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

Yasuyo Fukunaga<fnref n="1" /> and Natsuko Uchida<fnref n="2" />

**Abstract.** The system of overseas partner institutions is meaningful not only for students but also for professors. It allows students to learn expertise that is not available in their own culture. On the other hand, teaching students from different cultures is an excellent opportunity for professors to shed new light on their field of study. Unfortunately, COVID-19 has prevented them from traveling abroad. At this point, professors have no choice but to either give up this opportunity or attempt online classes. Some have tried their best to meet the immediate needs for new educational methods and introduced their online teaching practices. However, the methodology has not yet been established. One difficulty is that not all professors have enough computer knowledge and IT skills to follow the practice reports and conduct online classes. Therefore, practice reports filled with unfamiliar terminologies and equipment names will not encourage and facilitate these professors but discourage them. This tendency is particularly true with older professors, who no longer like trial and error in teaching. However, their expertise and experience accumulated over a long period should be shared among students of partner institutions majoring in the specialized area. This presentation will report an interactive online class connecting Ferris University in Yokohama (Japan) and the University of the Philippines in Quezon (the Philippines) conducted by an aged female professor with no online teaching experience using minimal equipment and PowerPoint slides. In Japan, it is generally believed that women and older people are not good at operating machines. So this report will encourage all the teachers who are hesitant to try online teaching. This presentation will also show the problems to clog up class proceedings and the tips to solve them. According to the class survey, students highly appreciated the opportunity to learn new expertise directly from foreign experts through this online class, and they hope to continue such courses. Although COVID-19 has brought difficulties and confusion to classes, it has also brought suggestions for new educational possibilities. We will consider the new prospects for online courses after COVID-19 based on the student survey.

**Keywords:** Minimum equipment, No special IT skills, Japan and the Philippines.

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

<footnote n="2">² Ferris University, Yokohama 245-8650, Japan
uchida@ferris.ac.jp</footnote>
# The Research for Supporting Gifted and Talented Pupils
in Metaverse

ITO Shun<fnref n="1" />, MURAKAMI Shiori<fnref n="1" /> and Sato Shunichi<fnref n="2" />

**Abstract.** This presentation will present the use of metaverse spaces for gifted children and support for their placement. Although gifted children are often highlighted for their high ability, they often struggle with their relationships with their surroundings and often stop attending school because they do not feel fulfilled in their learning. In order to improve this situation, interviews were first conducted with parents and guardians to determine what kind of support is needed. The authors then prepared a space where gifted children from all over Japan could gather by utilising the Metaverse space, and conducted support activities centred on dialogue with university students to satisfy their own intellectual curiosity. In this presentation, the author introduces the content of the interviews with parents in particular and these support activities and describes the direction of future research.

**Keywords:** Gifted and Talented, Metaverse, Inclusive Education.

<footnote n="1">¹ Hiroshima Bunka Gakuen University. 3-5-1, Nagatsuka-Nishi, Asaminami, Hiroshima, Hiroshima, 731-0136, Japan.</footnote>

<footnote n="2">²The University of Tokyo. 7-3-1, Hongo, Bunkyo, Tokyo, Japan.</footnote>

<footnote>ito@hbg.ac.jp</footnote>
Rubric Self-Assessment System for Technical Standards

Makoto Miyazaki¹, Hiroyoshi Watanabe¹, Mieko Masaka¹ and Kumiko Takai¹

¹Teikyo University, Itabashi-ku, Tokyo, 1738605, Japan
miyazaki@lt-lab.teikyo-u.ac.jp

**Abstract.** Rubrics are often used to guide instructors in grading student work, but they are also useful as a tool for self-assessment. We have developed a generic skill assessment system as a learning tools interoperability (LTI) tool that enables self-assessment of generic skills. The rubric and checklist data model used in the system is compatible with IMS Competencies and Academic Standards Exchange technical standards (CASE). This study shows specific use cases in which the system is applied to self-assessment beyond generic skills. The rubric self-assessment system has been implemented in three cases: an information literacy course, a programming course, and a nursing training course. The system allows students to self-assess more easily than other methods, such as self-assessment using spreadsheets. In the system, students self-assess by clicking on the rubric criteria displayed on the screen, and the LTI tool allows students to use the same rubric across courses in the learning management system. Therefore, self-assessment results can be managed chronologically for each rubric.

**Keywords:** Rubric, Self-Assessment, LMS, LTI, CASE.
e-Readiness of Teachers and Scientists of Farm
Universities: A Case Study in India

Parvathy A.¹ and S. S. Dolli²

¹ Kerala Agroicultural University, Kerala, India

² University of Agricultural Sciences, Dharwad, India-580005

dolliss@uasd.in

**Abstract.** e-Readiness is a prerequisite for taking advantage of information and communication technologies for development (ICT4D) and can be operational-ly defined as the readiness or preparedness of people to use various forms of ICTs in their daily life. The study was undertaken in Karnataka and Kerala to assess the institutional e-readiness of the State Agricultural Universities (SAU) and Research Institutes of the Indian Council of Agricultural Research (ICAR). Thirty teachers from the University of Agricultural Sciences Dharwad (UASD) & Kerala Agricultural University Trissur (KAUT) and 30 scientists from ICAR research institutes were selected to assess institutional e-readiness by a simple random procedure. E-Readiness was assessed using the scale developed for the purpose. The scale consists of five dimensions that include ICT infrastructure, software, human resources, IT security, IT policies, and legal framework. Data were collected by personal interview method using a structured schedule. The index of readiness and component wise readiness was calculated using the max-imum possible score and obtained scores. The study revealed that the overall e-Readiness index of SAU was 64.89 percent as compared to ICAR which rec-orded 69.10 percent. The dimension of human resources at SAU was higher (78.17 %) followed by Information Technology (IT) security (74.09 %), IT pol-icies and legal framework (61.90 %), software (59.24 %), and ICT infrastruc-ture (58.54 %). While in the case of ICAR human resources was found to be 79 percent followed by IT policies and legal framework (77.14 %) and IT security (74.09 %). The study observed that ICT infrastructure was higher for ICAR (63.75 %) as compared to SAU (58.54 %) while the dimension of software was found to be higher (63.64 %) in ICAR as compared to SAU (59.24 %). The human resources component was on par at both ICAR (79.00 %) and SAU (78.17 %). The study recommends that farm universities must invest more in software and security for effective use of ICT. The application of computers should be used for creating documents pertaining to teaching and research. e-Readiness determines the potential of e-resource use, hence institutions need to strengthen all dimensions of e-Readiness.

**Keywords:** e-Readiness, Human resource, ICT infrastructure, IT security, Software, SAU, ICAR
# Detection of Synchronized Head Movements from a Single Classroom-Scene Video

Yasuhiro Hatori¹, Taira Nakajima², and Shinichi Watabe²

¹ Research Institute of Electrical Communication, Tohoku University, Sendai 980-8577, Japan

² Graduate School of Education, Tohoku University, Sendai 980-8576, Japan
hatori@tohoku.ac.jp

**Abstract.** Estimating the level of student engagement is important for teachers to make their classes more appealing. Synchronicity of head movements may be an indicator of engagement because engaged students tend to raise their heads and look at the screen or blackboard when important information is being presented. This study investigated whether the synchronicity of head movements can be estimated from video images alone. Nineteen participants (university teachers and students) listened to student's presentation. A camera with a frame rate of 29.97 fps was set up at the front of the classroom to record the movements of the participants. The head positions of participants were estimated from video images by using MMPose (https://github.com/open-mmlab/mmpose). It was necessary to cancel the effect of the seated location because the position was estimated as a set of coordinates, with the upper left corner of the video frame as the origin. We calculated the relative positions of the nose and chest in the horizontal and vertical directions, and normalized them by dividing the size of the detected person. Normalized nose position was used as the head position. The correlation of head positions between a given pair of participants was calculated (Inter-person correlation). We observed synchronicity of head movements among participants when a speaker was presenting important information on a screen at the front of the classroom. The participants looked at the screen to see the important information, which resulted in high IPCs. Synchronicity of head movements may provide information to teachers to know whether their lectures successfully attracted attention.

**Keywords:** Head movement, Synchronicity, Engagement.
# Proposal for a Flipped Classroom Model to Promote Autonomous Learning

Yasuomi TAKANO¹, Hiromu KASAHARA¹, Keisuke MAEKAWA¹, Haruki UENO², Hiroto YAMAKAWA² and Hiroshi KOMATSUGAWA¹

¹ Graduate School of Science and Engineering, Chitose Institute of Science and Technology, Japan

² Faculty of Science and Technology, Chitose Institute of Science and Technology, Japan
takano210@kklab.spub.chitose.ac.jp

**Abstract.** Learners in higher education need to develop learners' competency through autonomous learning with knowledge acquisition in various situations of lectures. In a previous study, we proposed a flipped learning model in which learners do preparatory learning using computer-based training system (CTS) and check the understanding degree at the beginning of a class using computer-based adaptive test (CAT) (Ueno et al. 2017). According to the findings, this model contributes positively to the improvement of the learners' levels of knowledge understanding. However, there is still a problem that autonomous learning is slightly restricted because a personal work assigned during the class time is provided at the start of the class and should be solved in time.

In this study, we revised our model. that moved up learning activities of the CAT and the personal work before the class time, that had been performed in class time in the previous study.

The class model proposed in this study consists of textbooks, quizzes, lectures (videos), CAT, and assignments, all of which are conducted outside of class time in order to promote self-regulated learning. Textbooks, quizzes, lectures (videos), CAT were administered via e-learning, and assignments was administered individually at home, all online. Only group work was conducted during class time. The classes were conducted using online meetings. The model allows learners to select voluntary when to work on learning activities at any time using online environment. Consequently, learners are expected to learn more autonomously than ever before.

We perform and evaluate a case study of programming classes. In order to confirm that autonomous learning took place, we investigated whether learning outside of class time became fluid. It was found that more than 60% of the learners learned in a different order from the teaching model of the previous study. In addition, when the final grades were compared, it was confirmed that the grades were comparable to those of the previous study. In other words, it was found that knowledge proficiency was ensured even when learning became fluid.

**Keywords:** e-learning, autonomous learning, flipped classroom.
# Problem-Solving University Educational Program Using Collaboration between Medicine and Design

Kuriko Kudo¹[0000-0002-0682-8971], Naoshige Akita¹, Hiroyuki Matsuguma¹, Shunta Tomimatsu¹[0000-0002-9868-4206], Shiho Tajiri¹[0000-0003-3168-7629], Nobuko Hashiguchi¹[0000-0001-7616-7331], Miho Hayata¹, Yasuyuki Hirai¹[0000-0002-7740-8595], Shuji Shimizu¹[0000-0003-2965-2910], and Tomohiko Moriyama¹[0000-0002-0682-8971]

¹ Kyushu University, 744 Motooka Nishi-ku, Fukuoka, Japan
kudo.kuriko.091@m.kyushu-u.ac.jp

**Abstract.** Design (art and engineering) can apply innovative solutions to problems in the medical field. Although there were many ways to collaborate between design and medicine, collaboration as an education program is limited. We launched an educational project aimed at addressing medical problems through design. Here, we introduce that program and report on the 1st-year results.

The program was implemented in a class (once a week, two 90-minute sessions) at the Graduate School of Design. The participants were 14 graduate students from the Graduate School of Design and four volunteer graduate students and faculty members from the departments of surgery, oral surgery, and nursing at the Graduate School of Medical Sciences and Hospital. First, a hospital tour was conducted to identify problems. We then conducted workshops for problem finding and idea development using the KJ method. Subsequently, we divided the participants into three groups, and each group produced prototypes for selected ideas. We evaluated items related to “skills for creativity” and “creativity minds and motivation” using a five-point Likert scale, which was based on a survey of design education in medicine and research on evaluating STEAM education using design thinking. The participants evaluated themselves before and after the class. Professors also assessed participants after the class. Pre- and post-class evaluations were analyzed with corresponding t test at a 5% level of significance.

In all, 192 problems were found and 221 ideas were created; three prototypes were developed: a dental chair for infants (oral surgery); speech therapy games for children (oral surgery); and a warm water dispenser for hair washing (nursing). In the subjective evaluation, we obtained the following results evidencing a significant increase after the class: able to share work with others before it reached personal satisfactory level (P = 0.01); able to express ideas quickly (P = 0.05); desire for future work related to medicine and design (P = 0.01); and the design experience in medicine would be useful for personal career development (P = 0.03). The average objective rating after the class was 3.9 ± 0.4.

Collaboration of design and medicine as an educational program has the potential to create unique ideas and positively influence the creativity skills and mindset of participants.

**Keywords:** Problem-Based Learning, STEAM, Medicine, Design.
# Imagine, a Smartphone costs 100,000,000 yen...

Ben Tsutom WADA¹[0000-0003-1872-8051]

¹ Nagano University, 1029 Suwagata, Ueda, NAGANO 386-0032 JAPAN
wadaben@acm.org

**Abstract.** In this poster, a small tale is shown, which the presenter created for making young people understand the circumstances of late 1960s to 70s. In the era there were only so expensive mainframes that nobody cannot buy computers by oneself. The tale is as shown below: Imagine such a world like this..... Although there are smartphone shops, a smartphone costs 100 million yen, or about one million US dollars. So no person can buy it by him/herself. Only large universities or companies will buy it - buy only one. Many people share the only one smartphone placed in their university or their company - during daytime and nighttime, one person after another uses it. However, most students or employees are not permitted to use the smartphone by him/herself. Instead there is a specialist for operating smartphones, who will operate it. The smartphone is somewhat strange one - it has no screen. There are only some buttons like "start" or "stop." It has no keyboard or mouse like those for personal computers. Ones must write everything which he/she wants to enter to the smartphone in advance - write on papers of designated format, and give it to the smartphone specialist who will input it on your behalf. For printers, there are big and noisy ones. There are no apps, which means they do not exist in the world. So anybody who want to do anything with a smartphone will make their own apps by him/herself. People who cannot make apps will either give up using smartphones, or give some money to someone else and ask to make one. People who once achieved to make an app will be impressed, because the smartphone works as he/she thought, and will be absorbed in making apps. However, he/she does not have a smartphone by themselves. So he/she will go to the "smartphone room" day by day..... This was the real world of late 1960s to 1970s. In those era "smartphones" were called "large-scale computers" or "mainframe." Although they were "large", their performance were far less from that of today's smartphones. "Smartphone specialists" were called "computer operators." "Smartphone room" was called "Computer room" or "EDP room." (EDP means Electronic Data Processing). Nowadays smartphones will work without making software by users themselves. But both in the past and now, there exists an app / program only because somebody has created it. And that smartphones / computers will never work without them. Young people who will create their own programs, not satisfied only with using existing software, are the same as we were in the old days, who went to the "Smartphone Room (Computer Room)" day by day. The presenter anticipate to young people's creative programming.

**Keywords:** Smartphones, Mainframes, History, Imagine.
Workshop

Computational Thinking in Teacher Education

Valentina Dagienė<fnref n="1" />, Gerald Futschek<fnref n="2" />, Yasemin Gulbahar<fnref n="3" />, Martina Landman<fnref n="2" /> and Gabrielė Stupurienė<fnref n="1" />

valentina.dagiene@mif.vu.lt; gabriele.stupuriene@mif.vu.lt

gerald.futschek@tuwien.ac.at; martina.landman@tuwien.ac.at

gulbahar@ankara.edu.tr

**Abstract.** This workshop demonstrates and practices with the participants exemplary activities from a comprehensive collection of newly developed open teaching and learning materials from a project team from 10 different countries. First, we give an overview of the materials that aim to support teacher educators of prospective teachers of all school types and school levels in teaching computational thinking. The material is primarily aimed at teacher educators and teachers in primary and secondary schools in those subjects that include computational thinking content (languages, humanities, arts, STEM, etc.). The material covers methodological aspects of teaching, introductory activities, and specialized and advanced aspects of computational thinking education. After that we will engage the participants in a series of learning activities conducted in small groups. These computational thinking learning activities are mostly unplugged. Participants' devices, laptops or mobile phones, may be used for plugged activities. The work-shop ends with a discussion of emerging questions and specific topics such as assessment of learning computational thinking, plugged vs. unplugged, teaching methodology, etc.

**Keywords:** Computational Thinking, teacher education, practical experiences, unplugged activities.

<footnote n="1">¹ Vilnius University, Lithuania</footnote>

<footnote n="2">² Technische Universität Wien, Austria</footnote>

<footnote n="3">³ Ankara University, Turkey</footnote>
# EdTech as an empowering tool: Designing Digital Learning Environments to extend the Action Space for Learning and foster Digital Agency

Sadaqat Mulla¹[0000-0001-9831 -1867] and Nagarjuna G²[0000-0001-6773-8454]

¹ Tata Institute of Social Sciences, Mumbai, India
sadaqat.mulla@tiss.edu

² Tata Institute of Fundamental Research, Mumbai, India
nagarjun@gknowledge.org

**Abstract.** Educational Technology (EdTech) can be both empowering or constraining depending upon the underpinning design. This paper delineates some of the design aspects that warrant careful consideration by designers and developers of EdTech applications such as digital learning environments (DLE). Building upon the literature on digital agency and microworlds we begin to argue that for educational technology (EdTech) to become an empowering tool the design of educational technology (EdTech) should expressly cultivate learner's digital agency and extend action space for learning through a manipulable microworld environment. Digital agency encompasses aspects of competence, confidence and accountability - capabilities that an empowered learner needs to possess in order to meaningfully and autonomously engage in a DLE. Subsequently, drawing from our experiences of designing EdTech enterprise solutions for a large scale EdTech intervention in India we demonstrate that exercising digital agency is possible when DLEs provide manipulable action space in a microworld where learners can own the dynamics of environment through variables and controls, of course, under certain constraints. We also define action space for learning (ASL) as a cognitive-pedagogic construct and through examples argue that a thoughtfully designed microworld extends the ASL for learners. Throughout this paper, we supplement these design based proferrings with findings from a large scale EdTech intervention in India. Finally, we conclude with recommendations for further research and a call to investigate potential of EdTech as an empowering tool employing an action-oriented approach for teaching and learning.

**Keywords:** EdTech, Microworld, Action Space for Learning, Digital Agency, Digital Learning Environment.
Five Years of Experience in Improvement of a Technical
English Class using Information Technologies

Takashi Yamanoue¹[0000-1111-2222-3333]

¹ Fukuyama University, Fukuyama Hiroshima 729-0292, Japan
yamanoue@fukuyama-u.ac.jp

**Abstract.** We have tried several ways to make students enjoy technical English classes for five years. We made assumptions about students in our department, designed the class which may be effective to achieve the purpose of the class considering the assumptions. We implemented the class and acquired the feedback from students after that, in the first year. We modified the assumptions and designed the next year's class to cope with the problems which became clear by the feedback. We also implemented the class by the design and acquired the feedback from students after that in the second year. We are improving the class by repeating this cycle every year for five years. We confirmed some assumptions are true and the improvement is going well by feed-back from students. We show the improvement using the ADDIE model. We also show some quantitative analyses about this class.

**Keywords:** Active Learning, ICT tools, Learning Analytics.
# Transnational Pedagogy and Global Teaching of Noh Theatre: Initial Reflection on Teaching Noh Theatre online during the Pandemic (From Philippines to Canada)

Dennis D. Gupa<fnref n="1" />, a and Amparo Adelina Umali III <fnref n="2" />, b

**Abstract.** This paper foregrounds some initial reflections on collaborative teaching of Noh Theatre online to Canadian theatre students by scholar-artists and faculty members of the University of Winnipeg and University of the Philippines. The Department of Theatre and Film offers students a wide experience of acting and performance through various performance courses. One of these courses is Acting Theory tice (ATAP) which is a fundamental performance course that engages the are interested in exploring theatre as a pedagogic discipline, artistic ex- social inquiry. In this course, the students are expected to attend La- Classes that “emphasize practical study” of the craft of acting that and discussions which connect theoretical to the practical components Actors training in post-secondary theatre schools in Canada has deep from Russian theatrical performance technique conceived by Constan- On building a global practice of theatrical practice, the ATAP students underwent a departure from Western theatre acting technique via a performance workshop facilitated by a Filipina-Canadian actor Umewaka Naohiko Umewaka who is a Noh master for Shite of Aside from the workshop, the introduced the students into the of Noh Theatre and a short demonstration of Noh performance. conducted via Zoom. Before the pandemic, the course is taught an in-person to an online teaching mode, the authors of this experiences of working collaboratively in negotiating the teaching of Noh Theatre during the pandemic and how convention was taught via Zoom to cultivate an adaptive forms.

To respond from WCCE 2022 - IFIP TC3 World Conference theme's on Computers in Education Towards a Collaborative Society Through Creative Learning, the authors would like to engage in a discussion on “the importance of ensuring digital equity and e-inclusion and how we can achieve this for communities widely. Thus, the au- thors in this paper ask: How an embodied theatrical form like Noh Theatre was taught through a mediated technology? What are the compromises that the facilitators have had to negotiate to allow equity in learning Noh Theatre within the limits of technology? To what extent transnational pedagogic collaboration on digital e-learn- ing of traditional Asian theatre forms like Noh Theatre empowers acting students cre- ativity?

**Keywords:** Noh Theatre, Innovation, Canada-Philippines

<footnote n="1">¹ University of Winnipeg, Canada</footnote>

<footnote n="2">² University of the Philippines, Philippines</footnote>

<footnote>a.d.gupa@uwinnipeg.ca, b.jina.acumali@up.edu.ph</footnote>
# Trends in Event Styles of Medical Research Meeting in Japan

Shunta Tomimatsu¹[0000-0002-9868-4206], Shuji Shimizu¹[0000-0003-2965-2910], Kuriko Kudo¹[0000-0002-0682-8971], Toru Oga¹[0000-0002-4909-383X], Shintaro Ueda¹[0000-0002-3200-9494], and Tomohiko Moriyama¹[0000-0002-0682-8971]

¹ Kyushu University, 744 Motooka Nishi-ku, Fukuoka, Japan
tomimatsu.shunta.487@m.kyushu-u.ac.jp

**Abstract.** With the spread of COVID-19, academic events had to cancel, or shift the style to online or hybrid. However, the exact number of these event situations has not been reported. This study clarified trends in event styles of medical research in Japan from registered event data in a web service. Text mining was used to extract and classify event styles such as on-site or online events. As the result, it is revealed that the total number of events dropped sharply in March 2020, but in November 2021, it was recovered to the same level of the peak month in 2019. The number of online events has increased since March 2020, and has become the majority of event styles by December 2020. The number of hybrid events increased later than online and accounted for approximately 20% of the total in June, October and November, 2021. The online and hybrid contributed to the continuation of the academic events under COVID-19. Although it is expected that online will be reduced after COVID-19, hybrid has the potential to become a popular style that includes diverse participants.

**Keywords:** Medical research, hybrid meeting, online meeting, text mining.
# Simulating fieldwork “in action” through digital technology among Ferris University students

Cynthia Neri Zayas, PhD<fnref n="1" />, Natsuko Uchida, PhD<fnref n="2" />, Eri Ono, PhD<fnref n="3" /> and Erina Asano<fnref n="4" />

## Abstract.

> "True learning is complete only when action has been put forth."
> - Xunzi, ca 313-238 BC

Our paper is an account on an inspiration coming from Filipino and Japanese approaches of remembering through hearing and seeing - *wido* in Filipino, learn and remember through hearing (Yamomo, 2018), and *kusyo* 空書 in Japanese, the motion of writing kanji in the air or on one's body to remember Japanese character (Sasaki, 1987). We argue that *wido* and *kusyo* fall within the realm of *karada de oboeru*, remember with your body (Megat Mohamed Noor, 2008:84). As culture bearers, we considered these approaches as experiential learning (Kolb, 1984) that could be employed to assist learners to reflect on their “experience” of doing something, through digital technology. In doing so, we succeeded in enabling students to see and hear fieldwork “in action” through the image of fieldwork in distance mode. The Zoom platform was used to beam socio-cultural and economic data from the field as it is impossible for students to be 100% present in the classroom. Actual fieldwork among women divers (Zayas, 2016) in Goza, Shima City in Mie Prefecture was undertaken in January 2022 with the use of simple gadgets, e.g., cellphone, pc tablet, and pocket Wi-Fi, and key informant interviews. Towards the end, we assessed the successes of our online learning by asking students about what worked well and what didn't in their final essays. We have concluded that online learning can be used to simulate real conditions through *wido* and *kusyo* approaches.

**Keywords:** "karada de oboeru" framework, Fieldwork, Simple gadgets.

<footnote n="1">¹ University of the Philippines, Quezon City 1101 Philippines
cnzayas@up.edu.ph</footnote>

<footnote n="2">² Ferris University, Yokohama, 245-0002 Japan
uchida@ferris.ac.jp</footnote>

<footnote n="3">³ Dokkyo University, Saitama, 340-0042 Japan</footnote>

<footnote n="4">⁴ Yokohama National University, Yokohama 240-8501 Japan</footnote>
# A Scoping Review on The State-of-art Educational Data Mining and Learning Analytics in Prediction of Students' Learning Performance

Chunping Li¹, Mingxi Li¹, Chuan-liang Huang¹, Yi-Tong Tseng¹, Soo-Hyung Kim², Soonja Yeom¹[0000-0002-5843-101X]

¹ University of Tasmania, Hobart, Australia
{Chunping.Li,Mingxil,Tsengyt,Soonja.Yeom}@utas.edu.au;
Lin210346@gmail.com
² Chonnam National University, Gwangju, South Korea
shkim@chonman.ac.kr

**Abstract.** Students' academic achievement is always a target of concern for educational institutions. Nowadays, the rapid development of digital transformation has resulted in huge amounts of data being generated by Learning Management Systems. The deployment of Educational Data Mining (EDM) and Learning Analytics (LA) emerged is becoming increasingly significant in discovering ways to improve students' learning outcomes. Those approaches effectively facilitate dealing with students' massive amounts of data. The purpose of this review is to evaluate and discuss the state-of-art EDM and LA for predicting students' learning performance among higher education institutions. A scoping review was conducted on eighteen (18) peer-reviewed publications that were indexed in ACM, IEEE Xplore, Science Direct and Scopus between 2012 and 2021. This study comprehensively reviewed the final inclusion literature on EDM in terms of tools, techniques, machine learning algorithms and application schemes. We have found that WEKA (tool) and classification (technique) were chosen in most of the selected studies carried out in their EDM/LA settings. This review suggested that Decision Tree as the supervised learning algorithm can better predict students' learning performance, as it has been validated in several comparative analyses in other algorithms. In the present study, we demonstrate a future trend toward developing a well-generalized automated prediction model that can work with a diverse population and can be easily used by educators in the general market.

**Keywords:** Educational Data Mining, Learning Analytics, Students' Learning Performance, Classification, EDM/LA Setting, Machine Learning Algorithm.
Implementation and Evaluation of University
Information Placement Test in Japan

Naohiro Chubachi<fnref n="1" />[0000-0003-2241-7643], Tomohiro Inagaki<fnref n="2" />[0000-0003-2777-4017] and Kazuki Kawamura<fnref n="3" />

**Abstract.** This paper describes the Information Placement Test (hereafter IPT) and the Information Placement Test System (hereafter IPTS) for freshmen at universities in Japan. The purpose of the IPT is to measure knowledge and skills related to information technology learned in general education at the universities. The areas of informatics in general education are summaries in the General Education Body of Knowledge (GEBOK). Thus, the IPT and IPTS have been developed based on the GEBOK. The IPT was administered in 2018 and improved based on the results. Then the revised IPT was implemented in 2020. We analyzed the data and showed the results such as the percentage of correct answers. We show an overall trend in the percentage of correct answers and the areas with high and low correct rates.

**Keywords:** Information Placement Test, Body of Knowledge, General Information Education.

<footnote n="1">¹ Takasaki University of Commerce, Takasaki, 370-1214, Gumna, Japan</footnote>

<footnote n="2">² Hiroshima University, Higashi-Hiroshima, 739-8521, Hiroshima, Japan</footnote>

<footnote n="3">³ Tokyo International University, Kawagoe, 350-1197, Saitama, Japan
naohiro@chubachi.net</footnote>
Multiple Platform Problems in Online Teaching of
Informatics in General Education
Faced by Part-time Faculty Members

Hajime Kita¹[0000-0002-3876-7712], Naoko Takahashi² and
Naohiro Chubachi³[0000-0003-2241-7643]

¹ Kyoto University, Yoshida, Sakyo, Kyoto 606-8501, JAPAN
kita.hajime.7a@kyoto-u.ac.jp

² Kokugakuin University, Higashi, Shibuya-ku, Tokyo 150-8440, JAPAN
n.takahashi@kokugakuin.ac.jp

³Takasaki University of Commerce, Negoya-machi, Takasaki-shi, Gumna 370-1214, JAPAN
n-chubachi@uv.tuc.ac.jp

**Abstract.** The curriculum for an undergraduate program in Japanese universities usually consists of a general education program and special/major education programs, and in general education programs, informatics is taught widely. It is one of the characteristics of the education of informatics in Japan. In a nationwide survey on the education of informatics in 2016, the teaching of informatics in general education depends largely on part-time faculty members as well as full-time ones.

Under the pandemic of COVID-19, most Japanese universities have been forced to have their teaching online in 2020 and 2021 A.Ys. Online teaching was carried out in several styles, using various LMSs and Video conferencing services and students' access terminals different by universities. Further, the permission of access to information systems depends on the renewal of the employment contract. In such a situation, part-time faculty members faced various problems of using multiple platforms rarely recognized by full-time members.

In this paper, the authors point out such multiple platform problems faced by part-time faculty members and propose a common platform for informatics in general education to solve the problems and to improve the quality of teaching.

**Keywords:** Informatics in General Education, Multiple Platforms, Online Teaching, Part-time Faculty Member, Identity Management, Educational Service Provision
# The tools which assist "creating questions through interaction with a computer"

Shinya Cho¹, Naoya Yamanaka¹, Shigeki Kitajima¹ and Takayuki Konno¹

¹ Meisei University, 2-1-1 Hodokubo, Hino City, Tokyo, 191-8506, JAPAN
cho@is.meisei-u.ac.jp

**Abstract.** We are currently developing teaching materials that emphasize "creating questions through interaction with a computer" and practicing them in university classes. We have developed a learning environment that supports each of the three phases of learning: deduction, induction, and hypothesis formation. We have developed learning environments to support each of these phases. In this presentation, we will introduce three tools. In this presentation, we introduce three tools: In-class Programming System, a programming environment for the deduction; In-class Note-taking & Sharing System, which supports learners' writing for the induction; and In-class Quizzing-Each-Other System for the hypothesis formation. Bit Arrow has a log collection and viewing function to store the learners' programming activities. The quiz creation system allows learners to submit questions to each other and evaluate the quiz based on the percentage of correct answers, and the In-class network service allows learners to write down their findings and share them with other learners.

**Keywords:** Creating Question, Interaction with Computer, Programming Education, Learning Environment.
Comparison of Academic Impacts of Online Classes in
the Real-time Setting with the On-demand Viewing
Model

Toru Ochi<fnref n="1" /> and Koji Tateno<fnref n="2" />

toru.ochi@oit.ac.jp

**Abstract.** We gave the programming classes in the second semester of 2021 at an engineering college. These classes were held for first-year students in online settings. These classes were 100 minutes long. We taught Department of Environmental Engineering (28 students), Department of Electronics and Information Systems Engineering (59 students) and Department of Mechanical Engineering (36 students). The total number of students is 123. We delivered classes in real-time. However, we decided the policy that students could watch the recorded videos later and submit their assignments on-demand. We compare real-time and on-demand class types. Our methods seem to have two problems. 1) Teachers cannot force students to participate on time in class. 2) Unmotivated students choose to study on-demand and not study in the end. Such is not the case for our method, because students had to submit reaction papers and every homework assignment for a grade, so they never lost motivation. We gave four classes, three of which had a relatively large number of students who took the class in real-time, however the academic results were not so different. We think it is an excellent strategy for online classes. Ideally, students should be able to choose the class type that suits them best to enhance their learning effect, according to their learning environment and equipment.

**Keywords:** Online Class, Real-time, On-demand, Programming Education

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

<footnote n="2">² HAGOROMO University of International Studies, Osaka, Japan</footnote>
# Visualizing Information Security Controls Using Virtual Reality Head-Mounted Displays

Chunming Gao¹ and Noriyuki Iwane²

¹ University of Washington, Tacoma, WA 98402, USA
² Hiroshima City University, Hiroshima, Japan
chunming@uw.edu

**Abstract.** In the past few years, virtual reality (VR) has garnered both academic and industrial interests due to head-mounted devices' (HMD) enhanced immersive effects and their lower cost. VR's function to serve as storytelling with 3D experience makes them attractively promising for educational purposes.

In this study, we aim to study the impacts on effective learning by using virtual reality head-mounted displays. We propose to create VR computer lab modules to teach cybersecurity topics. We hypothesize that the learning of information assurance by visualizing information security controls through VR supported fully immersive experience is more effective than traditional classroom learning. We want to explore the capabilities of using HMDs to visualize information security controls, and conduct user studies to answer questions such as: Are HMD VR experiences more effective teaching information security theories and practices?

We propose to develop a VR application which will simulate scenarios for a user to gain access to a data center using two-factor door-access security measures. The virtual data center will be created by using a 3D camera to record a real computer data center. The access to the virtual data center is through a simulated door equipped with electronic card control and passcode access control. One scenario is for the user to present the electronic card and guess a correct passcode hence gaining access to the data center. Through this application, it is hypothesized that students will have a better understanding about the physical control measures in a data center.

We propose to develop a VR application for students to observe the public-key encryption and decryption processes in action using animated 3D illustrations. We are going to simulate the classic textbook illustrations of the application of encryption and non-repudiation in the communications between persons Alice and Bob. Through this application, it is hypothesized that students will have a better understanding of the complex public-key cryptosystems.

We propose to develop a 3D VR application to show how in the background that a response to a phishing email with a seemingly valid link will lead to sensitive data revealed to the attacker. In this case, the user's credentials are revealed to the attacker with the user being unaware of it. Through this application of vivid illustrations, it is hypothesized that students will have a better understanding of social engineering mechanisms.

**Keywords:** Virtual Reality, Gamification, Cybersecurity Education.
# Hands-on Training to Configure Communication Networks with GNS3 Web server for 40 Senior High School Students in a Class (Demonstration Included)

Naotaka Kato

Kurume Kosen (National Institute of Technology, Kurume College)
Komorino 1-1-1, Kurume-shi, Fukuoka, Japan, 830-8555
katosan@kurume-nct.ac.jp

**Abstract.** This session demonstrates the hands-on training to configure network routers and switches on a GNS3(Graphical Network Simulator - 3) Web server. About forty senior high school students in a class could have the hands-on training with their PC Web browser connecting to the teacher's notebook PC which runs virtual Cisco routers and switches on the GNS3.

There are two types of textbooks for computer networks. One is an academic textbook such as “Computer Networking, A Top-Down Approach, Kurose & Ross, Pearson.” The other one is a textbook for network engineers such as “Cisco CCNA Basic Lectures for beginners, Gene, SB Creative.” Almost all the schools/universities in Japan select the former academic textbooks for network education, and the latter is scarcely used in ordinary schools/universities. Thereby, the students in Japan can explain the computer networking's layered architecture, including some of the TCP/IP protocols. But most of the students do not understand the network itself. Because an academic textbook depicts the network as a white cloud which is a black box for students. Most students scarcely have a chance to configure network routers and switches.

To understand the network itself, students need to have hands-on experience in constructing networks. However, it has been almost impossible to prepare the network training environment at schools. GNS3 makes it possible for each student to have hands-on experience of network construction in a class. This session demonstrates the system with the actual GNS3 server we used for the class. We confirmed that only one A4 size notebook PC (Lenovo ThinkPad P14s AMD4750u) was enough as a server for a small network configuration training for about 40 students. The network OS we set in GNS3 was true Cisco OS. If the same commands are applied to the real Cisco routers and switches, they work.

In the class, some students could not “ping” through to the destination initially, so they fixed their router configurations one by one. Finally, all students in the class completed their networks successfully. (The “ping” is a network command to confirm the logical connection between network nodes.)

It was our surprise that this hands-on experience helped the same students in a programming class. They could easily understand python client/server programming and could communicate with each other over a real router.

**Keywords:** GNS3, Web, Network, Hands-on learning, Network Simulator.
# Effective Case Studies of Supporting Class by Engineers in Company at Tokyo P-TECH

Tetsuo Fukuzaki¹, Kaori Namba¹, Tomoaki Mori¹ and Yuji Kato¹

¹ IBM Japan, Ltd., {fukuzaki, knamba, tmri}@jp.ibm.com and yuji.kato1@ibm.com

**Abstract.** Tokyo P-TECH is a new educational model to develop IT talents through school and company partnerships. For its preparation, we conducted supporting classes for specialized subjects, e.g., network technology and C programming, in the pilot period for two years in FY 2019 and FY 2020.

Even though students had learned about IT at technical high school, there were not a few students who worked in industries other than IT. To overcome the situation, we set the objectives of these classes are increasing the students' motivation for learning and interest in IT and convey the importance of continuous learning. We accumulated effective case studies on how engineers in companies can provide their skills and knowledge to students to develop IT talents. This poster shows the following three particularly effective case studies.

*Role-play and Shadowing at Network Troubleshooting:* Through role-play and shadowing, the students could consider the problem as their matter and learn how real engineers think and deal with the problem. The NSI (Net Satisfaction Index) for the on-site class in October 2019 was 84.7 (N=32). The NSI for the remote class in November 2020 was 74.3 (N=34).

*Improvement of a Sense of Presence at Remote Classroom:* We conducted all the presentations in MURAL, a digital canvas on the web, in the class to learn about Cloud Technologies in March 2021. It enables each student to move their avatar and follow a tour guide around to listen to stories and see places as they pleased, and their sense of participation in the class improved. The NSI for the March 2021 remote class was 84.6 (N=34), almost the same as the 85 (N=32) for the February 2020 on-site class.

*Mob Programming Approach at Programming Class:* We formed teams of three or four students, and one engineer per team was remotely assigned as a coach. The team used one computer and tried to solve bugs through a team discussion. Since students exchanged their thoughts with each other, the engineers could understand their pain points quickly and easily. In addition, some students started coaching other students who didn't understand well, which promoted exemplary behavior required of engineers. The NSI for the November 2020 remote class was 86 (N=34), close to 87 (N=32) for the September 2019 on-site class.

We concluded that high NSIs and positive comments from the students indicate that these case studies were effective.

**Keywords:** P-TECH, Engineer, Remote Class, Network Technology, Mob Programming
# Analysis of Learning Patterns and Final Grades in an Online University and a Study of Appropriate Intervention Methods for Students

Yasuhisa Kato¹[0000-0003-3634-4190]

1 Tokyo Online University, 1-7-3 Nishi-Shinjuku, Tokyo 1600023, JAPAN

kato.yasuhisa@internet.ac.jp

**Abstract.** In online learning, dropout is often cited as a reason for learners' inability to continue learning. This study examined how best to intervene by analyzing the relationship between online learners' learning history and their final grades. The results showed that completing the first class earlier may have a greater impact on final grades. This revealed the possibility that it may be better to send encouraging messages to students who are behind in their studies a little earlier than in the traditional way, in the first half of the entire study period, about one week into the study period.

**Keywords:** learning history, online university, dropout reduction.
# Development of a coding skill training system using "Clone coding"

Hitoshi Sasaki<fnref n="1" /> and Junya Hamada<fnref n="2" />

**Abstract.** It is not always the case that students who have mastered the basic grammar through such education have acquired enough programming skills to be able to program on their own. In our experience, many students can modify the sample programs used in the class, but cannot code from scratch. Some students have never written a program on their own until they graduate from university. This indicates that the students cannot utilize what they have been learning. We consider that one of the reasons is that students are not voluntarily coding.

In this presentation, we describe a training system for improving coding skills that we are developing intending to enable learners who have learned the basics of programming to gain a variety of experiences and new insights through spontaneous coding. However, it is not easy for students who have learned the basics to code on their initiative. Unless they are in a special situation where they are required to program, they will not be able to figure out what kind of programming they should do and assign themselves to do it.

Only when the student has a clear objective can we expect the student to act spontaneously. It is one way for a teacher to show students a variety of coding tasks. However, it is a great burden for teachers to come up with tasks that will keep the students motivated.

We have begun to develop a coding learning environment to provide these students with specific objectives so that they can proceed with their learning spontaneously. The most important feature of our system is the use of "clone coding". In this research, "clone coding" means to create something that imitates the appearance of an existing application or web page. We think that by using the applications and web pages that students usually use as models, we can keep them motivated. Moreover, we expect that the student will gain a high sense of accomplishment by imitating the appearance of the application.

We are currently developing a learning environment focusing on the Web page cloning coding, which will be presented.

**Keywords:** Clone coding, Coding skill, Programming education

<footnote n="1">¹ Faculty of Engineering, Takushoku University, Tokyo 193-0985, sasaki@cs.takushoku-u.ac.jp</footnote>

<footnote n="2">² Department of Computer Science, Faculty of Engineering, Takushoku University, Tokyo 193-0985, junya_hamada1221@eitl.cs.takushoku-u.ac.jp</footnote>
Using Machine Learning to Analyze Keystroke Dynamics
for Programming Proficiency

Shiho Takano<fnref n="1" />[0000-0001-6222-1739], Miyu Tamura<fnref n="1" />[0000-0002-1738-1861], Teruno Kajiura<fnref n="1" />[0000-0001-6639-9104], Yuka Sato<fnref n="2" />[0000-0003-4818-4497], Nanako Takizawa<fnref n="2" />[0000-0002-2332-0707], Yuka Akinobu<fnref n="1" />[0000-0002-5188-0365] and Kimio Kuramitsu<fnref n="2" />[0000-0002-5079-1483]

m1816053ts@ug.jwu.ac.jp

**Abstract.** Typing on a keyboard is a very fundamental skill in the era of digital society, even though various kinds of multimodal digital devices appear. This study has addressed the analysis of keystroke dynamics in order to measure IT and programming proficiency. To begin with, we have assumed that a student who often write programs is characterized by faster typing especially for code-specific notations. Based on this assumption, we have collected keystroke data from more than 100 students. We classified these students into 2 to 4 classes according to their programming ability based on their learning records from online judge system such as AtCoder. We used the collected data and class labels as training data to build a classification model. The classification models we have tested include Random Forest and Transformer, an efficient deep learning model for serial data. We report on the prototype classifiers and their prediction accuracy and demonstrate a possible estimation of programming proficiency from students' keystroke dynamics.

**Keywords:** keystroke dynamics, machine learning, programming proficiency

<footnote n="1">¹ Division of Mathematical and Physical Sciences, Graduate School of Science, Japan Women's University, Mejirodai, Bunkyo-ku, Tokyo 112-8681, Japan</footnote>

<footnote n="2">² Department of Mathematical, Physical Sciences and Computer Science, Faculty of Science, Japan Women's University, Mejirodai, Bunkyo-ku, Tokyo 112-8681, Japan</footnote>
# Implementation and Teaching Plan of Spreadsheet Application for Basic Education of Artificial Intelligence

KITADAI, Akihito¹

¹ J. F. Oberlin University, Machida, Tokyo 194-0294 Japan
a.kitadai@gmail.com

**Abstract.** In recent years, learning literacies for artificial intelligence is one of the most important subjects for first-year students in Japanese universities. Especially, basic knowledge of data-driven decision making is essential for them. Using computer programming with text coding steps is the most effective means to learn it. However, many of the first-year students not interested in computer science or data science fields do not have enough programming skills. Many Japanese universities provide classes to learn spreadsheet software for their first-year students. Most of the software products allow the students to analyze datasets easily, and the teachers of the classes to provide applications working on the software. Therefore, for the students before obtaining the programming skills, the software will work as an alternative to the text coding.

The application presented here is a set of handouts and a macro-enabled workbook of Microsoft Excel. The workbook provides special cell-functions of a theory of discriminant analyses which estimates a good boundary between two classes in a dataset. The handouts to learn the theory of the method provide exercises using histogram graphs. After the learning, the students will acquire experiences of image processing using the theory. The macro loads pixels of a small digital image on the cells of a sheet named Color. The RGB-channel values in the cells are also presented in cells of sheets named Red, Green, and Blue. Each of the cells presents the pixel color by visual interior painting and a numeric cell value. The presentations will help the students to understand the data structure of bitmap images and digital expression methods of visual information.

After the loading process, the application provides experiences of image-extract processing using simple formulae and conditional branches. The students will design the formulae and input them in the cells of the last sheet. For example, subtraction formulae of Blue-Green or Blue-Red may extract blue sky pixels from landscape digital images. Finally, the macro using the discriminant analyses, conditional branches and the formulae draws the extracted partial images on the last sheet. The experiences will help the students to understand relationships between mathematical theories and information processing.

This work was supported by JSPS KAKENHI Grant Number 18H03597, 18H05221, 18K00972, 20H00022, and J. F. Oberlin University Research Fund for On-campus Scientific Promotion. The application will be used and evaluated in the classes of the university with 300-400 students. Images of landscapes, cultural properties, and others will be applied for the learning.

**Keywords:** artificial intelligence, AI literacy, spreadsheet application.
# The Cyberethics Grade Comformation System for Shibboleth Federated LMS

Nobukuni Hamamoto<fnref n="1" />[0000-0001-5470-1265], Koichi Ogawa<fnref n="2" />, Hiroshi Ueda<fnref n="3" />, Masako Furukawa<fnref n="4" />, Motonori Nakamura<fnref n="3" /> and Kazutsuna Yamaji<fnref n="4" />

**Abstract.** Information security training is now mandatory for all university members. To support such universities, the National Institute of Informatics has developed a collection of sample regulations for information security measures in higher education institutions, as well as providing e-learning materials that can be commonly used in each institution. These materials are provided on the GakuNin LMS and can be used by universities participating in the GakuNin, a Japanese academic federation, by Shibboleth authentication.

In the Gunma University, students are required to take this e-learning course, and this is achieved by making it a credit requirement for the compulsory first-year course. We also only allow the use of VPN connectivity and eduroam services to those who have completed the course. In this way, we encourage our faculties and staffs to take this course. In achieving this operation, several problems arose caused by the inter-university sharing of the LMS. We overcame this problem by using the Cyberethics Grade Confirmation System (CEGC) developed by the authors and operational changes to GakuNinLMS.

The first problem is how to protect the users' privacy in the shared LMS. When the shared LMS started operating at the NII, user IDs were anonymized by eduPersonTargetedID (ePTID) attribute. However, it was difficult to identify the user ID from the ePTID. To solve this problem, we have developed CEGC, which works with the IdP and identify user ID from ePTID. As both GakuNinLMS and CEGC are Shibboleth SPs, we also considered the implementation of forming a virtual organisation between them and issuing a common anonymous ID to both SPs via IdP. However, as such an operation is complicated in the current situation, we are finally decided to use eppn instead of ePTID.

The next problem is that the GakuNinLMS cannot provide grade information limited to teachers' classes. This problem was solved by using GEGC to allow each teacher to view grades only for students in the classes for which they are responsible by importing class data from SIS.

Finally, the manual linkage of grades and course history is a remaining problem. We are planning to implement an API for obtaining grades and course histories in the GakuNinLMS to support automatic linkage in the near future.

**Keywords:** GakuNinLMS, Shibboleth, Inter-institutional Sharing of LMS

<footnote n="1">¹ Gunma University, 4-2 Aramaki-machi Maebashi Gunma, Japan
n.hamamoto@gunma-u.ac.jp</footnote>

<footnote n="2">² Hosei University, Japan</footnote>

<footnote n="3">³Kyoto University, Japan</footnote>

<footnote n="4">⁴National Institute of Informatics, Japan</footnote>
An AI-based Chatbot for Programming Education on the
Colaboratory

Momoka Obara¹[0000-0001-6523-3321], Nao Souma²[0000-0002-8029-0524], Miyu Sato²[0000-0002-0210-4255], Mai Takahashi²[0000-0003-0242-0503], Teruno Kajiura¹[0000-0001-6639-9104], Mayu Tomi-oka¹[0000-0002-4399-483X], Yuka Akinobu¹[0000-0002-5188-0365] and Kimio Kuramitsu²[0000-0002-5079-1483]

¹ Graduate School of Science Division of Mathematical and Physical Sciences, Japan Women's University, Bunkyo, Tokyo 112-8681, Japan

² Department of Mathematics, Physics, and Computer Science, Japan Women's University, Bunkyo, Tokyo 112-8681, Japan

m1816019om@ug.jwu.ac.jp

**Abstract.** In the era of digital society, programming is becoming an essential
skill for everyone. Programming education is broadly introduced into primary,
junior, and senior high schools. However, the shortage of eligible teachers is a
big challenge; many students are stuck due to small mistakes and errors without
any appropriate assistance.

To overcome the shortage of teachers in primary, junior, and high school, we
have developed Kogi, an AI-based chatbot for teaching assistance. Kogi support
student by providing natural language code suggestion and dialog-based error
causes analysis when errors occur. These assistances have been built on a trans-
former-based text/code generation AI model, and an extended conversational
interaction is integrated into the Google Colabolatory.

In this presentation, we will demonstrate the development status of Kogi with
our earlier experience reports in the classrooms.

**Keywords:** Chatbot, Machine Translation, Programming Education.
Designing Digital Credentials for Validating IT skills
--a case for i-Competency Dictionary --

Keiko Tanaka<fnref n="1" />, Masumi Hori<fnref n="2" /> and Keiji Emi<fnref n="3" />

**Abstract.** Around the globe, applications of open standards in digital credentials such as Open Badges and CLRs have made ways for validating skills/competencies earned by learners. This paper aims to examine the enablers for recognizing skills aligned in digital credentials in the case of IT professionals, by drawing characteristics of skill frameworks in Japan and Europe, and reviewing industry-academia cooperation efforts for talent pipeline in the US, and suggest using the i-Competency Dictionary (iCD) as a common ontology for digital credentials in IT skills.

**Keywords:** Open Badges, Competency-Based Education, Interoperable Learning Records.

<footnote n="1">¹ The Kyoto College of Graduate Studies for Informatics, 1-35-35 Motoazabu, Minato-ku, Tokyo VORT Motoazabu 4th Floor, Hito Media Inc., JAPAN</footnote>

<footnote>k_tanaka@kcg.ac.jp</footnote>

<footnote n="2">²CCC TIES and Osaka Kyoiku University, Tezukayama University, Tezukayama, Nara-shi, Nara-ken 631-0062, Japan</footnote>

<footnote>hori@cccties.org</footnote>

<footnote n="3">³Keihousha, 2-2-1 Tsukaguchicho, Amagasaki, Hyogo Prefecture, 661-0002, Japan</footnote>

<footnote>vyp01634@nifty.com</footnote>
# Zanzibar Declaration Panel on ‘Sustainable Education in a Digital Age of rapidly Emerging Technologies’

Johannes Magenheim<fnref n="1" />, Don Passey<fnref n="2" />, Javier Osorio<fnref n="3" />, Christophe Reffay<fnref n="3" />, Raymond Morel<fnref n="5" />

**Abstract.** IFIP Technical Committee 3 (TC3) agreed in its Annual General Meeting in April 2019, held in Zanzibar, Tanzania, to initiate development of a declaration on ‘Sustainable Education in a Digital Age of rapidly Emerging Technologies’. This ‘Zanzibar Declaration’ (ZD) focuses on future educational challenges that arise from rapidly emerging technologies impacting societies and communities and is closely related to the UN’s Sustainable Development Goal 4 (SDG 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all).

A matrix was initially developed, which defined various emerging IT technologies positioned against social areas in which these technologies are applied. In four webinars in 2021, experts from different disciplines and from across TCs of the IFIP covering four thematic clusters of IT technologies and social impact areas. Details of that part of the ZD process, outcomes of the four webinars and the ZD grid can be found on the ZD website: https://zanzibardeclaration.cicei.org.

The WCCE 2022 online panel will be the final stage of gathering expert contributions, on the remaining key topics of the matrix: Computer Networks and Communication and Mobility; Recognition (Tracking) and Enduring Information and Quality of Information; Robotics and Decent Work; Virtual and Augmented Reality; Cloud Computing, Privacy and Social Surveillance; 3D/4D Printing and Energy; and Humanoids and Digital Equity. Still to be confirmed, seven short expert presentations are planned, offering expert views on the current situation in each topic, and likely future issues and challenges. Following this panel session, where participants are encouraged to provide their responses, a draft ZD will be developed, and circulated for comment through a consultation process, prior to international release.

**Keywords:** Sustainability, Emerging Digital Technologies, Social and Educational Implications.

<footnote n="1">¹ University of Paderborn, Germany</footnote>

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

<footnote n="3">³ Universidad de Las Palmas de Gran Canaria, Spain</footnote>

<footnote n="4">⁴ Université de Franche-Comté, France</footnote>

<footnote n="5">⁵ University of Geneva, Switzerland</footnote>

<footnote>jsm@uni-paderborn.de</footnote>
Universities of the Future and Industrial Revolution 4.0:
The Academy Transformation

Maria Teresa Pereira<fnref n="1" />,<fnref n="2" />[0000-0003-4556-9578], Manuel S. Araújo<fnref n="3" />[30000-0001-6249-5502], António Castro<fnref n="4" />[0000-0001-9892-5957], Carolina Castro<fnref n="4" /> and Maria J. Teixeira<fnref n="5" />

**Abstract.** This article aims to reflect on the changes that are taking place today (considering them from different perspectives), as well as to describe the impact that results from these changes in social, economic, ethical, and academic terms, and the role of creative learning in this transformational process. A description is made of the main characteristics of this moment, mainly in what is considered the industrial 4.0 revolution, as well as the main global trends that are associated with it in this third decade of the millennium. Presenting the Universities of the Future (UoF) project, an assessment of its main results is made, as well as essential questions that must be asked so that decision-makers, in different “stages of power”, can consider as valid in building a different and better future for the planet we inhabit. Part of the answers found seem to suggest that the different social institutions must converge in a collaborative paradigm, in which the free sharing of knowledge, the distribution of resources, the focus on common problems with different approaches and by different players, bring more creative, efficient, and sustainable solutions and knowledge.

**Keywords:** Industry 4.0, I4.0, Universities of Future, Creative Learning.

<footnote n="1">¹IINEGI - Instituto de Ciência e Inovação em Engenharia Mecânica e Engenharia Industrial, 4200-465 Porto, Portugal</footnote>

<footnote n="2">² Porto School of Engineering, Polytechnic of Porto. Rua Dr. António Bernardino Almeida, 431, 4200-072, Porto, Portugal.
mtp@isep.ipp.pt</footnote>

<footnote n="3">³Porto Accounting and Business School, (CEOS), Polytechnic of Porto, Rua Jaime Lopes Amorim, S/N. 4465-004 S. Mamede Infesta, Portugal
manuelsalvador@iscap.ipp.pt</footnote>

<footnote n="4">⁴ESFPM</footnote>

<footnote>atbc3105@gmail.com</footnote>

<footnote n="5">⁵Maria J. Teixeira</footnote>

<footnote>mjst.cat.sp@gmail.com</footnote>
# Instructional Methodologies for Lifelong Learning Applied to a Sage Pastel First-year Module

Tania Prinsloo¹[0000-0003-1877-9115], Pariksha Singh²[0000-0002-3340-6491] and Komla Pil-lay³[10000-0002-5301-3804]

¹,²,³ University of Pretoria, Pretoria 0002, South Africa

lncs@springer.com

**Abstract.** Lifelong learning is a useful and beneficial skill to learn. In this paper, students from a university in South Africa are taught Sage Pastel in their first-year of study using the Instructional Methodologies Framework for Lifelong Learning. This framework includes problem-based learning, e-learning, reciprocal teaching, professional portfolios, reflections, and knowledge maps. The students were asked how they experienced the module and their responses were mapped to the framework to demonstrate their journey. It is concluded that the majority of the students found the approach useful as a lifelong learning skill, with an 85% positivity indicator. The teaching environment used for this paper is unique, as the data was gathered in 2021 when the university was teaching only online because of Covid-19 restrictions, but the benefits of following a lifelong learning approach are evident. Future research will include comparing this module to other first-year modules that follow a similar approach to determine if students do become life-long learners.

**Keywords:** Lifelong Learning, Sage Pastel, Instructional Methodologies, Learning Management System, Sustainable Development Goals.
# Indicators of Pedagogical Factors Influencing Learning Outcomes in Informal Educational Mobile Apps

Iiris Tuvi¹,³[0000-0002-8095-2620], Jussi Okkonen ¹[000-0002-7207-045X] and

Terje Väljataga ²[0000-0001-8109-0674]

¹ Tampere University, Tampere, Finland

² Tallinn University, Tallinn, Estonia

³ Tartu University, Tartu, Estonia

iiris.tuvi@tuni.fi

**Abstract.** The educational mobile apps enjoy increasing popularity, in formal (such as classrooms) and in informal settings (outside the classroom). The factors behind the usefulness of informal educational mobile apps in the learning process have not been firmly established. Possible pedagogical factors influencing learning outcomes in traditional teaching context have been researched by several researchers. Many of those pedagogical factors can also be used in the development of mobile learning apps, such as: engaging students, structuring the material, scaffolding type used (when questioning students), critical thinking development, opportunity to practice/apply learned knowledge and overall pedagogical approach used (game-based learning, drill and practice, inquiry based learning, collaborative learning, flipped classroom, mapped trail/self-regulated learning, mixed). Current work in progress aimed to analyze how user experience factors (perceived entertainment, motivation to use, agency and usability) of the informal educational mobile apps are associated with described pedagogical factors that influence learning outcomes. Method: user experience (UX) data was collected with two questionnaires (Subjective Metrics with User Experiments and System Usability Scale) filled in by users pre- and post use. Pedagogical indicators were coded by two experts (university lecturers) using the scale 0-not present, 1-somewhat, 2-yes, used. Users (N=1152, age 8-19 years) free format answer about experience was used to code added value to the learning process. UX data of Citynomadi, Fillarilla, Rescue Busters, Word Dive and Action Track Zone apps was collected. The descriptive analysis enabled insight into how pedagogical summative and individual factor scores were associated with the user experience. Examples of some results: three pedagogical approaches were used- mapped trails with tasks (2), drill and practice (2) and game-based learning (1). Game-based learning of first aid received the highest UX scores and high pedagogical factors scores. Drill and practice app for cycling safety was pedagogically best developed, with good UX scores. Mapped trails obtained lowest pedagogical and UX scores. Motivation to use the app always declined post use compared to pre-use, largest decline appeared with game-based app. The indicators used are suitable for a more general framework that unites UX factors important for app designers and pedagogical indicators that influence learning outcomes.

**Keywords:** Educational Mobile Application, Pedagogical Factors, Learning Outcomes, User Experience Data, Informal Learning Applications.
Predictive Evaluation of Artificial Intelligence
Functionalities of Software: a Study of Apps for
Children's Learning of English Pronunciation

Mengqi Fang¹[0000-0002-7497-003X] and Mary Webb²[0000-0002-4409-5940]

King's College London, London, UK

1 mengqi.fang@kcl.ac.uk, 2 mary.webb@kcl.ac.uk

**Abstract.** This paper is based on a study that developed and used a predictive evaluation method to evaluate educational software with embedded Artificial Intelligence (AI) functionalities for children's learning of English pronunciation. The approach built on Squires and Preece's heuristics which used a social constructivist view of learning but were developed before AI functionality was commonplace in educational software. Three AI-powered English learning apps were selected for the predictive evaluation. These apps are widely used in China and designed for young Chinese learners of English as a second language (ESL). The evaluation enabled a comparison between the AI-powered English-learning apps based on their potential for learning. The study is the first to predictively evaluate pedagogical values of AI functionalities for improving ESL pronunciation and may provide an approach to developing predictive evaluation more widely for educational software that embeds AI functionality.

**Keywords:** AI Functionalities, Software Evaluation, Predictive Evaluation, English Learning, English Pronunciation.
A Workshop of a Digital *Kamishibai* System for Children
and Analysis of Children's Works

Masataka Murata<fnref n="1" />, Keita Ushida<fnref n="2" />, Yoshie Abe<fnref n="2" />, and Qiu Chen<fnref n="2" />

**Abstract.** The authors have developed a digital *kamishibai* system, for author-
ing and performing *kamishibai* is said to have good educational effects on chil-
dren. The system is implemented so that even children can operate it easily. The
characteristics of the system are authoring with drag-and-drop operation and
performance with ad-lib animation. Through the experiment, the authors made
sure that children over six years old could handle the system. In this paper, the
authors carried out a workshop in which children authored and performed digi-
tal *kamishibai*. Forty-eight groups participated. From the questionnaire, both
children and their parents were mostly favorable to the system. The effects men-
tioned above were observed. Through the workshop, various *kamishibai* works
were made. The authors showed these works to a staff of a children's hall (an
expert of *kamishibai*) and had review them. He pointed out children's compre-
hension of stories, characteristics and style of representation, and structures and
originality of the works. One of the future works is a detailed analysis of the
works.

**Keywords:** Picture Story, Kamishibai, Storytelling.

<footnote n="1">¹ Digital Arts Inc., 1-5-1 Otemachi, Chiyoda-ku, Tokyo, Japan</footnote>

<footnote n="2">² Kogakuin University, 1-24-2 Nishishinjuku, Shinjuku-ku, Tokyo, Japan
ushida@cc.kogakuin.ac.jp</footnote>
# Digital Technologies for Learning, Teaching and Assessment: Tackling the perennial problem of policy and practice

Deirdre Butler<fnref n="1" /> and Margaret Leahy<fnref n="2" />

**Abstract.** Education policy implementation is a complex, evolving process that involves many stakeholders often with seemingly conflicting and opposing visions. This paper presents an account of work in progress in which the authors are conducting an analysis of the enactment of a strategy for digital learning in schools in Ireland. The aim of the study is both to analyse and theorise the extent to which the policy has achieved its aims but also to identify a means of tackling the perennial challenge of policy development and enactment at the school and classroom level. This paper presents the findings of the first phase of analysis.

**Keywords:** Policy, Practice, Digital Technologies for Learning.

<footnote n="1">¹ Institute of Education, Dublin City University, Dublin, Ireland, deirdre.butler@dcu.ie</footnote>

<footnote n="2">² Institute of Education, Dublin City University, Dublin, Ireland, margaret.leahy@dcu.ie</footnote>
# Proposal of prevention simulation game using VR:
Disaster prevention education from “boring” to “fun”

Saaya Kamijo<fnref n="1" />, Chie Nakagawa<fnref n="1" />, and Natsuko Uchida<fnref n="2" />

**Abstract.** As an island nation in the Pacific Ocean, Japan is prone to disasters such as earthquakes, tsunamis, and typhoons, in addition to having many plates. The Great East Japan Earthquake, the Kumamoto Earthquake, and the mudslide in Atami are still fresh in our memories, and unpredictable disasters can happen anytime. Therefore, for many years, school education has provided disaster prevention education to cope with disasters. However, the drills we have experienced have been tedious, such as simply hiding under desks or evacuating to the schoolyard as quickly as possible to escape personal danger. As a result, the evacuation drills have not been realistic or interesting, and the importance of daily drills and information gathering has waned as we have grown older. Since lifesaving education needs to be enhanced through daily drills, changing the image of disaster prevention from "boring" to "fun" is essential. With the development of the information society, various technologies (such as simulations or VR) have become more accessible. Hazard maps are digitalized and visualized the damage caused by disasters and are easily accessible to everyone. We propose to extend this hazard map data and the already utilized VR game content to propose a more realistic and serious game with virtual and simulation elements for the masses. By entering the metaverse, the user can have a realistic experience, and the fact that the game is a game will attract interest in disaster prevention. Developing a new game may present many difficulties regarding cost, time, and developers. However, we propose (1) to make good use of existing content and (2) to bring together the government, citizens, and companies to utilize their respective knowledge.

**Keywords:** Disaster prevention education, Data Utilization, Metaverse.

<footnote n="1">¹ Ferris University, Faculty of Global and Intercultural Studies, Yokohama 245-8650, Japan</footnote>

<footnote n="2">² Ferris University, IT-Center, Yokohama 245-8650, Japan</footnote>

<footnote>uchida@ferris.ac.jp</footnote>
# A Feasibility Study on Learning of Object-Oriented Programming based on Fairy Tales

Motoki Miura

Chiba Institute of Technology, Narashino, Chiba, 2740077, Japan

motoki.miura@p.chibakoudai.jp

**Abstract.** In learning of object-oriented programming (OOP), it is necessary to understand the concept of OOP and apply it to actual development. However, acquiring such skills is not easy for novice programmers. We propose a learning method based on fairy tales in order to make it easier for learners to work by assuming a specific situation, and to make it easier for other learners to share the situation. In the proposed method, the learner selects one fairy tale as the subject his/herself and expresses the flow of the story by interaction between characters, changing attributes, exchanging objects, and outputting narrations. Finally, the learners design the classes and methods necessary for expressing them and implement as an executable program. We applied the proposed method in a lecture at the graduate school and confirmed the feasibility.

**Keywords:** Object-Oriented Programming (OOP), Software Analysis and Design, Software Engineering.
AI Ethics with Emphasis on Philosophy and History of
Science

Yuko Murakami¹

¹ Rikkyo University, Japan
yukoim@rikkyo.ac.jp

**Abstract.** Considering artificial intelligence (AI) to be "advanced science and technology for information and knowledge," AI ethics overlaps ethics of advanced science and technology in general. Most graduate students in their early stage of graduate study have little experiences either in ethics, legal and societal issues (ELSI) or methodology of science to need introductory explanations in the both fields in the first month of the course of ethics of advanced science and technology. The research area of AI is essentially elusive; so are the contents of any AI ethics course. Assignments should be flexible even during a semester, since the societal situations may quickly shift.

**Keywords:** AI Ethics, Higher Education, Methodology of Science.
# Gender-Inclusive Learning Materials for Programming Focused on Data Visualization

Takehisa Mashimo<fnref n="1" />, Taeko Ariga<fnref n="2" />, and Tomoko Yoshida<fnref n="3" />

**Abstract.** This study introduces learning materials for introductory computer programming from the viewpoint of gender-inclusion. Although information technology educational opportunities are considered as gender-inclusive matters, men still make up a large percentage of the people working in IT-related occupations. Despite there being no evidence that gender differences in information/mathematical competence exist, such a situation remains. Cornelissen and Tveranger pointed out that the lack of an inclusion strategy in schools reinforced the imbalance of social gender structure in the IT field.

On the basis of such a situation, we have considered the approach of gender-inclusive programming education. Several studies report that girls prefer computer programming that incorporate storytelling, visual/creative exercises, and problem-based projects. We have focused on data visualization to develop learning materials to attract female students to learning programming more. All learners have data that they are interested in, no matter what field they study. Finding data and expressing it in an informative way using programming would induce motivation in students studying computer programming in various matters, and then reduce the gender-gap in the IT field as a result.

We have been developing learning materials for introductory programming using JavaScript and p5.js. It consists of three parts; (1) basic programming exercises focused on drawing primitive graphics, (2) libraries for sophisticated visualization that can be used by beginners, (3) sample programs using our libraries to express public or original data visually. The libraries provide functions for reading external files, parsing data, normalizing, simulating physical motion and linking the motion objects with data. These aim for students to implement program for data visualization without load difficulties, and to concentrate on the parts they are interested in.

We have applied our materials in an introductory programming course in a university and received students' feedback. We will present the concept and the functions of the libraries and the sample programs, and the practice in a class.

**Keywords:** Introductory computer programming, Gender-inclusion, Data visualization.

<footnote n="1">¹ Seian University of Art and Design, Otsu, Shiga, Japan, mashimo@seian.jp</footnote>

<footnote n="2">² Doshisha Women's College of Liberal Arts, Kyoto, Japan, tariga@dwc.doshisha.ac.jp</footnote>

<footnote n="3">³ Kyoto Notre Dame University, Kyoto, Japan, tyoshida@notredame.ac.jp</footnote>
Curriculum Standard of Informatics in General
Education at Universities in Japan

Tomohiro Inagaki<fnref n="1" />, Naoko Takahashi<fnref n="2" />, and Michio Nakanishi<fnref n="3" />

inagaki@hiroshima-u.ac.jp

**Abstract.** Most universities in Japan provide informatics subject in general education for all faculties. For the students except majoring in computing discipline, this subject is the last chance to learn informatics in a systematic way succeeding from K-12. However, its content and level vary largely in universities because of the wide range of informatics. The Information Processing Society of Japan, IPSJ, has developed the computing curriculum standard called "J17." Although the name implies, J17 focuses on the education for computing major, it also includes the body of knowledge of informatics subject in general education which we call GEBOK. In this paper we will review GEBOK, then present an example of the implementation as a classroom practice. Future issues of the computing curriculum standards will also be discussed.

**Keywords:** Computing Curriculum, Informatics in General Education, Body of Knowledge.

<footnote n="1">¹ Hiroshima University, Hiroshima 739-8521, Japan,</footnote>

<footnote n="2">² Kokugakuin University, Tyokyo 150-8440, Japan,</footnote>

<footnote n="3">³ Otemon Gakuin University, Osaka 567-8502, Japan.</footnote>
# Changes in Attitude towards Mobile App Development: a Preliminary Comparison between MIT App Inventor and Android Studio

Zilu Liang¹,² [0000-0002-2328-5016]

¹Ubiquitous and Personal Computing Lab, Kyoto University of Advanced Science, Japan

²Institute of Industrial Science, The University of Tokyo, Japan

liang.zilu@kuas.ac.jp

**Abstract.** In this work-in-progress study, we compare the effect of different programming environments on students' attitude towards mobile app development in an Android development course. This course taught Android Studio (a textual programming environment) in 2020 and MIT App Inventor (a visual programming environment) in 2021. We administered an original mobile app development attitudes survey at the beginning and the end of the course in each wave. The questionnaire constitutes 39 items that fall into 8 dimensions: confidence, motivation, gender, usefulness, knowledge, learning style, self-reliance, and context. All items are answered on a 5-point Likert scale ranging from "strongly disagree" (=1) to "strongly agree" (=5). Some items require reverse scoring (i.e., 6 subtracts the score) when calculating the score of each construct and the total score. The range of the total score is 39-195 and a higher score indicates more positive attitudes towards app development. Respondents can skip an item if the statement is not well-understood to ensure that a response of "neutral" truly indicates no opinion. The questionnaire was originally developed in English and was translated to Japanese by a native Japanese speaker. Both the English version and the Japanese version were made available to students, and they could answer the questionnaire in their preferred language. The responses in both languages were merged in the final dataset. It was made clear to students that survey completion was voluntary and was not in any way related to their final grades. We used Mann-Whitney U test to examine whether there was statistically significant difference in students' baseline attitudes in the two academic years and found no statistically significant difference except in the knowledge construct (W = 606.5, p = 0.029). The cohort in 2021 (20.9 ± 1.4) scored slightly lower in the knowledge construct than the cohort in 2020 (22.6 ± 2.7). Given the small sample size especially at the end of the 2021 semester, no statistical test was performed. Alternatively, we utilized boxplots to visually inspect any potential before-after change in students' attitudes. The preliminary results showed that compared to the Android Studio group, the MIT App Inventor group were self-perceived with higher level of confidence and self-reliance and had better ability to contextualize app development after completing the course.

**Keywords:** App Development, Attitudes, Visual Programming, MIT App Inventor, Android Studio.
# Generalization in Programming Classes

Michael Weigend¹

¹ University of Münster, Germany
mw@creative-informatics.de

**Abstract.** Generalization – as a facet of computational thinking – is the skill to create a software solution in a way that it can be reused in other programming projects. Basic techniques to improve the reusability of a class include overloading familiar operators (like addition), supporting type casting and providing printable representations of objects that are helpful for debugging. Generalizing is also related to specific techniques of software reuse like calling a function on different levels of generality, adapting a problem to make reuse of an already known solution possible, learning by experimenting in an REPL environment, tracing and debugging. Creative coding activities may encourage learners to use functions and classes for designing art. Frequent reuse in different contexts is important to raise awareness of the generality of a programming concept.

This contribution presents classroom activities that focus on generalization in three different ways: Exploring generality, increasing generality, and creating generality. Generalization by creating reusable software requires high level programming skills beyond algorithm design. Since future reuse is anticipated such project requires experience, time, and personal engagement. A possible way to encourage learners to develop a piece of software and then use it exten- sively, is a “creative coding” project with the goal of creating digital art.

**Keywords:** Computational Thinking, Generalization, Programming.
# The Impact of Tolerance for Ambiguity on Algorithmic Problem Solving in Computer Science Lessons

Lisa Schütte<fnref n="1" />, Matthias Matzner<fnref n="2" /> and Claudia Hildebrandt<fnref n="2" />

**Abstract.** In computer science lessons, situations can arise which the learners can perceive to be subjectively ambivalent, such as algorithmic problem solving. Tolerance to this individually perceived ambiguity is an internal factor that can influence the absorption and processing of knowledge both positively and negatively. Thus, it was examined whether there is a connection between tolerance for ambiguity and the performance of students in an ambivalent task for algorithmic problem solving in computer science lessons. The results show that there is a significant correlation between tolerance for ambiguity and the number of points achieved in the test for algorithmic problem solving.

**Keywords:** Tolerance for Ambiguity, Algorithmic Problem Solving, Quantitative research, Computer Science Lessons, Upper Secondary Education.

<footnote n="1">¹ Studienseminar Leer für das Lehramt an Gymnasien, Leer, Germany</footnote>

<footnote n="2">² University of Education Heidelberg, Germany</footnote>
# Introducing AI Literacy in Schools: A Review of Pedagogical Approaches, Formats, Competence Areas, Evaluation Methods, and Inclusion of Data Literacy

Viktoriya Olari¹[0000-0002-5113-6624] and Ralf Romeike¹[0000-0002-2941-4288]

¹ Freie Universität Berlin, Königin-Luise-Str. 24-26, 14195 Berlin, Germany
{viktoriya.olari, ralf.romeike}@fu-berlin.de

**Abstract.** Introducing artificial intelligence (AI) literacy to school students is a challenging task. As the field of AI education is constantly growing, educators can struggle to decide *what* content is relevant and *how* it can be taught. To facilitate these tasks and encourage the development of new activities, it is necessary to examine which practices and formats have already been evaluated with students and are used repeatedly, and which are challenging or should be explored further. In the following literature review, we address this need. Using a mixed-methods research design, we systematically analyzed 31 case studies that introduced AI literacy in schools in terms of five categories: (1) competence areas, (2) pedagogical approaches, (3) formats and tools, (4) evaluation methods, and (5) inclusion of data literacy. In analyzing the results, we identified underrepresented competence areas and summarized common pedagogical practices, recurrent formats, contexts, and evaluation methods. Additionally, we investigated the approach to using data to make abstract AI knowledge accessible to novices.

**Keywords:** AI literacy, AI education, data literacy.
# Literacy from Python 2

Lawrence Williams<fnref n="1" /> and Roger Carpenter<fnref n="2" />

**Abstract.** This paper presents the classroom development of a secondary school computer coding project, Literacy from Python. The aim of the project is to contextualise the teaching of Python through a cross-curricular teaching and learning model. It therefore recommends the development of introductory coding skills by students, aged from about 10 to 14 years, through the creation of very short stories or scripts, using Python strings. Each story by the two pilot groups of Year 8 students, aged 12 to 13, presented here, includes examples of additional Python programming elements, such as Turtle Graphics, sleep functions, inputs and if statements, within the constructionist framework of a creative writing project. The students were given free range to explore examples of Python coding on the internet, and to use, adapt, or repurpose the material that they discovered, as part of the National Curriculum in England. The two pilot groups of 30 students developed their own original short stories, and were encouraged to develop Python coding elements through exploration and experiment, rather than the detailed guidance of their teacher. They worked independently.

**Key words:** narrative work, creativity, Python, Turtle Graphics

<footnote n="1">¹ TPEA Specialist Leader in EdTech Education, UK</footnote>

<footnote n="2">² Head of Computer Science, Tiffin Girls' School, London
lawrencewilliams2060@gmail.com</footnote>
How Elementary School Students Experienced
Algorithms: Using Sorting Algorithms Online Learning
Tool

Yuki Kitamura<fnref n="1" />, Kazuya Hirose<fnref n="2" />, Susumu Kanemune<fnref n="3" />, Tomohiro Nishida<fnref n="4" />, and Shi-
zuka Shirai<fnref n="1" />

**Abstract.** In this research, we explore how elementary school students experi-
enced the importance of algorithms with our proposed sorting algorithm online
learning tool. The sorting algorithm is an essential topic in computer science,
and it is an often-utilized topic to experience the difference in efficiency among
algorithms. However, understanding sorting algorithms is challenging because
students need to understand complex procedures based on various layers of ab-
straction. Especially, it would be hard for elementary school students who are
just starting to get a programming education. To address these issues, we pro-
posed an interactive online learning tool to learn sorting algorithms for novice
learners (https://pro-ktmr.github.io/learn-sorting-algorithms-wcce2022/). The
proposed tool has hands-on exercise and animation functions with the bubble
sort and selection sort algorithms. The tool allows students to learn algorithms
interactively as though it were a game. In addition, it has some new ingenuities
of practice and visualization for naturally fostering an understanding of algo-
rithms. For instance, the tool limits the number of cards that can be turned over
at once to at most two in order to express a restriction on computers. Further-
more, the automatic judgment mode points out students' wrong operations,
which allows students to learn independently. We also developed remote teach-
ing support features, including a remote view function for supporting
online/HyFlex courses. In this study, we conducted an empirical evaluation at a
Japanese elementary school to evaluate the tool. Students and assistant teachers
gathered in a classroom, and a teacher in charge attended the class remotely us-
ing a remote conference system and the remove view function of the proposed
tool. During the class, students could achieve executing algorithms on the tool.
After completing all the lessons, we surveyed how elementary school students
learned and experienced the importance of algorithms with our proposed sorting
algorithm learning tool. Our findings show the proposed tools' potential to en-
courage understanding algorithms' procedures and executing them on one's
own.

**Keywords:** Sorting algorithms, Elementary school education, Experiential learning.

<footnote n="1">¹ Osaka University, 1-1 Yamadaoka Suita Osaka 565-0871, Japan</footnote>

<footnote n="2">² Kameoka Mirai Educational Research Center, Japan</footnote>

<footnote n="3">³ Osaka Electro-Communication University, Japan</footnote>

<footnote n="4">⁴ Osaka Gakuin University, Japan</footnote>
# 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 Tohyama¹[0000-0001-5759-9550], Yoshiaki Matsuzawa² and
Takito Totsuka³

¹ Shizuoka University, 3-5-1 Johoku, Naka-ku, Hamamatsu-shi, Shizuoka 432-8011 Japan

² Aoyama Gakuin University, 5-10-1 Fuchinobe, Chuo-ku, Sagamihara-shi, Kanagawa 252-5258 Japan

³ Former Teacher at Japanese Elementary School
tohyama@inf.shizuoka.ac.jp, totsuka_t@chic.ocn.ne.jp

**Abstract.** The objective of this paper is to know the consequence of Totsuka's practice. In the '80s, a terrific teacher developed his original version of Japanese LOGO by himself and tried it in a small elementary school in a rural area as "Totsuka's Practice". He used LOGO programming as a tool for empowerment of children's scientific research and making mathematical understandings. We have conducted a longitudinal cohort study over 30 years of Totsuka's practice. The longitudinal cohort study suggested that 91 people from 250 who taught by Totsuka showed the different disposition of university enrollment and advanced professions of their work from general people. Further, the interview study for two people suggested that computational thinking derived from Totsuka's practice is living in their minds, and computers worked as an amplifier for empowering themselves.

**Keywords:** Totsuka's practice, longitudinal study, interview, LOGO.
# Symbiotic Approach of Mathematical and Computational Thinking

Kristin Parve¹ and Mart Laanpere¹

¹ Tallinn University, Narva Road 25, Tallinn, Estonia, 10120
kristin.parve@tlu.ee
mart.laanpere@tlu.ee

**Abstract.** Although CT is a rapidly expanding field of educational research, it is a relatively new concept in national curricula. From the curriculum policy perspective, two subjects taught in primary and secondary schools look the best candidates to address CT: computer science/informatics and mathematics. As informatics does not exist as a separate subject in many national curricula, mathematics becomes „the next best“ alternative for integrating CT in the curriculum. Our analysis shows that there are three major scenarios how CT has been introduced in the national curricula recently: (A) as a part of the informatics curriculum, (B) as a part of mathematics curriculum and (C) undefined by national curriculum, but encouraged to be integrated in various subjects (mostly STEM). This paper gives an overview of computational and mathematical thinking and stresses the overlap between those two concepts. Examples of different ways of integrating CT in K-12 education is illustrated by examples of three neighbouring countries: Finland, Estonia and Lithuania.

**Keywords:** Computational Thinking, Mathematical Thinking, Informatics Curriculum.
# Implications for Computer Science Curricula in Primary School: A Comparative Study of Sequences in England, South Korea, and New Zealand

Michiyo Oda<fnref n="1" />, Yoko Noborimoto<fnref n="2" />, and Tatsuya Horita<fnref n="1" />

**Abstract.** The purpose of this study is to gain implications for the design of computer science curricula in primary school in Japan through the analysis of K-12 computer science curriculum sequences in England, South Korea, and New Zealand. This study focuses on the progression of key areas of computer science learning in K-12 education. This study identified trends in the sequence of computer science concepts and practices in K-12 education in the three countries. The trends were classified into three categories: (1) learning the concept itself is limited below Grade 6 and learning related to advanced concepts becomes extensive above Grade 7, (2) learning about the concepts becomes progressively more advanced and extensive throughout K-12 education, and (3) learning about the concepts becomes more advanced in scope and complexity throughout K-12 education as the context in which concepts are applied becomes more advanced. These implications can be applied to K-12 computer science curriculum design in Japan and also in other countries around the world.

**Keywords:** Computer science education, Curricula, K-12 education.

<footnote n="1">¹ Graduate School of Information Sciences, Tohoku University, Sendai 980-8578, Japan</footnote>

<footnote n="2">² Graduate School of Teacher Education, Tokyo Gakugei University, Tokyo 184-8501, Japan
michiyo.oda@media.is.tohoku.ac.jp</footnote>
# Comparison of Causality-Influenced Logic Misreading by Nationality, Education, Occupation, and Gender

Koichi Hayashi¹ and Noriko Shimada²

¹ Musashino University Research Center for Liberal Education / MUSIC,

² Musashino University Faculty of Global Studies Department of Global Communication
Ariake 3-3-3, Koutou-Ku, Tokyo135-8181, Japan

ko-haya@musashino-u.ac.jp

**Abstract.** Science, technology, engineering, and mathematics (STEM) education, including programming, has become an important policy component as the world is rapidly changing with information technology. In Japan, one of the key objectives of STEM education is to strengthen logical thinking skills. It is believed that learners' ability to think logically depends on a variety of factors, including nationality, educational background, occupation, and gender. In our previous study in Japan, we reported that logic misreading often occurs commonly among all subject groups and is strongly influenced by the direction of causality. In other words, we found that the frequency of logic misreading was significantly higher for reverse-order sentences, in which past causes are inferred from the current situation, than for forward-order sentences, in which future results are inferred from the current situation. We also noted that the percentage of correct answers could be an indicator for assessing logical thinking ability. In this paper, we expanded the survey target from Japanese nationals to other countries and assessed the ability to read the basic argument structure, which represents the relationship between a claim and a basis, of subjects belonging to various groups. The results indicated that a significant percentage of adults, regardless of nationality, fell into logic misreading influenced by the direction of causality. The results also revealed that subjects' misreading tendencies differed from widely known stereotypes based on nationality, occupation, and gender.

**Keywords:** STEM education, critical thinking, logical thinking, argument model, stereotype threat.
# A Social Media Simulator for Media Literacy Education
in Japanese schools and universities

Atsushi Hikita<fnref n="1" />, Tomohiro Inagaki<fnref n="1" />, Marcos Sadao Maekawa<fnref n="2" />, Shota Tajima<fnref n="3" />, Yoko Miyazaki<fnref n="3" /> and Emi Nagasawa<fnref n="3" />

**Abstract.** Social media services (SNS) are both a means of communication and an essential tool for gathering information.

Although the importance of media literacy education is constantly increas-
ing, literacy regarding behaviour on social media is currently not reflected in
relevant curricula. This paper presents the design process and research findings
of an online educational tool 'To Share or Not to Share' that simulates social
media services.

The tool provides a social networking learning experience in a formal educa-
tional setting. Through this experience, learners evaluate real social media posts
and make decisions to share or not share information, thus gaining or losing fol-
lowers. Learners can access other players' statistics and analyse reference in-
formation, such as expert opinions, to support their decision-making. The learn-
ing effects of introducing this tool to university, high school and secondary
school students are reported in terms of changes in their ability to make deci-
sions about social networking posts at different ages, as well as their attitudes
towards social networking.

We believe that media literacy education is as much about attitude formation
as it is about competency, along with knowledge and skills.

By using simulations, we are examining the possibilities of constructivist
learning for the formation of learners' attitudes, rather than just expository
classroom teaching.

We see SNS as a global medium, but as a conversational form of communi-
cation. This time we experimented with Japanese SNS articles for Japanese stu-
dents. In the future, we would like to conduct experiments with articles from
other countries and with students from other countries, in order to examine the
differences in culture and learning.

**Keywords:** Media Literacy, Fake News, Social Media, Serious Games.

<footnote n="1">¹School of Integrated Arts and Sciences, Hiroshima University, Hiroshima, 739-8521, JAPAN</footnote>

<footnote n="2">²Graduate School of Media Design, Keio University, Yokohama, Japan</footnote>

<footnote n="3">³SmartNews Media Research Institute, Tokyo, Japan</footnote>

<footnote>hikita@hiroshima-u.ac.jp</footnote>
A Practice of Game Exercises in Information Security
Education

Yoshifumi Ueshige

Nagasaki University, 1-14, Bunkyo-machi, Nagasaki, 852-8521, Japan

yueshige@nagasaki-u.ac.jp

**Abstract.** The author's university has elective classes on the basics of information security in the liberal arts education program. The purpose of these classes is to provide students with an understanding of the concept of information security and the strategies for its countermeasures, which are necessary in their university studies and daily lives. In this paper, the author reports on the practice of one such class, in which a game-based exercise is used to promote understanding. This is expected to learn critical thinking, problem-solving, and communication skills necessary for implementing countermeasures, as well as the acquisition of knowledge about information security. In the class, the author lectured on the students, approximately 80 minutes to learn about information security threats, related incidents and countermeasures. After that, for about 80 minutes, the students were divided into groups of several members and played the card game as the exercise to learn how to prepare in advance for security and how to respond to an incident in the first place. In this game, the students play the role of CSIRT in a company, that responds to information security incidents. The teams choose from cards of proactive measures for information security and initial responses to incidents with the goal of increasing the value of the company (a score corresponding to the stock price). The team with the highest score corresponding to the stock price wins. For proper selection, it is essential for the team members to discuss the choices while researching. In the questionnaire survey, some students answered that they could understand that proactive measures may or may not be effective for incidents that occur. The other student raised the question of whether it is necessary to understand not only "measures that should be taken" but also "measures that should not be taken." These findings suggest that the practice is effective in learning critical thinking and problem-solving skills. Furthermore, based on the experience of this practice, the author suggested how teachers can manage their classes in utilizing games according to the number of students. This suggestion implies management idea for not only face-to-face classes but online classes.

**Keywords:** Exercises, Information security, Card game, CSIRT, Security response.
# Cross-Validating Four Measures of Technology Integration: Stages of Adoption, CBAM LoU, ACOT, and TPACK Core

Gerald Knezek¹, Rhonda Christensen¹ and Anneke Smits²

¹ University of North Texas, Denton TX 76207, USA

² Windesheim University, NL

gknezek@gmail.com

**Abstract.** This paper contains a cross validation study of four instruments commonly used to assess educator proficiency in technology integration. Data for the validation study were contributed by 357 teacher preparation candidates enrolled in university coursework in the Netherlands. A previous study based on analysis of 1068 survey responses from teachers in 48 US states confirmed that three of the measures – Stages of Adoption of Technology, CBAM Level of Use, and ACOT stages of instructional evolution – formed a consistent self-report measure that had stable construct validity and aligned well with anticipated changes in educator attitudes as level of technology integration progresses. In the current study researchers sought to determine if a fourth, brief, 9-item measure named TPACK Core aligned with and complemented the three other well-established technology integration instruments. Researchers also sought to determine if the four instruments, when used in combination, together exhibited acceptable psychometric qualities in a European context. Results were that the Dutch data produced an internal consistency reliability estimate of Cronbach’s Alpha = .834 for a higher-order measure consisting of four scale scores, one from each instrument. This would be judged as ‘very good’ according to established psychometric criteria. Higher-order factor analysis and multidimensional scaling reconfirmed the common alignment of these scales, which led to the authors’ recommending the use of all four to produce a robust self-report measure of technology integration proficiency. Implications are that this 15-minute administration process would produce four scale scores each of which could be used to compare findings to previous studies using any of the four. In addition, using all four would result in a highly-reliable, aggregate measure of technology integration proficiency known to be robust across international contexts. This could provide a richer context of interpretation, to be used by school systems locally to target the level of the next phase of technology integration professional development for teachers, or by policy makers at the educational systems level to better understand the current status of practicing teachers. The use of four brief but individually validated scales can provide a robust measure of technology integration proficiency that can be expected to operate well in a wide range of educational contexts.

**Keywords:** Cross-validation, technology integration measures, proficiency
A system to realize time- and location-independent
teaching and learning among through
sharing learning-articles

Seiyu Okai<fnref n="1" />, Tsubasa Minematsu<fnref n="1" />, Fumiya Okubo<fnref n="1" />,
Yuta Taniguchi<fnref n="1" />, Hideaki Uchiyama<fnref n="2" /> and Atsushi Shimada<fnref n="1" />

**Abstract.** In recent years, attempts to have learners teach and learn each other have been attracting attention in the field of education. One of the reasons is that major changes are occurring in the conventional educational style. In the past, students were taught only one-way by teachers, and it was difficult for them to acquire a proactive attitude toward learning. On the other hand, in a rapidly changing global society and information society, it is essential for students to actively collect information and take action on their own. It is believe that attempts to realize mutual teaching and learning among learners will contribute to the development of human resources who can cope with such a modern society.

In this study, we propose a framework that enables learners to teach and learn from each other without depending on time and place. Teaching and learning are conducted through learning articles, which contain information about what learners have learned on their own and the process by which they have understood the content of the course. The proposed framework comprises two subsystems. One is a frontend system for the submission, review, and publication of learning articles. The other is a back-end system for storing and analyzing learning articles. By preserving learning articles in the database, the proposed system has the advantage of passing on knowledge and expertise to the next generation, much like a library. The proposed framework is expected to be effective not only in expanding and deepening one's own learning by reading others articles, but also in reflecting on one's own learning by writing. Also, the method has a mechanism to encourage the submission of learning articles on topics with few submissions or difficult topics in order to ensure sustainable operation.

The experimental results of the developed system showed that approximately half of the learners felt that they could understand important points and solve problems about the process of learning by writing and reading learning articles. In addition, there are a certain number of learners who accept the mechanism to encourage the submission of articles, suggesting that the proposed method is expected to be sustainable.

**Keywords:** learner-centered design, learning-article, educational support system

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

<footnote n="2">² NARA INSTITUTE of SCIENCE and TECHNOLOGY, Nara, Japan</footnote>

<footnote>okai@limu.ait.kyushu-u.ac.jp</footnote>
Awareness Support with Mutual Stimulation among
People to Enrich Group Discussion in AIR-VAS

Mamoru Yoshizoe¹(✉) and Hiromitsu Hattori¹

¹ Ritsumeikan University, 1-1-1 Noji-higashi, Kusatsu, Shiga, Japan
is0241ep@ed.ritsumei.ac.jp

**Abstract.** While the Internet has made it possible for people all over the world to be connected, we have faced the wall of the diversity of values. Although we often have to consider or respect other people's values, it is not easy to sense them due to the limitations of our knowledge, experience, and imagination. We have worked on how to mutually consider unfamiliar values and obtain a synergetic effect among people by developing a discussion support system called AIR-VAS. AIR-VAS is a system aiming to support being aware of other people's values in group discussions. AIR-VAS functions to recognize characteristic opinions of a group and share them among all people engaging in the discussion. Through the sharing of opinions, people can obtain different viewpoints on the issue of the current discussion so that AIR-VAS can stimulate people to generate/evaluate/analyze ideas. AIR-VAS has the function of visualizing statements presented during a discussion as the word co-occurrence network. We realized opinion sharing as the process of the network re-construction, including presented sub-network as an opinion of other groups. The experimental result showed that the system successfully supports achieving the diversity of ideas.

**Keywords:** Discussion support, Idea generation support, Awareness, Word co-occurrence network, Summarization.
# An Approach to Personalized Quiz-Based Learning

Noriyuki Iwane<fnref n="1" />, Ayaka Yamanaka ¹and Chunming Gao<fnref n="2" />

**Abstract.** In this paper, we propose a personalized quiz-based learning framework and de-scribe an approach for building such a learning environment. A personalized quiz-based learning is based on a framework which has the feature to monitor a user's learning activities such as marking and annotating on a digital textbook. This kind of personal learning activity focuses on a part of the digital textbook e.g., some concepts, phrases, sentences and so on. A quiz question about a focused part will be generated by using the analysis of the personal learning activities, the teaching text data, and related knowledge. The generated question will be transferred to an e-learning system. The learner is tested later by using the question to decide whether the learner has understood the focused part of knowledge.

There are different ways to mark and annotate in books, e.g., underlining, circling, writing a comment, making symbolic marks, and so on. To simplify our research, we proposed to use single underlining and circling, i.e., just indicating the focused part in an expository text. Based on these markings, we designed three types of quizzes to be generated, i.e., quizzes to strengthen knowledge of a focused part (KF), to deepen the knowledge (KD), and to widen the knowledge (KW). A simple fill-in-the-blank question can be generated easily. However, which part should be blanked, how to identify the effective parts, when to present the quizzes, how to order the quizzes, for different learners the answers will be different. It is necessary to combine the marked parts and the context of the text to generate meaningful questions. It is also necessary to conduct user studies to evaluate learners' different preferences.

We approached this work by starting some fundamental procedures manually, e.g., manually extracting marking and the corresponding text part, manually executing a quiz generation function, and manually registering the generated questions in the question bank. We tried implementing the semi-automatic question generating system from markings in a digital textbook. The system was built on Moodle learning system using plug in button module. A learner can generate personalized quizzes and start self-test by clicking the quiz-based learning buttons according to his/her own timing. Our initial experiments were promising, but they were insufficient to verify educational or learning effects because each trial was executed in a short term repeatedly. We plan to implement the automatic system and conduct longer term user studies to evaluate the proposed framework of personalized quiz-based learning.

**Keywords:** E-Learning, Marking, Quiz Generation.

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

<footnote n="2">² University of Washington, Tacoma, USA</footnote>

<footnote>iwane@hiroshima-cu.ac.jp</footnote>
Time-shifting method to mitigate the stagnation of
discussions to promote collaboration on SNS

Hideki Kondo<sup>1</sup>, Sayaka Tohyama<sup>2</sup>, Ayano Ohsaki<sup>3</sup> and Masayuki Yamada<sup>4</sup>

**Abstract.** In this study, we propose a function of SNS to reduce stagnation of discussion which hinders knowledge-creation and knowledge-building activities on SNS. In knowledge-building community, members are expected to engage actively in collaboration with members for identifying problems, solving prob- lems, and reflecting on the problem-solving process. In the process, the mem- bers are expected to perform with their collective cognitive responsibility (CCR) in the collaboration. However, the members may have difficulties acting with their CCR when the discussion stops. In online-only situations, the stagna- tion of discussion occurs more often than in face-to-face situations because group awareness is limited in online situations. To encourage members’ collab- oration on the online situation from the group-awareness viewpoint, we devel- oped a function for promoting collaboration through changing the appearance timing of posts on SNS. The function classifies posts according to their time sensitivity and the degree of the post author’s contribution to the community. For instance, posts with low time sensitivity and posted by frequently contrib- uting members are stocked for a while and displayed when posts on SNS de- crease. We examined the function using log data of a community: members in the community maintain an active learning classroom in the university and were expected to the improvement of equipment, devices, and support methods for teachers’ use of the classroom. The results showed that the appearance timing of posts on an SNS dispersed more than in natural settings. We will implement the developed time-shifting function to active SNS in the future.

**Keywords:** Stagnation of discussion, Knowledge Creation, Group Awareness, SNS.

<footnote n="1"><sup>1</sup> Kanda University of International Studies, 1-4-1 Wakaba, Mihama-ku, Chiba, Chiba, Japan</footnote>

<footnote n="2"><sup>2</sup> Shizuoka University, 3-5-1 Jyohoku, Naka-ku, Hamamatsu, Shizuoka, Japan</footnote>

<footnote n="3"><sup>3</sup> Musashino University, 1-1-20 Shinmachi, Nishi tokyo, Tokyo, Japan</footnote>

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

<footnote>kondo-h@kanda.kuis.ac.jp</footnote>
# Understanding the Stakeholder Perspectives on Assessing Educators' Digital Competence

Linda Helene Sillat¹, Kairit Tammets¹ and Mart Laanpere¹

¹Tallinn University, Tallinn, 10120, Estonia
sillat@tlu.ee, kairit@tlu.ee, mart1@tlu.ee

**Abstract.** Digital competence of educators is one of the key factors affecting wide-scale digital transformation of education which is one of the major aims in European Digital Education Action Plan (2020). To plan, conduct and report progress in digital competence development requires ability to measure this competence. Hence, the importance of valid, reliable and usable digital competence assessment has been increasing among researchers, policy makers and teacher educators in recent years. While there exist a number of different instruments for assessing digital competence, there are not many comparative studies that would inform different stakeholders how to choose a suitable instrument to match specifically their context and goals. Furthermore, there is a lack of understanding of needs and expectations of various stakeholders when they consider assessment of educators' digital competence. This paper summarizes a study that explored the stakeholder perspectives in digital competence assessment and related trade-offs.

**Keywords:** Digital Competence, Assessment, Educators, Instrument Validation, Trade-off.
# An Evaluation of the Flipped Classroom Approach Toward Programming Education

Jun Iio¹[0000-0002-4585-1031]

¹ Chuo University, 1-18 Ichigaya-tamachi, Shinjuku-ku, Tokyo 162-8478, Japan
iiojun@tamacc.chuo-u.ac.jp

**Abstract.** In the academic years (AY) 2020 and 2021, due to the COVID-19 pandemic, many lectures in universities had to be conducted online. Our faculty provided programming classes in-person instead of online in such a situation because the programming exercise plays an essential role in classes. Moreover, face-to-face interactions in programming exercises are considered significant for instructors can intensively supervise students’ work. The author created lecture videos for lessons provided as hybrid online courses in the AY 2020. Therefore, it was easy to move from regular classes to flipped classes utilizing such resources. In addition, the migration from in-person classes to online classes has resulted in the utilization of a learning management system. It has also helped us introduce several learning analytics methods in practical educational fields. This paper provides an overview of the flipped classes for programming courses conducted by the author in the AY 2021 and students’ attitudes toward participation.

**Keywords:** Programming Education, Flipped Classes, Learning Analytics.
Cycles in State Transition as Trial-and-errors in Solving
Programming Exercises

Taku Yamaguchi<fnref n="1" />, Yoshiaki Matsuzawa<fnref n="2" />, Ayahiko Niimi<fnref n="3" /> and Michiko Oba<fnref n="3" />

**Abstract.** In recent years, Japan's education system has started regarding trial-and-error favorably and is accordingly evaluating its strategy. Evaluation of trial-and-error has become crucial to learning analytics. Jigsaw Code is a programming exercise that gives students shuffled code blocks of a solution program, including fake ones, and asks them to rearrange the blocks in the correct order. It logs the solving actions of each student. This paper shows that the cycles in the state transition of the solution indicate the students' trial-and-error process. Two hundred thirty undergraduates solved 11 puzzles (problems) of Jigsaw Code. We analyzed the transition of the solution sequence at each solving action and found cycles in the state transition. For 97% of the plays, including the frequently appearing cycles, the first state of each cycle was the subsequence of the final solution. A cycle in the solution state transition shows that the student returned to the cycle's first state after searching for other solutions, as they probably regarded the cycle's first state as leading to the correct final solution.

**Keywords:** Trial-and-error, Programming Exercises, Cycles in the State Transition.

<footnote n="1">¹ Graduate School of Future University Hakodate, Hokkaido, Japan
g3221002@fun.ac.jp</footnote>

<footnote n="2">² Aoyama Gakuin University, Kanagawa, Japan</footnote>

<footnote n="3">³ Future University Hakodate, Hokkaido, Japan</footnote>
# Design and Practice of an Elective Python Programming Course in General Education

Hajime Kita¹[0000-0002-3876-7712], Yoshitaka Morimura²[0000-0002-1495-8856] and Masako Okamoto³

1, 2, 3 Kyoto University, Yoshida, Sakyo, Kyoto 606-8501, JAPAN

¹kita.hajime.7a@kyoto-u.ac.jp

²morimura.yoshitaka.3n@kyoto-u.ac.jp

³okamoto.masako.8v@kyoto-u.ac.jp

**Abstract.** At Kyoto University, a course teaching Python programming has been held as an elective course of its general education program since 2018 A.Y. Computer programming is taught widely in teaching informatics in general education in universities aiming to understand its concept with some experience. However, there are various needs in learning computer programming for actual use in the university, and elective programming courses in general education can accept such needs beyond schools and departments.

With such background, this paper discusses an elective programming course of Python in its course design, development of learning material, learning environment, class operation, and assessment as well as experience of its practices.

This course assumes novices in computer programming including students in liberal arts/humanity schools as well as those in scientific schools on one hand.

On the other hand, this course set its goal to make them acquire authentic programming skills. Considering such requirements, course topics include GUI programming to understand the event-driven programming, and the development method of programs as well as basic elements of programming such as variables, substitution, sequential execution, conditional execution, and repetition. After learning the development method, students are asked to try their own programming projects.

Textbooks have been developed with a sufficient explanation of the topics considering their use for self-study. With this textbook, a kind of flipped classroom can be conducted where students prepare sample source codes and execute them before classes, and tackle modification of them during the class hours with the assistance of instructors.

Courses have been held since 2018, and in 2020 it is held online. The practice of the course in 2020 which accept 216 students is reported also in this paper.

The change in submissions of assignments asked in classes shows the difficult topics for students. The difference in pass rates was small between students in liberal arts/humanity schools and those in scientific schools. It shows this course was well designed for the assumed learners.

**Keywords:** teaching computer programming, Python, general education, flipped classroom, online education
A Preliminary Report on Novice Programming with
Natural Language Translation

Momoka Obara¹[0000-0001-6523-3321], Yuka Akinobu¹[0000-0002-5188-0365], Teruno Kajiura¹[0000-0001-6639-9104], Shiho Takano¹[0000-0001-6222-1739] and Kimio Kuramitsu²[0000-0002-5079-1483]

¹ Graduate School of Science Division of Mathematical and Physical Sciences, Japan Women's University, Bunkyo, Tokyo 112-8681, Japan

² Department of Mathematics, Physics, and Computer Science, Japan Women's University, Bunkyo, Tokyo 112-8681, Japan

m1816019om@ug.jwu.ac.jp

**Abstract.** Recently, text-to-code translation has become more practical due to the rapid advancements in deep learning technology. It could be useful to apply to programming education. We have newly developed Kogi, a transformer-based text-to-code translator that generates Python code from intention written in Japanese. In this study, we focus on how text-to-code translation help students to program.

To investigate pedagogical effects, we have provided Kogi with students in a real-time manner. Using Kogi, students could write what they want to program in a natural language and then obtain the translated code by Kogi. This approach could help students reduce their difficulty in programming from scratch and keep their focus on programming tasks.

We delivered Kogi to students in an introduction-level data science class with Python. The students solve several exercises with Kogi, and we surveyed their experimental feedback about Kogi. We confirmed that most of the students received significant help in programming from Kogi and desire Kogi's help in the long run.

**Keywords:** Machine Translation, Programming Education, Novice Programmers, Usability.
Teaching Computer Science Unplugged in Online for
Undergraduate College Students

Ben Tsutom WADA¹[0000-0003-1872-8051]

¹ Nagano University, 1029 Suwagata, Ueda, NAGANO 386-0032 JAPAN
wadaben@acm.org

**Abstract.** Computer Science Unplugged was originally designed for teaching in face-to-face environment and aimed for teaching children. But the author has been using it in teaching at a class of an university. And after COVID-19 pandemic began, the author modified it to fit to the online environment and taught it via GoogleMeet or Zoom. The author acted as the teacher and has taught "Count the Dots—Binary Numbers," "Battleship—Searching Algorithms," "Lightest and Heaviest—Sorting Algorithms," and some other activities. In addition to those activities of CS Unplugged, the author used Tower of Hanoi for introducing the concept of recursion, and Algologic puzzle for introducing programming. In "Count the Dots," the author used a set of cards which represent binary digits, and had also each student held a set. In Battleships, breakout rooms or equivalent facility of GoogleMeet or Zoom were used, in which each breakout room was assigned for each pair of students. In Sorting, the author and students each has a set of playing cards for simulating sorting algorithms. In Towers of Hanoi, the author explained the recursive procedure by tracing it on multiple copies of the procedure. For each activity the author collected students' evaluation by questionnaire. Almost students answered that many activities above are evaluated as "5(very good)," "4(good)," or "3(so-so)."

**Keywords:** Computer Science Unplugged, Online Class, Undergraduate Students.
Curriculum development and practice
of application creation incorporating AI functions;
Learning during after-school hours

Kimihito Takeno<fnref n="1" />, Keiji Yoko<fnref n="2" /> and Hirotaka Mori<fnref n="3" />

kimi@edu.shiga-u.ac.jp

**Abstract.** There is an urgent need to develop human resources who can utilize the power of AI and data in order to enrich society through technological innovation and value creation. On the other hand, in school education, due to the framework of each subject and time limitation, it is difficult to implement a curriculum to work on application creation. Therefore, in this study, we attempted to develop and practice teaching materials for developing iOS applications for junior high and high school students in order to provide opportunities for interested students to learn independently during after-school hours. As a result, the students' responses on programming showed no significant change for the experienced students, but "surprise" and "feeling that I can do it" were meaningful learning opportunities for the beginners. Looking at the responses of the students regarding AI, although they knew the term AI, their perceptions varied from "humanistic", "familiar", and "coexistence with AI".

**Keywords:** Curriculum Development, Application Creation, AI function, learning during after-school hours.

<footnote n="1">¹ Shiga University, 2-5-1 Hiratsu Otsu Shiga, Japan</footnote>

<footnote n="2">² Sapporo Nihon University High School, 5-7-1 Nijigaoka Kitahiroshima-shi Hokkai-do Japan</footnote>

<footnote n="3">³ Kyoto Municipal Saikyo High School, 1 Nishinokyo-Higashinakaaicho Nakagyo-ku Kyoto, Japan</footnote>
# The Current State of Computer Education across the Australian Schools System

Therese Keane[0000-0002-1939-7955] and Milorad Cerovac[0000-0002-3400-5323]

Swinburne University of Technology, Melbourne VIC 3122, Australia
{tkeane, mcerovac}@swin.edu.au

**Abstract.** The ever-changing nature of technology in a globally inter-connected world has placed our educational institutions at the forefront of ensuring a future-ready workforce. More than ever before, the regular revisions, refreshes and re-designs of school curricula, especially in the domain of computer science education, need to ensure that the knowledge and skills that students acquire will adequately prepare them for progressing into either university, a vocational pathway, or directly into the workforce. School computer science courses are therefore uniquely positioned with multiple opportunities to immerse students in authentic real-world problem-solving challenges, that will encourage the development of a collection of key skills. When faced with a complex problem to solve, students need to be able to demonstrate the resilience/ability to work collaboratively, creatively and to think critically. One other fundamental set of skills that is gaining much-needed traction around the world, are the computational thinking skills of decomposition, pattern recognition, abstraction, and algorithm design. This paper will provide a brief overview of the teaching of the Digital Technologies curriculum from the Foundation Year to Year 10, before sharing a deeper insight into the current aims, rational, knowledge and skills as they manifest across each Australian State and Territory.

**Keywords:** Digital Technologies Curriculum, Computer Science, Senior Secondary.
Pedagogical adaptation to ICT in Australia

Andrew E. Fluck ¹[[0000-0003-1301-4615]

¹ Independent Educator, Carrick, Tasmania, Australia

Andrew.Fluck@utas.edu.au

**Abstract.** Digital computers have developed over the past 70 years or so. Therefore, it is possible to review social adoption and subsequent educational transformation. This paper briefly looks at the generation of new technologies in general, and their subsequent adoption into social understandings. It then looks at the adoption of new technologies into education and asks how quickly they are translated from society to schools. A national survey of Australian schools was undertaken to see how well and how quickly curriculum planners adopted computers, and subsequently how fast these ideas were implemented in classrooms. 307 schools responded to the survey, showing the ‘patchy’ nature of this innovation dissemination. The time from curriculum awareness to full implementation of the Digital Technologies subject in schools was estimated to be 7-12 years. Since computing technology is advancing rapidly, quantum computing in schools was examined and future curriculum revisions mooted. The paper concludes by asking how best school curricula should adapt to technological developments.

**Keywords:** Informatics, Computing curricula, Implementation time, Case study, Quantum computing.
# PICAPICA Z: An Interactive Smart STEAM Educational Approach via a Combination of Programming, Networking and Arts

Issei Mukoda<fnref n="1" />, Mizue Kayama<fnref n="1" />[0000-0001-9654-7112] and Takashi Nagai<fnref n="2" />[0000-0002-6395-2258]

**Abstract.** The new Japanese national curriculum emphasizes the need to develop information and communication technology (ICT) skill. Educational content related to programming has been enhanced in grades 6–12 in pursuit of this goal. For example, junior high school students can learn to program interactive content. During high school, in addition to programming, students study information communication networks, including information and network security. This educational trend is not limited to Japan. Educational programs in Asia, Europe, the United States, and other countries around the world are transforming and expanding their educational content in fields related to ICT. An emphasis on science, technology, engineering, arts, and mathematics (STEAM) education is part of this trend. In learning activities related to STEAM education, programming can easily be linked to other learning items. A computer program is a type of language. Expressing STEAM-related ideas in a computer-readable language is a form of programming. Programming can play the "glue" role in the STEAM activities. We think that the design and coding of programs can resolve educational issues related to STEAM. If students have a programming abilities and senses, they can interpret their ideas into computer-readable expression. Then computer simulates or perform the codes. The students can judge their ideas are suitable for the problem solving or not. This study proposes educational materials regarding the configuration of information and communication networks. These materials are developed to support learning in junior high school technology and high school information studies using only one source. In junior high school technology courses, the interactive contents are developed using information and communication networks. In high school information studies courses, basic issues related to the structure and components of information and communication networks are covered. In the proposed educational material, the micro:bit is used as the main control device. By extending the Microsoft MakeCode, which is the programming environment for the micro:bit, we propose a smart learning environment that supports the understanding of interactive programming and information communication network architecture.

**Keywords:** Educational Material, Information and Communication Networks, Programming, STEAM Education.

<footnote n="1">¹ Graduate school of Science and Technology, Shinshu University.
Wakasato 4-17-1, Nagano-city, Nagano, Japan</footnote>

<footnote n="2">² Institute of Technologists. Maeya 333, Gyoda-city, Saitama Japan
kayama@shinshu-u.ac.jp</footnote>
ELSI (Ethical, Legal, and Social Issues) Education on
Digital Technologies: In the Field of Elementary and
Secondary Education

Nagayoshi Nakazono [0000-0001-9861-8906]

Faculty of Global Studies, Reitaku University
Kashiwa, Chiba, Japan

nnakazon@reitaku-u.ac.jp

**Abstract.** This research proposes the need to introduce ELSI education (educa-
tion of ethical, legal, and social issues) on digital technologies in school educa-
tion, such as primary and secondary education. Nowadays, various advanced
technologies such as artificial intelligence and data science are used in our daily
lives. New ethical, legal, and social issues arise in the use of new technologies,
and the concept of ELSI, which examines these issues, is gaining popularity.
ELSI is the examination of the ethical, legal, and social issues and implications
of science, technology, and research. In order to properly utilize advanced tech-
nologies, it is necessary to involve the general public in ELSI, and education on
ELSI is necessary to obtain the basic knowledge and understanding for this
purpose. This paper defines ELSI education as “Learning with ELSI” education
and proposes the necessity of introducing ELSI education in primary and sec-
ondary education. In order to implement ELSI education, teachers need to have
sufficient knowledge of ethics, law, and society, and they also need to be up-to-
date with the changes in the information society. ELSI education should not be
introduced as an entirely new education, but as a new concept on top of existing
education. As a concrete practical example, a learning using machine-learning
chatbot statements is considered. In this example, it is shown that by viewing
the relationship between chatbots and society from the perspective of ethics and
law, it is possible to realize learning that considers how to be mindful when uti-
lizing technologies. In an age in which advanced technologies are emerging one
after another, it is important to promote ELSI education according to the devel-
opmental stage of learners from the early stage of primary and secondary edu-
cation. ELSI should be regarded as a “handle” for realizing better education,
and its practice should be promoted.

**Keywords:** ELSI Education, Ethics, Elementary and Secondary Education, Artificial Intelligence, Advanced Technologies
Learning outcomes of a coding-based board game for
beginner-level students learning to program

Ryusei Takei¹, Daisuke Saito¹, Hironori Washizaki¹, and Yoshiaki Fukazawa¹

¹ Waseda University, Tokyo, Japan
d.saito@fuji.waseda.jp

**Abstract.** Several board games for learning programming have been proposed. Although these board games are an easy approach to learning programming, the correspondence with actual coding is weak and there is a gap between the two. Thus, the gap is a limitation to learning programming. We developed a board game for novice programmers to address this issue. This game utilizes a coding-like game system to incorporate the basic programming concepts of variables, operations, branching, and repetition. In this study, we instructed six novice programming students aged 11–14 to play this board game to observe its learning effects. The students were then assessed experimentally by having them answer a quiz related to programming. Thus, simple content, including basic arithmetic operations, code structure, and variable concepts was well learned. However, the concept of branching and repetition was not effectively retained. In the future, we will enhance the developed board game to address this issue.

**Keywords:** Educational Board Game, Programming Education, Software Engineering
Using R Language to Analyze Programming Learning
Process of Ai. R Cord utilizing AR

Ryosuke Nakata¹ and Tetsuro Kakeshita¹

¹ Saga University, Saga 840-8502, Japan
kake@is.saga-u.ac.jp

**Abstract.** The purpose of programming education in elementary school is to give students the ability to correctly understand and utilize computers. The ability is extremely important so that the students to be more active in the coming society 5.0. Programming education involves the use of computers and learning materials, but support for teachers needs significant improvement. In this paper, we collect students' learning data using a programming material named Ai. R Cord utilizes augmented reality (AR). We also analyze the learning data from various perspectives using the R language. This will be used to evaluate the understanding level of the students, find out the causes of incorrect answers, encourage students with low levels of understanding by reviewing their work, and identify common mistakes in each question, which will be used to improve the teaching activity and to provide guidance to the students. Through visualization of the learning data, students' achievement and usage status can be easily analyzed. Furthermore, by using advanced data analysis methods such as principal component analysis and cluster analysis, we also obtain valuable knowledge that can be used for future instruction, such as trends in performance by subject and classification of students based on their level of understanding.

**Keywords:** Learning Analytics, Programming Education, Data Visualization, Principal Component Analysis, Cluster Analysis.
# Reflection Support with Summarized Screen Recordings of the Visual Programming Tool

Kanta Kobayashi, Hideyuki Takada[0000-0003-1611-0709] and Maki Ichimura

Ritumeikan University, Kusatsu, Shiga 525-8577, Japan

htakada@cs.ritsumei.ac.jp

**Abstract.** With the introduction of the programming education to primary schools in Japan, many students are now participating in programming workshops utilizing visual programming environments such as Scratch. Most of them enjoyed programming and some tried to further work on their self-motivated projects. On the other hand, their programming experience is often limited in the period of a workshop, and there are not so many cases where they keep working on their projects spontaneously after attending such a workshop. To overcome this situation, reflecting activity would be an important factor for children to be encouraged to further come up with new ideas leading to continuous creative activities. In this paper, we propose to use summarized screen recordings to support the reflection activity along with a method to generate a movie of a few minutes long extracted from a screen capture which can be taken on PCs used by children. Summarized screen recordings are generated by using the computer vision technology provided by OpenCV. The method is organized into two steps. The first step extracts candidate scenes that are possibly included in a summarized screen recording. Then the second step eliminates similar scenes from the extracted candidate scenes. The extraction of candidate scenes focuses on the movement of sprites and script blocks on the Scratch window, which can be identified by detecting feature points on the screen and matching the feature points between adjacent scenes. Then similar ones in the candidate scenes are eliminated by comparing feature points in adjacent scenes, finally forming a summarized screen recording. We examined the contents of the summarized screen recordings extracted from screen captures taken in actual programming workshops to evaluate how well the summarized screen recordings are organized. Evaluation has been made in two criteria: an objective measure using precision and recall representing how well the important scenes are included, and a subjective measure using a questionnaire asking workshop participants about the usefulness of the summarized screen recordings for their reflection. The result of the precision and recall indicates that about 65% of the expected scenes could be extracted while about only 30% of the extracted scenes could match the expected scenes. For the questionnaire, many participants responded with positive answers for reflecting on their activities. For future works, we need to improve the method to reduce the redundancy of the generated movie.

**Keywords:** Visual Programming, Screen Recordings, Reflection Activity.
Validity of animation when finding errors by
Chuggington

Yui Ono¹, Daisuke Saito¹, Hironori Washizaki¹ and Yoshiaki Fukazawa¹

¹ Waseda University, Japan
yui.yui.o@fuji.waseda.jp

**Abstract.** Programming has been a compulsory subject in Japanese elementary schools since 2020. Although elementary school students are expected to obtain logical thinking and creativity, effective learning methods have yet to be clari-fied. One approach is to use animation. Herein a new animation method using Chuggington, which is a visual programming tool designed to help imagine ex-ecution results, is proposed. The effect of animation to find errors is validated experimentally. In this experiment, six university students found errors with and without animation in programs with similar levels of complexities. Additional-ly, a new calculation method using visual programming is proposed to measure the complexity of Chuggington courses. A post-experiment questionnaire about the animation effect and perceived difficulty indicated that the perceived diffi-culties and the calculated Halstead complexity are approximately matched. The animation in Chuggington reduced the solution time, and the participants’ an-swers were uniform regardless of programming experience when animation was present. However, the small sample size is a huge threat to validity due to the pre-experiment, and the results may not translate to a large sample size or a dif-ferent group. In the future, a similar experiment should be conducted with ele-mentary school children.

**Keywords:** Animation, Visual programming, Chuggington
# Characterization of knowledge transactions in design-based research's workshops

Elsa Paukovics [0000-0002-3740-088X]

TECFA, University of Geneva, 1205 Geneva, Switzerland

elsa.paukovics@unige.ch

**Abstract.** PLAY is a design-based research project which gathers different communities of experts in collaborative workshops. Those latter are designed to create an educational game (Geome) to guide classroom visits to the Museum of Nature at Sion in Switzerland. Theoretical models in the sciences of education are tested through design, experimentation and evaluation of the game. In this paper, we investigate knowledge sharing by researchers, teachers, computer scientists and museum staff members during collaborative workshops. More specifically, processes of knowledge sharing in verbal interactions are under our scope. We analyze the game Geome as a boundary object. We characterize uni- or multilateral transactions according to how reciprocally the meaning of knowledge is negotiated. We also note the explicitness dimension of knowledge transactions. In conclusion, these results are addressed in the light (i) of the development of skills among the actors involved in the workshops and (ii) the creation of theoretical models in educational sciences.

**Keywords:** Knowledge translation, design-based research, boundary object, knowledge co-production, collaboration
# Digitalisation of Education in the Global South: Conditions and Concerns

Jaana Holvikivi[0000-0002-9104-5735]

Kuukausikuja 3 B 10, 02200 Espoo, Finland
Jaana.holvikivi@gmail.com

**Abstract.** This paper seeks to contribute to a broader discussion on the critical research agenda in development and technology studies in education. Particularly the situation after pandemic school closures has revealed immense global inequalities and disparities in online education. With new efforts to alleviate the situation, attention has to be paid to the constraints and risks that are incurred in the digital transformation of education. This paper explores and analyzes the risk areas dividing them into technological infrastructure and software and platform concerns, and to wider social, ethical, political, epistemological and cultural issues. A systematic analysis would help in risk evaluation for better planning and decision making in the global south. The paper argues that technological transitions need support in the form of considerable expertise, as well as involvement of the local communities to ensure sustainable solutions in education.

**Keywords:** digital education, development, infrastructures, technology risks
# An alternative perspective on computer self-efficacy
based on group and gender composition

Javier Osorio¹[0000-0003-0809-6951]

¹ Universidad de Las Palmas de Gran Canaria, Las Palmas de Gran Canaria, 35017, Spain
javier.osorio@ulpgc.es

**Abstract.** Gender remains as a controversial issue when analyzing students' attitudes and results of their interaction with computers. This paper draws conclusions about computer self-efficacy based on the interaction among students with no techno-logical background when asked to create a prototype of a website. The study was carried out for eight consecutive years, and 536 undergraduate students participated. The experience showed that the students tended to group themselves in work teams of the same gender. The nature of students' association, different from the expected with mixed gender, led to consider that unconsciously the students were showing their level of perceived self-efficacy in the use of computer applications. The reason why this assumption could be considered as consistent lied on the fact that students were being evaluated, and under this circumstance the coherent behavior is that which guarantees the best grades. The evaluations revealed that there were no significant differences when comparing the performances of groups made up of females, males, or mixed genders. This experience may be of interest as it questions some assumptions about group and gender interactions with computers.

**Keywords:** Computers, Gender, Groups, Self-efficacy, Undergraduate.
# Digital Literacy in Formal Education over the Past Decade: A Systematic Review

Daranee Lehtonen¹[0000-0002-9695-0056], Vallery Michael¹[[0000-0001-6930-0704] and Jussi Okkonen¹[0000-0002-7207-045X]

¹ Tampere University, Kalevantie 4, 33100 Tampere, Finland
daranee.lehtonen@tuni.fi

**Abstract.** The COVID-19 pandemic abruptly thrust online teaching and learning into the limelight of the global stage, consequently pushing digital literacy as it relates to formal learning, teachers, students, and parents, towards the foreground of education. In light of this, there is a need to understand the implications of digital literacy in the context of teaching and learning during the pandemic years and the research and literature surrounding it. This literature review strives to gain a global overview of the empirical studies on digital literacy in formal educational contexts by systematically reviewing 574 peer-reviewed articles published between January 2010 and December 2021. It aims to provide the theoretical background and literature for a development project on digital literacy in the post-Covid era by systematically mapping the literature pertaining to digital literacy globally and shedding light on trends, particularly during the post-Covid years. A descriptive statistical analysis will be used to investigate the full-text articles in terms of demographics of the studies (including publication year, geography, educational domains, and research settings), research topics, research participants, and research methodology adopted (including research methods and data sources). It is anticipated that the descriptive statistical results will demonstrate differences in distribution within the studies in terms of demographics, research topics, research participants, and research methodology. The number of articles published before and during the COVID-19 pandemic (during 2010–2019 and 2020–2021 respectively) were also compared as part of our findings. The analysis demonstrates a significant increase in the number of studies published during the pandemic compared to preceding years. There is also a likelihood that most studies published during 2020–2021 may have been conducted with education during the COVID-19 pandemic in mind, either as a focus, an influencing background element, or factor for consideration. The findings and conclusions from the analysis will be presented at the conference. The results of the review will shed light on the global trends in digital literacy research before and during the pandemic. They should reveal areas of interest, challenges, and affordances when it comes to digital literacy and digitally inclined teaching and learning practices. Moreover, the results should help identify research gaps in the field of digital literacy in formal educational contexts and provide implications for future studies.

**Keywords:** Digital Literacy, Formal Education, Remote/Distance Education, Hybrid/Blended Education.
# High School Students' Approaches to Cheating in Remote Education During COVID-19 Pandemic in the Czech Republic

Miroslava Černochová¹[0000-0003-1836-6978], Hasan Selcuk ²[0000-0001-8098-1088] and Tomáš Podoljak [0000-0002-9977-916X]

¹ Charles University, Faculty of Education, Prague, Czech Republic

² University of Latvia, Faculty of Education, Psychology and Art, Riga, Latvia
miroslava.cernochova@pedf.cuni.cz

**Abstract.** Prior research has documented that there is a noticeable increase in online cheating during remote education that is caused by the Covid-19 pandemic. This study attempted to investigate Czech high school students' approaches to online cheating during remote online learning. Using a mixed-methods research paradigm, the researchers utilised an online questionnaire to obtain the views from the students (N=316). The researchers also used individual online interviews with teachers (N=7) to complement the students' responses to the questionnaire. The study's findings indicated that remote online education led most students to believe online cheating is excusable since they were unwilling to learn and found the subjects not engaging and helpful for them during such a period. Besides, digital equipment (e.g., mobile phones, sharing a screen with another person) during online tests were the most preferred technical instruments for cheating. Using resources on the Internet was the most frequently self-reported online cheating. Students' recommended solutions to prevent online cheating were presented into three main groups of recommendations, which were (1) pessimistic, (2) practical, and (3) critical and realistic. The findings further suggest that teachers consider students' needs and expectations from assessment in online education and create possibilities for formative assessment to minimise the inclinations towards online cheating.

**Keywords:** Online Cheating, Remote Online Education, High School, COVID-19 Pandemic.
# The Role of technology in Communities of Learning Collaboration and Support

Maina WaGioko<fnref n="1" /> and Janet Manza<fnref n="2" />

**Abstract.** Continuous professional learning is gaining currency in Kenya, due to several factors including the Teachers' Service Commissions' Policy (Appraisal and development). This has facilitated the inclusion of practicum sessions. This explorative interpretive study undertook artifact analysis to establish the role of social media in the practicum. The study reviewed 560 schools from 3 counties after three days of face-face sessions during a school term. Six platforms' interactions, Edmodo, WhatsApp, Slack, Kaizala, Twitter, and Facebook were reviewed. Activity logs (posts and comments) were analyzed over the 12 months' practicum (communities of learning) sessions. The analysis focused on enrollment, traffic, content, type of activities, quality of engagement, and opportunities for support and learning. The finding revealed that currency, relevance, importance, camaraderie, and learning as factors that guided the engagement. The use of social media extended the learning experiences, continued cohort engagement, increased numbers of reached, and facilitated the transfer of principles into practice.

**Keywords:** Practicum, Professional Learning, Technology infusion.

<footnote n="1">¹ Aga Khan Schools, Aga Khan Academy, Mombasa, Kenya</footnote>

<footnote n="2">² PCEA St Margaret School, Mombasa, Kenya</footnote>

<footnote>gioko@agakhanacademies.org</footnote>
# A Taxonomy Of Video Genres For Use In Education

Magnus Nohr¹[0000-0002-7647-2886] and
Halvdan Haugsbakken² [0000-0001-8980-1717]

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

Magnus.Nohr@hiof.no

Halvdan.Haugsbakken@hiof.no

**Abstract.** Videos play a fundamental role in online learning and online courses. Videos are also a valued resource which can be designed and used by learners in many different ways. Surprisingly, research on video for educational use is rather limited, a matter which goes for video-based learning and online courses. That said, the current research horizon on video research offers very few perspectives on how to design videos and how they can effectively be applied by educators to foster learning. Predominantly, researchers use quantitative methods to measure the performance of videos, meaning that a strong learning analytic research tradition has emerged. Missing from the research horizon, however, are studies that develop frameworks or guidelines for pedagogical use of videos. For example, we find very few studies that outline how instructional videos can be designed into an online course. In this regard, this paper outlines and suggests a taxonomy of 10 video genres which educators can use in the design of video-based learning environments or in online courses. By using a quantitative research design, the taxonomy of 10 video genres was devised. The taxonomy of video genres was developed from a data set which was based on use of videos in three teacher trainer online courses at a university college in Norway.

**Keywords:** Videos, MOOCs, online courses, taxonomy.
# Tracking Epistemic Interactions from Online Game-Based Learning

Eric Sanchez<fnref n="1" />[0000-0002-3819-6681], Nadine Mandran<fnref n="1" />

**Abstract.** This paper draws on an empirical work dedicated to assessing the relevance of an online training course for pre-service teachers. The course is dedicated to the legal rules governing the use of digital educational resources. It consists of a game-based learning session with *Tamagocours*, an online Multi-player Tamagotchi. Based on the digital traces collected from 242 players, we conducted a factor analysis to classify the players according to the interactions that took place during the game session. Our analysis shows that the game is played in very different ways depending on the teams. It also provides evidence that the interactions that take place are not always epistemic interactions and that some players use avoidance strategies that work against learning. Our contribution therefore focuses on a method for understanding how a game is played and the potential effects of playing on learning.

**Keywords:** Game-Based Learning, Epistemic Interactions, Collaborative Learning, Playing Analytics.

<footnote n="1">¹ TECFA, Geneva University, Geneva, CH
eric.sanchez@unige.ch</footnote>

<footnote n="2">² LIG, Grenoble University, Grenoble, FR
nadine.mandran@univ-grenoble-alpes.fr</footnote>
# A Conceptual Framework for Automatic Generation of Examinations using Machine Learning Algorithms in Learning Management Systems

Emma Cheserem<fnref n="1" />[0000-0001-7032-4869], Elizaphan Maina<fnref n="1" />[0000-0003-1917-9760] and John Kihoro<fnref n="2" />[0000-0002-8477-5588]

**Abstract.** The ongoing transition of education from face-to-face to online learning has seen increased application of machine learning to optimise learning and assessment processes. Learning Management Systems (LMS) such as Moodle, Blackboard and Canvas are used to conduct electronic learning (e-learning) and electronic assessment (e-assessment). These LMS systems automatically generate exams for student assessment. However, the perceived low quality of these exams has led them to be used for formative assessments and not for summative assessments. One way to ensure high quality exams are generated by LMS systems is to ensure the questions cover various difficulty levels in reference to a specific educational taxonomy. Two commonly used taxonomies include Bloom's Taxonomy and the more recent Revised Bloom's Taxonomy (RBT). Currently the RBT has been recommended for classification of exam questions into different categories of knowledge. In this research, we first review studies on exam question classification using educational taxonomies and then we review automatic generation of exams from question banks. From this review, we define parameters necessary for a quality exam based on RBT. Finally we propose a conceptual framework which will apply machine learning algorithms on the identified parameters to automatically generate a quality exam from a question bank. We intend to do further research by developing a prototype based on the conceptual framework. To test the quality of exams generated by the prototype, the prototype will be validated in Moodle LMS within a Higher Education Institution (HEI) using a true experiment in a specific subject domain.

**Keywords:** Automatic Generation of Exams, Machine Learning, Bloom's Taxonomy.

<footnote n="1">¹ Kenyatta University, Nairobi, Kenya</footnote>

<footnote n="2">² The Cooperative University of Kenya, Kenya</footnote>

<footnote>lncs@springer.com</footnote>
Layers of Knowledge Leading to E-Portfolios

Paul Libbrecht<sup>1,2 [0000003031767336161]</sup>, Wolfgang Müller<sup>1 [0000-0001-6474-3733]</sup>
and Sandra Rebholz<sup>1,2[0000-0003-0965-998X]1</sup>

**Abstract.** E-portfolios are considered an innovative and effective instrument to assess students' learning, allowing for a more comprehensive consideration of individual learning processes and acquired competences. As a composition, an E-Portfolio lets learners express themselves using digital artefacts (texts, graphics, and videos using a vocabulary both accessible to them and to their readers). The realization is more personal with the knowledge expressed in a re-appropriated manner and with individually deepened subjects. Teachers of these courses assess the acquired competencies and knowledge of the students by evaluating submitted E-Portfolios based on criteria such as topical completeness, subject-specific depth, use of relevant resources, the originality of presented artifacts, quality of the explanations, formal aspects, and expressed reflection on the subjects (e.g. connections to their own social environment). However, to assess, a wider context has to be considered.

In addition to individual E-Portfolios, the following representations of knowledge are involved in the learning process: knowledge maps and lesson plans created by teachers, learning materials or coursebooks conceived by teachers, additional open learning materials, exercises, project results, and other artifacts designed and produced by students in the context of their learning processes, and teachers' rubrics guiding the assessment. Using the latter, the completeness and correctness of the acquired knowledge can be and must be assessed. E-portfolios promise a more comprehensive assessment of student's competences and their development in the context of learning process, but their assessment is clearly more complex and elaborate. We propose supportive technologies for E-portfolio assessment. They not only require integrating different layers of knowledge, but also providing effective access to these layers. We propose to use adequate visualizations and dashboards to depict structures such as the map of broad topics or ontological trees of conceptual objects.

The project AISOP (AI-supported Observation of e-Portfolios) targets to design and provide corresponding AI-based technologies and tools to support the assessment of E-portfolios. Natural Language Processing (NLP) provides the input to display connected representations of knowledge and visualizations that connect layers of knowledge, thus, supporting a teacher in its assessment of E-portfolios and a learner in the middle of writing. The project uses widespread platforms (e.g. Mahara) and NLP-tools (e.g. entity recognition in spaCy) and will deliver open-source tools and open corpora for the field of digital competencies.

**Keywords:** Learning analytics, E-Portfolios, AI, Evaluation, Assessment

<footnote n="1"><sup>1</sup> University of Education Weingarten, Kirchplatz 2, 88250 Weingarten, Germany</footnote>

<footnote n="2"><sup>2</sup> IU International University, Juri-Gagarin-Ring 152, 99084 Erfurt, Germany
{paul.libbrecht, mueller, rebholz}@md-phw.de</footnote>
General Model for Design of an Integrated Learning
Record Store System as Infrastructure in Learning
Analytics on a University

Kazuaki Kojima<fnref n="1" />, Makoto Miyazaki<fnref n="1" />, Fumihito Furukawa<fnref n="1" />, Takatsugu Yamamoto<fnref n="1" />,

Toshiyuki Miyahara<fnref n="1" />, Kenji Tokumori<fnref n="1" />, Hiroki Ebata<fnref n="2" /> and Hiroyoshi Watanabe<fnref n="1" />

**Abstract.** In the recent decade, learning analytics (LA) has received increasing attention and educational support based on big data from students and their contexts accumulated in learning environments has been promoted in Japanese universities as well. To implement such educational support available throughout an educational institution, design of an institutional administrative system to manage data legally and ethically is needed besides an information system to uniformly collect and purposely provide data. And the administrative system requires policy in using student data, which meets requirements of a law on the protection of personal in-formation in each country or region. This study proposes a general model of infrastructure in LA, which serves as an integration system to consolidate data logged in every learning environment adopted in an educational institution and controls its proper sharing with external systems for LA, as a solution to technical and administrative issues. We discuss creation of data use policy for this system in Japan, introduce requirements to build it, illustrate the model and its in-stance that could be implemented in Teikyo University.

**Keywords:** Learning Analytics, Learning Record Store, Data Use Policy.

<footnote n="1">¹ Teikyo University, Itabashi-ku, Tokyo, 1738605, Japan</footnote>

<footnote n="2">² University of Fukui, Fukui-city, Fukui, 9108507, Japan
kojima@lt-lab.teikyo-u.ac.jp</footnote>
Improving a Model-Based Software Engineering
Capstone Course

Michael J. May<fnref n="1" />[0000-0003-4571-7972] and Amir Tomer<fnref n="1" />[0000-0002-8387-2458]

**Abstract.** Capstone projects are a common feature of software engineering bachelor's degrees. We report on the experience and lessons learned from a decade of capstone projects at a small regional Israeli college. We first created a capstone process adapted to the department's model-based software design philosophy, cultural aspects of the student body, and the sparse industrial environment surrounding the college. After several years, we improved the process through the introduction of mandatory fill-in report templates. Analyses of ten years of project statistics and outcomes led us to an understanding of what capstone features led to better outcomes and how the report templates affected grading outcomes. Our templates are released under the Creative Commons Attribution-ShareAlike 4.0 International License and can be accessed at https://bit.ly/se-capstone-templates.

**Keywords:** Software design engineering, Student assessment, Software engineering education, Capstone projects.

<footnote n="1">¹ Kinneret Academic College on the Sea of Galilee, Tzemach Junction 15132, Israel
{mjmay,tomera}@mx.kinneret.ac.il</footnote>
Visualizing Class Diagram and Sequence Diagram of
Java Program in VR Space

Tomoya Matsushita¹, Masateru Kishikawa¹, and Tetsuro Kakeshita¹

¹ Saga University, Saga 840-8502, Japan
kake@is.saga-u.ac.jp

**Abstract.** Modern large-scale software is developed through a systematic pro-
cess such as requirements definition, architecture definition, design definition,
system analysis, implementation, and verification/validation. Various software
development documents are created during the software process. Software en-
gineering primers tend to confuse many software documents since they do not
understand the relationship among the documents. We are developing VRale-
SCM, a tool to visualize various software documents using VR space. Students
can navigate the documents via relationship so that they can clearly understand
the relationship. We develop a tool to generate and display class diagrams and
sequence diagrams of Java programs in this paper. The tool is integrated into
VRale-SCM. Class diagrams represent the program structure, while sequence
diagrams represent the dynamic behavior of the program so these two diagrams
are quite important to understanding Java programs. We utilize JavaParser to
build an abstract syntax tree of the Java programs. Dynamic behavior of the Ja-
va programs is extracted by adding sensing code to the original program and by
executing the converted Java program.

**Keywords:** Software Engineering Education, Class Diagram, Sequence Diagram, Virtual Reality, Software Process.
Scaffolding Task Planning Using Abstract
Parsons Problems

James Prather<sup>1[0000-0003-2807-6042]</sup>, John Homer<sup>1[0000-0002-5067-4009]</sup>, Paul Denny<sup>2[0000-0002-5150-9806]</sup>, Brett A. Becker<sup>3[0000-0003-1446-647X]</sup>, John Marsden<sup>4[0000-0001-9584-035]</sup>, and Garrett Powell<sup>1[0000-0002-3221-7015]</sup>

¹ Abilene Christian University, Abilene Texas 79699, USA
james.prather@acu.edu
jdh08a@acu.edu
gbp18a@acu.edu

² The University of Auckland, Auckland, New Zealand
paul@cs.auckland.ac.nz

³ University College Dublin, Belfield Dublin 4, Ireland
brett.becker@ucd.ie

⁴ North Carolina State University, Raleigh North Carolina 27695, USA
jmmarsde@ncsu.edu

**Abstract.** Interest is growing in the role of metacognition in computing educa-
tion. Most work to-date has examined metacognitive approaches of novices
learning to code. It has been shown that novices navigate through discernible
stages of a problem-solving process when working through programming prob-
lems, and that scaffolding can be beneficial. In this paper, we describe a novel
scaffolding task aimed at guiding novices through a crucial stage of developing
and evaluating a problem-solving plan. We presented novices with a problem
statement before working through an Abstract Parsons Problem, where the
blocks present structural elements rather than complete code, to aid high-level
planning before writing code. Comparing groups who experienced this ap-
proach with those that did not, revealed that novices who worked on an Ab-
stract Parsons Problem before coding were more successful in solving the task
and demonstrated improved metacognitive knowledge related to task planning
when asked to identify useful future problem-solving strategies. Our observa-
tions from two courses over two years suggest that scaffolding students through
a planning step prior to coding can be beneficial for students. We provide direc-
tions for future work in exploring strategies for providing this type of guidance,
including the use of different types of planning activities, and studying these ef-
fects at scale.

**Keywords:** Automated Assessment Tools, CS1, Introductory Programming, Novice Programmers, Metacognition, Metacognitive Awareness, Parsons Problems.
IDE Interactions of Novices Transitioning Between
Programming Environments

Ioannis Karvelas [0000-0003-2502-2903], Joe Dillane, and Brett A. Becker [0000-0003-1446-647X]

University College Dublin, Belfield, Dublin 4, Ireland

ioannis.karvelas@ucdconnect.ie

joe.dillane@itcarlow.ie

brett.becker@ucd.ie

**Abstract.** Novices in introductory programming courses typically learn the fundamentals of programming using one of a wide of programming environments. These vary greatly in terms of the mechanisms they employ to assist programmers, including their approaches to compilation and error message presentation. It is yet to be established which, if any, of these mechanisms are more beneficial for learning. In this study, we utilize Java programming process data to investigate the interaction between novices and two different versions of the BlueJ pedagogical IDE, which differ substantially in terms of compilation mechanism and error message presentation. Specifically, we compare novices that used both BlueJ 3 and BlueJ 4 with those who exclusively used either and the effects of the order in which they transition between BlueJ versions. We find substantial differences between different cohorts in terms of error messages and compilation which provides evidence that programming environments play an important part in influencing the programming practices of novices. This work supports the hypothesis that the choice of programming environment significantly affects user behavior with respect to specific programming interactions and therefore it is reasonable to expect a difference in how these environments affect learning.

**Keywords:** Blackbox, BlueJ, Compiler Error Messages, CS1, Editors, Educational Data Mining, IDE, Java, Novice Programmers, Programming, Programming Environments, Programming Process Data, Tools
# A Comparative Study of Different LMSs
used at Dokkyo University

Kai Li¹, Lumi Tatsuta¹, Ikumi Horie¹

¹ Dokkyo University, Soka 3400042, Japan
likai@dokkyo.ac.jp

**Abstract.** Due to the COVID-19 pandemic, all teaching has shifted from a face-to-face environment to fully remote learning at Dokkyo University in 2020. To support the remote learning processes, there are three different LMSs (PorTa II, MyDoc(BlackBoard), and Moodle) used before 2020, and Manaba is a new contracted LMS after 2020. This study focuses on the differences in interface, usability, assessment, and feedback among the LMSs to contribute new strategies, advice, and solutions for effective remote teaching design with LMS which can be deployed in post-pandemic situations.

For example, Manaba has some problems with the interface. The learning content pages are in a different menu with quiz, survey, report, and forum features. Students will be confused about whether there is a quiz, survey, or report on the learning content page unless they have read or watched all the teaching materials to the end which the teacher may explain. As a solution method, teachers could link the different task page' URLs with the learning contents in one single page by which students could know what to learn and what to do at a glance.

For usability, there are different authentications in the four LMSs, a cross-system authentication system is needed for flexible online learning. There are file size and file type limitations in all the LMSs, therefore, other online storage should be utilized.

For the assessment, the learning log allows the teacher to gather feedback from students and to monitor data such as the amount of time spent online and which pages were accessed. In PorTa II, there is no feature to monitor students' learning activities. In MyDoc, teachers could only get a summary report of all the students' learning activities for each learning task. Manaba can only support displaying log data page by page, but not downloading it, which has no meaning for analyzing students' learning activities in detail.

Although there are many feedback features in LMSs like a forum, comments, etc. Teachers need to design and embed the feedback features in the learning process and also need to supply timely, ongoing, and consistent feedback to support effective online learning.

Whatever the LMS is selected by the teacher, successful online teaching requires teachers and students to have access to appropriate resources, including technology, and well-designed learning environments. Teachers should not only master the online tools/technologies but also understand their pedagogical possibilities to achieve their teaching goals.

**Keywords:** Remote Learning, LMS, Teaching Design
# Digital Innovation in Assessment during Lockdown:
Perspectives of Higher Education Teachers in Portugal

Ana Amélia Carvalho¹[0000-1111-2222-3333] Daniela Guimarães²[0000-0003-0327-6048]
Célio Gonçalo Marques³[0000-0002-1503-0363] Inês Araújo⁴[0000-0003-0936-1411]
Sónia Cruz⁵[0000-0002-3701-353X]

¹ University of Coimbra, LabTE, CEIS20, Coimbra 3000, Portugal

² University of Coimbra, LabTE, Coimbra 3000, Portugal

³ Instituto Politécnico de Tomar, Tomar 2300, Portugal

⁴ University of Coimbra, LabTE, Coimbra 3000, Portugal

⁵ University of Coimbra, LabTE, Coimbra 3000, Portugal
anaameliac@fpce.uc.pt

**Abstract.** During the COVID-19 pandemic, lockdown policies forced higher education teachers to adopt remote teaching. This disruptive situation challenged teachers to continue delivering classes and carrying out assessment online. In order to investigate higher education teachers’ perceptions about the online assessment, a survey was conducted in Portugal. The study focuses on digital tools and methodologies used in online assessment, first-time digital tools used, and the tools and methodologies that teachers intend to maintain in face-to-face assessment, as well as confidence in students’ results. Data was collected online from May to July 2021. Participants (n=868) were from all fields of science and technology. Most of them (80%) reported the use of new assessment tools and methodologies during this period, but only 49% consider integrating them into their face-to-face teaching practices. Most of them (72%) have confidence in the results obtained by the students. However, some of them (36%) reported academic fraud situations. Digital tools related to summative assessment are the most prevalent, but methodologies related to formative assessment were also used. Only some teachers intend to use methodologies and tools in face-to-face classes used for the first-time during the lockdown. Curiously, most of the methodologies or the tools teachers intend to continue using are of formative assessment.

**Keywords:** Digital Assessment, Innovation, Higher Education.
# 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<fnref n="1" />,<fnref n="2" /> and Hiroshi KATO<fnref n="2" />

**Abstract:** Japanese universities are mandated to undergo faculty development (FD) programs. Accordingly, diverse FD programs have been implemented in Japanese universities. However, majority of these programs have been noted as "events" and have not led to daily classroom improvement activities.

Therefore, we have developed and are operating the "Iⁿ Assistant" as a system with mechanisms for promoting daily classroom improvement activities. Iⁿ Assistant is a system that organically links syllabi, class records, and a learning management system. Iⁿ Assistant allows faculty to record daily classes, through which they can reflect on their classes to find ways for improvement. For example, the class record screen initially displays the class plans described in the syllabus, allowing instructors to record their classes while comparing their own plans with the actual content of the classes. Further, these records are shared among fellow faculty members and stacked annually. At the author's university, nearly 60% of the full-time faculty members use this system to record their classes, and it has become a system that supports their daily teaching activities.

Based on these operational results, we surveyed full-time faculty members who use class records to determine if and how these are being used to make concrete improvements to classes. An interview survey was conducted with 12 system users, along with an analysis using the M-GTA method. This revealed the process by which they accepted the system, reflected on their classes, and used it to make improvements. Additionally, it was found that even though external factors are key in commencing usage, as data is stacked, faculty members increasingly and voluntarily undertook efforts to improve classes using the system, and it soon became a routine. Regarding system implementation, the survey revealed that the following are promotional factors for active system usage: enabling the system to be linked with reinforcement measures that include external party evaluations, improving user friendliness using information and communication technologies, and enabling information sharing with colleagues and students. Thus, the implication is that initializing programs to establish the use of this system in universities, through external factors, could lead to routine creation and subsequently, improved classes.

**Keywords:** Faculty Development, System Development, Reflection

<footnote n="1">¹ Hokkaido University, Kita 17-jo Nishi 8-chome, Kita-ku, Sapporo Japan 060-0817</footnote>

<footnote n="2">² Open University of Japan, 2-11 Wakaba, Mihama-ku, Chiba, 261-8586 Japan
riemt@high.hokudai.ac.jp</footnote>
# A Study of Measurement of Mentoring Activities
## Using Text Mining Technology

Kaori Namba<fnref n="1" />, Toshiyuki Sanuki<fnref n="1" />, Tetsuo Fukuzaki<fnref n="1" />, and Kazuhiko Terashima<fnref n="2" />

**Abstract.** P-TECH (Pathways in Technology Early College High Schools) is a pioneering education reform initiative to prepare young people with the academic, technical, and professional skills required for 21st-century jobs and on-going education. Mentoring is one of the key activities of P-TECH for students to think about their pathways and build engineering attitudes. After each mentoring session, we take surveys to evaluate how the sessions affected the students and we achieved our objectives. Previously, we systematically analyzed only the quantitative questions. Since the surveys include open-ended questions, we added systematic analysis of the responses to the open-ended questions using text mining technology.”

The subjects of this paper were 30 high school sophomores in 2019. We mentored them eight times in 2019 and 2020 (their sophomore and senior years) and took surveys after each session. We gathered 1784 documents in total as the responses to open-ended questions and analyzed them with IBM Watson Discovery as a text mining tool.

The tool showed the top three frequent nouns were synonyms for “myself”, and the top three correlated nouns of “myself” were “future”, “thought”, and “way”. This indicates many students considered their pathways during the mentoring sessions and discussed them in their surveys. The tool also showed that the top correlated noun/verb phrases were "build ... plan", "obtain ... advice", and "have ... interest". This indicates that students correctly received the messages intended by the mentoring. The tool also showed various trends of words. We expected to see some evidence of student growth over time through the mentoring sessions but could not identify it. We concluded that this is because the current set of questions is not suited for the investigation of student growth.

Our results showed that the mentoring activities helped students consider their future. Text mining was a useful technique to analyze answers to open-ended survey questions. In future work, we would like to identify the relationship between numeric indices and the answers to open-ended survey questions. Additionally, we plan to modify the survey questions to better clarify student growth through mentoring.

**Keywords:** P-TECH, Survey, Measurement, Mentoring, Text mining

<footnote n="1">¹IBM Japan, Ltd., Tokyo 103-8510, Japan, {knamba, sanuki, fukuzaki} @jp.ibm.com</footnote>

<footnote n="2">² Machida Technical High School, Tokyo 194-0035, Japan, terashima@machidath.ed.jp</footnote>
# Using the SAMR Model as an Enabler to Computer Literacy for Grade 8 to 11 Learners in an Outreach Community Project

Pariksha Singh<fnref n="1" />[0000-0002-3340-6491] and Jayshree Harangee<fnref n="1" />[0000-0002-9130-4784]

**Abstract.** South Africa is a developing country where students in impoverished schools have limited resources and lack the privilege to access a computing device to enhance their computer literacy skills. Therefore, students are disadvantaged when pursuing a higher education qualification. A university developed an outreach program to help improve student comprehension in the STEM subjects and address computer literacy needs while students are in secondary school before transitioning into tertiary education. In 2021, 431 students registered for the outreach program. However, due to Covid-19 protocols, students could not attend class consistently, which negatively impacted the students' performance at the end of term one. Using an intrinsic case study method, the authors investigated the SAMR model to ensure the program's continued success. In the second term, the program integrated the SAMR model to provide accessibility to the course resources. The online learning provisions allowed the students to complete the course in difficult circumstances, and this implementation improved the students' engagement and performance at the end of term four. Incorporating the SAMR model into the curriculum can be an excellent enabler in enforcing hybrid education for future generations.

**Keywords:** Hybrid Learning, Impoverished, Learning Management System, SAMR, Skills Assessment Manager

<footnote n="1">¹ IT Laboratories, School of Information Technology, Faculty of Engineering, Built Environment and IT, University of Pretoria, South Africa</footnote>
# Fostering Students' Resilience – Analyses towards Factors of Individual Resilience in the Computer and Information Literacy Domain

Kerstin Drossel¹, Birgit Eickelmann¹, Mario Vennemann¹, and Nadine Fröhlich¹

¹ Paderborn University, Germany
mario.vennemann@uni-paderborn.de

**Abstract.** In this contribution the resilience of students in the CIL domain is focused. In this context research towards individual student resilience is of relevance in order to examine characteristics from the student level that can be used as setscrews by educators and other educational stakeholder to minimize or overcome social in the CIL domain. Taking advantage of the representative cross-sections of students from the ICILS 2018 study the question of the prevalence of resilient students (research question 1) and their related antecedents and process factors from the ICILS 2018 contextual model (research question 2) have been focused via using a logistic regression approach. Cross country analyses revealed that student's sex and their cultural capital are the strongest predictors for resilience in the CIL domain. However, including family's process characteristics shows that student's self-efficacy toward the use of ICT, their use of ICT for information-related activities itself and the use of ICT for basic and advanced purposes have been identified as significantly related to student resilience.

**Keywords:** student resilience, computer and information literacy, logistic regression, UneS-ICILS 2018.
# Bridging the Learning Gap through Constructivist Teaching and Learning with Technology

Uchita Bakshani¹ and Sandeep Wadhe¹

¹ Tata Institute of Social Sciences, Mumbai.
uchita.bakshani@tiss.edu

**Abstract.** The COVID-19 pandemic has created a massive disturbance in the education system creating a gap in learning for most students. Prolonged absence from learning due to the lockdowns has led to learners forgetting foundational skills previously learnt. Various different strategies are being adopted by governmental and non-governmental organizations to bridge the learning gap. This paper details one such approach being piloted in government schools in one of the most backward areas of Mumbai, India. The Technology Enabled Learning for Teachers and Adolescents of the 21st century (TELTA-21) program aims at bridging the learning gap through the constructivist approach of project-based learning with technology, as opposed to solely relying on bridge courses and remedial lessons.

**Keywords:** Learning Gap, Constructivist Use of Technology, Project-Based Learning with Technology.
# Creating an English Language Education System for High School Students Based on Multiple Intelligences Theory

Takeshi Nakamoto<fnref n="1" /> and Makoto Nakashima<fnref n="2" />

**Abstract.** The MI theory was first proposed by Howard Gardner in 1983. This theory is effective to design contents of the curriculum in accordance with each learner's mind characteristics. According to the theory, human mind is a blend of eight intelligences, and each intelligence develops independently of one another. The eight intelligences are: Linguistic, Logical-mathematical, Musical, Bodily-kinesthetic, Visual-spatial, Interpersonal, Intrapersonal, and Naturalist. Since the balance of these strengths varies from individual to individual, the backgrounds, purposes, and learning contents of learners also vary, and it is beneficial to design learning contents according to the intelligence characteristics of learners in educational courses. However, in practice, there is not enough research on how the theory can be used to promote students' learning through ICT. We here propose the development of an English language education system for high school students in Japan based on the theory. Our proposed system provides class contents' models on a tablet screen, which reflect each student's balance of the eight intelligences. The flow of an English class incorporating our system is as follows: i) The system measures balances of the eight intelligences of the students. ii) It shows the measured results to the students and the teacher. iii) The system presents class ideas to the teacher, according to the measured balance of intelligences. iv) With such a system assistance, the teacher sets up contents of the next class. v) During the class, each student implements his/her individual learning on the tablet device. vi) At the end of the class, the students answer to satisfaction questionnaires. vii) The questionnaire results are fed back to the teacher. Herein we focus on policies for creating class contents suitable for each type of multiple intelligences with a typical high-school English language textbook used in Japan based on the ideas of MI-based individualized instructional design.

**Keywords:** Theory of Multiple Intelligences, Educational Technology, Second Language Acquisition.

<footnote n="1">¹ Graduate School of Engineering, Oita University</footnote>

<footnote n="2">² Faculty of Science and Technology, Oita University
700 Dannoharu, Oita City 870-1192, Japan</footnote>

<footnote>{v20f2002, nakasima}@oita-u.ac.jp</footnote>
# The Paradox of Creativity

Lawrence Williams

Technology, Pedagogy, and Education Association, UK

lawrencewilliams2060@gmail.com

**Abstract.** This paper presents a retrospective analysis of a series of storytelling projects, each of which involves online collaborative teaching and learning, in different ways. Each teaching project has been extensively classroom tested, with many examples of students' creative work being presented at educational conferences, published in text books, posted online, or shown on television programmes. The projects have varying cross-curricular elements, and all are based on constructionist principles. The paper attempts to show the pedagogical method, linking a suggested constructionist teaching and learning model (the Paradox of Creativity), and the online and collaborative elements of these projects. Each project is therefore analysed in order to present its three main elements: the use of online teaching and learning materials; collaborative working (including international links); and the restrictions paradoxically imposed on the writing in order to encourage creativity and diversity. This paper has been developed from a brief initial idea, first published a few years ago, but greatly expanded here, with examples of creative work by pupils, which are provided as evidence.

**Key words:** creativity, online teaching and learning, collaboration, paradox
# Twenty Years of Object Orientation
## A Case Study for North Rhine-Westphalia in Germany

Arno Pasternak<fnref n="1" /> and Dieter Engbring<fnref n="2" />

**Abstract.** About 30 years ago, object orientation (OO) was established as an important technology in software development. There is no doubt that it is a suitable technology for the success of large projects in particular.

With a short time delay, OO also gained access to university education and, a little later, to computer science classes in higher secondary education in Germany. This finally took place with the switch to the Java as first and mostly only programming language. In this process of establishing OO with Java, we have observed some challenges and difficulties over many years. On the one hand, these are due to the educational background of the teachers. On the other hand, difficulties arise from the fact that students must learn two different programming paradigms while using Java. They must understand object-oriented data structuring and imperative-procedural sequence control at the same time.

After more than 20 years of experience in higher secondary education, it is time to reflect on these challenges and draw conclusions where appropriate.

**Keywords:** Object Orientation, Curriculum, Secondary Education

<footnote n="1">¹ Technische Universität Dortmund, Otto-Hahn-Str. 14, D-44227 Dortmund</footnote>

<footnote n="2">² Universität Bonn, Institut für Informatik, Friedrich Hirzebruch Allee 5, D-53115 Bonn</footnote>
# Contribution Title – Please Capitalize the Title as Explained in the Submission Instructions on the Conference Website

¹ Francesca Coin [0000-1111-2222-3333] and Monica Banzato ² [0000-0002-6294-6868]

¹,² Department of Linguistics and Comparative Cultural Studies, Ca' Foscari University, Venice, Italy {francescacoin.psi,banzato}@unive.it

**Abstract.** Following European Union educational policies, the most recent Education Reform in Italy (2016) introduced computational thinking at all school levels. Regrettably, students with intellectual disabilities (ID) appear to be excluded from programming activities with educational robotics (ER). The few existing studies focus mainly on students differing in age and ability. Therefore, this exploratory study aimed to measure the engagement of 8 high school students with ID, aged between 16 and 22, in ER simple programming activities (with Arduino as base), in a school in the North-East of Italy.

Engagement is described as a multi-componential construct, composed by affective, social, cognitive and psychological dimensions, but there seem to be considerable difficulties in measuring the last two. So, we build an ad hoc tool for student engagement with ID. As hypothesized by Champion (2003), it includes multiple measures: an observation grid included the analysis of non-verbal expressive behaviour, inspired by the work of Mehrabian (1968); the transcripts of the verbal comments of the pupils and a questionnaire.

The classroom activity was carried out individually by the pupils. The aim was to program the Rospino© robot's movements (coding), so it would reach the target object, through four paths of increasing difficulty.

The results that emerged from observation matched the answers in the interviews: high involvement in the ER activity, direction of their gaze more than half of the time towards the key object of the activity, facial expressions and body posture in conditions of ease and well-being and frequency of spontaneous tactile contact with the objects demonstrating confidence and interest. Some indicators, as eye contact, number of occurrences and facial expressions, were found to be the most useful: relatively easy to measure, applicable in any context and strongly predictive of the degree of interest and involvement. Others, however, such as facial expressions, body movements and verbal comments, were found to be more related to the context and cognitive abilities or character of the individual guy. The triangulation of the instruments proved to be an indispensable method of detection.

**Keywords:** Engagement, Student with intellectual disability, Educational Robotics.