, Shrishail Dolli, Krishnaraju P U and Ashalatha K V

Prediction of Engagement from Temporal Changes in Facial Expression

Haruka Kato, Koki Takahashi, Yasuhiro Hatori, Yoshiyuki Sato and Satoshi Shioiri

A Practical Report of Online Class between Japan and the Philippines in COVID-19

Yasuyo Fukunaga, Natsuko Uchida and Cynthia Zayas

The Research for Supporting Gifted and Talented Pupils in Metaverse

Shun Ito, Shiori Murakami and Shunichi Sato

Rubric Self-Assessment System for Technical Standards

Makoto Miyazaki, Hiroyoshi Watanabe, Mieko Masaka and Kumiko Takai

e-Readiness of Teachers and Scientists of Farm Universities: A Case Study in India

Parvaty A and Shrishail Dolli

Detection of Synchronized Head Movements from a Single Classroom-Scene Video

Yasuhiro Hatori, Taira Nakajima and Shinichi Watabe

Proposal for a Flipped Classroom Model to Promote Autonomous Learning

Yasuomi Takano, Hiromu Kasahara, Keisuke Maekawa, Haruki Ueno, Hiroto Yamakawa and Hiroshi Komatsugawa

Problem-Solving University Educational Program Using Collaboration between Medicine and Design

Kuriko Kudo, Naoshige Akita, Hiroyuki Matsuguma, Shunta Tomimatsu, Shiho Tajiri, Nobuko Hashiguchi, Miho Hayata, Yasuyuki Hirai, Shuji Shimizu and Tomohiko Moriyama

Imagine, a Smartphone Costs ¥100,000,000...

Ben Tsutom Wada

## 10A: Workshop Session

Time: 16:00-17:30, Room: Dahlia

Computational Thinking in Teacher Education

Valentina Dagienė, Gerald Futschek, Yasemin Gulbahar, Martina Landman and Gabriелė Stupurienė
<figure><img src="image_38.png" /></figure>

Registered participants can access all technical sessions via Howspace.

## 10B: Learning with Digital Technologies in Higher Education

Time: 16:00-17:00, Room: Cosmos-1

EdTech as an Empowering Tool: Designing Digital Learning Environments to Extend the Action Space for Learning and Foster Digital Agency

Sadaqat Mulla and Nagarjuna G

Five Years of Experience in Improvement of a Technical English Class using Information Technologies

Takashi Yamanoue

Transnational Pedagogy and Global Teaching of Noh Theatre: Initial Reflection on Teaching Noh Theatre Online during the Pandemic (from Philippines to Canada)

Dennis Gupa and Amparo Umali

## 10C: Learning with Digital Technologies

Time: 16:00-17:00, Room: Cosmos-2

Event Style Preferences in Medical Research Meetings in Japan

Shunta Tomimatsu, Shuji Shimizu, Kuriko Kudo, Toru Oga, Shintaro Ueda and Tomohiko Moriyama

Simulating Fieldwork "in Action" through Digital Technology among Ferris University Students

Cynthia Neri Zayas, Natsuko Uchida, Eri Ono and Erina Asano

## 10D: Digital Education in Schools, Universities, and Other Educational Institutions (Higher Education)

Time: 16:00-17:00, Room: Ran-1

A Scoping Review on The State-of-art Educational Data Mining and Learning Analytics in Prediction of Students' Learning Performance

Chunping Li, Mingxi Li, Chuan-Liang Huang, Yi-Tong Tseng, Soo-Hyung Kim and Soonja Yeom

Implementation and Evaluation of University Information Placement Test in Japan

Naohiro Chubachi, Tomohiro Inagaki and Kazuki Kawamura
<figure><img src="image_39.png" /></figure>

Registered participants can access all technical sessions via Howspace.

## 10E: Symposium

Time: 16:00-17:00, Room: Ran-2

Informatics in Primary Education: Approaches, Current Issues and Lessons Learnt (Symposium Session Part II)

Ivan Kalas, Torsten Brinda and Peter Micheuz

## 10F: Computing Education in Higher Education

Time: 16:00-17:00, Room: Conference room A

Multiple Platform Problems in Online Teaching of Informatics in General Education Faced by Part-time Faculty Members

Hajime Kita, Naoko Takahashi and Naohiro Chubachi

The Tools which Assist “Creating Questions through Interaction with a Computer”

Shinya Cho, Naoya Yamanaka, Shigeki Kitajima and Takayuki Konno

Comparison of Academic Impacts of Online Classes in the Real-time Setting with the On-demand Viewing Model

Toru Ochi and Koji Tateno

## 10G: Poster Session: Computing Education

Time: 16:00-17:00, Room: Conference room B

Visualizing Information Security Controls Using Virtual Reality Head-Mounted Displays

Chunming Gao and Noriyuki Iwane

Hands-on Training to Configure Communication Networks with GNS3 (Graphical Network Simulator - 3) Web Server for 40 Senior High School Students in a Class (Demonstration Included)

Naotaka Kato

Effective Case Studies of Supporting Class by Engineers in Company at Tokyo P-TECH

Tetsuo Fukuzaki, Kaori Namba, Tomoaki Mori and Yuji Kato

Analysis of Learning Patterns and Final Grades in an Online University and a Study of Appropriate Intervention Methods for Students

Yasuhisa Kato

Development of a Coding Skill Training System using “Clone Coding”
<figure><img src="image_40.png" /></figure>

Registered participants can access all technical sessions via Howspace.

Hitoshi Sasaki and Junya Hamada

* Using Machine Learning to Analyze Keystroke Dynamics for Programming Proficiency
* Shiho Takano, Miyu Tamura, Teruno Kajiura, Yuka Sato, Nanako Takizawa, Yuka Akinobu and Kimio Kuramitsu

* Implementation and Teaching Plan of Spreadsheet Application for Basic Education of Artificial Intelligence
* Akihito Kitadai

* The Cyberethics Grade Comformation System for Shibboleth Federated LMS
* Nobukuni Hamamoto, Koichi Ogawa, Hiroshi Ueda, Masako Furukawa, Motonori Nakamura and Kazutsuna Yamaji

* An AI-based Chatbot for Programming Education on the Colaboratory
* Momoka Obara, Nao Souma, Miyu Sato, Mai Takahashi, Teruno Kajiura, Mayu Tomio-ka, Yuka Akinobu and Kimio Kuramitsu

**11F : AGM 3.1**
Time: 17:00-18:00, Room: Conference room A

**11G : AGM 3.4**
Time: 17:00-18:00, Room: Conference room B

**Banquet at Rihga Royal Hotel Hiroshima**
Time: 18:30-21:00

## Monday, August 23

* Morning Social Program 1 (Miyajima)
  Time: 09:00-13:00

* Morning Social Program 2 (High Schools)
  Time: 09:00-13:00

* Morning Social Program 3 (MAZDA Museum)
  Time: 08:30-13:00

* Morning Social Program 4 (Walk-tour: Hiroshima Castle, Shukkeien Garden)
  Time: 09:00-13:00
<figure><img src="image_41.png" /></figure>

Registered participants can access all technical sessions via Howspace.

## Lunch Break

Time: 13:00-14:00

## 13 : Keynote Speech: Dr. Michael Koelling

Time: 14:00-15:30, Room: Dahlia

Computing for All – Some Thoughts on the What, Why and How

## Coffee Break

Time: 15:30-16:00

## 14A : Workshop Session

Time: 16:00-18:00, Room: Dahlia

Designing Digital Credentials for Validating IT Skills: A Case for i-Competency Dictionary --
Keiko Tanaka, Masumi Hori and Keiji Emi

## 14B : Panel Session

Time: 16:00-18:00, Room: Cosmos-1

Zanzibar Declaration Panel on ‘Sustainable Education in a Digital Age of Rapidly Emerging Technologies’ at the WCCE 2022
Johannes Magenheim

## 14C : Digital education in Schools, Universities, and Other Educational Institutions

Time: 16:00-18:00, Room: Cosmos-2

Universities of the Future and Industrial Revolution 4.0: The Academy Transformation
Maria Teresa Pereira, Manuel S. Araújo, António Castro and Maria J. Teixeira

Instructional Methodologies for Lifelong Learning Applied to a Sage Pastel First-year Module
Tania Prinsloo, Pariksha Singh and Komla Pillay

## 14D : Learning with Digital Technologies in Secondary and Primary Education

Time: 16:00-18:00, Room: Ran-1

Indicators of Learning Enhancement Factors in Educational Mobile Apps used in Informal Settings
Iiris Tuvi, Jussi Okkonen and Terje Väljataga
Registered participants can access all technical sessions via Howspace.

Predictive Evaluation of Artificial Intelligence Functionalities of Software: a Study of Apps for Children's Learning of English Pronunciation
Mengqi Fang and Mary Webb

A Workshop of a Digital Kamishibai System for Children and Analysis of Children's Works
Masataka Murata, Keita Ushida, Yoshie Abe and Qiu Chen

Digital Technologies for Learning, Teaching and Assessment: Tackling the Perennial Problem of Policy and Practice
Deirdre Butler and Margaret Leahy

Proposal of Disaster Prevention Simulation Game using VR: Disaster Prevention Education from "Boring" to "Fun"
Saaya Kamijo, Chie Nakagawa and Natsuko Uchida

## 14E : Computing Education in Higher Education

Time: 16:00-18:00, Room: Ran-2

A Feasibility Study on Learning of Object-Oriented Programming based on Fairy Tales
Motoki Miura

AI Ethics with Emphasis on Philosophy and History of Science
Yuko Murakami

Gender-Inclusive Learning Materials for Programming Focused on Data Visualization
Takehisa Mashimo, Taeko Ariga and Tomoko Yoshida

Curriculum Standard of Informatics in General Education at Universities in Japan
Tomohiro Inagaki, Naoko Takahashi and Michio Nakanishi

Changes in Attitude towards Mobile App Development: a Preliminary Comparison between
MIT App Inventor and Android Studio
Zilu Liang

## 14F : Computing Education in Secondary Schools

Time: 16:00-18:00, Room: Conference room A

Generalization in Programming Classes
Michael Weigend

The Impact of Tolerance for Ambiguity on Algorithmic Problem Solving in Computer Science
<figure><img src="image_42.png" /></figure>

Registered participants can access all technical sessions via Howspace.

**Lessons**

Lisa Schütte, Matthias Matzner and Claudia Hildebrandt

**Introducing AI Literacy in Schools: A Review of Pedagogical Approaches, Formats, Competence Areas, Evaluation Methods, and Inclusion of Data Literacy**

Viktoriya Olari and Ralf Romeike

**Literacy from Python 2**

Lawrence Williams

## 14G: Computing Education in Elementary and Primary Schools

Time: 16:00-18:00, Room: Conference room B

**How Elementary School Students Experienced Algorithms: Using Sorting Algorithms Online Learning Tool**

Yuki Kitamura, Kazuya Hirose, Susumu Kanemune, Tomohiro Nishida and Shizuka Shirai

**What is the Consequence of Getting a Greater Sense of Empowerment? – Longitudinal Cohort Study of Early Programming Education in Japan during the '80s and '90s –**

Sayaka Tohyama, Yoshiaki Matsuzawa and Takito Totsuka

**Symbiotic Approach to Mathematical and Computational Thinking**

Kristin Parve and Mart Laanpere

**Implications for Computer Science Curricula in Primary School: A Comparative Study of Sequences in England, South Korea, and New Zealand**

Michiyo Oda, Yoko Noborimoto and Tatsuya Horita

## 15F: AGM 3.3

Time: 18:00-19:00, Room: Conference room A

## 15G: AGM 3.7

Time: 18:00-19:00, Room: Conference room B

## Monday, August 24

### 16: Keynote Speech Dr. Hiroaki Ogata

Time: 09:00-10:30, Room: Dahlia

**Data and Evidence-Informed Education and Learning in Post COVID-19**
<figure><img src="image_43.png" /></figure>

## Coffee Break

Time: 10:30-11:00

## 17B: Digital Education in Schools, Universities, and Other Educational Institutions

Time: 11:00-13:00, Room: Cosmos-1

* Comparison of Causality-Influenced Logic Misreads by Nationality, Education, Occupation, and Gender
  Koichi Hayashi and Noriko Shimada

* A Social Media Simulator for Media Literacy Education in Japanese Schools and Universities
  Atsushi Hikita, Tomohiro Inagaki, Marcos Sadao Maekawa, Shota Tajima, Yoko Miyazaki and Emi Nagasawa

* A Practice of Game Exercises in Information Security Education
  Yoshifumi Ueshige

* Cross-Validating Four Measures of Technology Integration: Stages of Adoption, CBAM LoU, ACOT, and TPACK Core
  Gerald Knezek, Rhonda Christensen and Anneke Smits

## 17C: Learning with Digital Technologies in Higher Education and for Life-long Learning

Time: 11:00-13:00, Room: Cosmos-2

* A System to Realize Time- and Location-Independent Teaching and Learning among Learners through Learning-Articles
  Seiyu Okai, Tsubasa Minematsu, Fumiya Okubo, Yuta Taniguchi, Hideaki Uchiyama and Atsushi Shimada

* Awareness Support with Mutual Stimulation among People to Enrich Group Discussion in AIR-VAS
  Mamoru Yoshizoe and Hiromitsu Hattori

* An Approach to Personalized Quiz Based Learning
  Noriyuki Iwane and Chunming Gao

* Time-Shifting Method to Mitigate the Stagnation of Discussions to Promote Collaboration on SNS
  Hideki Kondo, Sayaka Tohyama, Ayano Ohsaki and Masayuki Yamada

* Understanding the Stakeholder Perspectives on Assessing Educators' Digital Competence
  Linda Helene Sillat, Kairit Tammets and Mart Laanpere
<figure><img src="image_44.png" /></figure>

Registered participants can access all technical sessions via Howspace.

## 17D: Computing Education in Higher Education

Time: 11:00-13:00, Room: Ran-1

- An Evaluation of the Flipped Classroom Approach Toward Programming Education
  Jun Iio

- Cycles in State Transition as Trial-and-Errors in Solving Programming Exercises
  Taku Yamaguchi, Yoshiaki Matsuzawa, Ayahiko Niimi and Michiko Oba

- Design and Practice of an Elective Python Programming Course in General Education
  Hajime Kita, Yoshitaka Morimura and Masako Okamoto

- A Preliminary Report on Novice Programming with Natural Language Translation
  Momoka Obara, Teruno Kajiura, Shiho Takano, Yuka Akinobu and Kimio Kuramitsu

- Teaching Computer Science Unplugged in Online for Undergraduate College Students
  Ben Tsutom Wada

## 17F: Computing Education in Secondary Schools

Time: 11:00-13:00, Room: Conference room A

- Curriculum Development and Practice of Application Creation Incorporating AI Functions;
  Learning during After-School Hours
  Kimihito Takeno, Keiji Yoko and Hirotaka Mori

- The Current State of Computer Education across the Australian Schools System
  Therese Keane and Milorad Cerovac

- Pedagogical Adaptation to ICT in Australia
  Andrew Fluck

- PICAPICA Z: An Interactive Smart STEAM Educational Approach via a Combination of Programming, Networking and Arts
  Issei Mukoda, Mizue Kayama and Takashi Nagai

## 17G: Computing Education in Elementary, Primary and Secondary Schools

Time: 11:00-13:00, Room: Conference room B

- ELSI (Ethical, Legal and Social Issues) Education on Digital Technologies: In the Field of Elementary and Secondary Education
  Nagayoshi Nakazono
Registered participants can access all technical sessions via Howspace.

Learning Effects of a Coding-based Board Game for Beginning Students Learning to Program
Ryusei Takei, Daisuke Saito, Hironori Washizaki and Yoshiaki Fukazawa

Using R Language to Analyze Programming Learning Process of Ai. R-Cord utilizing AR
Ryosuke Nakata and Tetsuro Kakeshita

Reflection Support with Summarized Screen Recordings of the Visual Programming Tool
Kanta Kobayashi, Hideyuki Takada and Maki Ichimura

Validity of Animation When Finding Errors by Chuggington
Yui Ono, Daisuke Saito, Hironori Washizaki and Yoshiaki Fukazawa

Lunch Break

Time: 13:00-14:00

18 : Sponsored Symposium: Fujitsu

Time: 13:00-14:00, Room: Dahlia

DX of Learning Materials in Japan; Development of Basic Skills and Abilities through Au-
tomatic Scoring and Establishment of Learning Habits

19A : Digital Education in Schools, Universities, and Other Educational Institutions

Time: 14:00-16:00, Room: Dahlia

Characterization of Knowledge Transactions in Design-Based Research's Workshops
Elsa Paukovics

Digitalisation of Education in the Global South: Conditions and Concerns
Jaana Holvikivi

An Alternative Perspective on Computer Self-Efficacy Based on Group and Gender Compo-
sition
Javier Osorio

Digital Literacy in Formal Education over the Past Decade: A Systematic Review
Daranee Lehtonen, Vallery Michael and Jussi Okkonen

19B : Digital education in Schools, Universities, and Other Educational Institutions

Time: 14:00-16:00, Room: Cosmos-1

High School Students' Approaches to Cheating in Remote Education During COVID-19
<figure><img src="image_45.png" /></figure>

Registered participants can access all technical sessions via Howspace.

Pandemic in the Czech Republic
Miroslava Cernochova, Hasan Selcuk and Tomáš Podoljak

The Role of Technology in Communities of Learning Collaboration and Support
Gioko Maina and Janet Manza

## 19C : Learning with Digital Technologies in Higher Education

Time: 14:00-16:00, Room: Cosmos-2

A Taxonomy of Video Genres for Use in Education
Magnus Nohr and Halvdan Haugsbakken

Tracking Epistemic Interactions from Online Game-Based Learning
Eric Sanchez and Nadine Mandran

A Conceptual Framework for Automatic Generation of Examinations using Machine Learning Algorithms in Learning Management Systems
Emma Cheserem, Elizaphan Maina and John Kihoro

Layers of Knowledge Leading to E-Portfolios
Paul Libbrecht, Wolfgang Mueller and Sandra Rebholz

General Model for Design of an Integrated Learning Record Store System as Infrastructure in Learning Analytics on a University
Kazuaki Kojima, Makoto Miyazaki, Fumihito Furukawa, Takatsugu Yamamoto, Toshiyuki Miyahara, Kenji Tokumori, Hiroki Ebata and Hiroyoshi Watanabe

## 19D : Computing Education in Higher Education

Time: 14:00-16:00, Room: Ran-1

Improving a Model-Based Software Engineering Capstone Course
Michael May and Amir Tomer

Visualizing Class Diagram and Sequence Diagram of Java Program in VR Space
Tomoya Matsushita, Masateru Kishikawa and Tetsuro Kakeshita

Scaffolding Task Planning Using Abstract Parsons Problems
James Prather, John Homer, Paul Denny, Brett Becker, John Marsden and Garrett Powell

IDE Interactions of Novices Transitioning between Programming Environments
Ioannis Karvelas, Joe Dillane and Brett Becker
Registered participants can access all technical sessions via Howspace.

## 19E : Digital Education in Schools, Universities, and Other Higher Education Institutions

Time: 14:00-16:00, Room: Ran-2

* A Comparative Study of Different LMSs Used at Dokkyo University

Kai Li, Lumi Tatsuta and Ikumi Horie

* Digital Innovation in Assessment during Lockdown: Perspectives of Higher Education Teachers in Portugal

Ana Amélia Carvalho, Daniela Guimarães, Célio Gonçalo Marques, Inês Araújo and Sónia Cruz

* Analysis of the Process by Which University Faculty Members Come to Accept the In Assistant Faculty Development Support System and Use it to Reflect on and Improve Their Classes

Rie Emoto and Hiroshi Kato

* A Study of Measurement of Mentoring Activities Using Text Mining Technology

Kaori Namba, Toshiyuki Sanuki, Tetsuo Fukuzaki and Kazuhiko Terashima

## 19F : Learning with Digital Technologies in Secondary Education

Time: 14:00-16:00, Room: Conference room A

* Using the SAMR Model as an Enabler to Computer Literacy for Grade 8 to 11 Learners in a Community Outreach Project

Pariksha Singh and Jayshree Harangee

* Fostering Students' Resilience: Analyses towards Factors of Individual Resilience in the Computer and Information Literacy Domain

Kerstin Drossel, Birgit Eickelmann, Mario Vennemann and Nadine Fröhlich

* Bridging the Learning Gap through Constructivist Teaching and Learning with Technology

Uchita Bakshani and Sandeep Wadhe

* Creating an English Language Education System for High School Students Based on Multiple Intelligences Theory

Takeshi Nakamoto and Makoto Nakashima

* The Paradox of Creativity

Lawrence Williams
<figure><img src="image_46.png" /></figure>

Registered participants can access all technical sessions via Howspace.

**19G : Computing Education in Secondary Schools**

Time: 14:00-16:00, Room: Conference room B

Twenty Years of Object Orientation – A Case Study for NRW in Germany
Arno Pasternak and Dieter Engbring

Assessing Engagement of Students with Intellectual Disabilities in Educational Robotics Activities
Francesca Coin and Monica Banzato

**Closing Session**

Time: 16:00-17:00, Room: Dahlia
At the WCCE 2022 Hiroshima Congress, a social programme was prepared for the morning of the third day. The reason for this is that August in Japan is hot, so we wanted to make use of the morning when it is a little cooler.

The following social programmes are prepared,

## Welcome Reception

The WCCE welcome reception will take place at the conference venue. This will allow onsite attendees the opportunity to make acquaintances and catch up with old friends in a relaxed environment.

**Date and Time:** 18:15 JST, Sunday, August 21, 2022.

**Place:** Dahlia Room in the conference venue

**Dress Code:** Smart Casual

## Banquet

The WCCE banquet will take place at the Rihga Royal Hotel Hiroshima, a 15min walk from the conference venue.

**Date and Time:** 18:30 JST, Monday, August 22, 2022.

**Place:** Rihga Royal Hotel Hiroshima

**Dress Code:** Smart Casual

**Participation fee:** 5,000 yen (Registration does not include Banquet fee)

https://www.rihga.com/hiroshima

## Miyajima, Itsukushima Shrine

Hiroshima have two World Heritage Sites - the Atomic Bomb Dome and Miyajima. From the pier near the A-bomb Dome, take a high-speed boat to Miyajima, home to Itsukushima Shrine. Itsukushima Shrine is said to have taken its present form in the 12th century. One of the symbols, the red torii gate, is unfortunately currently under construction, but this programme allows you to enjoy Miyajima, one of the three most scenic spots in Japan.

**Date and Time:** 23 Aug, departing at 09:00 and arriving at 13:00 (four hours).

**Capacity:** approx. 50 people.

**Participation fee:** approx. 5,000 yen (transport and entrance fees)

<figure><img src="image_47.png" /></figure>
# SOCIAL PROGRAMME

<figure><img src="image_48.png" /></figure>

## High School Visit

A visit to a high school not far from the venue will be organised to see how ICT-based learning, distance learning, etc. are actually being implemented. As this is just the end of the high school summer holidays, there may not be many high school students at the school yet, but you will be able to get a feel for the atmosphere.

**Date and Time:** 23 Aug, departure at 09:00, arrival at 13:00 (four hours)

**Capacity:** approx. 50 people

**Participation fee:** approx. 1,000 yen (transport costs)

## Mazda Museum

This programme includes a visit to the headquarters and factory of the automobile company Mazda in Fuchū-cho, Hiroshima Prefecture. The Mazda Museum, which was renovated this year, will show the history of Mazda and the spirit of automobile development, along with actual famous cars.

**Date and Time:** 23 Aug, departing at 8.30 am, arriving at 13.00 pm (four and a half hours)

**Capacity:** max. 40 people

**Participation fee:** approx. 2,000 yen (transport costs)

https://www.mazda.com/en/about/museum/

## Hiroshima Castle and Shukkeien Walking Tour

Walking from the venue and taking the tram on the way, the tour will take you to Hiroshima Castle and the samurai garden Shukkeien. The present-day city of Hiroshima developed together with Hiroshima Castle from the end of the 16th century. Please come and feel what Hiroshima was like in the Edo period.

**Date and Time:** 23 Aug, departing at 9 am and arriving at 1 pm (four hours)

**Capacity:** approx. 50 persons.

**Participation fee:** approx. 1,000 yen (admission and transport costs)

<figure><img src="image_49.png" /></figure>
## Peace Memorial Museum

This museum tells the real story of the damage caused by the atomic bomb, and is located next to the International Conference Centre Hiroshima, the venue for WCCE 2022. Participants can enter the museum free of charge by showing their badge during the event!

On the morning of 23 August, a guided tour in English is also planned.

<figure><img src="image_50.png" /></figure>
# REGISTRATION AND ASSISTANCE

<figure><img src="image_51.png" /></figure>

## Registration Desk

On-site registration desk will open on the afternoon of 20 August, previous day of WCCE 2022, at the conference venue (ICCH). The registration desk will be available at the following date and time.

* 9:00 – 18:00 on August 21

* 10:00 – 18:00 on August 22

* 9:00 – 18:00 on August 23

* 9:00 – 17:00 on August 24

All registered participants can access all events, excluding social programme, via Howspace of the conference. Howspace will be available on the conference website:

https://wcce2022.org/

If you need further assistance, please get in touch with info WCCE@a.ipsj.or.jp

## Name Badge

Your personal name badge is your entrance ticket into all conference sessions. Please always wear your badge during the conference. No badge, no entry!

## Smoking Policy

Smoking is not allowed inside the conference venue.

## COVID-19 Care

The WCCE 2022 conference committee requests the onsite participants to

* Receive three times of the COVID-19 vaccination whenever possible;

* Refrain from visiting the venue in case of illness or fever; and

* Wear a mask, keep social distance, speak softly, and use hand sanitizer in the conference venue.

We shall also provide remote attendance for the WCCE participants. The details will be announced at the conference web site.

For the latest information on the COVID-19 epidemic in Japan and recommended infection control measures, please consult government publications and reliable news sources from time to time.

Ministry of Health, Labour and Welfare COVID-19 Portal

https://www.mhlw.go.jp/stf/seisakunitsuite/bunya/0000164708_00079.html
# REGISTRATION AND ASSISTANCE

NHK WORLD-JAPAN News: Coronavirus updates

https://www3.nhk.or.jp/nhkworld/en/news/tags/82/

## Wireless Networking

Free Wi-Fi access is available at the conference venue.

## Howspace Guide

This conference will be powered by Howspace, a social learning and collaboration platform. On Howspace, all registered participants will be able to find information about each presentation and other activities, access Zoom for events live streaming, watch presentation videos, read shared documents, and engage in discussion with other participants.

Howspace will be accessible for registered participants via the conference website.
<figure><img src="image_52.png" /></figure>

## Hiroshima City Transport

Public transport in Hiroshima City includes trams, JR lines, Astramline new transport system (AGT), many bus routes and airport access buses.

Trams are the most convenient way to reach the WCCE venue from Hiroshima Station.

**Tram map:** https://www.hiroden.co.jp/en/s-routemap.html

Trams run very frequently: the nearest tram stops to the WCCE venue, Hiroshima International Conference Centre, are A-Bomb Dome-mae (Nos. 2, 3, 6, 7), Hondori (Nos. 1, 3, 7) and Fukuro-machi (Nos. 1, 3, 7).

Most journeys are in the city's flat-fare areas, except when you are traveling to Miyajima by tram. The fare is 190 yen per ride. When boarding, ride from the rear door. The fare is paid to the driver or conductor when you get off the train. Exit at the door with the driver (or through the door with the conductor, if the conductor is present).

Most residents use transport IC cards. If you have one of the main Japanese transport IC cards (SUICA, ICOCA, etc.) you can use it.

## Traveler's Ticket

We recommend using the following traveler's tickets.

### 1-Day Trip Card

1-Day trip card is an economical ticket for traveling around Hiroshima and Miyajima. There are two types of access depending on the public transportation available. "1 Day Streetcar Pass" is available for all streetcar lines and costs 700 yen. "1 Day Streetcar and Ferry Pass" is available for all streetcar lines and Miyajima MATSUDAI KISEN tourist ship, and costs 900 yen. These tickets are not available on JR West Train. Also, "1 Day Streetcar and Ferry Pass" is not valid for JR Miyajima Ferry. You can buy these tickets at the Hiroshima Station Streetcar Information Desk (in front of the departure platform) or from drivers and conductors on the streetcars or Major Hotels in Hiroshima city. We recommend that you inquire at the hotel front desk as the number of tickets sold on the train is limited. If you want to take also a bus, please check "Visit Hiroshima Tourist Pass".

https://www.hiroden.co.jp/en/e-1day.html
<figure><img src="image_53.png" /></figure>

## Visit Hiroshima Tourist Pass

This ticket allows free use of Streetcar, local buses in the Hiroshima City area, and Miyajima MATSU-DAI KISEN tourist ship for days. A 1-day ticket is 1000 yen, a 2-day ticket is 1500 yen, and a 3-day ticket is 2000 yen. You can purchase at Hiroshima Airport, Hiroshima Station (North and South Transportation/ Tourist Information), and Hiroshima Bus Centre. You have to show your passport to verify that you are a traveler visiting Japan. Foreign tourists will receive a coupon booklet with discounts at tourist facilities and restaurants in Hiroshima Prefecture as a benefit of purchasing a ticket.

https://www.hiroden.co.jp/en/e-vhtp.html

## MOBIRY

A new service called digital ticket MOBIRY using smartphones at Hiroshima Urban Transit has also been launched. You can also try this out.

https://www.mobiry.jp/en/

## Hiroshima city share cycle

The community cycle system allows users to borrow bicycles at designated ports in each area and return them to their favorite ports within the designated area. To use this service, you must register through a dedicated smartphone application. A credit card is also required to pay the usage fee. The fee for the unlimited ride plan for 24 hours a day costs 1,100 yen. A single 60-minute ride costs 165 yen. You can also purchase One-day passes in cash at hotels in Hiroshima. For information on registration, usage, and purchase, please visit the following website:

https://docomo-cycle.jp/hiroshima/en/pc_index.php

## Useful links

Hiroshima official tourism website

https://dive-hiroshima.com/en/

Hiroshima Station Tourist Information Centre

https://tic.jnto.go.jp/eng/detail.php?id=3298
Practical method of situated learning for programming
involving interaction with a computer

Riko Takanohashi¹ Naoya Yamanaka¹ and Shinya Cho¹

¹ Meisei Univeristy, Tokyo, Japan
19j5086@stu.meisei-u.ac.jp

**Abstract.** A computer program is a sequence of symbols that describes instructions to a computer, and programming is the process of designing and constructing an executable computer program. Therefore, when constructing a programming learning environment, it is common for the lectures to convey the grammar and the specific exercises to be done in sequence. However, for certain groups of learners, this may result in difficulties with continued participation in the learning environment. To overcome these issues, our research group has proposed a learning environment that focuses on "interacting with a computer" and "writing and sharing with others" based on the situated learning theory and Peirce's theory of inquiry, and has iteratively implemented it in various learning environments. In this presentation, the practical methods and results of a workshop conducted in an online environment our workshop in an environment where learners with diverse backgrounds are connected online, rather than in a face-to-face learning environment.

The workshop ran for a total of 12 weeks. Learners work in an environment where they can handle a programming language processor and work on handouts in which inferences are guided sequentially based on Peirce's theory of inquiry. Here, there are no grammar explanations in these handouts.

After the inferences and verification, the learners are guided to write down their experience in words. After a learner writes down a text, the next handout become accessible, and the learner can also view the writings of others.

Comparing the first three weeks to the last three weeks, the average number of executions per active user went from 115.0 to 110.6.

**Keywords:** Situated learning theory, Peirce's theory of inquiry, Interaction with a computer
# How Mature is m-Learning in an Education Institution?

Muasaad Alrasheedi¹ and Luiz Fernando Capretz¹ [000-0001-6966-2369]

¹ Western University, London, ON N6A5B9, Canada
malrash@uwo.ca, lcapretz@uwo.ca

**Abstract.** An m-Learning Maturity Model (MLMM) is put forward in this research study based on Critical Success Factors (CSFs) for assessing the mobile technology adoption rates in universities and higher educational institutes. The model is derived and adopted from Capability Maturity Model (CMM), which has been widely used in organizations to gauge the adoption of various new technologies and processes. Five levels of m-learning maturity are defined in the model including preliminary, established, defined, structured, and continuous improvement. Each of these maturity levels is gauged through nine CSFs in assessment questionnaire. The CSFs used in measuring instrument of the MLMM model are adopted from three of our previous empirical studies. Using an assessment questionnaire and a rating methodology, the paper replicates the model to two universities to gauge their level of m-Learning adoption. Thus, two case studies are presented to assess the applicability of the model. Although the model has certain limitations in terms of omitting factors such as cultural influences on m-Learning adoption, the included CSFs have been validated by earlier empirical research. Hence the model provides a comprehensive approach, while opening new areas of future research.

**Keywords:** Electronic Learning, Mobile Learning, Learning Systems, Computers in Education, Capability Maturity Model.
# Stress from COVID-19 Disaster and Awareness of
Learning: A Case Study of Japanese University Students

Yutaro Ohashi¹[0000-0002-0998-6748]

¹ Shibaura Institute of Technology, 307 Fukasaku, Minuma-ku, Saitama City, Saitama, Japan
yohashi@shibaura-it.ac.jp

**Abstract.** This paper presents a nationwide survey to investigate the relation-
ship between stress and remote learning among Japanese university students
during the COVID-19 pandemic. An online questionnaire survey of undergradu-
ate and postgraduate students was conducted in July 2021, and responses were
received from 2,096 respondents. Regarding the general stress university stu-
dents undergo, factors I (depression and anxiety) and III (apathy) were higher
for overall respondents and male students, while all three factors investigated
[factors I, II (moody and anger), and III] were higher for female students than a
previous study. The most common response was the lack of foresight about the
future, such as employment and career prospects, regarding specific stress fac-
tors. The percentage of respondents who said that remote learning was the lead-
ing cause of stress was only 5.4%. Regarding university students' evaluation of
remote learning, those who gave a positive review of 53.5% greatly exceeded
those who gave a negative review of 17.7%. While the ease of understanding
the digital materials is not so much of a problem, the difficulty in remotely ask-
ing teachers and friends questions make remote learning challenging to under-
stand. From the analysis of the 900 free-text responses, "daily life" and "aca-
demic life" were extracted as the two broad categories related to the respond-
ents' concerns, and eight and four subcategories were extracted respectively.

**Keywords:** Stress, College Students, COVID-19, Remote Learning, Japan.
# How ICT Tools Support a Course Centered on International Collaboration Classes

Shigenori Wakabayshi,<fnref n="1" /> Jun Iio,<fnref n="2" /> Kumaraguru Ramayah,<fnref n="3" />
Rie Sato,<fnref n="4" /> and Junji Sakurai⁵

**Abstract.** Here we describe a course centered on three international online collaboration classes. The participants were students at Japanese and Malaysian universities and the course used Information and Communication Technology (ICT) tools to contribute to university students' language ability, willingness to study, and knowledge about foreign and their own cultures. Various communication tools were used to support and monitor the project. The use of these ICT tools, including a newly developed application program (Dialogbook), will be presented. We describe how Dialogbook was used to set up small-group discussions, exchange comments, provide feedback between the instructor and students, and enable students' reviewing of their performance with rubric questions. The availability of such a one-stop support tool for students in the collaboration classes reduced the burden on teachers. The data collected with this application is closely examined, and the results show that the course successfully facilitated students' engagement in the project, with high motivation levels.

**Keywords:** application, collaboration, communication, English, group activities, ICT, international, language learning, motivation, portfolio, rubric.

<footnote n="1">¹ Dept. of English Studies, Chuo University, Tokyo 197-0393, Japan</footnote>

<footnote n="2">² iTL, Chuo University, Tokyo 162-8478, Japan</footnote>

<footnote n="3">³ Language Academy, Universiti Teknologi Malaysia, Johor Bahar 81310, Malaysia</footnote>

<footnote n="4">⁴,⁵ Workshop Initiative for Language Learning, Chiba 277-0841, Japan</footnote>

<footnote>swkbys37@tamacc.chuo-u.ac.jp</footnote>
A Proposal for Intermediate Content:
Transition from Visual to Text-Based Languages

Katsuyuki Umezawa<fnref n="1" />, Makoto Nakazawa<fnref n="2" /> and Shigeichi Hirasawa³

**Abstract.** Beginners who study programming learn visual programming lan-
guages such as Scratch, while experts use text programming languages such as
C and Java. However, a seamless transition from a visual programming lan-
guage to a text programming language has not been established. Our research
project aims to establish a methodology for the transition between the two types
of programming languages. In this study, as part of our project, we focus on the
features that an intermediate language between a visual programming language
and a text programming language should have. In the first semester of 2021, we
conducted a class for high school students using learning content, which creates
music with JavaScript. The results of the post-lesson questionnaire indicated
that this learning content had intermediate characteristics between visual and
text-based programming languages.

**Keywords:** Visual-Type Programming, Text-Type Programming, Learning analytics.

<footnote n="1">¹ Shonan Institute of Technology, Kanagawa, Japan
umezawa@info.shonan-it.ac.jp</footnote>

<footnote n="2">² Junior College of Aizu, Fukushima, Japan</footnote>

<footnote n="2">² Waseda University, Tokyo, Japan</footnote>
Evaluation of a System for Generating Programming
Problems Using Form Services

Daimon Takumi¹ and Kensuke Onishi²

¹Tokai University, Hiratsuka, Kanagawa 259-1292, Japan
daimon@fuji.tokai-u.jp

²Tokai University, Hiratsuka, Kanagawa 259-1292, Japan
onishi@tokai-u.jp

**Abstract.** Programming must be evaluated as a subject when taught in high schools. As a result, increasing the efficiency of question generation and grading has become a pressing concern. Waquema, a system for automatically generating and grading programming problems that we created. Waquema is available in the following two versions: web (generates web pages) and cloud (generates Google Forms). At our university, we used the questions generated by Waquema's cloud version for exercises and exams in lectures. The system was then evaluated using a student questionnaire survey. We also conducted a questionnaire survey of the teachers who used the system and evaluated the time required for the exercises and examinations. The results showed that the difficulty level of the generated problems was appropriate for the students, and that the system could reduce the time required to prepare for the exercises.

**Keywords:** Programming education, Problem generation, Automatic grading
# How to quickly acquire basic knowledge in introductory programming with PBL: Clarify the relationship between drawing materials and textbooks

Natsuko Uchida<fnref n="1" /> and Yasushi Kuno<fnref n="2" />

**Abstract.** We believe that in higher education, students need to learn the basics of programming and how to use it, considering the continuity of primary and secondary education and its connection to society. However, traditional introductory programming courses for majors not specializing in information did not cover software development. Courses specializing in software development assume that students have already completed an introduction to programming, and we have given up on the idea of including both in a single course. However, we have realized a curriculum that includes an understanding of programming principles and knowledge of software development projects in 15 90-minute lessons (2 credits) using drawing materials. In the first half of the curriculum, students learn basic programming knowledge, and in the second half, they conduct a software development project in teams based on the knowledge from the first half. In the first half, we want to ensure the early acquisition of basic knowledge in preparation for a smooth transition to the second half of the curriculum. However, analysis of the submitted code revealed problems in selecting control structures and using abstraction. Revisions to the textbook based on these analyses resulted in a better understanding of control structures and abstraction. We discuss the understanding of the first half of the project, analyze the submitted assignments, and present the activities of the second half of the project.

**Keywords:** Programing Education, drawing materials, non-IT students.

<footnote n="1">¹ Ferris University, Yokohama 245-8650, Japan
uchida@ferris.ac.jp</footnote>

<footnote n="2">² The University of Electro-Communications, Tokyo 182-8585, Japan
y-kuno@uec.ac.jp</footnote>
# Information Design Education as Unplugged Computer Science Using School Library: Exercises of Information Organization Based on LATCH

Nagayoshi Nakazono[0000-0001-9861-8906]

Faculty of Global Studies, Reitaku University
Kashiwa, Chiba, Japan
nnakazon@reitaku-u.ac.jp

**Abstract.** In digital education, information needs to be organized in an appropriate manner. Therefore, the demand of information design education is increasing. Since information design includes a variety of contents, its education is diverse. Among them, the information structuring (information organization) was focused on this research. This research proposes exercises using the school library as information design education in secondary education. To organize the resources in a library, two types of structuring are used: classification and cataloging. These structurizations are useful as teaching materials for unplugged computer science in the study of information design. The exercises proposed in this study are based on R. S. Wurman's LATCH (The Five Ultimate Hatracks: Location, Alphabet, Time, Category, and Hierarchy) and involve organizing the resources of the school library in various ways. Through the exercises, students will learn the importance of organizing information, and how the way they organize information can change the way they see it. To utilize the school library for digital education, human cooperation between the teachers of information education and the school librarians is indispensable. For this reason, teachers of information education need to be aware of the value of school library on a daily basis. In an age when the organization of information and data is becoming more and more important, such as in the use of big data, classroom practices that utilize not only computers but also school libraries are expected to have a high educational effect.

**Keywords:** Information Education, School Library, Information Design, Information Organization, LATCH, Unplugged Computer Science.
Educational Support to Develop Socially Disadvantaged
Young People's Digital Skills and Competencies: An
Exploration on Collaborative Relationship's Contribution
toward Young People's Empowerment

Toshinori Saito

Seisa University, Nihon-Oodoori 11, Naka-Ku, Yokohama, Kanagawa, Japan

t-saito@gred.seisa.ac.jp

**Abstract.** Digital skills and competencies are recognized as a challenge for the coming digital society. This paper contends that collaborative relationship established in educational support to develop socially disadvantaged young people's digital skills and competencies positively impacts young people's empowerment. Accordingly, findings based on four years of active research among a support group for socially disadvantaged youths in a provincial city in Japan and a discussion of such a relationship's impact on the support are presented. Our results suggest that collaborative relationships in the support can create a rich learning context and collaborative agency among supported youths, and computer programming in such relationships may generate cooperative memberships and a unique programming culture shared among them.

**Keywords:** Digital skills, Collaboration, Empowerment, Programming.
# Building Primary School Teachers “Technology” Capacity for STEM Programs

Tanya Linden<fnref n="1" />[0000-0003-0255-8123], Therese Keane<fnref n="2" />[0000-0002-1939-7955], Anie Sharma<fnref n="2" /> and Andreea Molnar<fnref n="2" />[0000-0001-6107-9881]

**Abstract.** Modern technology is ubiquitous across all facets of life. The continuously evolving STEM (Science, Technology, Engineering and Mathematics) education landscape has provided an excellent opportunity to integrate the knowledge of digital technology to solve STEM-based project problems. However, there is no consistency in how STEM programs are taught across Australian primary schools. Whilst primary school teachers have integrated technology into their classroom, the teaching of the Technology discipline has been very patchy. Moreover, using technology such as computers is not the same as learning about computer hardware or about writing software to make it function. To achieve this, we need to educate and encourage students to become creators of digital solutions rather than consumers, which in turn requires primary school teachers to have the confidence and capacity to teach students this specialized discipline. To address this gap, this study focuses on primary school teachers' intentions, beliefs and perspectives on teaching Technology, as well as teaching STEM subjects overall. Understanding these beliefs and perspectives will help in building teachers' capacity and ultimately improving learning processes for primary school children. The paper reports on one phase of the project – a pilot study investigating the attitudes of primary school teachers towards meaningful integration of digital technologies in primary school programs conducted through the lens of the conceptual framework for the Dimensions of Attitudes towards Science (DAS). The preliminary findings demonstrate an urgency in addressing primary school teachers needs in getting access to knowledge and resources to build their capacity in the Technology discipline.

**Keywords:** Digital Technologies, STEM, Teachers Attitudes.

<footnote n="1">¹ The University of Melbourne, Melbourne, Victoria, 3010, Australia
lindent@unimelb.edu.au</footnote>

<footnote n="2">² Swinburne University of Technology, Melbourne, Victoria, 3122, Australia</footnote>
# An Interactive 3D CG Visualization of Speech Organs for Speech Therapy Education using MetaHuman

Tatsuro Kudo<fnref n="1" />[0000-0002-8314-6341], Shiho Tajiri<fnref n="2" />[0000-0003-3168-7629], Sachiyo Hasegawa<fnref n="2" />,
Yuri Fujiwara<fnref n="3" />, Ichiro Yamamoto<fnref n="4" />, Karen Kugishima<fnref n="1" />, Kuriko Kudo<fnref n="2" />[0000-0002-0682-8971]

**Abstract.** It is important for speech therapists and individuals with articulation disorders to understand tongue shape and movement in the oral cavity during speech. Existing educational materials mainly use two-dimensional (2D) images, limiting understanding of the complex three-dimensional (3D) shape and movement of speech organs in the oral cavity. In recent years, high-speed and high-quality 3D computer graphics (CG) visualization using game engines has been used in the field of education. In addition, MetaHuman Technology (Epic Games, Inc), a platform that can present a realistic human body in real-time by adjusting body parameters, was recently developed. In this study, we report our attempt to visualize the oral cavity using MetaHuman as part of articulation intervention.

The target speech sounds were [ta], [te], and [to], which form the basis of articulation training. First, we interviewed four experts (two dentists and two speech therapists) to understand the shape and movement of speech organs and existing educational materials. Video recordings were taken of ten Japanese-speaking adults without speech and hearing problems. Using the typical speakers as a guide, we applied the Control Rig and Sequencer features of the Unreal Engine (v.4.72) to generate CG animations of MetaHuman's mouth. In addition, we have created a visualization environment that allows observation from any viewpoint while freely selecting display formats such as "oral cavity only" and "tongue only", etc. The constructed system was evaluated by the experts in terms of its ability to understand the shape and movement of speech organs in the oral cavity.

All experts evaluated the system favorably in terms of "ability to observe tongue movement from various angles," "clear representation of airflow," and "usefulness in clinical practice with magnified image of the face and translucent oral cavity." However, there are some tongue shapes that are important in articulation training but cannot be reproduced with existing parameters, such as bilateral bracing and central groove formation.

The system has been evaluated for easy understanding of the shape and movement of speech organs and has potential for clinical practice. However, there were limitations in demonstrating the lateral movements of the tongue. We will continue refining high-quality visualization systems for speech therapy.

**Keywords:** Speech therapy, Articulation disorder, MetaHuman, Unreal engine.

<footnote n="1">¹ Kurume Institute of Technology, Kurume, Japan</footnote>

<footnote n="2">² Kyushu University, Fukuoka, Japan</footnote>

<footnote n="3">³ Osaka Health Science University, Osaka, Japan</footnote>

<footnote n="4">⁴ Yamamoto Dental Clinic, Nishinomiya, Japan</footnote>

<footnote>kudo@kurume-it.ac.jp</footnote>
# Practical Experiences of Using ICT for Online Architectural Design Classes Linking up Five Japanese Technical Colleges

Daisei Yamano<sup>1, 2 [yamano@stf.neec.ac.jp]</sup>, Takeshi Kobayashi<sup>1[kobayashit@stf.neec.ac.jp]</sup>
and Hideki Watanabe<sup>3[fwiw3948@nifty.com]</sup>

<sup>1</sup> Nihon Kogakuin College of Hachioji, 1404-1 Katakuramachi, Hachioji-shi, Tokyo, 192-0983 Japan

<sup>2</sup> Keio University Graduate School of Media and Governance, 5322 Endo, Fujisawa-shi, Kanagawa, 252-0882 Japan

<sup>3</sup> The University of Tokyo, Department of Urban Engineering, Graduate School of Engineering, 7-3-1 Hongo, Bunkyo-ku, Tokyo, 113-8656 Japan

**Abstract.** The use of online classes is rapidly becoming widespread at Japanese technical colleges, due to the impact of the COVID-19. Online classes pose a major challenge in terms of achieving an educational effect at least equivalent to the practical vocational education hitherto delivered face to face. The objective of this study is to conduct an online demonstration lesson linking up five Japanese technical colleges, to shed light on whether online education also can deliver the interplay of experiences using ICT (experiential mode) and of reflection via workshops using pattern language (reflective mode). We conducted and examined the effects of a demonstration lesson enabling students to experience the interplay of the experiential mode via AR, VR, and other advanced technologies allowing environments to be visualized, and of the reflective mode via workshops using pattern language. The questionnaire revealed that the interplay between experiential mode and reflective mode also can be achieved in online education.

**Keywords:** Online design classes, Advanced ICT, Pattern language.
# ShadowingPlayerPlus: Pronunciation Learning Application with Automatic Feedback/Repeat - Easy Pronunciation Exercise Method

Hirokazu Tanaka<fnref n="1" />[0000-0002-9154-2432] and Kato Naotaka<fnref n="2" />

**Abstract.** Shadowing is one pronunciation learning method that uses a method in which the learner listens to the audio of the material and then recites it almost at the same time. However, since shadowing involves both listening and speaking at the same time, it is very difficult for beginning language learners, and it has been found that learning is not very effective for beginners who are learning English as a second language (L2). This paper proposes a new learning method called LSF, which introduces automatic audio feedback to address the cognitive load problem of shadowing. We developed an iOS application for this method and conducted some trial learning experiments for English learners. The results of the experiments suggest that using this feedback method has an effect on learners' pronunciation.

**Keywords:** Shadowing, Pronunciation learning, Cognitive load

<footnote n="1">¹ Kyushu University, Fukuoka 819-0395, Japan</footnote>

<footnote n="2">² National Institute of Technology, Kurume College, Fukuoka 830-8555, Japan</footnote>
# Training of Central Vein Catheterization in Virtual Reality with Real-Time Cross Section Visualization of An Anatomical Model

Satoki Shibata¹, Rukumo Higuchi¹, Ryota Yamamoto¹, Yudai Nagano¹
Haruka Murakami¹

¹ Kobe University, 1-1 Rokkodai-cho, Nada-ku, Kobe 657-8501, Japan

**Abstract.** In Central Vein Catheterization (CVC), an ultrasound is used to ensure safety. In this research, we propose a method to build the real-time ultrasound guide of CVC training in VR by visualizing the cross section of an anatomical model.

**Keywords:** CVC, VR, CrossSection Visualization, Ultrasound.
# Designing Effective Student Engagement in the Digital Learning Environment by Using Concepts of MOOCs and Gamification

Akihiro Nishikawa, Yui Kenjo, Momoko Nakamura, Chie Gondo, Makiko Oyama

Osaka University, Toyonaka Osaka 5600043, JAPAN

u524282e@ecs.osaka-u.ac.jp

**Abstract.** Handai Welcome Channel (HWC), an online video series, started in 2020 through the YouTube channel, was an emergency online learning support project for first year students because of campus closures caused by COVID-19. Although HWC is expected to deliver educational videos continuously, we theorize that it should be transformed to a digital learning environment for first year students. More so, passive online platforms such as YouTube are insufficient to increase student engagement. Therefore, we examined concepts of massive open online courses (MOOCs) and gamification related to student engagement to design a digital learning environment for the future HWC. As a result, we developed a prototype by using our experiences of creating and running MOOCs. Furthermore, while students are learning using the prototype, we also considered offering digital rewards to stimulate a student's interest by using elements of gamification. In this paper, we demonstrate a prototype of this digital learning environment called "Machikademia," designed as an effective student engagement tool. "Machikademia," is a video series of "Introduction to College Learning," which was produced and delivered on YouTube at the beginning of the academic year 2022 for first year students. We then designed the platform "Machikademia," combined with videos and quizzes. To motivate students to learn "Machikademia," we designed a digital wallpaper as a digital reward that can be downloaded after taking a quiz.

**Keywords:** student engagement, MOOCs, gamification.
# Different Time Zones, Different Cultures and Active Learning: Teaching Software Engineering Online

Simona Vasilache

University of Tsukuba, Tennodai 1-1-1
Ibaraki ken, Tsukuba shi, Japan
simona@cs.tsukuba.ac.jp

**Abstract.** Software engineering is a field traditionally associated with a hands-on approach. The concept of active learning (as active involvement of participants in the learning process) has gained ground in the past decade in teaching various disciplines, including software engineering. Since 2020, as numerous courses started to be held online (in the newly named "emergency remote teaching" format), employing active learning proved to be challenging and its implementation had to be adapted to the new learning context. In teaching an introductory software engineering course at a national university in Japan, we gathered valuable experience of suddenly switching this course to an online format. In the past two years, participants in this course attended classes online, with many of them while in their home countries. There are many difficulties associated with this situation: from time zone differences to the inherent cultural differences. The latter form an important part of the focus of the instructor, who strongly believes that students from different cultural backgrounds respond to different teaching styles. Based on our empirical observations and on the students' experiences, as expressed in end-of-class evaluation or questionnaires administered by the instructor, we concluded that there is no "one size fits all" approach to teaching an online class in a multicultural environment: some students prefer online classes, others prefer face-to-face; some participants respond better in small groups, whereas others thrive in big classroom settings. Our results show that 40% of the students prefer online classes, whereas almost 25% prefer face-to-face classes; at the same time, for more than 30% of the students, this depends on the class they are taking. In terms of cultural differences, almost 49% of the students consider that cultural differences are more visible in face-to-face classrooms and about 15% think that they are more visible in online classes; 20% of the students see no difference between the two. Moreover, more than three quarters of the students find the online class activities enjoyable and more than 90% find them valuable (either a lot or moderately). We can conclude that, despite the difficulties inherent to online environments and the cultural differences, the students have largely managed to overcome the existing challenges. For the future, cultural differences must continue to be considered when choosing the most appropriate format of active learning implementation.

**Keywords:** Active Learning, Emergency Remote Teaching, Multicultural Environments.
# ParoTone: Development of a system to build a relationship between imitating and being imitated by instrumentalists through an intuitive interface

Dai Taniguchi¹[0000-0002-3170-5420], Shinjiro Mita¹, Kazuki Nakayama¹, Shunichi Sugimoto¹ and Satoru Iwasaki¹[0000-0002-3719-4705]

¹ Osaka University, Suita Osaka 565-0871, Japan

**Abstract.** The purpose of this study is to provide collaborative music learning for all individuals interested in playing musical instruments, including those with no prior experience. Playing a musical instrument is beneficial for children's cognitive development. However, because practicing piano or guitar requires long hours of practice to overcome difficulties, it is difficult to stay motivated and many beginners give up. Staying motivated is difficult and to solve these problems, we propose "ParoTone," a system consisting of two elements. the first element is the one-to-one correspondence between the five fingers, five buttons, and five lanes of sheet music. the second element is a system for users to share scores and establish a relationship of imitating and being imitated. We hypothesize that sharing scores and having others imitate you will motivate you to play your instrument.

**Keywords:** musical instrument, interface, imitation, motivation, collaboration.
Evaluating Grading Fairness Using a Prediction Model:
Comparison of Two Years Before and After COVID-19

Hiroyuki Kuromiya¹, Rwitajit Majumdar¹ and Hiroaki Ogata¹

¹ Kyoto University, Yoshida-Honcho, Kyoto, Japan
khiroyuki1993@gmail.com

**Abstract.** It is important to maintain fairness in grading between different years. For example, it is problematic that the percentage of students who receive A grades suddenly increases because the instructors' grading has become easier, despite the same lectures. However, it is inevitable that the percentage of students who receive A grades will fluctuate from year to year in courses that use achievement assessment. Such a situation, how can we guarantee from the data that the fluctuation is not due to a blurring of the grader's criteria? This study proposes a procedure for analysis to ensure fairness in scoring using a predictive model. Using an actual face-to-face/online dataset from a Japanese university as experimental data, we examine whether the difference in the percentage of students obtaining A grades between face-to-face/online can be explained to some extent by differences in the achievement level of the student population.

**Keywords:** Grading Fairness, Prediction Model, Evidence-Based Education.
Research on Enhancing Computational thinking of
elementary school student.

Olinga Toh Raoul Joseph¹ and Eiko Takaoka²

¹ Department of Green Science and Engineering
² Department of Information and Communication Sciences
Faculty of Science and Technology, Sophia University
7-1 Kio-cho, Chiyoda-ku, Tokyo, 102-8554, Japan
c217879@eagle.sophia.ac.jp

Abstract.

Computational thinking (CT) is a general problem-solving skill. Introduced first
by Seymour Parpet (1980), it is introduced at the primary school level through
computer programming. CT is a combination of various skills (Sequencing,
Repetition, Conditional, and Decomposition). Resent research on CT have re-
viled his importance in computer programming as a foundation for coding.

Our research focuses on the enhancement of CT using cognitive puzzle activi-
ties. Throughout our research, we will be developing a Puzzle Game where stu-
dents will be asked to solve basic elementary mathematic puzzle problems.
These problems will be designed following the basic concepts of BODMAS
(Bracket, Order, Division, Multiplication, Addition and Subtraction). This
Game will be aimed at developing their Logical Thinking (LT). LT is a concept
that feeds on all other aspect of CT and our hypothesis that, an enhancement of
LT will induce an enhancement of CT in elementary school students. The Puz-
zle Game will be having 3 levels of difficulties, with each level aiming at de-
veloping a specific aspect of CT.

The participant of this study where sample from student in grade 5 and 6 of an
elementary school in Southern Japan. A three days course is been designed
where students will learn some fundamentals concept of programming with
some review on mathematical concept related to BODMAS. Cognitive ques-
tionnaires will be distributed throughout the course to the learners to evaluate
them on LT concept in relation with sequencing, conditionals, repetitions, and
decompositions. Empirical data collected from these questionnaires will be used
to assess their LT and CT throughout the course using a constant comparison
analysis. If the result from our analysis indicate an enhancement in LT and CT,
then we can confirm our hypothesis. These abstract, is an overview of an ongo-
ing research work that will be carried out for a period of 2 years. It is a small
piece of cake in a project to help children in transitioning from visual program-
ming to text-based programming.

**Keywords:** Computational thinking, logical thinking, constant comparison analysis, BODMAS.
# Developing Gender-Neutral Programming Materials: A Case Study of Children in Lower Grades of Primary School

Sayaka Tohyama<fnref n="1" />[0000-0001-5759-9550] and Masayuki Yamada<fnref n="2" />

**Abstract.** There is considerable literature on ways to increase the participation of girls in the programming or computer science domains. However, further efforts are needed to foster "gendered innovations" activities in today's digitalized world. In this study, we focused on facilitating a gender-free image of programming among young children using educational materials we developed. The developed learning materials have an opposite order of items each other using Scratch based on materials provided by the Japanese Ministry of Education: general material starts with introducing 'move X steps' while developed material starts with 'say X' and 'when I receive X' (message passing) to involve children in programming with limited mathematical operations. We conducted five rounds of afterschool programming lessons between November 2021 and January 2022 for two groups of four second graders (two boys and two girls) in primary schools using general and developed materials. The detailed analysis using transcripts from videotaped data of children's construction process suggests that the developed materials were more effective for both girls and boys to support their construction process of the programming. Additionally, boys seemed to be helped more than girls by using the developed materials.

**Keywords:** Programming/Coding Education, Gender, Lower Primary School, Scratch.

<footnote n="1">¹ Shizuoka University, 3-5-1 Johoku, Naka-ku, Hamamatsu-shi, Shizuoka 432-8011 Japan</footnote>

<footnote n="2">² Kyushu Institute of Technology, 680-4 Kawazu, Iizuka-shi, Fukuoka 820-8502 Japan
tohyama@inf.shizuoka.ac.jp</footnote>
Robotics in primary education: a lexical analysis
of teachers’ resources across robots

Christophe Reffay<fnref n="1" /> and Gabriel Parriaux<fnref n="2" /> and
Beatrice Drot-Delange<fnref n="3" /> and Mehdi Khaneboubi<fnref n="4" />

**Abstract.** Through lexical and statistical analyses, we study the relationship between the terms used in educational resources and the type of robots used in the activities described in those resources. These resources were authored either by novice or expert teachers in primary schools. Our hypothesis is that the computer science concepts discussed in an activity are different depending on the type of robot used in the activity. The first results confirm dependence between the type of robot and the lexicon used in the resources. The corpus of 120 texts is explored according to three thematic sets of terms: Computer Science (CS), Pedagogy and Move. Focused on CS terms, we compared the vocabulary used for sequential and event-driven programming robots, on the one hand, and the resources authored by novices or experts, on the other hand. For the set of resources using event-driven robots (Thymio and Ozobot), correspondence analysis and Pearson's chi-squared test show a significant difference between resources authored by novices and those written by experts. Experts have a significantly richer CS vocabulary (83 CS words) than novices (54 words). The lexical analysis suggests that these two event-driven robots are rather used to explore machine aspects (sensors, devices) and possible behaviors of both of these robots in their context. For sequential robots (Beebot, Bluebot), expert and novice resources are more similar. Beebot seems to be used earlier in the curriculum (for younger pupils) to discover a technical object (as a programmable toy). Bluebot is used later (by older pupils) to explore sequential programming notions: algorithm, sequence, instruction.

**Keywords:** educational robotics, event-driven programming, sequential programming, teacher education.

<footnote n="1">¹ Université Bourgogne Franche-Comté, 25042 Besançon, France
christophe.reffay@ubfc.fr</footnote>

<footnote n="2">² Haute école pédagogique Vaud, Lausanne, Switzerland
gabriel.parriaux@hepl.ch,</footnote>

<footnote n="3">³ Université Clermont Auvergne, ACTé, F-63000 Clermont-Ferrand, France
beatrice.drot-delange@uca.fr</footnote>

<footnote n="4">⁴ Laboratoire EDA, Université Paris Cité, Faculté des Sciences humaines et sociales – Sorbonne, 45 rue des Saints-Pères, 75270 Paris cedex 06, France
mehdi.khaneboubi@cyu.fr</footnote>
# Educating All Teachers in Informatics: Necessities and Strategies

Torsten Brinda<fnref n="1" />, Ludger Humbert<fnref n="2" />, Matthias Kramer<fnref n="1" />, and Denise Schmitz<fnref n="2" />

**Abstract.** The digital transformation in education increasingly requests teachers to integrate digital tools and devices into their professional activities. Since these tools and devices are the result of an informatics modeling process, teachers have to be trained in informatics, to competently select, use and adapt these devices and tools. Several approaches on how to train all teachers in informatics will be presented and discussed.

The symposium will contain contributions that aim to integrate informatics into specific subjects. David Baberowski, Christin Nenner and Nadine Bergner will report about their approaches on how to teach informatics to all teachers from primary to secondary level. Joyce Malyn-Smith and Irene A. Lee will present the Science+C project, a program where STEM teachers are educated on using, decoding and modifying computer models and simulations as well as Artificial Intelligence methods in Data Science. The teachers receive continuous support to implement these units in their lessons. A specific focus on how to integrate informatics with mathematics will be presented by Maciej M. Sysło.

The symposium will also contain contributions that are not solely focused on integrating informatics into subjects, but also into their daily lives as teachers. Daniel Braun, Barbara Pampel and Melanie Seiss will present the content including motivating examples of a course that aims to teach informatics to all teacher students, regardless of their subjects. Torsten Brinda, Ludger Humbert, Matthias Kramer and Denise Schmitz will discuss the concept and first results of an informatics lecture that focuses on activities of all teachers. The concept is not solely directed to teacher students but also aims at educating trained teachers without informatics background. Daniel Losch will present his approach on educating students about informatics modeling by means of textual representation using the LaTeX environment.

Finally, Ira Diethelm will report the work in progress of a working group of the German Association for Informatics on a recommendation for informatics competencies for all teachers.

**Keywords:** Digital education, Teacher education, Computer science, Informatics.

<footnote n="1">¹ University of Duisburg-Essen, Schützenbahn 70, 45 127 Essen, Germany,
{torsten.brinda, matthias.kramer}@uni-due.de</footnote>

<footnote n="2">² University of Wuppertal, Gaußstraße 20, 42 119 Wuppertal, Germany,
{humbert, dschmitz}@uni-wuppertal.de</footnote>
# Analysis of facial expressions for the estimation of concentration on online lectures

Renjun Miao, Haruka Kato, Yasuhiro Hatori, Yoshiyuki Sato and Satoshi Shioiri

Tohoku University,
RIEC Main Building, 2-chōme-1-1 Katahira, Aoba Ward, Sendai, Miyagi,Japan
miao.renjun.s1@dc.tohoku.ac.jp

**Abstract.** Online lectures such as massive open online courses become familiar. It is difficult for teachers to know whether students are concentrating on the contents due to the lack of interactivity in online lectures. The present study aimed to develop a method to estimate the state of attention from facial images while participating in online courses. We conducted an experiment to measure the level of attention as reaction time to detect the disappearance of noise sound while watching lecture videos, assuming that reaction time for the detection of contents-irrelevant noise is longer when learners are paying attention to the contents more. We sought facial features that are useful for predicting the reaction time. Reaction time can be estimated in some amount from facial features, suggesting that facial expressions are useful for predicting attention state, or concentration level while watching online video lectures.

**Keywords:** Attention, Facial Features, Online Lecture.
# Using a Cloud-based Video Platform for Pre-Service
Teachers' Reflection

Tomohito Wada¹[0000-0003-1246-3638], Chikako Kakoi¹[0000-0003-0255-7091], Koji Hamada¹ and Chikashi Unoki¹

¹ National Institute of Fitness and Sports in Kanoya, Kagoshima 891-2393, Japan
{wada,chichikako,hako,unoki}@nifs-k.ac.jp

**Abstract.** A cloud-based video platform was deployed into the pre-service PE teacher training course. One hundred and five students were enrolled in the course, and all demo lessons performed by students were video recorded and shared with the system. After each demonstration (demo) lesson, students were required to conduct two types of assessments by mark-up video with tags. As a result, the tags marked into each video clip were widely spread, and this suggest that it prevented a decrease in a student's concentration to observe them. The number of tags became relatively large in some teams, and this suggests that mark-up may be influenced by tags that were marked in advance by their peers. Except for a few cases, the duration recording of teaching episode seemed rea-sonably analyzed and marked with the system. According to the survey com-pleted by students, most of the comments were positive. This trial gave a direct and visual feedback of the demo lessons, and it provided a good opportunity for students for their reflection.

**Keywords:** Cloud-based video platform, Microteaching, Reflection, Teacher training.
Comparison of Teaching Environment
in Hybrid-Flexible Class

Naru Miyake<fnref n="1" /> Noboru Nakamichi<fnref n="1" />,<fnref n="2" /> Kazuaki Yoshihara<fnref n="1" />

f.miyake22@gmail.com, nakamichi@fukuyama-u.ac.jp

**Abstract.** Currently, the need for on-line classes is increasing due to the pro-
longed spread of Covid-19 infection. Hybrid-Flexible class environment is a
method that allows students to take the same class in both in-person and on-line
classes. A response is being taken to develop an environment that can provide
advanced education using digital technology. Therefore, in order to propose an
environment that can provide advanced education using digital technology, we
evaluated three types of environments: in-person classes environment, synchro-
nous on-line classes via video conference, and asynchronous on-line classes via
courseworks. The in-person classes environment consists of "Projection
screen", "LCD screen" and "LCD screen on the projection screen". While the
synchronous on-line classes via video conference consists of "Projection screen
with teacher", "LCD screen with teacher" and "PC screen sharing". The asyn-
chronous on-line classes via courseworks is the same as the synchronous on-
line classes via video conference. We reproduced each of these environments
and asked students to evaluate them. The environments evaluated with 36 stu-
dents were asked to rate the 9 presets on a scale of -2 to 2, with 2 being favora-
ble and -2 being unfavorable.

The results of the experiment showed that the "projection screen" was highly
evaluated in in-person classes. It was found that "LCD screen with teacher" was
highly evaluated in synchronous on-line classes and asynchronous on-line clas-
ses. However, we found it difficult to combine these environments and found
that simply providing the highly rated in-person classes environment as is re-
sulted in lower evaluations in both synchronous and asynchronous online clas-
ses. We found that not only the current in-person class environment was deliv-
ered as is, but also the inclusion of LCD screen increased the level of satisfac-
tion.

**Keywords:** In-person class, On-line class, Video conference, courseworks, Instructor

<footnote n="1">¹ Fukuyama University, Fukuyama, Japan</footnote>

<footnote n="2">² ANKR DESIGN Inc., Tokyo, Japan</footnote>
Enhanced online academic success and self-regulation
through learning analytics dashboards

Yassine Safsouf<sup>1,2,3</sup>, Khalifa Mansouri<sup>2</sup>, Franck Poirier<sup>3</sup>

**Abstract.** In the wake of the COVID-19 health crisis, governments around the world made educational continuity during school and university closure a prior- ity. Many countries adopted online education as an alternative to face-to-face courses. This situation has led to an awareness of the importance of analyzing learning traces and data left by students to measure, evaluate and improve the learning process. This paper presents an interoperable online learning analytics dashboard that allows teachers to easily track the progress of their learners as well as to predict and remedy dropouts. For learners, the dashboard offers the possibility to visualize their learning process, analyze it and develop better self- regulation skills. The results of the study conducted on a blended learning course, showed that the dashboard led learners to spend more time on their online training, to perform the proposed activities much better and to respect the deadlines better, and finally to improve their academic success.

**Keywords:** Learning experience, Learning analytics, Self-regulated learning, Learning analytics dashboards, Learner success.

<footnote n="1"><sup>1</sup>LIMIE Laboratory, ISGA Group, Marrakech Center, Morocco</footnote>

<footnote n="2"><sup>2</sup>Laboratory MSSII, ENSET of Mohammedia, University Hassan II of Casablanca, Morocco</footnote>

<footnote n="3"><sup>3</sup>Lab-STICC, Université Bretagne Sud, France</footnote>

<footnote>yassine.safsouf@isga.ma, khmansouri@hotmail.com,</footnote>

<footnote>franck.poirier@univ-ubs.fr</footnote>
Japanese Lessons on ICT in Education with
GIGA school program

Sayaka Tohyama<fnref n="1" />[0000-0001-5759-9550], Koji Tominaga<fnref n="2" />, Kouki Nakamura<fnref n="3" /> and Naoyuki Hiramoto<fnref n="3" />

**Abstract.** Japanese Ministry of Education (MEXT) advanced "GIGA school program" in 2020 to accelerate ICT use in Japanese public elementary and junior-high schools. From 2021, students in the schools started using personal computers which were distributed by the GIGA school program. In 2022, students in some Japanese public high schools started using personal computers for their learning, and remaining students will also start using personal computers by 2023. Lessons in the Japanese public schools are expected to change to use ICT effectively for enhancing students' learning. Meanwhile, lessons in the Japanese private schools which started using ICT from earlier periods than GIGA school program are expected to provide the future lesson examples. In this symposium, we will introduce lesson examples in Japanese public elementary school, private junior-high and private high-school examples to overview Japanese situation of ICT use in education.

**Keywords:** GIGA school program, ICT in education, Japanese schools

<footnote n="1">¹ Shizuoka University, 3-5-1 Johoku, Naka-ku, Hamamatsu-shi, Shizuoka 432-8011 Japan</footnote>

<footnote n="2">² Tahara elementary school, 1030-1 Mikano, Iwata-shi, Shizuoka 438-0027 Japan</footnote>

<footnote n="3">³ Shizuoka Seiko Gakuin Junior and Senior High School, 1440 Oshika, Suruga-ku, Shizuoka-
shi, Shizuoka 422-8021 Japan</footnote>

<footnote>tohyama@inf.shizuoka.ac.jp</footnote>
Features of Innovative use of Technology during the
COVID-19 Period in India

Amina Charania¹ Durba Sarkar¹ Babita Dutta Majumder¹ Sohini Sen¹ Raoson Singh¹
& Lina Adinolfi²

¹ Tata Institute of Social Sciences, Mumbai, India
amina.charania@tiss.edu
²Open University, UK, United Kingdom

**Abstract.** The symposium aims to present four innovative practices of teaching and learning with technology in the COVID period among the government school (public) students and teachers in multiple states in India. These practices included: Use of WebQuest: Inquiry based learning through distance technologies for Madrasa (religious schools for Muslims that also include school education), Project-Based-Learning with Technology in F2F and online mode for students in Mumbai slums and Online certificate and digital badge course for school teachers on Constructive use of Technology in two states. Each of these practices substantiated at least one of the following features of innovative technologies as documented in the literature. 1. Collaboration: Use of multiple technology enabled platforms and pedagogies fostering collaboration among teachers 2. Deeper engagement: Creating and researching with technology leads towards deeper engagement and learning among students. 3. Adaptability: Technology offering adaptability and greater autonomy for teachers to engage in their professional development. 4. Transferability: Experience of use of project-based learning with technology in the F2F environment help transfer the skills required for this type of learning in the online environment. 5. Shareability: Technology enabled credentials promotes greater sharing among peers and education communities.

**Keywords:** Innovative use of Technology, Indian Government Schools, COVID-19 Lockdown Period.
# What students can learn about artificial intelligence – recommendations for K-12 computing education

Tilman Michaeli<fnref n="1" />, Ralf Romeike<fnref n="2" /> and Stefan Seegerer<fnref n="2" />

**Abstract.** Technological advances in the context of digital transformation are the basis for rapid developments in the field of artificial intelligence (AI). Although AI is not a new topic in computer science (CS), recent developments are having an immense impact on everyday life and society. In consequence, everyone needs competencies to be able to adequately and competently analyze, discuss and help shape the impact, opportunities, and limits of artificial intelligence on their personal lives and our society. As a result, an increasing number of CS curricula are being extended to include the topic of AI. However, in order to integrate AI into existing CS curricula, what students can and should learn in the context of AI needs to be clarified. This has proven to be particularly difficult, considering that so far CS education research on central concepts and principles of AI lacks sufficient elaboration. Therefore, in this paper, we present a curriculum of learning objectives that addresses digital literacy and the societal perspective in particular. The learning objectives can be used to comprehensively design curricula, but also allow for analyzing current curricula and teaching materials and provide insights into the central concepts and corresponding competencies of AI.

**Keywords:** Artificial Intelligence, Machine Learning, Computing Education, Curricula, Competencies, Learning Objectives, Digital Literacy

<footnote n="1">¹ Technical University of Munich, TUM School of Social Sciences and Technology, Computing Education Research Group
tilman.michaeli@tum.de</footnote>

<footnote n="2">² Freie Universität Berlin, Computing Education Research Group
ralf.romeike@fu-berlin.de
stefan.seegerer@fu-berlin.de</footnote>
# How Do Students Learn in an Online Programming Course?

Keiichi Takahashi¹

¹ Kindai University, Kayanomiro 11-6, Iizuka-shi, 8208555 Fukuoka, Japan
ktakahas@fuk.kindai.ac.jp

**Abstract.** Due to the worldwide spread of COVID-19, online lectures have been conducted in various formats to continue learning at universities. While online lectures have various advantages, there is a problem in that the status of students cannot be monitored. In particular, in programming courses, there is a need to know the status of students during exercise sessions, because students often make mistakes while creating programs. In this paper, I analyze the recorded desktop screens of third-year students in a web programming course at Kindai University, categorize the problems, and propose content and methodological improvements with learning through online lectures.

**Keywords:** Video-Based Learning, Typing Error, Faculty Development.
# Web Application Development Achievement:
## Clarifying the Relationship Between
## Visual GUI Design and Textual Programming

Djordje M. Kadijevich[0000-0002-4168-7107]

Institute for Educational Research, Belgrade, Serbia
djkadijevic@ipi.ac.rs

**Abstract.** To develop web applications, the design of graphical user interface (GUI design) is combined with textual programming. As these two practices are inevitably interconnected, the relationship between students' achievements in GUI design and textual programming should be a positive one. In order to improve instruction in web application development, this relationship should be clarified. This clarification is relevant because different kinds of GUI controls are available (e.g., standard controls, validation controls), which differ with respect to the complexity of their properties needed to be specified. To this end, this study used a sample of 36 second-year undergraduate students, who developed simple web applications through combining visual GUI design in the ASP.NET language and textual programming in C# language. By considering the students' web development achievements regarding this design and that programming, a strong positive relationship between them was found ($r = 0.817$, $df = 34$, $p = 0.000$). The correlation between visual GUI design using validation controls and textual programming was $0.831$ ($df = 34$, $p = 0.000$), whereas the correlation between visual GUI design using standard controls and textual programming was only $0.545$ ($df = 34$, $p = 0.000$). Suggestions for practice and research are included.

**Keywords:** ASP.NET, C#, Standard Controls, Textual Programming, Undergraduate Students, Validation Controls, Visual GUI Design, Web applications.
# Shedding Light on Shadow: Leveraging Global Open Source and Open Standard for K12 and Higher Education

Shoji kajita<fnref n="1" /> and Tsuneo Yamada<fnref n="2" />

**Abstract.** This session focuses on the prospective use of Global Open Source and Open Standard at higher educational institutions and K12 schools in order to advance teaching and learning, mitigating concerns, risks and pitfalls, and publishes ``Hiroshima Declaration on Global Open Source and Open Standard toward Affordable Education on 2030''. Through the COVID-19 pandemic, the effectiveness of ICT has been widely recognized by all of stakeholders. However, its temporary implementation at scale for full online education to react to the COVID-19 pandemic within a quite limited time – a couple of weeks or a month - forced university and school to use ICT on the baseline of limited knowledges and resources. As the result, each university or school has been doing same things by different ways in some sense and sank up in a heterogeneous information environment. Because of the nature of Global Open Source and Open Standard collaboratively developed in its global community to realize the idea of re-use and interoperability of shared knowledge, the use may allow university and school to attain more efficient and effective information environment. This session starts with two plenary talks that have pre-recorded videos invited from the local and global communities. By sharing the video with captions in English and Japanese and allowing participants to have questions prior to the session, we expect to include more discussions during the live session from non-native participants. The second part followed by the plenary talks discusses the future of teaching and learning leveraged by Global Open Source and Open Standard through online discussions around the pre-recorded video presentations. Currently, we are planning to invite ten showcases in action from North America, Europe and Japan, which can envision the future of teaching and learning around 2030. This ``flipped'' panel discussion entitled ``Shedding Light on Shadow'' allows us to clarify the current pain points as ``shadow'' and its mitigation plans as ``light'' by using Global Open Source and Open Standard. Through the preparation of this session organized by our local moderator in Japan, we will deliver the declaration with the presenters as a tangible result of WCCE 2022.

**Keywords:** Open Source, Open Standard, Global Community, Interoperability, Re-use, Affordable Education.

<footnote n="1">¹ Institute for Information Management and Communication, Kyoto University
Yoshida Nihonmatsu-cho, Sakyo-ku, Kyoto 606-8081, Japan</footnote>

<footnote n="2">² Open University of Japan
Wakaba 2-11, Mihama-ku, Chiba 261-8586, Japan
kajita.shoji.5z@kyoto-u.ac.jp</footnote>
# Foundations of Computer Science in General Teacher Education – Findings and Experiences from a Blended-Learning Course

Stefan Seegerer¹, Tilman Michaeli² and Ralf Romeike¹

¹ Freie Universität Berlin, Computing Education Research Group
ralf.romeike@fu-berlin.de
stefan.seegerer@fu-berlin.de

² Technical University of Munich, TUM School of Social Sciences and Technology, Computing Education Research Group
tilman.michaeli@tum.de

**Abstract.** With regards to the digital transformation, the consensus that computer science education plays a central role in shaping "digital education" is now emerging: Beyond the efficient and reflective use of information systems, new topics and methods arise for all school subjects that require computer science competencies and must be anchored in general teacher education. However, in light of students' heterogeneity, the question of how motivation, subject-specific demands, and applicability in subject teaching can be harmonized presents a particular challenge. This paper presents key findings and experiences from the research-led development and subsequent evaluation of a blended learning course offering. This course offering provides student teachers of all subjects and school types with basic computer science competencies for teaching in the digital world. On this foundation, success factors and good practices in the design of the course are identified. It is shown that the design of such courses can be successful if illustrative examples are used, communication and collaboration are promoted and, in particular, references and application perspectives for the respective subjects are taken into account.

**Keywords:** computing education, digital education, general teacher education, blended learning
# Panel Session Informatics Reference Framework for School

Mary Webb<fnref n="1" />, Don Passey<fnref n="2" />, Andrej Brodnik<fnref n="3" />, Maciej M. Sysło<fnref n="4" />, and Arnold Pears<fnref n="5" />

**Abstract.** IFIP is a member of the Informatics for All coalition that has been working to develop the Informatics Reference Framework for School https://www.informaticsforall.org/the-informatics-reference-framework-for-school-release-february-2022/. This report, published in February 2022, advances informatics as a fundamental discipline for the 21st century, while also indicating how informatics may become a driver for renewal and innovation of other disciplines. In this panel session, members of the group who developed the framework, as well as others who have analysed it, will briefly outline and discuss its rationale and explain its focus and contents. Furthermore, proposals and suggestions for future developments related to this initial report will be outlined. The majority of the time for the panel session will be allocated to answering questions and addressing comments from the audience. Suggestions and comments from the audience will be fed back to the Informatics for All coalition for consideration in future development work. The authors of the report hope the Informatics Reference Framework and supplementary documents will be further developed over time and will encourage professionals in the informatics community to undertake more research, share thoughts and refine ideas.

<footnote n="1">¹ King's College London, UK, Session Chair</footnote>

<footnote n="2">² University of Lancaster, UK</footnote>

<footnote n="3">³ University of Primorska, Slovenia</footnote>

<footnote n="4">⁴ UMK Toruń, University of Wrocław, Wrocław, Poland</footnote>

<footnote n="5">⁵ Uppsala University, Sweden</footnote>
# Distance Learning in Sports: Collaborative Learning in Ice Hockey Acquisition

Masayuki Yamada<fnref n="1" />, Yuta Ogai<fnref n="2" />[0000-0002-9383-2273] and Sayaka Tohyama<fnref n="3" />[0000-0001-5759-9550]

**Abstract.** Is it possible to induce collaborative learning in non-face-to-face learning? The objective of this research is to collaboratively support the sports skill acquisition process in non-face-to-face learning, which is currently growing and becoming widespread, and to study the characteristics of the cognitive aspects therein. An experiment concerning the ice hockey "stickhandling" skill was implemented in a non-face-to-face fashion, with two university students as the participants. In the experiment, a descriptive questionnaire was used concerning cognitive aspects in the acquisition process. The experiment was conducted over the course of eight months. The results of analyzing the descriptive questionnaire revealed a number of descriptions where the participant viewed the other person's movements, aiming to improve their own movement. However, descriptions concerning improving the other subject's movement could not be observed. In an analysis targeting online meetings, collaborative speech was observed. The findings suggested that in a non-face-to-face sports skill acquisition process, with merely an environment that allows for comparative study of the other person's movement and thinking, it would be difficult for collaborative settings regarding the other person's movement to occur. However, the possibility was mentioned for collaborative learning occurring with the addition of online meetings.

**Keywords:** Sports Skill, Non-Face-to-Face Collaborative Learning, Visualization System.

<footnote n="1">¹Kyushu Institute of Technology, 680-4 Kawazu, Iizuka, Fukuoka, Japan</footnote>

<footnote n="2">²Tokyo Polytechnic University, 1583 Iiyama, Atsugi, Kanagawa, Japan</footnote>

<footnote n="3">³Shizuoka University, 3-5-1 Johoku, Naka-ku, Hamamatsu, Shizuoka, Japan
yamada@lai.kyutech.ac.jp</footnote>
# Digital object-based learning with curated resources in university museums and libraries during the COVID-19 pandemic

Sayuri Tanabashi¹

¹ The University of Tokyo, 1-1-1 Yayoi, Bunkyo-ku, Tokyo, Japan
sayuri.m.tanabashi@gmail.com

**Abstract.** This study explores the possibility and advantages of digital object-based learning with curated objects from university museums and libraries, especially during the COVID-19 pandemic. Object-based learning is as a mode of active or experiential learning that incorporates collections and objects into the learning environment, and recently, digital technologies have been installed into museums settings, such as virtual museums. This study demonstrates that object-based learning with digital technologies can gain student interest and enhance learning efficacy through students' online interactions in virtual museum settings through digital archives, with resources such as picture scrolls about Japanese domestic cows and manuals of Japanese native flowers. The author presented old texts through a contemporary medium for object-based learning. The findings show several advantages of digital object-based learning: 1) it has high accessibility, 2) it is safe to employ during the COVID-19 pandemic, and 3) it can be implemented in online and flipped learning.

**Keywords:** Object-based learning, Artworks, Books, University museums, University libraries.
# Development Plan and Trial of Japanese Language e-Learning System Focusing on Content and Language Integrated Learning (CLIL) Suitable for Digital Education

Shizuka Nakamura<fnref n="1" /> and Katsumi Wasaki<fnref n="2" />

**Abstract.** In the field of Japanese language education, even though it is very important to solidify the foundation of a learner's pronunciation ability, this area is sometimes neglected. This paper examines the development of digital education (DX) e-learning materials that can provide non-kanji-reading learners with authentic contexts and serve as a bridge to learning correct speech without causing them to feel psychologically intimidated. In addition, the courseware has been developed on Moodle, one of the learning management systems (LMS) in accordance with a pedagogical method known as Content and Language Integrated Learning (CLIL). We will also examine the results of comparative verification between Amazon Polly and Microsoft Azure using Text to Speech (TTS) and Speech to Text (STT) for voice materials.

**Keywords:** Distance Learning, TTS, STT, Moodle, Neural Voice, Japanese Language

<footnote n="1">¹ Shinshu University Graduate School, Nagano NAGANO 3808553, JAPAN</footnote>

<footnote n="2">² Shinshu University, Nagano, NAGANO 3808553, JAPAN</footnote>

<footnote n="1">¹ 21hs206b@shinshu-u.ac.jp, ² wasaki@cs.shinshu-u.ac.jp</footnote>
# An easy-to-use screen capturing tool for supporting in-class CS learning activity

Hiroyuki Nagataki¹ and Maiko Shimabuku¹

¹ Osaka Electro-Communication University, 18-8 Hatsucho, Neyagawa-shi, Osaka, Japan
nagataki@osakac.ac.jp, shimabuku.m@gmail.com

**Abstract.**

We have developed an easy-to-use screen capturing tool for learning CS educa-
tion with exercises in class. This tool uses web API including MediaStream and
MediaRecorder API to record and store screen capture video locally, which en-
ables to send the most recent on-screen behavior when students need teachers'
help. Our presentation describes the design and implementation of the tool.

**Keywords:** Computer Supported Learning, Screen Capture, Educational Web Application.
# Trends of Checklist Survey of Computer Operational Skills for First-Year Students – Over the Past Four Years

Daisuke Kaneko<fnref n="1" />, Yukiya Ishida<fnref n="2" />, Masaki Omata<fnref n="3" />, Masanobu Yoshikawa<fnref n="3" />, and
Takaaki Koga<fnref n="4" />

**Abstract.** Information literacy has become extremely important not only in elementary and secondary education but in higher education as well. Thus, the quality of first-year information education must be improved. To do this, it is necessary to visualize students’ information literacy and improve the curriculum accordingly. For the purpose of the study, the authors surveyed basic ICT (Information and Communication Technology) knowledge and developed a self-assessment checklist to assess computer operational skills. The checklist (designed as placement and achievement tests) contained a total of 40 items across four categories: (a) Computer operations, (b) Internet/e-mail, (c) Word, and (d) Excel/PowerPoint. Students selected an item if they could perform the operation described in that item. The authors conducted the study for over a four-year period with participation from 17,086 students at six universities in Japan. The results indicated that the placement test score in 2018 was lower than in other years, and the achievement test scores were markedly higher than the placement test scores in all years. By category, (d) Excel/PowerPoint had lower placement test scores than the other categories. However, even in category (d), achievement test scores were clearly higher than placement test. The results suggest that the first-year information education programs were effective in these universities.

**Keywords:** Information Literacy, Computer Operational Skills, First-Year Students, Self-Assessment Checklist.

<footnote n="1">¹ Hokusei Gakuen University, 2-3-1 Oyachi-Nishi, Atsubetsu, Sapporo, Hokkaido, 004-8631, Japan</footnote>

<footnote n="2">² Chitose Institute of Science and Technology, 758-65 Bibi, Chitose, Hokkaido, 066-8655, Japan</footnote>

<footnote n="3">³ University of Yamanashi, 4-4-37, Takeda, Kofu, Yamanashi, 400-8510 Japan</footnote>

<footnote n="4">⁴ Saga University, 1 Honjo, Saga, 840-8502, Japan</footnote>

<footnote>kaneko@hokusei.ac.jp</footnote>
# Response to Online Classes at Dokkyo University

Lumi Tatsuta¹, Li Kai¹, and Ikumi Horie¹†

¹ Dokkyo University, 1-1 Gakuen-cho Soka-shi Saitama 340-0042, Japan

†horie@dokkyo.ac.jp

**Abstract.** Under the COVID-19, many universities suddenly were forced to shift from face-to-face classes to online classes in 2020. These responses at each university are various in terms of both response time and response methods. These are mainly related not only to computer and network problems but also to what the organization supporting users is. To enable online classes, it is crucial what kind of organizations support the users of the computers and how. Here, we explain the organizational responses, support, and tools provided by the University Faculty and students, as an example of Dokkyo University, which is a medium-sized private university in Japan.

Initially, we took two weeks to prepare for the online classes in April 2020. Using this period, we implemented the following three points. First, only about 30% of the students had computers, so they had to buy computers and equipment to prepare to take online classes at home. Then our university provided students with a grant of 100,000 yen and a guidebook for purchasing computers and other equipment. Next, we created websites and YouTube channel for teachers that explains how to conduct online lessons. We specifically showed some ways to make lesson videos. Finally, we also created a guide for students to show how to take online classes. In addition, the university signed up for Zoom, WebEx and, manaba as LMS. Then, we have managed to provide online classes to our students.

Now, multiple forms of instruction were given, depending on the infection status and type of classes. For example, face-to-face, live, hybrid, on-demand, and so on. To avoid being too close together, classes for over 100 students needed to be online in 2022. On the other hand, small classes such as seminars and languages were face-to-face.

Over the past two years, the class environment for students and faculty has rapidly changed. While both faculty and students can take online classes regardless of where they live, there are many students who make only their attendance but do not participate. Moreover, online classes tend to have more assignments and keep students and faculty busy. We need to analyze the current situation involving many advantages and disadvantages, and seek better education.

**Keywords:** Online Learning, Learning Support, COVID-19.
Analysis of a Real-time Online Course with Flipped
Classroom Using Digital Diamond Mandala Matrix

Seiichiro Aoki¹,² [0000-0001-6391-8781], Shinzo Kobayashi¹, Takahiko Naraki¹, Gary Hoichi Tsuchimochi¹, and Toshio Okamoto¹

¹The Kyoto College of Graduate Studies for Informatics, Kyoto 6068225, Japan
s_aoki@kcg.ac.jp
²Kyoto University, Kyoto 6078471, Japan

**Abstract.** In order to empower students proactive, interactive, and deep learning, various efforts have been made at universities. We designed a course with the goal of these types of learning referring the idea of the “Castle Top” Diagram proposed by Dr. Fink. We will show our practice and the results of analysis of the course. In designing the course, a flipped classroom was adopted to keep time for presentation and discussions. In addition, we used our digital Diamond Mandala Matrix (dDMM), which is like a mind map with text field, to support students to organize and share their ideas on a browser. dDMM is very effective on real-time online classes because size of the area for input is strictly defined so that students can share with a single screen all their ideas. The target course was an online Basic Course of the Universe at a Japanese university in the fall semester of 2021 (90 min times 15 weeks). 139 students were joined to the course from every grade of various departments. Students participated in the course as follows. (1) Preparation. Students get basic knowledge from videos and materials prepared by the instructor. Then, they individually research to fill pre-learning dDMMs with theme given by the instructor. (2) Real-time online class. Students give presentation using their pre-learning dDMMs, and discuss each other. Sometimes, group work is held to make a group dDMM based on pre-learning dDMMs and discussions. (3) Review. Students complete post-learning dDMMs individually by recalling what they discussed on the real-time online class and researching. Students repeat (1) through (3) several times with different themes among the course. We performed text data analysis on the text field of the pre-learning, group work, and post-learning dDMMs using KH Coder to observe their changes through the learnings. It is found that the vocabularies used in dDMMs changed significantly from the first week to after the final week, especially largely for students of liberal arts departments than for those of science departments. It is revealed that through group work, students become to think more realistic, which is observed on the change of the combination of nouns and verbs from the pre-learning dDMMs to post-learning dDMMs. Thus, course design using dDMMs of pre-learning, presentation and group work and discussions on real-time online class, and post-learning encourage students to share ideas to broad their perspectives in thinking which led them to consider more realistic observed on dDMMs.

**Keywords:** Online course, Flipped Classroom, digital Diamond Mandala Matrix, Text data analysis, KH coder
# National policies and services for digital competence advancement in Estonia

Mart Laanpere¹[0000-0002-9853-9965] Linda Helene Sillat¹, Piret Luik²[0000-0002-9049-4192], Piret Lehiste³ and Kerli Pozhogina⁴

¹ Tallinn University, Tallinn 10120, Estonia, ²University of Tartu, Tartu, Estonia, ³Järveküla School, Peetri 75312, Estonia, ⁴Agency of Education and Youth, Tallinn 10119, Estonia.

martl@tlu.ee, sillat@tlu.ee, piret.luik@ut.ee, piret.lehiste@gmail.com, kerli.pozogina@harno.ee

**Abstract.** Estonia is a tiny North-European country that was eager to realign its governance and education systems to democratic Western values as soon as it escaped from the ruins of Soviet Union in 1991. Within last 25 years, systemat-ic educational reforms have resulted with a success story of Estonian school system. Just like the rest of the EU, Estonia has prepared the national strategy for the next 15 years and this strategy focuses on a smarter, digitally trans-formed and sustainable economy and society. Digital competence of citizens is an important prerequisite for wide-scale digital transformation in the industry and society at large. This paper describes and analyzes the coordinated activi-ties on the national level to create a coherent system of services for assessing, developing and making use of digital competence among learners and teachers on different levels of education. The special focus is on collaboration between various stakeholders in the recent policies, frameworks and instruments related to teachers' and learners' digital competence development in Estonia.

**Keywords:** Digital competence, competence frameworks, education policy, digital innovation.
Non-English-based programming

Keiji Emi<fnref n="1" />, and Akimasa Takenaka<fnref n="2" />

**Abstract.** Most of Japanese tend to find programming languages very difficult, since they have to use English-based language. Japanese mainly start to learn English from Junior high school. English is a language barrier for most of Japanese children to learn programming. We give you workshops for world-wide educators, especially for non-English-speakers. We are preparing some Non-English-based programming.

**Keywords:** Viscuit, Non-English Programming, creative activities, collaborative learning

<footnote n="1">¹ Keihousha, Amagasaki-shi, Hyogo Prefecture, 661-0002, Japan
vyp01634@nifty.com</footnote>

<footnote n="2">² Nara Women's University, Nara Prefecture, Japan
takenaka@akimasa.com</footnote>
Evaluation of a Data Structure Viewer for Educational
Practice

Kensuke Onishi¹

¹ Tokai University, Hiratsuka, Kanagawa 259-1292, Japan
onishi@tokai-u.jp

**Abstract.** Data structures and algorithms are fundamental subjects in the cur-
ricula of information science faculties and departments. Recently, they were al-
so included in the curriculum as basic subjects of data science and artificial in-
telligence.

In 2017, we developed a smartphone application, termed Data Structure Viewer (DSV), to promote the understanding of data structures and algorithms. This application has been used in our lectures. In this article, we describe the evaluation of the DSVs used in lectures from 2017 to 2021 through the use of questionnaires. The students' evaluation and confirmation of the lecture content in class, revealed that the DSV contributed to the improvement of students' comprehension. We also discuss important points to be considered when using this smartphone application in lectures.

**Keywords:** Data structure, Smartphone application, HyFlex-type lecture.
# Development of Education Curriculum in the Data Science Area for a Liberal Arts University

Zhihua ZHANG, Toshiyuki YAMAMOTO and Koji NAKAJIMA

Kansai University of International Studies, Kobe, Hyogo 650-0006, Japan
z-zhang@kuins.ac.jp

**Abstract.** Data science has emerged as a field that will revolutionize science and industry. The development of human resources for data science has become an urgent issue in every aspect of the digitizing society. However, a curriculum to meet the needs in such a digitizing society is not available to higher education in Japan, especially in the realm of liberal arts. Such liberal arts students do not have enough basic math education such as statistics before entering the university.

In response to the required situation of the approved program for Mathematics, Data Science, and AI Smart Higher education, we proposed a conceptual curriculum model for the data science education program, which systematically incorporates the knowledge module of data science while remedying the weakness in the basic math skills and barriers to be considered in the process of learning data science concepts.

The goal of this paper is to propose an integrated curriculum based on the conceptual model for the faculty members in a small-sized private liberal arts university, where students lack basic math skills, IT skills, and the basic knowledge of data science. Issues consist of the curriculum on knowledge area and subjects, the implementation approach of data science education courses, and the fusion of data science with expertise education are discussed. A sample course will be showcased at the end.

**Keywords:** Data Science Education, Liberal Arts University, Curriculum Development, Conceptual Curriculum Model.
# Improving motivation in undergraduate data science education by using dilemma problems

Yuko Murakami<fnref n="1" />[0000-0003-2871-1499], Yukari Sho<fnref n="2" />[0000-0001-5074-8269], and Tomohiro Inagaki<fnref n="1" />[0000-0003-2777-4017]

**Abstract.** The purpose of Introductory data science education for undergraduate students is to increase students' interest in data science and improve their learning motivation. In this study, we designed a class using a dilemma problem based on a case study of the use of AI technology in job interview. To investigate the change of motivation in this lesson, the students were given a questionnaire before and after the class. As a result, it was found that this class had an effect on the motivation to learn data science. The in-class tasks have the students aware of their interest in AI, and it helped to improve their interest in data science as well. In this paper, we discuss the effectiveness of motivation to learn data science on interest in AI.

**Keywords:** Data science education, Undergraduate programs, Dilemma problems.

<footnote n="1">¹ Hiroshima University, Hiroshima 7398521, Japan,</footnote>

<footnote n="2">² Hiroshima Bunkyo University, Hiroshima 7310295, Japan.</footnote>

<footnote>yuk0mura@hiroshima-u.ac.jp</footnote>
# Digital Technologies in a STEM curriculum

Pieter Hogenbirk

NLT Association, 3961 LX 61, Wijk bij Duurstede, The Netherlands

**Abstract.** In the Netherlands, the elective course Nature, Life, Technology (NLT) was developed between 2007 and 2016. At present it is taught at approximately 45% of all upper secondary schools (grade 10-12). The course has been introduced and developed in the Netherlands from 2007 on. After a subsidized period of 10 years some 80 modules were available that deal with interdisciplinary themes, combining elements of science, mathematics, technology and general and technical skills. The course is taught by a team of teachers. A school's NLT team determines itself which modules it wants to cover within the examination program. Therefore the examination itself is school specific.

The general aims of NLT are to make the different science disciplines more attractive and challenging by offering students insight into new – often interdisciplinary – developments in science and technology and to create coherence in teaching and learning specific STEM subjects. Moreover the course intends to stimulate students to choose for a vocational or university study in one of the separate disciplines or for an interdisciplinary study.

Since 2016 the course material has been kept up to date and developed further by the NLT Association. Schools offering the course can become a member of the Association and pay a membership fee of €1,500 per year. To this end, the existing modules are maintained, new modules are developed and professional development of the teachers is carried out. The Association currently has about 220 members.

A new initiative of the Association is to define learning trajectories dealing with two very relevant currently leading themes: “Sustainable Development” and “Digital Technologies”. A thematic learning trajectory starts with a so-called “transition module” in the course of grade 10. In that module, the prior knowledge of the theme is collected and bundled. An overview is then given of the theme, which lays a foundation for other modules in which the theme will be developed further or at least plays a significant role. For example, the Digital Technologies learning trajectory consists of a transition module and modules such as Artificial Intelligence, Robotics, Particulate Matter, Quantum Computing.

The session at WCCE2022 will offer a closer look at the theme Digitale Technologies and will deal with the question which elements of ICT literacy and digital technologies are important within this theme and what role NLT (a STEM curriculum) can play in this.

**Keywords:** Digital Technologies, STEM, Curriculum development.
# LeaP- Quest in Madrasahs of West Bengal, India during COVID-19 Pandemic: Perspectives, Opportunities, and Challenges

Babita Dutta Majumder¹, Raoson Singh¹ and Nikhat Nasrin¹

¹ Tata Institute of Social Sciences, Mumbai, India
babitaduttamajumder@gmail.com

**Abstract.** The Covid-19 pandemic made the world come to a standstill. The entire education system had to shift to online mode to continue their teaching-learning process. This sudden shift to the online mode led the online classes very much monotonous in nature and started resulting in students' loss of learning interest.

This paper talks about the approach used to tackle the situation through conducting various LeaP-Quests which is a blended lesson format (synchronous and asynchronous) designed by combining the approaches of constructive learning (Jonassen, D. 1999) and inquiry-based learning (Pedaste et al 2015).

This paper also describes the process of designing of the LeaP-Quests by TISS certified Master Trainers along with the resource team at CETE TISS and implementation of LeaP-Quests in upper primary, secondary, and higher secondary Madrasahs of West Bengal, India to encourage students' active participation and promote constructive and inquiry-based learning as well as shares examples, and instances from a few LeaP-Quests. In addition, this paper attempts to bring about perspectives of teachers and students on how LeaP-Quests have helped them to increase the learning interest through exploring new technology applications, conducting in-depth research to create and present artifacts, interact with experts from various fields and participate in live quizzes despite all the challenges being faced by the stakeholders.

**Keywords:** LeaP-Quest in Madrasah, Constructive and Inquiry based learning, Innovative ways to continue teaching and learning in COVID-19
# Digital Education in the Post-Covid Era: Challenges and Opportunities to Explore

Kleopatra Nikolopoulou¹[0000-0002-2175-1765]

¹ National and Kapodistrian University of Athens, Athens 10680, Greece
klnikolop@ecd.uoa.gr

**Abstract.** The COVID-19 pandemic (from mid-March 2020) took most educational systems by surprise, forcing million educators and students to radically change how they teach and learn. Online teaching was forced for about 1.5 years and, during this period, digital technology played a major role in enabling teachers to teach students at a distance using various digital platforms and tools. The purpose of this paper is to explore the challenges and opportunities that come with online-digital education, in the post-COVID era. Opportunities to explore include the integration of digital education in the educational system, adoption of appropriate (mobile) pedagogies, more flexible and mobile forms of teaching and learning, reconsideration of National policies, redesign of curricula, improvement of institutional infrastructure, creation of educational resources, and enhancement of students’ and teachers’ digital technology (and online pedagogy) skills. With regard to learning from the crisis and moving forward in the post-COVID normal, some recommendations are finally addressed.

**Keywords:** Digital Education, Post-Covid, Opportunities.
# Design and performance of video interview in a MOOC

Halvdan Haugsbakken

Østfold University College, B R A Veien 4, 1757 Halden, Norway

Halvdan.Haugsbakken@hiof.no

**Abstract.** Videos play a fundamental role in online courses and are a valued resource among learners. On the other hand, the development, design, and use of videos in Massive Open Online Courses (MOOCs) are poorly understood, a matter that is reflected in current research. For example, research on use of videos in MOOC is primarily approached from a learning analytic perspective which means mapping of user patterns and performance of videos in online courses. In fact, we find few studies that outline the design work and the use of different video genres in MOOCs. That said, the goal of this paper, is therefore to explore the learning design process and the performance of a particular video genre that is seldom studied in online courses, video interviews. To examine this matter, the paper explores the learning design process of using video interview and how it performed in a MOOC by analyzing click stream data. The study finds that the video interview genre can have a high degree of view completion rate among learners.

**Keywords:** MOOC, video, interview, learning design.
# Users' Satisfaction and Effectiveness in Practice of e-learning: Midlands State University, Zimbabwe Case Study

Shepard Pondiwa<fnref n="1" />, Nicholas Mavengere<fnref n="2" />, Nyarai Chibanda<fnref n="1" />, Festus Adedoyin<fnref n="2" />, Angelos Stefanidis<fnref n="3" />, Francis Manzira<fnref n="4" /> and Umayra Said El-Nabahany<fnref n="5" />

**Abstract.** Many educational institutes have adopted technology for learning purposes. This adoption has been either been planned or forced due to the COVID19 pandemic. There is need to understand e-learning experience from users' perspective and effectiveness in practice. This research considers users' satisfaction measured from community of inquiry point of view and effectiveness in practice measured from qualities of learning point of view. This research is based on the e-learning experience at Midlands State University (MSU) in Zimbabwe. Overall users are not satisfied with their e-learning experience (about 37% satisfied) and perceived ineffective in practice. Technology could play a vital role in learning thus measures need to be put in place to increase users' satisfaction and effectiveness in practice. There is need to support the user to enable affordable access to e-learning and leadership support to improve e-learning practices.

**Keywords:** Users' Satisfaction, E-learning, Community of Inquiry, Qualities of Learning, University.

<footnote n="1">¹ Midlands State University, P Bag 9055 Gweru, Zimbabwe</footnote>

<footnote n="2">2 Bournemouth University, Fern Barrow, Poole BH12 5BB, UK</footnote>

<footnote n="3">3 Xi'an Jiaotong-Liverpool University, Wuzhong District, Suzhou, 215000 China</footnote>

<footnote n="4">4 University of Venda, University Rd, Thohoyandou, 0950, South Africa</footnote>

<footnote n="5">5 The State University of Zanzibar, Vuga Rd, Zanzibar, Tanzania</footnote>

<footnote>pondiwas@staff.msu.ac.zw</footnote>
# Text-mining Analysis of what students think about e-learning and face-to-face class on account of COVID-19.

Minae Nishimoto<fnref n="1" /> and Keiji Emi<fnref n="2" />

**Abstract.**

**Background:** Because of COVID-19, many universities in Japan have carried online classes out instead of face-to-face classes from the beginning of the new semester of the 2020 academic year, from April to March of the next year. Initially, full online classes were carried out. From fall in 2020, face-to-face classes were partially carried out. This study has been carried out to investigate what university students think about the parallel situation of online and face-to-face classes, and to think what kind of possibilities are now and in the post-COVID-19 eras.

**Methods:** The data used in this study have obtained from the free response essays submitted by "Computer Literacy" class students in Kwansei Gakuin. Data have been collected four times for different students respectively; at the end of Spring 2020 semester, at the end of Fall 2020 semester, at the end of Spring 2021 semester, and at the end of Fall 2021 semester. The sample number of data is 358. Text mining method was carried out to analyze the free response essays.

**Results:** The results of the text-mining analysis of the students' free-response essays show that the students' opinions and impressions of the parallel situation of online classes and face-to-face classes are as follows: Generally face-to-face classes are more preferred because of opportunity to meet friends, easy communication with teachers and other students, or higher motivation to learn. On the other hand, students have found advantages in online classes. For instance, students have no need to go to the university, and they can learn anytime and anywhere in case of asynchronous online classes.

Full online class students in Spring 2020 have significantly different features. They often use these words; "how to use", "first", "for the first time", "get used to" and so on. They did not just have a face-to-face guidance.

**Conclusion:** Although most of students basically prefer face-to-face classes to online classes, they also think online classes to be good. Learning materials have to be enriched for online classes, and students think it to be good. Next, it seems that continuous observation and care are necessary for students enrolled in 2020, since they were forced to attend online classes from the beginning of the entrance. Furthermore, it will be harder to gather students in a classroom than before the COVID-19 crisis.

**Keywords:** e-learning, online class, face-to-face class, COVID-19.

<footnote n="1">¹ Kobe Women’s University, 4-7-2 Minatojimanakamachi, Chuo-ku, Kobe, 650-0046, Japan
m-nishimoto@suma.kobe-wu.ac.jp</footnote>

<footnote n="2">² Keihousha, 2-2-1 Tsukaguchicho, Amagasaki, Hyogo Prefecture, 661-0002, Japan
vyp01634@nifty.com</footnote>
Development and Evaluation of a Field Environment
Digest System for Agricultural Education

Kanu Shiga<fnref n="1" />, Tsubasa Minematsu<fnref n="2" />[0000-0002-3377-2088], Yuta Taniguchi<fnref n="3" />[0000-0003-3298-8124], Fumiya Okubo<fnref n="2" />[0000-0002-0077-9072], Atsushi Shimada<fnref n="2" />[0000-0002-4108-770X] and Rin-ichiro Taniguchi<fnref n="4" />[0000-0002-2588-6894]

**Abstract.** Smart agriculture has grown rapidly because of the development of the Internet of Things, such as drones and sensor networks. Farmers can manage farm fields effectively using agricultural sensing information, such as the temperature and humidity in their fields. It is important for young farmers and students in agriculture courses to develop decision-making skills based on such information. In recent agricultural education, field management systems have also been used for managing farms based on field sensing information. For example, temperature and humidity are visualized in graphs of time series data or heat maps of field temperatures to provide students with field sensing information. However, it is difficult for students to analyze such various sensing information because the students need to be familiar with the knowledge of agriculture and field sensing information. In addition, students have a variety of tasks, such as acquiring knowledge and growing crops, and they cannot devote their time solely to studying sensing information analysis. To solve these problems, it is necessary to provide field sensing information that is more easily understood and handled. Therefore, we proposed the Field Environment Digest System to help students analyze field sensing information. In addition to conventional visualization methods, our digest system provides two visualization methods: one is to summarize field sensing information as statistical information, and the other is to extract periods considered important from field sensing information based on change detection. In addition, we analyze how students use the system to investigate the effective use of field sensing information in agricultural education. For this purpose, this system can collect the students' operation logs. From the results of our experiments, summarization of field sensing information can help students analyze the field sensing information. In addition, our digest system provided multiple uses to the students. We found that students using multiple digests were likely to describe more details, such as specific sensor values.

**Keywords:** smart agriculture, agricultural education, educational support system.

<footnote n="1">¹ Graduate School and Faculty of Information Science and Electrical Engineering
Department of Advanced Information Technology, Kyushu University, Japan</footnote>

<footnote n="2">² Faculty of Information Science and Electrical Engineering, Kyushu University, Japan</footnote>

<footnote n="3">³ Research Institute for Information Technology, Kyushu University, Japan</footnote>

<footnote n="4">⁴ Kyushu University, 744, Motooka, Nishi-ku, Fukuoka 819-0395, Japan</footnote>
# Developing Teaching and Learning Innovations; a Case Study of Indo-Finnish Collaboration

Mikko Ruohonen¹, Gururaj Mahajan² and Katriina Vartiainen³

¹,²,³ Tampere University, Finland

mikko.ruohonen@tuni.fi

**Abstract.** The objective of this collaborative case study paper is to outline the action plan for joint Indo-Finnish collaboration between Tampere University (TAU), Finland, and the University of Agricultural Sciences Dharwad (UASD), India. Background, needs, and challenges for thematic teaching and learning area development of “smart agriculture and entrepreneurship (SAE)” is introduced. Smart agriculture plays a greater role in building a digital ecosystem for next-generation agriculture and food systems, entrepreneurship, and collaborative learning across the modern collaborative, interconnected and interdependent globalized world. Both India and Finland enjoy friendly relations for more than 70 years, in recent years the collaboration has also focused on strengthening collaboration in fields such as Future ICT, Future Mobile Technologies and Digital Education, Circular Economy, and other fields. The Govt. of India has given prime importance to the entrepreneurship and the startup ecosystem in Agricultural Universities. In addition, the State Governments are also supporting entrepreneurship at State Agricultural Universities. The UASD has started first of its kind project, The World Bank and Indian Council for Agricultural Research funded the “National Agricultural Higher Education Project (NAHEP) and Institutional Development Plan” in order to achieve the potential benefit of exploring the rich experiences of the alumni in developing and imparting industry defined curriculum aimed at entrepreneurship development through mentoring and enhancing the career prospects of the graduates. The UASD Dharwad is collaborating with Tampere University in this project to get the best global experience for faculty and students. As per the action plan, the students of UASD will be completing the first of its kind Hybrid international training on SAE (online training in India and Onsite training in Finland), by the end of June 2022 at TAU Finland. Similarly, the UASD Faculty had also undergone International Training at TAU Finland. Previous collaboration has created trusted relationships with these two universities and the stakeholders of them. In the future, we are looking forward to connect and enlarge networks of Nordic universities through the collaboration of NCI i.e. Nordic Centre in India and also foster inter-Indian collaboration of higher education institutes in the areas of agriculture, such as UASD, information technology institutes, and business schools, in India.

**Keywords:** Teaching, Learning, Innovations, Smart agriculture, Entrepreneurship, Institutional Development, India, Finland.
# Where is Technology in the ‘Golden Thread’ of Teacher Professional Development?

Chris Shelton[0000-0002-1444-2825] and Mike Lansley[0000-0002-5903-4876]

University of Chichester, UK

c.shelton@chi.ac.uk

**Abstract.** Researchers and policy makers have consistently agreed that the quality of teachers is one of the most important factors in determining the quality of an educational system and that teachers need to be supported and developed through rigorous initial teacher education and continuous professional development. In the specific case of teachers’ ability to make effective use of technology, it has been noted that teachers require both technological and pedagogical training and education that equips them with the knowledge, confidence and skills they need. Given this broad, international consensus about the importance of teacher education for effective technology use, this paper explores the ‘golden thread’ of teacher development proposed by the UK government for teachers in England. This sets out a detailed curriculum for teacher development with very little reference to educational technology. The paper considers some of the potential missed opportunities to develop teacher expertise and practice with technology.

**Keywords:** Teacher Education, Education Technology, Teacher Training, Professional Development
Professional, Higher and Vocational Education in ICT:
IFIP WG3.4 Working Conference Papers Over the Years

Arthur Tatnall<fnref n="1" />[0000-0003-4317-971X], Mikko Ruohonen<fnref n="2" />[0000-0002-9454-6068] and J. Barrie Thompson<fnref n="3" />[0000-0001-6060-4322]

Arthur.Tatnall@vu.edu.au

mikko.ruohonen@tuni.fi

jbarriethompson@gmail.com

**Abstract.** The International Federation for Information Processing (IFIP) working group WG3.4 – *Professional, Higher and Vocational Education in ICT* was established in 1971, and this paper describes the papers presented at the WG3.4 Working Conferences from 1984 (the earliest conference for which we have any data). WG3.4 is focused on education leading towards careers or professional development in some form of computing. IFIP runs several different types of conference that are relevant to the goals of WG3.4 – its World Computer Congress (WCC), involving all its Technical Committees, including TC3, the World Conference on Computers in Education (WCCE), involving all TC3 working groups, and individual TC3 working group conferences. This paper deals primarily with papers presented at WG3.4 working conferences. A total of 406 papers were published from these conferences, on a variety of topics related to Professional, Higher and Vocational Education in ICT. Authors came from 178 research institutions in 51 countries. Since 1984, WG3.4 conferences have been held in: Australia, Czech Republic, Estonia, Finland, Germany, Hong Kong, Israel, Japan, Norway, Singapore, Tanzania, The Netherlands, and Zimbabwe. In this paper we list the important topics covered at each conference and provide a grouping of papers on specific topics. We then investigate how these topics have changed over the years. To do this, we make use of Historical Research methodology to identify important article topics and trends.

**Keywords:** IFIP, Working Groups, WG3.4, Working Conferences, Papers, Professional, Higher, Vocational, Education, ICT.

<footnote n="1">¹ Victoria University, Melbourne, Australia</footnote>

<footnote n="2">² Tampere University, Finland</footnote>

<footnote n="3">³ Newcastle, UK</footnote>
Symposium: Informatics in Primary Education:
Approaches, Current Issues and Lessons Learnt

Ivan Kalas<fnref n="1" />, Torsten Brinda<fnref n="2" />, Peter Micheuz<fnref n="3" />, Joyce Malyn-Smith<fnref n="4" />, Valentina Dagiene<fnref n="5" />, Miroslava Černochová<fnref n="6" />, Daniela Tuparova<fnref n="7" />, Margaret Leahy<fnref n="8" />, Miles Berry<fnref n="9" />, Maciej M. Sysło<fnref n="10" />, Izabela Mrochen<fnref n="11" />, Andrej Brodnik<fnref n="12" />, Christophe Reffay<fnref n="13" />

**Abstract.** The introduction of informatics at primary level is attracting increasing attention in education systems across the world. Some countries have already embarked on this journey while others are initiating similar transformations or are beginning to explore how it can be included at this level. It is a challenging process to which there are many facets and a diverse range of implementation approaches can be adopted. The complexity is also evidenced in the range of terms to describe it e.g. informatics, computing, computer science. However, for the most part, the overarching aim is to initiate *compulsory and systematic development of computational thinking (CT) for all learners at primary level*.

Due to this diversity and the stages of development in implementing informatics education, it is necessary and productive to share experiences, discuss strategies, successes and challenges, and inform each other about ongoing research projects and their findings. In this symposium, we examine some recent developments in those efforts including curricula, teachers' professional development, informatics concepts and CT skills, related educational research activities and other topics of interest. We also share what are the issues encountered in various countries. Our ultimate goal is to provide some new perspectives on current challenges.

The symposium comprises of a series of thirteen short contributions arranged in three clusters, focusing on various *approaches, challenges and lessons learnt*.

**Keywords:** Informatics, Computer Science, Computing, Primary Education, Curriculum, Programming, Robotics, Computational Thinking.

<footnote n="1">¹ Comenius University, Bratislava, Slovakia, ivan.kalas@fmph.uniba.sk</footnote>

<footnote n="2">² Universität Duisburg, Essen, Germany, torsten.brinda@uni-due.de</footnote>

<footnote n="3">³ Alpen-Adria-Universität, Klagenfurt, Austria, peter.micheuz@aau.at</footnote>

<footnote n="4">⁴ Education Development Center, Inc. (EDC), Waltham, USA, jmsmith@edc.org</footnote>

<footnote n="5">⁵ Vilnius University, Vilnius, Lithuania, valentina.dagiene@mif.vu.lt</footnote>

<footnote n="6">⁶ Charles University, Prague, Czech Republic, miroslava.cernochova@pedf.cuni.cz</footnote>

<footnote n="7">⁷ South-West University Neofit Rilski, Blagoevgrad, Bulgaria, daniela.tuparova@gmail.com</footnote>

<footnote n="8">⁸ Institute of Education, Dublin City University, Dublin, Ireland, margaret.leahy@dcu.ie</footnote>

<footnote n="9">⁹ School of Education, University of Roehampton, London, UK, M.Berry@roehampton.ac.uk</footnote>

<footnote n="10">¹⁰ Warsaw School of Computer Science, Poland, syslo@ii.uni.wroc.pl</footnote>

<footnote n="11">¹¹ Poznan University of Medical Sciences, Poland, ibmrochen@ump.edu.pl</footnote>

<footnote n="12">¹² University of Ljubljana, Ljubljana, Slovenia, andrej.brodnik@fri.uni-lj.si</footnote>

<footnote n="13">¹³ University of Franche-Comté, Besançon, France, Christophe.Reffay@univ-fcomte.fr</footnote>
# Improvement of Fill-in-the-blank Questions for Object-Oriented Programming Education

Miyuki Murata<fnref n="1" />, Naoko Kato<fnref n="2" /> and Tetsuro Kakeshita<fnref n="3" />

m-murata@kumamoto-nct.ac.jp

**Abstract.** We have developed a programming education tool, named pgtracer, which provides fill-in-the-blank questions in C programming. Pgtracer provides programs and a trace table with blanks. A trace table is used to represent the execution of the target C program. As a result of our research, we could estimate the achievement level of the students and clarify the answering process by analyzing the logs collected by pgtracer. To improve software quality and reusability, object-oriented technology is important from various perspectives, and there is an urgent need to train engineers proficient in object-oriented programming. Thus, we are extending pgtracer to Java programming. Trace tables are extended to represent individual instances and message sending among the instances. In this paper, we created fill-in-the-blank questions for Java programs and attempted to have students solve some of the fill-in-the-blank questions using the "embedded answer (Cloze)" question format of Moodle's question function. The results of the trial were discussed, and improvements were made to the questions and the user interface. We also introduced the notion of ignorable blanks which students do not need to fill. This type of blank is useful to increase the variety of questions.

**Keywords:** Learning Analytics (LA), programming education, object-oriented programming, Java, fill-in-the-blank question.

<footnote n="1">¹ National Institute of Technology, Kumamoto College, Japan</footnote>

<footnote n="2">² National Institute of Technology, Ariake College, Japan</footnote>

<footnote n="3">³ Saga University, Japan</footnote>
Automated Reporting of Code Quality Issues in Student
Submissions

Oscar Karnalim¹,², Simon³, William Chivers¹, and Billy Susanto Panca²

¹ University of Newcastle, University Drive, Callaghan, New South Wales, 2308, Australia
oscar.karnalim@uon.edu.au, william.chivers@newcastle.edu.au
² Maranatha Christian University, Surya Sumantri Street No.65, Bandung, West Java, 40164, Indonesia
billy.sp@it.maranatha.edu
³ Unaffiliated, New South Wales, 2259, Australia
simon.unshod@gmail.com

**Abstract.** Despite its importance in industry, code quality is often overlooked in academia. A number of automated tools to report code quality have been developed but many of them are impractical to use. They either are developed as a standalone tool, require the use of a particular IDE, and/or need historical data. This paper presents code quality issues reporter (CQIS), a tool that can be embedded in an assessment submission system; it identifies code quality issues for each student submission via static analysis, and reports those in an HTML page whose link is sent via email. The tool covers 52 code quality issues specifically curated for academia, 32 for Java and 20 for Python. According to four quasi-experiments with a total of 274 students, students with CQIS are likely to have fewer code quality issues so long as the expected solutions are long and complex and code quality is considered as part of the marking. These students are also more aware of code quality, and readability in particular.

**Keywords:** Code Quality, Static Analysis, Automation, Programming, Computing Education.
# Mitigating accidental code plagiarism in a programming course through code referencing

Muftah Afrizal Pangestu<fnref n="1" />, Simon<fnref n="2" /> and Oscar Karnalim<fnref n="1" />,<fnref n="3" />

**Abstract.** Code plagiarism -- taking code from external sources and using it in one's own programs -- can be a serious issue for programming students, depending on the policies being applied by their instructors. However, plagiarism can be inadvertent, due to a lack of knowledge among students. Our research shows varied understandings of correct code reuse, suggesting that students are not provided with appropriate guidelines. Our goal is to introduce good code referencing practice to students, to help raise students' awareness of academic integrity and reduce the possibility of accidental plagiarism. We present Corona, a code referencing system that can assist students in creating references for their code while simultaneously educating them about ethical code reuse. Technical evaluation of the system shows that Corona can successfully generate references for code taken from 20 of 24 distinct programming assistance websites, and that it can find matches between students' code and instructors' example code and generate appropriate references. Our research in a small-scale environment suggests that the use of Corona as a demonstration tool in a lecture about code referencing increases student awareness of correct referencing practice. To improve our intervention, we also show steps that lecturers can take to further elevate students' participation in code referencing.

**Keywords:** Code Referencing, Code Similarity Detection, Comment Generation, Academic Integrity, Programming, Computing Education.

<footnote n="1">¹ University of Newcastle, Callaghan, Australia</footnote>

<footnote n="2">² Unaffiliated</footnote>

<footnote n="3">³Maranatha Christian University, Bandung, Indonesia</footnote>

<footnote>muftah.pangestu@uon.edu.au</footnote>

<footnote>simon.unshod@gmail.com</footnote>

<footnote>oscar.karnalim@uon.edu.au</footnote>
# Coding Education for Adults Through Distance Learning
in Japan

Takeo Tatsumi1, Kumiko Aoki1, Hiroaki Yuze2, and Takayuki Watanabe2

ttmtko@ouj.ac.jp

**Abstract.** In this paper, we describe the current state of informatics education in Japan. Next, we describe the importance of programming education for working adults. We held classes on programming for working adults at two universities: University of Shizuoka and the Open University of Japan. The former used Google Colaboratory to provide an online class on Python programming. In this class, we prepared the teaching materials for the lecture and used Google Colaboratory as a programming environment for students to practice. Then, we described the results of the questionnaire to the students that we conducted after each class. At The Open University of Japan, programming materials were built in the Google Colaboratory environment, and the classes was conducted using those materials. Though the two universities used Google Colaboratory differently, it was found to be a useful tool for teaching programming to working adults for the following reasons: First, the environment is cloud-based so that the students don't have to prepare the environment locally; and the second, it's relatively easy to use for novice users.

**Keywords:** Coding education for adults, Python programming, Online lecture

<footnote n="1">¹ The Open University of Japan, Chiba Japan,</footnote>

<footnote n="2">² University of Shizuoka, Shizuoka Japan.</footnote>
Programming Education at Tokyo Online University

Joji Maeno<fnref n="1" />, Katsuhiko Kakehi<fnref n="1" />, Noriko Suzuki<fnref n="1" /> and Shinji Nakamura<fnref n="2" />

**Abstract.** Tokyo Online University was established in 2018, with two faculties, one of which is the "Faculty of Information and Management", which provides engineering education based on a curriculum referring to J07-IT, which refers to IEEE/ACM CC2001-CC2005. In this paper, we describe how we have been working on educational activities that involve exercises, mainly programming. We will discuss difficulties with programming education in distance learning, showing statistics of students' learning logs. We show that we are making some efforts to overcome the various difficulties in distance education with practical training and exercises. In addition, we discuss the renewal of the curriculum that is planned after the completion of the four-year "aftercare period" in 2022.

**Keywords:** Distance Learning, programming education, online judge system

<footnote n="1">¹Tokyo Online University, 1-7-3 Nishi-shinjuku Shinjuku-ku, Tokyo Japan</footnote>

<footnote n="2">² Akasaka Mints, 2-8-11 Akasaka Minato-ku, Tokyo Japan
jmaeno@gmail.com</footnote>
# Hybrid Mode of Counseling for Student Startups – A Success Story of University of Agricultural Science Dharwad (UASD), India

M. B. Chetti¹, S. S. Dolli¹, P. U. Krishnaraj¹, and K. V. Ashalatha¹

¹ University of Agricultural Sciences, Dharwad, India-580005
dolliss@uasd.in

**Abstract.** Startups are being promoted among students to explore the young minds in generating ideas for field problems. India has become the third largest ecosystem in the world after US and China. A record of 41 startups achieved unicorn status in 2021. The government is encouraging students to take up start-up journey that contribute to economic growth as well as creates employment opportunities for others. Efforts are made under World Bank-assisted National Agricultural Higher Education Project (NAHEP) to create a startup ecosystem in farm universities. University of Agricultural Sciences Dharwad (UASD) under the Institutional Development Plan (IDP) has attempted to promote startups among the students. The process involved orientation on opportunities, encouraging students to generate ideas for a specific problem, ideation workshop to pitch in the idea, mentorship, technical and financial assistance in prototype development, and product standardization for up scaling. The process was initiated in February 2019 and ideation workshops were conducted in four constituent colleges. Sixty groups of students presented total of 72 ideas before the experts. They were short listed based on technical feasibility and utility to target users. Digital media such as phone calls and online meetings were used to counsel the students due to COVID 19 situation and continued with the validation process in the field. After the validation process, students were encouraged to develop prototypes under the guidance of university mentors. Twelve groups were able to develop prototypes and test them in the field. Modifications were made based on the feedback and the product was standardized for commercial production. Four groups of students were successful in commercializing their product. Their products are being applied for the patent. The students expressed that it was difficult for them, in the beginning, to understand completely and follow the advice, but frequent interaction and online meetings were helpful in clarifying their doubts. The process appeared slow in the beginning, but with time it was most convenient as they were able to save time in visiting their mentors personally. The experience revealed that a hybrid mode including digital media and guidance in person results in greater success than relying on a single mode of communication. Even in normal times, the combination of digital and offline communication systems is effective, especially for the promotion of startups.

**Keywords:** Counseling, Student Startups, hybrid mode, digital media.
# Prediction of Engagement from Temporal Changes in Facial Expression

Haruka Kato, Koki Takahashi, Yasuhiro Hatori, Yoshiyuki Sato, Satoshi Shioiri

Research Institute of Electrical Communication, Tohoku University
2-1-1 Katahira, Aoba Ward, Sendai, Miyagi, Japan
haruka.kato.p8@dc.tohoku.ac.jp

**Abstract.** It is important for teaching to keep paying attention to students' engagement levels. Previous approaches for investigating students' engagement used subjective judgments by other people looking at learners' faces as ground truth (e.g., Whitehill et al., 2014). The present study used the performance of arithmetic tasks as an objective index of engagement levels, and investigated whether facial expressions are useful to estimate engagement levels in terms of the time required to finish a calculation (response time, RT). For facial expression analyses, we used temporal changes of facial features in predicting RTs in addition to the features themselves. Participants added or subtracted in mind between two numbers. We assumed that RT variation among trials is caused by the change in a learner's engagement level from trial to trial when task difficulty is kept constant. Facial images were recorded during calculation, and facial features were extracted later as action units (AU, Ekman and Friesen, 1978) using an open source software, OpenFace (Baltrušaitis et al., 2016). For data analyses of several second data as in our experiment, means, standard deviations, and maximums of AUs are usually used. In addition, we calculated a slope of temporal change of each AU during a trial to focus on the dynamics of the engagement. With all of these indexes, a machine learning method, LightGBM (Ke et al., 2017), was used as the model to predict RTs. The result shows a statistically significant correlation between RT for correct answer trials and predicted RT from facial feature indexes. The prediction accuracy was evaluated as the root mean square error (RMSE), comparing with the RMSE around the average of the data (baseline). The RMSE against model prediction is 4.24, which is smaller than the baseline RMSE of 7.99. That is, the model explains 40% of data variance. We, then, analyzed the prediction accuracies for the model with slope indexes and that with others. The RMSE for the model with slope indexes was 5.34 and that for the others was 4.86, and a statistical test showed that both were smaller than the baseline (p<.001 for both cases). We also found the RMSE for the model with slope indexes was larger than that with others, which could be explained by the difference in number of indexes used (there were 17 slope indexes and 63 others). The present study revealed that facial features can be used to estimate the level of engagement during learning, which could be applied to online learning system.

**Keywords:** Engagement, Facial Features, Machine Learning.